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.
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InternationalJournalofInformative&FuturisticResearch ISSN: 2347-1697
Volume 4 Issue 2 October 2016www.ijifr.com
Abstract
Acquiring a generalized managerial skill that is creative and constructive
but not critical, proactive but not reactive, perceptual but not logical is a
plausible solution for a school head as a school leader and manager. Some
researchers viewed that the jobs of principals are arduous to manage due to
changing school scenario in a global world nevertheless with directive to
equip for competitive advantage. With the universal organizational struggle
getting tougher, mere management competency or being creative,
singularly often proves to be insufficient. Hence, it was pertinent to enter
into the domain of 'managerial creativity', which is in fact 'finding solutions
of the problems, managing physical/human/financial resources of school in
creative ways furnishing a winning edge to any manager or a leader of any
organization or a school. Reiterating, Turkson & Appiah (2009), that
creativity add a very pertinent flavour to the practice of management by
people in all forms of managerial positions and that in the absence of
practical application of creativity, these mangers cannot be visionary
leaders. Although, from the studies reassessed, a variable 'managerial
creativity' for the sample 'school heads" were left unidentified. The need to
develop the scale that measures the confluence of management skills and
creativity for the school heads became imperative.
I. INTRODUCTION
The role of leadership is a critical ingredient, “second only to classroom instruction among
school related factors that affect student learning in school”. Thus, school leadership and
student outcomes have recently come to receive greater attention in research and among
policy makers in United States and England (Leithwood, et.al 2004). However, in contrast
to the international emphasis, literature on importance and consequences of school
DEVELOPING THE CONFLUENCE OF
MANAGEMENT SKILLS AND CREATIVITY
FOR THE SCHOOL HEADS
Paper ID IJIFR/V4/ E2/ 005 Page No. 5058-5065 Subject Area Education
Keywords School Heads, Creativity, Management Skills, Managerial Creativity
Challang R Marak
Senior Lecturer,
District Institute of Education & Training,
Tura-Meghalaya

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International Journal of Informative & Futuristic Research (IJIFR)
Volume - 4, Issue -2, October 2016
Continuous 38th Edition, Page No: 5058-5065
Challang R Marak :: Developing The Confluence Of Management
Skills And Creativity For The School Heads
leadership in Indian context is as sparse as the attention it receives in policies and programs
is a neglect (Azim Premji Foundation, 2011).
The success of school organisation whether it be at the higher secondary level,
secondary level or the elementary level depends upon the effective leadership and
management of the head of the institution. In the 21st
century the efforts of the head of the
institution has been widely recognised as one that is very crucial in bringing about Quality
Education. School being as a social organisation has a collective sets of goals and objectives
(Krishnamacharyulu, 2006). The school manager's management skills can bring about
coordination of work among many functioning under one roof; it competently and
effectively leads to achieve the organisational objectives (Kreitner, 2004). However, today,
in a world full of competition, it is not usually possible to manage the school by following
stereotype routines, so the head of the school should embark upon using his/her creative
ability skills to manage the school. The heads of the school needs to map out and explain
more fully, the richness and complexity of skilfulness, resourcefulness, ingenuity,
inventiveness, originality, fluency, flexibility, and evaluative execution of managerial
responsibilities. There is a need for divergent thinking abilities in the open ended tasks of
the schools as leaders. Hence, leadership traits with managerial creativity is the need of the
present global humanity; schools, at present should be guided and directed by leaders who
uses their management skills fused with creativity to solve problems they encounter in
regular processes and operations of school management.
II. JUSTIFICATION OF THE STUDY
Nonetheless, while arriving at the most common platform of empirical
understanding, a few recent research studies on "managerial creativity" were initiated in
India (Jain, et.al.2011; Rashid, 2012 & Wadhwani, 2014), with samples like executives,
school/ college principals and secondary school/tribal teachers. Though, a self constructed
Managerial Creativity Test for higher education students by Wadhwani (2014) as well as
self developed/standardized Managerial Creativity Scale (MCrS) keeping in view the
organizational executives by Jain.et.al (2011) found, were not presently appropriate for the
sample under study. Studies in Abroad (Duze,2011; Scratchley.et.al , 2001; Turkson &
Appiah, 2009; Anderson, 2006; Mathibe,2007 and Scratchley, 1998) depicted 'managerial
creativity' as a quality of managers engulf with creativity for managing an organization
towards growth and development. The need to develop the Managerial Creativity Scale for
the Heads of Primary Schools (MCSHPS ) arose. Thus, Managerial Creativity is operationally
defined as the confluence of components like getting things done, developing staff,
improving self and leading towards organisational success through leadership, expertise,
motivation and creative thinking skills.
III. SAMPLE OF THE STUDY
The sample of the present study consists of Heads of Government primary schools
located in semi-urban Garo Hills Districts of Meghalaya. The proportionate stratified

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random sampling technique was used to select. On the basis of different stages of test
constructions and standardization, the initial sample strength for the three phases of try-out
was divided as 10%, 20% and 10% of total population, for the proportional representation of
Government Primary school heads from all the blocks of the districts under study.
IV. DEVELOPING THE MANAGERIAL CREATIVITY SCALE FOR THE HEADS
OF PRIMARY SCHOOLS (MCSHPS )
4.1 Item Writing
The item writing for the 5 point Likert Managerial Creativity Scale for the Heads of
Primary Schools (MCSHPS ) were framed in accordance to the learning domain of Bloom's
Taxonomy of cognitive domain, affective domain and psychomotor domain. Through the
confluence of components from Management Skill Pyramid of F.John Reh (2009) with the
Componential Theory of Creativity of Teresa Amabile (1983), the items in accordance to the
20 dimensions of Managerial Creativity Scale for Heads of Primary Schools (MCSHPS) were
shaped in forms of favourable or unfavourable statements. The items written incorporated
the views of field experiences obtained through Focus Group Discussion and/or Personal
interviews. This was reflected through the item statements. Efforts were made to merge in
all the 7 Confluence of Components towards the shaping of the 20 multi-dimensions of
Managerial Creative Scale for Heads of Primary Schools (MCSHPS) by comprehensively
taking into account the role of creativity in the managerial responsibilities of school heads
pertaining to management, school management, leadership, school leadership and creativity
as shown in Table 1.1. Items shaped depicted the dimension under the confluence of
components from Management Skills Pyramid and Componential Theory of Creativity.
Positive statements were initially framed, half of it was rewritten in negative form and
eventually it was edited subjected to expert’s comments, suggestions and criticisms. The
steps followed are shown below.
4.2 Stages of Construction and Standardization
4.2.1 Stage I: Preliminary Try-out:The statements selected for the preliminary try out
were 176, containing 50% of positive polarity and 50% of negative polarity. The statements
were given for 20 expert opinions views for comments, suggestions and necessary
modifications to be incorporated in subsequent try-outs. Based on the 20 dimensions of
MCSHPS, Personal Interviews (PI) and Focus Group Discussions (FDGs) with experienced
Head Teachers in the field of school management also reinforced the statements. FDGs with
the Sub-Divisional School Education Officers of Government of Meghalaya added much
significance to the authenticity of the determining statements of the 7 confluence of
components merged from Management Skills Pyramid and Componential Theory of
Creativity. Out of 176 primary statements, after meticulously incorporation and/or
elimination, 146 items were found suitable for the first try-out.
4.2.2 Stage II: First Try out The first tryout MCSHPS was done with 146 statements, i.e 73
negative polarity items and 73 positive polarity items. This was administered to a sample of

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165 randomly selected Heads of Primary Schools. MCSHPS booklets with incomplete
responses to a maximum of 3 items were to be eliminated from analysis.
4.2.3 Stage III: ItemAnalysis: After obtaining the total score for each respondent, the step
for analysis was applied by following Kelly's method. The highest 27% and the lowest 27%
is then taken out to provide the best compromise between the two desirable and inconsistent
aims- (i) to make extreme group as large as possible and (ii) to make extreme group as
different as possible. The scores obtained for each item in these two extreme groups were
used for calculating the discriminating power of each item. The discriminating power was
obtained by calculating the critical ration "t" by using the formula given by Edwards (1957).
4.2.4 Stage IV: Selection and Preparation of Final Items: Altogether 80 items having p-
value of 2.75 and above were selected and the 66 items having p-value below 2.75 were
rejected. The items of MCSHPS were arranged in order of their discriminative value. Equal
number of positive and negative items was selected encompassing every confluence of
components and dimensions in a proportionate manner. The 80 items selected through item
analysis were evaluated for language appropriateness by the experts and on the suggestion
of experienced heads of primary schools and educationists, the statements were translated
into Garo language in order to obtain true and correct reply from the respondents belonging
to the two Garo Hills Districts of Meghalaya .
4.2.5 Stage V: Final Try-Out : Out of selected 80 items having p-value of 2.75 and above,
only 42 selected items in consistent to the confluence of components and multi-dimensions
of MCSHPS were prepared after the item analysis for the final try out of the scale as shown.
After compulsory preparation for the final try-out, the MCSHPS was distributed amongst 82
primary school heads of the two districts of Garo Hills region of Meghalaya for establishing
the parameters of validity, reliability, usability and norms of MCSHPS.
Table 1.1 Final number of items in consistent with dimensions of MCSHPS
Sl
No
Confluence of
Management Skills
and Creativity
Dimensions of Managerial
Creativity
Positive Negative Total
1 Get it done 1. Planning
2. Organising
3. Directing
4. Controlling
4 4 8
2 Develop staff 1. Motivation
2. Training and Coaching
3. Involvement
4 4 8
3 Improve self 1. Time Management
2. Self Management
2 2 4
4 Success 1. Vision
2. Mission
3. Ambition
3 3 6
5 Expertise 1. Hard skills
2. Soft skills
2 2 4
6 Motivation 1. Extrinsic Motivation 2 2 4

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2. Intrinsic Motivation
7 Creative thinking
skills
1. Fluency
2. Flexibility
3. Originality
4. Elaboration
4 4 8
Total 20 Dimensions 21 21 42
4.2.6 Stage IV: Standardization of MCSHPS: The vital standardization procedure through
establishment of validity, reliability, usability and norms was made.
4.2.7 Establishing Validity: The validity of present scale was estimated through Face
validity, Content validity and internal consistency validity.
The face validity of the Managerial Creativity Scale for the Heads of Primary
Schools (MCSHPS) was estimated in the pre-tryout of the preliminary draft stage by a series
of systematic consultations of items during the process of construction. Multiple FDGs gave
an impetus to the validity of the scale through their ideas of field experiences which were
much in tandem with the confluence of components and dimensions for the construction of
the scale. The content validity of the Managerial Creativity Scale for Heads of Primary
schools (MCSHPS ) was ensured through meticulous evaluation of the items by the
educationists and experts, like Sansanwal, D.N (2016) ; Nongbri, C (2015); Awasthi, K
(2015); Sharma, D (2014); Madhusudan, J.V (2014); Marak , F.K (2014); Momin, N.S .C
(2014)& Marak, M (2014). Ambiguous statements, vague words and double barrel
statements were accordingly reworked or removed after the item evaluation stage. The
internal consistency validity was found during the item analysis stage.
4.2.8 Establishing Reliability : In order to determine the external consistency reliability of
the Managerial Creativity Scale for Heads of Primary Schools (MCSHPS), final 42 items
were administered to 82 subjects belonging to West and South-West Districts of Garo Hills
of Meghalaya. To establish predictability or stability of the scale test-retest was conducted
on the scale. After a gap of 4 weeks, the same scale was administered again to the same
group of respondents. The scores obtained were calculated and the reliability index was
found to be at .72 and is significant at 0.01 levels of confidence, meaning that 72% of the
variance in the scores are reliable and 28% is the error variance. However, in order to
determine the internal consistency reliability or the coefficient alpha reliability of the scale,
the 42 items were divided into 21 odd items and 21 even items, the Cronbach's Alpha in
SPSS was used and reliability coefficient obtained is .835 while Cronbach's Alpha Based on
Standardized Items obtained is .891 indicating that MCSHPS measures variable with
extremely high reliability. The reliability of the Managerial Creativity Scale for Heads of
Primary Schools (MCSHPS) is highly reliable externally and internally.
4.2.9 Establishing Usability: The Managerial Creativity Scale for Heads of Primary
Schools (MCSHPS) can be used for individual as well as group administration. The MCSHPS
during individual administration can be enhanced by an open ended personal interview and
Focus Group Discussions to map out and explain more fully, the richness and complexity of

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creativity in the managerial responsibilities of the school leaders with a scope shaped out for
divergent thinking responses.
4.2.10 Scoring Procedure: The scoring procedure for each answer to every statement is
as given in the Table 1.2. The range of scores for the Managerial Creativity Scale for Heads
of Primary Schools (MCSHPS) is 42 to 210, wherein the minimum scores could be 42 (i.e 1
x 42) and maximum scores could be 210 (i.e 5x42).
Table 1.2: Scoring Procedure Managerial Creativity Scale for Heads of Primary Schools
Degree of
Favourability
Strongly
Agree
Agree Undecided Disagree Strongly
Disagree
Polarity of
Items
(S A) (A) (U) (D) (SD)
Positive Items 5 4 3 2 1
Negative Items 1 2 3 4 5
4.2.11 Establishing Norms and Interpretation: Percentile norms for the whole scale as
per quartile deviation were established on the basis of raw scores made against the sex
criterion. The score under each percentile are illustrated in the table 1.2. The interpretation
of percentile norm is done on the basis of quartile as given in Table 1.3. A very high score
above the 76th
percentile is found to have High Managerial Creativity (HMC). Moderate
Managerial Creativity (MMC) is scores from P51 above to P75. Low Managerial Creativity
(LMC) is identified between percentiles P26 to P50. Scores between P05 to P25 are Very Low
Managerial Creativity (VLMC).
4.2.12 Description of Managerial Creativity Level:The description of the interpretation
(Table 1.4) of the various level of Managerial Creativity of the Heads of primary schools is
indicative that heads of government primary schools with High Managerial Creativity levels
are described as those who operationally merged in operating managerial skills with
creativity in their leadership responsibilities; Moderate Managerial Creativity level scorers
are those who need support through motivation, training and coaching, in hard skills & soft
skills for fluency, flexibility, originality and elaboration of ideas/skills for development of
Managerial Creativity Skills in their managerial positions. Low Managerial Creativity
scorers are heads that needs to be sensitized, made aware and motivate about the force of
creativity while getting things done, developing staff, improving self and achieving success
as a leader of the school. Very Low Managerial Creativity scores are indicative of utter
negligence in skills of managerial dimensions as well as creativity dimensions.
Table 1.3: Percentile Norms and Interpretation of Managerial Creativity Level
Percentile Raw Score Of
Male Head
Teachers
Raw Score Of
Female Head
Teachers
Interpretation Of
Managerial Creativity
Skills Level
P95 177 175 High Managerial
CreativityP90 174 172

