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Paristi

Paristi: An International Multidisciplinary Research Journal

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Paristi: An International Multidisciplinary Research Journal ISSN 2454-2822

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Paristi: An International Multidisciplinary Research Journal Vol. 01 Issue. 04 December 2015 ISSN: 2454 -2822 CONTENTS

CHALLENGES FACED BY SERVICE MARKETING UNITS: A COMPARATIVE STUDY OF SELECTED PUBLIC AND PRIVATE FINANCIAL UNITS WITH REFERENCE TO NORTH GUJARAT REGION Dr. Ashish J. Dave & Prof. (Dr.) R. L. Godara 1 – 6 STANDARDIZED TEST: USEFUL IN EDUCATION Dr. Digvijaysinh Virbhadrasinh Gohil 7 – 9 SPORTS NUTRITION Dr. Mukesh G Patel 10 – 13 MULK RAJ ANAND: ‘A MONARCH OF HUMANISM’ WITH SPECIAL REFERENCE TO HIS NOVEL ‘COOLIE’ Dr. K.S. Bhatt 14 – 16 EFFECTIVENESS OF DRAMATIZATION METHOD IN TEACHING ENGLISH Dr. Bhavik shah 17 – 23 IMPACT OF “MAKE IN INDIA” MANTRA ON INDIAN ECONOMY Dr. Mrs. Neeta U. Deshpande 24 – 28 વસતંો સવ ેમપ રુાક પન પ કિવતા – ૨ (મહાભારત)

ોફ. રમેશ બી. ીમાળ 29 – 33

“કિવ જગદ શ જોષીની કિવતામા ં રુાક પન”

ીમાળ જ પાબેન રમેશભાઈ 34 - 37

Paristi: An International Multidisciplinary Research Journal ISSN 2454-2822

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

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Paristi: An International Multidisciplinary Research Journal ISSN: 2454 - 2822 Vol. 01 Issue. 04 December 2015 Paper ID: P01040302015

CHALLENGES FACED BY SERVICE MARKETING UNITS: A COMPARATIVE STUDY OF SELECTED PUBLIC AND PRIVATE FINANCIAL UNITS WITH REFERENCE TO NORTH GUJARAT REGION Dr. Ashish J. Dave, Associate professor, Smt. C.C Mahila Arts & Sheth C.N Commerce College, Visnagar– 384315 (Gujarat) Prof. (Dr.) R. L. Godara, Vice Chancellor, Hemchandracharya north Gujarat University, PATAN. (Gujarat)

INTRODUCTION Most of the challenges in service marketing arise from the basic characteristics of services like intangibility, heterogeneity, inseparability and perishability and are consistently cited as IHIP. The distinctive characteristics of services pose difficulties in customer evaluation, lead to greater variability in operational inputs / outputs and emphasize the importance of time factor. Intangibility of services poses the challenge of storing service and protecting new services through patents. Also because of intangibility, services cannot be readily displayed or easily communicated and pricing decisions also become difficult. Services are simultaneously produced and consumed (Inseparability) and the customer is present in the production process which makes mass production difficult. The quality of service and customer satisfaction depends on what happens in “real time” including action of employees and interactions between employees and customers. Heterogeneity reflects that no two services are precisely alike. The quality and essence of service can vary from customer to customer and from producer to producer and from day to day. Heterogeneity poses a challenge of maintaining consistent quality as behavior and performance vary not only among service workers but even between the same employee’s interactions from one customer to another. Service performance from the same individual may also differ. Services are Perishable and therefore cannot be saved. Service marketers claim that services cannot be stored for reuse at a later date, sold or returned. Service organizations frequently find it difficult to synchronize supply and demand. Perishability leads to the challenge of inventorying the service and calls for strong recovery techniques for service failures. These unique characteristic of service leads to specific problems for marketers of financial services and necessitate the use of special strategies for dealing with them. The understanding of how intangibility, heterogeneity, inseparability and perishability affected many services led a host of service researchers on several continents to recognize that knowledge about marketing in manufacturing was insufficient to understand services marketing. LITERATURE REVIEW Babakus (2003) in their study of frontline bank employees in Turkey point towards the fact that failures in service delivery are unavoidable as service are heterogeneous and performances



and evaluation of service delivery process vary from person to person. This poses a big challenge to service providers as quality checks are almost impossible and the satisfaction of customers depends mostly on what happens in real time. Hess. R (2003), in a survey of 346 senior undergraduate business students at a large university find that service performance variability and failures arise from the inseparability of service production and consumption, which prevents quality inspection of most service prior to delivery. Ellram (2007) suggests that it is difficult to provide consistent quality to service customers as services are provided by human beings and as such are related to the exchange of human knowledge, expertise and capabilities which can fluctuate from person to person and with time. Heiskala (2005) while attempting to synthesize the contradictory concepts of standardization and customization argue that the front-line vs. back-office dichotomy is a big challenge in services, and standardizing the service process may becomes difficult because of the involvement of customers whose actions may be more difficult to standardize than those of service workers as inherent heterogeneity implies variation from one encounter to another and from one customer to another. OBJECTIVES OF STUDY

To test the unique characteristics of service and the issues stemming from these characteristics in financial sector.

To identify the most critical problems/challenges faced by marketers while marketing the services.

To study the perceived difference of perception regarding the challenges of services marketing across sector (public and private).

RESEARCH METHODOLOGY THE SAMPLE: Twenty financial service firms were selected including 12 banks and 8 insurance companies with an equal number of public and private sector companies in both the sectors. These organizations of financial services industry have been purposively selected to include both public and private sector in the sample and also to have a proper representation of firms operating at regional, national and international level. Further in Insurance sector both life and non life segments have been included. The questionnaire was distributed in selected cities of North Gujarat Region. The selection of cities was made on the basis of convenience and the volume of business conducted. Sample of 877 respondents taken from entire North Gujarat. DATA ANALYSIS: The data collected through primary and secondary sources has been analyzed statistically by applying various statistical tools such as Mean, Standard Deviations, Rank Correlation and ANOVA. Finding: The table 1, depicting the relative impact of services marketing problems for managers, show that the four distinguishing characteristics of services are still perceived to be highly challenging by services marketers as depicted by an mean score of more than 3 and in a few cases more than 4. Further it is seen that among all the listed issues, the performance of service employee being affected by his mood, difficulty in communicating the service offering to the customer and customers effecting each other‘s experience are seen as the three biggest challenges by the marketers of financial services. Employee‘s mood affecting his performance ranks Ist with a mean score (M) of 4.18, suggesting that most of



the managers feel that an unhappy service employee can create an unpleasant service experience. Services being difficult to communicate is seen to be the second prominent challenge by managers in the marketing of their services scoring a M of 3.99. It suggests that managers find it extremely difficult to explain the merits of their offerings to the customers. Customers effecting each other‘s experience ranks third with a M of 3.97 implying that the presence of customers during the service production process is seen as a big challenge by managers. Items related to perishability are seen as least challenging by services marketers. Once a service is sold it cannot be returned as a defective physical product can be replaced by a new one. This is seen as a lesser challenge and has obtained rank 13 with a M of 3.39. The 14th rank is obtained by DSSD with a M of 3.29. It reflects that supply and demand is difficult to match in services because of the unpredictable nature of men and machines. The last rank i.e. 15th rank is obtained by SS having a M of 2.99 suggesting that services cannot be stored or further use. Table 2 reveals in relative importance of services marketing challenges, dimension wise. It is observed that Heterogeneity (HET) is seen as the biggest challenge by the managers of financial sector scoring a M of 3.79 signifying that no two services are precisely alike. This is followed closely by Inseparability (INS) with a M of 3.78 suggesting that the presence of the customer in the production process is perceived as a big challenge by the managers of financial service firms. The customer‘s role as co-producer, customer-to-employee and customer-to-customer interactions are the major issues related to inseparability. Intangibility is next big challenge faced by financial services marketers with a M of 3.73. Intangibility of services poses the challenge of storing service and protecting new services through patents, display, communication, pricing and makes it more difficult for consumers to evaluate services than goods. However perishability as a services marketing challenge is seen to score lesser with a M of 3.22.

Table 1: Relative Impact of Different Problem on Service Marketers Problems Mean Standard

Deviation Q1 Q3 Coefficient of

Variation Services are difficult to display 3.71 1.05 3.25 4.00 28.30 6 Services are difficult to communicate

3.99 0.98 2.00 4.00 24.56 2

Customers have limited understanding of services

3.61 1.09 3.00 4.00 30.2 8

It is difficult to set prices for services

3.61 1.16 2.00 4.75 32.13 9

Quality of services is difficult to control

3.96 1.05 3.00 4.00 26.52 4

Difficult to match delivered service with planned service

3.45 1.18 2.00 4.00 34.20 12

Service employee‘s mood affects his performance

4.18 1 3.50 4.50 23.92 1

It is difficult to standardize the services

3.58 1.11 2.00 4.00 31.01 11

Difficult to synchronize the supply to the fluctuating demand

3.29 1.09 2.00 4.00 33.13 14

services can not be returned 3.39 1.18 2.00 4.00 34.81 13 Services cannot be Stored 2.99 1.22 2.50 4.00 40.80 15 Presence of customer affects the outcome

3.62 1.16 3.00 4.00 32.04 7

Customers effect each others experience

3.97 0.87 3.00 4.00 21.91 3

Occurances of unprogrammable situation

3.94 0.78 3.00 4.00 19.80 5

Customer presence affects the efficiency of service operation

3.59 1.13 3.50 4.00 31.48 10



TABLE 2: Problems Faced by Services Marketers Problems Mean Standard

Deviation Quartile Q1

Quartile Q3

Rank

Intangibility (INT) 3.73 0.74 3.25 4.25 3 Heterogeneity (HET) 3.79 0.71 3.25 4.50 1 Perish ability (PER) 3.22 0.82 2.67 4.00 4 Inseparability (INS) 3.78 0.66 3.25 4.25 2

OVERALL ANALYSIS Table 2 shows the relative intensity of challenges across sectors. In case of difficulty in displaying the service (Z = .03 and p = .97), communicating the features of service (Z=1.7and p=.11), difficulty in matching the promised and delivered service (Z= 1.61 and p=0.1), impact of employee‘s mood on his performance (Z= .25 and p= .79), difficulty in matching supply and demand (Z= .93 and p= .35), service once sold cannot be returned (Z = .85 and p=.39) and occurrence of un programmable situations (Z=.01and p=.98) the public and private sector managers of are seen to be homogeneously challenged as the difference in mean is not found to be significant at 5 per cent significance level. In case of the issue of service storage (Z= 8.75 and p<.0001), presence of customers affecting the outcome of the service delivery process (Z=3.34 and p=.001), customers effecting each others experience of the service received ( Z=2.37 and p=0.018) and presence effecting the efficiency of the service process (Z=3.68 and p=.0002) managers in private sector perceive the issues to be more severe than those of public sector. With respect to the problem of the limited understanding of customers (Z=5.07 and p<.0001), difficulty in pricing (Z=2.93 and p=.003), difficulty in quality control (Z=2.31 and p=.02), and difficulty in service standardization (Z=2.24 and p=.02) a significant difference is reported between the mangers of public and private sector. Managers in public sector rate all these items higher reflecting that managers in public sector perceive these issues as more severe than the managers of private sector companies. Table 4 shows all the dimensions of services marketing problems are showing a significant difference across sector at .05 level of significance except one dimension viz HET (Z=.97 and p=.33) where managers are seen to be homogenously affected. In case if intangibility (INT) a significant difference is seen across public and private sector ( Z= 3.52 and p=.0004) wherein intangibility is seen as more problematic issue by public sector managers as aginst the private sector managers. A highly significant difference is evident for perish ability (Z= 4.20 and p<.001) and inseparability (Z=2.25 and p=.02) a significant difference is reported between the mangers of public and private sector both posing a bigger challenge for private sector managers than those of public sector. DISCUSSION Managers in financial sector are seen to be facing enormous challenges while marketing their offerings and the impact of four differentiating characteristics of services on the marketing of financial services is found to be fairly high. The intensity of issues faced by managers is fairly high as depicted by high mean scores. It is seen that managers in both banking and insurance industry are subjected to immense challenges in selling the services as financial services are highly intangible and complex in nature. The managers of the financial services sector find themselves most often fighting the challenge of heterogeneity of services as this issue reports the highest mean score out of the four issues. It is found that managers find it almost impossible to ensure that all the customers receive a standardized service experience as it is affected by a myriad of factors like the behavior, mood and attitude of the frontline employees, the timing of a working day, as well as the participation level of the customer which are most often very difficult to control.



