ANVESHAN A Research Volume

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Member Member Member

Smt. M. R. Banahatti Member Dr. (Smt.) K. R. Siddagangamma Member

Member Member

Dr. G. N. Sheeli Dr. (Smt.) Ranjana A. Godhi

Dr. A. S. Anikivi Member

Dr. H.S. Melinmani Member

All editorial enquiries may be addressed to the Chief Editorat the above address. The facts and figures stated, conclusions and policy suggestions expressed in different

contributions are of the authors concerned and should not be attributed to the Editor in

Chief/Chief Editor/Editor or to the Publisher

Published by:

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Printed by:

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51 AComparative Study of Self *Sukashant S Patil. Research Scholar Confidenee Level among Individual 253

LNCPE Trivandrum-University of Kerala. and Team Game Players of **Shashidhara, Rescarch Scholar UCPE. Karnataka University. Bangalore University. ***Prashant Mankale, Rescarch Scholar UCPE

Bangalore University, Karanataka 52 A Study of Work Place Stress and Vishalakshi Honnakatti, Assistant. 260

Level of Performanee of Marketing Professor Dept. of Psychology, Govt.

Managers. First Grade College for Women

Bailhongal **Kari Gooli Assistant

Professor, Department of Commerce and

Management, SKNG Government First

Grade College. Gangavati, Karanataka

53 Healthy Diet for Healthy Body *Pratibha Kathare **Roopali R. Samage 271

Patil M.A. KLE's Lingaraj College,

Belagavi, Karanataka

54 Yoga in Physical Education *Aasma Begaum A Pattewalc, Rescarch 276 scholar, D.0.S. in physical education and

sports science K.S. W. University,

Vijayapura. **Dr K.P. Martin Assistant

Professor science K.S.W. University,

Vijayapura.***Wasim Raja Malik PhD

D.O.S. in physical education and sports

Science Jammu and Kashmir.

280 55 *Vijayakumar T. Bikkannavar, Asst Prof

Role of Yoga in Sports

in Physical Education, Smt A. A Patil

College of Arts and Commerce for

Women Chikodi. ** Ravi Gola, Porawal,

Asst Prof in Physical Education, Degree

College Sindagi. ***Prakash L Naragatti,

Asst Prof in Physical Education, KA

Lokapur Arts and Commerce College,

Athani, Karanataka

Anveshan A Research Volume

A Study of Work Place Stress and Level of Performance of Marketing Managers.

VishalakshiHonnakatti, Assistant. Professor Dept. of Psychology. Govt.First Grade College for

Women Bailhongal-591102. **Prof. Kari Gooli Assistant Professor, Department of Commerce and

Management, SKNG Government First Grade College. Gangavati. 583227.

Abstract: Everyone knows that stress can have a negative impact on performance. Some scientists say that

minimum amount of stress is necessary to achieve the things, without stress organisms do nothing. But what

exactly does this mean? In other words, how exactly could psychological stress affect performance? Ler's take

.a closer look by examining the of stress, By definition, stress is a reaction by the body and brain to meet the

demands of some challenge or threat. To know whether the work stress improves the performanceof

individual or decrease the performance. For this purpose researchers took 50 marketing managers working

under different telecommunication companies. They have divided in two groups on the basis of high and low

performance. The results shows that the high performing group experience more stress then low performing

group. And there is a significant correlation between two groups stress and performance.

A study ofworkplace stress and level ofperformance of Marketing Managers.

Introduction: Stress is an inevitable and unavoidable component of life due to increasing complexities and

Competitiveness in living standards. The speed at which change is taking place in the world today is certainly

overwhelming and breathe taking. In the fast changing world of today, no individual is free from stress and no

profession is stress free. Everyone experiences stress, whether it is within the family, business, organization,

study, work, or any other social or economic activity. Thus in modern time, stress in general and job stress in

particular has become a part of the life and has received considerable attention in recent years. Stress has

become the core concern in the life of everyone, but everybody wants stress-free life. Stress is a subject which

is hard to avoid. Stress is a part of day-to-day living. Every individual is subjected to stress either knowingly

or unknowingly.

Stress refers to any environmental, organizational and individual or internal demands, which require

the individual to readjust the usual behavior pattern. Degree of stress results from events or situations that

have potential to cause change. Stimuli or situations that can result in the experience of stress are called

stressors. There are three major sources of stress- environmental, individual and organizational.

Environmental stress is not only caused by the factors intrinsic to job, but also influenced by the

environmental or extra organizational factors. Stress results because of he individual's interaction with

environmental stimuli or factors such as societal or technolog1cal changes, political and economic,

K. L. E. Society's Lingaraj College, (Autonomous) Belagavi

Page 260

Anveshan A Research Volume

Luncertainties, financial condition, community conditions ete. The stress which an individual experiences in

an environment is carried with him in another environment also, thus increasing the stress and causing stress

to others also.

Let's start with the effects of stress on the brain. Stress hormones such as cortical have the ability to

cross the blood-brain barrier and impair these important cognitive processes. Consequently, high levels ol

stress can negatively affect most aspects of human cognition; the key ones being attention, memory and

decision-making.

1.il 14111.1

I inlc'it'st

tigt

Ar

The Yerkes-Dodson law states that performance increases with physiological or mental arousal (stress),

but only up to a point. When the level of arousal (stress) becomes too high, performance decreases. Here is a

graph of the Yerkes Dodson law:

The graph can be highly variable depending on the complexity and familiarity of the task. Research has

found that different tasks require different levels of arousal for optimal performance. For example, difficult or

unfamiliar tasks may require lower levels of arousal (to facilitate concentration), whereas tasks demanding

stamina or persistence may be performed bettcr with higher levels of arousal (to induce and increase

motivation).

Because of task differences, the shape of the curve can be highly variable depending on what you are

doing. For simple or well-learned tasks, the relationship can be fairly linear as improvement in performance

is seen as arousal increases. For complex, unfamiliar, or highly intellectual tasks, the relationship between

arousal and performance becomes inverse, with declines in performance as arousal increases.

In reality, optimal stress and optimal performance depends on four different factors: skill level,

personality, trait anxiety, and task complexity.

Skill Level: The skill level directly influences how well one perform on any given task. That is why it is

extremely imperative to train a task so that it is well-learned. Once a task is well-learned, the mind will

respond to stress and high-pressure situations a lot better than if one is a novice to the task. This goes for

anything-from a hostage rescue situation to shooting to delivering a speech. In addition, in high-pressure

Page 261

K.L. E. Society's Lingaraj College, (Autonomous) Belagavi

nveshan A Research Volume

situations, we are less able to think on our feet and methodically, which is why it is extremely important to be

able to fall back on well-rehearsed responses.

Personality: The personality will also affect how well one perfom in high-pressure situations. Some

scientists believe that extroverts naturally perform better than introverts in high-pressure situations, given all

other things equal. People who are introverts on the other hand, perform better than extroverts in

environments with less stimuli and ample preparation. It is useful to note that the vast majority of people are

not classified as either introverts/extroverts; most of the population arc actually ambiverts -people who

possess traits of both introverts and extroverts.

Trait Anxiety: Trait anxiety is also known as limiting beliefs. People who are self-confident and believe in

their abilities are able to stay focused and concentrate on tasks better. People who are not confident in their

bilities will be distracted by their limiting beliefs and self-doubt in high-pressure situations.

Task Complexity: Task complexity is, of course, the complexity of the given task. It is the level of attention

and the amount of effort asserted in order to successfully complete the task. Again, simple activities can be

performed successfully

with high stress (or arousal) whercas most complex and unfamiliar tasks require a

certain level of calmness stress in order to perform successfully.

