Acme 6.1

Volume – 6, Issue – 1
January - 2018
Acme International Journal of Multidisciplinary Research
Volume – 6, Issue – 1 January, 2018
Sr. No. Topic Page No.
1. Race and Gender Oppression in Toni Morrison’s Beloved 1–3
Abdulwahab Mohammed Saeed Mohammed, Dr. Mohammed Alamrani
2. Delhi in Ahmed Ali’s Twilight in Delhi 4 – 13
Sangeeta Mittal
3. Contribution of Sci-Fi in Feminist Discourse: A Study of Selected Works by 14 – 19

Ursula K Le Guin, Joanna Russ and Marge Piercy
Khyati Dodiya
4. Life Skills Training for Adolescents with Problem Behavior: 20 – 27

An Empirical Study
Hita C. R & G. Venkatesh Kumar
5. TV Food Shows and Aspiring Hospitality Professionals: 28 – 35

A Conceptual Framework
Yatendra Singh Gusain, Ambika Prasad Pal
6. The Role of Press in Tending Dalits Voice and Issues in India 36 – 44
Dr. Ramesh Chandra Pathak
7. A Macrocosmic Outlook on the Contribution of Women 45 – 48

to Employment and Empowerment.
Mrs. M.Prathiba
8. Rebellious Nature as Expounded in R.K.Narayan’s The Painter of Signs. 49 – 52
Dr. M.R.Kumaraswamy
9. Leadership Effectiveness of Secondary School Headmasters with Reference to 53 – 65

their Gender & Length of Service
Hakeem Sayar Ahmad Shah, Prof. Mahmood Ahmad Khan

Volume – 6, Issue – 1 January, 2018
Sr. No. Topic Page No.
10. Leadership Effectiveness of Secondary School Headmasters with Reference 66 – 70

to Their Gender & Length of Service
D.V Srilakshmi, Dr. K. Sri Gouri
11. Language into “Lang”: Whatsapp Imprints on Teenagers 71 – 82
Indrajith I J & Titto Varghese
12. A Study Habits of Secondary School Students in Relation to Their 83 – 89

Metacognition
Dr. Radha Arora
13. Digital Library Promotes Higher Education 90 – 96
Manas Das
14. A Study On MSME: Contribution to Job Creation and Economic Growth In 97 – 103
India
Charu Goyal , Archana Sarkar
15. Development of Bullying and Victimization Questionnaire 104 – 109
Rakshanda Ahad, Dr. Shawkat Ahmad Shah
16. Patriarchy and Violence Against Women in South Asia: A Conceptual Analysis 110 – 115
Suheel Rasool Mir
17. 'kSf{kd miyfC/k ds lUnHkZ esa laL—r ,oa fgUnh ek/;e ds fo|kfFkZ;ksa dh vf/kxe 116 – 122
'kSfy;k¡
18. fofHkUu ÅtkZ L=ksrksa dh ykxr dk rqyukRed v/;;u 113 – 127
MkW- vfLerk Jheky

ISSN: 2320 – 236X
Volume - 6, Issue – 1, January - 2018
Available Online at http://www.researchjournals.in
Quality Impact Factor: 5.79 (CARS)
U.G.C. Approved International Refereed Research Journal
RACE AND GENDER OPPRESSION IN

TONI MORRISON’S BELOVED
Abdulwahab Mohammed Saeed Mohammed

Lecturer, Faculty of Arts and Humanities, Jazan University, Saudi Arabia
Dr. Mohammed Alamrani

Head & Director of Academics, Department of English, Asst. Prof. of Comp. Lit. & Cultural
Studies, Jazan University, Saudi Arabia
ABSTRACT
African-American women have a history of being sexually exploited in the days of
slavery as well as by their own communities. Like gender oppression, race oppression
is examined as a consequence of the economic exploitation of African people. Since,
the African people are connected by their history and culture, the solution to the
problem of oppression and exploitation that women in particular face is unity and the
promotion of gender solidarity.
Suffering at the hands of the white men, the African-American woman as well as the
men had to fight for survival both inside and outside their house. Separated from her man, who
was either sold during slavery, or who left the black woman when he went to seek jobs in the
North during Reconstruction, the black woman had to depend on other women in the
community who became “a source of survival, information and psychic and emotional support”
(Bethel 179). According to Eric William “slavery was not born of racism: rather, racism was
the consequence of slavery” (47).
Sexual harassment and exploitation are major problems in the African society. By
addressing this issue, Morrison aims in her novel Beloved to tell it’s not only women who are
being suffered at the hands of white, but also the black men. The novel explores the most
oppressed period of slavery in the history of African people. Morrison’s conscious focus on
collective rather than individual struggle is clarified through her repeated assertions that
Beloved is the story of a people rather than a person. She says, “The book was not about the
institution - Slavery with a capital S. It was about these anonymous people called slaves. What
they do to keep on, how they make a life, what they are willing to risk, however long it lasts,
in order to relate to one another - that was incredible to me” (Bonnie 121).
Although the novel begins as Sethe’s story, it evolves into a story about the people,
“who don’t know they are in an era of historical interest. They just know they have to get
through the day . . . and they are trying desperately to be parents, husbands and a mother with
children” (Horn 75). The novel deals with Sethe’s former life as a slave on Sweet Home Farm,
her escape with her children to what seem a safe place, and the tragic events that follow.
Copyright © Author. U.G.C. Approved International Refereed Research Journal 1

Acme International Journal of Multidisciplinary Research ISSN: 2320 – 236X
Although Sethe physically survives, she remains emotionally subjugated, and her desire to
give and receive love becomes a destructive force.
Morrison also delivers deeper glooms to the history of the black women in slavery. The
fights and anguishes of the women are depicted through the experiences of Baby Suggs. Baby
Suggs has lost everything to slave life. She has lost all her eight children to slavery. She says,
“Four taken, four chased, and all. . . . Eight children and that’s all I remember” (Beloved 6).
According to Baby Suggs, “Her past had been like her present – intolerable – and since she
knew death was anything but forgetfulness…” (Beloved 4). Her familiarities have been so
aching that she takes up death as a way to disremember her earlier life in slavery.
The novel centres on the death of Sethe’s infant daughter, Beloved, who mysteriously
reappears as a sensuous young woman. Beloved’s spirit comes to claim Sethe struggles to make
Beloved a gainful possession of her present and throw off the long, dark legacy of her past.
Sethe’s experience is treated with many ironic overtones that point to certain paradoxes and
many fundamental complexities of her quest for freedom. Another testament to her mutilating
and dehumanizing years as a slave is on Sethe’s back. The scar like the ghost works as a symbol
for the misfortunes that affected in her earlier period of life, scarring and lingering for life.
When Sethe arrives with her new-born daughter tied to her chest, Baby Suggs welcomes
her and kindles a desire in her to know her past and to love herself as a person. She was very
stubborn to protect her children from the white masters. Sethe’s mother and Nan came as slaves
from Africa, being women, they had to undergo tortures, for they were raped inestimable times.
The female slaves were branded on their chest so that their masters could recognize them any
time and claim for their ownership. Sethe’s mother shows her brand on her chest to Seth is a
sad commentary. Since the slaves were not permitted to know their children, Sethe’s mother
cannot mark her identity for her daughter in anything but, a brand that indicates that she is a
slave.
Sethe, like Morrison’s other female protagonists, is a victim of both sexist and racist
oppression. She is a runaway slave woman, when she escaped from Sweet Home she was
pregnant and had no way of taking care of her children or herself, so she made an idea and sent
the children with a stranger in a wagon. On her way towards home, she was found by the school
teacher and the nephew, they sucked the milk from her breast and also wiped her so badly that
left a permanent scar on her back. She was found by a white girl who brought her back to good
health and also helped Seth to deliver her second baby who was later named as Beloved.
Morrison explores a black woman’s self-conscious protest to the dual oppression. It is not only
the sexual exploitation that Sethe feels most oppressed by, but the humiliation of her nurturing
abilities as mother - the stealing of her milk by the school teacher’s nephew.
Sethe feels a true relief to know that Beloved has returned. Since the day of her murder,
Sethe has been afraid to look out into the world. She did not want to see what her baby could
not see. Now Beloved has returned back and Sethe is again free to look at the world, for her
daughter is also present to see it; but until Sethe can exercise the past and her guilt about it, she
will never be able to see the world clearly. Sethe tries to deal with the past by thinking about
it. She again remembers the beating she received by Schoolteacher’s nephews, the lack of
concern shown by Mrs. Garner, the pain she felt when she sent her children away from her in
a wagon, and the beating she received for sending her children to freedom.
Sethe’s stories about her own mother are very revealing. It turns out to be
understandable that Sethe’s trauma did not originate with her escape from Sweet Home. Her
disturbance began when she was taken from her mother by a system of slavery that looked
upon the children as belongings and the adults as work animals that had certainly no time for
raising children. Sethe was raised by Nan in a collective environment where, “Man has
U.G.C. Approved International Refereed Research Journal 2

subjugated women to his will, used her as a means of selfish gratification to minister to his
sexual pleasure, to be instrumental in promoting his comfort; but never has he desired to elevate
her to the rank she was created to fill” (Daiya 39).
Above all, Sethe has been treated horribly as a slave. Raped and beaten by the whites
who ruled her, she does not want the same thing to be carried over to her sons and daughters,
which made her to kill her baby. She arranges a funeral for the baby, and in the sermon the
child is called Beloved. When Sethe purchases a headstone for the child, she wants to have the
name Beloved engraved on it. She was asked to pay for the stone, in order to pay the engraver,
she has sex with him in front of his younger son, who wants to learn how to have intercourse.
The conditions of slavery were qualitatively indistinguishable whether the slave had a
“good” master or a “bad” master. For instance, Baby Suggs reveals that life for her has been
one continuous cycle of oppression. Her past has been intolerable like her present. Also for a
“free” African living in a slave society, life is not qualitatively different either. Morrison further
shows that Africans all over the world are one people having the same history and sharing the
same plight since they are seen as one by those outside the African nation, no matter what their
class status might be. Clearly she wants African people to see themselves as one people,
undivided by their class status.
CONCLUSION
Morrison comes to terms with both the dilemma confronting African people and a part
of the solution that must be espoused by them. Charles Johnson rightly states, “No one has
offered, sentence by sentence, a more painfully compelling and microscopically detailed
account of the daily humiliation of the 19th century bondage than Morrison . . .” (34). The novel
makes it clear that the plight of Africans in America stems from their nation-class oppression,
that their primary enemy is capitalism in all its disguises. The solution to this problem lies in
collective, not individual, class struggle against capitalism. Thus, the novel, Beloved, provides
a comprehensive explanation of the race and gender oppression of the black men and women
in the African-American society.
REFERENCES
1. Bethel, Lorraine. “‘This Infinity of Conscious Pain’: Zora Neale Hurston and the Black
Female
Literary Tradition.”But Some of us are Brave. Eds. Gloria T. Hull, Patricia Bell Scott and
Barbara Smith. Old Westbury, New York: The Feminist Press, 1982: 176-88. Print.
2. Bonnie, Angelo. “The Pain of being Black: An Interview.” Time 22 May 1989: 120-23.
Print.
3. Daiya, Krishna. “Kamala Das Feminist Search for Identity.” Current Indian Creativity in
English. Ed. R. S. Tiwary. Jaipur: Book Enclave, 2003. 38-45. Print.
4. Horn, Mirriam. “Five Years of Terror.” U. S. News and World Report 19 October 1987:
75. Print.
5. Johnson, Charles. “Novelists of Memory.” The American Review 33.1 (1989): 32- 37.
Print.
6. Morrison, Toni. Beloved. London: Vintage, 2005. Print.
7. William, Eric. Capitalism and Slavery. New York: G. P. Putnams, 1944. Print.

ISSN: 2320 – 236X
DELHI IN AHMED ALI’S TWILIGHT IN DELHI
Sangeeta Mittal
Associate Professor
Department of English, Maharaja Agrasen College
(University of Delhi)
Vasundhara Enclave, Delhi (India)
ABSTRACT
Ahmed Ali’s Twilight in Delhi occupies a very significant place in writings and readings on
Delhi as it takes us into the lanes and homes in Shahjahanabad along with a few other notable
works like Nazeer Ahmad’s Mirat-ul-Uroos and Krishna Sobti’s Dil-o Danish. Twilight sets
out to accomplish the political objective of making an impassioned plea for revitalising the
crushed native self, the literary sensibility and sensitivity of the writer does not let the novel
dwindle to mere propaganda and jingoism but takes it into the unchartered territories of
comprehending and narrativising the native self. Touching upon minutiae of Shahjahanbad at
all levels, it traverses the Muslim cultural matrix of tradition and modernity, stasis and reform,
resistance and alienation and nation and community. The modernist pen of Ali writing in
English for the British is at the same time delving into spaces of tortured subjectivity, identity,
politics, urbanity and creativity of the Muslim community at the cusp of India’s independence.
The paper explores the lenses through which Ahmed Ali gazes at these spaces. The paper also
underlines the importance of reading Twilight in conjunction with the two books mentioned
above to not only catch a glimpse of the culture of Shahjahanabad but also the impact of
colonization on representational practices of that culture.
KEYWORDS: Ahmed Ali, Shahjahanabad, Delhi Novel, Delhi Culture, Muslim Narratives
There has been a renewed interest in Twilight in Delhi in the centenary year of its author Ahmed
Ali (1910- 1994) in 2010. A volume titled the two sided canvas: perspectives on Ahmed Ali to “fill in
the gaps in scholarship” was brought out under the stewardship of Mehr Afsan Faruqi (Faruqi, 2013).
Sahitya Akademi also commemorated the writer’s work in a three day seminar under Prof. Harish
Trivedi’s guidance. “What is Ahmed Ali doing?” in Twilight in Delhi is an oft asked and variously
answered question. His contemporary and compatriot Muhammad Hasan Askari observed that there
was a non-literary and a literary purpose behind the novel. The non-literary comprised of writing a
“guide” to Delhi for Englishmen: “I can, as a result, repeat without fear that the book has been written
for Englishmen who are unfamiliar with life in Delhi and the author wishes to acquaint them with this
way of living” (Askari, 1949, 2013, p. 14). The novel’s uneasy relationship with Delhi has also been
noted in terms of its singular focus on a particular version of the past as well as modernity, a particular
religious community, a particular class of that religious community and literariness that overshadows
progressive politics. The novel, however, occupies a very significant place in writings and readings on
Delhi irrespective of the centenary issue or the commemorative seminar as it takes us into the lanes and
homes in Shahjahanabad along with a few other notable works like Nazeer Ahmad’s Mirat-ul-Uroos
(1869, Translated from Urdu into English by G E Ward in 1903 as The Bride’s Mirror) and Krishna
Sobti’s Dil-o Danish (1993, Translated into English from Hindi by Reema Anand and Meenakshy

Swami in 2005 as The Heart has its Reasons). The reason why Askari feels it is a guide for Englishmen
is because it is written in English and because of the minutiae of Shahjahanbad it touches upon at all
levels. The paper explores the lenses through which Ahmed Ali gazes at this space and to read the book
in conjunction with the other two is an especially rewarding experience to not only catch a glimpse of
the culture of Shahjahanabad but also the impact of colonization on representational practices of that
culture.
Ahmed Ali was an Indian (later Pakistani) writer, translator, critic and diplomat. Ahmed Ali
was born to Syed Shujauddin, a civil servant, and Ahmad Kaniz Asghar Begum in 1910 in Delhi. Ali
attended Wesley Mission High School in Azamgarh and Government High School in Aligarh before
commencing his graduation in 1926 at Aligharh Muslim University where he met Raja Rao and Eric C.
Dickinson (Ali’s poetry teacher and first mentor). Like many other Indian Muslim intellectuals of this
era, Ali’s first brush with western modernity was at the Aligarh Muslim Anglo-Oriental College
(MOAC, today known as Aligarh Muslim University), an English-medium college that was the
reformist epicentre. A year later he shifted to Lucknow University graduating in 1930 with the highest
marks in English in the history of the University. From here he also completed his M.A. in English in
1931. He taught at leading Indian universities including Lucknow and Allahabad from 1932–46 and
joined the Bengal Senior Educational Service as professor and head of the English Department at
Presidency College, Calcutta (1944–47). Ali worked as the BBC's Representative and Director in India
during 1942–44. At the time of the Partition of India, he was the British Council Visiting Professor to
the University of China in Nanking as appointed by the British government of India. He wished to return
to India in 1948 but was prevented by K.P.S. Menon (then India's Ambassador to China) and was forced
to relocate to Pakistan. In 1948, he settled in Karachi – a city he says he was never fond of. Later, he
was appointed Director of Foreign Publicity, Government of Pakistan. Persuaded by the Pakistani Prime
Minister, Liaquat Ali Khan, he joined the Pakistan Foreign Service in 1950. During the 1950s he worked
towards establishing embassies in Morocco and China. He was eventually retired from government
service by General Muhammad Ayub Khan’s military regime in 1960, and he went on to start his own
business. He was married to Bilquis Jahan and had three sons and a daughter. Ali was a Distinguished
Visiting Professor of Humanities at Michigan State University in 1975, Fulbright Visiting Professor of
History at Western Kentucky University and Fulbright Visiting Professor of English at Southern Illinois
University in 1978–79. He was Visiting Professor at the University of Karachi during 1977–79, which
later conferred on him an honorary degree of Doctor of Literature in 1993.
Ali started his literary career at a young age. He published his first poem in Aligarh Magazine
and his first short story at Lucknow University in 1930 and 1931 respectively. It was in this year that
he also met Sajjad Zaheer and Mahmud-uz-Zaffar. With Rashid Jahan, the daughter of the well-known
votary of women's education in India, Shaikh Muhammad Abdullah, the trio produced an anthology of
short stories titled Anghare (Burning Coals) in 1934 which, owing to its political radicalism and also,
allegedly, obscenity, triggered controversy and hostility and was eventually banned. Shortly afterwards,
Ali and Mahmud-uz-Zaffar formed a League of Progressive Authors, which later broadened to emerge
as the All India Progressive Writers' Association (AIPWA). Ali presented his paper ‘Art ka Taraqqi-
Pasand Nazariya’ (A Progressive View of Art) in its inaugural Conference in 1936. A pioneer of the
modern Urdu short story, Ali's works include collections of short stories: Sho’le (Flames), Hamari
Gali (Our Lane), 1940; Qaid Khana (The Prison-house), 1942; and Maut Se Pehle (Before Death),
1945. However, a rift developed within AIPWA close on the heels of its inception. Ali differed
with Zaheer and others about the role of literature in society, maintaining that it should not be reduced
to political propaganda. He renounced his ties with the Association, leaving for London in 1939 armed
with the manuscript of his first novel Twilight in Delhi. While he was in Britain for over a year, he got
acquainted with writers, both Indian and English. Introduced to E. M. Forster by his distant relative
Syed Ross Masood, Ali shared a warm relationship with him which became his entry ticket to London’s
literary circles in general and the Bloomsbury Group in particular. He was one of the editors of the
magazine Indian Writing. He had short fiction published in John Lehmann’s journal New Writing. After

a series of arguments over objectionable content in the novel, he was eventually successful in securing
a publishing deal for his first novel, Twilight in Delhi, with Virginia and Leonard Woolf’s press,
the Hogarth Press. In the following year, he attended the first All-India PEN conference in Jaipur which
had E M Forster as chief speaker. Later, he founded Pakistan PEN with Hasan Shahid Suhrawardy. In
the 1960s, he brought out a second work of literary fiction in English, Ocean of Night. In the 1980s, he
completed his political satire called Of Rats and Diplomats, as well as a self-translated volume of his
earlier Urdu short stories from the 1930s and 40s, The Prison-House. In his last years, Ali published
volumes of short stories and poetry in Urdu and in translation, the first anthology of Pakistani writing
in English translation, the first anthology of Chinese and Indonesian poetry in English translation and
a study of China’s Muslim population.
Ali achieved international fame with his first novel written in English Twilight in Delhi in 1940.
In his introduction to Twilight in Delhi, Ahmad Ali articulates his reason for documenting the culture
“born and nourished between city walls” (Ali, 1993, 2007: xxi) of Shahjahanabad thus,
In the process of transformation from Indian to ‘brown Englishman’, I found that I had
lost not only my freedom but also my culture and individuality, and I have been engaged
ever since in search of myself, my identity. ... Slowly, through the years light began to filter
through the pictures of Delhi to which I turned for my past. The story of my immediate
ancestors held the key to a treasure trove of mysteries. (Ali, 1993, 2007: xiv)
Tracing the history of the cultural subjugation of the colonial subject in the Introduction through
the arrival of Europeans in Mughal India, subsequent political domination, the brutal suppression of
1857 mutiny, hegemonic design of Macaulay’s Minutes of 1837 , his objective is to question the ideas,
attitudes and concepts which have crept into the colonial subject’s mind through unmitigated political
and hegemonic intervention so that the colonial subject stops seeing through the prism of the foreigner’s
mind and reclaims the native world view as far as possible. Familiar no doubt with Edward Said’s
Orientalism which he quotes in the Introduction and Western Marxism in the works of “the radical
writers of Europe and Russia” (Ali, 1993, 2007: xiii) which locates political power in the cultural matrix,
Ali emerges as one of the earliest Indian writers to recognize the importance of cultural resistance to
political struggle. He decides to write in the language of the foreigner despite ruing the displacement of
Persian and Urdu languages as mediums of expression and instruction by the English language. Here
again the purpose is political. Born out of his association with the Progressive Writers Movement
(AIPWA) and belonging to the young breed of Indian Nationalists, he aspires to represent to the western
world, the London government, the British King and Parliament, the “British injustices in India”. (Ali,
1993, 2007: xvi) The novel, thus, attempts to trace the sense of dislocation experienced by the native
through a counter-hegemonic imaginary reversal to a fast disappearing time and place. This attempt,
however, produces a cocktail of perspectives which refuse the strait jacket of a neat political attempt.
Partly responsible for this is Ali’s analytical mind fed on western ideas made accessible to him through
the western tongue and education. He is a post graduate in English literature, has associations with
Aligarh Muslim University, the hotbed of ‘reformist’ ideas, and has adopted teaching English literature
for his profession. Of the quartet of Indian Writers in English emerging at that time comprising of Mulk
Raj Anand, Raja Rao, R K Narayan and himself, he is the only one with formal training in English
language and literature. Out of his AIPWA associates, once again, he is the most accomplished writer,
thinker and critic. He is first a man of letters and only later, an activist. This implies that while Twilight
sets out to accomplish the political objective of making an impassioned plea for revitalising the crushed
native self, the literary sensibility and sensitivity of the writer does not let the novel dwindle to mere
propaganda and jingoism but takes it into the unchartered territories of comprehending and narrativising
the native self.
Before looking into Twilight in Delhi, it is pertinent to refer to the experimental, stream-of-
consciousness story ‘Badal nahin ate’ (‘The Clouds Don't Come’) and another short story ‘Hamari Gali’

(Our Lane). The two works employ the para-tactical technique, i.e. following the random encounters
and characters which show up in a particular neighborhood of Delhi, which is also the narrative
technique in Twilight. (Amardeep Singh, 2011) Ali's ‘The Clouds Don't Come’ lashes out at religious
conservatism as the female narrator feels oppressed by the heat as well as her confinement indoors. The
central metaphor of the story is of social change reflected in the speaker's desire for ambient change.
The metaphor of twilight is to Twilight what clouds are to ‘The Clouds Don’t Come’ but in Twilight Ali
shares a dual relationship with virtually everything owing to the political agenda criss-crossing with
literary sensibilities at various levels. In Twilight memory serves both as a source of discovering and
iterating personal identity but it also critiques and demystifies that identity. Each character is nostalgic
about certain things but is equally wary of other things from the past. As with the earlier short stories,
Ali’s characters in the novel are restive in the present but they do not await the future as harbinger of
change as they lack the socio-cultural apparatus to control or adapt to that change. Ali’s characters
continuously straddle two worlds. The elderly Mir Mihal reminisces about the heyday of his youth even
as the Indo-Islamic heritage of the subcontinent lies shattered all around him. The Mughal ‘Twilight’
Delhi was turbulent in political-economic terms but culture flourished unimpeded in its lanes and by-
lanes. The 1803 occupation of Delhi and the 1857 uprising made the font of that culture extinct,
relegating it to the memory, habits, lifestyles and conservative convictions of a few people. The cultural
penury is symbolized in the beggar who appears in the novel nicknamed ‘Bahadur Shah’ reciting the
last Mughal's verses about exile and loss. Bahadur Shah is a recurring and haunting presence in the
novel. The last of the Mughal kings, Bahadur Shah’s traumatised poetry echoes throughout the novel.
Sometimes, it is the beggar called Bahadur Shah who sings his poems, “I’m the light of no one’s eye, /
The rest of no one’s heart am I” (Ali, 1940, 2007: 97). Or, sometimes, it is the king’s granddaughter,
Gul Bano, now reduced to a beggar, sings his verses in a heart rending voice, “Delhi was once a
paradise, / such peace had abided here” (Ali, 1940, 2007: 102). It is as if the downfall of the poet king
has let loose universal downfall, with the city and its people falling under the same curse of
impoverishment and disempowerment. Mir Nihal's son Asghar, on the other hand, shuffles hopelessly
between present and future. Enchanted by western ideas and appearances, he strives for unconventional
choices like studying at Aligarh MOAC, love marriage, nuclear family, European medicine and dress
codes, only to be checkmated again and again by the ‘conservative’ social order as he makes these
choices blindly without understanding his relationship with the emergent and the dominant . While he
expects the romantic fulfillment of the English love story, his poetics remain rooted in the Urdu tradition
of unrequited love and unattainable beloved, expressed in eternal longing, pain and anguish. The
narrative in the novel remains hovering over father as well as son, sparking the debate as to who the
real hero is. In other words, what is more privileged, the present or the past? Ultimately in the end, the
paralysed, blind gaze of Mir Nihal in the twilight seems to create an impression in favour of the past,
but the characters are literally and metaphorically crippled, unable to grasp the complex interplay of
past, present and future. Contrary to the political role envisaged for literature by Ali's ‘progressive’
partners, Twilight shuttles back and forth in characteristic modernist trajectory between tradition and
change locating characters in a historical context of which they have no consciousness and hence, hardly
have any role to play, historical, political or otherwise, in the entire sequence of events. The metaphor
of twilight, therefore, resonates less with anticipation and emancipation and more with absurdist
bewilderment because the question is not what lies at the end of the tunnel but wherein lies the end of
the tunnel.
At the simplest level, the book documents Delhi life in the 1910s, just before the inauguration
of the mega building project of creation of New Delhi. The choice of place is as significant as the choice
of time. The significance of Delhi lies in it being the dwelling place of Ali’s ancestors and himself to
which he turns to revisit his past for as he says it holds a “treasure trove of mysteries”. (Ali, 1993, 2007:
xiv) It was the political, architectural and cultural epitome of the Mughal and Islamic power and in
1911, proposed to become the same for colonial power. Accordingly, the novel looks at the city through
three lenses: topical, Islamic and national. At the topical level, Twilight in Delhi is precise, realistic and
unrelenting. The novel projects what the arrival of colonialism has meant to the city of Delhi from long

as well as close shot. The author personifies the city into a stoic survivor which has been “mourned and
sung, raped and conquered, yet whole and alive, lies indifferent in the arms of sleep” (Ali, 1940, 2007:
3). Lamenting the dying out flame of its culture, he cries out, “yet gone is its glory and departed are
those from whom it got the breath of life” (Ali, 1940. 2007: 4). Licking its wounds from frequent
assaults, the writer compares it to “a beaten dog it has curled its tail between its legs, and lies lifeless in
the night as an acknowledgement of defeat” (Ali, 1940, 2007: 5). This is a poetic account of the agony
felt by the residents of Delhi at not only the havoc wreaked by the British on its landscape but also on
its culture by constructing a new Delhi outside the old city. “She would become the city of the dead,
inhabited by people who would have no love for her nor any associations with her history and ancient
splendour” (Ali, 1940, 2007: 144). In the summer of 1918, with the demolishment of its protective city
walls, Delhi squirms not only under a terrible heat wave but is also bereaved by the deaths of thousands
of people in the First World War and the influenza epidemic. Ahmed Ali, the ‘Delhiwalla’, returns to
Delhi in 1938 after a brief stint at Lucknow University, stays at his mother’s house for two years, renews
ties with relatives who have written him off as a recluse, to observe Delhi surroundings and people.
(Coppola, 1994) The Delhiwalla, on a sabbatical to gather material for his first novel, however, is also
on a sabbatical from the Progressive Writers Movement ideology and his own erstwhile literary style
influenced by that ideology. “With its moody interiority, Twilight in Delhi also marks Ali’s stylistic
break with social activist fiction”. (Amardeep Singh, 2011) His stark realism, almost the naturalist
European brand, captures the mohalla life, street scenes, rising calls of azaan from the mosques,
professions, festivals, rituals and pastimes. Within the households, the Indian extended families, life in
the zenana, patriarchal domination, illnesses, cures, superstitions, deaths, births, marriages, bondings,
rivalries, conversations and attitudes of people are documented. Harish Raizada quotes Ahmed Ali on
his unwavering realism, “Our literature so far has been of an individualist type, sentimental, unrealistic,
irrational, mystical. Conditions demand an uncompromising realism, looking the problems in the face,
a literature brutal even in its ruggedness without embellishments and unnecessary insistence on form
and technique”. (Raizada, 1982: 6) Ali indeed scans down everything to the minutest detail. Steering
clear of political agenda or nostalgic tenderness, here is how the author comments on Delhi’s galis and
kuchas, “Dogs go about sniffing the gutters in search of offal; and cats slink out of narrow by lanes,
from under the planks jutting out of shops, and lick the earthen cups out of which men had drunk milk
and thrown away” (Ali, 1940, 2007: 3)
However, Ali is writing this novel in 1930s when the backdrop of 1911 is a thing of the past.
The colonial impact on India as well as the city is writ large for all to see and the freedom struggle has
crossed over from the moderate phase to the extremist, eventually anchoring itself in Gandhian
leadership by this time. It is no longer twilight but dark night and the morning will bring freedom with
cosmopolitanism and democracy in its wake, and not the Mughal-Islamic monarchy or civilization.
Then what is the point of dwelling on this edifice which by 1930s is no longer crumbling but has all but
collapsed? We realise that Ali is in a mode of “cultural recall” as part of locating the cause and
consequence of colonisation in the attitudes and mindset of himself and his people. (Faruqi, 2011) Thus
social realism which privileges political subjectivity over philosophical objectivity in the European
version undergoes a subtle change in the colonial context and participates in a larger intellectual
engagement to rethink the borrowed trope in order to examine its suitability to the demands of the
existing socio-political conditions. This element of self-reflexivity in social realist writing is responsible
for Ali opting to write about 1911 in 1930 which awards retrospective wisdom to the narrator and
prospective bewilderment to the characters. It introduces the theme of history as performance. The
rambling para-tactical technique creates kaleidoscopic vignettes in synchronic time which merge and
blur to produce a plethora of meanings. It would be a mistake to not delve into the multilayered identity
of the Delhi of 1911 evoked through the descriptions. Critical opinion which looks at the novel as just
an obituary to a dying culture overlooks the stretched cultural subjectivity of writers writing in these
turbulent times. What they had hitherto taken for granted as inheritors of Delhi culture stands challenged
and threatened. Questions about race, religion, region, origin, caste and class now unsettle the placidity
regarding who owns the city. The new power equation and urban idiom introduced in the cityscape by

a race which flaunts its superiority and modernity willy-nilly trivializes the status of Muslims as
conquerors and builders of the city. The re-engineering of urban and intellectual space under the
influence of western thought leads to a re-engineering of domestic and social space. Thus, though
presenting the Delhi way of life is the avowed purpose of the novel, yet in this extreme situation, when
insider has become outsider to himself and his life, this engagement with a place becomes an
engagement with political, social, religious and individual identity.
This issue of location and dislocation transcends the topical to posit the next question as to what
is projected through the Islamic lens in the Twilight? Twilight has been examined in the light of
‘Muslim Narratives’ and seen to have parallels with some of them like Attia Hosian’s Sunlight on a
Broken Column and Salman Rushdie’s Midnight’s Children. (Prasanta Das, 2013) Twilight is one of
the first novels to be written in English by an Indian Muslim. While Ali brings to the Indian narrative
the unfaltering gaze of realism, he brings to the hard core political-social realism the attenuation of self
reflexivity from his original location as an Urdu writer and the narrative’s sustained engagement with
Shahjahanabad culture and Urdu poetry. The denizens of Twilight Delhi indulge in ‘artful’ pastimes
which include poetry, alchemy, embroidery, singing, dancing and family rituals. In some measure,
traces of that Delhi are still visible in the inner recesses of Old Delhi but Ali was justified in feeling that
the essence of the Delhi he has been born and brought up in was fast evaporating. Ali is all too aware
that ‘his’ Delhi, by which he means both Muslim Delhi and Walled Delhi, is endangered. The trope of
lamenting over the degeneration set in the city culture was well established to the extent of sounding
stereotypical in shahr-ashob poetry. The elegiac tone of the novel echoes the strains of this popular
genre. Contextualizing the novel within an evolving Urdu literary modernity since the late nineteenth
century, the novel, on the eve of Partition, however, does not just look back but also prefigures canons
and communities which would go on to found Pakistani Writing in English. The novel’s lyricism in its
depiction of the decline in the city of Delhi and its culture is intensified by the sprinkling of poetic
passages from different Urdu poets. All poetic passages, though in translation, create a commonality of
experience and expression between the writer and his Indian audience which shuts out the original
‘owners’ and speakers of the English language on cultural grounds. The epigraphs attached to chapters
are from eminent poets like Hafiz, Ghalib, Mir Taqi Mir and Zeb un nisa. The melancholia of the words,
both supremely sorrowful and uplifting, is the vintage flavour of the Urdu ghazal which speaks through
hyperboles and sentimentality. Though the writer wishes to shun these forms of expression generally in
his writing, yet he retains them through these quotations for the simple reason that he, his Indian
audience, the city and its culture, understand this language best. At one point the novelist says, “This
world is a house of many mirrors. Wherever you turn you see your own images in the glass. They
multiply and become innumerable until you begin to feel frightened of your own self” (Ali, 1940, 2007:
85). In these words, Ali evokes Sufi mysticism expressed in qawwalis well known to the audience of
his times. What makes Ali’s work interesting is the play of bilingualism in his work. There is a very
strong influence of his Urdu on his English writing. To write in English is a political choice to write to
the empire, but to make that English sound alien to the English ear is to write back to the empire. There
are passages from his well known story “Hamari Gali” that are transplanted into Twilight in Delhi.
According to Muhammad Hasan Askari, Ali was able to adapt the English language to accommodate
Urdu cultural nuances. Ali’s prose has been noted by some to be cumbersome and by others to be
charming in its oddness. (Askari, 1949, 2013:14) Why does Ali sound as if he is translating? This is
because he is translating. Twilight in Delhi is a translation without an original because though Ali has
mastered the language of the colonial master, yet he infuses it with Urdu semiotics in such a way that
he creates a style that is English but not really English, which can adequately receive and transmit the
cultural nuances of Delhi life in the last quarter of the nineteenth century.
The topical micro-focus on the environs of Shahjahanabad fast converting to ‘Old Delhi’
becomes the tool to interrogate the legacy of Islamic culture and speculate the arrival of national culture.
Ali’s portraits are vivid: the pigeon flying, the beggars, street food vendors like the milk-sellers, kebab-
sellers, sherbet-sellers, the golden voice of the azaan caller, the water-carrier with his water skein,

snatches of conversations in the gallis, social hierarchies and transactions in the zenana. The flowery
patterns of speech replete with pious quotations and love poems, hobbies like kite flying, dove-keeping,
poetry meetings, fable telling are amply represented. The novel provides glimpse into Muslim customs:
nuptials, funerals, Id festival, Ramzan rituals, magical practices, superstitions etc. All characters seem
to recite couplets of ghazals and there seems to be an apt one for each occasion. These pictures convey
an exotic yet tragic grandeur which we experience upon discovering a quaint way of life very different
from our own but which has lost out to a newer order. The pictures we see through the Islamic lens are
neither celebratory nor indictments. This was the time when Muslim power had dwindled in the
subcontinent. Ali belongs to that section of this community which felt a strong urge to reform Muslim
society. Improvement in the condition of the lives of Muslim women was high on the reformist agenda.
Says Ali, “The condition of the Muslim women was the barometer with which the life of the Indian
society could be judged.” (Ali 2000) The women in Twilight, however, are the silent majority whose
lives were dominated by men. In Twilight, the lives of the women have been presented from a male
point of view which confines them to traditional roles. His male characters tend to use women for the
preservation of their pre-colonial culture and thus, women are a contested category in the debacle of
Muslim power in the colonial encounter. In his third person narrative, Ali seems to advocate for
eradication of social evils and alleviation of women’s suffering under western reformist influence but
still Ali does not portray women as progressive and independent. The tradition versus modernity
dichotomy is fleshed out in Mir Nihal’s conservative resistance to change and his son Asghar’s tentative
trysts with change but whether backward looking or forward looking, whether allowed to study in
Aligarh or not, whether married to a girl of parent’s choice or of one’s own choice, the real point being
made about this Muslim gentility is that they do not know the real point. The carpet has been swept
away from under their feet but their mundane lives lived in inert apathy wish to chart more or less the
old course. The vanquished always finds faults with the triumphant and wallows in self pity so it is easy
to rave and rant against colonialism but Twilight attempts a brutally candid evaluation of the Islamic
culture which has become effete and enclosed over the previous century. Ali singularly depicts the
Muslim way of life despite the Shahjahanabad of 1911 having a sizable Hindu and immigrant
population. He quotes only Muslim poets. Mourning the passing away of a great art and culture, Mir
Nihal recites only poets like Mir, Ghalib and Insha as the “great poets of Hindustan” (Ali, 1940, 2007:
176). The Mughal Empire and monuments are regarded as the only flag posts of greatness and splendour
of Delhi, though there are passing references to the Kauravas and the Pandavas. By these conspicuous
omissions, singularity is ascribed to India’s variegated cultural heritage. As has been often remarked
that an integral cultural awareness is an indispensable feature of ‘Indianness’ but here the protagonist
of the novel sings paeans to only a part of the whole and ‘Indian’ refers unproblematically to ‘Muslim’.
(Gokak, 1979; Mukherjee, 2000; Satchidanandan, 1999) The novel shows no social interaction between
Muslim and other communities. All this simultaneously indicates two things: the claims of pride and
proprietary possessiveness the Muslims had over the geographical and cultural space of Delhi and how
this complacent arrogance and exclusivity had gnawed its strength to deal with a superior power on the
one hand and to prepare itself for the secular, democratic, socialist future of the nation on the other. He
also points out the naïveté of the nationalist discourse which suddenly starts harping on “unity in
diversity” as opportune to the political moment without realizing the complex relationships actually
played out in minds, homes and streets. In the final analysis, Ali’s reading of Indian Muslim culture
signifies, not as simply a moment in time, not as a reading which is not temporally, politically or
epistemically bound, but as capturing the internal dynamic of Muslim gentry through the experience of
colonisation, de-colonisation, multilingualism, multiculturalism and emerging nationalism. (Mehr
Afshaan Farooqui, 2013)
Where the emergence of the nationalist movement on the streets of Delhi is concerned,
it is not depicted in explicit terms. In 1911, there are tremors of change but they have not escalated to a
full-fledged upheaval. As Ali says in an interview to Carlo Coppola, he found himself unable to create
characters capable of articulating the political issues of those times simply because in the many people,
largely Muslim, he met and the many places he went to in order to research for the novel, he just found

ignorance and indifference. (Ali, 1975, 1994) The impact of colonialism on people’s social lives is
mapped out in symbolic spaces. From a feisty and imposing personality, Mir Nihal’s irrevocable decline
into dependency and misery mirrors the ordeal of Delhi itself. The devouring of his pigeons by a cat not
only brings about an unceremonious end to his favourite hobby but it can also be taken as a symbol for
penetration of colonial forces into the Indian territory. Characters seethe with anger because the colonial
rule has disrupted some settled patterns of their lives but no character is involved in any direct sedulous
action except Mirza, the milk seller’s, son who is shot dead in a non-co-operation agitation mentioned
in passing in street conversation. Mir Nihal regrets the erosion in general human and Muslim values
under the exploitative British rule. The spectacle of the Darbar which was supposed to awe and thrill,
puts Mir Nihal in a very different state of mind:
There were those men of 1857, and here were the men of 1911, chicken hearted and happy
in their disgrace. This thought filled him with pain, and he sat there, as it were, on the rack,
weeping dry tears of blood, seeing the death of his world and of his birthplace”. (Ali, 1940,
2007: 107)
Mir Nihal’s daily life is, however, unaffected by British rules and policies as well as by
nationalist struggles for freedom. Being a well to do family, the male members of the family can afford
to hold erudite discussions regarding the consequences of foreign rule in a dry quotidian way. Asghar is
also totally indifferent to the widespread freedom movements of 1919: “He was unconcerned whether
the country lived or died” (Ali, 1040. 2007:181). On the other hand, the novel has people like Saeed
Hasan, Mir Nihal’s son-in-law who are outraged by “foreign modernity” (Ali, 1940:2007:185) but not
by foreign rule: “Life went on peacefully for aught he cared, and that was all he was interested in, like
most Indian fatalists” (Ali, 1940, 2007: 175)
In the backdrop of Ali’s novel are several watershed historical events of the 1910s. The
Coronation and Durbar of King George V, organised in Delhi on an unprecedented scale, was the biggest
of them all. Other events which find mention include the World War I, the terrible Influenza epidemic
of 1918, and the anti-colonial agitations like Gandhi’s non-co-operation movement in 1919. These
public events occasion Ali to retreat from direct narration to speak through Delhi’s public spaces. Public
spaces are seminal to the novel’s nationalist lens. Articulated in public spaces, we hear voices of
ordinary, nameless citizens (ranging from bewildered to self-centered). These voices are posited as the
‘alternative’ counterpoint to the conservative posture of Mir Nihal and his family. Pigeon flying and kite
fighting are symbolic, aerial equivalents of the terrestrial public space of Delhi. These activities are
engaged in from the roofs of old houses. Both the pigeon-keeping and kite-fighting have elements of
chance and unpredictability – elements beyond human control – and this element of chance exacerbates
the conditions of the enclosed society which appears to be disastrously tangential to the political action
and reality in its public spaces.
Two most important changes in Delhi that Ali’s cultural recall makes him or allows him to leave
out are the humungous construction of a sprawling new city adjacent to the existing city of Delhi and
the goal of freedom getting nearer every day. The new city houses the imperial buildings and is spacious,
vast and regal in sharp contrast to the cluttered streets and shoddy structures of the old city. That Delhi
shall emerge as the capital of the new nation is also a very strong likelihood. The novel, however,
mentions New Delhi in apocalyptic terms where the characters see immigrants as a source of
contamination, rather than rejuvenation:
Outside the city, far beyond the Delhi and Turkoman Gates, and opposite the Kotla of
Feroz Shah, the Old fort, a new Delhi was going to be built. The seventh Delhi had fallen
along with its builder, Shah Jahan. Now the eight was under construction, and the people
predicted that the fall of its builders would follow soon. Its foundations had at least been
laid. From that eventful year, 1911, which marked in a way, the height of British splendor