Among the different dimensions of heterogeneity, the biggest challenge for marketers in financial services sector is that the behavior of customer contact employees profoundly affects the satisfaction level of the customers. The managers find it difficult to ensure consistency of behavior of frontline employees as the behavior is shaped by myriad of factors most of which are beyond the control of the managers. The inseparability of the customer from the service production process is viewed as one of the biggest challenges by most of the managers in financial sector. It is believed that the presence of customer in the production process not only affects the efficiency of the process but also leaves the service provider with a minimal amount control on the output and the quality of the service delivered. The managers of financial services firms report intangibility as a major challenge in selling the services to customer, however contrary to earlier findings in service sector, intangibility is seen as a lesser challenge than heterogeneity and inseparability. As a result of intangibility services are difficult to display and communicate to the customers. Intangibility also makes service pricing a highly challenging job. The managers relatively are seen to have less trouble tackling perishability of services as this dimension scores the lowest out of the four basic dimensions. The recent technological advancements of internet, telecommunication and information technology have made managers better equipped to overcome the challenges of service storage and demand supply mismatch. The least significant problem for managers is found to be the inability to store the services which is an implication of perishability. In financial sector this is not seen as a big hurdle by managers arguably aided by the benefits of Internet, ATMs, IT and other technological advancements. Another interesting finding is that, while intangibility emerged as the most critical challenge for service marketers in earlier works on services marketing field, it is seen that for financial services marketers, heterogeneity is the most burning issue. SUGGESTIONS

There is a need to analyze the marketing challenges across different types of services in order to identify the issues unique to them, as the intensity of challenges varies in different services.

As the degree of impact of different challenges varies, service marketers need to identify the most critical ones specific to their industries and work on them on priority basis.

As it is seen that technological advancements have rendered issues of intangibility and perishability less challenging in financial services, there is a need to make use of technology to overcome the more challenging issues of heterogeneity and perishability.

Further research is required to understand the reasons for the difference in the perception of marketers in public and private sector regarding the impact of services marketing challenges.

The biggest challenge faced by financial service marketers is heterogeneity and to overcome this the marketers can use a host of strategies like

Keep the service stations (branches) well equipped with modern infrastructure to give a message of high quality service standards to the customers

Reward the strong performers with financial and nonfinancial incentives to increase job satisfaction and ultimately ensure positive attitudes from the customer contact employees

Train their frontline employees in skills like reliability, responsiveness, assurance and empathy to help them deliver good quality service to the customers



Employees should be empowered to decide about the best way to serve customers as too many rules tend to inhibit the judgment of employees to cater to the heterogeneous nature of service customers‘ needs and the lower management needs to be sensitized about it.(e)be constantly prepared to respond to a service failure in a way that will preserve their credibility. Strong recovery techniques should be used to convert an unpleasant experience of customer during a failed service into an opportunity to lead to a more satisfied service encounter.

LIMITATION OF STUDIES Some respondents showed little interest in filling the questionnaire and even sometimes

doubted the credibility of researcher. Some respondents particularly in lower management had difficulty in understanding

few questions and had to be assisted to fill respond to those questions which may have led to some influence on the perception of those respondents.

Cities from which data is collected have been selected as per the convenience and therefore some of the major cities were not included in the sample space due to time and resource constraints.

As only one service industry was included in the sample, extrapolating the findings from this research to other service industries should be done with care given that consumption motives and perceived time pressures may vary greatly across different service industries.

REFERENCES Grönroos, C.(2007), ―Service Management and Marketing: Managing in Service

Competition, Chichester:3rd edition, John Wiley and Sons, London. Hess Jr, L., Hess Jr, R., Ganesan S. & Klein, N.M., (2003) ―Service failure and

Recovery: The Impact of Relationship Factors on Customer Satisfaction,‖ Journal of Academy of Marketing Science, 31(2), pp. 127-145.

Javalgi, R.G., Martin, C. L., & Young, R. B. (2006), ―Marketing Research, Market Orientation and Customer Relationship Management: A framework and Implications for Service Providers‖ Journal of Services Marketing, Vol. 20(1), pp. 12–23

Kasper H Van Helsdugen, P and Gabbot M (2006) Services Marketing Management : A Strategic Perspective Chichester John Wiley 2nd Edition.

Keith B Murray, (1991) ―A Test of Services Marketing Theory: Consumer Information Acquisition Activities‖, Journal of Marketing, Vol. 55(January), pp. 10-25.

Kotler P. & Keller , K.L (2006) Marketing Management 12th edition, New Jersey : Pearson Prentice Hall Cooper, D.R & Schindler P.S – Business Research Methods – Boston MC Graw Hill Irwin.




STANDARDIZED TEST: USEFUL IN EDUCATION Dr. Digvijaysinh Virbhadrasinh Gohil, Meghani High School, Bagasara

Standardized test, which is a measure of performance with equivalent questions, taken under similar circumstances, and graded in a uniform manner. There is quite the fuss in modern education around standardized testing. Some, mainly academics, swear by the validity of these tests and their ability to measure student achievement, teacher performance, and school quality. Others, primarily classroom teachers, students, and parents, have grown weary of the monotony of high-stakes tests which seemingly take time away from the more traditional curriculum. So function of standardized Tests is

Selection and Placement Diagnosis Evaluation of Progress/Effectiveness Program Evaluation/(School Improvement) Accountability

There are many types of Standardized Tests such as Aptitude Tests, Achievement Tests, Norm-Referenced Tests, Criterion-Referenced Tests ,Intelligence and IQ Test etc. here we discuss about some standardized Tests: Aptitude test: Measurement of developed knowledge, understanding, learned or acquired abilities (skills) or attitude is a called aptitude test. It designed to assess general abilities, predict future performance (learning or task). Examples: WISC-Iv, ACT, GRE Achievement Tests: An achievement test is a test of developed skill or knowledge. It measure skills and knowledge learned in a given grade level, usually through planned instruction, such as training or classroom instruction. So it measure assess what has been learned. Example ITBS(Iowa Tests of Basic Skills) ,PIAT(Peabody Individual Achivement Test) Norm-Referenced Tests: Norm-referenced tests report whether test takers performed better or worse than a hypothetical average student, which is determined by comparing scores against the performance results of a statistically selected group of test takers, typically of the same age or grade level, who have already taken the exam. It useful for compares individual performance to group norms (average or typical group scores obtained from a specific sample in test development) Example: answers question: How well did this person do in comparison to other similar persons? Criterion-Referenced Tests: Criterion-referenced tests and assessments are designed to measure student performance against a fixed set of predetermined criteria or learning standards. It measures the extent to which a student has mastered a specific set of learning objectives compared to a standard (criterion) of mastery, not a norm group. Answers the



question: How close did the person come to meeting the standard of mastery. Examples: concise, written descriptions of what students are expected to know and be able to do at a specific stage of their education. Intelligence & IQ Tests: Intelligence - acting or thinking in ways that are goal-directed and adaptive. Theorists agree that intelligence is adaptive , used flexibly to respond to various situations and problems. it is related to learning ability involves use of prior knowledge to analyze and understand new situations effectively involves many different mental processes is culture-specific. Not directly observable...must be inferred from overt behavior. Psychometric theories -- intelligence made up of mental factors e.g.

• Verbal factor • Statistical tests - factor analyses • Performance Factor

Spearman (1927) - 2 kinds of factors: general factor (g) which influences performance on all intellectual tasks. specific factors (s) to a certain task.

Guilford (1967, 1988) - 180 Factors in it, 6 Mental Operations 5 Contents 6 Products

Thurstone (1938) - 7 primary mental abilities 1. Verbal comprehension 2. Verbal fluency 3. Number 4. Spatial visualization

5. Memory 6. Reasoning 7. Perceptual speed

Catell’s (1963, 1971) fluid and crystallized abilities Fluid Intel. Crystallized

1st IQ test (France) - Binet and Simon 1905, 1908). In USA, Lewis Terman (1916) - Stanford-Binet, David Wechsler (1940’s) - Wechsler scales most widely used individually administered IQ tests today: • WISC IV (Wechsler Intelligence Scale for Children – IV,2003) • WAIS IV (Wechsler Adult Intelligence Scale - IV) • WPPSI-III (Wechsler Preschool & Primary Scale of Intelligence - III) Old Formula for IQ: IQ = MA/CA X 100. In usa most useful test wisc iv because it content Comprehension, Vocabulary, Similarities, Verbal Comprehension, Matrix Reasoning,Picture Concepts, Block Design, Perceptual Reasoning, Working Memory, Symbol Search, Coding, Processing Speed, Arithmetic, Letter-Number, Sequencing, Digit Span. It made up by 10 Main Subtests, 5 Alternative/Supplemental Subtests , Organized into 5 Composite Scores, Verbal Comprehension Index (3 & 2) Perceptual Reasoning Index (3 & 1), Working Memory Index ( 2 & 1) Processing Speed Index (2 & 1), Full Scale IQ (10 main subtests) (Mean/Avg. of each = 100; s.d. = 15)

Also some characteristics of wisc iv is



• Individually administered • For Children 6 - 16 years of age • 1 hour to 1 1/2 hours (avg.=1 hour, 15 min.) • Standardized on 2,200 children • Stratified Sample: • Age • Sex • Race • Parent education level • Geographic region

Standardized tests may be used for a wide variety of educational purposes. They may be used to determine a young child’s readiness for kindergarten, identify students who need special-education services or specialized academic support, place students in different academic programs or course levels, or award diplomas and other educational certificates.

REFERENCE

Runder,L.(1998).Item banking. Practical Assessment, Research & Evaluation. Retrieved from:http://edresearch.org/pare/getvn.asp?v=6&n=4

Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of education reform. Retrieved from http://edglossary.org/hidden-curriculum

Phelps, Richard P. The Role and Importance of Standardized Testing in the World of Teaching and Training

દસાઈ હ., અને દસાઈ, ૃ. (૧૯૯૨). સસંોધન પ ધિતઓ અને િવિધઓ. અમદાવાદ િુનવસ ટ થં

િનમાણ બોડ.

ભોગાયતા, ચ. (૨૦૦૩). સચંયન. અ કાિશત લેખ, િશ ણશા ભવન, ભાવનગર: ભાવનગર

િુનવસ ટ .

મહતા, અ. (૨૦૦૧). કલમ િતચાર િસધાતં આધા રત, ક ટુર ૃત, ગ ણતની બ ુ ે ણક કલમોની

સચંયીકાઓ ારા લુક સદંભ કસોટ ઓની રચના અને યથાથ કારણ. અ કાિશત મહાિનબધં,

િશ ણશા ભવન, ભાવનગર. ભાવનગર િુનવસ ટ .