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P85 172 160
P80 169 168
P75 167 167 Moderate Managerial
P65 164 164
P60 163 163
P55 161 162
P50 159 160 Low Managerial
P40 156 157
P35 155 156
P30 154 155
P25 152 154 Very Low Managerial
P15 148 151
P10 144 147
P05 136 145
Table 1.4: Interpretation and Description of Managerial Creativity Level
Managerial Creativity Level Description Of The Managerial Creativity
High Managerial Creativity Totally involved in Managerial Creativity Skills.
Moderate Managerial Creativity Needs Support for Managerial Creatively Skills.
Low Managerial Creativity Affirms attention for Creativity in Managerial skills.
Very Low Managerial Creativity Negligent of skills for Managerial responsibilities.
V. DIRECTION OF ADMINISTRATION OF THE SCALE
The heads of the primary schools were contacted and Managerial Creativity Scale
for Heads of Primary Schools (MCSHPS) were administered either individually or in groups.
Instructions were given as per as the booklet cum answer-sheet. Each of the school head
were asked to answer spontaneously to the items by reading carefully and responsibly with
accountability as a school manager. Alongside, on each of the dimension of the scale,
Personal Interviews and Focus Group Discussions were followed to qualitatively
supplement the responses obtained to understand their divergent skills of creativity in
managing and leading their schools.
VI. CONCLUSION
Although the management literature has hailed managerial creatively as a necessity in
current climate of rapid change and global competition, little has been done to help
organisations to identify and select managers who have potential to be creative on a job
more so in education in general and schools in particular. This psychological tool can help
in identifying and selecting teachers into management positions in school, teacher who not

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only have teaching competency but potential to take the school in new and useful directions.
This scale can help in identification of managerial creativity of individual school leaders and
can be used for the purpose of recruitment, promotion, training, professional development
and certification of the primary school heads irrespective of gender, training , experiences
and location of school.
VII. REFERENCES
[1.] Amabile, T. (1983).The Social Psychology of Creativity. New York: Springer-Verlag.
[2.] Anderson, P (2006), Creativity and Innovation in a Turbulent Environment. Journal of
Managerial Excellence, 2( 3), p.69.
[3.] Azim Premji Foundation (2011). Special Issue on School Leadership. Learning Curve. Vol 16
(March). Pragathi Prints: Bangalore.
[4.] Duze, C.O. (2011). Students’ and teachers’ participation in decision-making and impact on
school work and school internal discipline in Nigeria. African Research Review. 5(2): 200-
214.
[5.] Edwards, A.L. (1957). Technique of Attitude Scale construction. Appleton century Crafts, Inc.
Chapter. 6, 149-157.
[6.] Jain, S., Jain R., & Dhar, U.(2011) Managerial Creativity Scale. Agra: National Psychological
Corporation.
[7.] Kreitner, R. (2004). Management (9th ed.). Boston: Houghton Mifflin.
[8.] Krishnamacharyulu, V. (2006). School Management and Systems of Education. New Delhi:
Neelkamal Publications.
[9.] Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How Leadership
Influences Student Learning: Review of Research. New York: Wallace Foundation.
[10.] Mathibe, I. (2007). The Professional Development of School Principals. South African Journal
of Education, 27, 523-540.
[11.] Rashid, F. (2012) Managerial Creativity and Work Motivation of Secondary School Tribal
Teachers In Relation To Their Occupational Self Efficacy. Journal Of Humanities And Social
Science. 3 (6), 53-60.
[12.] Reh, J .F (2009) The Management Skills Pyramid. Retrieved from http;//
management.about.com/od/managementskills /a/ManagementSkillsPyramid.htm
[13.] Wadhwani. P. (2014) Managerial Creativity as a Function of Discipline of Study and Risk
Taking Behaviour and their Interaction. Journal of Management & Research, 8 (1/4).497.
[14.] Scratchley, L.S & Hakstian, A.R (2001) . The Measurement and Prediction of Managerial
Creativity. Creativity Research Journal. 13, (3 & 4). 367-384.
[15.] Scratchley, L. S. (1998): Managerial Creativity- The Development and Validation of a
Typology and Predictive Model. Ph.D. (Psy.), University of British Columbia.
[16.] Turkson, J.K. & Appiah, K. O (2009) .Managerial Creativity and Innovation: A Panacea for
Organizational Change and Development. Global Business and Economics Anthology. 2. 117-
126.
To Cite This Article
Marak, R. C. (2016): “Developing The Confluence Of Management Skills And Creativity For
The School Heads”. International Journal of Informative & Futuristic Research (ISSN: 2347-
1697), Vol. 4 No. (2), October 2016, pp. 5058-5065, PaperID: IJIFR/V4/E2/005.

.
Abstract
The present work is the analysis of the influence shown on the process
parameters like (tool speed, feed rate and shoulder diameter) on the
metallurgical and mechanical properties of the joints fabricated by Friction
Stir Welding. Now-a -days, in many industrial applications the steels are
replaced by non-ferrous alloys, in most cases by aluminum alloy. The
aluminum 6061 alloy is most commonly used in aerospace and automobile
industries. Friction Stir Welding (FSW) is considerably new joining process
that has exhibited many benefits over traditional arc welding process
including greatly reducing distortion and eliminating solidification. The
FSW joints have higher tensile strength to weight ratio and finer micro
structure. The samples were taken under the tool rotational speed of 1950,
3080 and 4600 rpm. The present study is done to think about the impact of
input parameters on the tensile strength. The tensile quality is mostly
influenced by tool speed. The parameters taken in this examination are tool
rotational speed, feed rate and shoulder diameter. The greatest tensile
strength is obtained at Tool Speed- 3080 rpm, Feed Rate- 20mm/min and
Shoulder Diameter across 20mm.
I. INTRODUCTION
Welding is system in which we join two or more homogenous or distinctive materials with
exertion of warmth and with or without use of weight. For the welding process, the most
ANALYZE THE MECHANICAL PROPERTIES
OF ALUMINUM 6061 ALLOY USING
FRICTION STIR WELDING
Paper ID IJIFR/V4/ E2/ 007 Page No. 5066-5071 Subject Area
Mechanical
Engineering
Keywords Friction Stir Welding (FSW), Aluminium Alloy 6061, Tool Rotational
1 Kapil Singh
Associate Professor
Department of Mechanical Engineering
ARNI University, Himachal Pradesh(India)
2 Sushil Kumar
M.Tech. Student
Department of Mechanical Engineering
ARNI University, Himachal Pradesh(India)

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Kapil Singh, Sushil Kumar :: Analyze The Mechanical Properties
Of Aluminum 6061 Alloy Using Friction Stir Welding
essential base is heat. There are two sorts of There are two sorts of welding i.e. conventional
welding and stir welding. Here we talk about the Friction Stir Welding (FSW). The concept
of FSW is simple in which A non-consumable rotating tool with a specially designed pin
and shoulder is inserted into the abutting edges of sheets or plates to be joined till the
shoulder contact the top surface of work piece and traversed along the line of joint to
produce the weld(Fig1). The tool serves primary functions:
a) heating of work piece;
b) deform the material ;
c) movement of deform material to produce the joint.
Aluminium is one of the most common alloys which is widely used in several application
over the automotive and aircraft industries because of their light weight properties, better
corrosion resistant and high strength to weight ratio.
Figure 1: Friction Stir Welding
FSW have the advantages over conventional welding are:
 Strong mechanical properties
 Fine grain structure, revising power, decrease lingering hassle, pliability, and
imperviousness to erosion.
 Dissimilar material can be joined.
 Guarantee 100% weld quality.
II. LITERATURE SURVEY
 Jaimin B. Patel etal.(2014), This paper introduces the demonstration of FSW devices
by substitution of hardware pin profile alongside recreation of crest temperature
instigated in plate material and stream hassles produced in the same for friction welding
of AA6061. Results are introduced for different temperatures of aluminum compound
plate and in addition stream hassles are produced in and around the instrument pin
during the welding procedure.

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 A M Khourshidetal.(2013), In this research work, friction welding is connected with
the combination of two channels, meager walled thickness variably empty glass of the
gloves. The main focus of this work is studying the impact on the mechanical properties
of the welding joints.
 B.Kiran Kumar etal.(2016), This research work is about the study of mechanical
properties and micro-structure on FSW aluminum alloy. By this study we came to know
that the pin diameter and shoulder diameter are increased with the increase in thickness
of the plates or specimen undergoing the process of FSW.
III. EXPERIMENTAL PROCEDURE
In the welding process, we require a pivoting device with a shoulder and a stick that
produces heat and encourages the stream of the diminished strong compound behind the
apparatus where the welded joint structures.The Taguchi Method will be utilized to discover
the three blend welding parameters. In this work three parameters will be taken and L9
orthogonal cluster will be chosen to advance parameters for quality of the welded joint.We
take the different parameter to achieve the greatest tensile strength. The parameters are tool
speed, feed rate and shoulder diameter. Table 1 shows the process parameters:
Table 1: Process Parameters
Level Tool Speed(rpm) Feed Rate(mm/min) Shoulder Dia. (mm)
1 1950 20 17
2 3080 25 19
3 4600 30 21
Tensile Strength calculation:
Maximum St�ength =
Maximum Load KN
Maximum A�ea ��2
For conversion of kgf into N/mm2
:1 kgf = 9.8 N/mm2
Elongation calculation:
Elongation =
Change in Length ∗
Holding Length
IV. RESULTS AND DISCUSSION
We performed nine experiments in the first run and universal testing machine is used to
calculate the tensile strength. The calculated tensile strength is shown in the table-2.The
tensile strength is calculated for the different parameters such as tool rotation speed, feed
rate and shoulder diameter.
Table 2: Tensile strength Trial 1 of the Specimens for Single Sided Joint
Speed(r.p.m)
Sample
No.
Feed
(mm/min.)
Shoulder
Diameter(mm)
Area
(mm2
)
Load
(KN)
Tensile strength
Trial1 (KN/mm2
)
1950 S1 20 16 150 9 0.06

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S2 25 18 150 11.25 0.074
S3 30 20 150 18.5 0.124
3080
S4 20 18 150 20 0.133
S5 25 20 150 23.9 0.17
S6 30 16 150 17.7 0.118
4600
S7 20 20 150 17.20 0.116
S8 25 16 150 7.6 0.054
S9 30 18 150 8 0.048
Now we calculate the elongation for each nine specimen shown above at different
parameters such as feed rate, transverse speed and shoulder diameters is shown in the table:
3.
Table 3: Change in Length& Elongation
Figure 2: Effect of Welding Parameters on Tensile Strength for S/n ratio
Speed
(r.p.m)
Sample
No.
Holding length
(mm)
Change in length
(mm)
Elongation
(%age)
1950
S1 50 5.5 12
S2 50 7 15
S3 50 8 17
3080
S4 50 6.5 14
S5 50 7.5 16
S6 50 5 11
4600
S7 50 3.5 8
S8 50 3.5 6
S9 50 3 7
460030801950
-18.0
-19.5
-21.0
-22.5
-24.0
302520
201816
-18.0
-19.5
-21.0
-22.5
-24.0
Tool Speed
MeanofSNratios
Transverse Speed
Shoulder Diameter
Main Effects Plot for SN ratios
Data Means
Signal-to-noise: Larger is better

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After using all the observation as given in table 2 and table 3 means and S/N ratio are
calculated and the analysis is shown by the various graph is drawn by Minitab 15 software.
The S/N ratio for Tensile Strength is calculated on Minitab 15 Software using Taguchi
Method. A greater S/N value corresponds to a better performance.
Figure 3: Effect of Welding Parameters on Tensile Strength for Means
V. DISCUSSION
Taguchi method stresses the importance of studying the response variation using the signal–
to–noise (S/N) ratio, resulting in minimization of quality characteristic variation due to
uncontrollable parameter. The Tensile strength was considered as the quality characteristic
with the concept of "the larger-the-better".
The S/N ratio for the larger-the-better is:
S/N = -10� � { ∑
�
}
Finally we got the optimum value of parameters of welding process for maximum tensile
strength which is given in Table 4.
Table 4: Optimum Value of Parameter According to S/N Ratio
Tool Speed (rpm)
Feed Rate
(mm/min)
Shoulder Diameter
(mm)
Tensile strength
(KN/mm2
)
3080 20 20 0.164
VI. CONCLUSION
For better welding issues, so many different traditional strategies had been utilized in this
way, yet they are not vigorous and have many limitations. To solve the above issues,
Taguchi system is utilized as a part of this research. The Tensile quality is mostly influenced
by Tool speed and next to it shoulder distance across & feed rate likewise influence to some

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degree. The Parameters considered in the examinations are upgraded to accomplish greatest
Tensile Strength. The best setting of information procedure parameters for greatest tensile
Strength is Tool speed-3080 rpm, feedrate-20 mm/min, and Shoulder diameter across 20
mm.
VII. REFERENCES
[1] A. Arora(2011) "Toward ideal erosion blend welding instrument shoulder diameter"
Materials and Design,Vol. 64, pages: 9–13.
[2] A.Govind Reddy (2012) "Process Parameter Optimization for Friction Stir Welding of
disparate Aluminum Alloys" International Journal of Engineering Research & Technology
vol.2, ISSN: 2278-0181
[3] A.Heidarzadeh and H. Khodaverdizadeh (2012)"Tensile conduct of friction blend welded
AA 6061-T4 aluminum composite joints" Materials Science and Engineering vol. 37 page:
164– 173
[4] Ajay Kumar Revuri(2012)" Computational Analysis Of Friction Stir Welding Tools With
Various Threaded Pin Profiles" International Journal of Engineering Research &
Technology vol.2, ISSN: 2278-0181
[5] A M Khourshid (2013) "investigation and outline of grinding stir welding" International
diary of mechanical designing and automated exploration India vol. 2 page: 1820– 1829
[6] D.M. Rodrigues and A. Loureiro (2012) "Impact of friction blend welding parameters on the
microstructural and mechanical properties of AA 6016" Materials Science and Engineering
vol. 30 page: 1913– 1923.
[7] Dongun Kim (2010) "friction mix welding", mix. European Journal of Mechanics A/Solids,
Vol. 29, pages: 207–215
[8] G. Çam(2008) "Mechanical properties of contact stir butt-welded Al-5086 H32 plate"
Journal of Achievements in Materials and Manufacturing Engineering vol. 30 page: 135–
142
[9] Gopi Chand (2013) "Utilization of Taguchi Technique for Friction Stir Welding of
Aluminum Alloy AA6061" International Journal of Engineering Research & Technology
vol.6, ISSN: 2278-0181
[10] H.J. Liu (2009) "Malleable properties and crack areas of friction blend welded joints of
2017-T351 aluminumalloy"Journal of Materials Processing Technology vol 142, page: 691–
696
[11] Indira Rani M and Marpu R.N (2011) "An investigation of procedure parameters of friction
mix welded aa 6061 aluminum amalgam" Journal of Engineering and Applied Sciences vol.
6, pp. 1819-6508
Singh,K., Kumar,S.(2016): “Analyze The Mechanical Properties Of Aluminum 6061
Alloy Using Friction Stir Welding” International Journal of Informative & Futuristic
Research (ISSN: 2347-1697), Vol. 4 No. (2), October 2016, pp. 5066-5071, PaperID:
IJIFR/V4/E2/007.