in India, its downfall began. [….] Besides a new Delhi would mean new people, new ways,
and a new world altogether. That may be nothing strange for the newcomers: for the old
residents it would mean an intrusion. As it is, strange people had started coming into the
city, people from other provinces of India, especially the Punjab. They brought with them
new customs and new ways. The old culture, which had been preserved within the walls of
the ancient town, was in danger of annihilation. Her language, on which Delhi had prided
herself, would become adulterated and impure, and would lose its beauty and uniqueness
of idiom. She would become the city of the dead, inhabited by people who would have no
love for her nor any associations with her history and ancient splendor. But who would
cry against the ravages of time which has destroyed Nineveh and Babylon, Carthage as
well as Rome? (Ali, 1940, 2007: 144)
Never waking up from its cultural recall, the central paradox of Twilight is that Delhi remains
precariously dangling on the verge of a cataclysmic abyss - a city where a time bomb is ticking away.
This central paradox of the novel in a way thus, spotlights the national question and prefigures the
partition. Is it the long career of Muslims in India as rulers, Islamic revivalism of the nineteenth century,
and separatist politics of the last phase of the Indian struggle for independence that makes Ali stop short
of engaging with contemporary and imminent “national life” and “whole culture”? Writes Ali in a
retrospective commentary on the novel in 1993:
.... my purpose in writing the novel was to depict a phase of national life and the decay of
a whole culture, a particular mode of thought and living, values now dead and gone before
our own eyes. ... Since its publication, the Delhi of the novel has changed beyond nostalgia
and recognition. For its culture was born and nourished within city walls that lie
demolished today; and the distinction between its well-preserved, jealously guarded
language and the surrounding world has disappeared in the rattle of many tongues, even
as the homogeneity of its culture has been engulfed in the tide of unrestricted promiscuity.
(Ali,1993. 2007: xxi)
Writing this in 1993 from Karachi, Ali expresses anger, frustration and resentment at having to
forcibly settle in Karachi in 1947 when the Indian authorities which overnight emerged to be Hindu
authorities, thwarted his attempts to come back from Nanking, China, to India. The Introduction of 1993
carry scars of the Partition so much that the young, literary, intellectual, spirited and courageous genius
has transformed into a cynical recluse, the one Dalrymple interviews in Karachi in City of Djinns, who
equates Shahjahanabad with all the loss, misfortune, uprootedness and victimisation he has suffered in
life. These remarks, however, also verbalize the telling silences in Twilight about Muslim identity at
the cusp of Indian independence. India was attempting to tenuously emerge as a “nation” in 1910, both
as a discursive and a political community. The singular identification of so-called “national life” and
“whole culture” with Islamic and Mughal grandeur rather than the famed syncretic Ganga-Jamuni
tahzeeb of the past and the future emerging cosmopolitan Delhi drive home the point that British Delhi
as well as National Capital Delhi of independent India were both equal anathema to Muslim pride. The
nationalist lens, therefore, is hazy is the novel, as gazing blindly into twilight is no longer an escape
from either past or future.
Twilight in Delhi thus forms an important starting point for students and enthusiasts of Delhi.
The culture in Muslim homes of Shahjahanabad of 1910s was a whirlpool of tradition and modernity,
stasis and reform, resistance and alienation and nation and community. The modernist pen of Ali writing
in English for the British is at the same delving into spaces of tortured subjectivity, identity and
creativity. While it is a literary masterpiece of the modernist genre, breaking self-consciously away
from the progressive agenda, indigenizing the ideology and idiom enroute, it is also an unrelenting gaze
into the political, cultural and geographical turbulence that engulfed the city space. As we read Twilight
together with Nazeer Ahmad’s Mirat-ul-Uroos and Krishna Sobti’s Dil-o Danish, we see the
hegemonized colonial city spaces struggling to both transcend and transact ‘nativity’. Nazeer Ahmad’s

homes and city are early and eager recipients of western influence imbibing linguistic, economic, gender
and domestic models conditioned and convinced by the civilizational discourse of the Empire (Mittal,
2016). Krishna Sobti’s novel shares the same time and space but writing back from Lutyens Delhi and
Independent India as well as from the homes and lives of Kayastha community known for its cultural
progressivism and economic mobility, she chooses to freeze the throbbing vitality and plenty of that
culture in immortal memory, rather than in aesthetics or polemics of change (Mittal, 2015). Ahmed Ali
in Twilight emerges as the significant corner stone in this triad by riddling these spaces of Muslim self
reflexivity as well as Kayastha placidity with later day contestations and contradictions of self, city and
nation; rooted though in western thought, but inexorably and unavoidably engaged with issues of
location and dislocation in the vanishing past and the shaping future.
REFRENCES
Ahmad, N. (1903). The Bride’s Mirror (G.E. Ward, Trans.). New Delhi: Permanent Black (orginial work
published in 1869).
Ahmed, A. (1994). Ahmed Ali in Conversation: An excerpt from an Interview by Carlo Coppola. In The
Annual of Urdu Studies Vol.9. Retrieved from
http://www.urdustudies.com/pdf/09/08conversation.pdf
Ahmed A. (2007). [Introduction]. Twilight in Delhi. New Delhi: Rupa Books (original written in 1993).
Ahmed A. (2007). Twilight in Delhi. New Delhi: Rupa Books (original published in 1940).
Askari, M. H. (2013). A Novel by Ahmed Ali (Carlo Coppola, Trans.). In Mahr Afshan Faruqi (Ed.) The
Two Sided Canvas: Perspectives on Ahmed Ali. New Delhi: Oxford University Press, 12-20
(original published in Urdu in 1949).
Coppola, C. (1994). Ahmed Ali (1910-1994): Bridges and Links East and West. The Annual of Urdu
studies Vol.9, 49-53. Retrieved from
http://www.urdustudies.com/pdf/09/12CoppolaAhmedAli.pdf
Das, P. (2013). Weeded Out. Retrieved from http://www.prasantadas.com/?s=Ahmed+ali&submit=Search
Faruqi, M. A. (2013, February 3). Ahmed Ali: The borders of language [Column]. Dawn. Retrieved from
http://www.dawn.com/news/783349/column-ahmed-ali-the-borders-of-language
Faruqi, S.R. (2013). The Truths of Fictions. In Mahr Afshan Faruqi (Ed.) The Two Sided Canvas:
Perspectives on Ahmed Ali. New Delhi: Oxford University Press, 1-11. (originally the Fourth
Ahmed Ali Memorial Lecture, Jamia Millia Islamia. New Delhi, February 23, 2011).
Gokak, Vinayak Krishna. (1979). The Concept of Indian Literature. New Delhi: Munshiram Manoharlal
Publishers Pvt. Ltd.
Mittal, S. (2015). Shahjahanabad: Two Images. In International Journal of Law, Education, Social and
Sports Studies Vol.2, Issue S2. Andhra Pradesh, India: KY Publications, 48-64.
Mittal, S. (2016). Nazir Ahmad Dehlvi’s Mirat-ul Uroos: Through the Lens of the Colonized. In Journal of
Advances in Social Science-Humanities Vol. 2:8. www.jassh.in
Mohanty, G.S (Ed.). (2005). Modern Sociology: Culture Sociology. Delhi: Isha Books.
Mukherjee, M. (2002). Early Novels in India. New Delhi: Sahitya Academy.
Mukherjee, Meenakshi. (2000). The Perishable Empire: Essays on Indian Writing in English. New Delhi:
Oxford University Press.
Satchidanandan, K. (1999). Indian Literature: Positions and Propositions. Delhi : Pencraft International.
Raizada, H. (1982). Ahmed Ali. In Madhusudan Prasad (Ed.) Indian English Novelists: An Anthology of
Critical Essays. New Delhi: Sterling Publishers Private, 1-22.
Singh, A. (2011). Revisiting Ahmed Ali: Twilight in Delhi (1940). Retrieved from
www.electrostani.con/2011/01/revisiting-ahmed-ali-twilight-in-delhi.html
Sobti, K. (2005). The Heart has its Reasons ( Anand, Reema and Swamy, Meenakshi, Trans.). New Delhi:
Katha (original published 1993).

ISSN: 2320 – 236X
CONTRIBUTION OF SCI-FI IN FEMINIST DISCOURSE: A STUDY OF

SELECTED WORKS BY URSULA K LE GUIN, JOANNA RUSS AND
MARGE PIERCY
Khyati Dodiya
“ It is difficult for a woman to define her feelings in language which is chiefly made by men to
express theirs.”
- Thomas Hardy, Far From the Madding Crowd
It is often says that science fiction is the literature of change. A culture is undergoing a
lot of changes due to scientific advances and technological development. Actually science
fiction is a fiction is set in a world that differs from our everyday world in a way that
importantly involves science or technology.
Feminist science fiction is a subgenre of science fiction. The present proposal deals with
the contribution of sci-fi in feminist discourse which was emerged after second world war. The
discourse of science fiction is male-centered. Science fiction stories have represented feats of
masculine prowlers. Women on the other hand remained as docile puppets with their roles
being confined in as much as playing victims, gorgons, or mute observers, with no
representation of feminine prowess or female heroism or even female nature as such. They
were only looked at from male point of view. Therefore they seek to re-read patriarchal science
fiction and in the process, they not only represent women from women’s point of view, but
tend to rewrite the literary canon. In the present study an attempt is made to study the textual
representations of gender and gender roles by the selected works of women writers – Ursula
Le Guin, Joanna Russ and Marge Piercy.
As we all know that all human think differently due to diversity of their nature. It is
always arts which brings together all kinds of diversities. Literature, being one of arts, not only
focuses on life but also the time, place and condition in which the particular work of art is set.
Science fiction is actually a mixture of science and arts. Science fiction is among the most
versatile forms of writing. It can be a romance, a comedy, a war story, a drama, a mystery… It
belongs to a genre of writing called speculative fiction, which also includes fantasy. Forrest J.
Ackerman is credited with the first using the term ‘sci-fi’ in 1954. The proposed topic will
inquire in the condition and situations existing after Second World War. Women aren't only
welcome in sci-fi, they freakin' thrive here. Not only do women read science fiction, but there
are also tons of women writing science fiction, and they do it pretty well, too! And since science
fiction is a genre of literature with a long history of highlighting social issues, including gender

and feminism, that’s a really good thing. Because that's the case, there's so much that this genre
has to offer every woman, even if she doesn't think she's a "sci-fi kind of gal."
The present research attempts to explore the concept of science fiction especially the
feminist science fiction and how feminist science fiction challenges the existing cultural values
of the patriarchal society. It will also study the background of situation after Second World
War and the features of society. It will study how feminism affects science fiction, role of
gender and cultural diversity. It will examine the selected sci-fi works like The Left Hand of
Darkness by Ursula K Le Guin, The Female Man by Joanna Russ and Woman on the Edge of
Time by Marge Piercy. It will also study the nature of the work, summary or description,
interpretation or evaluation and also its effectiveness.
Science fiction, perhaps more than any other modern genre of fiction, is often written
with a social purpose or a goal. That purpose is rarely to explicitly predict the future. But it
sometimes guides technological development, rather than predicting it. It is a thrilling
experience to enter into fantastic worlds that are more exciting than mundane reality. Reading
science fiction enables us to reflect on the ways people interact with each other, with
technology, with our environment. A good science fiction work posits one vision for the future,
among countless possibilities, that is built on a foundation of realism. In creating a link between
the present and the future, science fiction invites us to consider the complex ways our choices
and interactions contribute to generating the future. The proposed topic will focus on the issue
of a different kind of literature mixed with science and fantasy. Contribution of Sci-fi in
feminist discourse helps to understand that how women writers could break the traditions and
achieved a huge success. It allows us to ask hard questions about gender and racial equality
and how we treat each other.
One of the best thing about science fiction is its unlimited possibilities, and for feminist
sci-fi, it allows its authors to throw out the cultural norms and expectations of the present and
instead imagine a future that isn’t bound by binary gender roles and dominated by men. Science
fiction reduces biases in our thinking. By opening our minds to all possible changes, we are
forced to examine the validity of our own beliefs. By reading Ursula K. Le Guin's The Left
Hand of Darkness, about a society where a person's sex constantly shifts from neuter to male
to female and back, it becomes apparent to the reader how our own sexual mores are largely
determined by our particular circumstances, and are not necessarily the absolutes we often take
them to be. It is no accident that the TV series "Star Trek," which portrayed a future society
wherein all races of humanity cooperate peacefully, came during the civil rights era of the
1960s. It promoted the radical idea of racial equality. And if you could accept the alien on
board the ship, how could you not accept another human being of any skin color or sex?
Science fiction is a reflection of our culture. This is true of all art forms, and is an ongoing
process that helps us to reflect upon the world we live in. Any society without art is a dead one.
Science fiction creates a sense of wonder with the universe. A science fiction fan can never be
bored with the world. Science fiction forces us to think about the future. This, in my opinion,
is its most important function. In a nutshell, sci-fi readers are thinking about the future.
Science fiction is a genre of fiction in which the stories often tell about science and
technology of the future. It is important to note that science fiction has a relationship with the
principles of science - these stories involve partially true-partially fictitious laws or theories of
science. It should not be completely unbelievable, because it then ventures into the genre

fantasy. The plot creates situations different from those of both the present day and the known
past. Science fiction texts also include a human element, explaining what effect new
discoveries, happenings and scientific developments will have on us in the future. Isaac
Asimov, the great American science fiction writer, defined the genre thus:
"Science fiction is the branch of literature that deals with the responses of human beings
to changes in science and technology."
The societal impact of what is being cooked up in labs is always foremost in the science
fiction writer's mind. Women writers, readers, and critics have exercised a powerful influence
on the development of SF over the last three decades; and SF by women, whether or not it
defines itself as feminist, has contributed both to the growing sophistication of the genre and
to its increasing heterogeneity.
LEFT HAND OF DARKNESS BY URSULA K LE GUIN

A groundbreaking work of science fiction, The Left Hand of Darkness tells the story of
a lone human emissary to Winter, an alien world whose inhabitants can choose -and change -
their gender. His goal is to facilitate Winter's inclusion in a growing intergalactic civilization.
But to do so he must bridge the gulf between his own views and those of the completely
dissimilar culture that he encounters. Embracing the aspects of psychology, society, and human
emotion on an alien world, The Left Hand of Darkness stands as a landmark achievement in
the annals of intellectual science fiction. When The Left Hand of Darkness first appeared in
1969, the original jacket copy read, "Once in a long while a whole new world is created for us.
Such worlds are Middle Earth, Dune—and such a world is Winter." Twenty-five years and a
Hugo and Nebula Award later, these words remain true. In Winter, or Gethen, Ursula K. Le
Guin has created a fully realized planet and people. But Gethen society is more than merely a
fascinating creation. The concept of a society existing totally without sexual prejudices is even
more relevant today than it was in 1969. This special 25th anniversary edition of The Left Hand
of Darkness contains not only the complete, unaltered text of the landmark original but also a
thought-provoking new afterword and four new appendixes by Ms. Le Guin. When the human
ambassador Genly Ai is sent to Gethen, the planet known as Winter by those outsiders who
have experienced its arctic climate, he thinks that his mission will be a standard one of making
peace between warring factions. Instead the ambassador finds himself wildly unprepared. For
Gethen is inhabited by a society with a rich, ancient culture full of strange beauty and deadly
intrigue—a society of people who are both male and female in one, and neither. This lack of
fixed gender, and the resulting lack of gender-based discrimination, is the very cornerstone of
Gethen life. But Genly is all too human. Unless he can overcome his ingrained prejudices about
the significance of "male" and "female," he may destroy both his mission and himself.
THE FEMALE MAN BY JOANNA RUSS
Russ’s best known novel is The Female Man, which she began writing in the late 1960s
and published in 1975. The novel follows the lives of four women living in parallel worlds that
differ in time and place. When they cross over to each other's worlds, their different views on
gender roles startle each other's preexisting notions of womanhood. In the end, their encounters

influence them to evaluate their lives and shape their ideas of what it means to be a woman. It
has been reprinted in many editions and languages, often with covers that the author probably
didn’t sanction. The novel recounts the sudden, unexplained convergence of four women who
exist in very different parallel worlds: one a utopia in which all men had become extinct; one
in which the Great Depression never ended and WWII never began; one a dystopia where men
and women are literally at war; and one resembling 1970s America. As the principal characters
of each world interact, their multiple consciousness’s allow for complex explorations of
sexuality, personal identity, gender roles, parenting, and other subjects rarely addressed in SF
at the time. The genesis of The Female Man points back to the now-legendary Cornell
Conference on Women held in January 1969, while Russ was teaching here. Betty Friedan and
other prominent feminist thinkers were attendees. Russ became consciously radicalized and
came out as a lesbian as a result of what she heard. She wrote the short story “When It Changed”
weeks later. It was nominated for a Hugo and won the Nebula Award for best short SF story of
1972. The Female Man might not have been written if not for the Cornell conference, an event
that resulted in the nation’s first accredited women’s studies course, taught at CU that spring.
Initial critical reception of the book was mixed. Some faulted its nonlinear narrative, shifting
points of view and polemically ideological stance. After four decades, The Female
Man continues to inspire debate among SF fans, but in academia it is regarded as a seminal
work of feminist fiction and – along with Ursula K. Le Guin’s The Left Hand of
Darkness(1969) and Samuel R. Delany’s Trouble on Triton (1976) – a historically significant
text in the field of queer theory and other postmodernist schools of thought.
WOMAN ON THE EDGE OF TIME BY MARGE PIERCY
Woman on the Edge of Time (1976) is a novel by Marge Piercy. It is considered a classic
of utopian "speculative" science fiction as well as a feminist classic. Hailed as a classic of
speculative fiction, Marge Piercy’s landmark novel is a transformative vision of two futures—
and what it takes to will one or the other into reality. Harrowing and prescient, Woman on the
Edge of Time speaks to a new generation on whom these choices weigh more heavily than ever
before. Connie Ramos is a Mexican American woman living on the streets of New York. Once
ambitious and proud, she has lost her child, her husband, her dignity—and now they want to
take her sanity. After being unjustly committed to a mental institution, Connie is contacted by
an envoy from the year 2137, who shows her a time of sexual and racial equality, environmental
purity, and unprecedented self-actualization. But Connie also bears witness to another potential
outcome: a society of grotesque exploitation in which the barrier between person and
commodity has finally been eroded. One will become our world. And Connie herself may strike
the decisive blow. Woman on the Edge of Time tumbled into that narrow and unfairly maligned
niche of 70’s feminist sci-fi. It’s an angry and occasionally bitter book, and its author’s bile
sometimes sours her art as a result. Connie Ramos is a poor, overweight, Chicana woman living
in 1970s New York. Her husband has died and she lonely. Her only close relationship is with
her niece, who is a prostitute. After Connie attacks her niece's abusive boyfriend, she is found
insane and committed to a mental institution. Connie believes that she can communicate with
people living in the year 2137. The future society is idealistic and somewhat communal. People
live in forests and farm the surrounding land, being careful not to harm the environment. There
is no sexism, and even the pronouns "he/she" and "him/her" have been eliminated, being
replaced with the gender-neutral "per". There is no pregnancy, and children have three parents.

Both men and women are able to breast-feed the infants. The doctors at the mental hospital
decide to try an experimental brain surgery on Connie, who is terrified and plans to escape. The
reader is left to decide whether Connie's visits to the future are real or are a product of her own
mind.
Thus the proposed research on feminist science fiction helps to understand different
issues on gender role and identity of women in a such a field of literature. Despite what your
favorite genre is, there's no question that there are plenty of reasons to read science fiction
novels. Just like every book, sci-fi offers its readers a lot. It's not only entertaining, but it can
teach you something about the world. Most sci-fi novels have a strong message about the way
we're living. Instead of reading about something you've heard a thousand times before, sci-fi
includes new elements to keep things fresh. It gives you a glimpse of what life would've and
could be like if we act in a certain way. If you like reading scifi novels because it gives you
enjoyment, then you need no other reason to do so.
REFERENCES
Encyclopedias and general checklists :
Barr, Marleen S., Lost in Space: Probing Feminist Science Fiction and Beyond (University of
North Carolina Press 1993).
Barbour , Douglas. "Joanna Russ's The Female Man: An Appreciation ". The Sphinx 4,1 (1981):
67-75.
Bickman, Martin. "LeGuin's The Left Hand of Darkness". Future Females: A Critical
Anthology. Ed. Marleen S. Barr. Bowling Green: Bowling Green State U Popular P,
1981. 138-154.
Brad Lansky – why science fiction is important ?
CFP - Femspec Special Issue on Aging and Gender in Speculative Fiction

(Monday, 11 March 2013 14:12) Kathrayn Allan’s blog.
Le Guin, Ursula K. The Left Hand of Darkness. New York: Ace Science Fiction Books, 1969
Piercy, Marge. Woman on the Edge of Time. Alfred A. Knopf, 1976
Post-Modernism and Feminist Science Fiction (Le post-modernisme et la science-fiction

féministe) - Robin Roberts. Science Fiction Studies.Vol. 17, No. 2, Science Fiction by
Women (Jul., 1990), pp. 136-152
Russ, Joanna. The Female Man. Boston: Beacon Press, 1975
Symposium: Women in Science Fiction, ed. Jeffrey D. Smith (Fantasmicon Press, 1975).

Wolf, Virginia (Winter 1982). "Feminist Criticism and Science Fiction for
Children". Children's Literature Association Quarterly. Johns Hopkins University
Press.
Wolmark, Jenny, Aliens and Others: Science Fiction, Feminism and Postmodernism (New
York and London: Harvester Wheatsheaf, 1993).
Wood, Susan. “Women and Science Fiction.” Algol/Starship. 16.1 (Winter 1978-79): 9-18

ISSN: 2320 – 236X
LIFE SKILLS TRAINING FOR ADOLESCENTS WITH PROBLEM

BEHAVIOR: AN EMPIRICAL STUDY
Hita C. R1 & G. Venkatesh Kumar2

1
Research Scholar, Department of Studies in Psychology, University of Mysore,
Mysore, Karnataka, India
2
Professor, Department of Studies in Psychology, University of Mysore,
Mysore, Karnataka, India
ABSTRACT
Adolescence is often framed as ‘problem age’ because of the impulsive, experimenting and
risky behaviors teenagers’ exhibit. Problem behaviors during adolescence can range from not-
so-serious arguments, tantrums to serious addictions and injurious behaviors. Irrespective of
their intensity, these behaviors are dysfunctional and maladaptive. They jeopardize healthy
physical and psychological development of the teenager. UNICEF reports that around 20% of
world’s adolescents have behavior problems. This suggests the need for developing programs
to mitigate problem behavior and ensure positive adolescent development. Life Skills education
is one such strategy advocated for improving adolescent abilities and behaviors. The present
study investigates the Effectiveness of Life Skills Training on Adolescents with High Problem
Behavior. A pre- and post-test experimental design with a control group was used to examine
the objectives. Modified Abaris Child and Adolescent Problem Behavior Self Report
Questionnaire was used to select study sample. 80, of the 160 adolescents selected, were trained
in life skills using an activity-based module. Descriptive statistics, independent sample t-test
and repeated measures of ANOVA were used to analyze results. Major findings of the study
indicate that Life skills have significant effect in reducing adolescent problem behavior, as
shown by the scores of the experimental and control group.
KEYWORDS: Adolescence, Problem Behavior, Life Skills
INTRODUCTION
Behavior is the way one acts, responds or conducts oneself, especially towards others. Behavior
is acquired through experience, is observable, measurable and can be repeated. When an individual
exhibits certain behaviors, it leads to specific outcomes based on which it is labeled as good or bad,
positive or negative, normal or abnormal, productive or problematic. Productive behaviors are desirable
as they help the individual to move towards his goal, enhance his level of adjustment, and allow him to
be a fully functioning person. Problem behaviors, on the other hand, are perceived as negative because
they give way to undesirable and negative consequence (Hlavaty, 2011). Richard Jessor (1977), in his
theory on problem behavior defines it as, “a behavior that is socially defined as a problem, as a source
of concern or as undesirable by the society and legal norms of conventional society and its institution
of authority; it is a behavior that usually elicits some form of social or control response, whether
minimal such as a statement of disapproval, or extreme such as incarceration”. The definition clearly
states that problem behaviors are socially undesirable and they always evoke a counter response from
those concerned with it. Problem behaviors can be mild, moderate or very severe. Though all of them
cause significant distress, mild problem behaviors are most often manageable, while the gross ones need

clinical attention. In this, the WHO (2013) makes a distinction between problem behaviors of non-
clinical nature, and those that meet a full-fledged criterion for clinical diagnosis. Once an individual
develops problem behavior, he may express it in ways that are either harmful to himself or others. Based
on this, problem behaviors are distinguished as Internalizing behaviors and Externalizing behaviors.
Internalizing behaviors are maladaptive actions directed towards the self, generating distress to the
person manifesting them. Externalizing problems are maladaptive actions directed towards others,
creating distress and conflict in the surrounding (Vijayaprakash, Venkatesan & Begum, 2013). The
Center for Study and Prevention of Violence notes that problem behaviors place a person’s health and
development at risk. They disrupt normal course of life and hence have to be prevented at the earliest.
Adolescence, seen as a time of impulsivity, recklessness and experimentation, is defined as
‘problem age’ by both professionals and non-professionals (Arnett, 1999; Poole & Peyton, 2013).
Adolescents exhibit an array of behaviors that often puts them at risk physically, emotionally and legally
(Naso, 2014). These behaviors may range from staying aloof, social withdrawal, stubbornness, lying,
stealing, skipping school, bullying, fighting, breaking rules, to academic failure, aggression (physical
and verbal), eating problems, reckless driving, antisocial or criminal behaviors, alcohol use, smoking,
using drugs, gambling and indulging in risky sexual behaviors (Bartlett, Holditch-Davis & Belyea,
2007; Manohan & Hawkins, 2009; WHO, 2009; Naso, 2014). Since adolescence is a time for identity
formation, problematic risk behaviors at this stage can easily pervert positive growth of the individual
and impair the development of stable and strong sense of self. Jessor (1977) in his theory on problem
behavior attributes adolescent problem ‘behavior’ to a clash between the personality ‘system’ and
perceived ‘environment’. In many instances, adolescent behavioral problems may be a manifestation of
some internal conflicts; or, they can lead to the development of secondary distress like school failure,
mental and physical health problems, social dysfunction, personal life hazards and even suicide.
Therefore, while dealing with such behaviors, it is important to first differentiate between individuals
who are troubled and those who cause trouble (Hanley, Iwata & McCord, 2003; Steinberg & Morris,
2001). The trends in internalizing and externalizing problem behaviors during adolescence show
differential results based on a number of factors. But in general, it is conceptualized that externalizing
behaviors are higher among boys, while internalizing behaviors are more among girls (Vijayaprakash,
Venkatesan & Begum, 2013; Maschi et.al., 2008).
Investigations inquiring on the covariance of adolescent problem behaviors indicate that most
problem behaviors are positively correlated; and having one problem behavior increases the risk of
developing others. Correlation of problem behaviors is also seen to be stronger during adolescence
when compared to earlier or later stages of life (Monahan et. al., 2014). Problem behaviors are not only
distressing on a personal level, but also incur heavy cost on the society. If left untreated, they tend to
transmit into later stages of life, causing progressive damage to the health and productivity of the person.
Therefore effective programs are needed during adolescence to build skills that equip one to overcome
hurdles of life with positive behaviors that endorse success. This can in turn protect public health
investments by decreasing adverse long-term impacts of distressing and pathological behaviors
(Broderick & Jennings, 2012; WHO, 2014).
In recent times there have been many strategic skills building programs that have been
developed to aid in constructive progress of the adolescent group. Of these, the Life Skills Education
and Training programs are on the top order (Aparna & Raakhee, 2011). The World Health Organization
(1997) defines Life Skills as “the ability for adaptive and positive behavior that enable individuals to
deal effectively with the demands and challenges of everyday life”. Life skills are functional skills of
life that cater to the holistic development of people via optimistic cognitive, emotional, behavioral,
intrapersonal and social growth. They focus on Knowledge, Behavior and Attitudinal change to foster
health and wellbeing in people. They encourage self-management, social awareness, constructive
relationships, and responsible decision-making (WHO, 2009; UNICEF, 2012). Acquiring life skills in
adolescence can habituate a person to use them as protective factor during later years of life (WHO,
2009; Aparna & Raakhee, 2011; UNICEF 2012). They empower teenagers to take control of their
behavior and promote psycho-social competencies to make life meaningful, flexible and purposeful.
Research inquiring the effectiveness of life skills in modifying and improving adolescent coping,

behavior and functional ability has yielded impressive results. They mediate actual behavior change via
equipping teens with knowledge that they otherwise are unaware of. Life skills have proven beneficial
in preventing drug use, tobacco and alcohol use (Botvin & Griffin, 2002), changing antisocial behavior
(VenkateshKumar & Jyothi, 2011), reducing violence, aggression, risky sexual activities, preventing
teen pregnancy, HIV/AIDS, and suicide (WHO, 2009; UNICEF, 2011, 2012). They have been
implicated in rehabilitation and recovery programs for troubled youngsters (National Institute of Drug
Abuse, 2003). They have also shown significant result in improving mental health and pro-social
behavior (Srikala & Kumar, 2010), psychological wellbeing and satisfaction (Bahramabadi, Manee &
Issazadegan, 2015), promoting self-esteem, coping, and adjustment (Massoumi et.al 2014) in teenagers.
Apart from this, long term follow-up studies have indicated the lasting effects of life skills training in
maintaining improvement and preventing relapse of negative behaviors (Botvin et. al 2000). Thus, life
skills have been advocated to address a variety of behavioral issues pertaining to adolescence and each
time they have proved their usefulness in initiating the desired change. An important advantage of these
skills is that once acquired they can be generalized and translated into dealing with diverse life issues.
Most studies and literature available on adolescent behavioral problem focus on serious,
clinically significant and pathologically deviant behaviors. However, very few uniform efforts have
been made to assess the impact of non-pathological behavioral problems on adolescents’ life. These
behaviors, though not so obvious as the clinical syndromes, do affect adolescent coping and adjustment
in their own way. They serve as warning signs that often signal the risk for the onset of more severe
dysfunctional behaviors. Identifying these manifest behavioral red flags and dealing with them at the
earliest can prevent further complications. The present study mediates existing gaps in research and
takes on a positive health based rather than dysfunction based approach to assess problem behavior.
Six of the ten life skills outlined by the WHO (1997) are used as interventions to alleviate high problem
behavior in the target group. These include, Problem solving skills, Decision making skills,
Interpersonal Skills, Communication Skills, Coping with Stress, and Coping with Emotions. It is
hypothesized that life skill training will significantly reduce problem behaviors of adolescents both in
terms of internalizing and externalizing behaviors.
METHOD
Participants
The study sample consisted of 160 adolescents with a mean age of 16.44 years, selected from a large
population of 658 students, based on initial screening. Participants, who scored high on problem
behavior (40+), were considered for the study.
Instrument
Modified Abaris Child and Adolescent Problem Behavior Self Report Questionnaire was used to assess
problem behavior among adolescent students. The questionnaire is an adaptation of the original Abaris
Child and Adolescent Problem Behavior Self Report Questionnaire, standardized on Indian population
by Vijayaprakash, Venkatesan & Begum (2013). The scale has 30 self/significant other report items,
that score for ‘Normal’ (<=20), ‘Mild’ (21-30), ‘Moderate’ (31-40), and ‘Severe’ (40+) problem
behavior. There are 16 items in the questionnaire that score for Internalizing problem behavior and 14
items that score for Externalizing problem behavior. The questionnaire is easy to use and gives a quick
measure of non-pathological behavioral issues in typical adolescent population. The questionnaire has
a Cronbachs α of 0.737 indicating high internal reliability. The sensitivity, specificity and face validity
of questionnaire as a screening instrument is reported to be high.
Procedure
A large population of adolescent students (n=658), were administered Modified Abaris Child and
Adolescent Problem Behavior Self Report Questionnaire to assess problem behavior. The data obtained
was scored and 160 adolescent boys and girls who scored high (40+) on the scale were selected with

consent, for the study. Of these, 80 participants were randomly assigned to the experimental and control
group respectively.
The participants in the experimental group were trained on Life skills, while those in the control
group were not subjected to any such training. The training consisted of 10 sessions, with duration of
120minutes. Each session had two sub-sessions of 60 minutes, scheduled twice in a week. The
intervention progressed in three stages, namely –
1. Preparatory Stage: The participants are introduced to and initial preparations made for starting
the training program.
2. Working Stage: The group is trained on six of the ten generic life skills.
3. Termination: The end of treatment is declared and follow-up done.
A summary of the Training Module is as follows:
➢ PREPARATORY STAGE -
Session I: Opening session. Focus on establishing rapport, and promoting an understanding of life skills
in the group.
Session II: Evaluating relevant problems with regard to life skills training and developing a rationale
for the training program.
➢ WORKING STAGE -
Session III: Problem Solving Skills - Focus on defining problem; understanding the importance of
problem-solving skills; learning steps and process involved; identifying hindrances to effective problem
solving and working through them.
Session IV: Decision Making Skills - Comprehending the role of decision making in daily life;
understanding components, styles, and strategies of decision making; learning the pit falls to good
decision making and overcoming them.
Session V: Communication Skills - Learning the art of effective communication through understanding
its dynamics, essentials, and barriers; importance of assertive communication; dealing with ineffective
and miss-communication.
Session VI: Interpersonal Relationship Skills - Defining relationship; understanding different types of
relationships; learning the components in relational skills; knowing the modes and patterns in
interpersonal styles; awareness about interpersonal conflicts and abuse; obstacles to healthy
relationships and resolving them.
Session VII: Coping with Stress – Understanding the need and importance of defining stress;
identifying the source of stress; identifying one’s stress-response; effects of stress and coping with it;
stress management methods and mechanisms; blocks to successful coping and means to handle them.
Session VIII: Coping with Emotion - Understanding emotions; identifying types, causes, consequences
of emotions; coping with emotions; steps and components in coping with specific emotions; developing
emotional intelligence and resilience as an asset.
➢ TERMINATION STAGE -
Session IX: End of Intervention. The progress made by the group is discussed and the end of
intervention is declared.
Session X: Follow-up Session. To evaluate maintenance of skill and clarify quarries if any.
The intervention lasted for 10 weeks, following which post-test evaluations were done for both
experimental and control group, using the same tools administered in Phase I.

RESULTS
Table 1
Mean pre- and post-test score on Problem Behavior including Internalizing and Externalizing behaviors
of adolescents belonging to experimental and control groups
Group Pre test Post test Change

Variable
Mean S.D Mean S.D
Exptl 46.75 3.14 14.56 4.67 32.19
Problem
Control 46.05 3.41 42.26 4.05 3.79
behavior total
Total 46.40 3.29 28.41 14.56 17.99
Exptl 25.13 3.83 7.00 4.07 18.13
Internalizing
Control 25.03 4.48 21.95 3.81 3.08
behavior
Total 25.08 4.16 14.48 8.47 10.60
Exptl 21.63 4.79 7.56 3.70 14.07
Externalizing
Control 21.03 5.39 20.34 5.13 0.69
behavior
Total 21.33 5.09 13.95 7.81 7.38
Table 2
Results of repeated measure ANOVA for mean pre- and post-test score on Problem Behavior including
Internalizing and Externalizing behaviors of adolescents belonging to experimental and control groups
Variable Sum of df Mean F value P value

Source of variation
squares square
Between subject effects
Problem Change 25884.012 1 25884.012 2219.287 .001
behavior Change * Group 16131.200 1 16131.200 1383.084 .001
Total Error(change) 1842.788 158 11.663
Change 8988.800 1 8988.800 711.129 .001
Internalizing
Change * Group 4530.050 1 4530.050 358.385 .001
behavior
Error(change) 1997.150 158 12.640
Change 4351.250 1 4351.250 439.033 .001
Externalizing
Change * Group 3577.813 1 3577.813 360.994 .001
behavior
Error(change) 1565.937 158 9.911
Problem Behavior Total Scores: Life skills training proved to be very effective in reducing problem
behaviors of the adolescents of the experimental group. On the whole we find a mean decrease of 17.99
scores from pre to post test situation (pre 46.40; post 28.41) irrespective of the groups. Repeated
measure ANOVA revealed a significant value (F=2219.287; p=.001). However, when group wise
comparison was done a significant F value is observed (F=1383.084; p=.001), indicating a differential
decrease in the problem behavior scores between experimental and control groups. In the experimental
group we find a mean decrease of 32.19 scores where as in the control group we find lesser decrease
(mean decrease 3.79). In other words life skills training has significantly decreased problem behaviors
among the selected sample of experimental group.
Internalizing Problem Behavior: In the case of internalizing problem behaviors, repeated measure
ANOVA revealed significant decrease as a whole and between groups also. Irrespective of the groups,
the total sample had mean internalizing behavior scores of 25.08, which have reduced to 14.48. The
mean reduction of 10.60 scores was found to be statistically significant (F=711.129; p=.001). Further,
in group wise reduction of internalizing problem behavior, again repeated measure ANOVA revealed a
significant value (F=358.385; p=.001). From the mean values it is evident that experimental group had
reduced internalizing problem behavior by 18.13 scores (pre 25.13; post 7.00), whereas the control

group had reduced its problem behaviors by 3.08 scores (pre 25.03; post 21.95). In other words, life
skill training was found to be highly effective in reducing internal problem behaviors of the intervened
group.
Externalizing Problem Behavior: Lastly, life skills training proved to be very effective in reducing
externalizing problem behaviors of the adolescents of the experimental group. On the whole we find a
mean decrease of 7.38 scores from pre to post test situation (pre 21.33; post 13.95) irrespective of the
groups. Repeated measure ANOVA revealed a significant value (F=439.033; p=.001). However, when
group wise comparison was done a significant F value is observed (F=360.994; p=.001), indicating a
differential decrease in the problem behavior scores between experimental and control groups. In the
experimental group we find a mean decrease of 14.07 (pre 21.63; post scores 3.70) where as in the
control group we find very minimal decrease (mean decrease 0.69). In other words life skills training
has significantly decreased externalizing problem behaviors among the selected sample of experimental
group.
DISCUSSION
MAJOR FINDINGS OF THE STUDY
1. Life skills training has significant effect in decreasing problem behavior in adolescents.
2. Life skills training has a significant effect in reducing internalizing and externalizing problem
behavior in adolescents.
The present study examined the effectiveness of life skills training on problem behavior in adolescents.
The result obtained through data analysis form pre- and post-test scores of the intervened group and the
non-intervened group clearly indicates the overall effectiveness of life skills in reducing adolescent
problem behaviors. Also, life skills training has been significant in reducing both internalizing and
externalizing problem behaviors. In this, the hypothesis of the study is accepted. The findings of the
study are consistent with research investigations on adolescent problem behavior and life skills
education/training that have proven their utility in bringing about realistic and measurable change in
adolescent behavior. (Botvin & Griffin, 2002; VenkateshKumar & Jyothi, 2011; WHO, 2009; UNICEF
2012; National Institute of Drug Abuse, 2003; Srikala & Kumar, 2010; Bahramabadi, Manee &
Issazadegan, 2015; Massoumi et.al, 2014; Botvin et. al., 2000). This is true for behaviors that are
externalized (Bardhan, 2016) and those that are internalized (Terzian, Hamilton, & Ericson, 2011).
Life skills training used in the study proved to have visible benefits in improving adolescent
behavior via improving communication patterns, interpersonal interactions with family, friends and
significant others, effective problem solving, healthy decision making, and constructive coping
behaviors. An activity based interaction throughout training facilitated hands-on experience in skill
acquisition enabling adolescents to develop flexible, insightful and positive behaviors. A qualitative
improvement was noted in the group in terms of self-awareness and perception, motivating them to
make informed choices in compelling situations. The proactive behaviors exhibited by the group
reciprocated healthy experiences, reinforcing the maintenance of acquired skills. The group reported
better ability to weigh pros and cons of behavior that in turn helped them make sound decisions and
implement suitable, accurate response-choice. This stability in the individuals of the group was lacking
during the initial phase of intervention, which showed notable improvement as the training sessions
progressed. The present study affirms that learning and practicing life skills can change and strengthen
attitudes, values, and behavior of adolescents, catering not only to their immediate needs, but also
making them future-ready to face challenging situations.
CONCLUSION
A bulk of research on adolescence has time and again exposed the turbulent challenges of this
age-period. But very few studies have systematically tried to provide strategies to deal with the pathos
and problems of adolescents. Investigations using life skills have replicated their effectiveness on
building adolescent psycho-social competencies, reducing maladaptive behaviors and encouraging
healthy coping. Implementing life skills programs specifically for troubled adolescents who lack

awareness about the outcome of negative behaviors can help reduce and counter the damages done by
these behaviors. Schools are probably the best place to sensitize adolescence about the benefits of
grooming their life skills. This is because, adolescents spend majority of their time in school and most
of their problem behaviors show forth in this setting. A curriculum-based life skills program needs to
be developed and executed by trained professionals so as to maximize the advantages of these skills for
the adolescent group.
REFERENCES
Aparna, N., & Raakhee, A., S. (2011). Life skill education for adolescents: its relevance and
importance. Journal of Education Science and Psychology, 2 (19)
Arnett, J., J. (1999). Adolescent storm and stress recommended. American Psychologist, 54(5),
317-326
Bahramabadi, G., F., Manee, M., F., & Issazadegan, A. (2015). Effectiveness assessment of life
skills training, on psychological well-being and satisfaction with school among
adolescent girls. Journal of Research and Health, 5 (3), 347-357
Bardhan, A. .(2016). Life Skills Education: A Strategy for Handling Adolescents’ Risk Behavior.
Journal Of Humanities And Social Science, 21(7), 92-99. DOI: 10.9790/0837- 2107059299
Bartlett, R., Holditch-Davis D., & Belyea, M. (2007). Problem behavior in
adolescents. Pediatric Nursing, 33(1): 33-18
Botvin, G., J., & Griffin, K., W. (2004). Life skills training: Empirical findings and future
directions. Journal of Primary Prevention, 25(2), 11-232
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ISSN: 2320 – 236X
TV FOOD SHOWS AND ASPIRING HOSPITALITY PROFESSIONALS:

A CONCEPTUAL FRAMEWORK
Yatendra Singh Gusain

Assistant Director-Hostel
Sanchi University of Buddhist-Indic Studies
Barla, Raisen, Madhya Pradesh (India)
Ambika Prasad Pal

Manager
Madhya Pradesh State Tourism Development Corporation
Sanchi, Raisen Madhya Pradesh (India)
ABSTRACT
A TV food show or cooking programme is a television genre that generally showcases food
preparation in a kitchen, in a restaurant, open cooking like barbecuing or in a studio set up
kitchen. Usually the show's host, often a celebrity chef, prepares dishes and inform the
audiences about the origin, inspiration, history, preparation, and presentation of the dishes.
Food shows by one way or other has nowadays become part of today’s modern citizen’s
everyday life. Television cooking shows—there are now entire channels dedicated exclusively
to food—are a way of eating with the eyes by watching others prepare, present, and consume
food, without either cooking or eating oneself. TV programmes are so pervasive that, in many
parts of the globe, a viewer can watch uninterrupted food TV for twenty-four hours a day, every
day. With changing times, TV food shows are also changing its formats and style of
presentation. The tourism and travel industry in India accounted for 9 % of the total job
opportunities produced in India in 2016, contributing jobs to around 38.4 million people in the
same year. The number of employment is likely to increase by 2 per cent per annum to 46.42
million jobs by 2026 which has noteworthy impact on Hospitality sector too. The food and
beverage is critical part of any form of tourism & hospitality infrastructure. All tourists and
travellers require catering services at the destination. In that manner TV food shows are
directly or indirectly influencing the overall food & beverage industry. TV food shows have
brought a paradigm shift in the mindset of the young generation, bringing glamour and respect
to the profession of hospitality and more people are opting for the profession as their first
choice. The present paper is an attempt to discuss about TV cooking shows and aspiring
hospitality professionals so as to prepare a conceptual framework with special reference to
India.
KEYWORDS: Hospitality professionals, TV food shows, Cuisine

1. INTRODUCTION
“This is my invariable advice to people: Learn how to cook- try new recipes, learn from your
mistakes, be fearless, and above all have fun!”
― Julia Child, My Life in France an autobiography by Julia Child, published in 2006.
Television is considered the most effective, powerful and popular medium of communication.
Television influences the minds of people and also changes their insight about life style. In India the
surfacing of new private entertainment, sports, cooking channels and other niche channels are
increasing. There are various mediums of the cooking shows like Television, Radio, and Internet-
especially Youtube. Social networking sites like Facebook, Instagram etc. proliferate small videos
related to food preparation, presentation and culinary tips. Out of these the most popular is television
cooking shows which draw a significant number of viewers across the globe. Nowadays TV food shows
have gained so much popularity that dedicated TV channels of food shows have emerged on the small
screen so as to make it larger than the food cooking classes.
A cooking show, cooking programme or food show is a television genre that presents food
preparation in a kitchen, in a restaurant, open cooking or in a studio set up. Usually the show's host,
often a celebrity chef, prepares dishes and inform the audiences about the origin, inspiration, history,
preparation, and presentation of the dishes. TV food shows have increased our knowledge about food
and expanded varieties in our menus. Housewives, who earlier used to frown upon cooking, are now
taking delight in mastering this art. The numerous food channels with their chefs and experts have
become food gurus, transferring their skills conveniently to every person desiring to elevate the level
of their meals. People now want to diversify their dining tables with an collection of both national and
international food, and there is a reformation in cooking and eating habits. The TV food shows have
developed keen interest among people about various cuisines like international cuisines, regional
cuisines and fusion cuisines.
At present there are various types of cooking shows depict educational elements where the host of
the show teach the viewers to prepare various dishes. Few are talk shows, with the host and guest
celebrities enjoying the meal while talking. Some shows are based on cooking competitions like Master
Chef, Iron Chef, Top Chef, Hells Kitchen etc and some of these food shows do not involve hosts
preparing dishes but are either documentary on cultural aspect of food or host travelling across the
places to find local dishes, in these the food presentator unfolds various salient characteristics about
food.
2. LITERATURE REVIEW
There is a broad consensus in the literature about the crucial role played by television in shaping
beliefs, attitudes and values of young people. Adolescents typically turn to television for entertainment
but acquire a considerable amount of information from what they watch (Huston et al., 1997;
Valkenburg, 2004). In particular, it has been shown that television is an important source of
occupational information for teenagers and has the potential to introduce them to careers they may not
have been previously considered (Hoffner et al., 2006)
In Korea, Kim, A. (2014) is the only study that has done a quantitative research on the chronological
changes of food programmes. Her main findings are that over the years the viewers of such content
have moved from “housewives” to “consumers”; that the “food” itself has changed, from “home-
cooking” to “dining-out”; and that value of “nutrition” changed to the “act of eating” itself.
Across the globe, the amount of time spent on cooking has dropped significantly in recent decades
(Kaufman, 2010; Warde & Hetherington, 1994), including in Belgium (Daniels, Glorieux, Minnen, &
van Tienoven, 2012). Parents who have on the toes jobs frequently depend on convenience food items
and fast food (Devine, Connors, Sobal, & Bisogni, 2003; Devine et al., 2006). At the same time,
however, television (TV) cooking shows are experiencing continued success (e.g., de Solier, 2005;

Collins, 2009). What first seems to be a contradiction may be explained by the fact that TV cooking
shows have evolved from being purely educational shows to shows that also incorporate entertainment.
Zia (2007) studied about heavy and light viewers of Lahore and concluded that the heavy viewers
of television especially cable television greatly effect on their activities, family and social interaction
patterns, cultural practices, domestic and personal expenditure.
There is a broad consensus in the literature about the crucial role played by television in shaping
beliefs, attitudes and values of young people. Adolescents typically turn to television for entertainment
but acquire a considerable amount of information from what they watch (Huston et al., 1997;
Valkenburg, 2004). In particular, it has been shown that television is an important source of
occupational information for teenagers and has the potential to introduce them to careers they may not
have been previously considered (Hoffner et al., 2006). Television personalities career may appeal to
youths and become as role models in the growth of their aspirations of career path.
This paper adds to the above literature by exploring the TV food influence of TV Food Shows on
Aspiring Hospitality Professionals and suggesting model for TV food shows.
3. OBJECTIVES OF THE STUDY
• To study the evolution and phases of Food Shows.