SPORTS NUTRITION Dr. Mukesh G Patel, Director (Physical Education & Sports), Indian Institute of Teacher Education, Gandhinagar

INTRODUCTION

Sports nutrition is the study and practice of nutrition and diet as it relates to athletic performance. All the an important part many sports training regimens , it is most commonly consider in strength sports (for example weight lifting and bodybuilding) and endurance sports (for example cycling , running, and triathlon). Sports nutrition is a science that produces or provides and maintains the food (or dietary ergogenic aids) necessary for health, growth and physical performance. It deal with nutrient such as vitamin, minerals, supplements and organic substances such as carbohydrates, proteins and sugars in serious athletes of all sorts who want to make use of nutrition for their benefit. An athlete’s dietary regimen place a vital part in accomplishing his/her goals because it allows the athlete to reach his/her maximum performance. This illustrates how an athlete should apply the necessary nutrition in order to benefit from training and to maximize his/her capability during exercise and activity. Thus, every sport type of physical activity varies in its appropriate diet which benefits the athlete. Sports nutrition also consists of many different concerns such as the amount of certain foods and fluids one should consume that are specific to training. The goals of sports nutrition try to answer the questions such as: What types of foods and fluids should be consumed? What to eat and when throughout the day?

HISTORY

Since the beginning of mankind, the idea of diet and exercise has always been in place. From the time when the ancient Greeks and Romans started the Olympic games, the athletes had their own special regimen for great performance However, the view of sports nutrition today has much evolved from the ancient Olympic gladiators’ meal plan. Scientists are continually interested in learning more about this abiding subject. Research shows that the coupling of exercise and proper diet is what produces a healthy lifestyle that can maintain the “prevention/management of [chronic diseases such as] noninsulin-independent diabetes; hypertension, coronary heart disease, osteoporosis, obesity, mental health, colon cancers, stroke and back injury.” Other physical activities, thus the importance of proper nutrition is of great interest to athletes and exercisers for optimal performance and long term benefits. In addition to diet, social and cultural influences, lifestyle habits, motivation and training determine successful athletic performance an,” Understanding sports nutrition leads to optimal athletic performance and lifetime health benefit and can thus be evaluated by the intake of certain nutrients and supplements when exercising, by learning the way the body utilizes these materials and how these practices complement future diet and exercise of the individual.



Sports nutrition has many goals to chance performance. It improves performance by improving body composition, which increases speed, quickness, mobility, and strength. Second, it will help the speed of recovery, which will in turn create more capacity for practicing and competition as the body is becoming more fit and adjusted to the coupling of the good nutrition incorporated into the workout regimen. Third, it will allow one to increase energy for both practice and competition, which will definitely help one’s performance. Strategic diet will also increase immunity, allowing one to stay healthy and be able to continue and intensify practice and training. Most importantly, it will improve your overall health as proper health is essential to all aspects of life.

SUPPLEMENTS

Many athletes consider taking dietary supplement because they are looking for the “magic ingredient” to increase performance. In the extreme case of performance-enhancing supplement, athletes (particularly body-builders) may choose to use illegal substances such as anabolic steroid, compound which are related to the hormone testosterone, which can quickly build mass and strength, but have many adverse effects such as high blood pressure and negative gender specific effects. Blood doping, another illegal ergogenic, Dietary protein began to be consumed for muscle building results were found in resistance and strength training athletes. Protein intake is a part of the nutrient requirements for the regular athlete and is an important component of exercise training, because it can also aid in performance and recovery. Dietary protein intake for well-trained athletes should occur before, during and after physical activity as it is advantageous in gaining muscle mass and strength. However, if too much protein and amino acid supplements are consumed it can be more harmful than beneficial; health risks include: “dehydration, gout calcium loss, liver, and renal damage [and] gastrointestinal side effects include diarrhea, and water loss” High energy supplements have shown to increase the performance of physical activity

POST EXERCISE

Post-exercise nutrition is just as important, if not more important than pre-exercise nutrition as it pertains to recovery. Traditionally, sports drinks are consumed during and after exercise because they effectively rehydrate the body by refueling the body with minerals and electrolytes.. However, sports drinks lack protein.

New studies have found milk, especially skim milk and chocolate milk may be the new sports drink, as milk leads to protein the synthesis which boosts net muscle protein balance. Milk naturally contains many electrolytes, nutrients and other properties that help to make it great post-exercise beverage to commercial sports drinks. Lean mass has been observed when an individual has had at least 12 weeks of resistance training. With post-exercise milk as an efficient rehydration beverage, it increase hypertrophy, has acute alterations in protein synthesis and replaces nutrients than traditional sports drinks.. In post-exercise nourishment, athletes like body builders may find more beneficial for gaining muscle mass, yet both traditional sports drinks and milk and milk are found to be sufficient and adequate for the majority of exercisers for replenishment.

ANAEROBIC EXERCISE



During anaerobic exercise, the process of glycol sis breaks down the sugars from carbohydrates for energy without the use of oxygen. This type of exercise occurs in physical activity such as power sprints, strength resistances and quick explosive movement where the muscles are being used for power and speed, with short time energy use. After this type of exercise, there is a need to refill glycogen storages in the body (the long simple sugar chains in the body that store energy), although they are not likely fully depleted.

To compensate for this glycogen reduction, athletes will often take in a large amount of carbohydrates in the period immediately following exercise. Typically, high glycemic index carbohydrates are preferred for their ability to rapidly raise blood glucose level. For the purpose of protein synthesis, protein or individual amino acids are ingested as well.

Often in the continuation of this anaerobic exercise, the product from this metabolic mechanism builds up in what is called lactic acid fermentation.

AEROBIC EXERCISE

In aerobic exercise, oxygen is needed to supply energy and this oxidation helps neutralizes free radicals. After aerobic exercise, it is necessary to refill the glycogen stores on the skeletal muscles and liver.. Before doing anything else, drink something for recovery. Liquids are ideal (like water, juice or sports drink) and as mentioned above, low-fat milk and chocolate milk are effective recovery beverages because if their ideal 4:1 combination of carbohydrate and protein that fuels and replenishes muscles the best.

Metabolism is slow so that the body can work through endurance exercises such as long distance running or swimming because these activities require constant use of oxygen to supply energy. Fats (lipids), carbohydrates (sugars), proteins and other substrates are different substances the body can utilize to make sufficient energy. In addition, men and women have different ways of metabolizing these substrates. It has been found that women oxidize more lipids (fat-burning), less carbohydrates, and less amino acids than do men during endurance exercise.

HERE ARE SOME SPORTS NUTRITION DIET TIPS:

There is a need to consume fats and infect 20-25% of your energy should come from fats. If the fat intake would be less than that, it won’t be able to make any contribution in boosting your performance level.

There is a need to eat food before, during and after your exercise session, as that helps to control blood glucose level, thereby helping in enhancing your sports performance.

When an athlete performs his\her sporting activity, lot of fluid loss takes place, which causes dehydration. Dehydration can eventually cause heat stroke. So, it is vital to drink adequate water during and after your sports performance.

It is advisable for sportspersons to eat a balanced diet consisting of plenty of proteins, vitamins quantities.



It is vital plan out your pre exercising or sports meal that works best towards charging your energy. Limit the quantity of salt and simple sugar.

Don’t change your diet plan before going in for your sports competition Fasting is not recommended for sportspersons, as it is likely to hamper their performance level. If you feel some kind of an uncomforted or pain in your abdomen or intestine, then you must have had a high fiber or high fat content food in your pre exercise/sports meal, so take care that it doesn’t happen again.

REFERENCES

Sports Nutrition: The Scientfic Facts by Vaijayanthi V. Kanabur (2008 Sports Nutrition: An Introduction to Energy Production and Performance by Asker E.

Jeukendrup and Mike Gleeson (August 2004) Sports Nutrition: From Lab to Kitchen by Professor Asker Jeukendrup (4 February 2010) Sports Nutrition: A Practice Manual for Professionals by Marie Dunford (September

2006) Sports Nutrition by Vijaya Lakshmi (1 December 2007 Sports Nutrition by A. Dr. Malik (2012)




MULK RAJ ANAND: ‘A MONARCH OF HUMANISM’ WITH SPECIAL REFERENCE TO HIS NOVEL ‘COOLIE’ Dr. K.S. Bhatt, Associate Professor, Department of English, Arts and Commerce College, Himatnagar

In the nineteen-thirties a number of Indian novelists began to write in English- genuine novelists, that is,for whom the art of fiction was an end in itself and not just a means for communicating other kinds of truth. Fifty years later it is clear that this was a form peculiarly suited to the Indian sensibility and one to which Indian writers have made a district and significant contribution. The founding Fathers of Fiction- Mulk Raj Andan, Raja Rao and R. K. Narayan – used their own versions of an English freed from the foggy taste of Britain and transferred to a wholly new setting of brilliant light and brutal heat. Mulk Raj Anand became an essentially thirties man in thought and sensibility, politically committed to marxism, if not to Soviet communism, involved with the Unity Theatre and the left-wing literary movement of the period. Mulk Raj Anand regarded himself as a national humanist rather than a Marrxist but his ideas on art are almost comically reminiscent of the Left Book Club at its most ingeniously youthful. However derivative Anand’s thought may have been,his feeling was genuine and his own and his experience of the poor in India and in Britain gave him every warrant for it.He is passionately involved with the villages, the ferocious poverty, the cruelties of caste, the wrongs of women and with orphans, the untouchables and urban labourers. He writes in an angry reformist way, like a less humorous Dickens and a more emotional Wells of the personal sufferings induced by economic injustices. In a perceptive note on Anand’s fiction Anna Rutherford writes, “Anand’s characters invariably fall into three classes: the victims who are usually the protagonists, the oppressors, those who oppose change and progress, and the good men. Under the last category fall the social workers the labour leaders, all those who believe in progress and can see how modern science can improve the lot of the sufferers and help bring about the equality of all man”.

Humanism believes in the dignity of man. Man is its central focus. It rejects God, Fate, Religion, Past and Future. It is geocentric. All the novels of Mulk Raj Anand right from Untouchable to Morning Face reveal a consistent philosophy of humanism. “Anand’s Humanism is, infact, electric and tries to combine the hellenic idea of man being the measure of thing, the Renaissance ideal of all-round human development: the faith placed by modern European Schools of thought in the possibility of achieving, a better world order through science and international co-operation, and oriental ideas and attitudes such as the rejection of the supernatural and the this- worldliness of the Indian Lokayat School, Buddha’s advocacy of Karuna, the rejection of caste-barriers and the avowal of the brotherhood of men preached by saints like Kabir and Nanak, Gandhi’s championship of



untouchables repudiated by society, Nehru’s affirmation of peaceful co-existence and M.N. Roy’s God of Redical Humanism.” observes M.K. Naik.

Anand’s central preoccupation says Dr. K.K. Sharma, is humanism .Anand regards art and literature “as the instruments of humanism.” The creative artist should have ardent love for human beings, especially the down-trodden, and should offer them his own exuberant passion by sharing with them “the burning and melting” which is an intrinsic aspect of life at its intensest. Anand’s humanism was the outcome of the synthesis of the best in Asia and Europe and an amalgam of the best of Asiatic and European knowledge and traditions.

Of all Anand’s novels Coolie is one of the best expressing his humanism. The theme of Untouchable – untouchability is smaller as compared to the theme of Coolie-poverty. In nineteen thirties,poverty was greater evil than today. Anand did great service by writing Coolie and later Two Leaves and a Bud, in both of which he exposed the extent not only of poverty but also of the exploitation of the poor by the rich class of people. Coolie is an exposure of the evil of poverty, and the suffering which results from poverty. Coolie expresses Anand’s belief in the essential dignity of man whether he belongs to the rich or the poor class. The selection of a poor hill-boy, Munno, justifies this. It is Munno who dominates the novel from the beginning to the end. Anand endows Munno with tragic dignity, his struggle becomesuniversal. Though he is no more than a speck in the tide of humanity, he is treated as an individual who is not lost in the mazes of suffering and struggle and retains his zest for life.