One of the most noticeable

effects of stress in one's life is the changes in his performance. While we can

easily recognize the consequences

of normal or excessive

amounts of stress through mere observation, it's

best to learn about the scientific relationship between stress

andperformance.

The Stress Response Curve: To better

understand the effects of stress to performance, Nixon, P. (1979)

created the following graph of the stress performance

curve explaining

how stress affects performance

in

theoretical terms

THE

STRESS

RESPONSE

CURVE

FATIGUE

rOMFORÝ zONE

R

Heattt

M BREK

Adapted rom Nixon P. Practdoner.

1979

AROUsal sT RESS

K. L. E. Society's Lingaraj College,

(Autonomous) Belagavi

BHARATRATNA DR. B. RAMBEDKARS VISION FOR MODERN INDIA

Vol. 1

Editor's

Prof. C. N. Waghamare

Dr. M. M. Mutavali

Dr. Ashok D'Souza

CONTENTS

1 Bharat Ratna Dr. B.R. Ambedkar's Vision for Modern India Adv. Shridhar Prabhu/29

Ideologies of Dr.Babasaheb Ambedkar's towards Nation building

Dr.Prakash S.Kattimani/ 29

Dr.B.R. Ambedkar On Equality and Social Justice Of Women, Children And The Weaker Section.Of Society Dr. Sonkamble.C.P./35

4 BHARATRATNA DR. BABASAHEB AMBEDKAR: AMULTI-DIMENTIONAL PERSONALITY Dr.Umapati K.L./Dr. Vijaykumar Betgar Smt.Rabiabanu B. Nadaf/48

5 Dr. BabasahebAmbedkar and Women Rights in India Dr. Vishalakshi Honnakatti/55

6. A STUDY ON DR. B. R. AMBEDKAR AND SOCIAL JUSTICE OF THE DALITS IN INDIA Dr. Chandrashekhar. C. Banasode/65

1. DR. B. R.AMBEDKAR,S

THOUGHTS ON RIGHTS OF WOMEN Dr. Khandu S. Kale/ 69

17

Dr. BabasahebAmbedkar

and Women Rights in India

Dr. Vishalakshi Honnakatti

Assistant Professor Govt. First Grade College For Women, and P. G Studies Centre,

Bailhongal-591102 Mobile: 9480186919

Introduction

Dr.BabasahebAmbedkar contribution was great in the field of women's empowemment who advocated for the liberation of women

and gender equality in India. If there any persons worked for women's liberation in India, they were none other than Buddha, Dr.BabasahebAmbedkar, EV.Ramasamy Periyar and JyotiraoPhule. Without Dr.BabasahebAnmbedkar, at least whatever

so changes the position of Women today in India would be only question mark. There were many leaders fought for the women's

Rights in ndia. Most of them were failed in their action. But

Dr.BabasahebAmbedkar was the only person who changed the effort

via Law

55

been carried caste from one generation to another generation in point of its significance.To leave inequality between class and class While drafting the Constiution of India, Dr:BabasahebAmbedkar between sex and sex which is the soul of Hindu Society untouched

Wonmen are the victim of rhis evil caste system. They have in the past or likely to be passed in the future can be compared tobit

and to go on passing legislation relating to economic problems is to

make a farce of our Constitution and to build a palace on a dung

was the prime mover of the welfare of women. Hindu Code Bill

Dr.BabasahebAmbedkar resigned from the post of the first heap. Law Minister of India when his noble 'Hindu Code Bill'a women's Rights for Indian Women dropped by then Prime Minister Nehru. But None of the women's organization talks about it. The contribution

Although Dr.BabasahebAmbedkar could not succeed in

getting passed the full Hindu Code Bill, he successfully laid the

foundation of equality for the women of India in all spheres of life.

Due to Dr.BabasahebAmbedkar efforts the women are now holding of Dr.Babasaheb for women empowement in India is totally ignored

high positions in all fields including Engineering, Medical, Army, Air

Force, Navy, Police, Administration, Politics etc.,

Let see what Dr.BabasahebAmbedkar's immense strived

and hiding. For three years, he fought to get the Bill passed. It was the greatest ever social refom in India. It is nothing but declaration of women rights. It spoke of giving back dignity to Indian women and giving equal nghts to men and women. They are Rights to property, hard efforts for liberation and empowerment of Indian Order of succession to property, marriage, divorce. guardianship. It women. He framed many laws for Women in India as follows, was by any tiime a revoiutionary measure and first step towards the 1) Dearness Allowance, recogniüon and empowerment of women in India. By these a women 2) Women Labor welfare fund, will have property in her own right and able to dispose of her 3) ESI, property. Unfortunately this revolutionary bill was partially 4) Provident fund Act, dropped by then Prime Minister Nehru because of the orthodoxy Hindu members. The orthodoxy in the ruling party led by Shyama

5) Women Labor Protection Act,

6) Maternity Benefit for women Labor bill, Prasad Mukherjee didn't allow this bill to be passed. Even the 7) Divorce Act,

8) Right over parental Property, 9) Leave Benefit to Piece Workers,

women memberSarojani against for these women rights. In the Statement by Dr. BabasahebAmbedkar in explanation of his RESIGNATION form Law Minister, '"In the second place, I 10) Revision of Scale of Pay for Employees,

thought it necessary to stay on, for the sake of the Hindu Code. In 11) Restoration of Ban on Women Working Underground in the opinion of some it may be wrong for me to have held on for the Mines etc., sake of the Hindu Code. I took a different view. The Hindu Code 12) No marriage before age of 18 years, was the greatest social reform measure ever undertaken by the 13) Maintenance allowance from husband on getting legally Legislature in this country. No law passed by the Indian Legislature separation,

57 56

14) Widow can adopt a child, 15) Mother can change guardian of minor by will. 16) Equal pay for equal work irrespective of the sex.

Benefit Act-1961 was adopted by the Central Government for al

states in India.

Equal pay 1or equal work irrespective of the sex

Revolutionary Dr. BabasahebAmbedkar was the first person Maternity Benefit Act don't know how many Indian women knows the who brought "Equal pay for equal work irrespective ot the sex in

conuibution of Revolutionary Dr.BabasahebAmbedkar's maior role india in tems of Industrial workers as a Labor Minister in the Viceroy

Or ie Maternity Benefits bill in the Bombay legislature in July. 1928 executive council. On this regard he said, "We have also taken

S TOr tne 1actory women workers. In fact it was the first Maternitv care to see, and this is an important point, that women shall be

Benefits Act passed in India in 1929 by the Bombay legislature. On paid the same wages as men. It is for the first time that l think

this regard he said, "I believe that it is in the interests of the nation in any industry the principle has been established of equal pay

that the mother ought to get a certain anount of rest during thefor equal work irrespective of the sex."

pre-natal period and also subsequently. 1 am prepared to admit While drafting the Indian Constitution, Dr. Babasaheb played

this fact because the conservation of the people 's welfare is major contribution for embodied the Article 39(d) relates the state to

prmarily the concern of the Government. And in every country strive for securing equal pay for equal work of both men and women

herefore, where the mate rnity benefit has been introduced, you in the Part IV of th directive principles of the State Policy.