• To draw a conceptual framework for TV food shows.
• To explore the influence of TV food shows on aspiring hospitality professionals.
4. HISTORICAL BACKGROUND: AT A GLANCE

Cook’s Night Out was the first television food show aired on the BBC in January 1937 hosted
by chef and restaurateur Xavier Marcel Boulestin. Boulestin’s omelette, white and perfect, is believed
to be the first dish ever prepared on television. In the show Boulestin prepared not only French dishes
such as Rouget Marseillaise, Escalope de Veau Choisy, and Crêpes d'été, but also simple food including
kebabs, salads and vegetables. “I Love to Eat” is the second television cookery show and America's
first television show hosted by chef James Beard aired on National Broadcasting Company. (Bonner,
2009). Television became a prime source of entertainment after World War II. TV cooks became
celebrity chefs, and they helped to change cooking from a household chore into a enjoyable activity
(Rousseau, 2012. All these trends are still reflected in modern TV cooking shows like Rachel Ray's
programs on the Food Network in the US, Sophie's kitchen, SOS Piet, and Daily Meal, which are
broadcasted on public and commercial TV channels in Belgium, most cooking shows broadcast on the
BBC in the UK, and those related to the magazine BBC Good Food. These TV shows’ primary objective
is to explain to general population how to prepare food from starting. “In the early twenty-first century,
much of the Western world is in the midst of a boom in food television” (de Solier, 2005, p. 465).
Strange (1998) analyzed TV cooking shows in Britain, lists personality shows, focusing on
celebrity chefs; tour educative shows, emphasising on travelling; educational cooking shows that
exhibited how to cook a meal; and raw educative shows, concentrating on the processing of raw
ingredients into edible cooked meals. An analogous study of American Food Network shows created
almost a decade later; Ketchum (2005) draws a difference between edutainment TV food shows and
shows purely focusing on entertainment. In the shows focusing on entertainment, such as food travel
shows, few real chefs appear, competitive aspects are kept in mind, and few cooking instructions are
given. Food is a means of entertaining the audience. Famous UK food show Oliver’s Twist emphasised
predominantly on host chef Jamie Oliver's own sex appeal and energetic performances (Hollows, 2003).
The educational food shows, in contrast, emphasised on tutoring the audiences on how to prepare a

meal, often based on real-life time limitations like cooking a meal in 30 min and/or using precise
ingredients like preparing a meal with what is available in one’s refrigerator.
Julia Child, an American chef, television personality and author of many notable cookery books
is considered one of the most celebrated chef of TV food shows. “When conjuring up a historical (that
is, pre-Food Network) lineup of television chefs, it is usually Julia Child’s name that first passes
anyone’s lips” (Collins, 2009, p.71). She hosted many TV shows like The French Show, Baking with
Julia, Julia Child and Company, Julia and Jacques Cooking at Home, In Julia’s Kitchen with Master
Chefs. In her most notable TV food show The French Chef, she introduced French cuisine to the people
of United States. In the show, Julia used fresh and unusual ingredients. All of the recipes showed on the
show The French Chef had originally taken from her own book Mastering the Art of French Cooking. In
the show, Julia mainly selected homely recipes from the book, although some of the complex dishes
such as Beef Wellington, different soufflés, and some luxirious pastries were also made if they seemed
within the reach of a home cook without staff.
Stages of Development of TV Food Programs (30 years of Korea Broadcasting System food
programming)
Period of Cookery
Educational, How to cook
(1985-1992)
Period of Food & Travel Programs

Agricultural aspect, Country side cooking
(1993-1997)
Period of formats
Celebrity, contests, talk show & edutainment
elements
(1998-2003)
Period of Food & Review Programs

Food outlets reviews & nutritional aspect
(2004-2011)
Return of Formats
Celebrity, contests, talk show & edutainment
elements
(2011-2015)
Source: Based on literature review

5. INDIAN SCENARIO
The development of TV food shows in India is always closely associated with the first Indian
cookery show Khana Khajana hosted by Chef Sanjiv Kapoor. Sanjeev Kapoor perhaps became one of
the most successful matinee idols that Indian satellite television has ever produced. Khana Khajana first
aired on June 1993 on Zee TV and the show is enjoying status of longest run TV food show in the
history of Indian television. This show has paved the way for endless possibilities for genre of TV food
shows in India. Through Khana Khajana, Chef Sanjeev Kapoor has initiated a journey from a cook to a
chef, which has not only earned success for him but a spring of inspiration for generation to follow the
noble of profession of Chef.
The door unlocked by Sanjeev Kapoor is followed by many other popular shows in India like “The
Tarla Dalal Show”, “Cook it Up with Tarla Dalal”, “Master Chef India”, “Turban Tadka”, “Mummy ka
Magic”, “Highway on My Plate”, “Chak Le India- Kaccha Rasta” etc. Documentary series like “Raja,
Rasoi Aur Anya Kahaniyaan” showcases inside look into the royal kitchens of India whereas “Lost
Recipes” illustrate most of the lost recipes of medieval India at Epic channel.
Zee Tv felt need for a niche channel, and it introduced India’s first ever TV channel named as “Khana
Khazana” entirely devoted to food related programs. At present the most popular TV food channel is
“Food Food”which is again owned by Chef Sanjeev Kapoor. These food shows have not only
glamorized cooking but also introduced concept of celebrity chefs or food presentators in India likes of
Sanjeev Kapoor, Vikas Khanna, Tarla Dalal, Vicky Ratnani, Harpal Singh Sokhi, Aditya Bal, Kunal
Kapoor, Ritu Dalmia, Amrita Raichand, Rocky and Mayur, etc.
6. HOSPITALITY PROFESSION IN INDIA

According to India Brand Equity Foundation, a Trust established by the Department of Commerce,
Ministry of Commerce and Industry, Government of India, Tourism in India shares for 9.6 per cent of
the GDP and is the 3rd largest foreign exchange earner for the country. The direct contribution of
tourism and hospitality sector on GDP in 2016 was US$ 71.53 billion. The direct contribution of travel
and tourism to GDP is expected to reach US$ 147.96 billion by 2027. Few of the Hospitality future
growth aspects are as follows:
• International hotel brands are targeting India .e.g. Carlson group is aiming to increase the
number of its hotels in India to 170 by 2020.
• Tourism and hospitality industry will be having increasing FDI inflows of US$ 12.7 billion in
FY16 and FY17.
• Taj Hotels Resorts and Palaces and Shangri-La Hotels and Resorts entered into a strategic
alliance to improve their reach and market share by launching loyalty programme aimed at
integrating rewarded customers of both hotels.
• 100 % FDI is allowed in construction projects of tourism, including the expansion of hotels,
resorts and recreational services.
• International hotel chains are growing their existence in the country, as it will account for
around 47 % share in the Tourism and Hospitality sector of India by 2020 and 50 per cent by
2022. In 2016 it was 44 %.
• Marriott International, Inc. is planning to open 30 new luxury hotels in 2017.
• Berggruen Hotels is planning to increase around 20 hotel properties under its mid-market
segment 'Keys Hotels' brand across India, by 2018
• Hilton plans to add 18 hotels pan India by 2021, along with 15 operational hotels under its
brands namely Hampton, Hilton Garden Inn, Conrad, Hilton Hotels and Resorts and
DoubleTree by Hilton.
• An investment-linked deduction under Section 35 AD of the Income Tax Act is in place for
establishing new hotels in the 2-star category and above across India, thus permitting a 100 %
deduction in respect of the whole or any expenditure of a capital nature.

7. NEED & IMPORTANCE OF THE STUDY

TV food shows are influencing the eating habits of audiences; the viewers are able to experience various
cooking techniques and cuisines. It’s not only influencing the people’s mindset but also proving a boom
to kitchen appliances; departmental store packed/ tinned food industry and food industry in totality.
These shows are catering to both educational and entertainment seeking audiences. A study on
influence of TV food shows on aspiring hospitality professionals can guide more aspiring hospitality
professionals to hunt for career guidance and have insights of the industry.
8. SCOPE OF THE STUDY

• In future more similar studies can be undertaken in the area related to airlines industry,
railways, and tourism industry etc.
• “Suggested model for TV shows to help & guide aspiring hospitality professionals” could
be used by the broadcasters of food shows to expand more niche programs for targeted
audiences.
9. INFLUENCE OF TV FOOD SHOWS ON ASPIRING HOSPITALITY PROFESSIONALS
Based on the study of the literature available in this context, it is found that directly or indirectly TV
food shows influence the aspiring professionals in following ways. However it is noted that very less
significant research work has been administrated as part of research study.
• The study observed that after the advent of TV food shows, viewers especially young ones are
attracted & become influenced by the presentation, discussion and debate of the food shows to
explore their career in the vast field of hospitality.
• Golden opportunities are provided by TV food shows to young talents to give direction to their
career in the form of becoming an anchor/ presentators in TV food shows as to make themselves
more independent and do justice with their latent skills.
• It is revealed by the study that TV food shows provide ample opportunities by providing a
suitable platform to the young aspiring hospitality professionals to share their information, live
interactions and resolve their queries at ease.
• TV food shows have brought glamour & respect to the hospitality professionals. Erstwhile, the
profession of hospitality was underrated as the work was supposed to be of low profile. But TV
food shows have brought a paradigm shift in the mindset of the young generation.
• Social networking sites along with the TV food shows are also contributing immensely in the
growth and development of hospitality industry. With the help of Facebook & WhatsApp small
clips of TV food shows are gaining popularity as they are short, easy & interesting. Such clips
are also instrumental in driving the attention of youngsters to join hospitality as profession.
• Special talk shows & bulletin/ news from insight of big restaurants/ hotels also provoke &
inspire the youngsters to get more familiar with this profession.
• Young aspiring professionals can also avail the facility of career guidance and counselling also
in relation with hospitality industry by the experts discussion on small scale.
• Since TV food shows catered to the requirements of all the food lovers and present varieties of
shows and different food items being served in different parts of the world. So young
professionals while sitting at home and that too with their convenience can learn and practice
later on different varieties of international cuisines like Chinese, French, German, Indian,
Italian, Japanese, Lebanese etc.
• The most important factor in TV food shows is that it can be recorded and can be played later
on as well. So while practising them, an aspiring professional can run them and do accordingly
in order to prepare a dish.

• Aspiring professionals show their mettle by taking part in various contests and competitions
which are being aired by TV channels. By taking part in the competition, they can boost their
moral and even can access their position where do they stand.
10. SUGGESTED MODEL FOR TV FOOD SHOWS
Confidence &
enhancing
Inspiration &
Knowledge
Encouragement
Theory &
Practice
TV Food
Research & Shows
Career
Like & Interest
Training &
Counselling Communication
& Presentation
11. CONCLUDING REMARKS AND SUGGESTIONS

Food has evolved from a means to nourishment to, for many, a form of education and entertainment as
well. TV food shows are proving to be a provider of information and guidance to the aspiring
professionals. And it is also influencing the mindsets to opt for the occupation of hospitality. Few
suggestions for improving the impact of TV food shows are:
• Food shows should be aired more on prime time slot instead of just being aired at noon time.
• More talk shows from the experts must be a part of food shows.
• Food related quiz/ debate competitions can be promoted more.
• There is requirement of additional coverage of cooking competitions in mini metro cities also.
• There is huge scope for highlighting rural/ tribal cuisines of India in International platform
though TV food shows.
REFERENCES
1. Backer, C. et al. (2015). Look who's cooking. Investigating the relationship between watching
educational and edutainment TV cooking shows, eating habits and everyday cooking practices
among men and women in Belgium, pp. 494-501. ISSN: 0195-6663.
2. Collins, K. (2015). “Cooking Class: The Rise of the ‘Foodie’ and the Role of Mass Media.” In
Helstosky, C., Routledge History of Food. New York: Routledge.
3. Curnutt H. (2016) Cooking on Reality TV: Chef- Participants and Culinary Television. In:
Bradley P. (eds) Food, Media and contemporary Culture. Palgrave Macmillan, London, pp.
144-163. ISBN: 978-1-349-56102-5.

4. Kim, Ah-Young (2014), The Changes of Korean Television Food Program and Society:
Focusing on the Korean Food Program from 1981 to present (MA thesis, Sogang University)
5. Oren, T. (2013). On the Line: Format, Cooking and Competition as Television Values. Critical
Studies in Television: The International Journal of Television Studies, Vol 8, No. 2, pp. 20-35.
Online ISSN: 1749-6039.
6. Pietro, G. (2016). The impact of television programmes on teenage career aspirations: the
‘Master Chef effect’. IZA Discussion Paper No. 9804, pp. 1-29.
7. Pugalendhi, R. (2015). A Study on the Television Programmes Popularity among Chennai
Urban Women. IOSR Journal of Humanities And Social Science (IOSR-JHSS) Volume 20, Issue
2, Ver. IV (Feb. 2015), pp. 37-43. E-ISSN: 2279-0837.
8. Tourism & Hospitality Industry in India, Sectoral Report, October, 2017,
https://www.ibef.org/download/Tourism-and-Hospitality-July-2017.pdf (accessed on
08/11/2017)
9. Youm, J. (2015). Past, Present, and Future of Food Programmes in Public Service Television,
Reuters Institute Fellowship Paper University of Oxford.
10. Zaidi, S. et al. (2012). Impact of Television Food Channels on Society. Global Journal of
Management and Business Research, pp. 66-74. ISSN: 2249-4588

ISSN: 2320 – 236X
THE ROLE OF PRESS IN TENDING DALITS

VOICE AND ISSUES IN INDIA
Dr. Ramesh Chandra Pathak

Associate Professor
Amity School of Communication
Amity University, Rajasthan (India)
ABSTRACT
The predominant press isn't for poor people, not for the persecuted. It has cut its kingdom out
of faithfulness to the forces, to administration, to control. It is neither for minorities nor for
ladies and kids. Not for the Dalits. Around 70-80% of the highest positions are possessed by
overwhelming station men. Dalits don't constitute 1% with regards to choosing power in the
nation's media. At the point when the assorted variety of media is butchered, by what means
can Dalits and the persecuted expect any equity or even space from them? Indian Press has
neglected to accomplish that. For this very reality regularly, feelings and stands taken by media
are considered by many individuals to be hostile to poor. This research paper is an academic
effort to investigate the role of the press intending Dalit voice and Issues in India.
KEYWORDS: Press, Dalit, Forward, Backward, Untouchables
INTRODUCTION:
"The untouchables have no Press. The Congress Press is shut to them and is resolved not to
give them the smallest reputation. They can't have their own Press for clear reasons. No paper can get
by without publicizing income. Ad income can just originate from business and in India all the business,
both high and little is appended to the Congress and won't support any Non-Congress association. The
Staff of the Related Press in India, which is the disseminating organization in India, is totally drawn
from Madras Brahmins – undoubtedly the entire of the Press in India is in their grasp – and they, for
surely understood reasons, are completely genius Congress and won't enable any news unfriendly to the
Congress to get reputation. These are reasons outside the ability to control of the Untouchables." The
compositions of Babasaheb haven't release its significance in contemporary circumstances also. The cut
of the blade has not changed its course. Maybe it has more stringent and sharp. Furthermore, the general
population who are at fringe meeting the spots of the negligible closures, in the purpose of discovering
un-shattering corners of those minimal finishes has still not possessed the capacity to get their say in
the prevailing media. There are sure components inside the Ambedkar’s' announcement which have a
changed attribute yet rest of the story is particularly the more seasoned and same. Since the autonomy
of India from being an English Province, private proprietorship designs inside Press and clearly
intentions of Press have changed. Thus, if prior these papers were begun to fill the need of most pertain
to the reason for flexibility. In the consequence of the freedom development, Indian agents, Banias
began to gain the stakes of these some extremely dominating daily papers of the present circumstances.
There reason for existing was to make them beneficial endeavors. Similarly, the seasons of India, the
main English every day in 1946, was purchased by the author of the Dalmia-Jain gathering, for around
twenty million rupees. With its Publication leading group of most extreme respectability, drove by KM

Panikkar as the Editorial manager in-boss. Other than reliably being pushed, Panikkar made the daily
paper more than only an Akali Sheet. While the Akali development got debilitated with time, its
readership began getting shallower and in 1933, Pandit Madan Mohan Malviya alongside industrialist
GD Birla for fifty thousand rupees. Till now the paper is being controlled by the Birla family. The paper
now is overseen by Shobhana Bhartiya, who is likewise a Marwari Bania. The Hindu likewise has some
un-normal past. Having purchased by S. Kasturi Ranga Iyengar in 1895 alongside his corporate arm
Egmore Gathering, this additionally was driven by two Brahmin Industrialists. From that point forward
the daily paper has been claimed and overseen by the individuals from the Kasturi Ranga Family.
Having a readership of more than nineteen million and cross obviously read into dish Indian Hindi
talking states, Dainik Jagran, is overseen by Sanjay Gupta. Again, a proprietor with a tag of being
forward position Bania. Comparative sort of pattern can be followed through the bigger prevailing
press. These immense Enterprises have been driving Press from the bleeding edge and all among them
exists the more seasoned structure, in which, union of riches is chipped inside the overlay of the forward
and un-denied standings especially Vaishyas. Not simply among the responsibility for Press but rather
standing has additionally encroached into the premises of the newsrooms and publication sheets, of
these self-declared free daily papers. The record of the journalists and maybe the editors, themselves
from the Upper ranks, doesn't hold especially apparent to be keen on issues influencing to the poor of
this nation. In the matter of how, as writers, they be serving the reason for the general population who
include impressive say inside the socioeconomics of the country? As in not well, the motivation plan
would itself be extremely constrained. The issues influencing the general population from the lower
standings, who are for poor, as Dalits and Adivasis doesn't go under the scanner of these daily papers
and more so to the media too.
HYPOTHESIS
The Dalits Voice and Issues in the Indian Press is still getting marginalized coverage. Enter
Positions in Newsrooms, National Dailies, and Proprietorships inside the Press has strength of the Upper
Station Hindus. This thusly, has made the Indian Press rather less comprehensive in its arrangement.
REVIEW OF LITERATURE
Scholars like J Lerche - Development and Change, 2008 - Wiley Online Library; in his article
‘Transnational advocacy networks and affirmative action for Dalits in India’ mentioning that “In India,
developments and gatherings speaking to the most reduced positioning dalit standing gatherings have
taken after various systems in their battle against social, financial and social separation.” The various
viewpoints of Dalit scholars are also quoted in this study. There are enumerable issues which has
duplicating outcomes for the lives of outcastes. Much of the time press or perhaps, media doesn't give
enough degree space to their fights. Various specialists have imparted their anguish on the lacking
honesty of Press like despicable and less extension on the Untouchables. It was encompassed by ranches
having a place with positions that viewed themselves as better than the Mahar standing that Surekha
had a place with. Mass challenges by Dalit associations inevitably goaded the legitimate framework
into taking insight of the wrongdoing. The issue of land holding has part of significance as far as
understanding the financial territory of the position Hindus over the Untouchables. Calendar Standing
and Timetable Clans together constitutes around twenty-five for each penny of the Indian populace. Be
that as it may, their farming area holding limit is constrained to just 9 for each penny among their
populace. Out of 312 million of Timetables Stations and Calendar Clans just 29 million have cultivate
arrive. In the uprising hit territory of the focal India (Chhattisgarh and parts of Andhra Pradesh) where
transcendently clans were living for awfully numerous hundreds of years. More than 200 MoUs of
mining and mechanical ventures are marked between the administration and the corporate. The region
is thickly forested and rich of minerals. The extremely same enterprises are uprooting a huge number
of clans from their country and the exceptionally same organizations are running twenty-four by seven
media channels, daily papers, magazines and furthermore abstract celebrations. These immense types
of misuses – financial and societal doesn't get appropriate scope since profound established corporate
interests and tremendous capital is at its stake to deliberately make individuals un-mindful of this

hazard. The references from various journals, research papers, national and international press are also
taken.
THE CONDITION OF DALITS IN MEDIA

Dalits having sketchy surnames, a noteworthy piece of the time found the opportunity to mask
their station, invited decided tending to from upper standing assistants. Their experiences show up
irrationally sickening fact that different they had vanquished amazing opportunities to enter the media
in any case. Now and again, the need to change an unequal, barbarous society prompts Dalits to take to
the media. From substitute perspectives, Dalits end up being excruciatingly baffled at the exposure that
the Indian media, which keeps up to be dynamic, tends to reflect the sporadic characteristics of the more
significant social structure. Cases of standing based noxiousness against Dalits in the English media
were missing from the records of most used as a piece of it. There is, in any case, other than a power
factor that draws Dalit makers a long way from the media. For one, pay rates at parcel into the media
are too low for them to control themselves in urban zones, particularly as they have to help people from
the more far away family who are monetarily poor and enlighteningly in agitate. Reliably, data on
wrongdoings against Dalits under IPC and statutes is tabled in Parliament. In any case, when
comparable guns are flung over the shoulders of proprietors and upper positions or are holding tight the
dividers of their homes, they advance toward finding the opportunity to be instruments of self-ensuring.
Reality, in any case, is that these weapons are basically used against Dalits.
HUMAN RIGHTS ISSUES AND DALITS

The Human Rights Watch recognized different examples of outrages by police authorities and
more than 60 for each penny of torment casualties had a place with SCs and religious minorities. SCs
experience issues in practicing their entitlement to vote, to challenge decisions and to hold chose
workplaces at the neighborhood level. Amid the 2009 general races, the National Dalit Decision Watch
announced a few episodes of brutality, of which 32 for every penny were dangers/terrorizing/savagery
by prevailing position gatherings, 22 for each penny SCs were not permitted to vote by individuals from
different political gatherings and because of conflicts between political gatherings, and 20 for each
penny SCs were purposely prohibited from voters' rundowns.
THE STATE OF DALIT AND ADIVASI IN PRESS

It's hazardous to bring Dalits and Adivasis into a space like this where they are vigorously
dwarfed, severely despised and ready to stroll with satisfaction just by covering their actual personality.
Dalit and Adivasi activists and understudy pioneers have debilitated understudies from applying for the
grant and pushed them towards professions in the scholarly world and the common administrations.
There weren't sufficient candidates and, all the more deplorably, those that connected couldn't overcome
the more advantaged challengers in the selection test. At that point one day six Dalits and one Adivasi
understudy thumped on the entryways of the foundation the previous summer - three were young ladies,
and two of the young men were from the to a great degree underestimated Madiga position. Just a single
among them was from a well-off family and ready to pay the school charge. Among the others, three
were offspring of day by day wage workers, one young lady's dad was a rancher and moms a teacher,
and two were from single-salary families where the father held a low-wage work. At the point when
that missed the mark, a financing get went out to a select gathering of senior columnists working in
English-dialect media who could be trusted to help society. They influenced the deficiency to vanish in
a little more than seven days. There was sufficiently still left to support the understudies for extra
English training at the English Committee in Chennai.
THE LEGISLATURE IMMINENT FOR DALITS

The administration occupations other than associate with Dalits to marry into higher wage
bunch in their get-together, in like path turning up upwardly versatile. Not all respondents, regardless,
bought in to the point of view of being bamboozled. Scarcely any others blamed the confounding
standard of bearing which fails to furnish Dalits with the vernacular aptitudes the media expects that

them will have. Their fear of abatements is particularly honest to goodness as most don't have a strong
budgetary base, having no gained familial assets. By discrete, government occupations – the most
upheld elective among Dalits – give steady residency, ensure time-bound degrees of advance till a
particular stage, and shield them from the weakening impact of withdrawal and contradicting vibe
against Dalits. The stunning slant among Dalit makers about the conventionality of contradicting vibe
against them tends to influence them to rethink the likelihood of continuing in news-hurling. Their still
poor closeness in the media has veritable implications for news scope. Numerous Dalits enter the media
since they trust it can enable their group and help concentrate on issues. Dalits have a more noteworthy
nearness in the Hindi or other Indian dialect media than in the English media. Victimization and enmity
to Dalits is uncontrolled in the Hindi and other dialect media; it is less articulated in the English media.
Regardless, segregation is a main factor behind their choice to leave the private area media and settle
on government occupations. Aside from separation, they feel a profession in the media is a dangerous
suggestion. Their powerless monetary base influences them to fear work weakness which is a
characterizing normal for the private area.
THE NARROW MINDSET COMMUNITY IN INDIA

The Dalits are a standout amongst the most minimized or prohibited group in India. The verna
appeared with an intricate framework called Jati. The financial and religious rights moved toward
becoming pre-controlled by the standing framework. The circulation of those rights was so unequal and
there was stringent arrangement in the rank framework to make the individuals to the take after the
division without contradicting it. The occupation was excessively pre-decided permitted to change their
occupation. Transcendently the Brahmins were getting a charge out of the best and untouchables were
compelled to acknowledge the most noticeably bad. Subsequently, the idea of freedom, flexibility or
popular government was relatively missing the Hindu arrangement of society. Indeed, even the idea of
all inclusive assertion of human right additionally negates with the Hindu arrangement of society.
What's more, in this way a gathering of individuals was denied access to end up noticeably the full
individual from the general public.
DALIT PARTICIPATION IN THE MEDIA

Dalit support in the media has been regrettably poor, in spite of booking for them in media
foundations. Is it since they experience segregation, as they do in numerous different roads? The social
situating of Dalit as outcaste gets inserted in the social domain of news-casting as the last meshes it into
its ideological texture. The exact reality of 'Dalit-less' or 'Dalit-quiet' newsrooms characterizes the
media. This observational reality of intangibility turns into the patriot excellent account of standard
news coverage opposite the subject of Dalit. The provincial variety of the same changes particular social
methods of portrayal through which the encircling of the Dalit in the journalistic culture comes to
fruition.
PREDOMINANT PRESS FOR DALITS

In any case, this sits in consummate amicability with an economy where legacy is as yet the
principle wellspring of capital and irreconcilable circumstance is a financial open door, the kind that
transforms customers into family and family into customers. It is no one's claim that every single white
writer are bigot or that all Brahmin columnists are positions. There can be most likely that a finest
discourses, reportage and grant on the Indian standing framework have been delivered by Brahmin
writers and learned people. It isn't the expectation of the individuals who upheld assorted variety venture
that all the Dalits and Adivasis profiting from it will make providing details regarding station,
communalism and neediness the concentration of their vocations.
THE OVERWHELMING GENERALIZATIONS OF SOCIETY

It is genuinely an awesome leniency that a few Brahmins can be the shade of black and some
Dalits can be lighter than peaches. Each individual who got the grant over the most recent 10 years,
regardless of being on a par with every other person, has needed to play this pitiful round of find the

stowaway. As they do each year, administration ventured in and restrained the wannabe station
vigilantes before they could discover different intends to sniff out the gathering of six. There are still
more straightforwardly eccentric individuals in English news coverage than individuals who confess to
being Dalit. Dislike a newsroom is where everyone knows whose little girl or child you are and where
you live.
NEWSROOM MANAGEMENT LOADED WITH TACT

An inheritance daily paper in the South expanded a Brahmin columnist's probation four times
when most correspondents are let go at strike two. This isn't the main daily paper that is employed ages
of men from a similar Brahmin family. There are numerous cases of Brahmin columnists posted in a
similar area or city where their ascendants were likewise correspondents for a similar production. The
tale about a third-age correspondent posted in a little sanctuary town, for instance, came to me from the
man himself. He took pride in keeping up a familial custom and gloated that his family's impact went
the distance to Delhi.
THE CASE BASED SEGREGATIONS

The untouchables who changed over to other religion like Islam and Christianity to escape from
the endless loop of station separation are as yet treated seriously in their new religion too. Case based
segregation is as yet proceeding going all out. The Dalit youngsters being compelled to clean the latrine
of the school or giving them isolate nourishment amid late morning feast are regular business in India
show India. Dalit youth was killed by the affirmed upper standing Hindus in Tamil Nadu for wedding
an upper rank Hindu young lady. The occurrence additionally activated viciousness and the culprit set
Dalit town into flame. The barbaric practice like Devadasi is as yet proceeding in some piece of the
nation. This is exceptionally pitiable that in the wake of getting current instruction likewise individuals
couldn't turn out from the endless loop of rank framework.
THE MOST RECENT DALIT OUTRAGE

In the coming days, they will do everything to awe their new editors, possibly compose a dying
heart story on the most recent Dalit barbarity. Concerning the seven SC/ST understudies, one wasn't
awed with reporting the course and dropped out of arrangements to plan for the common
administrations. Four have been offered occupations by best news enterprises in the nation. The other
two have turned down offers and are sitting tight to something better to come up. It is dismal that the
six Dalit understudies should try to be so chivalrous in a calling where most employments still go to
those with associations. There isn't a lack of Brahmins from poor families becoming wildly successful
in news coverage.
THE DEEP-ROOTED SOCIAL PROBLEMS

The climb of political get-togethers like Bahujan Samaj Assembling in UP is the delayed
consequence of the improvement called 'Dalit' advancement. The stating they have used to recognize
the past untouchable gathering isn't past input. The insightful importance of the term should join all the
smothered gatherings like familial, minorities, women et cetera. The academic who are supporting the
improvement, it gives the idea that they are almost no stress over the facts. The Dalit dynamic
advancement started from Kanada composing was similarly a surprising change to the degree the Dalits
is concerned. The Hindu social structure itself suspended a couple of its people to get to those rights as
inspected in the past para and in this way controls the social shirking. The significant set up station
system just suspends the people to get to the other side to be the full individual from the overall
population; be that as it may it also discredits even the human benefits of some the positions. To the
degree India is stress there are different social events of people who are being denied to get their full
interest in the overall population. We can take the instance of dalits, inalienable, minorities, women and
children et cetera. These social affairs are isolated in name of rank, race, ethnicity, religion, sex,
vernacular et cetera. This continued for quite a while in the overall population and continued in the post
self-governing Indian culture moreover. Under the specialist of Dr. B.R. Ambedkar certain measures

were taken while getting the constitution of self-governing India to direct the threat of position system
and in this way social dismissal. In any case, it still it continued with, parties like inborn, minorities and
women are still maintained a strategic distance from the ambit of standard society on various grounds.
THE NARROW MINDSET COMMUNITY IN INDIA

The Dalits are a standout amongst the most minimized or prohibited group in India. They are
being enslaved by the upper station Hindu in India. The Hindu social framework itself advances social
prohibition. The Hindu social framework in the end partitioned the general public into different
gatherings and positions. The financial and religious rights moved toward becoming pre-controlled by
the standing framework. The circulation of those rights was so unequal and there was stringent
arrangement in the rank framework to make the individuals to the take after the division without
contradicting it. Transcendently the Brahmins were getting a charge out of the best and untouchables
were compelled to acknowledge the most noticeably bad. Subsequently, the idea of freedom, flexibility
or popular government was relatively missing the Hindu arrangement of society. Indeed, even the idea
of all inclusive assertion of human right additionally negates with the Hindu arrangement of society.
What's more, in this way a gathering of individuals was denied access to end up noticeably the full
individual from the general public.
SOCIAL ASSOCIATIONS AND DALIT RIGHTS

Social disallowance nor is significantly erratic ponder, which can't simply be had a tendency to
by isolated activities, which reduce dejection or vagrancy nor is it practically growing work and
direction openings. It is building the cutoff points of the most powerless and thought little of gatherings
to partner and reconnect to their gatherings and other get-togethers to make think social associations,
towards setting up social requests. Ambedkar's stresses on finding conduct by which self-governance
could pass on chance to the abused, with legislative strategy in regards to minorities in the public arena
and positive isolation being an underlying advance.
GENDER SEGREGATION AND DALITS

In spite of the fact that segregation based on position is against the Indian constitution and
restricted by numerous laws, its training is as yet broad, particularly in rustic India. There are sufficient
established and legitimate arrangements, official approaches and welfare and formative projects set up
to counteract and wipe out position based separation and brutality. Nonetheless, insufficient usage has
rendered these arrangements notional. Segregation and outrages identified with arrive; work, water,
compensation and other occupation perspectives are on the ascent in private and open circles, state
foundations, religious establishments, and work and purchaser markets. The execution of defensive
enactment to ensure the life, respect and pride of dalits needs stringent usage. Set up selective unique
courts, restrictive open prosecutors and elite agents for the fast trial of cases under the Demonstration.
The State must build dalit and adivasi ladies' lawful proficiency to enhance their entrance to equity in
bringing cases of segregation and infringement of rights. Extraordinary police headquarters can be set
up in distinguished outrage inclined regions in a state, and also police compel sent in those regions to
take preventive measures. There have additionally been a few instances of affront by utilizing rank
based injurious dialect to dalit human rights safeguards places. Attacks out in the open spots, torment,
illicit confinement, provocation and trouble making, constrained vanishings, additional legal killings,
unlawful detainment, observation and focusing of relatives, marking as naxalites and hostile to nationals
and suggestions in false cases have not been unprecedented rights' infringement against SC human
rights protectors.
THE ROLE OF CIVIL SOCIETY

Sharpening common society to address the issue of untouchability and consummation savagery
against underestimated groups as a need by including famous identities in different fields, scholastics,
legal scholars, columnists and heads of religious, human rights and political bodies to push for popular
assessment for completion obtuse treatment of our own kindred natives. The records and reports, free

and tenable research establishments display a disturbing picture of station based separation and
savagery. An expanding pattern in the disavowal of fundamental occupation rights, developing
quantities of barbarities, high dropout rate of understudies, unabated land and work rights infringement,
carelessness of general wellbeing, dissent of access to wherever or benefit, check to political support,
carelessness of law requirement experts in documenting grievances, undue deferrals in police
examination and trial of cases, and wretchedly low conviction rate delineate this. In such examples of
separation and viciousness, one notification certain striking highlights:
• Continuing examples of separation and viciousness,
• Increase in recurrence of events,
• Use of deliberately composed and top notch strategies for enslavement and avoidance,
• Increase in violence against dalit ladies.
• Particular concern is the ascent in brutal demonstrations of outrage.
METHODOLOGY
The methodology is mainly based on surveying three national dailies for 18 days in the long
stretch of May 2016. The thought was to get an outline of standing portrayal in English print media.
The National dailies chose were: The Hindu, The Statesman and The Indian Express. During research
phase checked the front pages, the opinion piece and the articles for by-lines. Surnames of each by-line
were analyzed and put under the accompanying classes: Upper Castes, Other Backward Castes,
Schedule Castes, Schedule Tribes and Others (including minorities). Organization duplicates from ANI
or PTI or IANS and articles that were not specifically ascribed to a correspondent – like stories with no
by-lines or publications – were excluded. Surnames that we couldn't specifically identify as a specific
position bunch were dropped. Comprehend that the extent of this activity is constrained and does not
give us enough about rank portrayal over the Indian media. However, it gives us a reasonable thought
of the under-portrayal of persecuted stations in three of the main daily papers in the nation that do set
the tone of national talk and plan.
ANALYSIS AND INTERPRETATION
FRONT PAGE ANALYSIS

Newspapers Upper Castes Schedule Castes Other Others
Backward (Muslims,
Castes Christians etc)
The Hindu 78 1 11 12
The Statesman 63 3 7 18
The Indian Express 92 2 12 8
Total 233 6 30 38
*Note: Schedule Castes were Zero in number. (TABLE: 0.1)
The Figure in table 0.1 illustrates reporters falling into each caste category. According to the data
mentioned into the above table, in the month of May 2016 amongst the total percentage of reporters
covering the front-page news, 75.89 % belonged to the privileged castes. Meanwhile 1.9 % of reporters
belonged to the Schedule Castes. And 9.7 % were from the Other Backward Castes, 12.3 % others.
EDITORIAL PAGE ANALYSIS

Newspapers Upper Castes Schedule Castes Other Backward Others
Castes (Muslims,
Christians Etc)
The Hindu 21 0 1 6
Total 111 4 5 21