Suffering and pain are inevitable features of human existence, but man can control pain and erode suffering by universal brotherhood, love compassion and equality. Munno’s life is full of sufferings so much so that he dies a tragic death at the age of 16. But the picture is not totally dark. In his adventures Munno meets Chhota Babu in Sham Nagar, Prabhu Dayal and his wife in Daulatpur, the elephant – driver of the circus and Ratan in Bombay who establish a kinship with him and extend their compassion and love to him. Had Munno met more persons like them, the ending of the novel would have been a different one. The vision of horror can be balanced by the vision of the love.

One of the prominent features of humanism is the rejection of fatalism. Munno becomes a victim of circumstances and social forces. Neither fate nor Munno is responsible for his tragedy. It is society which causes tragedy. Dr. Iyenger rightly says of Anand, “He is a “humanist” because he rightly thinks that, since most of our problems have been created by man, they can also be solved by man. Since man is the reason for the miseries of mankind, he should now become the power-house for processing his own salvation. Superstation, bigotry, caste, class, capitalism, exploitation, over-population, tyranny, colonialism, facism, atomic stock pilling war, genocide – since man is responsible for all these , man can now fight and undo them, if he has the vision doubled with the requisite will. And, through Anand’s writings, his preachings and the example of his own life, he has been trying to awaken man’s slumbering conscience so that he may acquire the true vision and develop necessary will to engage in the tasks of reconstructing humanity in India and theworld.” The philosophy of humanism runs throughout the novel ‘collie’. Compassion for the poor is Anand’s message to the suffering humanity. Coolie is a novel of social protest. The anger in his portrayal of Munno’s character is an expression of his love of man, a basic



tenet of his humanism. Coolie reveals Anand’s proletarian humanism. Anand, himself, has observed “ It is true that my humanism seems to be biased in favour of the poor and the oppressed, but, then, is there not the example of the man who turned towards the woman taken in adulteryaway from those who sought to condemn her.”

Anand, as a humanist is different from Dickens. The characters of Dickens arouse pity among us while the characters of Anand arouse not only pity but admiration also. Anand’s characters suffer with a heroic patience. Munno wins our admiration due to his heroic qualities of suffering and endurance. K.A. Wadud observes in this respect, “ deep down in him there is the faith that man is by nature lovely and that all his errors and sings and failures are but dust and mud sticking on the outside, they may be shaken off in a moment and man reinstated in his native glory.” “The heroes of Mulk Raj Anand are rugged, individualists who suffer because they refuse to conform. Munno- the coolie, Bakha – the untouchable, Bhiku – the chamar, Lalsingh of the trilogy – all are persecuted by society for their non-conformity, but all of them are indomitable in spirit” observed Meenakshi Mukherjee in The Twice Born Fiction. Balarama Gupta comments on Anand’s humanism, “The moot point to be noted about Anand is that he has always firmly believed in the role of a writer as essentially a crusader in the cause of humanity, no hotch-potch of Vedantism, no hazy mysticism, but an inalienable faith in man. His life has been an incessant struggle characterized by a fearless protest against inhumanity and a boundless compassion for man. Tenderness (Karuna) is the very essence of Anand’s humanism. While it is true that Marx is one of the several intellectuals who have influenced Anand considerably, it is most proper to regard him only as a humanist.” REFERENCES

Indo-Anglian fiction –An Assessment, P.P. Mehta ,Bareilly, Second Edition. Indian Literature in English, William Walsh, Longman, ISE, 1990.




EFFECTIVENESS OF DRAMATIZATION METHOD IN TEACHING ENGLISH

Dr. Bhavik shah, Assistant Professor, Vakil shri D.H.Patel Department of Education, Kadi Sarva Vishwavidyalaya, Gandhinagar INTRODUCTION

In the educational system of the ancient time, the master (गु ) used to teach the disciple by the oral method. The master would speak and the disciple would listen carefully and meditate on it and therefore the main method of teaching at that time was lecture, listening and meditation. In the present age with the help of advanced technology and psychology, various teaching techniques have been developed. But still most of the time we observe that the teaching learning is done with the help of lecture method only and it is very necessary to bring a change in it. Especially in a subject like English it is very necessary to adopt various innovative techniques. English is an international language and therefore it is extremely necessary that everyone learns English language. And particularly in the Gujarati medium primary schools the children are found to be having fear of English language. As a result of which the students can not learn this language properly. Therefore, to reduce the fear of this language among the students, to make the students learn this language more easily, to make the students find interest in this language, to make the students understand this subject, the teaching of this subject should be made more effective by the use of audio-visual aids, pictures, films, plays, etc. There are many teaching methods by which the students may gain knowledge and also simultaneously find it interesting like programmed learning, computer assisted learning, teaching method based on word cards etc. From all such methods Dramatization method is one such method by which the students can be made to learn interestingly and also their knowledge can be enhanced. In the earlier related researches, there are many researches in which the studies are conducted in the context of use of dramatization method in other languages like Hindi, Sanskrit and Gujarati. But in the English language there are very few studies in which Dramatization method was studied. Therefore this research has been undertaken in English language. IMPORTANCE OF THE STUDY

1. With the use of the educational technology, innovation can be brought about in the routine teaching learning process. The teaching – learning process can be made more interesting.

2. The use of the traditional and dramatization methods can be made together and the difference between them can be assessed.

3. By the study it can be identified that in which method the students are more interested in.



4. It can also be known that whether the dramatization method is more effective than the traditional method or not.

5. The teachers will be aware with the use of dramatization method in the teaching of English language.

VARIABLES UNDER THE STUDY: Independent Variable: (A) Teaching Methods: (i) Dramatization Method (ii) Lecture Method Moderator Variable : (A) Gende: (i) Boys (ii) Girls Dependent Variable: Educational Achievement OBJECTIVES OF THE STUDY

1. To study the effect of dramatization method in the context of educational achievement on a unit of English subject.

2. To study the effect of gender on dramatization method. 3. To know the opinions of the students regarding the dramatization method

HYPOTHESES OF THE STUDY Ho1 There will not be any significant difference in the mean scores of the students of experimental and controlled groups in the post test. Ho2 There will not be any significant difference in the mean scores of the boys and girls of experimental and controlled groups in the post test. Ho3 There will not be any significant difference in the mean scores of the boys of experimental and controlled groups in the post test. Ho4 There will not be any significant difference in the mean scores of the girls of experimental and controlled groups in the post test. METHODOLOGY

POPULATION In the population of the present study 3497 students studying in Std. – 8 in the Primary Education Committee schools of Padara block of the Vadodara district in the academic year 2013 – 14 were included SAMPLE In the sample of the present study 82 students studying in std.-8 of Chokari Pri. School, Ta- Padra, Di.- Vadodara were included RESEARCH TOOL The investigator had used the following tools: 1 SELF PREPARED POST TEST With a view to testing effectiveness of dramatization and lecture method, in the present study, the investigator had tested students’ achievement in English subject. For this, a post test was developed 2 units in the subject of English This was considered as self prepared test. The test was for 30 marks and the time was 35 minutes. It was MCQ type objective test. The students had to give answer in the test paper. 2 SELF PREPARED OPINIONNAIRE In order to know opinions of students who studied through dramatization method, investigator had prepared an opinionnaire. 15 sentences were given in the opinionnaire. 10 sentences were kept affirmative and 5 sentences were kept negative.



EXPERIMENTAL DESIGN Two Groups, Accidental Participants, Only Post Test Design

Group Independent Variable (Treatment)

Post Test

Experimental Group X TzE

Controlled Group - TzC Where X = Dramatization Method TzE = Experimental Group Scores of Post Test TzC = Controlled Group Scores of Post Test DATA COLLECTION AND ANALYSIS

In the present study the investigator had equalized both the groups before applying the experiment. For this the students’ marks in English subject in the earlier exams were considered. The group selection was done by method of tossing a coin in which one group was taught with the help of dramatization method and the other group was taught with the help of lecture method after which both the groups were given post test. The effectiveness of the teaching was assessed in the light of the scores in this post test. And with the help of the opinionnaire of the opinions of the students regarding the dramatization method were known. METHOD FOR DATA ANALYSIS In the present study, after the application of the experiment the data collected was analyzed using the statistical methods. The scores gained on the basis of the Post – Test were analyzed using the calculations of Mean, Standard Deviation, Standard Error in Deviation, and T – Test. While the opinions gained with the help of the Opinionnaire were analyzed using Chi – Square.

ANALYSIS AND INTERPRETATION OF THE DATA Mean, standard deviation, standard error of mean and t were calculated on the base of the scores obtained by the students in post test. The details of the above calculations are given as under. EFFECTIVENESS OF DRAMATIZATION METHOD

Table 1: t – Value of the Scores of the Students of Experimental and Controlled Group in the Post Test

Group Number of Participants

Mean Standard Deviation

Standard Error

Mean Difference

t –Value

Level of Significance

Experimental

41 23.585 3.8534 0.91 1.68 1.85 N.S

Controlled 41 21.902 4.3807 N. S. : Not Significant From the table 1 it becomes clear that the t - value of the difference between the scores of the students of experimental and controlled group was 1.85 which is less than 1.96 thus the t – value is not significant at 0.05 level. Therefore the null hypothesis is not getting rejected. This means that there is no significant difference between the average of the scores of experimental and controlled groups which means that here the dramatization method is not a factor affecting the educational achievement. EFFECTIVENESS OF DRAMATIZATION METHOD WITH REFERENCE TO GENDER



Table 2: t – Value of the Scores of the Boys and Girls of Experimental Group in the Post Test



Standard Error

Mean Difference

t – Value


Experimental 25 22.28 4.0776 1.01 3.41 3.37 0.01 Controlled 16 25.688 2.3585 From the table 2 it becomes clear that the t - value of the difference between the scores of the boys and girls of experimental group was 3.37 which is more than 2.58 thus the t – value is significant at 0.01 level. Therefore the null hypothesis is getting rejected. This means that there is significant difference between the average of the scores of boys and girls of experimental groups. The average of the scores gained by the girls is 25.688 while the average of the scores gained by the boys is 22.28. Which means that here the difference observed is in favour of the girls. Therefore the dramatization method is affecting the educational achievement of the girls more than the boys. EFFECTIVENESS OF DRAMATIZATION METHOD ON THE BOYS Table 3: t – Value of the Scores of the Boys of Experimental and Controlled Groups in the Post Test Group Number of

Participants Mean Standard

Deviation Standard Error

Mean Difference

t – Value


Experimental 25 22.28 4.0776 1.3 1.76 1.35 N.S. Controlled 25 20.22 5.0507 N. S. : Not Significant From the table 3 it becomes clear that the t - value of the difference between the scores of the boys of experimental and controlled group was 1.35 which is less than 1.96 thus the t – value is not significant at 0.05 level. Therefore the null hypotheses is not getting rejected. This means that there is no significant difference between the average of the scores of the boys of the experimental and controlled groups which means that here the dramatization method is not a factor affecting the educational achievement. EFFECTIVENESS OF DRAMATIZATION METHOD ON THE GIRLS

Table 4: t – Value of the Scores of the Girls of Experimental and Controlled Group in the Post Test



Standard Error

Mean Difference

t – Value


Experimental 16 25.688 2.3585 0.7 1.63 2.32 0.05 Controlled 16 24.063 1.4818 From the table 4 it becomes clear that the t - value of the difference between the scores of the girls of experimental and controlled group was 2.32 which is less than 2.58 and more than 1.96 thus the t – value is significant at 0.05 level. Therefore the null hypotheses is getting rejected. This means that there is significant difference between the average of the scores of the girls of experimental and controlled groups which is in favour of the experimental group. This means that in the present study, the dramatization method is an affecting factor to the educational achievement of the girls.