Wll find that the Government has been subjected to a certain"Right to Vote'" (Equal for all Women and Men in India ) ie

amount of charge with regard to maternity benefit. I think, Adult franchise' was given by Dr.BabasahebAmbedkar

therefore, the benefits contemplated by this bill ought to be given 25th January is observed as the National Voters Day in our

Oy nls Legislature 1o the poor women who 1oil in our factories Nation. Well..!! Firstly I would like to say one thing. at least to

n this Presidency "

Subsequently the Madras Maternity Benefit Act spread something awareness about our Constitutional right (Article was passed by the Madras Legislature Council in 1934 and326) ie "Right to Vote" to some people. Now all Indians have right

to vote without bias in gender or caste or class or literacy or religion. As a Labour Minister in the Viceroy executive councilt was "Founding Father Of Modern India" Revolutionary

eween 1942 and 1946, Dr. BabasahebAmbedkar was instrumentalDr.BabasahebAmbedkar who voiced as the first person in India for

n binging the Mines Maternity Benefit Bill for women in all over the Universal Adult Franchise" before the Southborough

subsequently in other provinces of India

India. Under this act, a woman working in the mine is entitled to Commission. Later before the Simon Commission for all Indians

matermity benefit for a period of 8 weeks. This period of 8 weeks is without bias in gender, Caste, Class, literacy and religion. I divided into two parts of four weeks each, one part preceding delivery don't know how many Indians know, it was because of and another part succeeding delivery.Later all the acts of MatemityDr.BabasahebAmbedkar who conferred the fundamentals of

Benefit of various states were repealed and a common Maternity democratic principle'Adult franchise' in the Indian social reality ie

58 59

right to vote to every Indian without any discrimination through the India'" Revolutionary Dr.BabasahebAmbedkar who voiced as the Indian Constitution. For this, Dr.BabasahebAmbedkar faced the first person in India for the 'Universal Adult Franchise' before the radical problem from Sardar Vallabhai Patel.

Today Our constitution granted voting rights to all for all Indians without bias in gender, Caste, Class, literacy and Indian women as a right because of him. But before religion. I don't know how many Indians know, it was because of Independent India, it is not easy task for everyone 'right to Dr.BabasahebAmbedkar who conferred the fundamentals of vote even men also. Mostly the Right to vote was given only democratic principle 'Adult franchise' in the Indian social reality i.e. to those the rich, the landed and the tax payers. Some people nght to vote to every Indian without any discrimination through the

Southborough Commission. Lat�r before the Simon Commission

may claim Montagu-Chelmsford Reforms granted votes to Women. Indian Constitution. But it was under condition (like man) to some women in province

References only not for whole part in India.

Dr. Ambedkar tried an adequate inclusion of women's right in the Mathew, Thomas:Ambedkar: Reform or Revolution, Segment Books, New political vocabulary and constitution of India are Delhi, 1991.

1.Articlel4-Equal rights and opportunities in political, economic Government of India: The National Policy for the Empowerment Of Women and social spheres2.Article 15 prohibits discrimination on the ground 2001, Department of Women and Child Development, Ministry of Human of sex. 3. Article 15(3) enables affirmative discrimination in favour of Resource Development, New Delhi, 2001

women. Article 39- Equal means oflivelihood and equal pay for Ambedkar, B.R. "Women and Counter Revolution", "Riddles of Hindu equal work. 4. Article 42-Human conditions of work and maternity Women'" in Dr.BabaSahebAmbedkar: Writings and Speeches, Vol.3, relief.5.Article 51 (A)(C)-Fundamentál duties to renounce practices, Department of Education, Government of Maharashtra, 1987. derogatory to the dignity of women. 6.Article 46 -The state to Dr.BabaSaheb Ambedkar: "Castes in India: Their Mechanism Genesis and promote with special care, the educational and economic interests of Development", "Castes in India" in Dr.BabaSahebAmbedkar: Speeches

and Writings, Vol.I Education Department, Government of Maharashtra, weaker section of people and to protect them from social injustice and all forms of exploitation. 7.Article 47-The state to raise the level of nutrition and standard of living of its people and the ambedkarambeth.blogspot

1979.

improvement of public health and so on. Article 243D (3), 243T (3) & 243R (4) provides for allocation of seats in the Panchayati Raj rights-in-India.

www.quora.com/What-is-Dr-Ambedkars-contribution-towards-womens-System Conclussion Now all Indians have right to vote without bias in gender or caste

or class or literacy or religion. It was "Founding Father OF Modern

60 61

National Seminar on

EMERGING TRENDS OF RESEARCH IN

HIGHER EDUCATION Volume

SOUVENIR

Editors RM Paragond

B Kabade A.S. Kulkarni B. M Korabu N.D. Arundhekar

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o t

he le

arni

ng p

roce

ss a

nd m

akes

it

mo

re co

mpl

icated

. C

o-

isa

pref

ix t

hat

mean

s to

geth

er.

Edu

cate

is

a w

ord

that

co

mes fr

om e

duca

re.

Edu

care

mean

s

liter

ally

to dr

aw o

ut,

bu

t it

tend

s to

be

used

in

the

sen

se o

f to

tea

ch.

Hen

ce,

co-e

duca

tion

mean

s te

achi

ng

togeth

er Co-

educ

atio

n is

one

of

the

mos

t co

mm

on s

pect

acle

s in

the

edu

cati

onal

sys

tem

of

Wes

t. It

is n

ow

been

wid

ely

seen

in

Ind

ia a

s w

ell.

As

a m

att

er

of

hist

oric

al f

act,

ther

e w

as co

-edu

cati

on i

n an

cien

t In

dia

part

icul

arly

in

the

Ved

ic

Age

, w

hen

wom

an h

ad a

ver

y hi

gh s

tatu

s in

the

soc

iety

. In

mod

ern

tim

es,

it m

eans

tea

chin

g s

tud

ents

of

all

gen

der

s to

get

her

,at

var

ious

lev

els,

su

ch a

s: A

t n

urs

ery

sch

oo

l, A

t sc

ho

ol

and

at u

nive

rsit

y.

How

ever

, w

ith

the

pass

age

of

tim

e, t

he s

yste

m o

f co

- ed

ucat

ion

bega

n to

be

disc

oura

ged

in I

ndia

. D

urin

g th

e B

riti

sh r

ule,

ho

wev

er,

co-e

du

cati

on

on

ce a

gai

n c

rop

ped

up,

but

on

ly o

ne

ou

t o

f o

ne

tho

usa

nd

In

dia

n

girls

cou

ld g

et t

he p

rivi

lege

of

stud

ying

with

boy

s. T

oday

, o

f co

urse

, co

-edu

cati

on i

s en

cour

aged

in

our

coun

try a

nd n

umbe

r o

f co-

educ

atio

nal

inst

itut

ions

is i

ncre

asin

g.

Th

ere

are

bo

th a

dv

anta

ges

as

wel

l as

dis

adv

anta

ges

for

an

y k

ind

of

edu

cati

on

sy

stem

in

clu

din

g c

o-

educ

atio

n sy

stem

. T

he r

eal

good

soc

ial

envi

ronm

ent

will

nu

rtur

e po

siti

ves

of

the

soci

ety

and

help

in

deal

ing

wit

h t

he n

egat

ives

in

a di

gnif

ied

man

ner.

The

re i

s no

edu

cati

onal

sys

tem

in

the

wor

ld t

hat

has

erad

icat

ed t

he

neg

ativ

es o

f th

e so

ciet

y b

ut

a co

-ed

uca

tio

nal

sy

stem

can

def

init

ely

wo

rk t

ow

ard

s m

end

ing

the

gap

bet

wee

n t

he

gen

der

s an

d b

uil

din

ga

bri

dg

e o

f fr

iend

ship

. In

thi

s p

rom

isin

g e

ra o

f em

po

wer

men

t, i

t

is ve

ry e

ssen

tial

to

hav

e a

co-e

du

cati

on

sy

stem

to

fit

the

surv

ival

of

env

iro

nm

ent

wh

ere

bo

th t

he

gen

der

s

have

th

eir

pla

ce a

nd

say

. It

is n

ow

im

po

rtan

t to

in

corp

ora

te e

arly

in

lif

e to

res

pec

t àn

d l

ove

the

op

po

site

gend

er t

o h

elp

bu

ild

a b

eaut

i ful

wo

rld

of

pea

ce.