The Figure in table 0.2 illustrates editorial writers in the newspapers falling into each caste category.
According to the data mentioned into the above table, in the month of May 2016 amongst the total
percentage of reporters covering the front-page news, 78.72 % belonged to the privileged castes.
Meanwhile 2.8 % of writers belonged to the Schedule Castes. And 3.5 % were from the Other Backward
Castes, 14.89 % others.
OP-ED ANALYSIS
Newspapers Upper Castes Schedule Castes Other Backward Others (Muslims,
Castes Christians Etc)
The Hindu 24 1 1 5
Total 80 4 2 12
The Figure in table 0.3 displays the number of editorial writers in the newspapers falling into each caste
category. According to the data mentioned into the above table, in the month of May 2016 amongst the
total percentage of reporters covering the front-page news, 81.63 % belonged to the privileged castes.
Meanwhile 4.08 % of writers belonged to the Schedule Castes. And 2.04 % were from the Other
Backward Castes, 12.24 % others. This clarifies why the pervasive press as time goes on winds up
tending to, and about, the upper rank/basic workers India. The elucidations for the political and cash
related oppression is doubtlessly self-evident, including us. Dalits plot a mind-boggling bit of the work
drive in developing – the best wellspring of job and work in our nation. Simply revealing scenes of
underhandedness elements against Dalits isn't satisfactory. Unmistakably the media isn't set up to help
the battle against manhandle of and stun against Dalits. Dalits remain Dalits precisely when barbarities
are introduced against them. When they battle against their disguise, they progress toward getting the
opportunity to be wrongdoers, Naxalites and Maoists. The media needs to extend just those Dalits who
don't strike hard at masses against their brethren. Dalits have been misfortunes of standings segment
and furthermore continued through financial and political mishandle. There is never the exchange of an
ideological battle against the constraint of Dalits.
CONCLUSION
Upper Standings still has kept up syndication over the Press enter positions in India. From the
Press proprietorship to the reportage departments, even to the analysts inside the overlay of daily papers
territory of the position Hindus is yet unchallenged. Press is at its pinnacle and to try and multiply more
it needs to raise worries of the considerable number of segments of the public. For that it has be
comprehensive and more evidently relatively spoke to rather than the socioeconomics of the specific
culture. Indian Press has neglected to accomplish that. For this very reality regularly, feelings and stands
taken by media are considered by many individuals to be hostile to poor. Indian Press is surely not the
reflection of the Indian Culture because in structure of the Indian culture, Timetable Clans and Calendar
Standing have tirelessly been more than twenty for each penny. Also, their portrayal inside all fair
organization is at its low including the Press.
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2. Roy Arundhati (2015), Annihilation of Caste: BR Ambedkar, New Delhi, PP. 32.
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5. Yadav Yogendra (2006), CSDS: Caste Patterns of Delhi’s Media, New Delhi.
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ISSN: 2320 – 236X
A MACROCOSMIC OUTLOOK ON THE CONTRIBUTION OF

WOMEN TO EMPLOYMENT AND EMPOWERMENT.
Mrs. M.Prathiba
B.Voc. Programme, Assistant Professor
Department of Textiles and Apparel Design
Periyar University, Salem (India)
ABSTRACT
Employment and empowerment involves a transformation which moves from a state of
disempowerment to empowerment. Empowerment is multidimensional, taking place at diverse
levels, and in different ways depending on the individuals and communities and the
environments in which they live. This paper focuses on the wider level of how women and their
status in the society are portrayed. In spite of the jobs and the work carried out by the women
contribute to the needs of the household, there is still not enough recognition given to them.
KEYWORDS: Empowerment, Employment, Progression, Proximity.
INTRODUCTION
Although the description of empowerment is debated and the term is often used to cover a
multitude of concepts, there are a few elements that are widely agreed upon. Most researchers agree
that empowerment involves an element of control and choice in the context of power structures that
exist in households, communities, nations and world wide.
Many will also agree that empowerment is an evolution and therefore involves changes in the
existing power structures and a move from a state of disempowerment to empowerment. Researchers
will all agree that empowerment is multidimensional, occurring at different levels, and in different ways
depending on the individuals and communities and the environments in which they live.
The empowerment of women is generally conversed in relation to political, social and economic
empowerment. Of late, the economic empowerment of women has received scrupulous attention and is
often cited as one of the most important ways to promote gender equality, reduce poverty and improve
the well-being of not only the women, but children and the society. Economic empowerment includes
women’s participation in economic activities as well as women’s economic decision-making and
power.
Employment, specifically paid employment, is seen as the essential constituent of economic
empowerment. Participation in formal economic activities, which reflect the productive capacity of the
women, and their control over their own incomes, are some of the important dimensions of economic
empowerment.
Entrée to earned income improves women's position within the household substantially, gives
them greater control over the distribution of such earnings and household resources, and generally
improves their status and strength in the society as well as their own self-esteem. The ability to earn
income from outside and to engage in activities other than the household-oriented ones can pilot to
significant social change in the long run. Where women are generally denied the ownership of property
and control over assets, the ability to earn outside income can become an important instrument for the

transformation of gender relations and challenge many traditional modes of social and economic
relations.
Despite the widespread support for the assumption that employment leads to women’s
empowerment, there is very little research that empirically tests this relationship and there is still a lot
that we do not know about the association between employment and empowerment.
INDICATORS OF EMPOWERMENT
Women’s household decision-making and freedom of movement are often used as pointers of
women’s empowerment. Before the word empowerment was used, women’s sovereignty, their
independence, was often discussed as a goal for women’s rights and equality in society. The ability to
make decisions that affect one’s life and the ability to move beyond the sphere of the home freely
exemplify autonomy and were quickly adopted as basics to empowerment. Other aspects of women’s
lives have become important to empowerment as the concept has expanded to include power in a
number of spheres and forms, and women’s control over resources has become a particularly contested
aspect of women’s empowerment.
EMPLOYMENT AND EMPOWERMENT

The most common dispute says that women’s participation in income-generating activities will
lead to women’s empowerment because by having admittance to resources a woman can improve her
bargaining position, thereby allowing for greater control over decisions and life choices. If a woman
has an income of her own, she most likely has a greater ability to take care of herself and is therefore
less dependent on her husband or others for survival. Her ability to parley within the household should
increase not only because she has more to offer to the household, but also because she has an improved
fallback position. Greater negotiating power in the household is seen as empowering because it affords
a woman greater control over her and her family’s life.
Employment can be empowering because it is a matter of looking deeper at this complex
connection and taking into consideration the process of employment, not only what drives a woman to
enter the work force, but also what happens once she is there and to an even greater extent, what happens
in the home as a result of this work and the introduction of her wages.
We have to look at some of the rudiments to understand the relationship between employment
and empowerment. Education may be one of the most important influences on women’s employment
and its link to empowerment because of its relation to life’s chances and outcomes. While more educated
and employed women may have a greater say in financial decisions, they do not necessarily have more
say in other matters in the household. In India, women work in jobs from all occupational classifications,
but they are largely concentrated in low-skill, low-income positions like agricultural, domestic work
and unskilled manual labor. Very few women work in higher prestige occupational categories and
women are rarely in positions of authority in any employment sector. For those few women who have
the education and the opportunity to work in non-manual position, they are often found in “feminized”
occupations in the service industry, like nursing, teaching and social work.
Looking at occupation tells us not only about the socio-demographic background, but also about
the working conditions associated with the position, the opportunities that it affords the status it may
confer and the amount of authority associated with the position, and in this sense, should be considered
when looking at the association between employment and women’s empowerment.
TYPE OF EMPLOYMENT AND EMPOWERMENT

Propinquity of a woman’s work to her family and her home could be important in its role of
letting women move out of the private and into the public sphere. Women who work outside the home
or for someone other than their family may have a greater opportunity to interrelate in the public sphere
and with non-family members than women who work for their family or in the home.
Working inside the home, like working for the family, is usually seen as a blockade to
empowerment because working in the home means that women remain under the control of the male
guardians and lack autonomy and mobility. According to Kantor (2002), “norms of female seclusion

limit women's mobility in the public sphere, constraining their economic opportunities by limiting their
choices of work location and their ability to interact in markets.” Looking at the home-based garment
workers in India, Kantor finds no connection between mobility and economic success, but argues that
the mobility associated with work outside the home is important to economic outcomes and to women’s
empowerment.
Women who carry out forms of production independent of male household members and in
social relationships outside the family sphere of command and control are more likely to retain control
over proceeds of their labor (Whitehead 1985), but many women in India work for their families and
more and more women are self-employed. While it is generally agreed upon that working for the family
limits women’s empowerment, there is still no real harmony in the role that self-employment can play
in empowering women.
FINANCIAL CONTRIBUTION AND EMPOWERMENT

Women’s wages may be a significant part of increasing women’s empowerment by giving
women a greater sense of control and value in their home. Women’s wage contributions to their families
can make them more valuable to the household and being able to control those wages could mean a
greater say in decisions. This relationship between employment and women’s empowerment,
specifically, how much of her family’s total earnings she contributes, is one aspect of women’s
participation in the workforce that many agree is important to empowerment. The extent to which a
family relies on the income of a woman can influence the power and control that the working woman
has in her household because it increases her value in the household and it improves her fall back
position by decreasing her dependence on male family members.
If a woman contributes only a small share of her family’s total income, the wages will not
transform into a greater say in important decisions; however, if a woman contributes half or even all of
her family’s income, she may be able to affirm herself more in her household and have a greater voice.
CONCLUSION
While this paper demonstrates that employment can play an important role in the process of
improving women’s empowerment in India, there are copious barriers to overcome, and employment,
even under all the right conditions, is only one piece of the conundrum. In order for employment to be
more empowering to women and for women’s empowerment in India to be facilitated in general, the
structural barriers to women’s rights and equality must be addressed in the household, the community,
the state, the nation and around the globe.
A number of essential changes must occur for employment to be more empowering for women.
First, while increasing the jobs available to women is an important step to improving women’s
empowerment through employment, these jobs must go beyond what is traditionally available to women
and the opportunity structures for women in all positions must be improved. Second, the most successful
economic empowerment programs are those that provide not only jobs skills training or financial
assistance to start small businesses, but those that incorporate rights, awareness, education, provide a
network of supportive peers and those that work to improve women’s self-esteem. Improving women’s
self-esteem and knowledge about their rights can increase their negotiating power and their ability to
assert themselves and make choices that best meet their and their children’s needs. Third, the importance
of education for women and girls cannot be underrated. Education not only expands women’s economic
opportunities, but it has repeatedly been shown to delay age at marriage, delay age at first birth and
improve women’s capabilities on a whole host of issues. Ensuring women and girl’s education is
fundamental to improving women’s empowerment and furthering women’s rights and equality. Fourth,
policies must be put in place that guarantee women’s rights and protect women in the workplace, the
home and the community. These four points are only some of the things that must occur for work to
more empowering and to continue the push from empowerment as a process towards empowerment as
an outcome.
When thinking of women’s empowerment in this way, it is easy to see why individual women’s
empowerment is so important: it is a seed for change at the most fundamental level. The importance of

individual women’s empowerment in the home cannot be underestimated and understanding the
connections between employment and empowerment is necessary in order to understand the barriers to
empowerment and to understand how employment can make a difference in women’s lives.
REFERENCES
Alsop, R. and N. Heinsohn (2005). “Measuring Empowerment in Practice: Structuring Analysis and
Framing Indicators.” World Bank Policy Research Working Paper 3510.
Baruah, B. (2004). "Earning their keep and keeping what they earn: A critique of organizing strategies
for South Asian women in the informal sector." Gender Work and Organization 11(6): 605-
626.
Batliwala, S. (1994). "The meaning of Women’s Empowerment: New Concepts from Action." Pp. 127-
138 in Population Policies Reconsidered: Health, Empowerment and Rights. G. Sen, A.
Germain, and L.C. Chen, eds. Cambridge, MA: Harvard University Press.
Kantor, P. (2002). "Female mobility in India - The influence of seclusion norms on economic
outcomes." International Development Planning Review 24(2): 145- 159.
Kantor, P. (2003). "Women's empowerment through home-based work: Evidence from India."
Development and Change 34(3): 425-445.
Whitehead, A. (1985). "Effects of Technological Change on Rural Women: A Review of

Analysis and Concepts." in I. Ahmed, ed., Technology and Rural Women. George Allen and
Unwin, London.

ISSN: 2320 – 236X
REBELLIOUS NATURE AS EXPOUNDED IN R.K.NARAYAN’S

THE PAINTER OF SIGNS.
Dr. M.R.Kumaraswamy
Assistant Professor of English
Gobi Arts and Science College
Gobichettipalayam, Tamilnadu (India)
ABSTRACT
This paper brings out the rebellious nature of two of the characters in R.K.Narayan’s The
Painter of Signs, Raman and Daisy. The rebellion is depicted through the modern youth, all set
to establish the Age of Reason, and the young lady determined to regard her duty as her only
passion in life. Instances are pinpointed to show Raman’s rebellious nature and that of Daisy,
the girl with distinctive individual desires who finds herself a total misfit and the atmosphere
suffocating in the joint family. Taking the typology of rebellion as a whole, there are certain
characteristic features emerging out of the study focusing on the nature of rebellion in the
Narayan novel.
KEYWORDS: Aggressive, Sex-Obsessed, Rebellion, Morality, New Woman.
INTRODUCTION
The Oxford English Dictionary labels rebellion as “Open or determined defence of, or
resistance to, any authority or controlling power.” Albert Camus in his book The Rebel observes
rebellion as:
The problem of rebellion only seems to assume a precise meaning within the confines
of the Western thought … In fact for the Inca and the Hindu pariah the problem of
revolt never arises, because it has been solved by tradition before they had time to raise
it – the answer being that tradition is sacrosanct. (25-26)
These definitions of rebellion provide the milieu and pointers throughout the typology of
rebellion in the novels of R.K.Narayan. Rebellion is a part and parcel of human consciousness. As an
intrinsic human tendency, it seems to have its roots in “Man’s first Disobedience.” Satan, in the guise
of the talking serpent instilled the essence of rebellion into Eve’s consciousness.
In fact, rebellion as such in the world of Narayan’s novels is regarded more of a digression than
insolence. Hence Narayan’s presentment of his typical rebels may be considered as an interesting study
of rebellion suggesting socio-psycho-cultural implications.
The Painter of Signs may be considered as one of Narayan’s major minor novels. M.K. Naik
rightly points out that The Painter of Signs exhibits tell-tale signs of the writer’s ironic vision getting
hazy. As regards the theme of rebellion, The Painter of Signs contributes to the over-all typological
study of rebellion in Narayan’s novels. The rebellion is portrayed through a modern youth, all set to
establish the Age of Reason, and a young lady determined to regard her duty as her only passion in life.

The rebellion in The Painter of Signs is taken in the sense of divergence though it is realized in
the sense of rebelliousness as well. The Painter of Signs introduces the family planning theme and the
legend of Shantanu-Ganga (Shantanu saw a beautiful woman on the banks of the river Ganges and
asked her to marry him. She agreed but with one condition: that Shantanu would not ask any questions
about her actions. They married and she later gave birth. But she drowned the child. Shantanu couldn't
ask why because of his promise not to ask else she would leave. One by one, seven children were
drowned. Shantanu, devastated, could not restrain himself and asked her why she was killing the
children when she was about to drown the eighth child. She explained that she was in fact the goddess
Ganga, and that the infants she had drowned were demi-gods who had been cursed into being born as
humans. She had been freeing them from their curse. Since Ganga revealed the truth to Shantanu, she
could not free the last demi-god. So she left the baby in Shantanu's care and went back to the river. The
baby was named Devavrata, and eventually came to be known as the mighty warrior Bhishma) in the
Mahabharata, both of which have a thematic relevance. With the portrayal of the New Woman, the
wheel, displaying the faces of the Indian womanhood, turns a full circle in the novel.
INSTANCES OF RAMAN’S REBELLIOUS NATURE

Raman, the protagonist in The Painter of Signs, is presented through his ordinarily realized but
aggressively balanced world. There are three major factors decidedly responsible for the youth’s
balanced and rather happy state of mind: (a) His occupation: the painting of signboard keeps him
reasonably busy and contented. The job has a thematic relevance too. It is through the painting of
signboards that he meets his lady-love. Ironically, however, Raman finds himself writing family
planning messages without any interest not to speak of any passion. (b) Raman’s ‘Boardless’ fellow
lunchers represent the world which enables him to experience the realistic existence. The ‘Boardless’
also has a thematic relevance. At the end of the novel, as Raman returns to it, the ‘Boardless’ symbolizes
the sanity and solidity in life. (c) Raman’s aunt: Basically, she represents the cultural ethos and Raman’s
confined world.
Raman is introduced with two characteristic notions in his character. They are his overall
outlook to life, and his fortitude to establish the Age of Reason in the world. He declares: “I’m a
rationalist, and I don’t do anything unless I see some logic in it”. (15) Interestingly, Raman’s rebellion
is realized through the topsy-turvy of these two notions and ironically, he is caught carrying out the
exact opposite of his cherished ideals.
Raman’s meeting with the youthful Daisy, the Family Planning Officer, begins yet another love
story, which is different from the earlier love stories in the Malgudi novels. In the first place he falls
head over heels in love with Daisy which is plainly a physical attraction. Daisy on her part remains
unemotional, cold and an absolutely unresponsive image of sex. Ironically, Raman confesses to himself
that he has become sex-obsessed as far as Daisy is concerned and tries hopelessly to warp the beautiful
image of the young lady by using cheap Hong Kong goggles. And yet the passion radiating Daisy
charms him beyond measure and he goes blind to read reason and finds his emotional mercury touching
a mad degree.
Raman’s first rebellion can be taken as a matter of accident. He finds himself inadvertently
abandoned on the wayside with the most desirable company of the tempting but eluding Daisy. The cart
man mistaking them as husband and wife leaves them alone. The cool air, the starry night and the desire
embodied Daisy beside him drives the zealous lover with the fantasizing notions of seduction: “he
debated within himself whether to dash up, seize her, and behave like Rudolph Valentino in The Sheik
… Woman liked an aggressive lover so said the novelist”. (74) On an urge Raman plunges into the cart
expecting Daisy there. But, sensing the blind lover’s mad act, Daisy spoils his intention by leaving the
cart and climbing the tamarind tree.
Raman’s rebellion may be taken as a clear divergence from the codes of the religious and social
norms. Notably, Daisy, who escaped from the prowling tiger he climbing the tamarind tree, quotes the
proverb: “When you are married to the devil, you must be prepared to climb the tamarind tree” (77).
Symbolically, the fall is prevented because the tamarind tree has played the protective spirit. The irony

beneath the event is that Daisy, who keeps herself away from Raman, was in fact destined to remain
away from him forever.
The fall in The Painter of Signs, marks Raman’s second rebellion. As the seducer expresses his
desire in no uncertain gestures, Daisy says: “If you must stay, please bring your bicycle in. I don’t want
it to be seen on my veranda at this hour”. (113) As Raman and Daisy yield to the temptation of the flesh,
it is possible to imagine the sense of horror and shame felt by the spirit of place. Malgudi has the
essentially traditional society. A.N.Kaul says: “Romantic or passionate love has no place in it. Any
deviation from it, and impulse or act that denies its centrality is a prime aberration in Narayan. This is
especially true of women.” (55)
Raman’s next rebellion involves his own aunt symbolizing traditional morality. The
traditionally nurtured Hindu old lady could never reconcile to the idea of having a daughter-in-law with
a Christian name. As Raman shows his determination to bring the bride home the aunt leaves for
Benares as a pilgrim. Raman’s deviation may be seen in his disowning the tradition and asserting his
permissive attitude. Raman’s aunt leaving for Benares, is implicit that the novelist has a deep influence
of the cultural tradition.
Raman’s last rebellion may also be envisaged symbolically. In a thrilling anticipation of the
bird’s arrival, Raman clears out all the family gods and locks them up in a cupboard to make more room
for Daisy. The Gods seem to have taken their revenge, obviously for the deviant’s ill-treatment as Daisy
never comes to Raman’s house. The clearance is proved useless.
REBELLIOUS NATURE OF DAISY

Narayan’s New Woman, Daisy, underlines a distinct rebellion. Narayan’s symbolic purpose in
naming his heroine Daisy is to note that she is an odd person in Malgudi. The traditionally conceived
names like Ambika in The Vendor of Sweets, Meenakshi in The Financial Expert, Susila in The English
Teacher and Malathi in The Bachelor of Arts signify the quiet and balanced life mostly ‘freed from
distorting illusions and hysterics.’ Names like Rosie in The Guide, Grace in The Vendor of Sweets and
Daisy in The Painter of Signs suggest that they live a life which is digressed from traditional values.
The nature of Daisy’s rebellion is different from that of Raman’s. The girl with distinctive
individual desires found herself a total misfit and the atmosphere suffocating in the joint family. Her
first rebellion, although realized on almost ludicrous lines, distinctly marks her deviation from the
traditional norms. When she was told that she was to be inspected as a bride, Daisy stunned her parents
with her declaration: “I told my people that I’d not allow anyone to inspect me as a bride and that I’d
rather do the inspection of the groom” (102). Her essentially liberal and self-made spirit predictable all
sorts of constraints, took a decision to leave the household for good. Her departure from the house,
reflecting vividly the departure from the essentially sacrosanct tradition, was final and explicit.
In her selecting the apparently gruelling and obviously dull role of a family planning
propagator, and fighting assiduously with the country’s biggest enemy, the population explosion, Daisy
may be compared with Bharati in Waiting for the Mahatma.
Daisy displays the most ambivalent nature in her attitude to sex. The work-obsessed and duty-
conscious woman almost defiantly discouraged her lover and ruins his impulsive seduction and even
threatens him to report to the police. But eventually the tough exterior gives way and she succumbs to
the desire of the flesh. In this she displays an absolutely amoral and a sort of clinical approach to man-
woman relationship and seems to have taken sex as a physical necessity, discarding the socio-religious
norms. This attitude may account for her premarital sex with Raman.
Daisy’s approach to marriage also strikes a distinct note. In fact, marriage as such never figures
in her life. But with regard to her love she agrees for the Gandharva type which gives one the liberty to
snap ties at any time one feels prone. And there also she leaves a catch. She makes Raman agree to her
condition. The condition gives her liberty not to have a child, and even if one comes, she would give it
to an orphanage to keep herself free for her duty. Her husband should never ask her any thing related to
it. She says: “The moment you ask me why or how I will leave you” (124). It is evocative of the legend
of Shantanu-Ganga in the Mahabharata.

Her anti-children campaign may certainly be taken as laudable and admirable in the context of
her profession. But Daisy shows a basic disregard for children. The narrator says,
She was not really a lover of children … never patted a child or tried any talk. She
looked at them as if to say, you had no business to arrive - you lengthen the queue that’s
all. (49)
Her entire attitude towards children may be interpreted, particularly in the background she operated, as
Daisy’s total disrespect for the Indian woman’s cherished dream of attaining motherhood or matrika.
Daisy’s last rebellion has also serious implications. Having promised to stay with Raman as a
wife, she certainly stuns Raman declaring that due to an emergency assignment she has to leave Malgudi
and is unable to fulfil the promise. The decision of the New Woman, however, may sound logical as
Daisy tells Raman: “Married life is not for me … It frightens me ... I am not cut out for the life you
imagine. I can’t live except alone” (139). But Daisy’s departure from Malgudi may be viewed as the
deviant’s nemesis. Her relationship with Raman, violating the socio-moral codes and her anti-traditional
attitude reflected in her profession, may have the Karma consequence: Daisy may have a lonely
existence and may lead a busy life sans marital bliss.
CONCLUSION
The rebellion in The Painter of Signs may again be taken as Narayan’s presentment of the
recurring theme of illusion and reality. For Raman, illusion seems to have been signified in the form of
Daisy and his relationship with her. His flinging away the key, saying “To hell with it”, (143) and his
return to the solid, real world of the Boardless, (143) may be taken as his return to the world of reality.
Although the rebellion is mostly realized through sex, Narayan, however, describes it comically. Raman
comments on Daisy’s family planning obsession as: “If she were a despotic queen of ancient days, she
would have ordered the sawing off of the organs of generation” (47).
Considering the typology of rebellion in its entirety, there are certain characteristic features
emerging out of the study focusing on the nature of rebellion in the Narayan novel. Generally, rebellion
in Narayan’s novels is taken as a deviation from the accepted norms of the socio-cultural codes. The
most obvious deviation is realized as sex aberration. Sex has a purposeful existence in Malgudi. The
novelist’s respect for the privacy of his characters may underline his treatment of sex. When obliged to
depict a sort of open sex, Narayan employs the strategy of treating sex comically.
As most of the rebels, except perhaps Daisy in The Painter of Signs, return to the point of
beginning, they underline several implications such as the influence of the socio-cultural codes, Manu’s
deciding norms, the mythic images of Sita and Savitri and the idealized images of the mother and wife.
It also depicts the novelist’s strategy to use the rite de passage to symbolize the spiritual growth of his
characters as they pass from illusion to reality. The typology vividly focuses on the novelist’s comic
ironic perception of life underlining his notion of Comedy bordering on the tragic lines and his ironic
vision telescoping the basically paradoxical and incompatible nature of life.
REFERENCES
Primary Sources
Narayan, R.K. The Painter of Signs. Mysore: Indian Thought Publications, 1982.
Secondary Sources
1. Alphonso Karkala, J.B. “Symbolism in R.K. Narayan’s Novels”. Comparative World Literature.
Mumbai: Nirmal Sadanand Publishers, 1984.
2. Bhatnagar, M.K. “New Insights into the Novels of R.K.Narayan”. New Delhi: Atlantic, 2008.
3. Jones, Sir William. “The Ordinances of Manu (Manusmrti)”. Calcutta: Sewell & Debrett, 1796.
4. Panduranga Rao, V. “The Art of R.K.Narayan” The Journal of Commonwealth Literature Vol. 5:
1980.
5. Singh, R.S. “Indian Novel in English”. New Jersey: Rep. Indian Inc., 1989.

ISSN: 2320 – 236X
LEADERSHIP EFFECTIVENESS OF SECONDARY SCHOOL

HEADMASTERS WITH REFERENCE TO THEIR GENDER &
LENGTH OF SERVICE
Hakeem Sayar Ahmad Shah*, Prof. Mahmood Ahmad Khan**

*Research Scholar, Faculty of Education, University of Kashmir, Srinagar
**Senior Professor, Faculty of Education, University of Kashmir, Srinagar
ABSTRACT
This study was carried out to investigate leadership effectiveness of secondary school
headmasters with gender & length of service. The total sample of the study was 300 secondary
school headmasters selected from various high schools of Kashmir valley. The data was
collected with the help of standardized tool developed by Taj (2010). The collected data was
put to statistical treatment by using mean, S.D., & t-test. The findings of the study revealed no
significant difference between male & female secondary school headmasters on leadership
effectiveness. On the other hand significant difference was found between senior & junior
secondary school headmasters on, viz. intellectual operations, behavioural & emotional
stability, adequacy of communication, & composite score dimensions of leadership
effectiveness scale. The results revealed that senior headmasters seek new ideas & are able to
face challenging situations calmly. It was also revealed that senior headmasters possess higher
communication ability & strive hard to analyze the group problems.
KEYWORDS: Leadership effectiveness, Headmasters, & Length of Service.
INTRODUCTION
The concept of leadership plays an essential role in the functioning of schools. Formal
education provided by schools requires stature, quality supporting workforce, trained & competent
academic staff, & above all capable & instructional administrator. A leader is a person who sees
something that needs to be done & knows how to do it. He/she sees opportunity & catches it. He/she is
a coach, an encourager & is willing to take risks today for better tomorrow. Being in a school leadership
or headmasters position is a thankless job and one that comes with making hard decisions. Effective
leaders/headmasters can change the form of school & the benefits of seeing student growth. Effective
leaders are seen as the persons who set the track & influence the group to follow the similar track.
Effective leadership has direct connection with leaders’ styles & school leaders should be experienced
& trained in leadership so as to utilize these skills appropriately (Sosik & Dinger, 2007). According to
(Gmelch, 2000) leaders are communicators, coordinators & listeners. Head of the academic
departments have been labelled as the “front-line leaders” in higher education.
Leadership Effectiveness is widely accepted as being a key constituent in achieving school
improvement. Voilet, (2016) revealed that democratic and autocratic leadership styles are very
effective. Further, administrative competences & school administrative skills of principals are also
effective. Momoh & Osagiobare (2015) found that although all quality assurance standards were not

implemented in Edo & Delta public secondary schools, but the level of principals’ administrative
effectiveness is high and performance significantly has relation with experience. According to
Alhourani (2013) gender has not impact on leadership effectiveness. Thus female leaders were found
as effective in those universities as male were the research was carried. Akomolafe (2012) conducted a
study to investigate the level of administrative effectiveness of principals of public and private
secondary schools. The result of the study revealed that there was moderate level of administrative
effectiveness in public schools while there was high level of administrative effectiveness in private
secondary schools. It also revealed that schools with high level of administrative effectiveness manifest
high level of discipline. Richter, Lewis and Hagar (2012), found transformational, managerial and
behaviour management skills to be essential ingredients Principals need for the achievement of effective
schools. Similarly, Alimi, Alabi, & Ehinola (2011) conducted a study to investigate teachers’ perception
of principals’ leadership effectiveness in the important salient aspects of school management:
Pedagogical skill, Administrative skill and community relation skills effectiveness. The results showed
that there is a significant difference in the teachers’ perception of principals’ leadership effectiveness
in public and private secondary schools, with the principals of public secondary schools having low
level of leadership effectiveness in pedagogical and community relation skills effectiveness, but high
administrative skill effectiveness while the reverse is the case in private secondary schools. According
to Armstrong (2004) leadership can be defined as influence, power & authority which enable the leader
to effectively transform the organization through the direction of the human resources that are essential
organizational assets, for achieving the desired results. Thomas & Inkson (2004) in their findings
revealed similarities between men and women leadership behavior, & they are effective equally.
Effective leadership is crucial for the overall success of any organization.
This study is concerned with the leadership effectiveness of secondary school headmasters.
Further, only few studies have investigated leadership effectiveness, administrative behaviour,
organizational commitment of university administrators, primary school heads & bank managers but no
such study has been conducted on leadership effectiveness of secondary school headmasters with
reference to their gender and length of. It seemed more appropriate with reference to our state as no
such study has been conducted on the selected variable. Hence the researcher thought there was great
need to probe into leadership effectiveness of headmasters in relation to selected important variable.
This aspect of the present study may prove beneficial to educational planners and administrators to
organize workshops for secondary school headmasters and principals for reducing their decisional stress
and enhancing their leadership by suitable interventional Strategies.
OBJECTIVES OF THE STUDY

1. To study and compare the leadership effectiveness of secondary school headmasters on the
basis of gender.
2. To study and compare the leadership effectiveness of senior and junior secondary school
headmasters.
NULL HYPOTHESES
1. There shall be no significant difference between the mean scores of male and female Secondary
school headmasters on various dimensions of leadership effectiveness.
2. There shall be no significant difference between the mean scores of male and female Secondary
school headmasters on composite score of leadership effectiveness.
3. There shall be no significant difference between the mean scores of senior and junior Secondary
school headmasters on various dimensions of leadership effectiveness.
4. There shall be no significant difference between the mean scores of senior and junior Secondary
school headmasters on composite score of leadership effectiveness.

OPERATIONAL DEFINITION OF VARIABLE
Leadership effectiveness: Effective leaders inspire followers to achieve personal or collective mastery
of the capacities needed to accomplish "collective aspirations (Leithwood, et al 1999). Leadership
effectiveness in this present investigation refers to the dominant set of scores obtained by the sample
subjects on the Leadership effectiveness Scale developed by Haseen Taj (2010).
Length of service: Length of Service in the present investigation referred to the number of years put in
the service by the sample subjects as headmaster. Subjects with more than 8 years and less than 5 years
of field experience are considered as senior and junior headmasters respectively.
DESIGN OF THE STUDY
SAMPLE
The sample for the present investigation was drawn from the high schools of Kashmir valley. Presently
there are 820 high schools in Kashmir Valley run by the government. In the present study 300 secondary
school headmasters were randomly selected from these high schools (820). The procedure for drawing
the sample was adopted as per the following breakup.
Length of Service Male Female Total
Senior 75 75 150
Junior 75 75 150
Total 150 150 300
DATA GATHERING TOOL
The data for the present study was collected with the help of following standardized tool:
LEADERSHIP EFFECTIVENESS SCALE

This scale is developed by Taj (2010). It has six areas–(i) interpersonal- relations, (ii)
intellectual operations,(iii) behavioral and emotional stability, (iv) ethical and moral strength,(v)
adequacy of communication and (vi) operations as a citizen.
STATISTICAL TREATMENT OF DATA

The collected data was put to statistical treatment by applying Mean, S.D., percentage &‘t’-
test. Besides, graphical figures are also drawn in order to make the results transparent.

STATISTICAL ANALYSIS
DESCRIPTIVE ANALYSIS
Table: 1. Showing the percent wise distribution of Male and Female Secondary School
Headmasters on Leadership Effectiveness Scale (N=150 each).
Range of Grade Leadership Effectiveness Percentage

Raw Scores Status Male Female
& Above 368 A Very High 0.7% 0.7%
334-367 B High
97.00% 96.3%
300-333 C Above Average 2.3% 3.00%
254-299 D Average Nil Nil
253 & E Low Nil Nil
Below
The information presented in the table no. 1 depicts the percent wise distribution of male headmasters
& female headmasters on Leadership Effectiveness scale. The results reported in the table reveals 97
percent of male & 96.3 percent & of female headmasters were found to be in the high category. On
above average category 2.3 percent male headmasters & 3 percent females were found. Only 0.7 percent
from both male & female headmasters has been found in very high category.
Table 2: Showing the percent wise distribution of Senior and Junior Secondary School
Headmasters on Leadership Effectiveness Scale (N=150 each).
Range of Grade Leadership Effectiveness Percentage

Raw Scores Status Senior Junior
& Above 368 A Very High 1.3% Nil
334-367 B High 98.7% 92.00%
300-333 C Above Average Nil 8.00%
254-299 D Average Nil Nil
253 & E Low Nil Nil
Below
A quick look on the table no. 2 shows the percentage distribution of senior & junior headmasters on
Leadership Effectiveness scale. It was found that 98.7 percent senior headmasters & 92 percent junior
headmasters fall in the high category. 8 percent from junior headmasters were found in the above
average category while none of the senior headmasters were found in the same. It was also found that
1.3 percent from of seniors in the very high category.

COMPARATIVE ANALYSIS
A-i). Comparison of Secondary school Headmasters on the basis of Gender on

various Dimensions of Leadership Effectiveness Scale (N=150, each).
Table 3: Showing the Significance of difference between the Mean scores of Male and
Female Secondary School Headmasters on various Dimension of Leadership
Effectiveness Scale (N= 150, each).
Factors
Gender Mean S.D. ‘t’ Value
IR Male 71.16 2.28
Female 71.03 2.50 0.48
IO Male 54.27 3.01
Female 54.27 2.66 0.01
BES Male 49.66 2.28
Female 49.43 1.97 0.91
EMS Male 83.55 3.58
Female 83.32 4.04 0.52
AOC Male 48.51 2.51
Female 48.59 2.25 0.29
OAC Male 39.91 2.03
0.14
Female 39.87 2.05
C CMSC
Male 347.07 6.77 0.68
Female 346.52 7.04

Fig. I: Showing the mean comparison of male & female secondary school headmasters on various
dimensions of Leadership Effectiveness Scale.
Acronyms: IR- Interpersonal Relations, IO- Intellectual Operations,

BES-Behavioural & Emotional Stability, EMS-Ethical & Moral Strength
AOC- Adequacy of Communication, OAC- Operations as a Citizen
FINDINGS
A-i): Interpretation & Discussion of results on the basis of Gender on Various dimensions of
Leadership Effectiveness Scale:
The results presented in the table no.3 shows the significance of mean difference between male &
female headmasters on Interpersonal Relations dimension of leadership effectiveness scale. The mean
score in case of male headmasters is (2.28) than female headmasters (2.50). The obtained ‘t’ value was
found to be 0.48 which is statistically not significant. The results thereby indicate that male & female
secondary school headmasters are similar on interpersonal relations dimension. On Intellectual
Operations dimension the mean score of male & female headmasters came out to be similar for both

the groups (54.27). The calculated ‘t’ value has been reported to be 0.01 which is not significant. On
the basis of the results, it may be inferred that both the groups of are similar on intellectual operation
dimension of leadership effectiveness scale. On Behavioural & Emotional Stability the mean score of
male headmasters is reported to be (49.66) as compared to female headmasters (49.33). The obtained
‘t’ value has been found to be 0.91 which is not significant. Thus, indicating thereby both male & female
headmasters are emotionally & behaviourally strong. On Ethical & Moral Strength dimension the mean
score of male headmasters was found to be (83.55) as compared to female headmasters (83.32). The
obtained ‘t’ value came out to be 0.52 which is statistically not significant. Since the mean difference
favours both the groups of headmasters indicating that both the headmasters have similar Ethical &
Moral Strength. The mean scores of male and female headmasters on Adequacy of Communications
were found to be (48.51) & (48.59) respectively. The calculated ‘t’ value has been found to be 0 .29
which fail to arrive at any level of confidence. The results clearly indicated that both male & female
headmasters were found to possess similar Communications ability. On Operations as Citizen
dimension the mean score in case of male & female headmasters is (39.91) & (39.87) respectively. The
obtained ‘t’ value was found to be 0.14 which is statistically not significant, indicating that no
significant difference was found between male & female headmasters on operations as citizen
dimension. Since both the groups of headmasters did not differ on any of the dimension of leadership
effectiveness scale. Thus, results indicate that both male & female secondary school headmasters are
on same platform on leadership effectiveness scale. Therefore, it can be inferred that gender has no
impact on leadership effective of secondary school headmasters
The results presented in the table 3 shows the mean score of male & female headmasters on
composite score. The mean scores came out to be (347.07) & (346.52) respectively for male & female
headmasters. The calculated ‘t’ value has been found to be 0.68, which is not significant, which implies
that there is no significant difference between male & female secondary school headmasters on
composite score of leadership effectiveness scale. Since both the groups of headmasters did not differ
on composite score of leadership effectiveness scale. Thus, results indicate that both male & female
secondary school headmasters are on same platform regarding leadership effectiveness scale. Therefore,
it can be inferred that gender has no impact on leadership effective of secondary school headmasters
The above findings of this study are in line with the findings some of the earlier researchers
in the field. (Matheri, 2015; Mohankumar & Nandisha, 2015; Behroozi, Fadaiyan & Khodadadic, 2014;
Samantha et al, 2014; Bolanle, 2013; Ibrahim & Shaikhah, 2013; Balyer, 2012; Ibukun, Oyewole &
Abe, 2011; Dillon & Wayne, 2003).
Matheri (2015) could not found any significant relationship between the principals’ gender &
effectiveness in personnel management. The results also did not reveal any significant relationship
between principals’ gender & effectiveness in financial resources management. Mohankumar &
Nandisha (2015) revealed no significant difference between gender & management wise headmasters
leadership behavior. Behroozi, Fadaiyan & Khodadadic (2014) in their study revealed that most
principals’ have relationship based leadership style & both male & female teachers’ thoughts were
approximately similar about principals’ performance & leadership style. Samantha et al (2014) showed
that when all leadership contexts are considered, men & women do not differ in perceived leadership
effectiveness. Bolane (2013) concluded that secondary school principals in south western Nigeria
possessed technical, interpersonal, conceptual & administrative skills. A significant relationship was
found between principals’ leadership skills & school effectiveness. Ibrahim & Shaikhah (2013) found
a positive correlation between the principals’ leadership style & his/her effectiveness. Balyer (2012)
revealed that school principals’ demonstrate high level of characteristics of transformational leadership
in terms of idealized influence, inspirational motivation, individualized consideration & intellectual
stimulation behaviour. Ibukun, Oyewole & Abe (2011) could not found any significant difference
between the leadership effectiveness of male & female principals. Dillon & Wayne (2003) revealed no
significant variance existed between male & female, white & black teachers & tenure & non tenured
teachers in their perception of school climate & the principals’ leadership style.