ANALYSIS OF THE RESPONSES OF THE STUDENTS ON THE OPINIONNAIRE Table 5: The Chi – Square Value Calculated for Each Statement of the Opinionnaire and

Its Level of Significance Sr. No.

Statement Chi – Square

Significance

1 It is interesting to learn with the dramatization method.

34.81 0.01

2 One can remember easily what is taught with the help of the dramatization method.

40.32 0.01

3 In each subject teaching should be done with the help of the dramatization method.

34.81 0.01

4 The curiosity gets increased by studying with the help of the dramatization method.

43.69 0.01

5 The concentration ability gets increased by studying with the help of the dramatization method.

36.41 0.01

6 With the dramatization method the entertainment is received more than the knowledge.

36.41 0.01

7 One can remember for longer time what is taught with the help of the dramatization method.

35.36 0.01

8 All the teachers should teach with the dramatization method.

57.34 0.01

9 It is boring to teach with the help of the dramatization method.

36.92 0.01

10 The dramatization method is more effective than the other method.

35.2 0.01

11 Only the intelligent students get benefit with the help of the dramatization method.

39.87 0.01

12 It is observed that the weak students get a lot of benefit with the help of the dramatization method.

51.36 0.01

13 Discipline can be maintained in the class if teaching is done with the help of the dramatization method.

34.81 0.01

14 The role of the teacher becomes very nominal with the use of the dramatization method.

33.88 0.01

15 The teaching done with the help of the dramatization method is pre-planned and so the knowledge becomes very much limited.

34.81 0.01

From the Table - 5 it can be observed that the all chi – square values are significant at the 0.01 level. On the basis of this, the interpretations as given below can be received.

There was interest found in the teaching of English subject with the help of the dramatization method and even the difficult things could be learnt easily.

The curiosity of the students was found to be more in teaching with the help of the dramatization method.

The concentration of the students was found to be more while teaching with the help of the dramatization method.

All the students believed that all the subjects should be taught with the help of the dramatization method.



The teaching with the help of the dramatization method was found to be easier and the weak students were found to be having more benefit and the students believed that if all the teachers teach with the help of the dramatization method, the students would feel more interested.

If the teaching is done with the dramatization method, the discipline, entertainment along with the fun will be more and learning will be pleasant.

The students found the dramatization method more effective than other teaching methods. The teaching done with the help of the dramatization method is pre-planned but still the

knowledge does not become limited. All the students were found to be getting benefit of the dramatization method.

Thus, looking at the whole analysis of the results of the opinionnaire, it can be said that the teaching of English subject with the dramatization method is completely appropriate for the students and it is enjoyable as well. MAJOR FINDINGS The below given findings were found on the basis of the assessment of hypotheses framed as per the nature of the study.

1. The educational achievement of the students studying with the help of the lecture method and dramatization method is similar therefore it can be said that the difference observed is merely accidental.

2. The educational achievement of the girls studying with the help of dramatization method is more than the educational achievement of the girls studying with the help of dramatization method therefore it can be said that there is effect of gender observed on the educational achievement of the dramatization method.

3. The educational achievement of the boys studying with the help of the dramatization method and of the boys studying with the help of lecture method is similar therefore it can be said that the difference observed is merely accidental.

4. The educational achievement of the girls studying with the help of the dramatization method is more than that of the girls studying with the help of lecture method therefore it can be said that the dramatization method is found to be more effective than the lecture method for the girls.

5. The opinions of the students were found in favour of the dramatization method. So the students have positive attitude towards studying with the help of this method.

EDUCATIONAL IMPLICATIONS The boredom of the students towards studies can be removed with the help of the dramatization method.

1. The teachers should provide teaching with the help of the dramatization method in whichever subject possible.

2. The learner welcomes new and innovative strategic methods and can learn with enjoyment and enthusiasm as one gets encouragement and new opportunity for the studies.

3. Interest and aptitude towards the English subject can be created with the help of the dramatization method.

4. As the dialogues are presented with the help of drama, the listening ability and concentration can be increased among the students.

5. The fear of the students towards English language can be removed.



CONCLUSION On the basis of findings, the educational implication can be derived that the dramatization method is a positive approach and therefore many more such innovative experiments can be undertaken. REFERENCES

ઉચાટ ડ .એ. (૨૦૦૪), િશ ણ અને સામા જક િવૅ ાનોમા ંસશંોધન પ િતશા , રાજકોટ: િશ ણશા

ભવન, સૈારા િુનવિસટ .

આચાય એમ. (૨૦૦૮), િશ ણમા ંસશંોધન ુ ંપ િતશા , અમદાવાદ: અ ર પિ લકશન.

જોષી .એસ. (૨૦૦૭), રામચં ણુચં ર ચત નાટ દપણ, અમદાવાદ: પા પિ લકશન.

દસાઇ ક. . (૧૯૮૬), શૈ ણક પ રભાષા અને િવભાવના, અમદાવાદ: િુનવિસટ થં િનમાણ

બોડ.

દસાઇ હ રભાઇ ુ.ં અને ૃ. ગો. દસાઇ (૧૯૯૭), સશંોધન પ િતઓ અને િવિધઓ (છ ી આ.),

અમદાવાદ: િુનવિસટ થં િનમાણ બોડ, જુરાત રા ય.

શાહ બી.ડ . (૨૦૦૪), શૈ ણક સશંોધન, અમદાવાદ િુનવિસટ થં િનમાણ બોડ.

ધોરણ-૮ ે પાઠ ુ તક, જુરાત રા ય શાળા પાઠ ુ તક મડંળ, ગાધંીનગર.

Best J. W. & J. V. Kahan (2008), Research In Education, New Delhi: Prentice Hall of India Pvt. Ltd.




IMPACT OF “MAKE IN INDIA” MANTRA ON INDIAN ECONOMY

Dr. Mrs. Neeta U. Deshpande, Assistant Professor, Abasaheb Garware Institute of Management Studies, Sangli (MS.) INTRODUCTION Now the “Make in India” campaign is the most lightening subject. It aimed at making India a world attractive manufacturing hub. It aims to pull out investors from different countries and make them to manufacture in India. The vision behind this campaign is to put the country on the global manufacturing map. It also desires to facilitate the inflow of new technology and capital, while creating millions of jobs. To become a manufacturing nation, India has to create a clear strategy and favorable policy environment for manufacturing to take off. There is much thought and even more work that is required to convert this idea into reality. Make in India is an ambitious project, but there is a need to bring some changes in existing policies to make the India the powerhouse of manufacturing sector in the world. Make in India is a good opportunity for all Indians. It will generate crores of direct and indirect job opportunities. The Government needs to invest in research and development and encourage innovation. There is an urgent need to develop different business models for sustainable development. To increase investor sentiment, there is need to improve the ease of business, improve the employability of management and engineering students, infrastructural development, capacity addition in the power sector to satisfy energy need of industries. As MSMEs contribute more than 45 % of India’s output, 40 % of total export, creates 1.3 million jobs e very year, importance must have to be given to the development of roaring MSMEs. For make in India, the definition of MSMEs needs to be changed. There is a need to encourage for innovation which could be done through budgetary support for innovation and incentives for MSMEs. 1 OBJECTIVES OF THE STUDY To understand the prospective benefits of the campaign. To study the opportunities and challenges before ‘Make in India Campaign. To study about the urgent steps to be taken to support the campaign. To give suggestions for the successful of ‘Make in India Campaign’ DATA BASE The present paper is based on secondary data only. Various books, magazines, daily news papers, websites relating to the present subject are used to collect the secondary data. ADVANTAGES OF THE “MAKE IN INDIA” CAMPAIGN Reduction in unemployment problem: Indians will get more jobs so there will be less

unemployment problem. Employment will increase manifold, purchasing power of Indian employees will increase.



Reducing brain drain problem: Due to make in India campaign, employment will increase manifold. Youngsters will not move abroad, they will not even have to move to another city/state, all things they can get in their own city/state. It will result in to reduction in brain drain:

No need to pay for foreign brand: If Make in India succeed, we don’t have to pay for foreign brands; we should be paid by foreigners for Indian brand.

Strengthening the rupee value: Rupee will get stronger & competitive against other currencies in the world.

Substituting imports and Exporting rate will increase: By this way India can save its currency and gain more foreign currency.

Easy access to technical expertise and creative skills: Foreign investment will bring technical expertise and creative skills along with foreign capital.

India can market Brand India to the world at large. OPPORTUNITIES FOR MAKE IN INDIA: Medical devices Industry: At present, India is importing medical devices. Medical device industry can play important role in make in India campaign. As per the speech of Anuj Bose secretary general of NATHEALTH, The medical device industry has the size of $ five billion and expected to grow 30 billion by 2022. India depends on import of electronic medical devices ie. 90% of requirement. If we gave emphasize on manufacturing these devices, we can earn forex. If the make in India regarding manufacturing of medical equipment become successful, there will be reduction in the cost of medical equipment by 30 to 50 %. Thus Hospital furniture, Trolleys, beds, wheelchairs, stools, syringes, needles, gloves, ventilators, X ray machines, sonography machines, glucose monitors can be manufactured in India.2 Tourism and Hospitality sector: India is famous for its rich cultural heritage, festivals, occasions, traditions, food, ancient monuments, religion, hospitality services etc. The foreign investment can be obtained in tourism and hospitality sector. This can also generates innumerable job opportunities for both specialized and non-specialized section of the society. Indian Food Industry Sector: Indian food industry can be developed in such a extent so that Indian food items can be exported with Indian brand. Make in India refers to production in India with global quality standards. To take the Indian food in global market, there is a need to develop a strategy and encourage the Indian unorganized sector in manufacturing of the nutritious food items. Education Sector: India has a strong base of institutions for higher education and scientific studies. Government can encourage these higher level institutes for business. Under the current regime of global knowledge society, the courses and programmes must keep pace with the developments in their respective fields in a facilitative inventive learning environment. By providing for training and education to the youth to support the make in India campaign is must. Solar Energy Sector: In India, solar energy sector has full of potentiality to grow. This sector offers wide range of opportunities for Industrial participants. There is wide demand and supply gap. At present 67 % of total electricity production is based on coal, 16% on water project, 14% electro nuclear projects and only 3 % on nonconventional source. In India, Solar energy sector has



full of potentiality to grow. This sector offers wide range of opportunities for Industrial participants. Developing MSME sector: The share of MSME sector in GDP of India is 37.54 %. For the success of make in India campaign, the definition of MSMEs needs to changed. The present definition given by RBI is not in line with China, Asian countries, EU, Russia, Brazil, Japan etc. CHALLENGES BEFORE MAKE IN INDIA CAMPAIGN: Only declaring the schemes and giving subsidies to business will not work well. At the ground level, there are lots of challenges that the government has to overcome in order to turn the vision of achieving a sustainable growth in manufacturing sector. It is necessary to arrange for basic infrastructural facilities, transportation, power supply, etc. From the following example, our government can learn the need to change the present scenario. India and Singapore both these countries were in the clutches of Britishers. Both become independent, but difference is that the PM of Singapore, Mr. Li Kuon has succeeded in changing all the British laws. Singapore government enacted new Acts which are favorable for the development of Singapore. He brought into practice the effective police, judiciary and arranged for timely dissolution of matters. He succeeds in bringing discipline and eradicated corruption. If our government wants to bring ‘Good days’ it should concentrate on bringing discipline and undertake the steps as Li Quon has succeed in his country. 1. Making Ease of doing the business in India: The government have to improve the

components of doing business will help to increase investor sentiment. Business indicators like starting a business, dealing with construction permits, getting license, paying tax, enforcing agreements and resolving insolvency.