.
Abstract
Efforts are made in every country for a sound system of education which
can cater the educational needs of all citizens. When the problem of quantity
of education is being tackled, there is an urge for raising the quality of life,
which is possible only if there is raise in the quality of education. The quality
of life and the quality of education go together. Educationalists are of the
opinion that the educational problems relating to the quality and quantity
could be tackled by the development of an Educational Technology.
Therefore, in recent years all over the world there has been a rapid
development of Communication Technology in education at all levels with a
purpose of extending educational facilities and upgrading instructional
methodology. The present study tries to trace out the ICT awareness, use
and need of the teacher educators of B.Ed. Colleges of Hyderabad
Karnataka region. The result reveal that computer trained teacher
educators were more aware and used more ICT resources for classroom
teaching, professional development and personal development in
comparison to the computer untrained teacher educators and teacher
educators having personal computer were using ICT resources more for
their classroom practice, professional development and personal
development than that of teacher educators not possessing personal
computer.
A STUDY OF ICT AWARENESS, NEED AND
USAGE AMONG TEACHER EDUCATORS
OF B.Ed. COLLEGES OF HYDERABAD
KARNATAKA REGION
Keywords
ICT, Teacher Educator, B.Ed. Colleges, Professional Development, Personal
Development
1 Ratan Chavan
Research Scholar
Hindi Prachar Sabha - Post Graduate Centre,
Dharwad (Karnataka)
2 Dr.Vijayakumar Exambi
Professor and Research Guide,
Karnataka College of Education,
Bidar (Karnataka)

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Ratan Chavan, Dr.Vijayakumar Exambi:: A Study Of ICT
Awareness, Need And Use Among Teacher Educators Of B.Ed.
Colleges Of Hyderabad Karnataka Region
I. INTRODUCTION
We live in an age of information and technology. Widespread use of computers in all walks
of life has been witnessed. There have been several major trends in emerging technologies
particularly in last two decades which have increased access to instructional media with the
advent of microchip technology; computers are now readily accessible on desk at reasonable
cost. The electronic delivery system digitalized information storage in different forms using
online severs of internet. The Internet is a global network of approximately 10-12 million
hosts connected to each other. Information stored, thus, traverse international boundaries
satisfying the appetite of millions of users across the world. The internet acts as a medium
for personal communication; information providers as well as consumers net for business,
education and recreation, and store house of all types of documents and commercial
resources. It is an unparalleled resource for education.
II. OBJECTIVES OF THE STUDY
Following objectives were formulated to realize the present study which are given as
follows:
1) To study the ICT awareness of teacher educators B.Ed. colleges of Hyderabad Karnataka
region with respect to medium of instruction.
2) To study the ICT use of teacher educators B.Ed. colleges of Hyderabad Karnataka region
with respect to computer training.
3) To study the ICT need of teacher educators B.Ed. colleges of Hyderabad Karnataka
region with respect to possession of personal computer.
III. HYPOTHESIS
1) There is no significant difference between the mean ICT awareness score of science and
arts teacher educators
2) There is no significant difference between the mean ICT use score of science and arts
teacher educators.
3) There is no significant difference between the mean ICT need score of science and arts
teacher educators group.
4) There is no significant difference between the mean ICT awareness score of computer
trained and computer untrained teacher educators.
5) There is no significant difference between the mean ICT use score of computer trained
teacher educators and computer untrained teacher educators.
6) There is no significant difference between the mean ICT need score of computer trained
teacher educators and computer untrained teacher educators.
7) There is no significant difference between the mean ICT awareness score of teacher
educators having personal computer and teacher educators not having personal computer.
8) There is no significant difference between the mean ICT use score of teacher educators
having personal computer and teacher educators not having personal computer.

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9) There is no significant difference between the mean ICT need score of teacher educators
having personal computer and not having personal computer
IV. DEFINITION OF THE TERMS
i) ICT : For the present study ICT (Information and Communication Technology) means
(computers for word processing, power point, spreadsheet, CAI (Computer Assisted
Instruction) and related software, internet for e-mail, chat, searching, web designing,
and for giving project work, LCD projector for Power Point presentation, and T.V.
presentation and OHP, Television, and Radio) meant for classroom practice,
professional development and personal development of teachers of Teacher educators
of B.Ed. Colleges.
ii) ICT AWARENESS: It means the knowledge of teachers of secondary and higher
secondary schools regarding the components of ICT like, computers for word
processing, power point, spreadsheet, CAI (Computer Assisted Instruction) and related
software, internet for e-mail, chat, searching, web designing, and for giving project
work, LCD projector for PowerPoint presentation, and T.V. presentation and OHP,
Television, and Radio. For present study ICT awareness is defined operationally as the
awareness score secured by a teacher in the awareness scale prepared by the
investigator.
iii) ICT USE: It means the use of the ICT components of ICT like, computers for word
processing, power point, spreadsheet, CAI (Computer Assisted Instruction) and related
software, internet for e-mail, chat, searching, web designing, and for giving project
work, LCD projector for PowerPoint presentation, and T.V. presentation and OHP,
Television, and Radio by the teachers of secondary and higher secondary schools for
classroom practice, professional development and for personal development. For the
present study ICT is defined operationally as the score secured by a teacher in the scale
prepared by the investigator.
iv) ICT NEED: It means the need for skill training and ICT resources for classroom
practices, professional development and for personal development of the teachers of
secondary and higher secondary schools. For the present study ICT is defined
operationally as the score secured by a teacher in the scale prepared by the investigator.
V. RATIONALE OF THE STUDY
ICT is one of the recent developments of the twentieth century in India. It has changed each
and every system around the globe from house related systems to industrial systems.
Significantly, it has influenced the educational systems in all its forms. In the educational
field different types of Information and Communication media are used to impart education.
Radio, T.V., Tape recorder, OHP, LCD Projector, Computer and now with advancement in
these technologies has changed the scenario. Internet and advanced computers are now
being used in education as an instrument of instruction. This digitization has made it

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possible to design, develop, deliver mange and assesses teaching – learning process. It
increases the efficiency of the system and makes it more powerful.
The ability to use ICT effectively and appropriately is now seen as essential to allow
learners to acquire and exploit information within every sphere of human activity. It can be
assumed that specific forms of ICT will change with time. However, the need to be able to
aware and use ICT purposefully will remain the key to full participation in an information
society.The B.Ed. two year curriculums already reflect the perceived value and importance
of developing ICT literacy and indeed, information literacy in all student-teachers. ICT has
changed the scenario of teacher education and going to add more change in the system. It is
also stated in the National Curriculum Framework for School teacher education (2000).
Changes in the perception of ‘learning environment’ have been highlighted by National
Curriculum Framework (2000), which seek to exploit the potential of ICT. The National
Curriculum Framework has emphasized on the utilization of ICT in teacher education
institutions. The success of ICT in teacher education depends on teacher educators, student-
teachers and authorities in the institutions. Teacher-educators have a major role to play.
Teachers can lead the journey forward.
Several studies conducted with this regards revealed that teachers are aware of the potentials
of ICT in teacher education but only few teacher educators use ICT resources in their
teaching due to lack of skill or unavailability of resources. So keeping in mind ICT
awareness, use and need of teachers the investigator has decided to conduct a survey.
Several variables may be linked with the ICT awareness, use and need of teachers like more
education may lead to more awareness in ICT or English medium background may lead to
be more aware in ICT. Hence investigator in interested to know the relationship of few
background variables with ICT awareness, use and need of secondary and higher secondary
teachers.Hyderabad Karnataka region is known as the educationally backward area but there
are many B.Ed. colleges are therein this region. Whether the B.Ed. college teacher educators
of this region are managed themselves according to the needed demand of ICT and
computer Education. Hence the investigator has taken the proposed study to know ICT
awareness, use and need of B.Ed. college teacher educators of Hyderabad Karnataka region.
It will also help the investigator in term of feasibility of conducting the study. Further,
keeping the time factor in mind, the investigator has decided to limit the study only to the
B.Ed. college of Hyderabad Karnataka region. Even very few research studies have been
conducted in this regard to know the ICT awareness, use and need in different dimensions,
like, for academic development, professional development and personal development. The
present study may through some light on these matters. Hence the present study is an
attempt to know the ICT awareness, use and need of B.Ed. college teacher educators.
VI. METHODOLOGY
The present study is a survey type of work where the investigator has studied the ICT
awareness, use and need of the teacher educators of B.Ed. Colleges of Hyderabad Karnataka

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region Details of the research methodology followed in this present study included
population, sample, tools, data collection and method of data analysis are given as follow.
a) Population: The population for the present study comprise of all the B.Ed. college teacher
educators of Hyderabad Karnataka region.
b) Sample: For the present study the sample was selected randomly. The list of all the Teacher
Education Institutions (TEIs) of Hyderabad Karnataka region (prepared by NCTE) was
taken and using stratified random sampling method. 100 B.Ed. colleges from four different
districts of Hyderabad Karnataka region were selected. Again four teachers from each
college were selected randomly. These 400 teacher educators comprise the sample for the
present study.
c) Tool for data collection:To collect the required data according to the need of objectives, a
scale on ICT awareness, use and need of B.Ed. college teacher educators was prepared by
the investigator. After preparation of scale, it was given to five experts in the concern area.
According to the expert’s suggestions, necessary modification was done and final scale was
prepared. The scale was comprised of the different components of ICT i.e. Computer (Word
processing, Spreadsheet, Power Point, Access , CAI and related Software etc.), Internet (e-
mail, chat, searching etc.), T.V., OHP, LCD Projector, Radio, Social Media, I-pod,
Whatsapp, Play store etc. Further details of scales are given as under:
 To know the ICT awareness of B.Ed. college Teacher educators with respect to the different
components of ICT, a five point scale was taken with the extent like Maximum, Average
and Minimum. With the scale the maximum ICT awareness score of a teacher could be 56.
 To know the ICT use of B.Ed. college Teacher educators with respect to different
components of ICT in three different areas like, Classroom Practice, Professional
Development and Personal Development a three point scale was taken with the extent like,
Great Extent, Some Extent and Less Extent. The index of ICT use by the B.Ed. college
Teacher educators in the scale could be a maximum score of 160.
 Similarly, To know the ICT need of B.Ed. college Teacher educators with respect to
different components of ICT a scale was taken with two components like, skill training,
availability facilities. The index of ICT need by the B.Ed. college Teacher educators using
scale could be a maximum score of 36.
d) Data Collected: For the present study the required data was collected from the B.Ed.
college teacher educators. For this purpose the representative of investigator has personally
contacted the college principals and explains the purpose of the study. After that scale was
distributed among the teachers and the completed scale was collected from the respondents.
VII. DATA ANALYSIS
As it is a survey type of study, the data analysis for the present study was done
quantitatively with the help of both descriptive statistics and inferential statistics. The
descriptive statistical techniques like, mean, standard deviation, standard error of mean, and
the inferential statistics like, t-test for independent means were used during the process of
the data analysis.

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1. Subject At Post Graduate Stage:
As per the Subject at Post graduate stage of the B.Ed. college teacher educators, mainly two
groups of teacher educator were found, one group with science and another group with arts
subject at their Post graduate stage. 77 teachers were science post graduate and 12 teachers
were arts post graduate from the taken sample. The relation of subject with their Awareness,
use and need for ICT were computed. Attempt had been made to see the difference among
different groups of B.Ed. college teacher educators on the basis of their subject at post
graduate stage in mean ICT awareness, use and need. The t-test for independent means was
used for this purpose which is given in table 1.
Table – 1: Means, Standard Deviations and t- value of Groups of science and arts
teacher educators
Variable Subject No. of T.Es Mean SD t-value Significance
Awareness
Science 200 49.6 2.49
49.05 S
Arts 200 31.7 4.64
Use
Science 200 148.6 8.12
27.12 S
Arts 200 121.6 11.59
Need
Science 200 30.9 2.73
42.21 S
Arts 200 20.3 2.40
From table 1, it was observed that the means of science and arts teacher educators’
awareness were 49.6 and 31.7 respectively. In terms of mean, it can be analyzed that the
mean score of science teacher educators was found more than that of arts teacher educators
and the arts teacher educators were less aware about ICT than that of science teacher
educators. The t-value of 49.05 was found not significant at both 0.05 and 0.01 level. Hence,
the working hypothesis that is ‘there is no significant difference between the mean ICT
awareness score of science and arts teacher educators’ is rejected and alternative hypothesis
accepted. So, it can be said that awareness of teacher educators about ICT is related with
their post graduate subject.
From table-1, it was observed that the means ICT use of science and arts teacher educators
were 148.6 and 121.6 respectively. In terms of mean, it can be analyzed that the mean score
of science teacher educators was found more than that of arts teacher educators. The t-value
of 27.12 was found not significant at both 0.01 and 0.05 level. Hence, the working
hypothesis that is ‘there is no significant difference between the mean ICT use score of
science and arts teacher educators’ is rejected and alternative hypothesis accepted. So, it can
be said that ICT use of B.Ed. college teacher educators, ICT is related with their post
graduate subject.
From table 1, it was observed that the means ICT need of science and arts teacher educators
were 30.9 and 20.3 respectively. In terms of mean, it can be analyzed that the mean score of
arts teacher educators group was found less than that of science teacher educators group.
The t-value of 42.21 was found not significant at 0.05 level. Hence, the working hypothesis
that is ‘there is no significant difference between the mean ICT need score of science and
arts teacher educators group’ is rejected and alternative hypothesis accepted. So, it can be
said that ICT need of B,Ed college teacher educators is related with their post graduate

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subject. From the analysis of table 1, it can be concluded that the variable `Post graduate
subject’ is related significantly with the ICT awareness, use and need of teacher educators.
Science and arts teacher educators stand unequally or nearly unequal in ICT awareness, use
and need.
2. Computer Training:
To find out the relation between ICT awareness, use and need of teacher educators and their
Computer training, mean, SD, were used and t-test was used to see the significance
difference between the means score of ICT awareness, use and need of teacher educators
teaching with computer training and teacher educators teaching without computer training.
For this purpose, teacher educators were classified into two groups that is computer trained
teacher educators and computer untrained teacher educators on the basis of their responses
in scale. Analysis of t-tests is given in table below:
Table – 2: Means, Standard Deviations and t- value of Groups of Computer trained
Computer untrained teacher educators
Variable
Computer
training
No. of
T.E.s Mean SD
t-
value Significance
Awareness
Trained 200 50.0 2.45
53.21 S
Untrained 200 31.6 4.18
Use
Trained 200 150.4 7.72
37.11 S
Untrained 200 122.4 8.15
Need
Trained 200 30.7 2.18
53.45 S
Untrained 200 19.9 2.78
From table 2, it was observed that the means awareness about ICT of Means, Standard
Deviations and t- value of Groups of teacher educators teaching with computer training and
teacher educators teaching without computer training were 30.9 and 20.3 respectively. In
terms of mean, it can be analyzed that the mean score of teacher educators teaching with
computer training were found more than that of the teacher educators teaching without
computer training, so it can be said that teacher educators teaching with computer training
were more aware about ICT resources that the teacher educators without computer training.
The t-value of 42.21 was found not significant at 0.05 levels. Hence, the working hypothesis
that is ‘there is no significant difference between the mean ICT awareness score of
computer trained and computer untrained teacher educators’ is rejected and alternative
hypothesis accepted. So, it can be said that awareness of teacher educators about ICT is
related with the computer training.
From table 2, it was observed that the means use about ICT of teacher educators teaching
with computer training and the teacher educators teaching without computer training were
150.4 and 122.4 respectively. In terms of mean, it can be analyzed that the mean score of
teacher educators teaching with computer training were found to be using ICT resources
more than that of the teacher educators teaching without computer training, so it can be said
that teacher educators teaching with computer training were using ICT resources more than
that the teacher educators teaching without computer training. The t-value of 37.11was
found significant at both 0.05 and 0.01 level. Hence, the working hypothesis that is ‘there is