In view of the above discussed results, the null hypothesis number first which reads as, “There shall be
no significant difference between the mean scores of male & female secondary school headmasters on
various dimensions of Leadership Effectiveness” stands accepted.
In view of the above discussed results, the null hypothesis number second which reads as, “There shall
be no significant difference between the mean scores of male & female secondary school headmasters
on composite of Leadership Effectiveness” stands accepted.
A-ii) Comparison of Secondary School Headmasters on the basis of Length of service with Regard
to Leadership Effectiveness Scale (N=150 each):
Table 4: Showing the Significance of difference between the Mean scores of Senior and Junior
Secondary School Headmasters on various Dimension of Leadership Effectiveness Scale(N=
150, each).
Factors Group Mean S.D. ‘t’ Value
IR Senior 71.09 2.25
Junior 70.87 2.44 0.81
IO Senior 54.79 2.91
Junior 53.95 2.80 2.54*
BES Senior 49.65 2.22
Junior 48.14 3.32 5.80**
EMS Senior 83.66 4.14
Junior 83.32 2.70 0.85
AOC Senior 48.90 1.83
Junior 48.15 2.67 2.81**
OAC Senior 39.91 2.23
Junior 39.83 2.08 0.29
C CMSC Senior 348.15 7.20
Junior 343.43 7.31 5.63**
*Significant at 0.05 level, **Significant at 0.01 level

Fig. II: Showing the mean comparison of senior& junior secondary school headmasters on various
dimensions of Leadership Effectiveness Scale
Acronyms: IR- Interpersonal Relations, IO- Intellectual Operations,

BES-Behavioural & Emotional Stability, EMS-Ethical & Moral Strength
AOC- Adequacy of Communication, OAC- Operations as a Citizen
CMSC- Composite score
A-ii): Interpretation & Discussion of results Secondary on the basis of Length of Service on
various dimensions of Leadership Effectiveness Scale:
A quick look on the table no.4 highlights the significance of mean difference between senior &
junior secondary school headmasters on Interpersonal Relations, Ethical & Moral Strength &
Operations as Citizen Dimensions of leadership effectiveness scale. The obtained mean scores of senior
& junior headmasters on interpersonal relations were found to be (71.09) & (70.87) respectively. The
calculated ‘t’ value was found to be 0.81 which fails to arrive at any level of confidence. The mean
difference favours senior & junior headmasters equally on interpersonal relations. On Ethical & Moral
Strength dimension of leadership effectiveness scale the mean score of senior headmasters was found
to be (83.66) as compared to junior headmasters (83.32). The obtained ‘t’ value came out to be 0.85
which is statistically not significant. On the basis of revealed results, it can be said that both the groups
of headmasters are ethically & morally strong. On Operations as Citizen dimension of leadership

effectiveness scale the mean score in case of senior headmasters is reported to be (39.91) as compared
to junior headmasters (39.83). The obtained ‘t’ value was found to be 0.29 which is statistically not
significant. The mean difference favours both the groups of headmasters on the above mentioned
dimensions. Therefore, no conclusive discussion can be drawn about interpersonal relations, ethical &
moral strength & operations as citizen dimensions of leadership effectiveness scale between senior &
junior secondary school headmasters.
Table no. 4 highlights the significance of mean difference between senior & junior headmasters
on Intellectual Operations dimension. The mean scores of senior & junior headmasters came out to be
(54.79) & (53.95) respectively. The calculated ‘t’ value has been reported to be 2.54 which is significant
at 0.05 level of confidence, indicating thereby senior headmasters exhibit higher Intellectual Operation
as compared to junior ones. Senior headmasters strive hard to analyze the group problems & cannot
compromise on decisions. Senior headmasters sort out the correct information before acting & apply
new ideas only after carefully studying the pros & cons. The results make it obvious that senior
headmasters consistently seek new ideas. The results further revealed that senior headmasters exhibits
flexibility in decision making. Senior group of headmasters take the important decisions after consulting
the group. It seems justified on the ground that senior headmasters have experience at their back which
helps them to use the intellectual operation meaningfully than junior headmasters.
A perusal of table no.4 highlights the significance of mean difference between senior & junior
secondary school headmasters on Behavioural & Emotional Stability. The mean score of senior
headmasters is reported to be (49.65) as compared to junior headmasters which is (48.14). The obtained
‘t’ value has been found to be 5.80 which is significant at 0.01 level of confidence. On the basis of the
obtained results, it may be inferred that senior headmasters face the challenging situations calmly &
never tend to delay action on policies. It was also found that senior headmasters never tend to be upset
by everyday occurrences to keep the staff in continuous uproar. They have patience for doing an activity
continuously & have confidence to initiate action. The results further revealed that senior headmasters
did not get disturbed & anxious about petty matters. They try to give the directions to the activities of
the group & not worry about unforeseen consequences. Due to long experience senior headmasters have
learnt to manage their emotions & behaviour in a justified way. That is why they have better behavioural
& emotional stability than junior headmasters.
The information reported in the table no. 4 shows the significance of mean difference between
senior & junior secondary school headmasters on Adequacy of Communications dimension of
leadership effectiveness scale. The mean scores of senior & junior headmasters were found to be (48.90)
& (48.15) respectively. The calculated ‘t’ value has been found to be 2.81 which is significant at 0.01
level of confidence. The results clearly indicate that senior headmasters possess high communication
ability as compared to junior headmasters. Senior headmasters make their ideas known to the group &
inform the staff about changes. They always try to make sure that each member of the group understands
their work. Senior headmasters listen to others & use suitable words to convey their ideas. The results
also revealed that senior group never ignore others viewpoint & do not hesitate to lead discussion in
new situations. They also exchange information with peers as well s with subordinates & superiors. The
result seems to be justified on the ground that due to exposure senior headmasters have developed their
communication skills over a period of time. That is why they have high adequacy of communication
than junior headmasters.
An examination of table no.4 shows the significance of mean difference between senior &
junior headmasters on composite score of leadership effectiveness scale. The mean score of senior
headmasters came out to be (348.15) as compared to mean score of junior headmasters which came out
to be (343.43). The calculated ‘t’ value has been found to be 5.63 which is significant at 0.01 level of
confidence. On the basis of results, it can be inferred that senior & junior headmasters differ on
composite score of leadership effectiveness scale. The results indicate that senior secondary school
headmasters possess higher leadership effectiveness qualities as compared to junior headmasters. They
are in favour of providing conducive environment for team work. The findings also reveal that senior
headmasters keep themselves present & can be easily approached. They act as the spokesman of the

group, treats others as equal. The results seems to be justified on the ground that due to experience at
their back senior headmasters have developed better leadership qualities than junior headmasters.
The above findings are in line with some of the previous researchers in the field (Ibukun, Oyewole &
Abe, 2011; Karabasanagoudra, 2011; Tillawi, 2010; Jeanmarie & Tonyia, 2008; Mensik, 2006;
Roeschlein, 2002).
Ibukun, Oyewole & Abe (2011) found a significant difference between principals’ years of
experience & their leadership effectiveness. Karabasanagoudra (2011) found that heads of the
secondary schools belonging to above & below 40 years of age differ significantly with respect to
administrative behaviour & its various dimensions i.e., planning, communication, decision making &
organization. Tillawi (2010) concluded senior educational administrators display effective
administrative ability than junior educational administrators. Jeanmarie & Tonyia (2008) revealed
that principals with more experience in education viewed the performance assessment process as helpful
to performance results. Mensik (2006) found that principals with more than five years of experience of
administrative services were creative who set a positive environment by communicating well with
others. They also build relationship & work with their constituents & have a strong moral & ethical
foundation. Roeschlein (2002) revealed that years of experience & strong educational leadership plays
important role in administration & aged administrators have a greater individualized consideration.
In view of the empirical evidence, the null hypothesis number third which reads as, “There shall be no
significant difference between the mean scores of senior & junior secondary school headmasters on
various dimensions Leadership Effectiveness” stands partially rejected
In view of the empirical evidence, the null hypothesis number third which reads as, “There shall be no
significant difference between the mean scores of senior & junior secondary school headmasters on
composite score of Leadership Effectiveness” is rejected
CONCLUSIONS
1. It has been found that there is no significant difference between male & female secondary school
headmasters on any of the dimensions of leadership effectiveness scale. The results make is clear
that male & female headmasters have equal leadership on leadership qualities. It has also been
revealed that gender have no impact on the leadership effectiveness of educational administrators.
2. It has been found that there is no significant difference between senior & junior secondary school
headmasters on Interpersonal Relations, Ethical & Moral Strength & Operations as Citizen
Dimensions of leadership effectiveness scale.
3. It has been found that there is significant difference between senior & junior headmasters on
Intellectual Operation. Senior headmasters strive hard to analyze the group problems & cannot
compromise on decisions. The results make it obvious that senior headmasters consistently seek
new ideas.
4. It has been revealed that there is significant difference between senior & junior headmasters on
behavioural & emotional stability. Senior headmasters face the challenging situations calmly &
never tend to delay action on policies. They have patience for doing an activity continuously &
have confidence to initiate action.
5. It has been found that there is significant difference between senior & junior headmasters on
adequacy of communication & composite score of leadership effectiveness scale. Senior
headmasters possess high communication ability. Senior headmasters make their ideas known to
the group & inform the staff about changes.
Inferential Suggestions
1. Refresher courses should be organized for junior headmasters of the institutions so that they will
become more skillful to operate as heads.
2. Orientation courses & workshops should be arranged for head of the institutions especially for
junior headmasters. So that they will be oriented about leadership skills.

3. The study revealed that leadership effectiveness is essential for successful administration.
Effective headmasters are required in every educational institution so as to increase the
effectiveness of these institutions.
4. Present research will provide important links in the area of educational leadership which would
be able to help educational administrators, investigators & policy makers for formulating
necessary plans & taking decision in these important areas.
5. The heads of the institutions must bringing desirable changes so that the institutions may become
hub for educational activities.
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ISSN: 2320 – 236X
LEADERSHIP EFFECTIVENESS OF SECONDARY SCHOOL

HEADMASTERS WITH REFERENCE TO THEIR GENDER &
LENGTH OF SERVICE
D.V Srilakshmi*, Dr. K. Sri Gouri
*Research Scholar, P.G Department of Legal Studies & Research,
Acharya Nagarjuna University, Guntur (India)
**[Research Guide] Assistant Professor, P.G Department of Legal Studies & Research,
Acharya Nagarjuna University, Guntur (India)
ABSTRACT
Whenever a society finds a sanction necessary, it has to trace the logic working behind it and
this sanction must be applied collectively, officially, legally and publicly because sanction is
socially organized consists in a deprivation of possession – life, freedom, and property. Right
from the ancient times, capital punishment has been enforced in India for a number of offences,
the mention of which has also been found in our epics, viz. the Mahabharata and Ramayana.
The great ancient law giver menu has also supported this punishment as necessity to refrain
people from sinful murders, as in the absence of such punishments or provisions, the stronger
will eat up the weaker and this will lead to anarchy. Capital punishment is generally the
practice of executing a person by way of punishment for committing murder or other heinous
offences after a proper legal trail. This action can only be taken by the State. The State
dominantly comes into picture as the authority in awaring capital punishment as the crime is
always considered to be committed not only against the individual but also against the society
as a whole. Death Penalty can be defined as the lawful infliction of death as a punishment for
a wrongful act. In this paper the scope and validity of death penalty in the context of the Indian
judiciary shall be discussed. The aim of this paper is to give the readers a clear understanding
of the position of the Indian courts in regard with awarding of capital punishment.
KEYWORDS: Capital Punishment, Heinous Crimes, Jurisprudence,
CONCEPT OF CAPITAL PUNISHMENT

The term “Capital Punishment” which comes from the Latin word for the ‘head’ (referring to
execution by beheading) has a long history. This punishment, according to general perception, is
awarded to those who are guilty of heinous crimes, particularly murder and to such person who are
charged and convicted of other serious crimes like waging war against the government (including
attempt and abetment), mutiny and its abetment, giving or fabrication false evidence with intent to
procure a conviction of a capital offence, abetting the suicide of a minor, mentally ill person, or
intoxicated person, dacoity accompanied by murder, kidnapping for ransom, rape if the perpetrator
inflicts injuries that result in the victim’s death or incapacitation in a persistent vegetative state or is a
repeat offender etc. as have been provided under various sections of Indian Penal Code.
THEORIES OF PUNISHMENT
Whenever a society finds a sanction necessary, it has to trace the logic working behind it and
this sanction must be applied collectively, officially, legally and publicly because sanction is socially
organized consists in a deprivation of possession – life, freedom, and property. Different authors have

offered various theories of punishment which can be broadly classified as utilitarian and non-utilitarian.
Jeremy Bentham (a broadly utilitarian) has opined that punishment is evil in the form of remedy which
operates by fear.
RETRIBUTIVE THEORY: This theory is based on rights, deserts and justice. And mainly suggests
that evil should be returned to evil without any regard to consequences therefore, it emphasized the idea
of vengeance and retaliation. Hence, in today’s context, it is neither wise nor desirable as modern legal
system has given up the vengeance theory because of its heinous and barbaric.
DETERRENT THEORY: According to Black’s Law Dictionary, the purpose of this is to deter others
from committing crimes by making an example of the offender so that the like-minded people are
warned of the consequence of crime. It thus, tries to create fear in the minds of potential offenders. It
was widely accepted in medieval period which emphasized harsh punishments like exile, death penalty
and imprisonment.
PREVENTIVE THEORY: It is based on the proposition ‘not to avenge but to prevent’ it simply aims
to prevent the repetition by disabling the offender. Justice Holmes stated that prevention seems to be
the chief and only universal purpose of punishment.
REFORMATIVE THEORY: It provides for” the punishment the purpose of which is to change the
character of the offender”. Unlike other theories, it focused on the criminal and not on the crime and
sought to bring substantial change in the abiding member. This theory is well in tune with the Roman
jurisprudence which stipulates that punishment should not be for the sake of punishment; rather it should
be for reform. According to this theory crime is related with the psychology and circumstance of the
society. In the light of this theory various theories of sociological school of criminology highlight that,
a person cannot said to be born criminal because of the influence of the social environment on his/her
behavior. This social environment in which every person tends to get fully involved as he/she is brought
up, built his/her beliefs and volitions in that environment, guides that social being, if placed in a
particular situation. It has been advocated that since human being have organized themselves into a
social norms found appropriate for a civilized society. If, a member of that society is found delinquent,
in order to maintain stability, society starts regulate the behavior of its delinquent member by imposing
a discipline upon him/her. Now the question which needs to be addressed is whether the society wants
to eliminate the existence of its deviant members or it wants to reform that person for the purpose of
bringing harmony and stability in the given society.
The law makers and the enforces are also part of the same social mechanism. They even use
their belief and volition to exercise their judicial/executive discretion of “rarest of the rare” by the
judiciary in awarding the capital punishment is also based on their own analysis of the facts of the case.
The Indian jurisprudence is the blend of all these theories of punishment which contain general
policies regarding handling of crimes and criminals. The punishments are to be imposed to deter the
offenders by incapacitating and preventing them from repeating the offence.
BACKGROUND FOR THE CAPITAL PUNISHMENT IN INDIA

Right from the ancient times, capital punishment has been enforced in India for a number of
offences, the mention of which has also been found in our epics, viz. the Mahabharata and Ramayana.
The great ancient law giver menu has also supported this punishment as necessity to refrain people from
sinful murders, as in the absence of such punishments or provisions, the stronger will eat up the weaker
and this will lead to anarchy. We can also trace glimpses of capital punishment during the period of
Mughal’s rule (medieval period) in India and the same prevailed during the British period wherein some
major reforms in this regard were introduced. For example, they had only one mode of capital
punishment- death by hanging.

One of the most wonderfully drafted legislation. i.e. Indian Penal Code also took capital
punishment within its sphere. In colonial India, death was prescribed as one of the punishments in the
Indian penal Code, 1860 (IPC), Scheduled Tribes (Prevention of Atrocities) Act, 1989, the Narcotic
Drugs and which listed a number of capital crimes. It remained in effect after independence in 1947.
The first hanging in Independent India was that of Nathuram Godse Narayan Apte in the Mahatma
Gandhi assassination case on 15 November 1949. In addition to the Indian Penal Code, a series of
legislation enacted by the Parliament of India have provisions for the death penalty. For example, the
Scheduled Castes and the Psychotropic Substances Act & the Commission of Sati (Prevention) Act,
1987etcIf we look at the Indian attempt towards abolition of capital punishments, many initiatives have
been taken but many of them failed at several occasions. In the year 1913, before independence, a bill
was introduced in Legislative Assembly to abolish capital punishment for Penal Code offences but, this
motion was rejected by the British Home Secretary at the time. In the years 1958 & 1962, after
independence, same kind of withdrawal was seen after some debate. The law Commission o India in its
report Presented to government of India in 1967 and to the Lok Sabha in 1971, concluded that the death
penalty should be retained and that the executive (President) should continue to have powers of granting
mercy. Further, in this report the commission emphasized on the view that ‘retribution’ involved in the
capital punishment does not refer to the concept of ‘eye for an eye’, but it is an expression of public
indignation at a shocking, which can well be described as ‘reprobation’, The commission in its 42nd
report published in 1991, made some suggestions which included, inter alia, that children below the age
of 18 years should not be sentenced to death. But the Law commission, at that time, strongly opined
that a country like India can hardly risk the experiment of abolition looking at the paramount needs for
maintaining law and order. Slowly, a drastic change came about in the Report of the law Commission
which, in trying to keep pace with the changing social needs and human rights standards, is now
suggesting to the government that the death penalty be abolished for all crimes other than terrorism-
related offences and waging war against the country. Further, Commission concluded that while death
penalty does not serve the penological goal of deterrence any more than life imprisonment. So, now the
ball is in the court of parliament to legislate on this sensitive issue of capital punishment.
If we focus on the judicial approach in India, the watershed came in the year 1980 when
Bachchan Singh’s case was decided. In this case a constitution bench of the SC sought to restrict the
use of death penalty by characterizing it as a punishment reserved for only “rarest of the rare” cases.
Through this doctrine took India a step forward towards undeclared abolition, the doctrine has not has
the desired effect. The attitude of SC towards capital punishment has considerably changed to one of
observing more lenience to the offender when his life is at peril. This attitude can be divided into five
phases depicting the judicial response to the legislative changes made in the direction in I.P.C. as well
as Cr.P.C. These phases can be discussed as follows:
Phase I- When Capital Punishment was a Rule: During 1950-55 Capital Punishment was a rule in
capital offences and life imprisonment was an exception to this general rule under the Code of Criminal
Procedure, 1898. If, the court preferred to award lesser punishment, it was required to record reasons in
writing.15
Phase II-Age of Judicial Discretion (1955-73): After the amendment made in the year 1955, the court
became more independent in deciding whether to grant life imprisonment or capital punishment after
analysis of the facts of each and every case. For example, in Jagmohan Singh’s case, apart from looking
into the constitutional validity and legality of the death sentence, the SC has also discussed in detail
position in other countries, structure of Indian Criminal Law, various policies, bills proposed in
Parliament, the extent of judicial discretion, etc.
Phase III- Life Imprisonment as a Substitute of Capital Punishment (1973-80)

In this particular phase life imprisonment became the rule and capital punishment has started
being used sparingly in exceptional circumstances. Under the Code of Criminal Procedure, 1973 it has
been stipulated that the court is required to state special reasons in case it decides to grant extreme

penalty of death. Under the new code mere absence of extenuating circumstances in favour of accused
is not sufficient for awarding extreme penalty rather consideration of social, economic and psychic
conditions also play a major role in persuading the court for talking lenient view of the criminals
condened to death i.e. Ediga Anamma v state of Andhra Pradesh.
Phase IV- Birth of the Doctrine “Rarest of the Rare” (1980-83): If we focus on the judicial approach
in India during this period, the landmark decision came in the year 1980 when Bachchan Singh’s case
was decided. In this case a constitution bench of the SC sought to restrict the use of death penalty by
characterising it as a punishment reserved for only “Rarest of the rare” cases.
After this, again in Machchi Singh’s case the court tried to define the ambit of this particular doctrine.
Though this doctrine took India a step forward towards undeclared abolition, the doctrine has not had
the desired effect because of the different interpretations of this doctrine “Rarest of the Rare” after
extensively dealing with pros and cons of ‘life’ and ‘death’ in many cases.
Phase V- Post Bachchan Singh’s Era: This phase is said to be the trail period to observe the post
effects of the doctrine of “rarest of the Rare”. In this on-going phase the discretion of deciding for or
against is a serious situation. Capital punishment, however, more than before, appears to be a “Lethal
Lottery”. Actual execution is dependent on variable factors like the personal inclination of judges,
administrators and the political environment of that moment. In the recent past, the reasons which
weighted in the matter of awarding or not awarding the sentence of death varied widely and there was
an unequal application of law in the matters of imposition of capital punishment. As per the report on
September 17, 2012 for Naroda Patiya incident, life imprisonment was awarded to Kondnani whereas
kasab who was held for Mumbai terror attacks was awarded capital punishment. Both the decisions
show arbitrariness in judicial administration of capital punishment. This kind of use of prerogative has
also been shown in the judgment of Bhullar (2013) and M.N das (2013). Here we can see how the
discretion of the judge swings the pendulum in favour of right and against the wrong making the whole
scenario dependent upon ‘legal lottery’. The “Rarest of the Rare” formula has resulted in death penalty
being totally arbitrary and inconsistently applied or with held in India. For instance in the case of
Dhananjoy Chatterjee v State of West Bengal & Raosaheb v State of Maharashtra, both the accused
committed rape and murder of their victims aged thirteen years & four and a half years respectively.
However, only Dhananjoy’s death penalty was upheld and Raosaheb’s sentence was reduced to life
imprisonment by the Supreme Court.
CONCLUSION
We can discern from the above analysis that it will totally depend upon the thinking and
ideology of judges as to whether they believe in the principle of awarding capital punishment or they
have faith in humanistic approach. There is no doubt that when it comes to national security which is
of paramount importance for any nation, much focus is not given to the effectiveness rather the state
strives to eliminate terrorists. Now-a-days reformative ideas are totally ineffective. Justice demands that
the court should impose punishment befitting the crime so that it reflects public abhorrence of the crime.
According to a Supreme Court ruling, “Death penalty should be imposed when a murder is committed
in an extremely brutual, grotesque, diabolical, revolting or dastardly manner so as to arouse intense and
extreme indignation of the community. If the motive betrays depravity and meanness, or if a backward
or minority community member is killed not for personal reasons but to arouse social wrath. According
to the top court’s guidelines, offences such as bride burnings and dowry deaths, a child victim, the
assassination of a public figure for political reasons or killing a defenceless person because of old age
or infirmity also attract death penalty. The Human life & Society is undergoing number of social &
technological changes. Sentencing can be intended to protect society. This may apply to serial killers,
Terrorists & paedophiles and other serious sex offenders. The sentence would be in terms of the need
to protect society.

REFERENCES
1. Sections 302,303 121, 132, 194, 305, 396, 364A, 376A, of IPC and Criminal Law (Amendment) Act,
2013.
2. Maklin Fleming of crimes and Rights (New York: W.W Norton & Company. Inc. 1978) p.103.
3. Freeman, M.D.A Lloyd’s Introduction to Jurisprudence, 17th Edition, p.282.
4. Jeremy Bentham(a utilitarian), The Theory of Legislation (Bombay: N.M. Tripathi Pvt. Ltd. 1995)
p.167.
5. AmitBindal, “Rethinking Theoretical Foundation of Retributive Theory of Punishment”, 51 JILI,
(2009) p.310.
6. Bryan A. Garner, Black’s Law Dictionary 7th Edition, p. 1248.
7. V.D. Mahajan, Jurisprudence and Legal Theory, 5th Edition. Eastern Book Company, p.138.
8. Anjali Thakur, Capital punishment and its relevance today, Indian Bar Review vol. XLII(4)2015,
p.166.
9. Mahabharata Shantiparva Chapter CCLXVII Verses 4-13.
10. Indian Penal Code, 1860, drafted by the 1st Law Commission of India
11. Nathuram godse and Narayan Apte, hanged in the Mahatma Gandhi assassination case on 15
November 1949.
12. .Under the Juvenile Justice (Care and Protection of Children) Act,2000, the maximum term for a
juvenile is three years in a special home.
13. 262nd Report of Law Commission.
14. Bachchan Singh v. State of Punjab, A.I.R. 1980 Sc 898.
15. 367 (5) of Cr. P. C., 1898.
16. Jag Mohan Singh v State of U.P., A.I.R. 1973, S.C-947
17. Later on by the amendment in the year 1955, sec. 367(5) of the Cr. P.C. was omitted, and sec 354
(3), under the Code of Criminal Procedure, 1973 was being considered
18. EDiga Anamma v. State of Andhra Pradesh, A.I.R. 1974 S.C -1799.
19. Supra n. 14.
20. Machchi Sigh v. State of Punjab (1983)3 SCC 470.
21. Editorial –The Hindu-Wednesday- August 5, 2015
22. In Naroda Patiya incident (Gujarat riot Case), Maya Kodnani got life imprisonment in 2012.
23. Md. Ajmal Md. Amir Kasab v. State of Maharashtra, Kasab was hanged on 21 November, 2012 for
his involvement in the 2008 Mumbai terrorist attack.
24. Navneet Kaur v. State of NCT of Delhi & another, STPL, 226 S.C. (Devinder Sigh Bhullar to life
term over mental illness and over inordinate delay in deciding his mercy plea).
25. Dhananjoy Chatterjee v. State of West Bengal (1994) 2 SCC 220.
26. Raosnaheb v. State of Maharashtra (2005) 10 SCC 322.

ISSN: 2320 – 236X
LANGUAGE INTO “LANG”:

WHATSAPP IMPRINTS ON TEENAGERS
Indrajith I J & Titto Varghese

Christ College, Vizhinjam, Trivandrum (India)
INTRODUCTION
“Language is always evolving, and technology is a healthy part of that evolution”
(Tenore, 2013). From the days of its invention, language and its oral and written forms have
been evolving according to the systems, technology and cultures of the place and period. Now
it has come to a certain phase where the new media technology and the fast moving society
have made a clear difference in the usage of language from the ancient times. Dewdney &
Ride (2006) speaks of this difference in their ‘New Media Handbook’. They observe that “New
Media is trending to be a much favoured term for a range of media practices and also emerging
as a key institutional term in education and culture” (Dewdney & Ride, 2006). As researchers
like Srygley (1978) predicted decades back, media culture is totally disturbing the young
people through shaping modern culture, by selecting and portraying a particular set of beliefs,
values, and traditions. The Telegraph (2015) observed that “smart phones gave people a much
wider range of communication options which means we are no longer restricted to a limited
number of characters. The social media language that perplexes millions of parents, points to
a future where emoticons may replace the written word” (source: http://www.telegraph.co.uk).
IMPACT OF NEW MEDIA ON ACADEMICS

Developments of New Media are resulting in new approaches to designing and
developing, teaching and learning at a higher education level (Bates, 1999). It is important to
realize that you have to adapt to the evolution and keep up with all of the new technologies and
language that are being offered (South, 2017). Multimedia technology has brought changes in
the aspects of both teaching and learning. It does this in three ways: how it presents
information; how students interact both with the medium and through the medium with the
teacher and other learners; and the way knowledge is structured within multimedia (Aloraini,
2012). However the darker side within technological evolution has resulted in dilemmas, such
as the setback of real values of life, especially among students who form the majority of users
interacting through social networking sites (Peter, 2015). With so many of these social
networking sites being introduced, students are tempted to engage in them rather than spending
time for their studies. Bates (2000) observes that new technologies are fundamentally changing
the nature of knowledge. Many skills cannot or should not be taught solely through technology,
although the range of knowledge and skills that can be taught effectively in this way is probably
much greater than most teachers would credit (Bates, 2000).

INFLUENCE OF NEW MEDIA ON LANGUAGES

The major effect of New Media on language is that sentences and phrases have become
shorter (Willgress, 2016). Technology has a great deal to say about how we communicate with
each other online. Twitter only allows tweets of 140 characters or less – and people convey a
lot in those 140 characters (Cohn, 2014). Acronyms are not only used in personal
communication, but also used in online interactions. Everyone speaks, but nobody speaks in a
common language. Technology has transformed the words we use into abbreviations and
acronyms, for instance, ‘Electronic Mail’ has become ‘E-mail’. Certain emoticons such as ;-)
and abbreviations like LOL enhance beneficial features of non-verbal communication in the
written format itself (Reed, 2014). Another example is of the word ‘Facebook’ to be both a
noun and verb (Bayucan, 2015). Hence, generally, language is always evolving and technology
is a healthy part of that evolution. New media is making it easier than ever to contribute to the
evolution of language. That’s why Mallary Jean Tenore (2013) argues that the way in which
we use social media takes us back to the oral tradition, as it is much more conversational
(Tenore, 2013).
Geertsema et al (2011), conducted studies which aimed at determining the possible
influence of text messaging on certain aspects of learners’ written language skills. The research
makes an observation that in general teachers and other educationists are of the opinion that
SMS language has a negative impact on the written form of English language. The negative
influence is perceived which leads to poor grades and a diminished knowledge of Standard
English. Muhammad (2009), in his studies discovered that Text Messaging has a negative
impact on spelling skills of students and increasing appearance in formal school papers.
According to him, the impact of text messaging on spelling skills is the fact that texting is here
to stay – at least until the next trend in communication comes along.
Another study conducted by Aziz et al (2013) demystified the popular belief about
texting. It was believed that texting adversely affect writing and thus destroy Standard English.
Baron (2008) observes that the usage of SMS language establishes creative use of letters,
punctuation marks and numbers and it increases students’ awareness regarding phonetics. It is
also observed that different people have their own unique texting styles. Crystal (2008) also
was of a positive opinion regarding the SMS effect on language. For Crystal (2008), texting is
something that gave a new aspect to language use, but it has a very minor long-term impression.
It is not a disaster and it will not harm the standards of language. vanBart (2015) is of the
opinion that “SMS and WhatsApp are expanded with autocorrect option with predictive text.
Both technologies are devised to enhance text input. While autocorrect has its annoyances, it
helps us to spell a word correctly and insert our next word in our messages”. Riyanto (2013)
speaks about the positive influence WhatsApp can make in English Language learning. He
says: “with various features in the application of WhatsApp, it offers collaborative language
learning. In other words, usage of media like WhatsApp can improve English language skills
such as reading, writing, speaking and listening” (Riyanto, 2013).
Another study by Fattah (2015) speaks about the statistical analysis of WhatsApp usage.
He tried to observe the effectiveness of using WhatsApp as one of mobile learning technique
to develop the writing skills of students. Participants were 30 second year college students from
a private university in Saudi Arabia. 15 of the participants (experimental group) were allowed
to use WhatsApp to develop their writing skills. On the other hand the same number of

members of the control group was asked to learn writing skills through prescribed book. The
pretest and post-test comprised three questions, punctuate a paragraph, correct a paragraph and
write an essay. This research was limited to punctuation marks, sentence structures and
generating ideas. The experiment concluded that students who used WhatsApp to improve their
writing skills had a better performance compared to other students (Fattah, 2015). Regression
analysis conducted by vanDijk (2016) showed that “omissions were a significant predictor of
children’s grammar performance after various other variables were controlled for: the more
words children omitted in their text messages, the better their performance on the grammar
task. Textisms correlated significantly with vocabulary, grammar and selective attention
scores. Omissions correlated marginally significantly with vocabulary scores (vanDijk, 2016).
A negative impact was found in school going teenagers’ language usage because of the over
usage of WhatsApp and SMS in a study conducted by Salem (2013). Helderman (2003)
observed that the negative effects of messaging systems on the usage of English language by
the students could be brought down if the teachers are strong enough. He is of the opinion that
students know to distinguish between the SMS writing and Classroom writing. The students
would be careful not bring in SMS language in their academic writing if the teachers create an
awareness about it (Helderman, 2003).
OBJECTIVES OF THE STUDY

Multitudinous studies have been conducted so far on the influence of SMS or
WhatsApp on English language usage. Most of these studies were on the influence of these
messaging services and their use by students in their usage of English Language. These studies
hadn’t concentrated on the language preferences when students, especially where regional
language options are ready for these messaging services, make use of SMS or WhatsApp.
Again, the influence of WhatsApp on the English usage of students with mother tongues other
than English also has not been studied extensively. Based on the studies conducted so far this
study makes an attempt to find out the following:
(i) How frequently do members of a group send messages?
(ii) What is the most preferred language for sending chats and what is the total
percentage of English messages?
(iii) What are the Different Styles of English Language used as abbreviations in the
messages?
METHODOLOGY
A convenient sampling method was used to identify 4 WhatsApp groups as the major
source of data for this study. The chats in these 4 groups for a time period of three weeks were
analyzed. The first group had 13 members and the second group had 5 members. The third
group had 7 members and the fourth group had 6 members. The total number of members (in
other words, the respondents in this study) in these 4 groups was 31. An analysis of these groups
and the messages in them was done manually for the purpose of the study.
RESULTS, ANALYSIS & DISCUSSION

The study was conducted using 4 WhatsApp groups. The first group consists of 13
members. The second group consists of 5 members. The third group consists of 7 members and
the fourth group consists of 6 members.

Table 1: Number of Members in the 4 groups

Groups G1 G 2 G 3 G 4 Total
Number of Members 13 5 7 6 31
The total number of members present in all these 4 groups was 31. Three groups among these
four were very active every day. Members of the fourth group were literary passive.
The First objective of the study was to find out the frequency of members sending messages in
the group. The Second objective of the study was to find out the most preferred language in which the
members are sending messages. The following 5 tables depict the frequency of messages and the
language preferences of teenagers. The members sent messages in three different language patterns.
There were purely English messages (English sentences alone), purely Malayalam messages
(Malayalam typed in Malayalam fonts) and Malayalam messages typed in English. These tables clearly
show the numbers and averages of purely English messages, purely Malayalam messages and
Malayalam messages typed in English.
Table 2: Messaging style of Members of Group 1

Member English Malayalam Malayalam typed Total
Messages Messages in English
M1 16 - 31 47
M2 4 11 47 62
M3 - 27 28 55
M4 27 - 19 46
M5 12 4 16 32
M6 4 - 9 13
M7 - - 21 21
M8 8 1 17 26
M9 2 3 36 41
M10 - - 19 19
M11 3 - 36 39
M12 18 - 14 32
M13 21 4 17 42
TOTAL 115 50 310 475
Avg. 8.85 3.85 23.85 36.5
The total number of messages sent by the group members during the 21 days time period ranges
from 13 to 62. The total number of messages these 13 group members sent in their group was 475.
Among these 475 messages, 115 were purely English messages, 50 were purely Malayalam and 310
were Malayalam messages typed in English. On an average, a single member of the group sends 3.85
purely Malayalam messages, 8.85 purely English messages and 23.85 Malayalam messages typed in
English. 3 out of 13 members in this group had not sent any English messages in the period of 21 days.
7 out of 13 members had not sent a single Malayalam message during these days. Altogether, a single

member of this group sent 36.5 messages during the time of study. In other words, the average number
of messages a single individual of a particular group sends per day is 1.74.
This group was the most active group among all the four groups under investigation. Most of
the members preferred to send Malayalam messages typed in English, except 3 members who sent more
number of purely English messages. Number of purely Malayalam messages was just less than half of
that of the purely English messages. But Malayalam messages typed in English was almost more than
6 times that of the purely Malayalam messages. Though people had an inclination to send more
messages in regional language, they did it with the help of English letters. This may be because of two
reasons: (i) people do not have Malayalam fonts ready in their mobile phones or (ii) people are not
patient enough to take time to type Malayalam using their mobile phones.

M1 27 - 18 45
M2 24 3 36 63
M3 7 - 46 53
M4 - 18 37 55
M5 - 6 43 49
Total 58 27 180 265
Avg. 11.6 5.4 36 53
Five members of this group together sent 58 purely English messages, 27 purely Malayalam
messages and 180 Malayalam messages typed in English. On an average, a single individual of this
group sent 11.6 English messages, 5.4 Malayalam messages and 36 Malayalam messages typed in
English. Total number of messages sent by the group members here was 265 which makes an average
of 53 messages by a single individual member of this group. The average number of messages a single
individual sent here was 2.52.
Here, again the most preferred language pattern is Malayalam typed using English letters.
Purely Malayalam message was the least preferred one. Though the number of members was less in
this group they had a constant chat going on everyday with almost all participants taking part in the
discussions actively. This group has all its members contributing to the group chat in one way or the
other.

M1 7 3 24 34
M2 3 - 32 35
M3 - - 21 21

M4 29 4 3 36
M5 6 - 29 35
M6 14 1 3 18
M7 64 13 7 84
TOTAL 123 21 119 263
Average 17.6 3 17 37.5
The total number of messages sent by the group members during the 21 days time period ranges
from 18 to 84. The total number of messages these 7 group members sent in their group was 263. Among
these 263 messages, 123 were purely English messages, 21 were purely Malayalam and 119 were
Malayalam messages typed in English. On an average, a single member of the group sends 3 purely
Malayalam messages, 17.6 purely English messages and 17 Malayalam messages typed in English. One
member in this group had not sent any English messages in the period of 21 days. 3 members had not
sent a single Malayalam message during these days. Altogether, a single member of this group sent 37.5
messages during the time of study. In other words, the average number of messages a single individual,
of a particular group, sends per day is 1.78. The range of number of messages sent by the group members
go down to 18 and then up to 84. This shows that though the group is active some of the members are
not that active. On the other hand some members are completely involved in and committed to their
WhatsApp groups.

M1 2 - 2 4
M2 - - 18 18
M3 - - 16 16
M4 2 1 7 10
M5 - 2 - 2
M6 - - 14 14
TOTAL 4 3 57 64
Average 0.67 0.5 9.5 10.6
Total number of messages sent by 6 members of this group was 64 and was very less compared
to other groups. The total number of English and Malayalam messages was comparatively less (total of
4 & 3 messages respectively), whereas the number of Malayalam messages typed in English was 57.
On an average, a single individual sends was just 0.5.
This group is found to be the least active group as far as their WhatsApp chats are concerned.
The group just exists and only two or three members are making some kind of contribution to the group
chats. Even in this group the preferred language pattern is the same as in the other groups. Malayalam
typed in English is the most preferred ones and purely Malayalam messages are the least preferred.

Table 6: Messaging style of Members of all Groups

Group English Malayalam Malayalam typed Total
G1 (13) 115 50 310 475
G2 (5) 58 27 180 265
G3 (7) 123 21 119 263
G4 (6) 4 3 57 64
TOTAL 300 101 666 1067
Percentage 28% 9.5% 62.5%
Table 5 gives a clear idea of the total number of messages the members of different groups sent
during the research period. Total number of members present in the study was 31. The number of
English messages sent by these 31 members was 300 and that of the Malayalam messages was 101.
These 31 members together sent 666 Malayalam messages typed in English. Total number of messages
sent by the members in all four groups was 1067. In all these groups, 62.5% of the messages sent by
the members were Malayalam typed in English. 28% of them were English messages and only 9.5%
messages were pure Malayalam messages.
The Third objective of the study was to find out the different styles of language used for sending
English messages. Only purely English messages were selected for this particular analysis. There were
300 purely English messages in all the four groups together. Among these 300 quite a few (92) were
real full sentences, though there were spelling and grammar mistakes. Among the rest of the messages
(208) there were abbreviations of all sorts. Every individual seems to have his / her own styles of
abbreviations. In many cases it was found that members of their groups easily understand these
abbreviations, whereas outsiders may find it difficult to comprehend what they really mean by these
abbreviations. Some use a style where all vowels are omitted. Some others invent their own versions of
spellings.
For same messages different people have different styles of abbreviations. From the table below
it is clear that the greeting “Good Morning” can be articulated in many ways in WhatsApp. It can be
“gdmg”, “gudmng” or simply “gm”. Same is the case with “Good Night” too. Teenagers write “gdnt”,
“gudnite” or just “gn”. The most common among the abbreviations found are “hru?” and “wru?”.
Table 7: Sample of Abbreviations used by Teenagers

Full Form Abbreviation
Good Morning Gm / gudmng / Gdmg
Good Night Gnt / Gudnite / Gdnt / gdn8
By God’s Grace BGG
Happy New Year HNY
God Bless You GBU

Not yet Started NYS
About to Begin A2B
How are you / Where are You Hru / hwu? / Wru?
Happy Birthday HB’day / HBD
What is your Opinion WIYO?
I am there for you IT4U
Forget it 4getit
Get together G2gt
Oh My God OMG
Oh I see OIC
See you Later CUL8R
Chaka et.al (2015) found 10 major SMS language features that appeared in SMS and WhatsApp
chats. They were accent stylizations and respellings; initialisms and alphabetisms; upper and lower
cases; contractions; aphaeresis; apostrophe omissions; combined two words; colloquialisms; G-
clippings; and logograms and emoticons, were not detected (Chaka et.al, 2015). According to Crystal
(2008) there are six major features of SMS language. They are: (i) logograms and pictograms; (ii)
initialisms; (iii) omitted letters; (iv) non-standard spelling; (v) shortening (abbreviations) and (vi)
genuine novelties. David Crystal (2008), in his book “Txtng the gr8 db8” speaks elaborately on these
six features.
Logograms: “use of single letters, numerals, and typographic symbols to represent words or parts of
words as in “2b or not 2b? “
Pictogram: “When visual shapes, or pictures, are used to represent objects or concepts.” It looks like
;-) ; (^_^) ; @(---’---’---
Initialism: Reduces words to their initial letters. They are also called acronyms or alphabetisms like
that of in “GF- girlfriend”.
Omitted letters: These are usually less noticeable but more common. Letters are dropped either in the
middle or at the end and are usually vowels, like that in “txtin” or “rite”.
Nonstandard spelling: People constantly manipulate the writing system, and nonstandard spelling is
one way they achieve this. For example: “skool = school”; “dat = that”.
Shortening: A word is shortened by omitting one of its meaningful elements. The days of the week are
usually shortened to Mon, Tue, Wed, etc and months are shortened down to Jan, Feb, Mar.
Genuine novelties: Self made abbreviations as in “IMHO= in my humble opinion”
For this study, these six features proposed by Daniel Crystal (2008) are taken into consideration.
Teenagers in this study are found to be making use of all of these SMS language features, though there
are differences in the frequency of their usage. One of the major features was to make use of the first
letters of each word as in the case of HNY (Happy New Year) and HBD (Happy Birthday). Another
major feature was the combination of letters and numbers as in A2B (About to Begin), IT4U (I am there
for you) and 4getit (Forget it). Some of the genuine novelties found in these groups by some members
were the following: NYS (Not Yet Started); WIYO? (What is your Opinion?) and G2gt (get together).

John Humphrys (2007) argued that texters are "vandals who are doing to our language what Genghis
Khan did to his neighbours 800 years ago. They are destroying it: pillaging our punctuation; savaging
our sentences; raping our vocabulary”.
Table 8: Features of SMS language
Feature Number of
Occurrences
Logograms & Pictograms 41
Initialism 14
Omitted letters 22
Non standard spelling 13
Shortening 109
Genuine novelties 9
TOTAL 208
Table 8 depicts the number of occurrences of the features of SMS or WhatsApp language. The
above displayed table shows that the most occurring WhatsApp language feature is shortening followed
by logograms, pictograms and omitted letters. Initialisms and non-standard spellings are found to be
the next preferred features. Genuine novelties occurred just nine times in the whole set of messages.
The special feature of the shortening done by teenagers is that they don’t follow any rules in making
abbreviations. Some were very creative in making genuine novelties, though it was very less in number.
Crystal (2008) observes that “the possibilities of what you can send in a text message are much
more expansive than just a ‘text message’”. For an outsider these may be meaningless words or phrases;
but for the members of the group these may be words of appreciation and encouragement. It can be
concluded that members of the group clearly understand each others’ way of abbreviating words and
sentences. No questions for clarifications regarding these abbreviations were seen in any of these
groups. Teenagers are believed to have an unwritten dictionary or thesaurus of abbreviations which are
known to them and only to them. That is why they can communicate with each other in their WhatsApp
groups so fluently using abbreviations which others cannot digest so easily.
CONCLUSION
“2 txt or not 2 txt, tht is the ?”