2. Reducing complications in tax payments: It is necessary to develop a transparent and corruption free tax administration. Current tax system is headache where the manufacturer needs to pay tax, when the finished products moves out from the factory and it again taxed at the retail outlet when sold.

3. Improving judiciary System for enforcing contracts: In India, overall dispute resolution procedure is costly and time consuming. Due to the variety of cases, civil courts have piles of cases pending with them. In bank recovery cases also delay is observed, borrowers get sufficient time to protect themselves from further action of the creditors. To make improvement, SC should lay strict deadlines for dispute settlement.

4. Maintaining Indian Brand: Make in India seems to be giving protection to the Indian production business. But there will be a question of quality of products produced in India. The production system based on government protection will be a stress on Indian Economy. Instead of giving protection to Indian productions through “make in India” campaign; it will be better to make the Indian productions to compete in international competition. There is a need to adopt the quality circles and TQM in the manufacturing industries.

5. Business ethics and Social Responsibility: As the Indian businesses internationalize their activities and raise capital from foreign countries, they need to follow the global governance standards in their operations. Every stakeholder of the business expects the business to behave in an ethically responsible way.

6. Need of capacity addition in power sector: At present, 18.6 % of the total electricity production is used for household purpose, 24 % is required by business purposes, 17.4 % is used for irrigation in agriculture. And remaining 22.6 % is wasted in and in supply. It is



estimated that by 2030, there will be 23.5 % consumption for household. There is a demand of 960 billion Units of electricity in 2014. India produces 1000 billion units but it faces deficiency due to wastage of 22.6 %.

7. Encouraging Innovation in MSMES: With budgetary support, it can be done to develop innovation and incentives for MSMEs that innovate. Innovation was the key to America’s development in 20th century. Manufacturing industries should give emphasize on innovation in process, practice, new technological equipments etc.

8. Inculcation of saving habits among the people: Some may raise the question that why we should depend on foreign capital?. The answer is due to lack of sufficient capital in India. The capital can be generated in India, Saving is the best source of generating capital. Saving should not be kept under lock and as its purchasing power will reduce over a period of time. Government should introduce safety and risk less saving schemes, so that unproductive money will come in circulation.

9. Investing in skill development to enhance the employability of students: Good quality skilled human resource in a country is the greatest asset for any company. There is a vast skill gap between skills of students and current market needs. The link between the educational institutes and industry is missing. Universities Educational institutes should make a tie up with local organizations, companies to use the training facilities for enhancing the skill development and increasing their employability. Model for skill enhancement: The greatest asset of any firm is its human resource. Companies will set up manufacturing facilities in India only if it is able to find requisite amount of good quality skilled labour in the country. There is a severe mismatch between employers need and the skills of the graduates. It is impossible to produce tailor made engineers or managers, but if institutions are taking efforts for regular and structured interaction between academia and industries, students will get opportunity to prepare for continuously changing job requirements. On behalf of theoretical course curriculum, the practical touch should be given to the existing courses. Professional education providing institutes should arrange for interaction with industries.

MODEL

University

Various need based programmes

Educational Institution

Coordinator

Faculty members in Institute

Students

By considering the requirements skills of companies and local organizations, university should develop the curriculum and undertake various programmes. Management institute will have a tie up with the university to undertake the responsibility of a particular programme. Any interested faculty member can play the role of co-coordinator and other faculty members can be delegated the different activities which have to get done with the help of students. This will definitely help for skill development among the students.



SUGGESTIONS 1. The government should reduce barriers so that Indian manufacturers can compete with the

best in the world and major companies can come and open factories in India and create jobs. 2. Priority should be given to transparency and stability in economy. Transparency and stability

directly correspond to sustainability. 3. A business-friendly environment has to be created by easier approval of projects and setting

up of hassle-free clearance mechanism. 4. By considering the future demand for medical devices, as there is high growth potential in

Indian markets, the emphasize can be given on manufacturing of these devices. 5. Household savings should be promoted with tax incentives. This is needed because household

savings are needed for complete utilization of FDI. Household savings and FDI work in concurrence with each other.

6. India's small and medium-sized industries can play a big role in making the country powerful. But it is necessary to focus on novelty and innovation. The government has to chart out plans to give special privileges to these sectors.

7. There is a big role the government can play. Several industries and govt bodies already exist to facilitate MSMEs but there is need to provide concrete help to this sector.

8. Lastly, to make the country a manufacturing hub the unfavorable factors must be removed. India should also be ready to give tax concessions to companies who come and set up unit in the country. CONCLUSION Right now, trying to rapidly turn India into a manufacturing economy and that 'Make for India' is a more sustainable option for India. If the labour intensive manufacturing and industrial production could blossom in India, it would prove a great thing for Indian economy. India needs to create lots of job opportunities to employ its booming population. Creating healthy business environment will be possible only when the administrative machinery is efficient. Vast improvements are needed in infrastructure, education and business regulation. There is necessity to remove the unfavorable factors to make the country a manufacturing hub. India's small and medium-sized industries can play a big role in making the country a manufacturing hub. But we have to keep mind that, whatever product we design/manufacture/develop, there is a need to focus more on quality rather than quantity. REFERENCES Government of India, Ministry of Micro, SMEMs, Annual Report 2013-14 www.quora.com/Make-In-India Article by Deepak Ghaisas in Daily Loksatta, 23 Jan 2015, Friday. P. 7 Shukla Pradeep (2014) “FDI: Relevance for India” article published in Indian Journal of

International Business and Finance, Vol 4 No.2 July-Dec. The Economic Times, 28th August 2014, Thursday P. 12 Daily Loksatta, 20th March 2015, Friday P.07 The Economic Times, 24th June 2015, Wednesday. P. 12 Zee Media Bureau report 2014 9.Article entitled “Growing mismatch between graduate skills, market needs” on

http://www.universityworldnews.com




વસતંો સવ ેમપ રુાક પન પ કિવતા – ૨ (મહાભારત) ોફ. રમેશ બી. ીમાળ ‘રાકા’, yæÞûk - økwshkíke rð¼køk, ykxTMko yuLz fku{Mko fku÷us, rðMkLkøkh

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રુાક પનપ કિવતાનો આ વાદ

ÃkwhkfÕÃkLk yux÷u Myth. 5whkfÚkk fu ËuðfÚkk fu ykrËð]r¥kykuLkwt «íkefkí{f rLkYÃký Ëuð-ËkLkð, Mðøko- Lkfo - ÃkhefÚkk - ÞûkfÚkk, Lkkøk÷kuf, LkkøkfLÞk, szeçkwèeyku ykÃkýe {Lkkuð]r¥kLkkt «íkefku Au. ÃkwhkfÕÃkLk yux÷u Ãkkihkrýf ½xLkk Ãkkºk fu «MktøkLke {ËËÚke Mkkt«ík yLkw¼ðLku ÔÞõík fhðkLke f÷k. yksLkk Þwøk{kt yLkuf Mksofkuyu ÃkwhkfÕÃkLkkuLku Lkðk-Lkðk MktË¼o{kt hsq fÞko Au. Ëhuf Þwøk{kt Mksof ykÄwrLkf SðLkLke ÔÞÚkkLku - MktðuËLkLku ÔÞõík fhðk {kxu hk{kÞý fu {nk¼khíkLke fÚkkLku ykÄkhu ÃkwhkfÕÃkLkku «Þkusu Au. «íkefku fu ÃkwhkfÕÃkLkku ðkÂÕ{fe yLku nku{hLkk Mk{ÞÚke «[r÷ík Au. frð W{kþtfh òuþeLke frðíkk{kt yswoLk, Wðoþe, fýo, ©ef]»ý 19, {k rËðMkLkwt «¼kík, frð fkLíkLkk ¾tzfkÔÞku{kt ðMktík rðsÞ, yrík¿kkLk frð f÷kÃkeLkwt rçkÕð {tøk¤ yLku ¼hík suðkt ¾tzfkÔÞku{kt ÃkwhkfÕÃkLkLke fÚk rLkYÃkkÞe Au. yk{ ÃkwhkfÕÃkLk yux÷u ykÄwrLkf MktðuËLkk fu yLkw¼ðLku ÔÞõík fhðk {kxu Ãkkihkrýf fÚkk fu ÃkkºkLkk MktË¼o{kt Úkíkwt fÕÃkLk. ÃkwhkfÕÃkLk ÃkºkfkÔÞ ({nk¼khík) yAktËMk Ãkºkfrðíkk{kt Mksofu {nk¼khíkÚke fÚkkLku, ÃkkºkkuLku, «MktøkkuLku fuLÿ{kt hk¾e «ýÞLke MktðuËLkk íkeðú heíku hsq fhe Au. hk{kÞý yLku {nk¼khík çktLku ykÃkýkt Ãkkihkrýf {nkfkÔÞku Au. yk {nkfkÔÞku{kt MkËT-yMkËT- MkíÞ-yMkíÞ, ÃkkÃk-ÃkwÛÞ, Ä{o-yÄ{o, Lkerík-yLkerík- hkßÞk©Þ, ðLkðkMk, ÞwØ-þktrík, r{ºkíkk- Ëw~{Lkðx suðk yLkuf ÃkkMkktykuLku Wòøkh fhe çkkuÄ ykÃkðkLkwt fkÞo fhu Au. fkuE Ä{oøkútÚk fu MkkrníÞ {kýMkLku çkkuÄ ykÃke SðLk SððkLkwt ¼kÚkw ÃkwY Ãkkzu Au. ykÃkýu íÞkt økwshkíke MkkrníÞ{kt rð[kh fheyu íkku {æÞfk÷eLk økwshkíke MkkrníÞ{kt frð yçËw÷ hnu{kLk ÃkkMkuÚke MktËuþf hkMk suðe W¥k{ f]rík «kó ÚkE Au. frð fkr÷ËkMku {u½Ëqík{kt Þûk ðkË¤ku îkhk ÃkkuíkkLke «uÞMkeLku MktËuþku {kuf÷kðu Au. íÞkh ÃkAe «uÞMkeLku WÆuþeLku yLkuf Mksofkuyu ÃkºkfkÔÞku håÞk Au. ÃkºkfkÔÞ {kºk fÕÃkLk ykÄkhu s Lknª Mk{økú Ãkºk ÃkwhkfÕÃkLkLku ykÄkhu {nk¼khíkLke fÚkk, ÃkkºkLku fuLÿ{kt hk¾eLku ÷¾kÞku Au. Mksofu «uÞMkeLku WÆuþeLku Ãkºk ÷ÏÞku Au «uÞMkeLkku rðhn {nk¼khíkLkk yZkh rËðMkLkk ÞwØ suðku yLku fwÁûkuºkLkk {uËkLk suðku ¼ÞkLkf ÷køku Au. r«Þ ÃkkºkLkku rðhn Mknuðkíkku LkÚke yux÷u yuf÷íkk Mkk÷u Au.