Ad

van

tag

es o

f C

o-E

du

cati

on

Sy

stem

Th

e k

ey a

dv

anta

ges

of

a co

-ed

uca

tio

nal

en

vir

on

men

t L

earn

ing

to

get

her

in

a co

ed c

lass

roo

m h

as

man

y be

nefi

ts fo

r bo

th g

end

ers.

.. C

oed

envi

ronm

ents

tea

ch s

tude

nts

to h

ave

resp

ect

for

thei

r of

posi

te

sex

peers

, ex

po

se t

hem

to

dif

fere

nt

vie

wp

oin

ts,

an

d s

om

e s

ay

help

to

bre

ak

do

wn

th

e g

en

der

stere

oty

pes.

Bro

aden

s O

utl

oo

k a

nd

Per

son

alit

y:

Co

-ed

uca

tio

n,

apar

t fr

om p

rov

idin

g a

bet

ter

and

hig

her

sta

nd

ard

of

educ

atio

n, a

lso

serv

es a

s vi

tal

forc

e in

the

dev

elop

men

t o

f a

girl

's p

erso

nali

ty.

It w

iden

s he

r na

rrow

out

- lo

ok a

nd b

road

nes

s he

r ho

rizo

n. M

od

esty

and

gra

ce a

re,

inde

ed,

two

mo

st i

mp

ort

ant

qu

alit

ies

in a

n id

eal

Indi

an g

irl.

Bol

d an

d S

mart

: C

o-e

du

cati

on

rem

ov

es s

hy

nes

s fr

om a

gir

l an

d m

akes

her

bo

ld a

nd

sn

art.

It

erea

tes

in

the

hear

ts o

f th

e b

oy

s as

w

ell

as

girl

s,

an

insp

irin

g

urge

to

w

ork

tog

eth

er

for

the

adv

ance

men

t an

d

enri

chm

ent

of

the

natio

n an

d th

e co

untr

y. B

oys

and

girl

s ar

e th

e tw

o 'w

hee

ls o

f th

e C

hari

ot o

f a

natio

n.

Bot

h m

ust

pla

y t

heir

par

ts e

qu

ally

and

ide

ally

to

mak

e th

e 'C

har

iot'

run

fas

ter

and

sti

ll f

aste

r.

Em

ergi

ng T

rend

s o

f R

eseu

rch

in H

ighe

r E

duca

tion

-24

7

op

s M

utu

al

Res

pec

t: C

o-e

du

cati

on

all

ow

s b

oth

th

e g

end

ers

to m

ing

le w

ith

eac

h o

ther

an

d t

o k

no

w

N

to

co-e

xis

t w

ith

re

spec

t by

th

is

pro

cess

of

getti

ng m

ingl

ed u

nder

on

e le

arni

ng i

nstit

utio

n, t

hey

deve

lop

mut

ual

unde

rsta

ndin

g to

war

ds e

ach

othe

r. A

nd t

here

is

no p

lace

of

hesi

tatio

n or

par

tial

ity

amon

g

Cha

ract

er e

nhan

m

ann

er i

n th

e pre

- es

sent

ial

in a

n in

s o

f op

posit

e se

x t

o

build

ing. T

hey

em

the

gend

ers

whe

n it

com

es t

o pe

rfor

min

g ac

tiviti

es l

ike

cultu

ral,

acad

emic

s or

spo

rts.

Peop

le g

et t

o kn

ow

ho

w

to

resp

ect

each

o

ther

an

d th

eir

emo

tio

nal

le

vel.

Y

ou

ge

t to

k

no

w

each

o

ther

's s

tren

gth

s an

d

wea

knes

ses

and

deve

lop

the

abil

ity

to a

ccep

t th

em a

s th

ey a

re.

Whe

n ed

ucat

ed t

oget

her,

all

stud

ents

lea

rm

resp

ect

for

each

oth

er f

rom

an

earl

y ag

e.

Psyc

holo

gica

l B

enef

its:

From

th

e ps

ycho

logi

cal

poin

t of

vie

w,

co-e

duca

tion

is a

bles

sing

fo

r gi

rls,

espe

cial

ly o

f a

less

dev

elop

ed a

nd g

row

ing

coun

try,

lik

e In

dia,

whi

ch i

s on

her

pat

h of

pro

gres

s. W

hen

girl

s st

udy

with

boy

s an

d ta

ke p

art

in e

very

act

ivity

sid

e by

sid

e, t

hey

are

psyc

holo

gica

lly

cure

d of

this

dise

ase

of

self

-def

eati

sm a

nd s

elf-

crea

ted

pess

imism

. L

ower

s C

ost

of E

duca

tion

: W

hen

both

gir

ls a

nd

boys

get

edu

cati

on

in

a sa

fe e

nvir

onm

ent,

the

need

fo

r se

para

te e

duca

tion

ins

titu

tion

s fo

r gi

rls

wou

ld g

et m

inim

ized

. C

o-ed

ucat

ion

is th

e pr

oper

sol

utio

n to

cu

t th

e hi

gh c

ost

of

mai

ntai

ning

sep

arat

e st

aff a

nd e

duca

tion

al i

nfra

stru

ctur

e fo

r gi

rls.

Hel

ps t

o O

verc

ome

the

Fear

of

Opp

osite

Gen

der:

In

gene

ral

ther

e is

lo

t o

f di

ffer

ence

s in

beh

avio

r of

. b

oth

th

e g

end

ers

wh

ich

bri

ng

s in

fea

r an

d h

esit

ance

in

stri

kin

g a

co

nv

ersa

tio

n,

this

fea

r ca

n b

e fo

r a

bo

y o

r

a gi

rl.

Th

is k

ind

of

shy

nes

s, h

esit

atio

n o

r fe

ar c

an b

e o

ver

com

e w

hen

th

ey a

re p

ut

up i

n a

co-e

du

cati

on

and

resp

ect o

ne f

ra N

o sp

ace

for

disc

ed

ucat

iona

l ins

titu

comm

unica

tions

, o

n th

e in

terne

t, ne

w

at h

ome

and

this

ce

much

redu

ced

in a

beha

vior

and

har

sh.

and

incr

ease

s re

spe

Prom

otes

a co

ntre

m

ore

p

oss

ibil

itie

s

wou

ld

know

wh

am

syst

em w

here

the

y w

ill b

e co

mpe

lled

to

talk

and

cre

ate

a fr

iend

ly e

nvir

onm

ent

whe

re t

here

is

no f

ear.

It is

very

nat

ural

phe

nom

enon

whe

re b

oth

the

gend

ers

have

to

be t

oget

her

to f

ace

the

wor

ld,

your

sen

ior

coul

d un

favo

urab

le

situa

ed

ucati

on e

mpha

si=

be a

mal

e or

a f

emal

e an

d yo

u w

ould

hav

e to

cre

ate

a fr

iend

ly e

nvir

onm

ent

and

are

at e

ase

with

the

oppo

site

sex

. H

ence

, co

-edu

cati

on w

ould

hel

p th

em t

o kn

ow t

he o

ppos

ite

sex

bett

er c

reat

ing

a co

mfo

rt

zo

ne w

here

th

e co

mm

unic

atio

n is

eas

ier

Hea

lthy

Com

petit

ion:

Com

petit

ion

is al

way

s an

ess

entia

l pa

rt in

any

kin

d of

cha

lleng

es i

n lif

e be

it

pers

onal

or

prof

essi

onal

. A

nd e

spec

iall

y in

edu

cati

on i

t is

good

to

have

a h

ealt

hy c

ompe

titi

on a

mon

g the

peer

s w

hich

let

s yo

u le

arn

how

to

cope

with

you

r fa

ilure

s ea

rly

in l

ife

no m

atte

r w

ho t

he w

inne

r is

. W

hen

it co

mes t

o o

ppos

ite g

ende

rs it

wou

ld b

e m

ore c

ompe

titiv

e be

caus

e o

f y

ou

r eg

o, a

nd t

his

is o

ne g

ood

way

to

impr

ove

the

pers

onal

sta

ndar

ds s

o th

at y

ou

don

't ge

t pe

rson

al o

n e

very

fai

lure

and

are ab

le t

o fac

e it

wit

h di

gnity

. So

, co

-cdu

cati

on s

yste

ms

in n

urt

ure

s ch

alle

nges

am

ong

the

oppo

site

gend

ers

in a

he

althy

w

ay t

hat

help

s yo

u to

mai

ntai

n yo

ur d

igni

ty a

nd a

lso

educ

ates

you

to

face

you

r fa

ilur

es a

nd l

earn

fro

m

them

rat

her

than

tur

n th

em i

nto

reve

ngef

ul a

ct.