John Sutherland
This study is aimed at finding out the influence of WhatsApp on the usage of English language.
In the initial part of the study, the influence of New Media on academic field and other such areas have
been discussed, leading to the topic of the study, “Influence of New Media on language”.
Manovich (2001) observes that language is undoubtedly God's greatest gift. Society and
language are inseparably interlinked and it is believed that no society can exist without language.
Language evolved and diversified over the course of time. The use of language is deeply embedded in
human culture. Apart from communicating and sharing, it has different cultural uses such as being a
group identity, social grooming and entertainment (Manovich, 2001). On a daily basis, we encounter
with many different groups of people. As our ability to reach members of groups who are thousands of

miles away increases, so does the requirement to keep in touch with as many group members as possible
(Manovich, 2001).
As the sample of study, four WhatsApp groups were selected, WhatsApp being one of the most
used digital platforms currently amongst the New Media. The language used in WhatsApp chats by
these four groups’ members and their different styles were analyzed. Different language styles have
been used by members such as purely English, purely Malayalam and Malayalam typed in English.
Texting, according to McWhorter (2013), is actually talking with your fingers. One of the main effects
of social media on language is that sentences and phrases have become much shorter. Language always
changes with the passage of time, indeed, and it is society that decides what words to be used and what
not.
There have been instances where Students, because of the high usage of new media-styled
words in daily discourse, are found replacing the accepted spelling into the media-styled words
answering questions in exams, like “for” for “4”; “your” for “ur” etc (source: www.academia.edu/). It’s
a matter of concern that social media are transforming the way that language is looked at and used.
Social media affect our language by altering the meaning of some of the words and expressions. Its
impact on language usage is evident in the amount of communications we have daily, the number of
people with whom we communicate and, the nature and style with which we choose to communicate.
As technology and social media continue to advance, there will surely be more issues connected to the
usage of language (source: www.ncbi.nlm.nih.gov).
Social media not only alter the usage of our language, but also introduce new usage and
vocabulary. With the need for quick and concise language and communications online, full verb phrases
have become common acronyms that are now used in everyday settings and not just online (source:
www.quora.com). New media or the social media is here for a long heave. It is important to realize that
we are obliged to adapt to the evolution and keep up with all of the new technologies and language that
are being offered. Everyone uses language to discourse but nobody uses a common language to do the
same. Language is alive; keeping an open mind about letting new concepts and new words in to be a
part of it is generally an intelligent thing to do (source: www.compukol.com).
Media have always played a key character in manipulating language from the very first
document to the use of internet language in the present age. In fact, globalization and development in
modern technology have enhanced the learning process. It is evident that ever since media came into
existence, it has played a pivotal role in moulding and forming the thought process and language of all
who came under its spell. Social media have generated new words and morphed old ones (source:
www.compukol.com).
With the advent of quicker and more vivid communication channels through social media and
social technologies, we see a change in the usage of English language. Today we have many
conversations that would mean little to someone from 2005. Even though the definitions of specific
words are given, the total setting of the communication and the technologies that have been in use are
to be understood to have its complete meaning. This is not the first occurrence in history but certainly
the increase in the pace of this transformation resulted in our language is changing equally and rapidly;
and with it, our thoughts (source: linguagreca.com). The ever increasing use of text messaging among
students is damaging the use of language in speaking and writing. The use of abbreviated words will
affect the standard form of language in the long run. There are negative impacts of SMS in the formal
writing of University students (Aziz et al, 2013).
Merritt (2013) observes that though we cannot see any problem in the shorter version of English
used in SMS and WhatsApp it doesn’t look like a revolution. But, there is an unassuming deterioration
in proper language skills, born out of a digitally literate culture that has grown too comfortable in an
age of abbreviations and spell checks (Merritt, 2013). According to her observation “children write
more these days than they did 20 years ago, because of texting and social media. Students are now so
used to writing in ‘text-speak’ that they can’t easily remember (or apply) proper language rules”
(Merritt, 2013). People who send a lot of text messages end up in using the SMS-styled words even
when they write an academic paper or a class test (Storm, 2015). Tagliamonte & Denis (2008) observed
that the frequency of abbreviations is much less than what we actually imagine; and students know

when and where to use these shorter versions of words and sentences. But it’s almost a decade after this
study and we may not reach the same conclusion today as the volume of text messages has increased to
multiples through SMS, Facebook, Twitter, Blogs and WhatsApp.
Indiscriminate use of SMS words will have an undesirable impact on standard spelling,
grammar and punctuation. This will lead to depleted knowledge of Standard English. One must use the
standard form of language to uphold the beauty and purity of any language.
REFERENCES
1. Aloraini, S. (2012). The impact of using multimedia on students’ academic achievement in the College
of Education at King Saud University. Journal of King Saud University - Languages and Translation,
24(2), 75 – 82.
2. Aziz, S., Shamim, M., Aziz, M.F., & Avais, P. (2013). The Impact of Texting/SMS Language on
Academic Writing of Students- What do we need to panic about? Linguistics & Translation, 55, 12884-
12890
3. Baron, N. S. 2008. Always on: Language in an Online and Mobile World: Oxford University Press.
4. Bates, A.W. (1999). Impact of New Media on Academic Knowledge. Retrieved from
http://sdcc.vn/template/5298_knowledge.pdf
5. Bates, T. (2000). Teaching, Learning and the Impact of Multimedia Technologies. Educause Review,
35(5), 38 – 43.
6. Bayucan, R.M. (2015). The Influence of Facebook in English Language Proficiency. Retrieved from
http://www.academia.edu
7. Beal, V. (2017). New Media. Retrieved from www.webopedia.com/new_media.html
8. Chaka, C., Mphahlele, M.L. & Mann, C.C. (2015). ‘The structure and features of the SMS language
used in the written work of Communication English I students at a university in South Africa’. Reading
& Writing 6(1), Art. 83.
9. Cohn, C. (2014). Social Media’s Effect on Language. Retrieved from www.compukol.com
10. Crystal, D. (2008). Txting, the gr8 db8. Oxford University Press
11. Dewdney, A. & Ride, P. (2006). The New Media Handbook. London: Routledge.
12. Fattah, S.F.E.S.A. (2015). The Effectiveness of Using WhatsApp Messenger as One of Mobile Learning
Techniques to Develop Students' Writing Skills. Journal of Education and Practice, 6(32), 115 – 127.
13. Geertsema, S., Hyman, C., & VanDeventer, C. (2011). Short Message Service (SMS) Language and
Written Language Skills: Educator’s Perspectives. South African Journal of Education, 31(4), 475- 487.
14. Gerbner, G., Gross, L., Morgan, M., & Signorielli, N. (1980). Media and the Family: Images and
Impact. A paper presented at the National Research Forum on Family Issues sponsored by the lfuite
House Conference on Families, Washington D.C., April 10-11; 1980. Retrieved from
http://web.asc.upenn.edu/gerbner
15. Helderman, R. (2003). ‘Click by Click, Teens Polish Writing; Instant Messaging Teaches More Than
TTYL and ROFL’. The Washington Post, p. B.01.
16. Humphrys J. (2008). I h8 txt msgs: How texting is wrecking our language. Daily Mail Online 2007.
Retrieved from: http://www.dailymail.co.uk
17. Kaur, K. (2016). Culture & Media. The International Journal of Indian Psychology, 3(4), 193 – 215.
18. Lowisz, K. (2014). The Influence of Social Media on Today's Culture. Retrieved from
http://stevelowisz.com/wp-content/uploads/2014/02
19. Manovich, L. (2001). The Language of New Media. Cambridge: The MIT Press.
20. McWhorter, J. (2013). Is Texting Killing the English Language? Retrieved from http://ideas.time.com
21. Merritt, A. (2013).Text-speak: language evolution or just laziness? Retrieved from
www.telegraph.co.uk
22. Muhammad, J.G. (2011). Exploring the Effects of Text Messaging on the Spelling Skills of Ninth and
12th Grade Students. Retrieved from www.scribd.com

23. Peter, O. (2015). Social Media and Academic Performance of Students in University of Lagos.
Retrieved from www.researchgate.net
24. Peters, A., Winschiers-Theophilus, H. and Mennecke, B. (2013). Bridging the Digital Divide through
Facebook connections: A cross cultural study, CSCW2013 Extended Abstracts, San Antonio, Texas,
23-26 February 2013
25. Reed, J. (2014). How social media is changing language. Retrieved from www.thejournal.ie
26. Riyanto, A. (2013). English Language Learning Using ‘WhatsApp’ Application. Retrieved from
https://akhmadriyantoblog.wordpress.com
27. Salem, A.A.M.S. (2013). The Impact of Technology (BBM & WhatsApp) on English Linguistics in
Kuwait. International Journal of Applied Linguistics and English Literature, 2(4), 64-69.
28. South, J. (2017). Reimagining the Role of Technology in Education: 2017 National Education
Technology Plan Update. Retrieved from https://tech.ed.gov
29. Srygley, S.K. (1978). Influence of Mass Media on Today’s Young People. Educational Leadership. Pp.
526 – 529. Retrieved from www.ascd.org
30. Storm, L. (2015). SMS & Its Negative Effects on Languages. Retrieved from
http://techin.oureverydaylife.com
31. Sutherland, J. (2008). 2 txt or not 2 txt tht is th ? The New Statesman. 31 July 2008. Retrieved from
http://www.newstatesman.com
32. Tagliamonte, S.A., & Denis, D. (2008). Linguistic Ruin? LOL ! Instant Messaging and Teen
Language. American Speech, 83(1), 3 – 34.
33. Tenore, M.J. (2013). 5 ways that social media benefits writing and language. Retrieved from
www.poynter.org
34. vanBart, A. (2015). SMS and WhatsApp: Are they Destroying our Language? Retrieved from
www.newlangauge.training
35. vanDijk, C.N., vanWitteloostujin, M., Vasic, N., Avrutin, S., & Blom, E. (2016). The Influence of
Texting Language on Grammar and Executive Functions in Primary School Children. PLOS One, 11(3),
1-22
36. Willgress, L. (2016). Words are getting shorter due to social media as 'Jomo' and 'mic drop' feature on
word of the year list. Retrieved from http://www.telegraph.co.uk/
INTERNET REFERENCES
1. www.linguagreca.com
2. www.compukol.com
3. www.quora.com
4. www.ncbi.nlm.nih.gov
5. www.academia.edu/
6. http://www.telegraph.co.uk

ISSN: 2320 – 236X
A STUDY HABITS OF SECONDARY SCHOOL STUDENTS IN

RELATION TO THEIR METACOGNITION
Dr. Radha Arora

Associate Professor, M.G.N. College of Education, Punjab (India)
ABSTRACT
The twenty first century presents unique challenges for the secondary level of education Study
strategies are diverse and don’t work in every context. Students need to know they have choices
about which strategies to employ in different contexts. Students need to monitor their
application of study strategies. Metacognitive awareness of their learning processes is as
important as their monitoring of their learning of the course content. The aim of this study was
to examine that relation of metacognition with their study habits of secondary school students.
300 students from government schools constituted the sample group. Metacognitive inventory
by Dr Punita Govil was used to determine metacognition ability of secondary school students.
Study – Habits Inventory By C.Gilbert Wrenn was used to measure their study habits. To fulfil
the purpose test is divided in four dimensions. Collected data was analysed. One way analysis
of variance (ANOVA) was employed on the score of study habits. It was found that Promoting
metacognitive awareness and skills could be a valuable method for improving learning study
habits and performance at all ages
Secondary level of education must be able to respond to rising students’ expectations and the
demands of global competition. Students need to monitor their application of study strategies for
academic achievement and enhanced learning outcomes..
Study skills are usually defined as students’ ability to manage time and other resources to
complete an academic task successfully. ‘Study habit’ is the amount and kinds of studying routines
which the student is used during a regular period of study occurred in a conducive environment. Crede
and Kuncel (2008) defines study habit as study routines, including, but not restricted to, frequency of
studying sessions, Habits of Concentration , review of material, self-testing, rehearsal of learned
material, note taking techniques and studying in a conducive environment Crede & Kuncel,(2008)
analysed that students’ attitudes toward the act of studying are referred as ‘study attitudes’.
There are many factors affecting study orientation expressive of study habits and attitudes of students.
Individual differences, effective usage of time, , study habits training, teacher, family, proper study
environment, homework, using library, reading-listening and writing and specially their metacognition
are outstanding common factors.
Flavell(1976) defines metacognitive processes as ‘‘one’s knowledge concerning one’s own

cognitive processes and products . . . the active monitoring and consequential regulation of those
processes in relation to the cognitive objects or data on which they bear’’
The ability to use metacognitive knowledge, on the other hand, is called metacognitive control also
called metacognitive strategies. Desoete,( 2008); Schraw & Moshman, (1995) stated that the
metacognitive control skills consists of leading mental operations in metacognitive processes and can

be defined as the ability to use the metacognitive knowledge strategically in order to attain cognitive
objectives. Note taking is an important dimension of study habits.
Eliot et al.,( 2005) found that Students who use proper study habits containing note taking and
studying that notes, can preserve knowledge for longer time .Oguz (1999) found a significant difference
between the students who received note-taking training, taking notes at lessons and reviewing the notes
and students who attending lessons without receiving note-taking training. Austin, Lee & Carr, 2003;
Bretzing et al., (1987) point out that effective note-taking increases students’ success at lessons Castello
and Monereo (2005) refer to different eras when the topic, note-taking ,has been dealt with. A dominant
approach in the sixties and seventies focused on the effects of note-taking and note-writing on some
cognitive variables, such as attention, memory, comprehension, and so on Good concentration is an
extremely valuable thinking tool. Use of metacognitive strategies may be linked to efficient ways to
improve performance in academic and work environment
Metacognition is as an important component of cognition which relates to good study habits

Metacognition is the knowledge or cognitive process of assessing, reviewing, and controlling cognition.
According to researches and among sub-variables of metacognitive beliefs, cognitive trust, positive
beliefs about worry, and the need to control thoughts and lack of cognitive consciousness are predictive
factors of study habits.
OBJECTIVES
The following were the objectives of the present study
• To study the note taking techniques (D1- of study habits )of the students with high
metacognition and low metacognition
• To study the Habits of Concentration(D2 - of study habits) of the students with high
• To study the Distribution of Time And Social Relationships (D3 - of study habits) of the
students with high metacognition and low metacognition
• To study the General Habits And Attitude of Work (D4 - of study habits) of the students
with high metacognition and low metacognition
HYPOTHESES
The study was designed to test the following hypotheses
▪ H1 : There is no significant difference in the note taking techniques (DI- of study habits
)of the students with high metacognition and low metacognition
▪ H2 : There is no significance difference in the Habits of Concentration(DII - of study
habits) of the students with high metacognition and low metacognition
▪ There is no significance difference in the distribution of time and social relationships (DIII - of
study habits) of the students with high metacognition and low metacognition
▪ There is no significance difference in the distribution of general habits and attitude of work(DIV
- of study habits) of the students with high metacognition and low metacognition
RESEARCH METHODOLOGY
In the present study Descriptive method of research was used
PROCEDURE OF THE STUDY

Metacognitive style inventory Test by Dr.punita Govil was admtinistrated on selected
students. Further the sample selected by random sampling technique 300 students of 9th class of
six P.S.E.B Govt. Schools from Jalandhar city was segregated under two categories viz-a-viz high
metacognition and low metacognition. The score of dimensions of study habits note taking
techniques (D1- of study habits) and Habits of Concentration (DII- of study habits) time and social
relationships (DIII - of study habits) general habits and attitude of work (D IV - of study habits)of

these groups were taken and scored. Further One way analysis of variance had been employed on
the scores of various dimensions of study habits.
DESCRIPTIVE ANALYSIS
The data obtained has been analyzed under the following headings.
ONE WAY ANALYSIS OF VARIANCE ON THE SCORES OF VARIOUS DIMENSIONS OF

STUDY HABITS IN RELATION TO THEIR METACOGNITION
In order to analyse the data means and standard deviation have been computed on the obtained scores
and were further subjected to ANOVA
TABLE- 1 (A)
Summary of Means and Standard Deviations of Various Dimensions of Study Habits In Relation
To Their Metacognition
Groups Note Taking Habit of Distribution of General
Techniques Concentration Time And Habits
Social And
Relationships Attitude of
Work
High M 13.12 3.85 11.06 8.08
metacognition SD 14.28 7.64 12.02 15.98
N 110 110 110 110
Low metacognition M 8.50 3.73 4.85 6.96
SD 12.96 11.08 23.97 20.60
N 126 126 126 126
In order to analyse the variance, the obtained scores are subjected to ANOVA. The result has been
presented in the table below
TABLE- 1(B)
Summary of One Way ANOVA of Various Dimensions of Study Habits In Relation To Their
Metacognition
Source of df SS MS F-RATIO
variance
Note Taking BETWEEN 1 2468.3 2468.3 141.45**
Technique GROUPS
WITH IN 234 4083.1 17.45
GROUPS
Habit of BETWEEN 1 1214.05 1214.05 119.49**
Concentration GROUPS
WITH IN 234 2378.62 10.16
GROUPS
Distribution of BETWEEN 1 5534.63 5534.63 148.18**
Time And GROUPS

Social WITH IN 234 8741.97 37.35

Relationships GROUPS
General Habits BETWEEN 1 1398.13 1398.13 3.84
And Attitude of GROUPS
Work
WITH IN 234 85149.06 363.889
GROUPS
 From the results inserted in the table 1 (B) revealed that the variance ratio or F is 141.45. The
df between means is 1 and within group is 234. Entering table F with these df’s we read that
the column 1 and row 234 , the value at 05 level is 3.89 and at .01 level is 6.76.It may be
observed from the table that F of magnitude 141.45 (df 1/234) for the difference between the
means of the note taking techniques (DI - of study habits) was found to be significant at 0.1 and
0.5 level of confidence. This indicates that note taking techniques score differs significantly
with high and low metacognition. Thus the result rejects the hypothesis namely, “There exist
no significant difference in the note taking techniques in relation to their metacognition.
Further from table b it is revealed that mean value of students with high metacognition is higher
than students with low metacognition. There for we can interpret that students with high metacognition
has better note taking technique (fig 1)
The results are in tune with the findings of:
Tafaghodtari (2010) similarly claim that “learners with a high degree of metacognitive
knowledge and the facility to apply that knowledge in notes taking are better at processing and storing
new information, finding the best way to practice, and reinforcing what they have learned” (p.473). ues.
Carrell, et al. (2002), most of the ESL students felt that note-taking was helpful, it enabled them
to listen carefully to the lecture, and they could write important items that were the answers to listening
comprehension questions.
Austin, Lee & Carr, 2003; Bretzing et al., 1987 pointed out that effective note-taking increases students’
success at lessons.
 From the results inserted in the table 1 (B) revealed that the variance ratio or F is 119.49. The
df for between means is 1 and within group is 234. Entering table F with these df’s we read that
the column 1 and row 234, the value at .05 level is 3.89 and at .01 level is 6.76.It may be
observed from the table that F of magnitude 119.4 (df 1/234)for the difference between the
means of the Habits of Concentration (DII - of study habits) was found to be significant at 0.1
and 0.5 level of confidence. This indicates that Habits of Concentration score differs
significantly with high and low metacognition. Thus the result rejects the hypothesis namely,
“There exist no significant difference in the Habits of Concentration in relation to their
metacognition.
Further from table b it is revealed that mean value of students with high metacognition is higher than
students with low metacognition. There for we can interpret that students with high metacognition has
better note taking techniques. (Fig 1)
Wells, 2005 studied that Mindfulness practice requires the activation of metacognitive knowledge,
monitoring, and control.
 From the results inserted in the table1 (B) revealed that the variance ratio or F is 148.18. The
df for between means is 1 and within group is 234. Entering table F with these df’s we read that
the column 1 and row 234, the value at .05 level is 3.89 and at .01 level is 6.76.It may be

observed from the table that F of magnitude 148.18 (df 1/234) for the difference between the
means of the Distribution of Time and Social Relationships (DIII - of study habits) was found
to be significant at 0.1 and 0.5 level of confidence. This indicates that Distribution of Time and
Social Relationships score differs significantly with high and low metacognition. Thus the
result rejects the hypothesis namely, “There exist no significant difference in the Distribution
of Time and Social Relationships in relation to their metacognition.
Further from table b it is revealed that mean value of students with high metacognition is higher than
students with low metacognition. There for we can interpret that students with high metacognition has
better Distribution of Time and Social Relationships (Fig 1)
Zimmerman, B. J. (2001) showed that teaching the metacognitive strategies contributes to the
improvement in self-regulation of time use and therefore improves the students’ performance result
 From the results inserted in the table1 (B) revealed that the variance ratio or F is 3.84. The df
for between means is 1 and within group is 234. Entering table F with these df’s we read that
the column 1 and row 234, the value at 05 level is 3.89 and at .01 level is 6.76.It may be
observed from the table that F of magnitude 3.84 (df 1/234)for the difference between the means
of the General Habits and Attitudes (D4 - of study habits) was not found to be significant at 0.1
and 0.5 level of confidence. This indicates that General Habits and Attitudes score differs
significantly with high and low metacognition. Thus the result does not rejects the hypothesis
namely, “There exist no significant difference in the General Habits and Attitudes in relation
to their metacognition.
The same has been depicted through graph in figure
Fig 1: Bar Graph Showing The Mean Score Of Students With High Metacognition And Low
Metacognition On The Score Of Dimensions Of Study Habits.
FINDINGS OF THE STUDY
 It was found from the statistical evidence that there is significant difference in in the
note taking techniques (DI- of study habits ) of the students in relation to their high

 It was found from the statistical evidence that there is significant difference in the
Habits of Concentration(DII - of study habits) of the students in relation to their high
 It was found from the statistical evidence that there is significant difference in the
distribution of time and social relationships (DIII - of study habits) of the students in
relation to their high metacognition and low metacognition
 It was found from the statistical evidence that there is no significant difference in the
distribution of general habits and attitude of work(DIV - of study habits) of the students in
relation to their high metacognition and low metacognition
CONCLUSION AND SUGGESTIONS
The findings of the present study reveal that developing metacognitive strategies are important
for reaching the goals of learning. Metacognitive ability is important because it produces the powerful
knowledge that enables students to control their learning by demonstrating a conscious application of
cognitive strategies. The Metacognitive process helps students to analyse the study habits. This makes
the students mindful learners. Garland, (2007) ,Thomas, (2006) recommended that Mindfulness can be
thought of as creating an optimally receptive state for new learning and experience, increasing the
likelihood that appropriate metacognitive skills will be selected and employed.
One of the roles of education is to develop reflective practitioners. Metacognition involves deep
reflection on the cognitive processes and then regulation of those processes to good study habits for
learning. Metacognitive skills help learners to reflect on the task at hand and also ―in action‖ and ―on
action‖. It also helps learners to reflect on their own reflections, thus leading to learning that is self-
directed, goal oriented and self-evaluated.
If a learner is well acquainted with his own concept of knowledge i.e. existing knowledge, acquiring
knowledge, along with the regulation of his cognitive processes, he can achieve success with good study
habits. Studies have shown that once a child is able to come up with his own way of organizing items
for study, he will achieve far greater results on tests (in reading, writing, math, science, bilingual
education, test prediction, etc.). It is therefore imperative that effective study habits with metacognition
as the goal, be taught and monitored to children so that they may become more facile with finding
unique problem-solving strategies in the future.
REFERENCES
Austin, J. L., Lee, M., & Carr, J. P. (2004). The effects of guided notes on undergraduate students’
recording of lecture content. Journal of Instructional Psychology, 31(4), 314-320.
Bretzing, B., Kulhavy, R.W.& Caterino,L.C. (1987). Note-taking by junior high students. Journal of
Educational Research, 80 (6), 359-362
Carrell, P. L., Dunkel, P. A., & Mollaun, P. (2002). The effects of notetaking, lecture length and topic
on the listening component of the TOEFL 2000 (TOEFL Monograph Series No. MS-23).
Princeton, NJ: ETS.
Castello, M., & Monereo, Carles (2005). Students' note-taking as a knowledge-construction tool.
Educational Studies in Language and Literature, 5, 265-285
Crede and Kuncel (2008), Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate
Academic Performance Nov;3(6):425-53. doi: 10.1111/j.1745-6924.2008.00089.x.
Desoete A. (2008). Multi-method assessment of metacognitive skills in elementary school children:
How you test is what you, get., Metacognition Learning, (3)3, 189-206.
Elliot, A. J., Shell, M. M., Henry, K. B., & Maier, M. (2005). Achievement goals, performance
contingencies, and performance attainment: An experimental test. Journal of Educational
Psychology, 97, 630 – 640

Flavel, J. H. (1976). Metacognitive aspects of problem solving. In L. Resnick (Ed.), The nature of
intelligence. Hillsdale, NJ: Lawrence Erlbaum. Flavel, J. H. (1979). Metacognition and
cognitive monitoring. American Psychologist, 34(10), 906-911
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of
intelligence (pp. 231-235). Hillsdale, NJ: Lawrence Erlbaum.
Garland, E. L. (2007). The meaning of mindfulness: A second-order cybernetics of stress,
metacognition, and coping. Complementary Health Practice Review, 12(1), 15-30
Moshman, D. (1990). The development of metalogical understanding. In Overton, W. F. (ed.),
Reasoning, Necessity, and Logic: Developmental Perspectives, Erlbaum, Hillsdale, NJ, pp.
205–225
Schraw, G. (1994). The effect of metacognitive knowledge on local and global monitoring. Contemp.
Educ. Psychol. 19: 143–154.
Thomas, D. C., (2006). Domain and development of cultural intelligence: The importance of
mindfulness. Group & Organization Management, 31(1), 78-99.
Vandergrift, L., & Tafaghodtari, M. (2010). Teaching L2 Learners How to Listen Does Make a
Difference: An Empirical Study. Language Learning, 60, 470-467
Wells, A., (2005) Detached mindfulness In cognitive therapy: A metacognitive analysis and ten
techniques. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 23(4), 337-355
Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview
and analysis. In B. Zimmerman & D. Schunk (Ed.), Self-regulated learning and academic
achievement: Theoretical perspectives (pp. 1-65). Mahwah, NJ: Lawrence Erlbaum Associates,
Publishers

ISSN: 2320 – 236X
DIGITAL LIBRARY PROMOTES HIGHER EDUCATION
Manas Das
Librarian
Kabi Krittibas B.Ed College
Nadia, West Bengal (India)
ABSTRACT
Due to the role of Information and Communication Technology (ICT), libraries are in a process
of fundamental changes. Digital library is a rather new concept in higher education in all over
the World. Digital libraries are quite new – about 20 years of age. At the same time, they have
been growing at a fast pace. Digital libraries have the following characteristics – they store,
preserve, distribute and protect contents in different formats and, at the same time, they allow
interaction between the user and the contents; they are always present, both geographically
and over time; they can make works internationally known, enhancing referencing and
citations; they can make public the products of the educational process and let them be used as
inputs for further learning. This work addresses some aspects of digital libraries that make
them suitable tools to support higher education.
KEY WORDS : Digital library (DL), higher education, open access (OA), network,
information and communication technology (ICT), intellectual property right (IPR).
INTRODUCTION : ABOUT DIGITAL LIBRARIES
Digital library projects started in the early 1990s. One of the first projects was Vatican Library
Accessible Worldwide – a partnership of the Biblioteca Apostolica Vaticana, the Pontifícia
Universidade Católica do Rio de Janeiro and IBM (Brazil, Italy and USA). The items to be digitized
were selected from the manuscript and rare book collections. The prototype server was first tested in
July in 1995.
Another, at about the same time, was Alexandria Digital Library (ADL) – a project of the
University of California, Santa Barbara. It began in 1995 and the digital items are geographically
referenced materials.
Almost at the same time, in 1993, at Virginia Tech – Virginia Polytechnic Institute and State
University, the first electronic theses and dissertations were ready to be published following an initiative
of the graduate programs.
After these early activities, a lot has happened in the areas of digital libraries, digital publishing
and networking of electronic educational and cultural resources. Side by side with the advancements
came a set of challenges, two of them are intellectual property rights in the digital and networked arena,
and digital preservation, an ever growing concern as collections migrate to digital formats and
traditional versions are discarded.

In this world of fast change, digital libraries offer many facilities to education in general and to higher
education in particular.
In this new era, every student is well aware of technology, especially students of higher
education due to electronic and social media (internet). But still there is partial use of manual routines,
which are not being replaced by digital system. “Library is known as knowledge archival, preservation
and maintenance of culture, knowledge dissemination, knowledge sharing, information retrieval,
education and social interaction” [Lee et al., (2005)]. Whereas digital library (DL) is the combination
of other libraries through networks, which users can access from home or work, and this makes it more
accessible. Computers are better in searching, browsing and finding an information faster for reference
work which “involves repeated leaps from one source of information to another” [Lee et al., (2005)].
Information is shared through network making it available for everyone. A DL has a main website
where there may be many different libraries attached to it. One can find information in which one used
to travel long distances to get the stored information. It brings the convenience to get the unique material
from long distance. DL is never closed, it is always open. Materials are neither stolen nor missed-
shelved and information is available when and where the user wants it. Database is the best way to
record and store information whereas in traditional libraries books are found in printed form, which is
not the best way to store and record data (Lee et al., 2005). DL is basically an electronic library, which
contains information in digital form. The role of libraries has become important especially in e-
government as government departments and agencies move towards information and accesses other
governmental services. Libraries have been the foremost user of development and use of online
information. Library bibliographic networks are among the first governmental online services provided
in many communities and higher educational institutes. To make e-government effective, governmental
agencies have learned an important lesson of management and technology issues (authenticity, security,
interoperability, etc.) through online library services, which made them an important team player. We
can see the evolution of e-government from providing simple information (bibliographic networks or
online governmental forms) to the next step of providing online transactions (ordering and reserving
books as well as submitting of applications on an e-services website). The European Commission has
identified libraries as the twelfth service to citizens out of twenty basic public services and libraries are
the most commonly used public service.
DIGITAL LIBRARIES AND HIGHER EDUCATION
Over the centuries, libraries have been the keepers and distributors of books, journals, maps
and other materials that are used by students in the learning process. They have also been the legal
deposit of part of the products of scholarly publications – theses & dissertations, articles, technical
reports, etc.
In general, students have been patrons of the libraries of their institutions. In order to make
more contents available and thus benefit students and faculty, pools of institutions have engaged in
commuting items and/or their copies.
There is no reason for digital libraries not to have the same functions of traditional libraries,
except that they can add functions and value due to their digital and networked nature.
DIGITAL LIBRARIES AND COURSEWARE
Books and traditional items have been kept and distributed by the university libraries. On the
other hand, class notes, simulators, spread sheets and other materials created by faculty have
traditionally been made available by their authors through copies in an informal distribution situation.

The use of ICT – Information and Communication tools has changed the informal distribution
to computer and networked based solutions. As consequence, a great amount of contents became
available from computers lacking the necessary identification and access control. Identification
(description of the digital contents) is important for the search and retrieve actions by users.
The LTSC – Learning Technology Standards Committee is a committee of IEEE – Institute of

Electrical and Electronics Engineers whose mission is ‘to develop technical Standards, Recommended
Practices and Guides for software components, tools, technologies and design methods that facilitate
the development, deployment, maintenance and interoperation of computer implementations of
education and training components and systems’, as stated on the LTSC web page. The work of the
LTSC is heavily based and interrelated to the developments of the Ariadne Project, the IMS Global
Learning Consortium and the actions of NIST – National Institute for Standards and Technology.
Digital libraries are suitable tools to manage courseware and additional reference items used in
class. Some reasons for this use are:
➢ Management of documents in all formats in a unified way – texts, animations, interactive

exercises, audio files, video streams, e-books, e-journals and online tests can be stored,
described and distributed through computers and networks. The management is independent of
the type of information, as long as it can be stored in digital files. It also can be shared without
human intervention making the whole process faster and cheaper.
➢ Access control – contents can be assigned different types of access according to the classes of
users that are entitled to them. Authors can decide if their works are tobe used by their students
only, by any student of a given institution or the public in general.
➢ Content sharing – authors can make their contents available for other faculty to aggregate into
their courseware. This can be done without duplication, simply by ‘pointing’ to the contents
with the suitable set of metadata elements.
➢ Interactivity – contents that are managed by digital libraries can be interactive and based on
multimedia. Students can listen to soundtracks, view animated images, solve exercises and have
them checked online, write and send comments to authors and/or tutors.
➢ Customization – some users may require special characteristics of the contents and the system.
This is true when people with special needs are involved, for example, persons who are blind
or visually impaired. System interfaces and contents in digital formats can be customized to
fulfill these necessities.
➢ Reuse – courseware can be developed with a granularity that makes it flexible to combine and
support multiple syllabus. Reuse is important because developing courseware is expensive and
takes time, so increasing reuse improves efficiency. An example of the importance of this topic
can be seen from a note on the Clips & Printers section of the D-Lib Magazine presenting the
results of the study “Long Term Retention and Reuse of E-Learning Objects and Materials”
that was funded by JISC – Joint Information Systems Committee in the United Kingdom.
➢ Any place and at any time – students study in different hours of the day any day of the week,
this is more significant when distance learning is considered. Students can be in any country
and accessing courseware anytime. Since digital libraries are available 24/7 (24 hours per day,
7 days per the week) and the Internet connects the whole world, courseware is always available
from any geography.

DIGITAL LIBRARIES AND REFERENCES
Students go to libraries to look for materials that go beyond course contents. They seek
additional books, journals, theses & dissertations, technical reports and other items that enhance the
learning process.
This is extremely important in the high undergraduate years and in the graduate level. Research
is based on a lot of searching, retrieving and reading. So, libraries must carry and make available
collections to fulfill this need. Some examples in the traditional world are the subscriptions of scientific
journals and conference proceedings.
Digital libraries, like their traditional counterparts, can hold reference materials. In addition
they have all the advantages mentioned in the context of courseware. At the same time, the
characteristics of being available all the time from anywhere and of cross-institutional cooperation are
the strongest points.
Digital libraries in their role of courseware and reference holders and distributors are of
paramount importance in distance learning and training. A very special situation occurs in continued
education when focusing on training professional staff who works in remote locations, as for example
engineers in road and dam constructions, and offshore oil drilling. Current trends in continued education
make digital libraries very useful, specially due to the possibility of customization of contents to meet
individual needs.
DIGITAL LIBRARIES AND THE PRODUCTS OF HIGHER EDUCATION
In general, when someone thinks about educational contents, courseware comes to mind. But
there are contents that are produced by higher education processes. They are results (outputs) of all
levels – undergraduate students write projects in other to get their degrees, while master and doctoral
students research, write and publish theses/dissertations.
Theses & dissertations are specially important items because the contain state-of-the-art results
and up-to-date bibliographic reviews. They have received the most attention in terms of dissemination
among the results.
The use of digital libraries makes theses & dissertations much more available and, for this
reason, much more visible. Besides this, ETDs – Electronic Theses and Dissertations allow multimedia
to be used making the works richer and more attractive.
Universities all over the world have engaged in ETD projects. A lot of work has been done in
the various countries and in the international scenario. Some countries established national consortia of
ETD digital libraries and a national union catalog, as for example Brazil and Lithuania; others have
national regional consortia, as for example the United States; a third group is composed by countries
that have formed regional multi-country consortia like the Australasian Digital Theses Program; another
group of countries has consortia and individual university contributions, like the United States; and
some countries have only individual contribution from the universities.
NDLTD – Networked Digital Library of Theses and Dissertations. NDLTD is an initiative that
began in 1996 at Virginia Tech and “is a collaborative effort of universities around the world to promote
creating, archiving, distributing and accessing Electronic Theses and Dissertations.” Their objective is
to make ETDs available worldwide and as easy to find as possible. Currently, the NDLTD union catalog
has over 300,000 records of online full-text theses & dissertations from all over the world.

DIGITAL LIBRARIES AND OPEN ACCESS
All over the world, intellectual property rights (IPR) are protected by law. This is important
because IPR are basic rights of democracy and stimulus for intellectual creation.
At the same time, authors may want to share their works, specially in the academia. This is the idea
behind the Creative Commons, a non-governmental organization created in 2002. The goal of this
organization is to help authors share their works under the idea of “some rights reserved” instead of “all
rights reserved”. They neither suggest that authors’ rights be violated nor that copyrights be abandoned;
only that works be shared in the extent authors find suitable. The motto on their website is “Share, reuse
and remix – legally”. This motto contains ideas that can easily be implemented if digital libraries are
used to manage digital contents.
Currently, there is a worldwide effort towards Open Access (OA) to information. Some
remarkable events towards this goal can be cited.
The first is the event that was held in Budapest, Hungary, in 2002 – representatives from various
types of institutions signed a document of support of Open Access to
information; later on, over 4,000 individuals and 300 institutions subscribed it. This meeting is known
as Budapest Open Access Initiative. The second is the Berlin Declaration on Open Access to Knowledge
in the Sciences and Humanities; it was signed during the Conference on Open Access to Knowledge in
the Sciences and Humanities in 2003. The third is an action of the Humboldt University Berlin; in May
2006, the Senate of the university approved the Open Access Declaration of the Humboldt University
Berlin encouraging its scientists to publish in open access journals and making available technological
infrastructure for this to happen.
Stevan Harnad et al. presented interesting results comparing the impact of articles published in
OA journals when compared to traditional ones. They suggest there are two roads for articles to be
accessed – the golden road of OA journals and the green, where both traditional and OA versions exist
(green because the authors granted “green light” for OA publishing). After examining the numbers,
there is no doubt that OA articles are more cited and even cited much earlier due to the latency time of
traditional journals; this generates a positive feedback in terms of citations. Another work shows the
shift in the behavior of editor that allows OA versions in parallel to the traditional printed article (pre-
prints, pos-prints, both).
Therefore, OA is beneficial to higher education from both points of view. Digital libraries are
useful tools to OA.
CHALLENGES FOR DIGITAL LIBRARIES
Digital libraries face many challenges – interoperability; 24/7 operation; multi-language, multi-
culture and multilegislation situations; multiple types of information and ever changing digital formats;
information asset security; digital
preservation; and IPR – Intellectual Property Rights.
The last two seem to be the most crucial. Worldwide many efforts have been devoted to the
study of these two topics and to finding solutions for the problems they represent in the use of digital
contents.
Digital preservation can be seen from three different points: (1) the physical preservation of the
supporting medias (HDs, CDs, DVDs, tapes); (2) the technological preservation to avoid technological

obsolescence; and (3) preservation of access. Some important actions can be mentioned dating as far as
the 1990s.
In 2003, UNESCO published the UNESCO Charter on the Preservation of the Digital Heritage
whose objective is to make governments and all institutions that create digital contents aware of the
necessity of the preservation of both contents and access.
As higher education migrates from traditional medias to the digital formats, these problems will
have to be faced. For example, when theses and dissertations written on paper are no longer used and
ETDs become the only format, archival problems will be present concerning the log term preservation
of these works. The preservation of born-digital LOs is a current concern specially due to products that
are discontinued.
In 2006, the British Library launched its Intellectual Property Manifesto. The manifesto deals
with the balance between access and authors’ rights. It suggests six areas to be addressed.
Intellectual property is of paramount importance in higher education. One of the reasons is the
students must be taught about IPR and how authors’ rights must be respected, while research and use
of previous works is necessary and must be encouraged. A second reason is that’s results of the higher
education process – technical reports, articles, theses & dissertations, books and patents are to be
protected.
Intellectual property rights come to discussion when OA is considered and/or when an author
must choose a Creative Commons Attribution (license level). So, students as well as faculty will be
involved in the world of IPR. Universities will have to adjust their rules and the way they deal with IPR
in this new environment.
IPR in the digital age will impact higher education.
Digital Libraries in Education as a way of restructuring the current higher-education enterprise

into a global "knowledge and learning" industry
One of the natural responses to the above challenges consists in introducing the DLEs as a core of
networks of learning environments and resources, that is:
• Designed to meet the needs of learners, in both individual and collaborative settings;
• Constructed to enable dynamic use of a broad array of materials for learning, primarily in digital
formats;
• Managed actively to promote reliable anytime, anywhere access to quality collections and
services, available both within and outside the network.
The digital library must not be seen as merely a digitized collection of information objects plus
related management tools, but as an environment bringing together collections, services, and people to
support the full cycle of creation, dissemination, discussion, collaboration, use, new authoring, and
preservation of data, information, and knowledge. The challenges and opportunities that motivate
advanced DL initiatives are associated with this view of the digital library environment. Work on digital
libraries aims to help in generating, sharing, and using knowledge so that communities become more
efficient and productive and the benefits of collaboration are maximized. It seeks to aid existing
communities and to facilitate the emergence of new communities of research and education.

CONCLUSION
Libraries have been the companions of higher education for many centuries. They have
preserved and given access to all sorts of materials – books, manuscripts, rare documents, journals,
maps, etc. – that have supported the process of learning. They have also been the keepers of materials
produced by students, faculty and researchers – graduate projects, theses & dissertations, technical
reports, etc. – in
this sense they have functioned as the institutional archive.
It is important to remark that, for institutionally created materials, the library has to grant access
while preserving the documents as an archive. Theses and dissertations are scientific works but, at the
same time, are parts of the history of the institution.
In terms of preservation, the problem is more complex since two types are to be considered –
the physical preservation (as traditional libraries) and the technological preservation, in a world of fast-
changing technology.
At the same time, a digital library can perform functions that are impossible with traditional
situation and that aggregate value to higher education. Accessibility, availability, interaction,
customization and reuse are strong reasons to use digital libraries for higher education even when there
are challenges in the digital and networked environment.
REFERENCES
Digital libraries in education, Retrieved on 2017-10-16 from

Lite.unesco.org/pics/publications/en/files/3214609.pdf
Usefulness of digital and traditional libraries in higher education, Retrieved on 2017-10-19 from
https://www.researchgate.net/publication/245023375_Usefulness_of_digital_and_traditional_
librariin_higher_education
The Role of Digital Libraries in Higher Education, Retrieved on 2017-11-06 from

www.ineer.org/Events/ICEE2007/papers/637.pdf
Digital Libraries and Education, Retrieved on 2017-12-10 from

www.dlib.org/dlib/july01/roes/07roes.html
HEC Digital Library and Higher Education, Retrieved on 2018-01-06 from

Digitalcommons.unl.edu/egi/viewcontent.cgi?article=2584&context=libphilprac

ISSN: 2320 – 236X
A STUDY ON MSME: CONTRIBUTION TO JOB CREATION

AND ECONOMIC GROWTH IN INDIA
Charu Goyal1, Archana Sarkar2
1
Assistant Professor, Parul Institute of Management and Research, Gujarat (India)
2
Assistant Professor, Sardar Patel College of Administration & Management, Gujarat
ABSTRACT
Micro, Small and Medium Enterprises play a pivotal role in the economic and social
development of the country. It also plays a key role in the development of the economy
with its effective, efficient, flexible and innovative entrepreneurial spirit. Today, Micro,
Small and Medium Enterprises are operating across the sectors utilizing available
domestic resources and producing more than 6000 quality products. MSMEs not only
play the crucial role in providing large employment opportunities at comparatively
lower capital cost than large industries but also help in the industrialization of rural &
backward areas, thereby, reducing regional imbalances, assuring more equitable
distribution of national income and wealth. MSMEs are complementary to large
industries as ancillary units and this sector contributes enormously to the socio-
economic development of the country. The study concludes that the MSME sectors
contribute greatly to the overall balanced growth of the economy by increasing
employment and job creation. It also aims to analyze the present status and future
prospects.
KEYWORDS: Micro, Small and Medium Enterprises, economic development,

employment, industrialization, regional imbalance, national income, balanced growth.
1. INTRODUCTION
Micro, Small and Medium Enterprises (MSME) contribute near 8 percent of the country’s
GDP, 45 percent of the manufacturing output and 40 percent of the exports. They offer the largest share
of employment after agriculture. MSME not only play the crucial role in providing large employment
opportunities at comparatively lower capital cost than large industries but also help in the
industrialization of rural & backward areas, thereby, reducing regional imbalances, promising more
equitable distribution of national income and wealth. MSME are corresponding to large industries as
ancillary units and this sector contributes extremely to the socio-economic growth of the country. Small
and Medium enterprises are a current means for the development of entrepreneurship. This sector is an
only resolution to the problems of poverty, insecurity, unemployment, overpopulation the modern
world. This article attempted at highlighting the significance MSME in the economic development of
India.
1.2 DEFINITIONS OF MICRO, SMALL & MEDIUM ENTERPRISES

As MSME focus more on running the business on a day-to-day basis, they find less time
to manage the HR processes which is perceived as non-priority. MSME do not feel like revamping
existing organizational structure, especially when they know that the status quo is delivering the output.
Competitiveness of MSME can be enhanced through better human resource (HR) practices of
recruitment, selection, training, and compensation. Indian MSME needs to reduce the overall cost of
products to remain competitive with Chinese manufacturers and exporters. Apart from other functional
areas such as production, finance, marketing, inventory and logistics, MSME also need to focus on
implementing best HR practices.
TABLE 1: MICRO SMALL MEDIUM ENTERPRISE
Classification Manufacturing Enterprises Service enterprise

(investment limit in plant (investment limit in
& machinery) equipment)
Micro Rs. 25 lakh Rs.10 lakh
Small Rs. 5 crore Rs. 2 crore
Medium Rs. 10 crore Rs. 5 crore
SOURCE: Tabulated by Author
1.3 PRODUCT OFFERINGS IN MSME

SSI units produce an amazing variety and type of products. Over 7500 products are known to be
manufactured in this sector. Even in a particular product, there would exist a wide range of qualities or
specifications catering to different market segments, particularly in consumer/household
products. Small Scale sector has emerged as a major supplier of mass
consumption like:
FOOD PRODUCTS
- Chemical & Chemical Products

- Basic Metal Industries
- Metal Products
- Electrical Machinery & Parts
- Rubber & Plastic Products
2. LITERATURE REVIEW
Mali (1998) observed that micro, small and medium enterprises have to face high competition
in the present competitive era, they have to highly focused in the field of management, marketing,
product diversification, infrastructural development, technological upgradation. More of above
MSME’s sector have to move from slow growth area to the high growth area and they have to form the
strategic alliance with entrepreneurs of near countries.
Bala Subrahmanya (2004) observed that small industry had suffered in terms of growth of units,
employment, output, and exports. The policy changes had also thrown open new opportunities and
markets for the small-scale industries sector. The author suggested that the focus turned to technology
development and strengthening of financial infrastructure in order to make Indian small industry
internationally competitive and contribute to national income and employment. Bargal et al. (2009)
examined the causal relationship among the three variables GDP, SSI output, and SSI exports and also
have compared the performance constraints of SSIs in the preand post-liberalization era. The study

found that the annual average growth rate of different constraints of SSIs have failed in the period of
nineties vis-à-vis the pre-reform years. There is an absence of any lead- lag causal relationship between
exports and production in small-scale sector and GDP of Indian economy.
Dixit and Pandey (2011) examine the causal relationship between SMEs output, exports,
employment, number of SMEs and their fixed investment and India’s GDP, total exports and
employment (public and private) for the period 1973-74 to 2006-07. Their study revealed the positive
causality between SMEs output and India’s GDP
3. RESEARCH METHODOLOGY
The present research study is exploratory in nature. The major emphasis of in such study is on the
discovery of ideas and insights. The study is primarily based on secondary data covering 2006-2007 to
the 2014-2016 year. All financial data are compiled from the annual report of MSME, Government of
India. Further articles and information available in different journals and magazines are also referred
for completion of this paper.
3.1 OBJECTIVES OF THE STUDY

The broad objective of the paper is to evaluate the overall growth and development in MSME sectors
in India. However, this paper focus on following area also;
1. Performance of MSME in India and future prospects.