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no significant difference between the mean ICT use score of computer trained teacher
educators and computer untrained teacher educators’ is rejected and alternative hypothesis
accepted. Which indicates that the mean score of ICT use of teacher educators teaching with
computer training was significantly higher than that of the teacher educators teaching
without computer training? So, it can be said that use of teacher educators about ICT is
related with the computer training. So, it can be said that computer training of teacher
educators is related with their ICT use.
From table 2, it was observed that the means ICT need of teacher educators teaching with
computer training and the teacher educators teaching without computer training were 30.7
and 19.9 respectively. In terms of mean, it can be analyzed that the mean score of teacher
educators teaching with computer training need for ICT was found to be more than that of
the teacher educators teaching without computer training, so it can be said that teachers
teaching with computer training ICT need was less than that the teacher educator teaching
without computer training. The t-value of 53.45 was found not significant at 0.01 and 0.05
level. Hence, the working hypothesis that is ‘there is no significant difference between the
mean ICT need score of secondary and higher secondary computer trained teacher educators
and computer untrained teacher educators’ is rejected and alternative hypothesis accepted.
So, it can be said that need of teacher educators for ICT is related with the computer
training. So, it can be said that computer training of teacher educators is related with their
ICT need. From the analysis of table 2, it can be concluded that the variable `Computer
training’ is related significantly with the ICT use of teacher educators. Mean score of
computer trained teacher educators was higher than that of computer untrained teacher
educators, which indicate that computer trained teacher educators use more ICT resources
for classroom teaching, professional development and personal development in comparison
to the computer untrained teacher educators, Whereas it was not found significant for the
ICT awareness and need of teacher educators. So it can be said that Computer training of
teacher educators is related as a variable only in case of ICT use of teacher educators
whereas it was related in case of ICT awareness and need of teacher educators.
3. Possession Of Personal Computer:
To find out the relation between ICT awareness, use and need of teacher educators and their
possession of personal Computer, mean, SD, were used and t-test was used to see the
significance difference between the means score of ICT awareness, use and need for teacher
educators having personal computer and the teacher educators not possessing personal
computer. For this purpose, teacher educators were classified into two groups that is teacher
educators having personal computer and the teacher educators not having personal on the
basis of their responses in scale. Analysis of t-tests is given in table below:
Table – 3: Means, Standard Deviations and t- value of Groups of teacher educators having
personal computer and not having personal computer
Variable Possession of PC No. of T.Es Mean SD t-value Significance
Awareness
Don’t have PC 200 50.9 2.18
39.93 S
Have PC 200 33.3 5.25

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Use
Don’t have PC 200 150.4 8.00
26.81 S
Have PC 200 126.3 10.03
Need
Don’t have PC 200 30.1 2.82
54.75 S
Have PC 200 20.0 2.92
From table 3, it was observed that the means awareness about ICT of teacher educators
having personal computer and teacher educators not possessing personal computer were
21.00 and 18.37 respectively. In terms of mean, it can be analyzed that the mean score of
teachers having personal computer was found more than that of the teachers not possessing
personal computer, so it can be said that teacher educators having personal computer were
more aware about ICT resources that the teacher educators not possessing personal
computer. The t-value of 1.3140 was found not significant at 0.05 level. Hence, the working
hypothesis that is ‘there is no significant difference between the mean ICT awareness score
of teacher educators having personal computer and teacher educators not having personal
computer’ is retained. So, it can be said that awareness of teacher educators about ICT is not
related with the possession of personal computer. From table 3, it was observed that the
means ICT use of teacher educators having personal computer and the teacher educators not
possessing personal computer were 31.21 and 24.29 respectively. In terms of mean, it can
be analyzed that the mean score of teacher educators having personal computer was found
to be using ICT resources than that of the teacher educators not possessing personal
computer, so it can be said that teacher educators having personal computer were using ICT
resources more for their classroom practice, professional development and personal
development than that of teacher educators not possessing personal computer. But the t-
value of 1.2787 was found not significant at 0.01 level. Hence, the working hypothesis that
is ‘there is no significant difference between the mean ICT use score of teacher educators
having personal computer and teacher educators not having personal computer’ is retained.
So, it can be said that ICT use of teacher educators is not related with the possession of
personal computer.
From table 3, it was observed that the means ICT need of teacher educators having
personal computer and the teacher educators not possessing personal computer were 8.95
and 10.88 respectively. In terms of mean, it can be analyzed that the mean score of teacher
educators having personal computer need for ICT was found to be less than that of the
teacher educators not possessing personal computer, so it can be said that teacher educators
having personal computer need for ICT was less than that of the teacher educators not
possessing personal computer. But the t-value of 0.8153 was found not significant at 0.05
level. Hence, the working hypothesis that is ‘there is no significant difference between the
mean ICT need score of teacher educators having personal computer and teacher educators
not having personal computer’ is retained. So, it can be said that ICT need of teacher
educators is not related with the possession of personal computer. From the analysis of table
3, it can be concluded that the variable `Possession of Personal Computer’ is not related
significantly with the ICT awareness, use and need of teacher educators. Teacher educators
with having personal computer and the teacher educators with not having personal computer
stand equal or nearer to equal in their ICT awareness, use and need.

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VIII. CONCLUSIONS
It is observed from the above findings of the research that the computer trained teacher
educators aware and use more ICT resources for classroom teaching, professional
development and personal development in comparison to the computer untrained teacher
educators and teacher educators having personal computer were using ICT resources more
for their classroom practice, professional development and personal development than that
of teacher educators not possessing personal computer. It is undeniably true that the use of
ICT requires training in the proper handling of ICT facilities and their optimal use. The
teachers can seek such training themselves or even seek the assistance of the University to
arrange for such a training programme. Thus the findings of the study also hint at the role of
teachers in the effective use of ICT.
IX. REFERENCE
[1] Altun, A. (2003). The attitudes of student teachers toward Internet. Education and
Science, 28(127), 3-9.
[2] Bear, G. G., Richards, H. C, & Lancaster, P. (1987). Attitudes toward computers:
validation of a computer attitude scale. Journal of Educational Computing Research,
3(2), 207-218.
[3] Best, J.W & Kahn, J.V. (1993). Research in Education (7th Ed). Needham Heights,
MA: Allyn and Bacon.
[4] Buch, M.B. 1987. Third survey of research in education. New Delhi, National Council
of Educational Research and Training.
[5] Borich, G. (2003). Observation skills for effective teaching. New Jersey: Merrill
Prentice Hall.
[6] Buch, M.B. 1987. Third survey of research in education. New Delhi, National Council
of Educational Research and Training.
[7] Hardy, J. V. (1998). Teacher attitudes toward and knowledge of computer technology.
Computers in the Schools, 14 (3-4), 119-136.
[8] Dewberry Chris. (2000) Statistical Methods for Organizational Research Theory and
Practice, Routledge: New York.
[9] Kem Tilak R., Esirgen Ruhi., Ed. (1998) Information Technology Redesigning of
Distance Education, Aravali Books International. New Delhi, India.
Chavan, R., Exambi, V.(2016): “A Study Of ICT Awareness, Need And Use Among
Teacher Educators Of B.Ed. Colleges Of Hyderabad Karnataka Region” International
Journal of Informative & Futuristic Research (ISSN: 2347-1697), Vol. 4 No. (2), October
2016, pp. 5072-5081, PaperID: IJIFR/V4/E2/008.

.
Abstract
The aim of the study is to develop and validate the mathetics style of
programmed learning material and to administer the programme (Try-out
on an individual and on a small group and large group of X std CBSE
students).The development of the programme consist of five steps 1) Task
analysis and Data collection, 2) Prescription for developing mastery of
content, 3) Characterization and lesson plan, 4) Exercise design and 5)
Editing. Evaluation of the programme is the final stage in the development
of a programme. The researcher followed three type of testing, i) Individual
testing, ii) Small group testing and iii) Field testing of validation testing. On
the basis of internal and external criteria the effectiveness of programme
material is evaluated. Pearson product moment correlation technique was
followed, the reliability of the material is r = 0.6, hence the Mathetics style of
programmed learning material is reliable and valid.
I. INTRODUCTION
“Education is the most powerful weapon which you can use to change the world.” The
teacher plays a prominent role in the life of the students. The modern concept of education
is that the teacher should aim at the complete development of the child. For this the modern
teacher is motivated by a desire to make his teaching more facile and interacting. For the
complete development of the child, the main focus of teaching should be to bring out
DEVELOPMENT AND VALIDATION OF
MATHETICS STYLE OF PROGRAMMED
LEARNING MATERIAL IN ARITHMETIC
FOR 10TH STANDARDD
Keywords Mathetics Style Programme, Arithmetic, Self Learning Material
1 Nagaratna S.
Research Scholar,
Department of Education,
Gulbarga University, Kalaburagi
2 Prof. Hoovinbhavi B L
Dean and Chairperson ,
Department of Education
Gulbarga University, Kalaburagi

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Nagaratna S., Prof. Hoovinbhavi B L:: Development And
Validation Of Mathetics Style Of Programmed Learning Material
In Arithmetic For 10th Standard
desirable changes in the behavior of the learner. These changes can bring out only by using
appropriate teaching strategies.
In education, we use learning materials in various forms – print, audio, video, multimedia,
web, etc. In order to help learners study these and learn in their own time and at their own
pace, these materials are designed in such a way to have the teacher built in to facilitate the
learning process. We call these the characteristics of self-learning materials. Everyone must
be familiar with written technical reports, textbooks, chapters, academic results rather than
self-instructional materials.
Self-instruction can be defined as the ability of one to cognitively plan, organize, direct,
reinforce, and evaluate one’s own independent learning without a teacher's prompting.
There are three powerful influences behind self-instruction: First the learning and modeling
of materials, the ability of verbalization, and finally, self-regulation (metacognition). The
use of imagery, which is fundamental in the development of one’s cognitive processing, is
among the many connections that can be made through Education.
New techniques in education incredibly affect on the traditional approach of teaching
learning process. Among all innovations in recent past the approach that have gain
acceptance is Programmed Instruction. Programmed instruction has been considered as
revolution in Educational Technology.
The term Programmed Instruction is probably derived from B.F.Skinner’s (1954) “The
Science of learning and art of teaching”. Programmed Instruction sometimes referred to, as
programmed learning is a process or techniques of teaching in a sequence of controlled
steps. In most cases student work through Programmed material by themselves and at their
own speed and after each step they test their comprehension by answering set question are
fill-in missing terms. They are immediately shown their correct answers or given additional
information.
1.1 Characteristics of Programmed Instruction Learning Material:
1. PI based learning material is Individual and only one person can learn by it at a
time.
2. PI based learning material is divided into various small steps.
3. PI material is arranged into in a series of sequential step.
4. Each step is related with another step.
5. The learner should have made active response.
6. Learner get immediate feedback in PI based material.
7. Students learn by “Principle of self pacing”.
8. PI material is Pre-tested and valid.
9. In PI based learning Error Rate and Fault rate is very less.
10. In PI based learning stimulus, Response and Reinforcement both are active.
1.2 There Are Three Types Of Programming.
1. Linear Programming.
2. Branching Programming.
3. Mathetics.

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1.3 Mathetics Programming:
The founder of Mathetics is Thomas F. Gilbert. “Mathetics is defined as a systematic
application of reinforcement theory to the analysis and construction of complex repertoires
which represent the mastery in subject matter.” It is based on connectivist theory of
learning. It is also termed as ‘Retrogressive Chaining’ or ‘backward chaining’. It is a reverse
chaining approach. It is based on Principle of chaining, Discrimination and Generalization.
The term mathetics is being evolved from the Greek word ‘Mathein’ which means ‘to
learn’. Like other programming styles, here also learning occurs by doing some activity by
the learner.
 Mathetic and Learning Process:
The mathetical learning system is based upon S – R analysis of behavior. Basically learning
process is response centered. The child learns the last step first, then goes to the next one
before it and thus to the introductory part. This procedure where the tasks are connected
from the last to the first is called chaining (Elias Jijish 2009). In Retrogressive chaining
demonstrated, prompted, released(DPR) approach is used, in this students are first given to
demonstrated exercise ( Entire procedure is demonstrated to the student. The programmer
supplies the student with all the steps up to the mastery step), then prompted exercise (The
programmer supplies the student with all the steps leading up to mastery step and prompt
him to perform the mastery step) and finally released exercise (the programmer provides all
the steps, leading up to the step that immediately precedes the last sub mastery step, prompt
this step and release the student to practice the mastery step). The programmer continues in
this manner, each time allowing the students to perform an additional step until he/she has
worked back of the first time step in the procedure and can perform the entire task (Mangal,
S.K.2002).
Retrogressive chaining can be shown by the following diagramme.
(1) ………………………6
D
(2) ……………….....5 - - 6
D P Where: D = Demonstration
(3) ……………..4 - - 5 -- 6
D P R P = Prompt
(4) ………...3 - - 4 - - 5 --6
D P R R R = Release
(5) ……2 - - 3 - - 4 - -5 --6
D P R R R
(6) 1 - - 2 - - 3 - - 4 - -5 - -6
D P R R R R
(7) 1 - - 2 - - 3 - - 4 - -5 - -6
D P R R R R
(8) 1 - - 2 - - 3 - - 4 - -5 - -6
R R R R R R
Programmed learning is being used not only for self instructional purpose but also as
mechanism of feedback for improving teaching efficiently. Mathetics style Programme is

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also best for teaching Mathematics. Thus researcher developed a programme on “Arithmetic
units”, which has been taken from Mathematics text book prescribed by N.C.E.R.T
(National Council of Educational Research and Training) for grade X students, in English
language. This programme consists of 55 frames. After the individual tryout the researcher
went through small group tryout for determining whether the programme succeeds in
bringing desirable change in learning. If the small group tryout reaches the standard, then
the programme is ready for field testing.
1) To develop and validate the mathetics style of programmed learning material.
2) To administer the programme (Try-out on an individual and on a small group and large
group of X standard CBSE students).
III. SCOPE OF THE STUDY
The present study is confined to the following,
1) It is confined for 10th
Standard students of CBSE.
2) Among different styles of programme instruction it is confined only mathetics style of
programme instruction.
3) The study confined only Arithmetic units.
IV. DEVELOPMENT OF THE MATHETICS STYLE OF PROGRAMME
1) Task analysis and Data collection.
2) Prescription for developing mastery of content.
3) Characterization and lesson plan.
4) Exercise design and
5) Editing
V. EVALUATION AND VALIDATION OF A PROGRAMME
Evaluation of the programme is the final stage in the development of a programme.
Evaluation of the programme in this sense refers to the testing of the programme material
during its developmental process and to the stratergies to improve its effectiveness. Testing
of a programme is a kind of trial situation for the frames and frame sequence brought out by
the programmer. There are three type of testing,
1). Individual Testing:
The purpose of individual testing is to check how for the programme produced which is
essentially still only a guess about how the material should be taught is, in fact, suitable for
those for whom it is written. Here researcher selected 10-12 individual students of average
and below average. The student is informed that he is not being tested, but that he is in fact,
helping the programmer in revising, of the programme and every affort is made to put him
at his case. On the basis of student’s reactions, the researcher gathers some insight to
improve and modified the frames.
2) Small Group Testing:

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For the present study Descriptive survey method is applied to collect the data. In small
group tryout researcher selected 15 students of X Std Kenbridge English medium School
Kalaburagi (Karnataka). The researcher, before testing the programme administered pre-test
to determine the extent of the student’s knowledge in the subject of mathematics. After pre-
test, the printed exercises were presented to the student in actual classroom situation, the
title of the programme was announced and specific written instructions were read out before
the students.
The students were asked to take their own time while working on the programme.
Investigator had given some time to the learners to discuss the difficulties faced by them
while going through the programme. Immediately after the programme, a criterion test (CT)
was administered as ‘posttest’ on all the students of small group, in order to check the
competency attained by them.
After criterion test the researcher calculated reliability of the material. The reliability of the
material is r = 0.71, hence the material is ready for field testing.
3) Field Testing Of Validation Testing:
Field-testing is more formal than development testing. The purpose of field-testing is to
assess whether the programme satisfactorily achieves its stated objectives.
There are six steps in the validation of the programme or in field testing;
i) Selection of the Sample: The researcher selected 40 students of X Std. Aryan English
medium school, Kalaburagi.
ii) Administration of Pre-Test: After having selected the sample, generally criterion-test
is administered as pre-test in order to measure the learner’s knowledge of what they are
about to taught.
iii) Administration of the Programme: After administration of pre-test, printed copies of
the programme are distributed among the students. Instructions about the working with
the programme are included in the beginning of printed programme. Here researcher
taken down time by each student in completion of programme.
iv) Administration of Posttest: After completion of the programme, a criterion test is
administered as posttest on the students.
v) Administration of Reaction Scale: The reaction scale is administered after the posttest
has been completed by learners.
vi) Analysis of the Criteria of the Programme: Criteria of the validation of the
programme are analysed after all relevant data have been collected.
These measures classified into two groups:
A) Internal Criteria:
a) Error Rate of the Programme: The error rate in criterion test was calculated on the
basis of the responses given by the students by using the formula
Error rate =
. ×
. × .
[Where Total No. of errors= 764, N= 40]

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Error rate =
×
×
= 2.281
Table 1: Concept-Wise Error committed by the students in various exercises in percentage
Sl. No. Units Error in(%) %of success
1 Real Number 2.58 97.42%
2 Arithmetic progression 1.95 98.05%
3 Probability 2.44 97.56%
4 Statistics 2.67 97.33%
5 Total 9.64 90.36%
6 Mean 2.41 97.59%
b) Density Of The Programme: Density is an in independent measure of the difficulty of
a programme. To find out density of a programme by using the formula
Type/ token ratio =
.
Where, Total No. of sections = 215 and Total No. of responses required = 837
Type/ token ratio = = 0.257 ≈ 0.3
B) External Criteria:
The external criteria refer to learner performance after completing the programme material.
a) 90/90 Standard:
Total pretest score= 847, Total posttest score= 1739
The mean value of pre-test score is
×
= 42% [where total score is 50×40= 2000]
And post-test score is
×
= 87%
Expected gain = 100 – 42 = 58
Real gain = 87 – 42 = 45
Thus, Real gain/ Expected gain is 45/58.
b) Attitude Coefficient (Reaction Coefficient): Three point likert’s reaction scale is
used. Here 79% of the students agree with all the principle and characteristics of the
programme.
c) Gain Ratio: Mc-Guin and Peters (1965) suggested that best criterion of a
programme effectiveness is the gain ration between amount of learned and the
amount that could by possibly be learned. By using following formula we find out
gain ratio;
Gain ratio =
− − −
� − −
Where, Mean of post test score = 1739, Mean of pre-test score = 847, Full mean score =
2000
Gain ratio =
−
−
= 892/1153 = 0.773

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d) Level Of Performance: The post-test scores are used and their mean value is
computed. The mean value is converted into percentage. A good programme should
have 75 percent average performance.
2000 → 1739
100→?
100 × 1739 / 2000 = 87%
e) Standardization Of Validated Material: On the basis of internal and external
criteria the effectiveness of programme material is evaluated. In the administration
of both pre and post test scores/results were correlated. Pearson product moment
correlation technique was followed, the reliability of the material is r = 0.6, hence
the Mathetics style of programmed learning material is reliable and valid.
VI. CONCLUSION
The Mathetics style of programme on arithmetic units was developed and validated by
researcher. The programme material has been an effective instrument for making the
students of Xth standard to learn arithmetic in mathematics. Mathetics style of programme
material is very useful in the field of teaching Mathematics.
VII. REFERENCES
[1] Tapaswini Aich, B. S. Wadhwa, Ruchi Manchnda and Sheetal Batra- International Journal of
Recent Scientific Research ,Vol. 6, Issue, 6, pp.4579-4584, June, 2015.
[2] Elias Jijish (2009). “Effectiveness of Mathetics on Achievement in Chemistry at Higher
Secondary Level” M.Ed (Edu.), Gandhigram Rural University, Gandhigram Dindigul.
[3] Assist. Prof. Dr. Kumari ANUPAM Department of Applied Sciences & Humanities, Faculty
of Mathematics ,Baddi University of Emerging Sciences & Technology, International Journal
on New Trends in Education and Their Implications ,July 2014 Volume: 5 Issue: 3 Article: 14
ISSN 1309-6249.
[4] Ranjana Gupta, “Impact of Programmed Learning on Science Achievement of 8th Class
Students”- ijird , Vol 3 Issue 8 INTERNATIONAL JOURNAL.
[5] Mangal, S.K. (2002). ”Foundation of Educational Technology”, Tondan Publication,
Ludhiana, 137.
[6] Sharma R.A., programmed Instruction: An Instructional technology: International Publishing
House, Meerut (U.P), 1981-1982.
Nagaratna, S., Hoovinbhavi, B. L.(2016): “Development And Validation Of Mathetics
Style Of Programmed Learning Material In Arithmetic For 10th Standard”
International Journal of Informative & Futuristic Research (ISSN: 2347-1697), Vol. 4
No. (2), October 2016, pp. 5082-5088, PaperID: IJIFR/V4/E2/013.

.
Abstract
Hemichordate diversity and relationships within the group have been
poorly investigated. The objectives of the current study were to infer
multilocus phylogenetic relationship among hemichordates based on
ribosomal RNA genes. Phylogenetic relationships were inferred showing
similar species clustered together but did not form distinct clades as per
their lineage and morphological similarities. It was noticed that some
species appeared to be polyphyletic. Phylogenetic analyses using ribosomal
RNA gene sequences could be a useful approach in understanding
Hemichordate evolution. Some trees showed similar species remain
clustered together with few alterations and this may be assumed by possible
adaptive radiation or mutations. In future inclusion of secondary and
tertiary structures of RNA as well as proteins may be useful in elucidating
morphology, anatomy and evolution of this neglected phylum.
I. INTRODUCTION
Hemichordates though not well-known, are key organisms in early chordate evolutionary
studies (Nomaksteinsky et al., 2009). The phylogenetic relationships within the phylum still
remain undetermined (Cannon et al., 2009). Hemichordates form a small phylum
comprising few hundred species and hypothesized to be the closest extant relative to
Chordata and include animals called enteropneusts (acorn worms) and pterobranchs. Since
the hemichordates are the closest living relatives to the chordates, they are of great concern
to those studying the origins of chordate development. They possess a combination of both
invertebrate and chordate characteristics. The hemichordates along with echinoderms and
chordates belong to the group deuterostome branch of animal kingdom. Because of their
close relationship to chordates these animals are called pre-chordates and have been pivotal
HEMICHORDATE PHYLOGENETIC
RECONSTRUCTION BASED ON RIBOSOMAL
RNA GENES
Paper ID IJIFR/V4/ E2/ 018 Page No. 5089-5103 Subject Area Zoology
Keywords Hemichordate, Ribosomal RNA Genes, Phylogeny, Trees, Clade
Bibhuti Prasad Barik
Assistant Professor
Post Graduate Department of Zoology,
Khallikote University, Brahmapur (India)

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Bibhuti Prasad Barik :: Hemichordate Phylogenetic Reconstruction
Based On Ribosomal RNA Genes
for understanding the evolution of chordate-like morphological and developmental features.
The hemichordate notochord is a buccal diverticulum non-homologous with the chordate
notochord. Hemichordates are instrumental to understanding early deuterostome and
chordate evolution, yet diversity and relationships within the group have been poorly
studied. Various workers have studied morphological and molecular characterization of this
phylum but few studies are being conducted on their phylogenetic relationship. The
objectives of the current study were to infer multilocus phylogenetic relationship among
hemichordates based on ribosomal RNA genes.
II. MATERIALS AND METHODS
2.1 Retrieval Of Sequences And Taxon Sampling
The gene sequences belonging to Hemichordata were retrieved from NCBI-GenBank
database (Benson et al., 2013) using a PERL script. The sequences were filter searched and
were selected referring to 5.8S, 16S and 18S ribosomal RNA genes. The sequences were
sorted based on gene types using Bioedit software version 7.0.5.3 (Hall, 1999).
2.2 Multiple Sequence Alignment and Phylogenetic Analysis
The retrieved gene sequences were fasta formatted and subjected to multiple sequence
alignment. The sequences were aligned using CLUSTAL W (Thompson et al, 1994). For
pair wise sequence alignment the gap opening penalty and extension penalty was 15 and
6.66 respectively. For multiple sequence alignment the opening penalty and gap extension
penalty was 15 and 6.66 respectively. IUB DNA weight matrix with transition weight of
0.5. The negative matrix was switched off percentage was kept at 30. The aligned file was
exported for phylogenetic analysis. Five different methods (ML, NJ, ME, UPGMA and MP)
were adopted to perform phylogenetic analysis using MEGA 7 software (Kumar et al.,
2016). All characters were equally weighted and unordered. Alignment gaps were treated as
missing data. The percentage of replicate trees in which the associated taxa clustered
together in the bootstrap was 500 replicates. The evolutionary distances were computed
using the maximum composite Likelihood method and are in the units of the number of base
substitutions per site. The branch length and consistency, retention and composites indices
are shown in table 1.
Table 1: Branch length and indices of CI, RI and CI
Sl.
No.
Gene Sum of Branch Length Consistency
Index
Retention
Index
Composite
IndexML NJ ME UPGMA MP
1 5.8S 0.866 -364 0.869 0.883 0.969 0.777 0.666 0.646
2 16S -336 2.820 2.820 2.740 -351 0.597 0.680 0.426
3 18S -184 1.138 1.138 1.096 0.662 0.553 0.726 0.481
ML: Maximum Likelihood, NJ: Neighbour Joining, ME: Minimum Evolution, UPGMA: Unweighted Pair
Group Method with Arithmetic Mean, MP: Maximum Parsimony.
2.3 Nucleic Acid Composition
The nucleic acid composition (sequence length, nucleotide composition and molecular
weight etc. were computed using Bioedit program.

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III. RESULTS
3.1 Maximum Likelihood Trees
The evolutionary history was inferred by using the Maximum Likelihood method based on
the Tamura-Nei model (Tamura and Nei, 1993). The trees with the highest log-likelihood
are shown. Initial tree(s) for the heuristic search were obtained automatically by applying
Neighbor-Joining and BioNJ algorithms to a matrix of pair wise distances estimated using
the Maximum Composite Likelihood (MCL) approach, and then selecting the topology with
superior log likelihood value. The tree is drawn to scale, with branch lengths measured in
the number of substitutions per site. Codon positions included were
1st+2nd+3rd+Noncoding. All positions containing gaps and missing data were eliminated
(Fig. 1-3).
Figure 1: 5.8S rRNA based ML tree
Figure 2: 16S rRNA based ML tree
H.planktophilus AF212173.1
S.kowalevskii AF212175.1
P.flava AF212176.1
C.gracilis AF212172.1
S.kowalevskii X06836.1
86
93
0.1
Torquaratoridae sp.JN886748.1
Enteropneusta sp. EU520498.1
Ptychoderidae sp. EU728431.1
P.flava EU728428.1
P.flava EU728429.1
Enteropneusta sp.KF683558.1
G.hacksi JN886755.1
E.rostrata EU520492.1
H.planktophilus EU728421.1
P.koehleri EU728420.1
B.clavigerus EU728425.1
G.berkeleyi EU728426.1
S.bromophenolosus L26348.1
S.kowalevskyi L19302.1100
100
92
55
97
94
73
99
100
97
93
79
98
42
28
10
10
52
24
19

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3.2 Neighbor Joining Trees
The evolutionary history was inferred using the Neighbor-Joining method (Saitou and Nei,
1987). The optimal trees were drawn to scale, with branch lengths in the same units as those
of the evolutionary distances used to infer the phylogenetic trees (Fig. 4-6). The
evolutionary distances were computed using the Maximum Composite Likelihood method
(Tamura et al., 2004) and are in the units of the number of base substitutions per site.
Figure 4: 5.8S rRNA based NJ tree
Ptychodera sp. EU728438.1
B.carnosus D14359.1
B.carnosus JF900489.1
P.sp. WCJ2000 AF278685.2
G.berk eleyi EU728435.1
G.minutus AF119089.1
P.bahamensis AF236802.1
P.bahamensis JF900485.1
P.flava AF278681.1
P.flava EU728436.1
S.bromophenolosus AF236801.1
S.cambrensis X59119.1
S.k owalevsk ii L28054.1
H.plank tophilus AF236799.1
P.k oehleri EU728432.1
H.k upfferi JF900487.1
M.psammophilus JF900488.1
C.densus EU728439.1
C.nigrescens EU728440.1
C.hodgsoni EU728441.1
M.edulis X59118.1
P.cinereus JF900490.1
Arbacia sp. X59117.1
R.normani JF900483.1
R.normani U15664.1
G.hack si JN886773.1
99
97
93
57
84
67
54
93
37
75
69
19
77
44
18
98
20
17
99
14
43
91
47
15
61
31
77
37 17
19 22
63
85
52
4
3
8
13
P.flava AF212176.1
91
88
0.000.050.100.150.200.250.300.350.400.450.500.550.600.650.700.75

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P.flava EU728428.1
P.flava EU728429.1
H.plank tophilus EU728421.1
S.k owalevsk yi L19302.1100
100
96
51
26
100
43
26
99
98
99
96
93
99
98
97
42
42
16
20
P.sp. WCJ2000 AF278685.2
B.carnosus D14359.1
P.flava AF278681.1
P.flava EU728436.1
C.densus EU728439.1
R.normani U15664.1
M.edulis X59118.1
100
99
95
68
84
73
43
91
19
74
37
59
44
81
25
95
22
14
99
33
33
88
44 41
62
27
78
38
24
21
21
66
87
55
41
14
8
13

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3.3 Minimum Evolution Trees
The evolutionary history was inferred using the Minimum Evolution method (Rzhetsky and
Nei, 1992). The trees are drawn to scale, with branch lengths in the same units as those of
the evolutionary distances used to infer the phylogenetic trees (Fig. 7-9). The evolutionary
distances were computed using the Maximum Composite Likelihood method (Tamura et al.,
2004) and were in the units of the number of base substitutions per site. The ME trees were
searched using the Close-Neighbor-Interchange (CNI) algorithm (Nei and Kumar, 2000).
Figure 7: 5.8S rRNA based ME tree
Figure 8: 16S rRNA based ME tree
P.flava AF212176.1
89
93
0.00.10.20.30.4
P.flava EU728428.1
P.flava EU728429.1
G.hacksi JN886755.1
100
99
100
90
90
96
100
100
100
69
97
95
70
99
55
100
51
99
59
100