Dev

elop

s S

elf-

este

em a

mon

g th

e G

ende

rs:

Sel

f-es

teem

is

very

ess

enti

al a

nd h

as t

o be

bui

lt i

n go

od w

ay

Th

e b

est

plac

e to

sta

rt w

ith i

t is

the

lea

rnin

g in

stit

utio

ns w

here

yo

u c

an

fa

ce a

ll ty

pes

of

pers

onal

ity e

arly

Disa

dvan

tages

of

Every

esta

de

cide

in

w

hich

«

educ

ation

syste

m,

few

dis

adva

ntag

es

Cha

nces

of

Dis

tra

Com

mon

am

ong

tE ge

nder

and

fee

l at

defin

ing

their

caree

H

ence

, par

ents

oft=

whe

ther

the

y sh

oul

Une

thic

al A

ctiv

iti

in yo

ur l

ife.

Co-

educ

atio

n le

arni

ng c

ente

rs h

elp

to l

ay t

he c

arly

fou

ndat

ion

for

mai

ntai

ning

dig

nity

and

sc

lf-e

stee

m.

Man

y in

stit

utio

ns g

ive

ex

tra a

lten

tion

to

stu

dent

s w

ho f

eel

that

they

are le

ss w

orth

y than

the

othe

rs a

nd o

fer

coun

selin

g se

ssio

ns t

hat

help

in

build

ing

up t

heir

pers

onal

ity a

nd m

akin

g th

em s

trong

erto

faceth

e worl

d. C

o-cd

ucat

ion

help

s bo

thth

e ge

nder

s to

res

pect

eac

hot

her'

s se

lf-e

stem

and

build

conf

iden

ce a

bout

the

ir o

wn

self

hel

ping

the

m t

o st

ep o

ut in

the

ope

n w

itho

ut f

eelin

g in

tim

idat

ed.

educ

atio

n en

viro

n m

ismat

ch,

som

e st

ress

to

pe

ople

into

dep

ress

ion

anc

to e

nsu

re t

hat

thei

r

Enc

oura

ges

the

Surv

ival

in

Fut

ure:

Sur

viva

l in

fut

ure

for

any

of t

he

gend

er i

n to

day'

s w

orld

can

ha

ppen

onl

y w

hen

we

leam

to

co-e

xist

Fro

m w

orki

ng t

oget

her

to m

akin

g a

mar

riag

e su

cces

sful

is a

l ab

out

team

wor

k an

d th

e ef

fort

giv

en b

y bo

th m

ale

and

fem

ale.

Team

bui

ldin

g ac

tivi

ties

in

early

stag

s he

lp b

oth

the

gend

ers

to l

eam

how

to

co-e

xist

and

thi

s ca

n on

ly b

e pr

ovid

ed i

n th

e co

-edu

cati

onal

sys

ten.

By

th

is w

ay,

co-e

du

cati

on

is

an e

ssen

tial

par

t in

ed

uca

tio

n s

yst

em w

hic

h p

ush

es t

he

gen

der

s to

wor

k

toge

ther

and

ble

nd w

ith

each

oth

er to

sur

vive

in

this

bru

tal

wor

ld.

Mor

e In

volv

emem

ap

plie

s to

the

hum

= ex

cuse

to

av

oid

co

oruc

ial

age

of li

fe

take

fo

rwar

d as

tl

invo

lvem

ent

at an

e

Em

erg

ing

Tre

nd

s o

f R

ese

arc

h i

n H

igh

er

Ed

ucati

on

- 2

48

Cha

ract

er e

nh

ance

men

t:

A r

ecen

t stu

dy r

evea

ls t

hat

chil

dren

ten

d to

beh

ave

very

dec

ently

in

a ci

vili

zed

man

ner

in

th

e pr

esen

ce o

f ot

her

gend

er p

rovi

ded

they

hav

e be

en

in

this

sce

nari

o fo

r lo

ng.

Thi

s is

ve

ry

esse

ntia

l in

an

in

stit

uti

on

set

up a

s w

ell

as it

will

hav

e a

huge

im

pact

in

thei

r pe

rson

al f

ront

for

the

peo

ple

of o

ppos

ite s

ex

to

be

have

wel

l w

ith e

ach

othe

r.

Hen

ce,

co-e

duca

tion

pla

ys a

n im

porta

nt r

ole

in ch

arac

ter

build

ing.

They

em

phas

ize

on t

he f

act

that

the

y ha

ve to

res

pect

and

list

en to

the

opp

osite

sex

as

they

list

en

and

resp

ect

one

from

the

ir o

wn.

No

spac

e fo

r di

scri

min

atio

n: Q

uarre

l am

ong

the

peer

s is

ver

y c

om

mo

n

be

it at

ho

me,

w

orkp

lace

or

educ

atio

nal

inst

itut

ions

. T

his

may

ha

ppen

due

to

n

o

prop

er

unde

rstan

ding

, m

iscon

cept

ions

, m

iss-

co

mm

unic

atio

ns,

unco

mfo

rtab

le,

no r

espe

ct f

or o

ther

sex

and

ign

oran

ce.

We

hear

a lo

t o

f new

s th

at c

omes

o

n th

e in

term

et,

new

spap

ers

and

tele

visi

on a

bout

how

the

gen

ders

are

ab

usin

g ea

ch o

ther

at

wor

kplac

e o

r

at ho

me

and

this

can

onl

y be

impr

oved

whe

n th

ere

is a

good

und

ersta

ndin

g be

twee

n th

e tw

o.

Th

is i

s ve

ry

muc

h re

du

ced

in

a co

-ed

uca

tio

n s

yst

em a

s th

ey u

nd

erst

and

bet

ter

each

oth

er a

nd h

ence

, re

du

cin

g t

he b

ad

beha

vior

and

har

sh r

eact

ion

s fr

om e

ach

oth

er.

So,

co

-ed

uca

tio

n s

yst

em r

edu

ces

any

kind

of

dis

crim

inat

ion

and

incr

ease

s re

spec

t to

war

ds

the

op

po

site

sex

.

Pro

mo

tes

a co

ntr

oli

ed e

nv

iro

nm

en

t: W

hen

bo

th t

he

gen

der

s ar

e p

ut

up i

n s

ame

env

iro

nm

ent,

th

ere

are

mor

e p

oss

ibil

itie

s o

f fo

llo

win

g g

oo

d e

thic

s, d

isci

pli

ned

use

of

lan

gu

age,

and

pro

per

dre

ssin

g e

tc.