2. Contribution made by MSME for job creation in country.
3. To evaluate contribution made by MSME to balanced growth of economy.
4. Government initiatives to revitalize the MSME sectors.
3.2 SOURCES OF DATA COLLECTION

Data collected from the secondary source like published articles, Journals, and annual report of MSME.
EVAULATION OF PERFORMANCE OF MSME

One of the critical indicator to access the effective growth of MSME Sector in an economy is the data
an opening of new MSMEs, it depicts the encouraging environment for opening and growth of such
units in an economy as well as show the high morale of entrepreneurs in the macroeconomics of the
economy.
Performance of Micro, Small & Medium Enterprises (MSME) Sector in the country is assessed mainly:
a. By conducting of periodic All India Census of the Sector.
b. By collecting the number of Entrepreneur Memorandum Part-II (EM-II) filled at DICs. (Replaced
with Udyog Aadhaar online filing system since September, 2015).

Chart 1: Status of filing of Entrepreneurs Memorandum Part-II
NUMBER OF EM-II FILED

4.5 4.25
4 3.63
3.5 3.23
3 2.82
2.38
2.5 2.13
LAKH
1.93
2 1.73
1.5
1
0.5
0
2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15
YEARS
Source: EM part-II data on MSME sector, development commissioner, MSME, GoI,2014-2015
 TREND IN MSME GROWTH (FILING OF EM-II)
MSME has consistent growth in terms of number of EM-II filed 2007-2008 with the District
center across the country was 1.73 lakh which increased to 1.93,2.13, 2.38,2.82,3.23,3.63 and
4.25lakh.
Growth of MSME
20 18.45 18.74
18 17.18
16 14.3
14 12.44
11.7 11.83
12
Percentage
10.45
10
0
2007-2008 to 2008-2009 to 2009-2010 to 2010-2011 to 2011-2012 to 2012-2013 to 2013-2014 to 2014-2015 to
2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
years
Source: Annual Report of MSME, 2015-2016- GoI

PERFORMANCE OF MSME, EMPLOYMENT, AND INVESTMENT.
Table 2. Status of MSME Units, Employment, Investments
Sr Years Total working Employment Market value of

no enterprise (In (In lakh) fixed assets
lakh)
I II III IV V
1 2006-07 361.76 805.23 868543.79
2 2007-08 377.36 842 920459.84
3 2008-09 393.7 880.84 977114.72
4 2009-10 410.8 921.79 1038546.08
5 2010-11 428.73 965.15 1105934.09
6 2011-12 447.64 1011.69 1181757.64
7 2012-13 467.54 1061.4 1268763.67
8 2013-14 488.46 1114.29 1363700.54
9 2014-15 510.57 1171.32 1471912.94
Average 431.84 974.85 1132970.37
CAGR 4.40% 4.80% 6.82%
Source: MSME annual Report 2015-2016, Government of India

Performance of Micro, Small & Medium Enterprises (MSME)
Performance of Micro, Small & Medium Enterprises (MSME) sector is evaluated by conduct of
periodic All India Census of the Sector. The Census was conducted with the reference year 2006- 07,
wherein the data was collected till 2009 and results published in 2011-12. The scope and coverage of
the MSME sector were expanded significantly under the MSME Act, 2006, which recognized the idea
of “enterprise” and to include both manufacturing and services sector, besides defining the medium
enterprises under MSME sector. It is clear from the table No. 2 that number of enterprises, employment
and investment in fixed assets of MSME units in India show an increasing trend over the nine years.
GOVERNMENT INITIATIVE:
MSME sector has been playing an important role in socio-economic development of the country.
MSME sector contributes around 8% of GDP, 40% of the total exports and around 45% of the
manufacturing output. The primary responsibility of promotion and development of MSME’s is
of the State Governments. However, Government of India supplements the efforts of the State
Governments through various initiatives. The role of the M/o MSME is to assist the States in their
efforts to encourage entrepreneurship, employment and livelihood opportunities and enhance the
competitiveness of MSME’s in the changing economic scenario.

Given the nature of the MSME sector and its wide reach, the Ministry has taken several initiatives to
promote or foster MSME’s. Some initiatives in this regard are as under:
1. Ease of registration process through Udhyog Adhar Memorandum (UAM)

2.Framework for revival and rehabilitation of MSME
3.Revision of definition of MSME
4.Make in India initiative
5.Zero defect-zero effect
6.Skill India
7.Significant increase in khadi sale after PM appeal
8. Digital India initiative (digital employment exchange, udhyami helpline, e-office )
9. Prime Minister’s Employment Generation Programme (PMEGP) scheme
10. Scheme of Fund for Regeneration of Traditional Industries (SFURTI)
11. A Scheme for Promoting Innovation and Rural Entrepreneurship (ASPIRE)
12. Performance and Credit Rating Scheme
4. CONCLUSION
Small and Medium Enterprises (SMEs) contribute to economic development in various ways such as
creating employment opportunities for rural and urban population, providing goods & services at
affordable costs by offering innovative solutions and sustainable development to the economy as a
whole. SMEs in India face a number of problems - an absence of adequate and timely banking finance,
non-availability of suitable technology, ineffective marketing due to limited resources and non-
availability of skilled manpower. The Micro, Small and Medium Enterprises (MSME) sector
contributes significantly to manufacturing output, employment, and exports of the country. MSMEs, as
a major contributor towards progress of domestic economy and employment generation, should also
get adequate support for its growth and development in terms of policy framework, incentives and other
relevant aids and supports like providing good infrastructural facilities, developing various industrial
parks and technology incubators under MSME cluster development programmes, creating networks of
organizations which support to provide training to the skilled workforce to improve productivity,
encourage entrepreneurship and competency in management, funding R&D investments, technology
advancement may work for the improvement of the sector. Although Indian MSMEs are finding it
difficult to sell their products in the domestic and international markets because of increasing
competition and to make their products globally competitive, Indian MSMEs need to upgrade their
technology and put more importance on innovation
REFERENCES
1. Mali, D.D. (1998), ‘Development of Micro, Small and Medium Enterprises of India: Current
Scenario and Challenges’, SEDME (Small Enterprises Development, Management and Extension)
Journal, Vol.25, No.4
2. Bala Subrahmanya, M. H. (2004), ‘Small Industry and Globalization: Implications, Performance
and Prospects’, Economic and Political Weekly, Volume XXXIX, No.18, pp 1826-1834.
3. Bargal, H., Dashmishra, M., and Sharma, A. (2009), ‘Performance Analysis of Small
Scale Industries - A Study of Pre-liberalization and Post-liberalization period,’ International Journal
of Business and Management, Vol 1, No 2.

4. Dixit, A. and Pandey, A.K. (2011), ‘SMEs and Economic Growth in India:
Cointegration Analysis,’ The IUP Journal of Financial Economics, Vol. IX, No. 2, pp. 41-59
5. Katyal, A and Xaviour, B. (2015), ‘ A Study on MSMEs’- Role in Propelling Economic
Development of India & a Discussion on current HR issues in MSMEs’ in India,’ International
Journal of Scientific and Research Publications, Vol 5,No 2.
6. Dey, S. (2014), “MSMEs In India: It's Growth and Prospects,”. Abhinav National Monthly
Refereed Journal of Research in Commerce & Management, Vol.3, No.8, pp.26-33.
7. Annual Report on MSME, Government of India, 2011-12 & 2014-15.
8. Report of the working group on MSMEs growth in 12th five-year plan 2012-17, GoI

ISSN: 2320 – 236X
DEVELOPMENT OF BULLYING AND VICTIMIZATION

QUESTIONNAIRE
Rakshanda Ahad1, Dr. Shawkat Ahmad Shah2

1
Ph.D. Research Scholor, Dept of Psychology, University of Kashmir
2
Associate Professor, Dept of Psychology, University of Kashmir
ABSTRACT
A bullying and victimization questionnaire was developed, that can be used for adolescents and
youth. The scale takes into consideration the Asian context of bullying in general and the
context of Jammu & Kashmir in particular. Response was sought from 307 adolescents from
various higher secondary schools on an initial item pool of 10 items selected on basis of strong
theoretical evidence and then exploratory was carried out to check the factor structure. The
findings revealed a two factor structure comprising of bullying and victimization dimensions
and explained 52.561% of the variance. Cronbachs alpha of the standardized items was found
to be 0.84.The indigenously and psychometrically developed scale with ten items only is hoped
to prove beneficial in the circumstances when tools with a large number of items are not
feasible to use.
KEYWORDS: Bullying, Victimization, Adolescents

INTODUCTION
Bullying and victimization are serious problems in schools due to its high rates of occurrence
and possibly distressing consequences. Researchers have found that prevalence rates range from 3–10%
(Kaltiala-Heino et al., 2000) to as high as 27% for elementary school children (Whitney and Smith,
1993), and to 51% among teenagers (Bond et al., 2001). Bullying and victimization seem to be
associated with poor peer relationships and school stress (Karatzias et al., 2002), whereas victimization
in particular may be associated with suicide (Tanaka, 2001), school avoidance (Kochenderfer and Ladd,
1997), future depression and anxiety (Bond et al., 2001). Bullying, on the other hand, may predict future
anti-social behavior and aggression (Olweus, 1991).
Bullying is one of the most common problems faced by children and adolescents in schools.
Bullying has been defined as an aggressive behavior which is characterized by three defining
conditions: (a) negative or malicious behavior intended to harm or distress, (b) behavior repeated over
a time period, and (c) a relationship in which there is an imbalance in strength or power between the
parties involved (American Psychological Association (APA), 2005; Gini, 2004; Nansel et al., 2001;
Olweus, 1993).Fighting between two persons of similar strength and skill thus would not be defined as
bullying. Bullying behavior may involve physical acts like hitting, pushing, and kicking, verbal
utterances like name calling, provoking, making threats, and spreading rumors, or other behaviors like
making faces or social exclusion) (Wolke ,Woods, Bloomfi, Karstadt,2000). It is a negative action when
someone intentionally inflicts, or attempts to inflict, injury or discomfort upon another (Olweus, 1973).
Negative actions can be carried out by physical contact, by words, or in other ways, such as making

faces or unpleasant gestures, spreading rumours, and intentional exclusion from a group. Bullying
usually takes place within relatively small and stable settings like schools, which are characterized by
the presence of the same people e.g., children(Camodeca M, Goossens FA,2005).
Bullying may involve physical abuse, verbal ridicule, or shunning of students who are
perceived as vulnerable, submissive, or different [Naylor et al., 2001; Olweus, 1993; Tanaka, 2001] by
peers who are in a dominant role, either by virtue of their strength or by virtue of being in the majority
[Kaltiala-Heino et al., 2000].
Within these three features of bullying, research has also proven that bullying may be overt
(that is, behaviour visible to others such as physically or verbally attacking another person) or covert
(that is, behaviour that is not visible to others such as spreading rumours or deliberately excluding
another individual from a social exchange) (Crick and Bigbee, 1998). In the Australian Covert Bullying
Prevalence Study (ACBPS), covert bullying was defined as: “any form of aggressive behaviour that is
repeated, intended to cause harm and characterised by an imbalance of power, and is ‘hidden’, out of
sight of, or unacknowledged by, adults. Covert bullying includes behaviours linked to social aggression,
relational aggression and indirect aggression, including bullying by means of technology where the
bullying behaviour is either unwitnessed, or not addressed, by an adult” (Cross et al., 2009,). Within
the broad domains of overt and covert bullying, the following types of bullying have been recognized
(Due et al., 2005; Farrington and Ttofi, 2010; National Centre Against Bullying, 2013):
• Physical bullying including hitting, kicking, tripping, pinching, and pushing or damaging the property
of another person.
• Verbal bullying including name-calling, insulting, teasing, intimidating, making homophobic or racist
remarks, or verbally abusing another person.
• Psychological or social bullying, designed to harm another persons’ social reputation and / or cause
this person humiliation, including lying and spreading rumours, hurtfully mimicking behaviour, playing
nasty jokes designed to cause embarrassment and humiliation, damaging someone's social reputation
or social acceptance, encouraging others to socially exclude another person, mobbing, and making
negative facial or physical gestures, menacing or contemptuous looks, towards another person.
METHODOLOGY
SAMPLE: The participants of the study included 307 higher secondary students selected from two
coaching centres and two higher secondary schools. The students were approached personally to get
their response on the 10 item Bullying and Victimization questionnaire.
RESEARCH INSTRUMENT: The understudy construct was assessed by the 10 items selected on the
basis of theoretical evidence. A seven point Likert scale with 1 = Never and 7= Every time, was made
use of to provide wider scope for multivariate analysis. The demographic measures incorporated into
the study include Gender, Age, Parental Education and Occupation & Residential Status. It is to be
noted that the items were framed considering their relevance in the schools selected for study along
with the content validity. The list of items is given in the table 2.1.

Table 2.1. Showing items of the Bullying and Victimization questionnaire.

Sn Statements
1 I get involved in physical fights (kicking, pushing etc.) with other

students in my school.
2 I use bad words to humiliate other students in my school.
3 I try to convince friends of certain students to exclude them from their

group.
4 I taunt other students to get them into fight.
5 I damage or snatch belongings of other students in their presence.
6 In my school some students fight (push, kick) with me.
7 Some students call me by names which I don’t like.
8 My friends exclude me from their group.
9 Some students snatch and damage my property (lunchbox, money) in

the school.
10 In school students taunt me in a way that I get angry and get involved
in fight with them.
2.2. DATA ANALYSIS

The data was subject to screening, primarily, using SPSS (version 20).The screening included an
examination of means, standard deviations, standard errors, skewness and kurtosis in order to ensure
normality of the data. This was followed by Factor Analysis procedure .
Descriptive Statistics for the dimensions of Bullying and Victimization questionnaire

(N=307)
Facet Mean 5% TM ∆Mean SD SE Skewness Kurtosis

Bullying 1.768 1.62 0.14 1.08 .061 1.869 3.72
Victim 1.86 1.74 0.12 1.10 .062 1.41 1.66
SD(Standard deviation);SE(Standard error); TM(Trimmed Mean).
As per the above table applying the criteria of Garson(2009) the sample distribution of the present study
is normal as no skewness & kurtosis value falls beyond the Garson’s range of -2.00 to +2.00.Besides
this the ∆Mean(difference between mean and 5% trimmed mean) is not beyond the criteria of >0.20
suggested by Pallant(2007).The values of standard deviation and standard error are also very small as
compared to mean, thereby further improving the scope of data for subsequent analysis.

Table3.3 Item-total correlations of Aggression items.( Cronbach’s Alpha=0.84)

Item No. Corrected Item-Total Cronbach's Alpha if
Correlation Item Deleted
1 .442 .839
2 .572 .825
3 .490 .832
4 .645 .819
5 .624 .820
6 .644 .817
7 .475 .834
8 .487 .832
9 .544 .827
10 .512 .830
The above table depicts the results of the reliability test that was conducted to assess the degree
of consistency among the multiple measurement of the variable. To ensure the same Pallant’s criteria
of calculating Cronbach’s alpha and item-total correlation was followed. According to Pallant (2007),
a value of item-total correlation of less than 0.30 indicates that the variable is measuring something
different from constructs that the variable is measuring as a whole and there is no item whose item-total
correlation is less than 0.30. The items were found to have the factor structure given in table 3.4.
Table 3.4 Rotated Component Matrix after carrying Exploratory Factor Analysis.KMO= 0.86;
Bartletts test of sphericity= 949.43, significance =.0001
Component
Item
No. 1 2
1 .639
2 .665
3 .734
4 .699
5 .670
6 .641
7 .748
8 .759
9 .613
10 .456

The earlier table depicts adequate sampling adequacy & significant Bartlet’s test of sphericity at
0.0001 level of significance along with the factor loadings of each factor. A varimax rotation with
method of principle component analysis & Kaiser’s criteria subsequently revealed a two factor
structure with each factor loading highly in the specific component. All loadings were significant
and above the minimum threshold of 0.298(Stevens, 2002). The two factors which were named
Bullies and Victims factors of Bullying and Victimization questionnaire represent 52.561 % of
the variance which is deemed sufficient in terms of total variance explained.
REFERENCES
American Psychological Association (APA) (2005). Bullying. Retrieved from

http://www.apa.org/ppo/issues/bullying.html
Bond, L., Carlin, J.B., Thomas, L., Rubin, K., & Patton, G. (2001). Does bullying cause
emotional problems? A prospective study of young teenagers. Br Med J, 323, 480–484.
Camodeca, M., & Goossens, F. A. (2005). Aggression, social cognitions, anger and sadness in
bullies and victims. J Child Psychol Psychiatry, 46, 186-97.
Crick, N. R., & Bigbee, M. A. (1998). Relational and overt forms of peer victimization: A
multiinformant approach. Journal of Consulting and Clinical Psychology, 66(2), 337-
347.
Cross, D., Shaw, T., Hearn, L., Epstein, M., Monks, H., Lester, L., & Thomas, L. (2009).
Australian Covert Bullying Prevalence Study (ACBPS). Perth, Australia: Child Health
Promotion Research Centre, Edith Cowan University.
Due, P., Holstein, B. E., Lynch, J., Diderichsen, F., Gabhain, S. N., Scheidt, P., & Currie, C.
(2005). Bullying and symptoms among school-aged children: international comparative
cross sectional study in 28 countries. The European Journal of Public Health, 15(2),
128-132.
Farrington, D., Baldry, A., Kyvsgaard, B., & Ttofi, M. (2010). School-Based Programs to
Reduce Bullying and Victimization, (p. 147). Campbell Systematic Reviews.
Gini, G. (2004). Bullying in Italian schools: An overview of intervention programmes. School
Psychology International, 25, 106–116
Kaltiala-Heino R, Rimpela¨ M, Rantanen P, Rimpela, A. (2000). Bullying at school – an
indicator of adolescents at risk for mental disorders. J Adolesc, 23, 661–674.
Karatzias, A., Power, K. G., & Swanson, V. (2002). Bullying and victimization in Scottish
secondary schools: Same or separate entities? Aggress Behav, 28, 45–61.

Kochenderfer, B. J., & Ladd, G. W. (1997). Victimized children’s responses to peer’s

aggression: Behaviors associated with reduced versus continued victimization. Dev
Psychopathol, 9, 59–73.
Nansel, T. R., Overpeck, M. O., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P.
(2001). Bullying behaviors among U.S. youth: Prevalence and association with
psychosocial adjustment. Journal of the American Medical Association, 16, 2094–
2100.
Naylor, P., Cowie, H., & del Rey, R. (2001). Coping strategies of secondary school children in
response to being bullied. Child Psychol Psychiatry Rev, 6, 114–120.
Olweus, D. (1991). Bully/victim problems among school children: Basic facts and effects of a
school based intervention program. In: Pepler, D., Rubin, K., editors. The development
and treatment of childhood aggression. Hillsdale, NJ: Erlbaum.
Olweus, D. (1993). Bullying in schools: What we know and what we can do. Oxford: Basil
Blackwell
Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford, England:
Cambridge, Blackwell.
Olweus, D. (l973b). Personality and aggression. In J. K. Cole, & D. O. Jensen (Eds.), Nebraska
Symposium on Motivation (1972) (pp. 261-321). Lincoln: University of Nebraska Press.
Stevens, J. P. (2002). Applied multivariate statistics for the social sciences (4th ed.). Hillsdale,
NJ: Erlbaum.
Tanaka, T. (2001). The identity formation of the victim of shunning. School Psychol Int, 22,
463–476
Wolke, D., Woods, S., Bloomfield, L., & Karstadt, L. (2000). The association between direct
and relational bullying and behaviour problems among primary school children. J Child
Psychol Psychiatry, 41, 989-1002.

ISSN: 2320 – 236X
PATRIARCHY AND VIOLENCE AGAINST WOMEN IN SOUTH ASIA:

A CONCEPTUAL ANALYSIS
Suheel Rasool Mir

Research Scholar Department of Sociology, University of Kashmir
ABSTRACT
The term violence against women is not novel to us .Violence has been the analogous to human
progression and growth. As civilizations moved ahead and human population surged, violence
became a useful means for asserting and securing control over the restricted resources the
world had to offer. The human mind has a slant towards classifying information; therefore, one
finds numerous lists on everything. The professionals of the modern world call it organization.
This classification has often come up as segregation of humanity; us versus them; whites and
blacks; Germans and Jews and so on. All these categories cropped up because of difference,
what we call diversity today to appear polite and correct. The biggest difference that humanity
witnessed was being born different, what was a biological difference became a social one
because men and women have different bodies and added to it that women gestate pregnancies.
To man civilization is superior to nature, rational over emotional, so women were delegated to
the natural sphere. Their world became the one where male domination played out. This system
we call patriarchy. In South Asia the violence perpetrated against women paints a gory picture.
Patriarchy is so dominant that it isn’t repulsive to the minds that practice it- they even go to
the extent of making women parade around naked or get women gang raped to avenge or any
other pretext that they conceive as convenient.
KEYWORDS: Patriarchy, Violence, Women, South Asia, Domestic Violence, Oppression.
INTRODUCTION
Women and gender issues have more and more become very central in Asia in precognition of
the fact that progress of the people of the country must unavoidably include development strategies
related to women, who make up almost half of the population. With the appreciation of this fact, a
variety of programmes and schemes explicitly related to women and gender issues have been
undertaken by both government and non-government institutions. It has also been globally proved that
women should not be beleaguered to imprison to some specific activities only. They can play equally a
considerable role side by side with man in various fields or professions contributing to nation building
and welfare activities for human advancement. Most of the South Asian countries like Bangladesh; the
women are still in the clutch of socio-economic, cultural, politico-religious stigma and could not play
an assertive role in the activities beginning from family to state. Rather their effective participation in
the all phases of life has been distracted by socioeconomic and cultural factors. The women are still
treated as weaker segment of population of the society or historically disadvantaged sections of society
and they have been made subject various social, domestic repressive measures. Very often we hear and
press reveals how the women folk in urban and rural areas are being persecuted or injured physically
and mentally both.To man civilization is superior to nature, rational over emotional, so women were
delegated to the natural sphere.1.Around the world one sees a system of social structures and practices
in which men dominate, oppress and exploit women.2.Men decide not just how women dress, talk, walk,

their inheritance-if at all, the everyday mundane but also what women think. Right from the time women
are born they are indoctrinated with the thoughts of the patriarchal system. Patriarchy makes women a
tool for furthering itself and continuing the domination. Women become not beings but objects to the
patriarchal mind, to be owned, to be used, to be subject to the whims of the dominance of men.
Looking at international figures, one finds that at least 1in 3 women has been beaten,
coerced into sex, or otherwise abused in her lifetime. Every year, violence in the home and the
community devastates the lives of millions of women. Violence against women is rooted in a global
culture of discrimination which denies women equal rights with men and which legitimizes the
appropriation of women’s bodies for individual gratification or political ends. Violence against women
feeds off discrimination and serves to reinforce it. States have the obligation to prevent, protect against,
and punish violence against women whether perpetrated by private or public actors. 3. Violence against
women is a human right abuse. Even in 2015, most states treat women like second class citizens. They
aren’t adequately represented in the government. Very few nations have had women leaders not because
women are incompetent but because they haven’t been provided the opportunity to or the accessibility
to be out there. Many countries still keep women out of the political system and where women are
allowed the road is really tough to get to decision making positions. The Universal Declaration Of
Human Rights states that “everyone is entitles to all the rights and freedoms set forth in this Declaration,
without distinction of any kind, such as race, color, sex, language, religion, political or other opinion,
national or social origin, property, birth or other status.” (Article 2)4.
VIOLENCE AGAINST WOMEN IN SOUTH ASIAN COUNTRIES:
In South Asia the violence perpetrated against women paints a gruesome picture. One in every
two women experiences violence in her daily life. Social, cultural, political, economic, and legal factors
in the region combine to leave women vulnerable to community-sanctioned violence. Patriarchy is so
dominant that it isn’t revolting to the minds that practice it- they even go to the extent of making women
parade around naked or get women gang raped to avenge or any other pretext that they conceive as
convenient. Violence against women is endemic in the region, with culture specific variations. It begins
at the stage of conception; sex-selective abortions are frequent. One in six deaths of a female infant in
India, Bangladesh, and Pakistan is due to neglect and discrimination. Culture-specific forms of violence
include domestic violence, rape, sexual harassment, incest, trafficking, honour killings, acid attacks,
public mutilation, stove-burnings, and forced temple prostitution. In South Asian countries it is religion
traditions have shaped the personalities of women and determined their social status. Rigid cultures and
patriarchal attitudes which devalue the role of women, result in the wide spread occurrence of violence
against women. The family structure, in which the man is the unquestionable decision maker of the
household, and activities within the family are seen as personal, allows violent behavior to occur at
home. As well as traditional forms of violence such as wife-battering and sexual assault, women in
these countries are also bare to dowry crimes such as bride burning, kidnapping for the purposes of
prostitution, and “honour killings”. Laws permit discrimination against women and discourage
reporting of violent acts. Efforts to remedy this situation must include changes in local laws as well as
assistance from the United Nations and the international community. violence by family members,
strangers and violence through state apparatus; domestic violence including spousal slay; being burned,
flawed with acid, beaten and threatened; ritual honour killings; and custodial abuse and torment.
Cultural norms around violence, gender and sexual relationships are not only manifested at the
individual level, but are also re-enforced or not by the family, the community and within the broader
social context, including the media. Dobash et al. (1992) have shown how historically, husbands’
domination over wives, including the use of violence, has been sanctioned by cultural beliefs.
In India and Pakistan, women are for the most part regarded as treated as second class citizens and
wives are battered for misconduct or minor mistakes. In India, nearly 25% of women experiences the
ill effects of physical mishandle (Yoshihama, 1999). In another study, 18 to 45 percent of of wedded
men in five regions of Uttar Pradesh, (a vast state in northern India,) recognized that they physically
mishandled their spouses (Narayana, 1996). A study in 1999 by Fikree and Bhatti, showed that 34% of

women are physically abused, 15% had been physically abused whilst pregnant and 72% of physically
abused women were depressed. Statistical evidence on the actual prevalence of domestic violence in
India is scant. However the few studies available indicate that physical abuse of Indian women is quite
high, ranging from 22 percent to 60 percent of women surveyed (Rao, 1997; Mahajan, 1990).
A report published by UN WOMEN in April, 2014 titled, “Violence against Women in Politics: a Study
conducted in India, Nepal and Pakistan”, revealed violence against women in politics is rampant in
South Asia. Insufficient implementation of laws, lack of support from police and judiciary, the socio-
economic divide and current power structures were listed as the major reasons for violence, which are
all rooted in patriarchy.6.Another report entitled, “Violence Against Women and Girls: Lessons from
South Asia” delves into the three aspects of violence against women: the prevalence of violence, causes
of violence, and the efficacy of interventions against violence against women. This report finds that
when only one or two (i.e., few) women are educated and educated just a little; they may actually be at
a greater risk of violence. The more women study, the more likely they are to disclose their experience
of violence.7.
MAJOR TYPES OF VIOLENCE COMMITTED AGAINST WOMEN
Acid throwing and Dowry Deaths.

Women’s enslavement to men is unavoidable in the political, common, social, social, and
monetary circles of numerous nations of the South Asian region. Women every now and again get to
be casualties of a brutal type of requital in the event that they turn down suitors or don't coexist with in-
laws. Corrosive is tossed to bring about physical torment as well as mental injury, which smashes the
self regard of the casualty and limits their life decisions and openings. It causes disfiguration, blinding
and deadly severely charred areas. In India the courts have guided the legislature to manage the offer
of corrosive and the administration has found a way to guarantee it yet it is an instance of close to
nothing. Ladies are dealt with as property and this prompts to settlement related passings. Women that
can't coordinate up to the endowment requests are heartlessly scorched by the in-laws and spouses. A
study by Kumari (1989) of dowry abuse revealed that one out of every four dowry victims was driven
to suicide. Five hundred women in Pakistan are believed to have killedthemselves during the year 2000
(HRCP, 2000g). In two cases, women killed themselves and their small children because of the
deprivation they saw the children endure as a result of economic hardship. Most of the deaths were due
to “domestic disputes” quite often due to adverse economic circumstances. In a relatively new
phenomenon, three teenage girls killed themselves by an overdose of poisonous pills after they failed
their Matric (High School Exam), fearing they will not be allowed to study, and instead be married off.
Acid throwing is another form of violence against women, which are increasing at alarming women,
which are increasing at an alarming rate. The young and teenaged girls fell victim of acid burn because
of refusal of marriage and rejection of love proposal given by young man. Acid burns also taken as
measures of personal revenge, family quarrel and quarrel in couple and also feuds between two families,
kinship. Although laws have been made against such cruelty, the offenders are practicing very often in
the society. Acid throwing is another form of violence against women, which are increasing at alarming
women, which are increasing at an alarming rate. The young and teenaged girls fell victim of acid burn
because of refusal of marriage and rejection of love proposal given by young man. Acid burns also
taken as measures of personal revenge, family quarrel and quarrel in couple and also feuds between two
families, kinship. Although laws have been made against such cruelty, the offenders are practicing very
often in the society
Violence against women in custody

Detained women are largely imperceptible to the general population eye, little is done when the
punishment of detained is exacerbated with that of assault, rape, grabbing amid body looks, and
shackling amid childbirth. In India, with the growing media, it has become visible how ladies have been
assaulted inside police headquarters, at times even minors. The law here commands that ladies are to
be captured by ladies police however in the hinterlands and faraway from the city this barely converts

into practice. Women are also killed for other motives, often linked to disputes involving their families.
Over 2,000 women are estimated to have been killed over the year across Pakistan (HRCP, 2000f). In
January 2001, about 130 cases of physical abuse occurred as a result of which 68 women were brutally
killed. In Bangladesh, 50% of wives were killed by their husbands (Stewart, 1989). A New Delhi study
on violence showed that in almost 94% of cases, the victims and the offender were members of the
same family. In nine out of ten cases, husbands murdered their wives (Action Aid India, 1994). The
incidents of abuse of women detained by police and the involvement of policemen engaged in the rape
of women during imprisonment are reported commonly. Incidents of the rape of women in police
custody are also reported very commonly. From January 1999 to November 1999, about forty-one
women faced custodial violence. Only six cases of these were of minor type, while 21 were gang-raped
and 14 were physically abused. In the year 2000, at least three incidents of deaths of women resulting
from maltreatment or grave abuse at the hands of law enforcers were reported
“Honour” killings
Honour killings (Karo Kari) are carried out by men who assume that their wives, daughters,
sisters have, in some way, violated norms relating to the behavior of women, which damages a man’s
honour (Dawood, 1999).There is nothing honorable about these killings. Women are looked upon as
agents of the respect of the family. They aren’t offered chances to choose for themselves. When they
state their choices they are executed by their family to bring disrespect to their family. They are executed
by others to look for reprisal and convey shame to her family. Open stoning happen. Khap panchayats
arrange their murdering. According to a report by Amnesty International on June 15, 2000 several
hundred women and girls die each year in so-called “honour killings” in Pakistan. In its “Dimensions
of Violence” report released in January 2000 (HRCP, 2000e), the HRCP found that in 11-month period,
at least 266 women had been victims of “honour killing” in and around Lahore. According to the reports
by HRCP in the year 1999, the ratio of women who faced such kind of violence was highest in Punjab
and 266 women were killed. In the year 2000 about 672 women were killed in Punjab but only 128
cases were recorded by the police station while the relatives of others refused to take action against the
murders. In Sindh, from January 2000 to April 2000, about 93 women were killed which was attributed
to “Karo Kari”. Hundreds of “honour killings”, especially in tribal areas of the North are believed to go
unreported each year as a result of social connivance, often involving district administration, which
results in failure to report such murders to the police (HRCP, 2000e).
Domestic Violence
Without exception, a woman’s greatest risk of violence is from someone she knows. Domestic
violence is a violation of a woman’s right to physical integrity, to liberty, and all too often, to her right
to life itself.5.
Child Marriage
Though many South Asian nations have laws enacted against child marriage, it still occurs. It not just
curtails the life choices of girls but also leads to health complications resulting from early pregnancies.
• Female infanticide and Female Feticides
Psychological Torture: Women ore also sufferer of silent psychological torture. Apart from corporal
torment they are made subject to psychological torture both at home and outside. Even at their work
place they are after ignored, ridiculed, deprived of financial benefits. Socially derailed and arrogant
young boys also often tease the school and college going girls. The acid victims become mentally
depressed and pass their days under fearful mental agony.
• Bearing a child is very complicated task and causes a lot of physical sprain. For the growth
and development of the newborn and is normal and easy birth an woman requires sufficient food, leisure
which are often denied or not taken into notice in most case of joint poor family she is deprived of
regular medical checkup and not getting proper medicine for keeping the baby healthy and alive.
Denials of all these facilities are nothing but a strain for the women to endure to deliver the baby.

• On many alleged reason and temptation the girl are abducted and forced to live a life of sex
workers and those who control them or manage them. They are also great exploiters. They enjoy a
greater shore of money earned by the sex worker and on the other hand the letter is reduced to a life of
bare necessities.
• Murder is the cruelest from of women violence. The murder of women by their husband and
in laws is related to escalation of dowry demands and with more general harassment and severe beating
of women. Women are murdered secretly as well as openly by the gunshot by the hired terrorists.
Sometimes on a very trifling cause or neglected issue or of sudden rise of anger beyond control, kill
wife and children. In an ACD Report it is found that in the year 2001, 590 women murdered on different
causes.
This is a barefaced manhandle of the privilege to life where a girl child tyke is killed either upon birth
or in the womb. Laws and obstructions have not by any means helped as the sex proportion in South
Asia continues lessening.
FACTORS CONTRIBUTING TO INCREASED VIOLENCE AGAINST WOMEN:
As of late the episodes of women brutality have expanded altogether in South Asia. There are diverse
financial, political, social and religious parts which have added to the expanded weakness of ladies to
male viciousness are as under:
➢ As a male commanded society men in every aspect of their presence oversee the women of
Indian subcontinent. In her life cycle a ladies relies on upon father, sibling, spouse and in
conclusion their children. In addition, they are oppressed and abused in each portion by the
male individuals. Because of such subjugation, the male individuals visualize that they
generally straight ladies and all administrations ought to be focused to the consideration of the
male. Furthermore, the general public's essential hesitance to profoundly change patriarchal
approaches and practices, which propagate male predominance over women (Islam, 2004; 127).
Thus, from time immemorial the male individuals consider women as a product of satisfaction.
➢ The obstruction in the customary provincial monetary example realized by evolving financial
procedures effectsly affects ladies. Both financially and socially powerless in the general
public. Conventional socio-social practices, social obliges, absence of business opportunity,
and low nourishing and wellbeing status and so on are a portion of the elements in charge of
holding low social and monetary status, unemployment have expanded the push and strain in
male-female connection in poor family units and offered ascend to renunciation, separation and
brutality.
➢ Irrespective of across the country opulence or level of advancement, ladies are defenseless
against abuse, mistreatment and every single other kind of unequivocal brutality from men in
all social orders where social standards, custom and lawful framework endorse ladies'
subordination to men.
➢ Socio-efficient conditions like destitution, unemployment and so on and political distress tend
to constrain youngsters to be required in psychological warfare, tranquilize habit,
commandeering, ill-conceived sex and other standoffish exercises. Along these lines disjoined
shape moral strength they jump at the chance to perk up additional by happening assault
viciousness as excite and experience (Islam, 2004).
➢ Besides these, other persuasive parts are in charge of the assault event in the nation, absence of
instruction and mindfulness if there should be an occurrence of ladies, sex difference, routine
of force, land debate, unlawful relationship, foreswearing of affection and marriage, restricting
second marriage, development of political amazingness in the particular region and others, are
straightforwardly or by implication connected with criminal exercises including ladies
savagery.

CONCLUSION AND RECOMMENDATIONS

In the course of the most recent two decades, viciousness against women has gotten to be a
standout amongst the most noticeable and verbalized social issues in south Asian nations. Today all the
segment of the general public is worried about the issue and developments: tumult's and legitimate
changes are being made against women persecution. However, the rate of change is not observable. It
is resultant of a considerable measure of reasons as negative socialization of our ladies, recorded
arrangement of patriarchy, monetary reliance of the women, and acknowledgment of savagery in the
general public et cetera. Indeed, even the women themselves likewise are not ready to understand the
circumstance. They once in a while acknowledge viciousness against them of course. Then again,
security offices have turned into the rearing ground of viciousness. Police authority is thought to be
more shaky place for a casualty. Disregarding much unsettling and challenges and activities by
government and nongovernment associations with worldwide territory: the malicious perseveres and is
irritating.
Governments ought to likewise sanction local benchmarks which secure the human privileges
of ladies and young lady youngsters. Governments who have officially endorsed these instruments
ought to look at any constraining reservations, with a view to pulling back them. This is especially
essential on account of the Convention on the Elimination of All Forms of Discrimination against
Women, where the dedication of numerous administrations is truly undermined by the degree of their
reservations. Governments ought to assess non-bargain instruments, for example, the Vienna
Declaration and Program of Action and the Declaration on the Elimination of Violence against Women.
Governments ought to guarantee that reports to settlement observing bodies incorporate nitty gritty data
on the circumstance of ladies and young lady youngsters.
Governments ought to perceive that oppression ladies, including lesbians and young lady
youngsters, is a key contributory variable to human rights manhandle, for example, torment, including
assault and different types of custodial viciousness. Governments ought to start an arrangement of
activity against such segregation. Governments ought to guarantee that ladies are dealt with similarly
in law; a lady's confirmation ought to have an indistinguishable weight from a man's in every legal
continuing and ladies ought not get harsher punishments than a man would for a similar offense. Where
it is asserted that segregation in the organization of equity adds to human rights infringement against
ladies an autonomous commission ought to be named to research and make suggestions to amend the
circumstance.
REFERENCES
1. Ortner, S. (1974) 'Is female to male as nature is to culture?' in Women, Culture and Society, ed.
M.Rosaldo and L. Lamphere. Stanford: Stanford University Press. p.72
2.Kobayashi, Philomena Essed, David Theo Goldberg, and Audrey (2005) A Companion to Gender
Studies. Australia: Blackwell Publishing. p.30-31
3. Violence Against Women (2015) Amnesty International: Amnesty.org
4. Universal Declaration Of Human Rights: Article 2
5. Violence Against Women (2015) Amnesty International: Amnesty.org
6. Violence Against Women in Politics: A Study Conducted in India, Nepal and Pakistan(2014) UN
WOMEN.
7. Violence Against Women and Girls: Lessons from South Asia(2014) World Bank.
8.Terman, R. L. (2010). To specify or single out: Should we use the term “Honor Killing”? Muslim
World Journal of Human Rights, 7 (Article 2), 1554-4419; Welchman, L., & Hossain, S. (Eds.). (2005).
‘Honour’: Crimes, paradigms and violence against women. London & New York: Zed.
9. Robbins, L. (2009, February 17). Upstate man charged with beheading his estranged wife. The New
York Times, N.Y./Region. Available at: http://www.nytimes.com/2009/02/18/ nyregion/18behead.html
10. Collins, P. H. (Ed.) (1991). Black feminist thought: Knowledge, consciousness, and the politics of
empowerment. New York: Routledge.