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Figure 9: 18S rRNA based ME tree
3.4 UPGMA TREES
The evolutionary history was inferred using the UPGMA method (Sneath and Sokal,
1973). The optimal trees were drawn to scale, with branch lengths in the same units as those
of the evolutionary distances used to infer the phylogenetic trees (Fig. 10-12). The
evolutionary distances were computed using the Maximum Composite Likelihood method
and were in the units of the number of base substitutions per site.
Figure 10: 5.8S rRNA based UPGMA tree
P.sp. WCJ2000 AF278685.2
B.carnosus D14359.1
P.flava AF278681.1
P.flava EU728436.1
C.densus EU728439.1
R.normani U15664.1
M.edulis X59118.1
100
99
96
66
82
73
45
92
21
75
39
62
49
83
24
96
22
17
99
36
35
88
44
40
68
27
79
37
21
19
18
60
86
51
37
14
6
9
P.flava AF212176.1
89
91
0.00.10.20.30.4

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Figure 11: 16S rRNA based UPGMA tree
P.flava EU728428.1
P.flava EU728429.1
G.hacksi JN886755.1
100
99
100
90
90
96
100
100
100
69
97
95
70
99
55
100
51
99
59
100
B.carnosus D14359.1
P.sp. WCJ2000 AF278685.2
P.flava AF278681.1
P.flava EU728436.1
C.densus EU728439.1
R.normani U15664.1
M.edulis X59118.1
100
23
27
20
22
30
66
97
87
91
100
99
37
94
28
39
53
40
70
100
62
26
43
16
45
18
18
92
83
72
99
52
55
86
84
59
40
45

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3.5 MP TREES
The evolutionary history was inferred using the Maximum Parsimony method (Fig. 13-15).
The MP trees were obtained using the Subtree-Pruning-Regrafting (SPR) algorithm with
search level 0 in which the initial trees were obtained by the random addition of sequences
(10 replicates). All positions containing gaps and missing data were eliminated.
Figure 13: 5.8S rRNA based MP tree
P.flava AF212176.1
80
42
G.hacksi JN886755.1
P.flava EU728428.1
P.flava EU728429.1
99
90
100
92
100
93
58
87
72
100
65
51
26
14
18
35
97
80
95
90

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3.6 Nucleic Acid Composition
The computed length (base pairs), molecular weight, percentage of AU, GC, and number of
adenine, uracil, guanine and cytosine were computed and given in table 2.
Table 2: Nucleic acid composition of genes of different species
Gene
Species Length
(Base
pairs)
Molecular Weight
(Daltons)
A+U%
G+C%
Adenine
Uracil
Guanine
Cytosine
Molecular
Weight
Single
strand
Double
strand
5.8S
rRNA
C.gracilis 4382 1334873 2675014 34.62 64.38 816 701 1514 1307 18.62(A)
29.83(C)
34.55(G)
16.00(U)
H.planktoph
ilus
4483 1362746 2734322 38.10 61.90 827 881 1481 1294 18.45(A)
28.86(C)
33.04(G)
19.65(U)
P.flava 4046 1230615 2468235 37.44 62.56 807 708 1384 1147 19.95(A)
R.normani U15664.1
M.edulis X59118.1
C.densus EU728439.1
P.sp. WCJ2000 AF278685.2
B.carnosus D14359.1
P.flava AF278681.1
P.flava EU728436.1
17
22
94
39
99
93
91
79
85
43
48
99
81
32
24
55
18
41
75
57
94
53
27
57
15
28
9
20
7
4
5
10
49
5
85
3
61
22

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28.35(C)
34.21(G)
17.50(U)
16S
rRNA
B.clavigerus 591 180620 359305 49.92 49.92 163 132 133 162 27.58(A)
27.41(C)
22.50(G)
22.34(U)
E.rostrata 625 189592 378809 60.96 39.04 198 183 122 122 31.68(A)
19.52(C)
19.52(G)
29.28(U)
G.berkeleyi 527 160911 320399 49.91 49.91 147 116 123 140 27.89(A)
26.57(C)
23.34(G)
22.01(U)
G.hacksi 498 152128 302856 49.00 51.00 134 110 117 137 26.91(A)
27.51(C)
23.49(G)
22.09(U)
H.planktoph
ilus
517 158455 314090 52.61 47.39 158 114 101 144 30.56(A)
27.85(C)
19.54(G)
22.05(U)
P.koehleri 574 175406 348767 52.09 47.91 164 135 121 154 28.57(A)
26.83(C)
21.08(G)
23.52(U)
S.bromophe
nolosus
454 137055 275445 57.49 42.51 127 134 111 82 27.97(A)
18.06(C)
24.45(G)
29.52(U)
S.kowalevsk
yi
471 142024 285838 56.48 43.52 122 144 118 87 25.90(A)
18.47(C)
25.05(G)
30.57(U)
Enteropneu
sta sp.
513 156590 311490 54.58 45.42 517 123 106 127 30.60(A)
24.76(C)
20.66(G)
23.98(U)
P.flava 485 148262 294944 49.07 50.93 137 101 115 132 28.25(A)
27.22(C)
23.71(G)
20.82(U)
Ptychoderid
ae .sp
384 117079 233538 48.96 51.04 108 80 99 97 28.13(A)
25.26(C)
25.78(G)
20.83(U)
Torquarator
idae .sp
542 165179 328973 55.90 44.10 164 139 110 129 30.26(A)
23.80(C)
20.30(G)
25.65(U)
18S
rRNA
Arbacia sp. 505 154003 307136 48.71 51.29 138 108 128 131 27.33(A)
25.94(C)
25.35(G)
21.39(U)

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C.densus 1694 514515 1031910 42.74 57.26 370 354 526 444 21.84(A)
26.21(C)
31.05(G)
20.90(U)
C.gracilis 1832 557262 1116734 40.01 59.44 377 356 580 509 20.58(A)
27.78(C)
31.66(G)
19.43(U)
C.hodgsoni 1699 515914 1034958 42.73 57.27 370 356 530 443 21.78(A)
26.07(C)
31.19(G)
20.95(U)
C.nigrescen
s
1695 514827 1032509 42.77 57.23 371 354 526 444 21.89(A)
26.19(C)
31.03(G)
20.88(U)
E.rostrata 277 84464 168653 44.77 54.51 63 61 73 78 22.74(A)
28.16(C)
26.35(G)
22.02(U)
G.berkeleyi 1653 501322 1005414 48.15 51.85 401 395 465 392 24.26(A)
23.71(C)
28.13(G)
23.90(U)
G.hacksi 1730 524375 1051975 49.08 50.92 428 421 483 421 24.74(A)
23.01(C)
27.92(G)
24.34(U)
G.minutus 1776 538706 1080142 48.42 51.58 433 427 494 422 24.38(A)
23.76(C)
27.82(G)
24.04(U)
H.kupfferi 1808 548878 1100701 44.86 55.14 405 406 535 462 22.40(A)
25.55(C)
29.59(G)
22.46(U)
H.planktoph
ilus
1871 567869 1139108 44.68 55.32 417 419 559 476 22.29(A)
25.44(C)
29.88(G)
22.39(U)
M.edulis 511 155238 310511 51.86 48.14 143 122 130 116 27.98(A)
22.70(C)
25.44(G)
23.87(U)
M.psammop
hilus
1813 550327 1103749 44.84 55.16 407 406 539 461 22.45(A)
25.43(C)
29.73(G)
22.39(U)
P.cinereus 1777 539946 1081302 46.60 53.40 425 403 499 450 23.92(A)
25.32(C)
28.08(G)
22.68(U)
P.koehleri 1820 552649 1108063 44.67 55.33 408 405 539 468 22.42(A)
25.71(C)
29.62(G)
22.25(U)

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S.bromophe
nolosus
1860 564364 1132243 45.22 54.78 415 426 550 469 22.31(A)
25.22(C)
29.57(G)
22.90(U)
S.cambrensi
s
534 162438 325046 45.69 54.31 125 119 149 141 23.41(A)
26.40(C)
27.90(G)
22.28(U)
S.kowalevsk
ii
1818 551226 1106372 46.20 53.80 412 428 533 445 22.66(A)
24.48(C)
29.32(G)
23.54(U)
Enteropneu
sta sp.
674 204699 410033 47.63 52.37 163 158 186 167 24.18(A)
24.78(C)
27.60(G)
23.44(U)
B.carnosus 1696 541996 1087587 47.70 52.30 402 407 487 400 23.70(A)
23.58(C)
28.71(G)
24.00(U)
P.bahamens
is
1713 519540 1041990 47.87 52.13 415 405 486 407 24.23(A)
23.76(C)
28.37(G)
23.64(U)
P.flava 1669 506339 1015463 47.03 52.97 396 389 479 405 23.73(A)
24.27(C)
28.70(G)
23.31(U)
Ptychodera 1615 489679 982398 47.80 52.20 390 382 462 381 24.15(A)
23.59(C)
28.61(G)
23.65(U)
R.normani 144 43844 87863 38.19 61.81 20 35 42 47 13.89(A)
32.64(C)
29.17(G)
24.31(U)
Torquarator
idae .sp
1701 515743 1034796 47.50 52.50 401 407 486 407 23.57(A)
23.93(C)
28.57(G)
23.93(U)
IV. DISCUSSION
Hemichordates consist of two subgroups, pterobranchs and acorn worms or enteropneusts.
Recent phylogenetic investigations using 18S rDNA and mitochondrial codon usage
(Castresana et al., 1998) suggest contradictory morphological analyses (Peterson, 1994).
Molecular data, by offering a phylogenetic analysis independent of the major developmental
and morphological differences between phyla, could clarify deuterostome relationships.
Molecular phylogenies based on a single or a few genes often lead to apparently conflicting
signals (Jeffroy et al., 2006). Shared molecular genetic characteristics could provide
excellent sources of phylogenetic information, particularly if they are conserved, complex
and rare and are consequently unlikely to have arisen by chance convergence (Telford et al.,

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2000). However, besides the sequence itself, genome-level features have been proposed as
powerful phylogenetic characters (Boore et al., 2006). There are two major classes of
Hemichordata according to molecular phylogeny, the solitary Enteropneusta and the
colonial Pterobranchia, but 18S rDNA analyses suggest that the Enteropneusta are
paraphyletic (Cameron et al. 2000). The Pterobranchia may be a sister-group to one of the
enteropneust families, the Harrimaniidae, which have direct-developing larvae (Cameron et
al. 2000). In the current study 5.8S, 16S and 18S were considered to infer evolutionary
relationships among Hemichordates. The trees showed similar species clustered together but
did not form distinct clades as per the previous studies and morphological similarities. The
result also indicated that several species appear to be polyphyletic and several unrelated
species appear to share the same clade. The nucleic acid composition also supported the
phylogenetic inference in terms of molecular weight, percentage of AU, GC at individual
species level.
V. CONCLUSION
Identification of unknown species by means of morphology only may result in unconvinced
specimen identifications resulting in to false negatives or positives. In the current study the
ribosomal RNA genes were preferred to inspect comprehensive phylogeny in
Hemichordates. The relative study reveals ribosomal RNA genes seem to be
phylogenetically informative at the species level. Phylogenetic trees were investigated by
different methods to infer evolutionary relationships. The trees showed more or less similar
species clustered together but did not form distinct clades as per their lifestyles and
morphological similarities. The result also indicated that several species appear to be
polyphyletic and several unrelated species appear to share the same clade. But still it can be
assumed here that phylogenetic analyses using ribosomal RNA genes sequences could be a
productive approach in understanding Hemichordates evolution. Some trees showed similar
species remain clustered together with few alterations and this may be assumed by possible
adaptive radiation or mutations.
VI. REFERENCES
[1] Benson D.A., Cavanaugh M., Clark K., Karsch-Mizrachi I., Lipman D.J., Ostell J. and Sayers
E.W. (2013) GenBank. Nucleic Acids Res. 41: 36-42.
[2] Boore J.L. (2006) :The use of genome-level characters for phylogenetic reconstruction. Trends
Ecol Evol, 21:439-446.
[3] Cameron C.B. (2005) :A phylogeny of the hemichordates based on morphological characters.
Can J Zool 83(1): 196-215.
[4] Cameron, C.B., Swalla, B.J., and Garey, J.R. 2000. Evolution of the chordate body plan: new
insights from phylogenetic analysis of deuterostome phyla. Proc. Natl. Acad. Sci. U.S.A.
97(9): 4469-4474.
[5] Cannon, J.T., Rychel, A.L., Eccleston, H., Halanych, K.L. & Swalla, B.J. (2009) Molecular
phylogeny of Hemichordata, with updated status of deep-sea enteropneusts. Mol. Phylogenet.
Evol. 52, 17-24.
[6] Castresana, J., G. Feldmaier-Fuchs and S. Paabo, (1998) Codon reassignment and amino acid
composition in hemichordate mit chondria. Proc. Natl. Acad. Sci. USA 95: 3703-3707.

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[7] Hall T.A. (1999). Bioedit: a user-friendly biological sequence alignment editor and analysis
program for Windows 95/98/NT. Nuc Acids Symp Ser 41:95-98.
[8] Jeffroy O, Brinkmann H, Delsuc F, Philippe H (2006) Phylogenomics: the beginning of
incongruence? Trends Genet, 22:225-231.
[9] Kumar S., Stecher G. and Tamura K. (2016). MEGA7: Molecular Evolutionary Genetics
Analysis Version 7.0 for Bigger Datasets. Mol. Biol. Evol. 33(7):1870-1874.
[10] Nei M. and Kumar S. (2000). Molecular Evolution and Phylogenetics. Oxford University
Press, New York.
[11] Nomaksteinsky, M., Rottinger, E., Dufour, H., Chettouh, Z., Lowe, C. J., Martindale, M. &
Brunet, J. (2009) Centralization of the deuterostome nervous system predates chordates. Curr.
Biol. 19: 1264-1269.
[12] Peterson, K. J. (1994). Understanding chordate origins: testing hypotheses of homologous
structures between chordates and enteropneusts. Am. Zool. 34, Addendum, 10AA.
[13] Rzhetsky A. and Nei M. (1992). A simple method for estimating and testing minimum
evolution trees. Molecular Biology and Evolution 9: 945-967.
[14] Saitou N. and Nei M. (1987). The neighbor-joining method: A new method for reconstructing
phylogenetic trees. Molecular Biology and Evolution 4: 406-425.
[15] Sneath P.H.A. and Sokal R.R. (1973). Numerical Taxonomy. Freeman, San Francisco.
[16] Tamura K. and Nei M. (1993). Estimation of the number of nucleotide substitutions in the
control region of mitochondrial DNA in humans and chimpanzees. Molecular Biology and
Evolution 10: 512-526.
[17] Tamura K., Nei M. and Kumar S. (2004). Prospects for inferring very large phylogenies by
using the neighbor-joining method. Proceedings of the National Academy of Sciences (USA)
101:11030-11035.
[18] Thompson, J.D., Higgins, D.G. and Gibson, T.J. (1994) CLUSTAL W: improving the
sensitivity of progressive multiple sequence alignment through sequence weighting, position-
specific gap penalties and weight matrix choice, Nucl. Acids Res., 22, 4673-4680.
Barik, P.B. (2016): “Hemichordate Phylogenetic Reconstruction Based On Ribosomal
RNA Genes” International Journal of Informative & Futuristic Research (ISSN: 2347-1697),
Vol. 4 No. (2), October 2016, pp. 5089-5103, Paper ID: IJIFR/V4/E2/018.