Yo

u

wou

ld

kn

ow

w

hat

th

e n

eed

s ar

e o

f th

e o

pp

osi

te

sex

an

d

ho

w

they

b

ehav

e h

elp

ing

y

ou

to

av

oid

unfa

vour

able

si

tuat

ions

. C

o-ed

ucat

ion

supp

orts

go

od

dece

nt

envi

ronm

ent

with

m

ore

valu

e ba

sed

educ

atio

n em

ph

asis

ing

on

res

pec

t an

d l

ov

e fo

r ea

ch o

ther

.

Dis

adv

anta

ges

of

a C

o-E

du

cati

on

Sy

stem

Ev

ery

est

abli

shm

ent

has

pro

s as

wel

l as

co

ns

and

hen

ce w

e ne

ed t

o lo

ok a

t ev

ery

an

gle

bef

ore

we

deci

de

in

wh

ich

dir

ecti

on

w

e h

ave

to

go.

Ev

en

tho

ug

h

ther

e ar

e m

any

ad

van

tag

es o

f h

avin

g

a co

-

educ

atio

n sy

stem

, o

ur

soci

ety

sti

ll p

uts

for

war

d fe

w i

nhib

itio

ns w

hic

h d

o n

ot a

ccep

t th

e co

nce

pt.

Her

e ar

e

few

dis

adv

anta

ges

wh

ich

is

com

mo

nly

ex

pre

ssed

abo

ut c

o-e

du

cati

on

sys

tem

. T

hey

are

,

Cha

nces

of

Dis

trac

tio

ns

cou

ld b

e M

ore

: T

een

age

is a

ver

y d

ang

ero

us

ph

ase

in a

ny

bo

dy

's l

ife.

It

is v

ery

com

mon

am

on

g t

he

teen

s to

u

nd

erg

o p

sych

olog

ical

ch

ang

es w

hen

the

y ar

e in

co

mp

any

of

the

oth

er

gend

er a

nd f

eel

attr

acte

d to

war

ds

them

. A

nd e

spec

iall

y at

cru

cial

sta

ge

wh

ere

they

are

in

a p

roce

ss o

f

defi

ning

the

ir c

aree

r pa

th,

it c

ou

ld c

ause

lot

of

dist

ract

ions

and

mig

ht

dis

turb

the

ir k

no

wle

dg

e g

ain

per

iod

.

Hen

ce,

par

ents

oft

en w

on

der

if

co-e

du

cati

on

ins

titu

tion

s w

ou

ld b

e ri

ght

cho

ice

for

yo

ur

kin

to

leam

an

d

whe

ther

the

y sh

ould

avo

id c

o-e

du

cati

on

sys

tem

.

Une

thic

al

Act

ivit

ies:

C

rim

es h

ave

bec

om

e co

mm

on

wh

en b

oth

th

e g

end

ers

are

pu

t u

p

in

the

sam

e

educ

atio

n en

viro

nmen

t.

Th

ere

mig

ht

be l

ot

char

acte

rist

ic c

han

ges

am

on

g b

oy

s an

d

girl

s.

Wh

en

they

mis

natc

h, s

om

e fe

roci

ous

kids

ten

d to

co

mm

it v

ario

us h

aras

s1m

ents

, p

hy

sica

l to

ug

hn

ess,

an

d e

mo

tio

nal

stre

ss

to

peop

le

arou

nd.

Th

e w

eak

er

lot

can

suff

er

at

the

hand

s o

f th

e o

pp

osi

te

sex

p

ush

ing

th

em

into

dep

ress

ion

and

othe

r ps

ycho

logi

cal

prob

lems.

Hen

ce,

peop

le h

esit

ate

to s

uppo

rt e

o-ed

ucat

ion

syst

em

to e

nsu

re th

at t

heir

kid

s are in

a sa

fe e

nvir

onm

ent

and

this

is

espe

cial

ly f

or t

he g

irls.

Mor

e In

vo

lvem

ent

in

Per

son

al

Fee

ling

s:

As

the

sayi

ng

goes

, o

pp

osi

te

thin

gs

attr

act

each

ot

her,

it

appl

ies

to t

he h

uman

ly w

orld

als

o.

Alt

ract

ions

am

ong

the

oppo

site

gen

ders

are

the

mos

t co

mm

on

ly u

sed

excu

se

to

avoi

d co

-edu

cati

on

syst

em.

It is

na

tura

l to

ge

t ph

ysic

ally

at

trac

ted

to

the

oth

er g

end

er a

t a

cruc

ial

age

of

life

whe

re c

uri0

sity

tak

es o

ver

your

hea

rt.

So,

par

ents

fee

l co

-ed

uca

tio

n i

s a

risk

y ta

sk

to

take

fo

rwar

d as

they

can

h

ave

an

ea

sy

access

to

dist

ract

ions

w

ithi

n th

e in

stit

utio

ns.

An

em

otio

nal

invo

lvem

ent

at a

n ea

rly s

tage

can

co

ne w

ith

lot

bag

gage

tha

t can

fo

ree

a ch

ild

to d

evia

te f

rom

the

ir g

oals

Em

ergi

ng T

rend

s of

Res

earc

h in

Hig

her

Edu

catio

n -

249

Un

wan

ted

Arg

um

en

fs an

d Issu

es c

an

C

reate

an

U

nh

calth

y

En

vir

on

men

t: B

oth

th

e

gen

ders com

ie

from

differen

t sc

lho

ol o

f thought an

d h

ence c

on

trad

ictio

n o

f tho

ug

hts

is co

mm

on

am

on

g b

oy

s

an

el

Irls

i

the

arg

um

en

ts are

no

t h

an

dle

d

in a

pro

per

beh

avio

r th

en

it can

so

metim

es

might

lead

to

um

wan

tert

arguments an

d m

ight d

ivert

from

th

eir stu

dics.

It can

lcad

to

lot

of com

plaints and

parents Im

ak

ing

th

e

rou

nd

s at

the

scho

ol

for

the

improper

beh

avio

r fro

m

their kin. T

his w

ill also

m

ake

the

teach

ers

g

et

trou

ble

d

a lo

t b

ecau

se o

f their

beh

av

ior

and

an

irritated

teach

er can

n

ev

er

giv

e th

eir 100

tow

ard

s

tcaching. T

his

is

wh

at

wo

rries

any

parent w

hen

they co

me

to

kn

ow

th

at th

e issu

es

in

the

sch

oo

l are

costin

g h

is o

r h

er k

in's stu

die

s and

h

ence pushing th

em to

select a

co

nv

en

t rath

er th

an

co

-ed

uIe

atio

nal

Intro

dn

ction

Dependent

emp

ow

ereed

that

she

institu

tion

s.

Red

uces th

e O

ptio

ns fo

r Sch

oo

ls o

r C

olleges for

the G

en

ders

: W

ith

sch

oo

ls an

d

colleg

es d

ed

icate

d

tow

ard

s

a sin

gle gender,

creatc

s

a lo

t of shortage

for th

e opposite genders to

apply. If th

e d

em

an

d

for

teach

ers

in

cre

ases

then

th

e

dem

an

d

for

institu

tion

s

based

o

n

gender also

increases. E

sta

blis

hin

g

an

institu

tion

is

an

exp

ensiv

e affa

ir wh

ich m

ay

n

ot

be

a feasib

le option to

implem

ent all

ov

er

the

wo

rld.

Th

ere

can

be

a scen

ario

wh

ere

yo

u h

ave

mo

re supply o

f stu

den

ts b

ut less n

um

ber o

f in

stitu

tio

ns

to

wo

rk

with

it.