ISSN: 2320 – 236X
शैक्षिक उपलब्धि के सन्दर्भ में संस्कृत एवं हिन्दी माध्यम के

ववद्यार्थभयों की अर्िगम शैललयााँ
A COMPARATIVE STUDY OF LEARNING STYLES OF SANSKRIT

AND HINDI MEDIUM STUDENTS WITH REFERENCE TO
ACADEMIC ACHIEVEMENT
डॉ. मरु लीिर लमश्रा

एसोससएट प्रोफेसर, सिक्षा संकाय, वनस्थली ववद्यापीठ, टोंक, राजस्थान
सारांश
िैक्षक्षक उपलब्धि के सन्दर्भ में संस्कृत एवं हिन्दी माध्यम के ववद्यार्थभयों द्वारा प्रदत्त
अर्िगम िैली वरीयताओं के ववतरण की जााँच करने के सलए ‘बिुस्तरीय न्यादिभन ववर्ि
से िोि न्यादिभ में संस्कृत माध्यम के कुल 206 (22 उच्च, 80 औसत एवं 104 ननम्न
िैक्षक्षक उपलब्धि) एवं हिन्दी माध्यम के कुल 416 (109 उच्च, 225 औसत एवं 82
ननम्न िैक्षक्षक उपलब्धि) ववद्यार्थभयों को सलया गया। सवेक्षण की ‘वणभनात्मक ववर्ि’ से
ककये गये इस अध्ययन में ववद्यार्थभयों की िैक्षक्षक उपलब्धि से सम्बंर्ित प्रदत्तों का
संकलन करने के सलए स्वननसमभत ‘िैक्षक्षक उपलब्धि प्रपत्र’ तथा अर्िगम िैली वरीयताओं
की जााँच िे तु अग्रवाल (1987) द्वारा प्रमापीकृत ‘अर्िगम िैली सच
ू ी’ का उपयोग ककया
गया। अर्िगम िैसलयों पर वरीयताओं की तल
ु ना िे तु आवब्ृ त्त ववश्लेषण एवं काई-वगभ
परीक्षण का उपयोग ककया गया। ननष्कषभ में यि पाया गया कक िैक्षक्षक उपलब्धि के
सन्दर्भ में संस्कृत एवं हिन्दी माध्यम के ववद्यार्थभयों की केवल वातावरण उन्मख
ु बनाम
वातावरण मक्
ु त अर्िगम िैली के प्रनत वरीयताओं में सर्न्नता पायी जाती िै । संस्कृत
माध्यम के ववद्यार्थभयों की तुलना में हिन्दी माध्यम के ववद्याथी वातावरण मुक्त
अर्िगम िैली को अर्िक उच्च वरीयता दे ते िैं।
KEYWORDS: िैक्षक्षक उपलब्धि, संस्कृत माध्यम, हिन्दी माध्यम,

उच्च माध्यसमक स्तर अर्िगम िैसलयााँ

प्रस्तावना
वपछले दिकों में कई िोिकताभओं ने ववद्यार्थभयों की अर्िगम िैसलयों पर वविेष ध्यान हदया
िै । ववद्याथी ककस प्रकार से सीखते िैं, इस पर िुए ववववि अध्ययनों के ननष्कषभ ववद्यार्थभयों की अर्िगम
िैसलयों और उनकी र्ाषा सीखने की प्रकियाओं व उपलब्धि के बीच साथभक संबि ं ों को रे खांककत करते
िैं। अल्खासवेि एवं अन्य (2008) के अनस
ु ार अर्िगम िैसलयााँ व्यब्क्तगत ववसिष्टताएाँ िैं जो ववद्यार्थभयों
की अर्िगम वातावरण, साथी-समि
ू , और अनद
ु े िकों के साथ अंत:किया के तरीके को प्रर्ाववत करती
िैं। फेल्डर एंड ससल्वरमैन (1988) के अनस
ु ार ववद्यार्थभयों की अर्िगम िैसलयों एवं अनद
ु े िकों की
सिक्षण िैसलयों एवं प्रववर्ियों का सम
ु ेलन लार्कारी पररणामों की ओर ले जा सकता िै ।
संस्कृत एवं हिन्दी दोनों र्ाषा माध्यमों का परस्पर सम्बन्ि र्ाषा ववज्ञान की दृब्ष्ट से र्ी
स्वीकायभ िै । जिााँ संस्कृत मल
ू र्ाषा िै ; विीं हिन्दी इससे उद्गसमत र्ाषा िै और दोनों र्ाषाओं की
सलवप दे वनागरी िै । जिााँ संस्कृत र्ाषा की प्रकृनत अपेक्षाकृत स्थायी िै , विीं हिन्दी र्ाषा समयानस
ु ार
ववकससत एवं संवर्िभत िो रिी िै । संस्कृत एवं हिंदी माध्यम के ववद्यार्थभयों के स्थाननक संकेतीकरण का
अध्ययन करते िुए वाजपेयी एवं अन्य (2004) ने तल ु नात्मक रूप में संस्कृत ववद्यालय के बच्चों को
दााँय,े बााँय,े सामने और पीछे (आरएलएफबी) के अपने ज्ञान में अर्िक सिी और क्षेत्र-स्वतंत्र पाया। ऐसे
में क्या िैक्षक्षक उपलब्धि के सन्दर्भ में संस्कृत एवं हिंदी माध्यम के ववद्यार्थभयों द्वारा ववसर्न्न अर्िगम
िैसलयों पर प्रदत्त वरीयताओं में साथभक सर्न्नता िोती िै ? इस प्रश्न का उत्तर प्राप्त करने के सलए
िैक्षक्षक उपलब्धि के सन्दर्भ में संस्कृत एवं हिन्दी माध्यम के ववद्यार्थभयों द्वारा प्रदत्त अर्िगम िैली
वरीयताओं की तल
ु ना की गयी िै ।
शोि उद्देश्य
यि अध्ययन िैक्षक्षक उपलब्धि के सन्दर्भ में संस्कृत एवं हिन्दी माध्यम के ववद्यार्थभयों द्वारा
प्रदत्त अर्िगम िैली वरीयताओं की तल
ु ना करने िे तु ककया गया िै ।
शोि पररकल्पनाएाँ
िैक्षक्षक उपलब्धि के सन्दर्भ में संस्कृत एवं हिन्दी माध्यम के ववद्यार्थभयों द्वारा प्रदत्त सातों द्वव
ध्रव
ु ीय (bi-poller) अर्िगम िैसलयों पर वरीयताओं के ववतरण की जााँच करने के सलए अग्रांककत िोि
पररकल्पनाओं का ववकास ककया गया-
1. िैक्षक्षक उपलब्धि के सन्दर्भ में संस्कृत एवं हिन्दी माध्यम के ववद्यार्थभयों की नमनीय बनाम
गैर नमनीय अर्िगम िैली के प्रनत वरीयताओं में साथभक सर्न्नता िोती िै ।
2. िैक्षक्षक उपलब्धि के सन्दर्भ में संस्कृत एवं हिन्दी माध्यम के ववद्यार्थभयों की वैयब्क्तक बनाम
गैर वैयब्क्तक अर्िगम िैली के प्रनत वरीयताओं में साथभक सर्न्नता िोती िै ।
3. िैक्षक्षक उपलब्धि के सन्दर्भ में संस्कृत एवं हिन्दी माध्यम के ववद्यार्थभयों की दृश्यात्मक बनाम
श्रवणात्मक अर्िगम िैली के प्रनत वरीयताओं में साथभक सर्न्नता िोती िै ।
4. िैक्षक्षक उपलब्धि के सन्दर्भ में संस्कृत एवं हिन्दी माध्यम के ववद्यार्थभयों की क्षेत्र स्वतंत्र बनाम
क्षेत्र आिाररत अर्िगम िैली के प्रनत वरीयताओं में साथभक सर्न्नता िोती िै ।

5. िैक्षक्षक उपलब्धि के सन्दर्भ में संस्कृत एवं हिन्दी माध्यम के ववद्यार्थभयों की लघु अविान
अवर्ि बनाम दीघभ अविान अवर्ि अर्िगम िैली के प्रनत वरीयताओं में साथभक सर्न्नता िोती
िै ।
6. िैक्षक्षक उपलब्धि के सन्दर्भ में संस्कृत एवं हिन्दी माध्यम के ववद्यार्थभयों की असर्प्रेरणा केब्न्ित
बनाम असर्प्रेरणा गैर केब्न्ित अर्िगम िैली के प्रनत वरीयताओं में साथभक सर्न्नता िोती िै ।
7. िैक्षक्षक उपलब्धि के सन्दर्भ में संस्कृत एवं हिन्दी माध्यम के ववद्यार्थभयों की वातावरण उन्मख
ु
बनाम वातावरण मक्
ु त अर्िगम िैली के प्रनत वरीयताओं में साथभक सर्न्नता िोती िै ।
न्यादशभन एवं न्यादशभ
राजस्थान राज्य के जयपरु ब्जले में ब्स्थत संस्कृत एवं हिन्दी माध्यम के उच्च माध्यसमक
स्तरीय ववद्यालयों की संगठन की प्रकृनत, सलंग एवं क्षेत्र के आिार पर प्रनतननर्ित्व का ध्यान रखते
िुए सवभप्रथम ववद्यालयों का चयन यादृब्च्छक रूप से ककया गया। चयननत ववद्यालय की 11 वीं कक्षा
के सर्ी ववद्यार्थभयों को गच्
ु छ रूप में चयननत ककया गया। तत्पश्चात ् चयननत ववद्यार्थभयों को उनकी
िैक्षक्षक उपलब्धि के आिार पर तीन स्तरों में वगीकृत ककया गया। इस प्रकार अध्ययन के अब्न्तम
न्यादिभ में संस्कृत माध्यम के कुल 206 ववद्याथी (22 उच्च, 80 औसत एवं 104 ननम्न िैक्षक्षक उपलब्धि)
एवं हिन्दी माध्यम के कुल 416 ववद्याथी (109 उच्च, 225 औसत एवं 82 ननम्न िैक्षक्षक उपलब्धि) सलये
गये। इस प्रकार अध्ययन न्यादिभ का चयन ‘बिुस्तरीय न्यादिभन ववर्ि से ककया गया।
शोि ववर्ि
िैक्षक्षक उपलब्धि के सन्दर्भ में संस्कृत एवं हिन्दी माध्यम के ववद्यार्थभयों द्वारा प्रदत्त अर्िगम
िैली वरीयताओं का अध्ययन एवं वणभन ‘यथा-तथा’ के आिार पर करने के सलए सवेक्षण अध्ययन की
‘वणभनात्मक ववर्ि’ का प्रयोग ककया।
शोि उपकरण
न्यादिभ में चयननत ववद्यार्थभयों की िैक्षक्षक उपलब्धि से सम्बंर्ित प्रदत्तों के सलए ‘िैक्षक्षक
उपलब्धि प्रपत्र’ का ववकास ककया गया तथा अर्िगम िैली वरीयताओं की जााँच के िम में अग्रवाल
(1987) द्वारा प्रमापीकृत ‘अर्िगम िैली सच
ू ी’ का उपयोग ककया गया।
प्रदत्तों की प्रकृतत
अध्ययन में प्रयक्
ु त दोनों उपकरणों से संकसलत प्रदत्तों की प्रकृनत मात्रात्मक प्रकार की थी।
सांब्ययकीय प्रववर्ियााँ
िैक्षक्षक उपलब्धि के सन्दर्भ में संस्कृत एवं हिन्दी माध्यम के ववद्यार्थभयों द्वारा प्रदत्त सातों
द्वव ध्रुवीय (bi-poller) अर्िगम िैसलयों पर वरीयताओं की तल
ु ना िे तु आवब्ृ त्त ववश्लेषण एवं काई-वगभ
परीक्षण का उपयोग ककया गया। ववद्यार्थभयों द्वारा ककसी अर्िगम िैली पर दी गयी वरीयताओं के 5
या इससे कम िोने पर येट्स संिोिन ककया गया।

प्रदत्त ववश्लेषण एवं अथाभपन

सवभप्रथम िैक्षक्षक उपलब्धि प्राप्तांकों के आिार पर संस्कृत एवं हिन्दी माध्यम के ववद्यार्थभयों
को उच्च, औसत एवं ननम्न िैक्षक्षक उपलब्धि स्तर में वगीकृत ककया गया। तत्पश्चात ् अर्िगम िैली
वरीयताओं की गणना कर सारणीयन और काई-वगभ मानों का पररकलन ककया गया। अध्ययन िे तु की
गयी पररकल्पनाओं को एकीकृत करते िुए िन्
ू य पररकल्पना की जााँच की गयी िै ।
ताललका : शैक्षिक उपलब्धि के सन्दर्भ में संस्कृत एवं हिन्दी माध्यम के ववद्यार्थभयों की अर्िगम
शैललयों की तल
ु ना
संस्कृत माध्यम हिन्दी माध्यम
क्र.
शैक्षिक उपलब्धि स्तर पररकललत बवु िलब्धि स्तर पररकललत
सं. अर्िगम शैललयााँ
काई वगभ काई वगभ
उच्च औसत तनम्न उच्च औसत तनम्न
मान मान
1. नमनीय बनाम
17/5 59/21 71/33 0.611* 71/38 168/57 57/25 3.382*
गैर नमनीय
2. वैयब्क्तक बनाम
8/14 21/59 34/70 1.271* 30/79 50/175 18/64 1.292*
गैर वैयब्क्तक
3. दृश्यात्मक बनाम
20/2 66/14 89/15 0.444* 91/18 199/26 74/8 2.808*
श्रवणात्मक
4. क्षेत्र स्वतंत्र बनाम
16/6 53/27 71/33 0.341* 83/26 148/77 58/24 3.798*
क्षेत्र आिाररत
5. लघु अविान
अवर्ि बनाम दीघभ 8/14 37/43 41/63 1.160* 50/29 110/115 39/43 0.271*
अविान अवर्ि
6. असर्प्रेरणा
केब्न्ित बनाम
20/2 70/10 94/10 0.167* 100/9 187/38 70/12 4.512*
असर्प्रेरणा गैर
केब्न्ित
7. वातावरण उन्मुख
बनाम वातावरण 16/6 37/43 56/48 4.928* 72/37 109/116 37/45 11.301**
मुक्त
22 80 104 योग 109 225 82

मुकतांश 2 व .05 के ववश्वास स्तर पर काई वगभ का ताललका मान=5.991
*साथभक निीं **साथभक
उपयक्
ुभ त तासलका में उच्च, औसत व ननम्न िैक्षक्षक उपलब्धि के सन्दर्भ संस्कृत एवं हिन्दी
माध्यम के ववद्यार्थभयों की अर्िगम िैसलयों के पररकसलत काई वगभ मानों का तल
ु नाथभ प्रस्तत
ु ीकरण
ककया गया िै । इस तासलका का अवलोकन करने से पता चलता िै कक संस्कृत माध्यम के उच्च, औसत
एवं ननम्न िैक्षक्षक उपलब्धि वाले ववद्यार्थभयों की सर्ी अर्िगम िैसलयों के पररकसलत काई वगभ मान

.05 के ववश्वास स्तर पर मक्

ु तांि 2 के तासलका मान से कम िैं। विीं उच्च, औसत एवं ननम्न िैक्षक्षक
उपलब्धि वाले हिन्दी माध्यम के ववद्यार्थभयों की वातावरण उन्मख
ु बनाम वातावरण मक्
ु त अर्िगम
िैली को छोड़कर अन्य सर्ी अर्िगम िैसलयों के पररकसलत काई वगभ मान .05 के ववश्वास स्तर पर
मक्
ु तांि 2 के तासलका मान से कम िैं। इससलए अध्ययन िे तु ववकससत िन्
ू य पररकल्पना ‘िैक्षक्षक
उपलब्धि के सन्दर्भ में संस्कृत एवं हिन्दी माध्यम के ववद्यार्थभयों की अर्िगम िैली वरीयताओं में
साथभक सर्न्नता निीं िोती िै ’ को संस्कृत एवं हिन्दी माध्यम के ववद्यार्थभयों की नमनीय बनाम गैर
नमनीय, वैयब्क्तक बनाम गैर वैयब्क्तक, दृश्यात्मक बनाम श्रवणात्मक क्षेत्र स्वतंत्र बनाम क्षेत्र आिाररत,
लघु अविान अवर्ि बनाम दीघभ अविान अवर्ि एवं असर्प्रेरणा केब्न्ित बनाम असर्प्रेरणा गैर केब्न्ित
अर्िगम िैसलयों के सलए अस्वीकृत निीं ककया जा सकता िै तथा वातावरण उन्मख
ु बनाम वातावरण
मक्
ु त अर्िगम िैली के सलए अस्वीकृत ककया जाता िै । अत: िोि पररकल्पना ‘िैक्षक्षक उपलब्धि के
सन्दर्भ में संस्कृत एवं हिन्दी माध्यम के ववद्यार्थभयों की अर्िगम िैली वरीयताओं में साथभक सर्न्नता
िोती िै को नमनीय बनाम गैर नमनीय, वैयब्क्तक बनाम गैर वैयब्क्तक, दृश्यात्मक बनाम श्रवणात्मक,
क्षेत्र स्वतंत्र बनाम क्षेत्र आिाररत, लघु अविान अवर्ि बनाम दीघभ अविान अवर्ि बनाम दीघभ अविान
अवर्ि एवं असर्प्रेरणा केब्न्ित बनाम असर्प्रेरणा गैर केब्न्ित अर्िगम िैसलयों के सलए अस्वीकृत ककया
जाता िै तथा वातावरण उन्मख
ु त अर्िगम िैली के सलए अस्वीकृत निीं ककया
जाता िै । इससे यि सामान्यीकरण उर्रता िै कक िैक्षक्षक उपलब्धि के सन्दर्भ में संस्कृत एवं हिन्दी
माध्यम के ववद्यार्थभयों की वातावरण उन्मख
ु त अर्िगम िैली के प्रनत वरीयताओं
को छोड़ कर अन्य सर्ी अर्िगम िैसलयों (नमनीय बनाम गैर नमनीय, वैयब्क्तक बनाम गैर वैयब्क्तक,
दृश्यात्मक बनाम श्रवणात्मक, क्षेत्र स्वतंत्र बनाम क्षेत्र आिाररत, लघु अविान अवर्ि बनाम दीघभ अविान
अवर्ि एवं असर्प्रेरणा केब्न्ित बनाम असर्प्रेरणा गैर केब्न्ित) के प्रनत वरीयताओं में साथभक सर्न्नता
निीं िोती िै ।
तनष्कषभ एवं वववेचना

िोि पररकल्पना के परीक्षण से यि ननष्कषभ प्राप्त िोता िै कक उच्च, औसत एवं ननम्न िैक्षक्षक
उपलब्धि के सन्दर्भ में संस्कृत एवं हिन्दी माध्यम के ववद्यार्थभयों की नमनीय बनाम गैर नमनीय,
वैयब्क्तक बनाम गैर वैयब्क्तक, दृश्यात्मक बनाम श्रवणात्मक, क्षेत्र स्वतंत्र बनाम क्षेत्र आिाररत, लघु
अविान अवर्ि बनाम दीघभ अविान अवर्ि एवं असर्प्रेरणा केब्न्ित बनाम असर्प्रेरणा गैर केब्न्ित
अर्िगम िैसलयों के प्रनत प्रदसिभत वरीयताएाँ सर्न्न निीं िोती िैं तथा वातावरण उन्मख
मक्
ु त अर्िगम िैली के प्रनत प्रदसिभत वरीयताएाँ सर्न्न िोती िैं। साथ िी सम्बब्न्ित तासलका में उच्च,
औसत एवं ननम्न िैक्षक्षक उपलब्धि के सन्दर्भ में संस्कृत एवं हिन्दी माध्यम के ववद्यार्थभयों की
वरीयताओं का अवलोकन करने से यि पता चलता िै कक संस्कृत एवं हिन्दी माध्यम के उच्च, औसत
व ननम्न िैक्षक्षक उपलब्धि वाले ववद्याथी नमनीय, गैर वैयब्क्तक, दृश्यात्मक, क्षेत्र स्वतंत्र, दीघभ अविान
अवर्ि एवं असर्प्रेरणा केब्न्ित अर्िगम िैसलयों को अर्िक वरीयता दे ते िैं। जिााँ उच्च एवं औसत
िैक्षक्षक उपलब्धि वाले संस्कृत माध्यम के ववद्याथी वातावरण उन्मख
ु तथा ननम्न िैक्षक्षक उपलब्धि वाले
संस्कृत माध्यम के ववद्याथी वातावरण मक्
ु त अर्िगम िैसलयों को अर्िक वरीयता दे ते िैं विीं हिन्दी
माध्यम के केवल उच्च िैक्षक्षक उपलब्धि वाले ववद्याथी िी वातावरण उन्मख
ु अर्िगम िैली को अर्िक

वरीयता दे ते िैं। इस माध्यम के औसत एवं ननम्न िैक्षक्षक उपलब्धि वाले ववद्याथी वातावरण मक्
ु त
अर्िगम िैली को अर्िक वरीयता दे ते िैं। इससे यि स्पष्ट िोता िै कक उच्च, औसत एवं ननम्न िैक्षक्षक
उपलब्धि वाले संस्कृत एवं हिन्दी माध्यम के ववद्याथी अर्िगम समस्या के परम्परागत समािानों से
सन्तष्ु ट न िोकर सदै व अद्ववतीय प्रनतकियाओं तथा समािानों तक पिुाँचने का प्रयास करने, सियोगपण
ू भ
ढ़ं ग से अर्िगम कायभ करने अथाभत ् सियोगात्मक गनतववर्ियों से सीखने, दृश्यात्मक सिायक सामग्री से
सीखने, मािौल से प्रर्ाववत न िोने अथाभत ् स्वतंत्र रूप से अर्िगम करने, लम्बे समय तक अनवरत
अर्िगम कायभ करने अथाभत ् दीघभ अवर्ि तक ध्यान केब्न्ित रखने, अर्िगम िे तु उत्सक
ु रिने को अर्िक
वरीयता दे ते िैं। जिााँ उच्च एवं औसत िैक्षक्षक उपलब्धि वाले संस्कृत माध्यम के ववद्याथी िान्त एवं
गम्र्ीर वातावरण के प्रनत संवेदनिील िोने को तथा ननम्न िैक्षक्षक उपलब्धि वाले ववद्याथी िान्त एवं
गम्र्ीर वातावरण के प्रनत असंवेदनिील निीं रिने को अर्िक वरीयता दे ते िैं, विीं हिन्दी माध्यम के
केवल उच्च िैक्षक्षक उपलब्धि वाले ववद्याथी िान्त एवं गम्र्ीर वातावरण के प्रनत संवेदनिीलता को
उच्च वरीयता दे ते िैं। इस माध्यम के औसत एवं ननम्न िैक्षक्षक उपलब्धि वाले ववद्याथी िान्त व
गम्र्ीर वातावरण के प्रनत संवेदनिीलता को अर्िक वरीयता निीं दे ते िैं।
प्रस्तत
ु अध्ययन का उपयक्
ुभ त ननष्कषभ बताता िै कक िैक्षक्षक उपलब्धि के सन्दर्भ में संस्कृत एवं
हिन्दी माध्यम के ववद्यार्थभयों की केवल वातावरण उन्मख
ु त अर्िगम िैली के
प्रनत वरीयताओं में सर्न्नता पायी जाती िै । संस्कृत माध्यम के ववद्यार्थभयों की तल
ु ना में हिन्दी माध्यम
के ववद्याथी वातावरण मक्
ु त अर्िगम िैली को उच्च वरीयता दे ते िैं। इस ननष्कषभ से सीिे रूप में
सम्बद्ध या असम्बद्ध िोने वाला कोई अध्ययन उपलधि निीं िै जो िैक्षक्षक उपलब्धि के सन्दर्भ में र्ाषा
माध्यमों ववद्यार्थभयों की अर्िगम िैसलयों की तल
ु ना प्रस्तत
ु करता िो। िालांकक पव
ू भ अध्ययनों में
सससोहदया (1989) एवं जैकधसन (1995) ने अपने अध्ययनों में िैक्षक्षक उपलब्धि एवं अर्िगम िैसलयों
में साथभक सम्बन्ि पाया।
प्रस्तत
ु अध्ययन में दोनों र्ाषा माध्यमों के ववद्यार्थभयों की केवल एक अर्िगम िैली पर
वरीयताओं में साथभक अंतर पाया गया िै , इससलए िोिकताभ अपेक्षाकृत बड़े न्यादिभ, अलग उपकरण, अलग
न्यादिभन ववर्ि और या अलग अध्ययन ववर्ि से अध्ययन करते िुए उक्त अध्ययन ननष्कषभ की पब्ु ष्ट
की अनि ु ष
ं ा करता िै ।
शैक्षिक तनहिताथभ
यि अध्ययन र्ारत की दो प्रमख
ु र्ाषा (संस्कृत तथा हिन्दी) माध्यम से अध्ययनरत ववद्यार्थभयों
की अर्िगम िैसलयों की बेितर समझ प्रदान करता िै । इस अध्ययन से यि ज्ञात िोता िै कक उच्च,
औसत एवं ननम्न िैक्षक्षक उपलब्धि के सन्दर्भ में संस्कृत एवं हिन्दी माध्यम के ववद्यार्थभयों की नमनीय
बनाम गैर नमनीय, वैयब्क्तक बनाम गैर वैयब्क्तक, दृश्यात्मक बनाम श्रवणात्मक, क्षेत्र स्वतंत्र बनाम क्षेत्र
आिाररत, लघु अविान अवर्ि बनाम दीघभ अविान अवर्ि एवं असर्प्रेरणा केब्न्ित बनाम असर्प्रेरणा गैर
केब्न्ित अर्िगम िैसलयों के प्रनत प्रदसिभत वरीयताएाँ सर्न्न निीं िोती िैं तथा वातावरण उन्मख
ु बनाम
वातावरण मक्
ु त अर्िगम िैली के प्रनत प्रदसिभत वरीयताएाँ सर्न्न िोती िैं। इस प्रकार िैक्षक्षक उपलब्धि
के सन्दर्भ में संस्कृत एवं हिन्दी माध्यम के ववद्यार्थभयों की केवल वातावरण उन्मख
मक्
ु त अर्िगम िैली के प्रनत वरीयताओं में सर्न्नता पायी जाती िै । संस्कृत माध्यम के ववद्यार्थभयों की

तल
ु ना में हिन्दी माध्यम के ववद्याथी वातावरण मक्
ु त अर्िगम िैली को उच्च वरीयता दे ते िैं। अध्ययन
के इस ननष्कषभ का उपयोग पाठ्यचयाभ ववकास के सलए ककया जा सकता िै । संस्कृत माध्यम तथा हिन्दी
माध्यम उच्च माध्यसमक स्तर पर कायभरत अध्यापक अपनी पसंद नापसंद से परे ववद्यार्थभयों की
अर्िगम िैसलयों से सम
ु ेसलत िोने वाले अनद ु े िन आव्यिू का उपयोग करते िुए अपने सिक्षण के प्रर्ाव
को बढ़ा सकते िैं। कक्षा में प्रववष्ट ववद्यार्थभयों की अर्िगम िैसलयों को समझते िुए अध्यापक अपनी
ववषयवस्तु ववतरण यब्ु क्तयों को ठीक कर सीखने में ववद्यार्थभयों की सिायता कर सकते िैं।
सन्दर्भ ग्रन्थ सच
ू ी
➢ अग्रवाल, सुर्ाषचन्ि (1987). लननिंग स्टाइल अमंग कियेहटव स्टूडेन्ट्स, इलािाबाद: सैन्रल पब्धलसिंग िाऊस.
➢ अल्खासवेि, आई. एम., म्रय्यान, एम. टी., दोकेटी, सी., अलाश्रम, एस., एंड योसेफ़, एच. (2008). प्रॉधलम–बेस्ड
लननिंग (पी.बी.एल.): अस्सेब्स्संग स्टूडेंट्स’ लननिंग प्रेफ़रें सेज यूब्जंग वी.ए.आर.के. नसभ एजुकेिन टुडे, 28, 572 -579.
➢ फेल्डर, आर. एम. एंड ससल्वरमेन, एल. के.(1988). लननिंग एंड टीर्चंग स्टाइल्स इन इंजीननयररंग एजक
ु े िन.
इंजीननयररंग एजुकेिन, 78(7), 674-681. ररराइव्ड ऑन जून 13, 2007 फ्रॉम:
http://www4.ncsu.edu./unity/lockers/users/f/felder/public/Papers/LS-1988.pdf
➢ गुड, सी.वी. (एडी.) (1959). डडक्सनरी ऑफ़ एज्यूकेिन, न्यूयोकभ. आई.एन.सी.: मैग्रा-हिल बुक कम्पनी. 7.
➢ जैकधसन, एडेल (1995). दा ररलेिनसिप बबटववन लननिंग स्टाइल वप्रफेरे न्स एण्ड एकेडसमक एचीवमेंट ऑफ़ फ्रेिमीन
एसोसियट डडग्री नससिंग स्टूडेन्ट्स. र्थससस एण्ड प्रोजेक्ट ररपोटभ , कॉलेज ऑफ़ नससिंग. डडपाटभ मेंट ऑफ़ ग्रेजए
ु ट नससिंग,
ब्रुककं ग: साऊथ डाकोटा स्टे ट यूननवससभटी.
➢ लौ, ववल्फ्रेड डधल्यू. एंड युएन, एलन एच. (2011). दा इम्पैक्ट ऑफ़ दा मीडडयम ऑफ़ इंस्रक्िन: दा केस ऑफ़
टीर्चंग एंड लननिंग ऑफ़ कंप्यूटर प्रोग्रासमंग. एजुकेिन एंड इनफामेिन टे क्नोलॉजीज, जून,16(2), 183-201.
Doi:10.1007/s10639-009-9118-8
➢ समश्रा, मुरलीिर (2011). िैक्षक्षक उपलब्धि के संदर्भ में संस्कृत माध्यम के ववद्यार्थभयों की अर्िगम िैसलयााँ.
लोकमान्य सिक्षक, 37, 45-52.
➢ समश्रा, मुरलीिर (2013). िैक्षक्षक उपलब्धि के संदर्भ में हिंदी माध्यम के ववद्यार्थभयों की अर्िगम िैसलयााँ. जनभल
ऑफ़ एजुकेिनल एंड साइकोलॉब्जकल ररसचभ. 3(2), 143-147.
➢ मरू टी. (1967). लैंग्वेज एण्ड इंटेसलजेंस: अ लोंर्गट्यड
ु ीनल स्टडी ऑफ़ दा फस्टभ एट इयसभ. आई. पैटन्सभ ऑफ़
डेवलपमेंट इन बॉयज एण्ड गल्सभ. ह्यूमन डेवलपमेंट, 10(2), 88-106.
➢ रिमान, सेमि, माज़लान, मैलातल
ु सईमा, कुब्म्मन, साहदयाि रुिीजन, टी., मोिम्मद यासीन एंड मीरः, सुबिान
मोिम्मद (2010). एक्सासमननंग दा रोले ऑफ़ लैंग्वेज ऑन स्टूडेंट्स अचीवमेंट : अ स्टडी ऑन दा यूज़ ऑफ़ सेकंड
लैंग्वेज एस अ मीडडयम ऑफ़ इंस्रक्िन इन टीर्चंग साइंस सधजेक्ट इन मलेसिया. प्रोसेडडया-सोिल एंड बबिे ववयरल
साइंसेज, 9, 1261-1265.
➢ सससोहदया, कृष्णा (1989). अ कम्पेरेहटव स्टडी ऑफ़ लननिंग स्टाइल्स ऑफ़ िाई एण्ड लो एचीवसभ. इलािाबाद, ररसचभ
एण्ड स्टडीज. डडपाटभ मेंट ऑफ़ एजक
ु े िन. इलािाबाद: यूननवससभटी ऑफ़ इलािाबाद.
➢ वाजपेयी, ए., डसेन, पी. आर., एण्ड समश्रा, रमेि सी. (2004). स्पाहटअल एन्कोडडंग: अ कम्पेररजन ऑफ़ संस्कृत
एण्ड हिंदी मीडडयम स्कूल्स. retrieved on Nov., 2017.
http://www.unige.ch/fapse/SSE/teachers/dasen/home/pages/doc/allahabadvajpayee.pdf
➢ व्िोफभ, बेंजासमन ली. (1956). लैंग्वेज, थॉट, एण्ड ररयसलटी. ससलेक्टे ड वररहटंग्स. कैंबब्रज: टे क्नोलॉजी प्रेस ऑफ़
मेसाचुसेट्स इंब्स्टट्यूट ऑफ़ टे क्नोलॉजी.एडडटे ड एण्ड ववथ एन इंरोडक्िन बाय जॉन बी. कारोल. फॉरवडभ बाय स्टुअटभ
चेस.

ISSN: 2320 – 236X
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bUgas ijaijkxr ÅtkZ L=ksr dgk tkus yxk gSA fdUrq fiNys 15&20 lkyksa esa nqfu;k ds
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fo|qr ÅtkZ ds ewy L=ksr dh fHkUurk dk ÅtkZ mRiknu dh izfØ;k esa izR;{k izHkko
fn[kkbZ nsrk gSA blh izdkj ÅtkZ mRiknu esa izfØ;kUrj ds dkj.k izR;sd L=ksr ls izkIr
gksus okys fo|qr mRiknu esa ek=kUrj Hkh ns[kk tkrk gS] fdUrq fo|qr ÅtkZ dh mRiknu
ykxr dk izkIr gksus okys mRiknu dh ek=k ls dksbZ laca/k ugha gSA izfØ;k ls fdafpr
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ÅtkZ mRiknu rduhdksa dh LFkkfir {kerk ds lkFk gh ykxr Hkh nh xbZ gSA ftlesa dqN
ÅtkZ L=ksrksa dk mRiknu rks fdyksokWV esa gS rFkk dqN dk esxkokWV esa fn;k x;k gSA lkFk

gh dqN L=ksr ,sls Hkh gSa] ftudh U;wure mRiknu ek=k fdyksokWV es a rFkk vf/kdre
esxkokWV esa gSA
rkfydk 1 fofHkUu ÅtkZvksa dh izfr fdyksokWV ?kaVk ykxr
rduhdh LFkkfir {kerk Ykkxr ¼Mkyj es½a
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gkbMªks VjckbZu 30&300 fdyksokWV vuqiyC/k
iou PkDdh 10 fdyksokWV ls 2 1500 ls 3000 izfr fdyksokWV
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pwafd mRiknu ek=k ds ekid Hkh vleku gSA vr% mijksDr rkfydk esa mYysf[kr ek=k dk mudh
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{kerk dkjd vkSj mi;ksxh thoudky ds la;ksx ls ÅtkZ dh izfr fdyksokWV ?kaVk ykxr Kkr dh tkrh
gSA bldk x.kuk lw= fuEukafdr gS&
izfr fdyksokWV ?kaVk dh dqy ykxr+ ¾ ykxr vo;o ¼ fuEkkZ.kh ykxr izfr fdyksokWV ?kaVk $
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fuEkZk.k ?kVd tks fd ÅtkZ la;a= dh LFkkiuk ls lacaf/kr gS rFkk mRiknu ykxr tks fd la;a= }kjk
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mi;ksxh thoudky ds o"kksZa ls mldk xq.kk fd;k tkrk gSA fQj bls o"kZ esa mRiknu ds dqy ?kaVs Kkr
djus gsrq {kerk dkjd ds dqy ?kaVs¼24 365½ ls xq.kk dj fn;k tkrk gSA
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ldrh gS] D;ksafd fdlh Hkh la;a= esa mRikfnr ÅtkZ dh ek=k cgqr vf/kd gksrh gSA ftlesa ls izfr
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dks vuqekfur :i esa fy;k x;k gSA
➢ izfr fdyksokWV ?k.Vs esa ,d ifj;kstuk dh vif’k"V fuiVku ykxr dh x.kuk

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lkSj ÅtkZ ds fy, fuekZ.kh ykxr ds vfrfjDr vU; dksbZ O;; ugha gS] vr% bldh
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gks ldrk gSA
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bl ÅtkZ dk mRiknu ’kklu ds lg;ksx fcuk laHko ughaA vr% futh m|ksx iou ÅtkZ
o ck;ksekWl rduhd dk iz;ksx djds viuh ÅtkZ vko’;drk iw.kZ dj ldrs gSaA ijaijkxr
ÅtkZ L=ksrksa ds ykxr ewY; mudh mRiknu lkexzh dh ek=k vkSj dz; ewY; ij fuHkZj
jgrh gSA Bhd blds foijhr vijaijkxr fo|qr ÅtkZ mRiknu ds fy, mRiknu lkexzh
dh miyC/krk rks izPkqj gksrh gS vkSj dz; ewY; Hkh vYi gh gksrk gS] fdarq bruk gksus ij
Hkh vijaijkxr lk/kuksa ds izfr bdkbZ ykxr ewY;ksa esa vR;f/kd foPkyu ik;k tkrk gSA
bldk dkj.k buds lalk/kuksa dh iw¡thxr ykxrsa o LFkkiuk ykxrsa gSaA orZeku esa bu
ykxrksa esa Hkh Hkkjh deh ns[kh tk jgh gS tSls fd e/;izns’k jhok lkSj ifj;kstuk esa yxHkx
2-98¼izfr bdkbZ½ ewY; esa vR;f/kd ek=k esa ¼laHkkfor o"kZ 2018 es½a fo|qr izkIr gksus yxsxhA
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ykxrksa esa fn[kkbZ ns jgh deh ds ihNs equkQs dh LoLFk cktk: izfr;ksfxrk dh vge
Hkwfedk gSA
fdlh Hkh ÅtkZ mRiknu bdkbZ dh LFkkiuk ds iwoZ izfr bdkbZ ykxr ds lkFk gh lkexzh
vkSj lalk/ku lacf/kr {kS= dh miyC/krk dh fo’ks"k tk¡Pk iM+rky dj ysuk Pkkfg,A lkFk
gh mRiknu gsrq ÅtkZ dh vko’;drk rFkk fofu;ksx okilh dh nj ij Hkh xgjkbZ ls
foPkkj vo’; djuk Pkkfg,A
lanHkZ
o MkW- vfLerk Jheky¼2013½mTtSu laHkkx ds vkS|ksfxd fodkl esa xSj ijaijkxr ÅtkZ L=ksrksa
ds ;ksxnku dk v/;;uAi`"B 132
o Generation of electricity through non – conventional energy sources.( Issues by
Government of Madhyapradesh energy department)
o Timesofindia.com
o http://www.hindustantimes.com/india/world-s-cheapest-solar-power-in-madhya-pradesh-
at-rs-5-per-unit/story-u233ML3vD5YBBY6gtw4KxN.html
o https://en.wikipedia.org/wiki/Solar_power_in_India
o http://www.welspun.com/userfiles/file/news/group/may-july12/welspun-wins-solar-
photovoltaic-project-in-madhya-pradesh-ET-16may12.pdf
o http://www.livemint.com/Industry/sMC62YoWv4LybaPZnKivMM/Indias-wind-power-
tariff-falls-to-a-record-low-of-Rs264-pe.html
o https://www.irena.org/documentdownloads/publications/re_technologies_cost_analysis-
hydropower.pdf
o https://www.quora.com/What-is-the-cost-of-electricity-produced-in-the-thermal-power-
plant
o https://en.wikipedia.org/wiki/Economics_of_nuclear_power_plants#Cost_per_kWh

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Acme 6.1

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Volume – 6, Issue – 1

Sr. No. Topic Page No.

1. Race and Gender Oppression in Toni Morrison’s Beloved 1–3

Abdulwahab Mohammed Saeed Mohammed, Dr. Mohammed Alamrani

2. Delhi in Ahmed Ali’s Twilight in Delhi 4 – 13

3. Contribution of Sci-Fi in Feminist Discourse: A Study of Selected Works by 14 – 19

4. Life Skills Training for Adolescents with Problem Behavior: 20 – 27

Hita C. R & G. Venkatesh Kumar

5. TV Food Shows and Aspiring Hospitality Professionals: 28 – 35

Yatendra Singh Gusain, Ambika Prasad Pal

6. The Role of Press in Tending Dalits Voice and Issues in India 36 – 44

Dr. Ramesh Chandra Pathak

7. A Macrocosmic Outlook on the Contribution of Women 45 – 48

8. Rebellious Nature as Expounded in R.K.Narayan’s The Painter of Signs. 49 – 52

9. Leadership Effectiveness of Secondary School Headmasters with Reference to 53 – 65

Hakeem Sayar Ahmad Shah, Prof. Mahmood Ahmad Khan

Sr. No. Topic Page No.

10. Leadership Effectiveness of Secondary School Headmasters with Reference 66 – 70

D.V Srilakshmi, Dr. K. Sri Gouri

11. Language into “Lang”: Whatsapp Imprints on Teenagers 71 – 82

Indrajith I J & Titto Varghese

12. A Study Habits of Secondary School Students in Relation to Their 83 – 89

Dr. Radha Arora

13. Digital Library Promotes Higher Education 90 – 96

Charu Goyal , Archana Sarkar

15. Development of Bullying and Victimization Questionnaire 104 – 109

Rakshanda Ahad, Dr. Shawkat Ahmad Shah

Suheel Rasool Mir

18. fofHkUu ÅtkZ L=ksrksa dh ykxr dk rqyukRed v/;;u 113 – 127

MkW- vfLerk Jheky

RACE AND GENDER OPPRESSION IN

Abdulwahab Mohammed Saeed Mohammed

Dr. Mohammed Alamrani

Copyright © Author. U.G.C. Approved International Refereed Research Journal 1

U.G.C. Approved International Refereed Research Journal 2

U.G.C. Approved International Refereed Research Journal 3

DELHI IN AHMED ALI’S TWILIGHT IN DELHI

Copyright © Author. U.G.C. Approved International Refereed Research Journal 4

U.G.C. Approved International Refereed Research Journal 5

U.G.C. Approved International Refereed Research Journal 6

U.G.C. Approved International Refereed Research Journal 7

U.G.C. Approved International Refereed Research Journal 8

U.G.C. Approved International Refereed Research Journal 9

U.G.C. Approved International Refereed Research Journal 10

U.G.C. Approved International Refereed Research Journal 11

U.G.C. Approved International Refereed Research Journal 12

U.G.C. Approved International Refereed Research Journal 13

CONTRIBUTION OF SCI-FI IN FEMINIST DISCOURSE: A STUDY OF

Copyright © Author. U.G.C. Approved International Refereed Research Journal 14

U.G.C. Approved International Refereed Research Journal 15

LEFT HAND OF DARKNESS BY URSULA K LE GUIN

THE FEMALE MAN BY JOANNA RUSS

U.G.C. Approved International Refereed Research Journal 16

WOMAN ON THE EDGE OF TIME BY MARGE PIERCY

U.G.C. Approved International Refereed Research Journal 17

Encyclopedias and general checklists :

Brad Lansky – why science fiction is important ?

CFP - Femspec Special Issue on Aging and Gender in Speculative Fiction

Piercy, Marge. Woman on the Edge of Time. Alfred A. Knopf, 1976

Post-Modernism and Feminist Science Fiction (Le post-modernisme et la science-fiction

Russ, Joanna. The Female Man. Boston: Beacon Press, 1975

U.G.C. Approved International Refereed Research Journal 18

U.G.C. Approved International Refereed Research Journal 19