.
Abstract
The little millet (Panicum sumatrense Rath ex. Roem and Schult) crop
variety SS. 81-1, exposed to chlor-alkali solid waste effluent @ 100 gm-2
(treatment - 1), 200 gm-2 (treatment - 2), 300 gm-2 (treatment - 3) and 400
gm-2 (treatment - 4) was studied in vivo at the Agriculture Research Station,
Ankuspur in the District of Ganjam, Odisha at an interval of 15 days
starting from 30 days after sowing (DAS) till harvest of the crop following
the ICAR technology proposed by Seetharam (1994) with little modification
depending upon the soil condition and climate of the locality. The method
and formula as proposed by Leith (1975) were employed for the
determination of caloric value of the material. Caloric content of grain in
control and various treatments were determined. Very little or no increase
in caloric value was observed from control to treatment - 1, 2 and then to
treatment-3. Treatment-4 showed less caloric content than that of treatment
-3. The caloric value of grain in control and all treatments showed high
order of variation (p ≤ 0 .001). However, the ANOVA test for caloric values
in the control, treatments - 1, 2 and 3 in grain did not show significant
variation.
I. INTRODUCTION
The degradation of environment due to industrial waste threatens the survival of living
beings. Literature available revealed mostly the adverse effects of chlor-alkali solid waste
on algae (Mishra et al. 1985, 1986), on fish (Shaw et al. 1985) and on rice (Nanda et al.
1993, 1994, 1996, Behera et al. 1995). So far as the little millet crop is concerned, some
work has been done by Indian Council of Agricultural Research (lCAR, 1992-93, 1993-94,
EFFECT OF CHLOR-ALKALI SOLID WASTE
EFFLUENT ON CALORIC CONTENT IN
GRAIN OF A LITTLE MILLET CROP
Paper ID IJIFR/V4/ E2/ 021 Page No. 5104-5108 Subject Area Botany
Keywords
Chlor-Alkali Factory, Solid Waste Effluent, Little Millet, Caloric
Content, Grain
Kamal L. Barik
Assistant Professor,
Department of Botany, North Orissa
University, Baripada, Mayurbhanj (Odisha)

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Kamal L. Barik :: Effect Of Chlor-Alkali Solid Waste Effluent On
Caloric Content In Grain Of A Little Millet Crop
1994-95, 1995-96 and 1996-97) under All India Coordinated Small Millet Improvement
Project associated with various cooperative agencies for the development of crop
productivity. However, no work has been done on the effect of chlor-alkali solid waste
effluent on the caloric content of little millet crop. Therefore, in this investigation an attempt
has been made to study the caloric content in grain of a little millet crop exposed to various
concentration of chlor-alkali solid waste effluent.
II. STUDY SITE AND ENVIRONMENT
The experiment was conducted at the Agriculture Research Station (a Research farm
of Orissa University of Agriculture and Technology, Bhubanswar, Odisha), Ankuspur
(l9°46'N; 94°21'E) situated at a distance of about 25 km from the Bay of Bengal Coast,
Odisha.The climate of the experimental site was monsoonal with three distinct seasons i.e.
rainy (July to October), winter (November to February) and summer (March to June). Out
of 863.65mm of rain recorded during the experimental year, a maximum of 28.8 per cent
was observed in June. The mean minimum and mean maximum atmospheric temperature
recorded during the year were found to be normal. The mean minimum temperature ranged
from 15.4°C (December) to 26.13°C (May) whereas mean maximum showed a range of
27.6°C (December) to 37.81 °C (May).
The soil was found to be sandy (75%) and acidic (pH = 6.58) in nature. The
phosphorus and potassium contents of the soil were high (i.e., 9.0 and 46.6 ppm
respectively) whereas the amount of organic carbon (%) was very low (0.35%). The solid
waste of chlor-alkali factory (M/s. Jayashree Chemicals) applied in the field soil was found
to be alkaline (pH=8.06). Textural analysis showed almost nil of sand, silt and clay. The
waste soil exhibited a medium range of phosphorus and potassium contents. The organic
carbon (%) of the waste was of very low order (Barik, 2016).
III. MATERIALS AND METHODS
Twenty-five beds were prepared following the usual agricultural practice. Solid waste
collected from the chlor-alkali factory was applied at the concentration of 100 g m-2
, 200 g
m-2
, 300 g m-2
and 400 g m-2
and marked as treatment -1, 2, 3 and 4 respectively. The soil
was mixed thoroughly in each bed and leveled. Five beds for each concentration and the
control were maintained. ICAR technology proposed by Seetharam (1994) was employed
for cropping with little modification depending upon the soil condition and climate of the
locality. The sampling was made at an interval of 15 days starting with a 30 days period
after sowing till the harvest of the crop.
The harvested plant samples i.e. fodder and grain were dried and powdered in a Willy Mill
separately. These fine powdered materials (about 1g) were pressed to form pellets. Five
replicates were taken from each control and treatment exposed to various concentration of
solid waste effluent. The caloric value of the material was determined by igniting these
pellets in a "Toshniwal" make Bomb Calorimeter following the method and formula given
by Leith (1975).

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W ( Δt – Δc)
V =
G
Where, V = Calorific value of the biological material
W = Water value of the instrument
t = Corrected temperature difference reading at the Beckmann thermometer
before and after burning
c = Correction value for the ignition wire
G = Sample dry weight.
IV. RESULTS
Caloric content of grain in control, treatments - 1, 2, 3 and 4 are presented in Table –1. Very
little or no increase in caloric value was observed from control to treatments – 1, treatment -
2 and then to treatment - 3. Treatment .- 4 showed less caloric content than that of treatment
- 3, even the value was found to be less than that observed in the control. The trend of
caloric content i.e. control < treatment - 1 < treatment - 2 < treatment - 3 was most probably
due to the influence of solid waste. The decrease in caloric content in treatment - 4, was
perhaps, due to the adverse effect of solid waste. The concentration of solid waste applied in
treatment - 4 might have been higher than the tolerance limit of the crop.
V. DISCUSSION
Compared to rice (Parijat and Mashuri varieties), the caloric content of present study
showed greater variation (Table -2). The caloric value of grain exhibited higher value than
that of Mashuri and less compared to Parijat of rice. ANOVA test (Table -3) relating to
grain in the control and 4 treatments showed high amount of differences (0.00lp). However,
the ANOVA test for control, treatments - 1, 2 and 3 caloric values of grain did not show
significant variation. The results, thus, revealed that the solid waste in treatment - 4 might
be higher than the crop tolerance limit. Besides, the soil characteristics, soil amendment
practices with modern improved technology, precipitation, atmospheric temperature and
relative humidity do play vital role in variation of caloric content in grain.
Table – 1. Caloric values (Cal g-1
dry wt.) in grain of a little millet crop (P. sumatrense) in
control and various treatments exposed to chlor-alkali solid waste at harvest (values are in
mean ± SD, n = 5 each)
Variable Grain
Control 4280.287 ± 1.959
Treatment - 1 4280.843 ± 2.209
Treatment - 2 4281.429 ± 2.245
Treatment - 3 4281.685 ± 2.035
Treatment - 4 4146.370 ± 4.890

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Table – 2: Caloric value in grain of some crop ecosystem at harvest
Sources Crop Variety Grain
Patnaik(1982) Rice Parijat a 4992.63
b 5580.00
Mashuri a 3452.63
b 3348.00
This study
Little
millet
SS. 81-1 c 4280.29
d 4280.84
e 4281.43
f 4281.68
g 4146.37
a = without fertilizer, b = with fertilizer, c = control, d = treatment – 1, e = treatment – 2, f =
treatment – 3 and g = treatment – 4 (treatment – 1,2,3, and 4 are exposed to chlor-alkali solid
waste).
Table – 3: Variance analysis of caloric value in grain of a little millet crop (P. sumatrense)
showing the variance ratio (F), the least significant differences (LSD) and the significant
level (p) in control and various treatments exposed to chlor-alkali solid waste effluent.
Compartment
Contrl with treatment –
1,2,3 and 4 (n = 25)
Contrl with treatment –
1,2 and 3 (n = 20)
Grain
F = 2300.342 ***
LSD = 3.766
F = 0.363
(NS)
*** ≤ 0.001, NS = Not Significant
VI. CONCLUSION
In this investigation the caloric value in grain of little millet crop showed very little
fluctuation following the trend, control < treatment-1 < treatment-2 < treatment-3 >
treatment-4. The rain fall at the early stage of growth could perhaps have diluted the waste
soil concentration as a result of which an increasing trend in caloric value was obtained
from control to treatment-1, treatment-2 and then to treatment-3. Treatment-4 showed less
caloric content compared to treatment-3. This might be due to the influence of waste soil
concentration in soil. It reveled that the chlor-alkali solid waste effluent applied in
treatment-4 might be higher then the tolerance limit of the crop. However, this concentration
of chlor-alkali solid waste applied in the field would vary from place to place and also from
crop to crop because of climatic variation of the place and also the genetic setup of the crop.
Soil quality and the soil amendment practices with modern improved technology also play
vital role in detoxification of the waste soil concentration applied in the field.
VII. ACKNOWLEDGEMENTS
The author gratefully acknowledges the financial assistance extended by University Grants
Commission (U.G.C.), New Delhi. Thanks are due, to Prof. B.N. Misra (Retd.), Prof. M.K.
Misra (Retd.), and Prof. A.K. Panigrahi (Retd), Department of Botany, Berhampur

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University, Berhampur, Odisha for their co-operation throughout the progress of this
investigation. The author is also indebted to Dr. R.C. Misra (Sr. Breeder and Officer in-
charge), Dr. H.K. Mohapatra (Entomologist), Dr. S. Panda (Pathologist), Dr. B.K. Jena
(Agronomist) and Mr. S.N. Biswal (Field Asst.) of Agriculture Research Station, Ankuspur
for providing necessary help throughout the cropping.
VIII. REFERENCES
[1] K.L. Barik, “Effect of chlor-alkali solid waste effluent on the fodder and grain yield of a little millet crop”.
The Global J. Environ. Sci. and Research,Vol. 3, No. 1 (2016), pp. 85-88.
[2] M., Behera, B. Padhy, and B. Patra, “Effect of industrial effluent on seed germination and seedling growth
of rice (Oryza sativa L)”. Neo Botanica, Vol. 3, No. 1&2, (l995), pp. 7-12.
[3] ICAR, “All India coordinated small millet improvement project”. Annual Report, Indian Council of
Agricultural Research and Cooperating Agencies, Bangalore (1992-93).
[8] H. Leith, “The measurement of caloric values”. pp.119-129, In Ecological studies. 14, Primary Productivity
of the Biosphere, H. Leith and R.H.Whittaker (eds.), Springer Verlag, New York (1975).
[9] B.B. Mishra, D.R. Nanda, and B.N. Misra, “Reclamation with blue-green algae; Mercury uptake by algae
cultured in solid waste of a chIor-alkali factory and its effect on growth and pigmentation”, J. Environ.
Biol., Vol. 6, No. 4 (1985), pp. 223-231.
[10] B.B. Mishra, D.R. Nanda, and B.N. Misra, “Reclamation with blue-green algae; Changes in free amino
acid content of algae exposed to solid waste of a Chlor - alkali factory”. Microb. Lett., Vol. 33 (1986), pp.
139-142.
[11] D.R. Nanda, B.B. Mishra, and B.N. Misra, “Effect of solid waste from a Chlor-alkali factory on rice plants;
Mercury accumulation and changes in biochemical variables”. J. Environ. Studies, Vol. 45 (1993), pp. 23-
28.
[12] D.R. Nanda, B.B. Mishra, and B.N. Misra, “Changes in biochemical variables of a Crop plant exposed to
saturated solid waste extract from a Chlor-alkaJi factory”. Mendel, Vol. 11, No. 3 & 4 (1994), pp. 151-152.
[13] D.R. Nunda, B.B. Mishra, and B.N. Misra, “Effect of solid waste from a Chlor-alkali factory on
accumulation of mercury and changes in biomass of rice roots”. Oryza., Vol. 33 (1996), pp 51-54.
[14] H.B. Patnaik, “Primary Production and growth analysis in a crop plant”, Ph.D. Thesis, Berhampur
University, Berhampur, Orissa (1982).
[15] A .Seetharam, “Technology for increasing finger millet and other small millets production in India”,
Project Coordination Cell, All India Coordinated Small Millet Improvement Project, Indian Council of
Agricultural Research, GKVK Campus, Bangalore (1994).
[16] B.P. Shaw, A. Sahu, and A.K. Panigrahi, “Residual mercury concentration in brain, liver and muscle of
contaminated fish collected from an estuary near a caustic-chlorine industry”. Curr. Sci., Vol. 54 , No. 16
(1985), pp. 810-812.
Barik, L. K. (2016): “Effect Of Chlor-Alkali Solid Waste Effluent On Caloric Content
In Grain Of A Little Millet Crop” International Journal of Informative & Futuristic
Research (ISSN: 2347-1697), Vol. 4 No. (2), October 2016, pp. 5104-5108, Paper ID:
IJIFR/V4/E2/021.