Ded

icate

d

institu

tion

s can

also

lead

to

lot o

f dis

co

mfo

rt in

handling th

e o

ther gender

wh

en

it

co

mes to

wo

rkin

g in

a professional wo

rld creating is

su

es in

yo

ur c

areer path a

nd

growth.

potentialities and m

o w

hich

n

eutralises th

e

eco

no

mic

ally

edu

cati

skills and self-confid-

and

h

igh

er cdu

catron

edu

cation

for

wo

man

cen

tury

o

ne

can

no

t

which aln

ost co

nstit

dev

elo

pm

en

t of th

e

Critics

for th

e em

po

werm

en

ed

ucatio

nal

institu

tion

s o

ur girls b

eco

me im

mo

dest a

nd

graceless an

d th

at their m

ora

l ch

ara

cte

r also

gets

blo

tted

. Th

ese c

ritics are thinking th

at the d

eclin

e o

f morality in th

e p

resent a

ge is th

e dire

ct

ou

tco

me of

co

-ed

ucatio

nal sy

stem

. Th

ere is a

bso

lute

ly n

o tru

th in

th

ese fa

lse an

d

basele

ss c

harg

es against co

ed

ucatio

n. C

o-ed

ucatio

n n

eith

er

corru

pts

a girl

no

r

a boy.

Ed

ucatio

nal

institu

tion

s

are

the

places of

learning. C

o-ed

ucatio

n d

oesn

't mak

e stu

den

ts im

pure, un

ho

ly or im

moral. W

hen

boys and

girls can

enjo

y

mix

ed

so

cia

l gath

erin

gs a

nd

parties, then

wh

ere

lies the h

am

if they study tog

ether?

Th

ere

are

certa

in

critic

s

wh

o

are

still holding

the

co

nserv

ativ

e

vie

w

that

by study1ing

in co

Wo

men

are a

lway

s

Wo

man

are no

t allow

e

Wo

man

Em

powerm

=

Th

e oxford A

up

in co

ntro

lling

their

Empow

enment

literature, the meaning

If we co

mp

are

A

good ed

ucatio

n sy

stem is sa

id to

be p

rog

ressive only if it resp

ects bo

th th

e genders and

giving

the sam

e ed

ucatio

n u

nd

er

a single ro

of.

Co

-ed

ucatio

n in

stitu

tion

s help in

laying the

fou

nd

atio

n

for both

the genders

to le

am

ho

w to

co

-ex

ist

with

respect

an

d d

ign

ity.

A

co

-ed

sch

oo

ls ad

van

tages

for b

oth

the

gender. B

oys an

d

girls, both,

will h

ave

to

pu

t effo

rt an

d

en

erg

y,

toil

an

d

knowledge

to

re-b

uild

the

sh

atte

red

socia

l an

d eco

no

mic

ord

er o

f o

ur co

un

try a

nd

the n

atio

n.

Co

-ed

ucatio

n is im

men

sely benefici

to th

e girls of In

dia, ra

ther it is blessing

to th

em

. We s

ho

uld

n

ot d

iscrim

inate

against an

y stu

den

t o

n any

basis.

Every

ed

ucatio

n

system

h

as its

ow

n

pro

s

an

d

co

ns

bu

t u

nd

er good

guidance, th

e advantages

ou

tweig

h th

e disad

van

tages.

Co

nclu

sio

n

Ind

ia go hand-in-hand

Whereas the absence

time an

d sp

ace to

r then

Higher E

ducation E

ducatuon is an th

em

tor a

ch

iev

ing

the

skilled special1sts n

schools, which aecept

secon

dary

sp

eeialized e

The

ho

mely

en

R

efe

ren

ces

edu

cated

mo

ther w

ould w

ww

.ed

u.n

el,in

w

hieh helps in adapting w

ww

.inflib

net

in

bette

r nem

ber o

t socie

ww

w.p

sy

net.c

om

ww

w.h

ealth

care n

et

ed

ucaio

n

tor w

om

an

i

ww

w.p

sy

ch

olo

gic

al

in

ww

w.tim

nesof Tndialdaily n

ewsp

apei

ww

w.sh

ortessay

s.con

w

ww

.co

nte

nt.w

5este

p.c

om

w

ww

.pu

blis

hartic

les n

et

analysis before entering

Em

po

werm

ent o

f Wo

r

merg

ing

T

reu

ds o

f R

ex

earc

h in

Higher

Ed

ucatio

n

25

0

Employability Skills Today's Need Ed. Dr. S.S. Terdal

7--) (Xiv)

INAGRICULTURE:ACASE STUDY OF JAGGERY PROCESSING UNITS IN NORTH KARNATAKA

Dr. K.M.Awaradi, Dr. K.M.AwaradiDr. Smt. S.D.Soraganvi

ACOMPARATIVE STUDY OF 410

EMPLOYABILITY SKILLS AMONG EMPLOYERS AND NON-EMPLOYERS.

Dr. Vishalakshi Honnakatti

ENHANCING EMPLOYABILITY 414 SKILLS OF STUDENTS IN PROFESSIONAL INSTITUTES :ACONCEPTUAL STUDY

ANURAG DILRAJ, SR. LECTURER

he Role ofNGO's in Employability 419 Dr. Shanta.Y.Bangari Dr. Shanta. Y.Bangari,

YOGA-SPIRITUALITY -MEDITATIONN 424 AND EMPLOYABLITY

ASHWINI PATIL AKANKSHA PANDEY

427 Employment and Infomation Technology

Shivaleela H B

431 Employability in Information Technology

Basaling Arjun Gonde

436 DIGITALINDIA& EMPLOYABILITY: CHALLENGES& SUGGESTIONS

Sanjeevakumar Ganiger Role ofNGOs in Enhancing Employability 440

Dr. Prakash B. Kundaragi Dr.A. M. Kadakol

Employability Skills-Today's Need/409 (-205-)

Lohar. N. S., Babar. V S., Killedar, N. S. and Toradmal, V. M.. 2000.

Relative economics of jaggery and sugar production I Kolhapur district of

Westem Maharastra Indian Sugar 50(6): 361-366.

A COMPARATIVE STUDY OF Raju. V. T. and Ramesh. M. V. 1989. Economics of agroprocessing -A case study of jiggery production and marketing in East Godhavari district of

Andhra Pradesh. Indian Journal of Agriculhural Economics, 44(3):3 17. EMPLOYABILITY SKILLS Teggi. M. Y. Basavaraj. H. Hiremat. G K. and Poddar. R. S.. 1998.

Economics of jiggery production in Bijapur district. Indian Journal of Agricultural Marketing 12 (1&2):29-34.

AMONG EMPLOYERS AND

NON-EMPLOYERS.

Abstract:

Despite ongoing debate on skills for employment and

concept of skill India, its important to know whether the

employers have the employability skills and most higher

education institutions are including the employability skills

within their curricula. Many people continue to report that

graduates are not ready to world of work and lack some of the

most basic skills needed for successful employment. So the

question is raised as to employers engaged with employability skill development. This article reports on a study exploring the

employers and non-employers employability skills and findings

Suggests that there is no significant difference between

employers and non-employers employability skills and also

there is no significant difference between male and female 's

employability skills. There is a significant co relation between

employers and non-employers employability skills. employers and non-employers both don'i have average level of

employability skills and Both lack the employability skills

Key words: Employability, employability skills, employer

and non-employer.

Introduction:

It is suggested that one potential problem with trying to develop

employability is a lack of coherence about what is meant by the

Employability Skills-Today's Need/411 (-206--) 412/Employability Skills-Today's Need

and the subsequent measurement of it.

oyability is a management philosophy, developed by oshal in 1997, which recognizes that employment and

formance stem from the initiative. creativity and

Statement of research Problem: To study the nature of

employability skills among employers and non-employers.