r«Þ Ãkkºk rðLkk Lknª hnuðkLke r¼»{ «rík¿kk fhe Au Aíkkt íkuLkk rðhn{kt yuf÷íkk n[{[kðe {qfu Au. yux÷u «uÞMke rðLkkLke hkºkeyku r¼»{Lke su{ çkkýLke þiÞk Ãkh Mkqíkk nkuÞ íkuðe rÃkzkËkÞf ðne hne Au. ÃkktzwhkòLkk suðe ÂMÚkrík yLkw¼ðu Au. ðMktíkÉíkwLkk ykøk{LkLku fkhýu r«Þ ÃkkºkLke íkeðú ÞkË Mkíkkðu Au. yrík¿kkLke MknËuð suðe ÔÞÚkk frðLkk fk¤òLku fkuhe ¾kÞ Au. «u{Lke yLkw¼qrík fu ÔÞÚkk MknËuðLke su{ fkuELku fne þfkÞ íkuðe LkÚke yfÚÞ Au. yux÷u MknLk fÞko rðLkk fkuE ykhku LkÚke. yswoLkLkwt su{ yuf s ÷ûÞðuÄ níke {kºk ÃkûkeLke ykt¾ yu{ MksofLkk r[¥k{kt, ÓËÞ{kt yLku ykt¾ku{kt {kºk «uÞMke s Mk{kE Au yLku rðhne ËeðMkku{kt yuf÷íkk{kt hkºkeyku ÷ûÞkøk]nLke su{ Mk¤øke hne Au. yuf÷íkk ËÍkze hne Au. «uÞMke «íÞuLkku yÃkkh «u{ ÃkktzðkuLku ykÃku÷k yûkÞÃkkºkLke su{ rðhn{kt W¼hkE hÌkku Au. r«ÞÃkkºk rMkðkÞ fkuE s Ëu¾kíkwt LkÚke {kºk íkuLkk ËþoLk {kxuLke yÄehe ykt¾ku økktÄkheLke su{ ykt¾u Ãkkxk çkktÄe ËeÄk Au. økktÄkheLke ¼q¾ suðku «u{{kt Mksof rðrþü ÃkwhkfÚkkLke ½xLkkLkk WÕ÷u¾ fÞkuo Au. {nk¼khíkLkk ÞwØ ÃkAe fwÁûkuºkLkk {uËkLk{kt fkihðkuLkk {]íkËunLkku Zøk÷ku Ãkzâku Au. YrÄhLke LkËeyku ðnu Au yswoLk YËLk fhu Au íÞkhu ©ef]»ý Mk{òðu Au økktÄkhe Ãký fwÁûkuºkLk {uËkLk{kt ÃkkuíkkLkk Mkku ÃkwºkkuLke ÷kþkuLku òuE ð÷kuÃkkík fhe hne Au íÞkt y[kLkf ¼q¾ ÷køku Au. ¼økðkLk ©ef]»ý fwÁûkuºkLkk {uËkLk{kt yuf yktçkkLkwt Íkz ÃkuËk fhu Au yuLkk Ãkh yuf fuhe Wøkkzu Au. økktÄkhe ¾kðk {kxu [khu íkhV VktVk {hu Au íÞkhu íkuLke Lksh yktçkLke fuhe Ãkh Ãkzu Au. økktÄkhe yktçkkLkk Íkz Lke[u W¼e hneLku fuheLku íkkuzðk «ÞíLk fhu Au íÞkhu fuhe Ÿ[u nkuðkÚke ÃknkU[e þfíke LkÚke. yux÷u ÃkkuíkkLkk ÃkwºkkuLkk {]íkËunkuLku ¼uøkk fhe íkuLkk WÃkh [ZeLku fuhe íkkuzðk {kxu «ÞíLk fhu Au. ¼økðkLk ©ef]»ý fuhe Ÿ[u-Ÿ[u ÷E òÞ Au. íÞkhu økktÄkhe ÃkkuíkkLke ¼q¾ Mktíkku»kðk, {kxu fuhe íkkuzðk Ä{ÃkAkzk fhu Au. yk á~Þ ¼økðkLk ©ef]»ý yswoLkLku çkíkkðíkkt fnu Au òu íkkhe {k økktÄkhe çkÄw ¼q÷e økE Au. yk{ MksofLkku «u{ Ãký ÃkkuíkkLke «uÞMke {kxu økktÄkheLke ¼q¾ suðku Au. ykøk¤Lke ÃktÂõíkyku{kt ¼e{Lke ¼q¾ suðku økktzku «u{, ¼e{Lku {kºk ¾kðk{kt s hMk níkku yux÷u yuLke yt¾ku {kºk ¼kusLkLku s þkuÄíke níke. yu{ MksofLke ykt¾ku Ãký «uÞMkeLkk ËþoLk {kxu ykíkwh çkLke Au. ¼e÷Ãkwºk yuf÷ÔÞu ÃkkuíkkLkk økwYLku Ërûkýk{kt ÃkkuíkkLkk nkÚkLkku ytøkqXku fkÃkeLku ËkLk{kt ykÃke ËeÄku níkku. yu{ Mksofu ÃkkuíkkLke «uÞMkeLku niÞkLkwt ËkLk fhe ËeÄwt Au. yux÷u nðu niÞk{ktÚke YrÄh ËËzu Au. «uÞMkeLkk ËþoLk {kxu [ûkwyku Ä]íkhk»xÙLke su{ ytÄ çkLke økÞ Au. ftE s Ëu¾kíkwt LkÚke yLku «uÞMkeLkku rðhn fkihðku suðku ¢qh yLku ½kíkfe Au. fýoLkk çkký suðku ÃkezkËkÞf Au. ÃkktzðkuLkk y¿kkíkðkMk suðe swËkE nðu



Mknuðkíke LkÚke. ÞwØ Mk{Þu fýoLk hÚkLkk Ãkizk fwÁûkuºkLkk {uËkLk{kt fkËð{kt ¾qtÃke økÞk níkk yu{ MksofLke ÂMÚkrík Ãkh fýoLkk hÚkLkk ÃkIzk suðe çkunk÷ çkLke Au. r«ÞÃkkºkLkku rðhn fwÁûkuºkLke fXkuh ¼qr{ suðku Ëwü Au. rðhnLke fk¤Ík¤ hkºkeyku MkÃko çkLkeLku ztÏÞk fhu Au. {nk¼khíkLkk ÞwØ{kt sÞÿÚk {]íÞwÚke çk[ðk {kxu ¼ú{h çkLkeLku f{¤{kt AwÃkkE sðwt Au. rðÞkuøkÚke ftxk¤eLke {Lk rn{k÷Þ sðk íkíÃkh çkLÞwt Au. Mksofu Ãkºk ÃkkuMx ykurVMkLkk MkkíkfkuXk {nk¼khíkLkk ÞwØ{kt yr¼{LÞw Mkkík fkuXkyku MkkÚku Mkh¾kðu Au. yr¼{LÞw W¥khkLku {qfeLku MkkíkfkuXkLkwt ÞwØ ÷zðk økÞku níkku. ÞwØÃkqðuo W¥khk ÃkðLkðuøke MkktZýeLke økríkyu yr¼{LÞwLku Ãkk{ðk ykðe níke yu{ Mksof Ãký «uÞMkeLku ÃkðLk ðuøku ykððkLkwt fnu Au yZkh rËðMkLkk ÞwØ suðk rðhne rËðMkku nð Úkkfe økÞk Au. Mksof «uÞMkeLku yï{u½Lkk ½kuzkLke økríkyu ykððkLkwt fnu Au. fkhý Mk{Þ f]»ýLkk [¢Lke su{ Mkíkík Vhu Au, ðne hÌkku Au. yk Ãkºk {¤u fu ðkt[eLku yswoLkLke çkkýLke økríkyu ykðsu Lknªíkh yk ËunLkkt økkºkku nu{k¤u ykuøk¤u Au. {nk¼khíkLkwt ÞwØ Ãkqýo ÚkÞk ÃkAe Ãkkt[ Ãkktzðku yLku îkiÃkËe MkkÚku {¤e rn{k÷Þ Ãkh nkz økk¤eLku Ëun Akuzâku níkku. • WÃkMktnkh :

Mksofu ÃkºkfkÔÞ{kt ÃkkuíkkLke «uÞMkeLku WÆuþeLku ÷ÏÞku Au Mk{økú Ãkºk ÃkwhkfÕÃkLk{kt ÷¾kÞku Au. {nk¼khíkLke fÚkk Ãkkºk yLku ½xLkkLku fuLÿ{kt hk¾eLku «uÞMkeLkku rðhn ðýoÔÞku Au. yðko[eLk økwshkíke frðíkk{kt nehkçkuLk ÃkkXf Ãkh÷kufu Ãkºk frðíkk ÷¾e níke. #Ëw÷k÷ økktÄeLkku yktÄ¤e {kLkku fkøk¤, frð Mkwhuþ Ë÷k÷Lkku MkhLkk{k rðLkkLkku Ãkºk, frð {rý÷k÷ n. Ãkxu÷Lkku Lknª ÷¾kÞu÷ku Ãkºk yLku frð h{uþ ©e{k¤eLkku ÃkwhkfÕÃkLk Ãkºk - Ãkºk frðíkk{kt yuf Lkðe fuze ftzkhu Au. yks Mksof ÃkkMkuÚke hk{kÞýLkk fuLÿ{kt hk¾eLku ÃkwhkfÕÃkLk ÃkºkfkÔÞ -1 ÷ÏÞku Au. íkuÚke Úkkuze Í÷f... r«Þu

hk{kÞýLkk fkit[ Þwøk÷Lkk ðÄ suðku íkkhku rðÞkuøk ÃkkhÄeLkk íkehLke su{ niÞkLku ðªÄe hÌkku Au Ér»k ðkÂÕ{feLku ÚkÞu÷e MktðuËLkkLke su{ yk Ãkºk Mkhe Ãkzâku Au....




“કિવ જગદ શ જોષીની કિવતામા ં રુાક પન”

ીમાળ જ પાબેન રમેશભાઈ, Ãkeyu[.ze. MxwzLx, nu{. W.økw. ÞwrLkðŠMkxe, Ãkkxý ¾kuçkku ¼heLku y{u yux÷wt nMÞkt fu fqðku ¼heLku y{u hkuE Ãkzâkt õÞkt Au ðªxe yLku õÞkt Au Á{k÷ Íqhðk fu SððkLkku õÞkt Au Mkðk÷ - frð søkËeþ òu»ke yhu, fkuE íkku... nwt yufkøkú r[¥ku ðkt[w Awt Mkk{uLke çkkheLkku hurzÞku {khk fkLk{kt ftEf øksuo Au rËðk÷ ÃkhLkwt E÷urõxÙf ½rzÞk¤ ðíko{kLk MkkÚku ½Mkkíkwt [k÷u A u. yku®[íkku ^ÞwÍ síkkt, ÷kEx ytÄkÁ ÚkELku ÃkÚkhkE òÞ Au. {khku yk¾ku {k¤ku ytÄkhkuÄçk Lke[u÷k {k¤Úke ÔÞkMk çkq{ Ãkkzu Au fkr÷ËkMk ! íkwfkhk{ ! yÕÞk Lkh®Mkn yhu fkuE íkku E÷urõxÙrþÞLkLku çkku÷kðku çkkswðk¤kt {ehktçknuLk MðMÚk yðksu fnu Au yhu, røkhÄh ! Mkkt¼¤u Au fu Ãknu÷kt {eýçk¥ke íkku ÷kð... yLku {khe [k÷e{kt



{khk {k¤k{kt {khk ½h{kt {khk Ëuþ{kt {eýçk¥keLke þkuÄkþkuÄ [k÷u Au.