Objectives- To describe the nature of employability skills among employers

2) To describe the nature of employability skills among non-

1) s of all employees, and not just from the wisdom of

agement.

employers. mployers, it involves creating a working environment To examine sex difference in employability skills 3) vide opportunities for personal and professional growth,

anagement environment where it is understood that To examine relation between employability skills among 4)

wing people mean talented, growing organizations. employers and non-employers.

'employability skills". there will always be job-specific skills that an employer r, most employers will also want you to have some

Is. These general job skills are sometimes called ty skills"

Hypothesis: -

1) There would be significant difference between employers and

non-employer's employability skills

2) Employers would have higher employability skills than non-

employers. There would have sex difference in employability skills.

4) There would be significant relation between employers and

non-employer's employability skills.

Sampling:- Sample taken from area of Bailhongal.

3) employability skills can help get a job. They can also a job and work way to the top. Generally speaking, ht skills that employers. nication

ork solving

Conclusion: On the basis of above results there is no significant difference

employers and non-employers employability skills. There is no sex

difference also. And there is a significant co-relation between

employers and non-employer's employability skills. Employers and

non-employers both don't have average level of employability skills

and Both lack the employability skills.

and enterprise

g and HYPERLINK "https://www.youthcentral.

au/jobs-and-careers/plan-your-career/8-job-skills-you- ave"organizing agement

References. gy Abraham, S. E. and Karns, L. 2009. Do business schools value the

gy: competencies that businesses value?. Journal of Education for Business,

84(6): 35056. : To study the nature of employability skills among

non-employers and to know the relation between skills among employers and non-employers

Andrews. J. and Higson, H. 2008. Graduate employability. soft skills

versus 'hard' business knowledge: A European study. Higher Education in

Europe, 33(4): 413-22.

Archer. W. and Davison. J. 2008. Graduate employability: What do kills.

Employability Skills-Today's Need/413 (-207-)

employers think and want? The Council for Industry and Higher Education.

Beman. J. and Ritchie. L. 2006. Competencies of undergraduate business students. Journal of Education for Business. 81(4): 205-9

ENHANCING EMPLOYABILITY Bowers-Brown. T. and Harvey. with L. 2004. Are there too many graduates in the UK? A literature review and an analysis of graduate employability. Industry and Higher Education, August: 243-54. SKILLS OF STUDENTS IN Cumming. J. 2010 Contextualised performance: Reframing the skills debute in research education. Studies in Higher Education.: 1-15. iFirst Article De La Harpe. B. Radloff. A. and Wyber. J. 2000. Quality and generie (professional) skills. Quality in Higher Education. 6(3): 231-43

PROFESSIONAL INSTITUTES :

A CONCEPTUAL STUDY Fallows. S. and Steven. C. 2000. Building employability skills into the

higher education curriculum: university ide ABSTRACT A initiative. Education + Training, 42: 75-82.

Employability and placements is one of the key areas of

all institutes inparting professional and higher education. Every

educational institute thrives on its placement record and

students employability. The present organizations need to focus

on skill development of students so that they are able to start

their career in a proper manner There are number of institutes

providing degrees but a very few provide good employability skills. This paper takes a comprehensive look at the various

facets of learning employabiliny skills by institutes of higher

education in India. It also explains coherence and multi-level

coordination required to develop skills of students on a long-

term basis. This research focuses on the attributes which should

be taken care of by the institutes.

Hugh-Jones. S. Sutherland. E. and Cros. A. The graduate: Are we giving

employers what they want?. Paper presented at the Teaching and Learning Conference. January 6. Leeds.

Ghoshal. Sumantra (December 1997). "The Individualized Corporation:

An Interview with Sumantra Ghoshal. European Management

Journal. 15 (6): 625 632. The Hindu." Unemployment explosion to hit India by 2020 * August 15

2006.

KEYWORDS: Employability, placements, career management,

student supportive system, professional education, higher education,

professional institutes

INTRODUCTION

India is witnessing a paradigm shift in present higher

educational system. A number of institutes are croping up which

are providing latest facilities and support system to the students.

The actual career or employability begins from the time of admission. Students need to be counseled well before joining the course so

that they know the requirement of the course and the placement

ISBN

: 978-93-88011

K.L.E. Society's

Shri K

adasiddheshwar A

rts College &

H

:S. K

otanbari Science Institute V

idyanagar, Hubballi

Two D

ay Interhational Conference

7-8 September, 2018

ROLE OF LITERATURE& JOURNALISMIN CONTEXT OF

NATIONALISM IN PRE-INDEPENDENCE INDIA

EDITO

RS

Dr.

V.G. Rajput D

r. Harish A

rora U

niversity of Delhi

Co

nv

ener

KO

Ie o

r M

ed

ia D

urin

g I

nd

ep

en

den

ce:

Ih

e F

earle

ss J

ou

rn

alists

Dr. V

ishalakshi Honnakatti

Assistant Professor, D

ept. of Psychology G

ovt. First G

rade College for Woen a

nd

P.G. Study C

entte, Bailhongal A

bstract: It is w

ell-known to all that colonial rule in India w

as very repressive towards the support o

fshe freedom

mo

vem

ent in

the media, as is evident from

the prison sentences given to peacefulfreedom

fighterslike

Mahatm

aG

andhi,Surendranath Bannerjee and L

okmanya T

ilak for their writings. Just im

agine how repressive

the attitude o

f the government w

ould have been towards revolutionaries like B

hagat Singh w

hen they tried

to u

se the very limited space available to them

in the media to spread their ideas and articulate their dem

ands

for freedom and social-econom

ic justice. So

itis all the more fascinating to understand how

the revolutionaries w

ere nevertheless able to turn the tables on the govermm

ent and used the media effectively far their cause

on

several important occasions and in several interesting w

ays. Bhagat S

ingh was hanged at the age o

f 23.

His first w

riting showing great political m

aturity was done at the age o

f on

ly 16. In

just seven years, he w

rote

many articles w

hich are stl cherished and w

idely read. Present paper critically analyze about present conditions in the field o

f media com

paring with P

re-independence period. Many im

portant events are stll

being published and re-published countless times and are also quoted tim

e and again. Many freedom

fighters are

journalists and they are

considered as fearless journalists. T

here role is incredible for geting independence. Introduction:

In those days with the technology available at that tim

e, preparing several prints of photos anddelivering

them by m

essenger to editors was a very risky proposition. In fact, som

e leadin

g revolutionaries w

ere

apprehended by the police with photos and blocks and sent to prison. Som

e newspaper offices such as those

of B

ande Mataram

were raided and if pictures w

ere found, strong action B

y the 1920s and 1930s, literature had come to occupy a central role in the Indian nationalist im

ovement.

Yet literary texts not only reflected the politics o

f India's leaders (increasingly represented by the Indian

National Congress,) bút questioned s

om

e o

f their assumptions about the path India's future shoul� take. For

instance, the Hindi novelist Prem

chand set his stories primarily in rural India and satirized the m

achinations of the urban eite, em

phásizing the rural-urban divide that was increasingly visible in m

ainstream nationalist

politics. Likewise, the English-language author M

ulk Raj Anand located his stories am

ong the urban poor. disem

powered not only by colonialism

, but also by the kind of h�avy industrialization supported by.congress.

James A

ugustusH

ickey is considered the father of Indian press. He started the B

engal Gazette in

the y

ear 1780. But it w

as seized in the year 1872 as it was critical of the B

riush Govem

ment. W

ith theincreasing num

ber of newspapers, the governm

ent became accountable. T

herefore, it brought into action séveral acts in order to

suppress the press. D

uring the British regim

e newspapers w

ere notbeautiful in appearance. The text of the'nèw

spapers

vas taken.

usually contained- gossipregarding the important people, their personal life, and stolen new

s of th

e

foreignnewspapers- no norm

s, no code of conduct on the part of the editors of thenewspapers. In short, the