કિવ જગદ શ જોષીના કા યમા ં રુાક પન

frð søkËeþ òu»keLkku sL{ {wtçkE{kt íkk. 9-10-193h{kt ÚkÞku níkku. ‘‘MktsÞ X¬h’’ - WÃkLkk{Úke yku¤¾kíkk frð çknw s ykuAwt SÔÞk níkk Ãký ½ýwt ykÃke økÞk Au. íku{Lke ÃkkMkuÚke ykfkþ, ð{¤LkktðLk, ‘‘{kuLxk fku÷ks’’, Äkhku fu yuf Mkktsu ykÃkýu {éÞkt Au. (1998 - yu{Lke Mk{økú frðíkkLkku Mkt[Þ) MkkrníÞ yfkË{eLkku ÃkwhMfkh «kó ÚkÞku níkku. íkk. h1-9-1978 {kt íku{Lkwt yðMkkLk ÚkÞwt níkwt. Ãkhtíkw frðíkk{kt nSyu ðuËLkkLkk xnwfk fhe hÌkk Au. frð søkËeþ òu»keLke frðíkk{kt fÕÃkLk «íkef yLku ÃkwhkfÕÃkLkLkku rºkðuýe Mktøk{ òuðk {¤u Au. • ÃkwhkfÕÃkLkLke Mkt¿kk yLku rððhý : ÃkwhkfÕÃkLk MkkrníÞ{kt íkku «ÞkuòÞ Au Ãký ðkMíkrðf SðLk{kt hkus-çkhkusLkk ÔÞðnkh{kt Ãký «ÞkuòÞ Au. Ëk.ík. {nkuÕ÷k{kt fu Ãkku¤{kt Ëhhkus Í½zk Úkíkk nkuÞ íÞkhu ykÃkýu yu{ fneyu Aeyu fu y{khe Ãkku¤{kt íkku hkus {nk¼khík [k÷u Au. ykÃkýe «k[eLk ðkíkkoyku{kt, ÷kuffÚkkyku{kt yLkuf ÃkwhkfÕÃkLkku «ÞkuòÞu÷kt Au. Ëuðku, ËkLkðku, Þûk, rfÒkhku, økktÄðkuo, LkkøkMk]rü, yuhurçkÞLk LkkExTMk{kt, hk{kÞý yLku {nk¼khík{kt, frð þk{¤Lke Ãkãðkíkkoyku{kt yZ¤f ÃkwhkfÕÃkLkLkku ¾òLkku ¼hu÷ku Au. ÃkwhkfÕÃkLk yux÷u Ãkkihkrýf fÚkk, ËuðfÚkk fu ËtíkfÚkkLkkt áüktíkkuLkku yLkw¼ðLkkuLke ðíko{kLk MktË¼o{kt Mk[kux hsqykík. fkuEÃký Mksof Mkkt«ík MktðuËLkk hsq fhðk {kxu Ãkkihkrýf MkkrníÞ{kt fÚkk, Ãkkºk fu ½xLkkLku Lksh{kt hk¾eLku Mkkt«ík MktðuËLkkLku ½kx ykÃku Au. yk{ Mksof Lkð Ãkrhðuþ{kt fÕÃkLkk hsq fhu Au íkuLku ÃkwhkfÕÃkLk fnu Au. ytøkúuS{kt Myth (ÃkwhkfÕÃkLk) fnu Au. ykÃkýk yËT¼qík íkíðkuðk¤e yLkuf ÃkwhkýfÚkkykuLkku yLku ÃkkºkkuLkku rðrLkÞkuøk yksLkk Mksofkuyu swËk-swËk MktË¼o{kt yr¼ÔÞõík fÞkuo Au. ÃkwhkfÕÃkLkLkk ÃkkÞk{kt Ãknu÷wt íkíð yu yËT¼qík hMk Au. ykÄwrLkf ÞwøkLkk yLkuf frðykuyu Lkð÷fÚkkfkhku yu frðíkk{kt, Lkkxf{kt, Lkð÷fÚkk{kt, ðkíkko{kt ÃkwhfÕÃkLkLkku rðrLkÞkuøk fheLku MkkrníÞ MksoLk fÞwO Au.



frð søkËeþ òu»keyu ‘y{u’ fkÔÞ{kt ykÄwrLkf «ýÞ SðLkLke MktðuËLkk ÄkhËkh heíku hsq fhu Au. ynªÞk frðyu y{u yux÷u ykÃkýu çkÄk s frðLke ðuËLkkLkk yLk¼wðe Aeyu ¾kuçkk ¼heLku nMkðk{kt fqðku ¼heLku hzðkLke ðuËLkk s {¤e Au. - y{u fkÔGk{kt frð søkËeþ òu»ke

õÞkt Au ðªxe yLku õÞkt Au Y{k÷ Íqhðk fu SðLkku fÞkt Au Mkðk÷

ÃktÂõík{kt ðªxe yLku Y{k÷ yu «u{Lkkt «íkefku Au yLku ÃkwhkfÕÃkLkku Ãký Au. ykÃkýk «k[eLk {nkfkÔÞ{kt hk{kÞý{kt hkðý MkeíkkLkwt nhý fheLku ÷tfk{kt ÷E òÞ Au íÞkhu hk{[tÿ ¼økðkLku ÃkkuíkkLke {wÿkðk¤e ðªxe nLkw{kLkLku ykÃke níke. nLkw{kLkSyu yk ðªxe ÷tfk sELku MkeíkSLku ykÃke níke. yk ðªxe ÞkËYÃku M{]rík YÃku MkeíkkSyu ÷tfk{kt ÃkkuíkkLkk rðhne ËeðMkku ÃkMkkkh fÞkuo níkk. ßÞkhu hkò Ëw»ÞtíkLku þfwLík÷kyu ðªxe «u{Lke M{]rík YÃku ÞkËYÃku ykÃke níke. Ëw»Þtík ÃkkMkuÚke ðªxe ¾kuðkE òÞ Au yux÷u þfwLík÷kLku ¼q÷e òÞ Au. ßÞkhu Y{k÷ Ãký «u{Lkwt «íkef Au yLku ÃkwhkfÕÃkLk Au. MkËeykuÚke Y{k÷ †e-ÃkwÁ»k ðå[u ykÃk-÷u ÚkkÞ Au. ykuÚku÷ku{kt íkuLke «ur{fk zuÂMz{kuLkk Au. ykuÚku÷ku ÃkkuíkkLke «uÞMke zuÂMz{kuLkkyu «u{Lke ¼ux YÃku Y{k÷ ykÃku Au. Vhe ßÞkhu ÃkkAk {¤u Au íÞkhu ykuÚku÷ku ÃkkuíkkLkku Y{k÷ õÞkt Au yuðwt ÃkqAíkkt zuÂMz{kuLkk Y{k÷Lke þe sYh Au nwt íkku ík{Lku [knwt Awt Aíkkt ykuÚku÷ku Y{k÷ ¾kuðkE sðkLku fkhýu zuÂMz{kuLkk Ãkh økwMMku ÚkE òÞ Au. ÃkwhkfÚkk yLku ËtíkfÚkkyku Mkw¼øk - Mk{LðÞ frðyu {kºk yuf s ÃktÂõík{ktt Mk[kux heíku hsq fÞkuo Au. ykÄwrLkf «u{{kt Ãkzu÷kt ÃkkºkkuLke fÚkk yLku ÔÞÚkk - {kºk ðªxe yLku Y{k÷Lkk ÃkwhkfÕÃkLk îkhk íkeðú heíku hsq fhu Au. ykÃkýk r[¥k{kt Ãkzu÷e yLkuf fÚkkykuLku ZtZku¤ðkLkwt fk{ ÃkwhkfÕÃkLk fhu Au. yhu fkuE íkku..... fkÔÞ{kt søkËeþ òu»keyu ykÄwrLkf SðLkLke MktðuËLkk yLku ðíko{kLk SðLkLke Mk{MÞkykuLku ÄkhËh heíku hsq fhu Au. nwt yufkøkú r[¥ku ðkt[w Awt Úke fkÔÞLke þYykík ÚkE Au. ðnu÷e ÃkhkuZu VurhÞkyku, ËqÄðk¤kyku, ½hLkk Lkkufhku yVðkykuLke ykÃk-÷u fhu Au. íÞkt y[kLkf ^ÞwÍ Wze síkkt ÷kEx çktÄ ÚkE òÞ Au. yk¾k {k¤k{kt ytÄkÁt ÚkE òÞ Au. frð ykÄwrLkf SðLkLke íkeðú ÔÞÚkk ÃkwhkfÕÃkLk Ãkkºkku îkhk hsq fhu Au. Lke[uLkk {k¤uÚke ÔÞkMk- ({nk¼khíkLkk h[rÞíkk) çkq{ku Ãkkzu Au, frð fkr÷ËkMk, Mktík íkwfkhk{ yLku ¼õík Lkh®MknLku ÞkË fheLku fnu Au õÞkt økÞk yk çkÄk fu{ fkuE Mkkt¼¤íkwt LkÚke fkuE yuf E÷urõxÙþeÞLkLku íkku çkku÷kðku Ãký fkuý çkku÷kðu ? çkkswðk¤k {ehktçknuLk MðMÚk yðksu fnu Au. ({uðkzLke {ehkt)



yhu røkhÄh Mkkt¼¤u Au fu, - (røkhÄhÃkðoík Äkhý fhLkkh ©e f]»ý) Ãknu÷kt {eýçk¥ke íkku ÷kð. {khe [k÷e{kt {khk {k¤k{kt {khk ½h{kt yLku {khk Ëuþ{kt {eýçk¥keLke þkuÄ¾ku¤ [k÷u Au. ykÃkýu nkÚk ËELku çkuMke hneyu Aeyu ykÄwrLkf Þtºk SðLkLke fÚkk yLku ÔÞÚkk Ãkkihkrýf ÃkkºkkuLkku MktË¼o íkeðú heíku hsq ÚkÞku Au. ykÄwrLkf {kLkð fux÷ku Ãkktøk¤ku çkLke økÞku Au. ÃkhkuÃkSðe çkLke økÞku Au yuLke íkeðú ÔÞÚkk frðyu Ãkkihkrýf ÃkkºkkuLk MktË¼o îkhk yMkhfkh heíku hsq fhu Au. yux÷u íkku {ehkt - røkhÄhLku fnu Au yk ytÄfkh Ëqh fhðk Ãknu÷kt {eýçk¥ke íkku ÷kð. Ãký {eýçk¥keLke þkuÄ¾ku¤ [k÷u Au. Mk{kÃkLk : frð søkËeþ òu»keyu ‘‘y{u’’ yLku ‘‘yhu’’ fkuE íkku fkÔÞ{kt ðíko{kLk MktË¼o{kt ÃkwhkfÕÃkLkLkku MkwtËh rðrLkÞkuøk fÞkuo Au. íku{ýu yuf fkÔÞ{kt ‘‘þçkhe yLku çkkuh’’Lkku MktË¼o Ãký MkhMk heíku hsq fÞkuo Au. yksLkk frðyku, Mksofku Ãkkihkrýf ½xLkkLku Lkðk rð[kh{kt Lkðk Ãkrhðuþ{kt hsq fhu Au. ðíko{kLk þuh{kt ‘þçkheLkku «u{’ íkeðú heíku hsq fhu Au.

«u{{kt íkkfkík Au ¼økðkLkLku Ãký ÍwfkððkLke Lkneíkh õÞkt sYh níke hk{Lku þçkhe{kt yuXkt çkkuh ¾kðkLke

yk{ þçkhe yLku hk{, yuXkt çkkuh ðøkuhu WÃkhkuõík þuh{kt ÃkwhkfÕÃkLk íkhefu s «ÞkuòÞkt Au. yk{ yksLke økÍ÷{kt þuh, þkÞhe{kt ÃkwhkfÕÃkLk Lkðk YÃk-htøk yLku r{òs{kt «ÞkuòÞu÷wt òuðk {¤u Au.

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