.
Abstract
The demand for new bio instruments requiring higher capacities, data rates
and different operating modes have motivated the development of new
generation multi-standard wireless transceivers. In multi-standard design,
sigma-delta based ADC is one of the most fashionable choices. A
reconfigurable cascade sigma delta modulator has been presented on the
system level. The modulator was based on single-bit quantizers and utilized
feed-forward path to increase the dynamic range. The double-sampling
technique was adopted to improve the over-sampling ratio (OSR) over a
wide bandwidth range. The loop order and OSR were reconfigurable to
meet the requirements of a wide range of standards. The modulator
performance were modeled and analyzed in MATLAB/ SIMULINK for
Global System for Mobile Communications (GSM) / Bluetooth / Wireless
Body Area Network (WBAN) communication standards. The proposed
modulator fulfills the performance requirements of biological devices.
I. INTRODUCTION
In the modern world, people are interested in using 4G wireless network. 4G is described as
MAGIC — Mobile multimedia, anytime anywhere, Global mobility support, integrated
ENHANCED SIGMA-DELTA MODULATOR
FOR WEARABLE WIRELESS RECEIVERS
Elect. & Comm.
Engineering
Keywords Modulator, Quantizer, OSR, Wireless Body Area Network , WiMAX
1st S.Sumathi Assistant Professor,
Department of Elect. & Comm. Engineering,
Velammal Engineering College, Chennai2nd Dr. R. Dhaya
3rd V.Ragul
M.Tech. Student
Velammal Engineering College, Chennai
4th Dr.R.Kanthavel
Professor & Head
Velammal Engineering College, Chennai

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S.Sumathi, Dr. R. Dhaya, V.Ragul, Dr.R.Kanthavel:: Enhanced
Sigma-Delta Modulator For Wearable Wireless Receivers
wireless solution, and customized personal service. In telephony, 4G is the fourth generation
of cellular wireless standards. It is a successor to 3G and 2G families of standards. A 4G
system is expected to provide a comprehensive and secure all-IP based solution where
facilities such as ultra-broadband (giga-bit speed such as 100+ MiB/s) Internet access, IP
telephony, gaming services, and streamed multimedia may be provided to users.
In this paper, the design approach of a multi-mode sigma delta modulator for 4G mobile
standard was proposed .A sigma delta modulator was presented to meet the requirements of
GSM/ Bluetooth /GPS /WBAN communication standards. The topology was based on 2-1-1
cascade sigma delta modulator with feed-forward paths. The double-sampling technique
was employed to improve the OSR and the resolution of quantizers. The topology improves
the order programmability and decreases the circuit’s complexity.
II. DELTA MODULATOR
Delta modulation (DM) is an analog-to-digital and digital-to-analog signal conversion
technique used for transmission of voice information where quality is not of primary
importance. DM is the simplest form of differential pulse-code modulation (DPCM) where
the difference between successive samples is encoded into n-bit data streams. In delta
modulation, the transmitted data is reduced to a 1-bit data stream.
To achieve high signal-to-noise ratio, delta modulation must use oversampling
techniques, that is, the analog signal is sampled at a rate several times higher than the Nyquist
rate. Derived forms of delta modulation are continuously variable slope delta modulation,
delta-sigma modulation, and differential modulation. The Differential Pulse Code Modulation
is the super set of DM.
Figure 1: Delta Modulator
Figure 2: Modulated Signal
Bio potential
Signals
Quantizer
Integrator
Output

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The predicted signal is smoothed with a low pass filter. Delta modulators, furthermore,
exhibit slope overload for rapidly rising input signals, and their performance is thus
dependent on the frequency of the input signal. the spectrum of quantization noise of the
prediction error is flat and the noise level is set by the 1-bit comparator. The signal-to-noise
ratio can be enhanced by decimation processes.
Figure 3: Demodulator
Figure 4: Demodulated Signal
In delta modulation there is no restriction on the amplitude of the signal waveform, because
the number of levels is not fixed. On the other hand, there is a limitation on the slope of the
signal waveform which must be observed if slope overload is to be avoided. However, if the
signal waveform changes slowly, there is nominally no limit to the signal power which may
be transmitted.
III. SIGMA-DELTA MODULATOR
Sigma-delta modulation (SDM) was developed in 1960s to overcome the limitations of delta
modulation. Sigma-delta systems quantize the delta (difference) between the current signal
and the sigma (sum) of the previous difference. An integrator is placed at the input to the
quantizer; signal amplitude is constant with increasing frequency; thus SDM is also known
as pulse density modulation (PDM). Like PCM, SDM quantizes the signal directly, and not
its derivative as in DM. Thus the maximum quantizer range is determined by the maximum
signal amplitude and is not dependent on signal spectrum.
Figure 5: Sigma Delta Modulator

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A first-order (single integration) sigma-delta modulation encoder is shown in Figure.5; the
input to the quantizer is the integral of the difference between the input and the quantized
output. The difference between the input signal and the output signal approaches zero; the
average value of the clocked output tracks the input. There is little dc error in the output
signal; the frequency spectrum of the quantizing error rises with increasing frequency (6
dB/octave). The integrator forms a low pass filter on the difference signal thus providing low
frequency feedback around the quantizer. This feedback results in a reduction of quantization
noise at low (in-band) frequencies. Unlike PCM and DM, the noise is not white, but shaped
by a first-order high pass characteristic.
Figure 6: Proposed Multimode Sigma Delta Modulator
IV. PROPOSED MODULAR TOPOLOGY
4.1 GSM Mode:
GSM (Global System for Mobile Communications) is the most popular standard for mobile
telephony systems in the world. The GSM Association, its promoting industry trade
organization of mobile phone carrier. This ubiquity means that subscribers can use their
phones throughout the world, enabled by international roaming arrangements between
mobile network operators. GSM differs from its predecessor technologies in that both
signaling and speech channels are digital. This also facilitates the wide-spread
implementation of data communication applications into the system
4.2 Bluetooth Mode:
Bluetooth is an open wireless technology standard for exchanging data over short distances
(using short wavelength radio transmissions) from fixed and mobile devices, creating personal
area networks (PANs) with high levels of security. It was originally conceived as a wireless
alternative to RS-232 data cables. It can connect several devices, overcoming problems of
synchronization. Today Bluetooth is managed by the Bluetooth Special Interest Group.
Bluetooth uses a radio technology called frequency-hopping spread spectrum, which chops up
the data being sent and transmits chunks of it on up to 79 bands (1 MHz each) in the range

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2402-2480 MHz. This range is in the globally unlicensed Industrial, Scientific and Medical
(ISM) 2.4 GHz short-range radio frequency band.
4.3 GPS and WCDMA mode
GPS is considered a dual-use technology, meaning it has significant military and
civilian applications.GPS has become a widely used and useful tool for commerce, scientific
uses, tracking and surveillance. GPS's accurate timing facilitates everyday activities such as
banking, mobile phone operations, and even the control of power grids. Farmers, surveyors,
geologists and countless others perform their work more efficiently, safely, economically,
and accurately.
WCDMA air interface, referred also as UMTS terrestrial radio access (UTRA),
developed by the third-generation partnership project (3GPP). WCDMA has two modes
characterized by the duplex method: FDD (frequency division duplex) and TDD (time
division duplex), for operating with paired and unpaired bands, respectively. For the channel
coding three options are supported: convolutional coding, turbo coding, or no channel
coding. Channel coding selection is indicated by upper layers. Bit interleaving is used to
randomize transmission errors. The modulation scheme is QPSK.
The output of the second quantizer is given by:
,
Where,Q2 (z) is the quantization error of the 2nd stage.
The output of the 2nd stage is:
The output of 2nd
stage can be reduced as 2a6b1D3 = b3D1, D2 = −D3B / D1 are satisfied.
In the conventional cascade modulator structure, there is no the D2 branch. Introducing D2
branch can improve the freedom of b1 and b2 effectively, which enhances the modulator’s
performance.
4.4 WLAN and WiMAX mode
WLAN: IEEE 802.11 is a set of standards carrying out wireless local area
network (WLAN) computer communication in the 2.4, 3.6 and 5 GHz frequency bands.
They are created and maintained by the IEEE LAN/MAN Standards Committee (IEEE 802).
The base current version of the standard is IEEE 802.11-2007.The 802.11 family includes
over-the-air modulation techniques that use the same basic protocol. The most popular are
those defined by the 802.11b and 802.11g protocols, which are amendments to the original

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standard. The segment of the radio frequency spectrum used by 802.11 varies between
countries.
WiMAX (Worldwide Interoperability for Microwave Access) is a telecommunications
protocol that provides fixed and fully mobile Internet access. The current WiMAX revision
provides up to 40 Mbit/s with the IEEE 802.16m update expected to offer up to 1 Gbit/s
fixed speeds. The name "WiMAX" was created by the WiMAX Forum, which was formed
in June 2001 to promote conformity and interoperability of the standard. The forum
describes WiMAX as "a standards-based technology enabling the delivery of last mile
wireless broadband access as an alternative to cable and DSL".
The output of the 3rd quantizer can be denoted as:
Where Q3 (z) is the quantization error of the 3rd stage.
Under the conditions c2 = c1b3, formula can be simplified as:
The output of the 3rd stage can be expressed as:
V. ANALYTICAL RESULT
Figure 8: Sigma Delta Modulator output

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Figure 9: Sigma Delta Modulator Output
VI . CONCLUSION AND FUTURE WORK
The design approach of a multi-mode sigma delta modulator for 4G mobile terminals is
proposed on the system level. The reconfigurable modulator adopts a cascade 2-1-1 double-
sampling single-bit topology with a feed-forward path. The topology improves the order
programmability and decreases the circuit’s complexity. The non-ideality analysis validates the
efficiency of the proposed topology and the feasibility of the circuit realization. The simulation
results meet the requirements of 4G mobile communication standards.
VII. REFERENCES
[1] Ling Zhang. System and Circuit Design Techniques for WLAN Enabled Multi-Standard
Receiver [D]. Doctor’s Thesis. Columbus: The Ohio State University, 2005.
[2] A.Silva, Guilherme, R.F.Neves et. al. Designing Reconfigurable Multi-Standard Analog
Baseband Front End for 4G Mobile Terminals: System Level Design [J/OL]. 2007,
http://www.co.it.pt/conftele2007 /assets/papers/ electronics/paper_39.pdf.
[3] Georges Gielen, Erwin Goris. Reconfigurable Front End Architectures and AD Converters for
Flexible Wireless Transceivers for 4G Radios [C]. IEEE 7th CAS Symposium on Emerging
Technologies: Circuits and Systems for 4G Mobile Wireless Communications,2005: 13-18
[4] Ana Rusu, Delia Rodriguez de Llera Gonzalez, Mohammed Ismail. Reconfigurable ADCs
Enable Smart Radios for 4G Wireless Connectivity [J]. IEEE Circuits & Devices Magazine,
2006, 22(3): 6-11.
[5] Andrea Xotta, Andrea Gerosa, Andrea Neviani. A Programmable Order Sigma Delta Converter
for a Multi Standard Wireless Receiver [J/OL]. http://primo.ismb.it/firb/docs/ multiSD.pdf.
[6] Sigdel, R.Schreier. SD Toolbox [DB/OL]. 2002, http://www.Math-
orks.com/matlabcentral/fileexchang
Sumathi, S., Dhaya, R., Ragul, V., Kanthavel, R. (2016): “Enhanced Sigma-Delta
Modulator for Wearable Wireless Receivers” International Journal of Informative &
Futuristic Research (ISSN: 2347-1697), Vol. 4 No. (2), October 2016, pp. 5109-5115,
Paper ID: IJIFR/V4/E2/016.

.
Abstract
the study emphasises the importance of teaching –learning process through
Audio-visual aids in teaching anaemia and the importance, need to undergo
treatment, medicines to the girls who have reached the adolescence.
Teaching is generally known as a communication between two or more
persons who influence by their ideas and learn something in the process of
interaction (Philip Barker 1985).Here the investigators putforth their efforts
to find out the effects of teaching anaemia through audio-visual aids rather
than mere teaching by conventional method.” A teacher can no more
teaches unless someone learns than a seller can sell unless someone buys
(Dewey1972). Actually teaching narrowly means the art of instruction in
the educational institutions. It is a direct interaction between the teacher
and the learners. Collectively teaching is a multiple capability of
administering and executing the various techniques of being understood an
idea or a concept by others.
EFFECTS OF EDUCATING THE ADOLESCENT
GIRLS IN THE RURAL SCHOOLS ABOUT
ANAEMIA THROUGH AUDIO-VISUAL AIDS
Keywords
Teaching –Learning Process, Teaching Anaemia, Communication, Audio-
Visual Aids
1st Dr.K.R.Rajendran
Graduate Assistant,
Government Higher Secondary School,
Malaipatti-Tamilnadu
2nd A.Selvaraj Ph.D Research scholar,
Dravidian University, Kuppam (A.P)
3rd Dr.S.Rjaguru
Associate Professor,
SRKVidyalaya College Of Education,
Coimbatore-Tamilnadu
4th G.Kalaiselvi
Sri Ramana College Of Education,
Aruppukottai

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Dr.K.R.Rajendran, A.Selvaraj, Dr.S.Rjaguru, G.Kalaiselvi:: Effects
Of Educating The Adolescent Girls In The Rural Schools About
Anaemia Through Audio-Visual Aids
I. INTRODUCTION
Education is a term derived from two latin words “edu” and “carae” which mean
“To bring up”. Dictionary of behavioural science says ”Education is a progressive change of
a person affecting knowledge, attitude and behaviour as a result of formal instruction and
study” John Dewey beautifully described, “Education is a constant organising or
reorganising of experiences”. Generally the educators felt that education is a way of
development of desirable habits, skills and attitudes which create a person to be a better
citizen of a nation. Education is a process by which a human being develops and enhances
himself/herself from inexplicable imagination and inherent folly to enthralling and
enlightening intelligence and wisdom. Diver correctly quoted, “Education is concerned with
transmitting something that is worthwhile.”
Life is actually involved with constant and continuous modification of experiences.
Here the humans` personal ideas, changes, attitudes and skills have to meet alteration.
Education is the process of helping the child to adjust to the revolving spheroid. The aim of
education mainly emphasises on the psycho-physical growth and development of the
individual.
II. VARIOUS INSTRUCTIONAL STRATEGIES
Considering India in rural areas, two educational methodologies are well known in
schooling.i.e; (i) conventional teaching methodology viz; lecturing, chalk and talk method
and (ii) Assisted instruction with audiovisual aids viz; projector, smart class room, CC TV
etc.In conventional methodology the educationists feel that the teachers are usually not sure
about that students psychological effect of receiving or feeling difficult in understanding the
concept which is being taught. Any device that is helpful to hear and see known as audio-
visual aids. By teaching audio-visual the learning is facilitated, sensed and understood
effectively. This has been felt by the students usually it is felt that the 2D/3D teaching aids
are highly useful in teaching-learning process. Teaching Aids help to stimulate, motivate
and classify the facts, concepts which are being educated. Nowadays we can simply
understand that an outstanding development in the field education especially in science is
due to the increased use of audio-visual aids. Educational technology is also widely applied
in the process of ‘Teaching-Learning`.
(i) Need of audio-visual aids
For communicating an idea, experience on technology the teacher uses audio-visual
aids as they help to communicate the concept effectively and efficiently. The visual or the
screen along with the sound, make the listeners mentally free and stimulate with a situation
nearest to the reality and readily gets that idea exactly. Audiovisual aids motivate highly the
children.
(ii) Importance of audio-visual aids
The audio-visual aids help to make out the meaning of spoken words clear as the
ideas on information put across through more than one sense.

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III. STATEMENT OF THE STUDY
To understand the value on the utilisation of the audio-visual aids in teaching anaemia,
treatment and medical care regarding to the adolescent girls rather than the conventional
teaching the investigators have taken up this task of exhibiting the “ Effects of educating the
adolescent girls in rural schools about anaemia through audio-visual aids”. It focuses the
valuable effects in understanding anaemia and on treatment with regard to that by the rural
adolescent girls.
(i) Anaemia
Anaemia is the most common in all the groups of adolescence girls to the tune of 20-
25% irrespective of the social class. Angular stomatitis and glossitis are more common in
poor classes because of the poor quality of food items. It is common in poor class since the
intake food is poor mainly due to the non reliability of healthy food. In higher classes
personal likes, dislikes and food taboos lead to anaemic. Supplementation of iron to mothers
to be is the rational way to combat anaemia.Red blood cells or RBCS are formed in the
body`s bone narrow and act like boats ferrying oxygen throughout the rivers of the blood
stream. The various anaemia may be classified in the following simplified fashion
(i)anaemia caused by blood loss, (ii) anaemia caused by excessive destruction of
erythrocytes, (iii) anaemia due to impaired production of erythrocytes.Anaemia is
widespread more among females than males and higher among infants, children and adults.
According to the National Institute of Nutrition (1991), anaemia is found mostly common in
all the groups of adolescent girls to the tune of 25% irrespective of social class.
IV. OBJECTIVES OF THE STUDY
i) To find out the effectiveness of audiovisual aids assisted teaching anaemia to the 9
or 10th
standard studying girls.
ii) To compare the effectiveness of teaching through audio-visual aids and that of
conventional methodology on the achievement in teaching anaemia to the adolescent
girls.
iii) To find out the difference in the post-test between the control group and the
experimental group
V. HYPOTHESES OF THE STUDY
i.) There is no significant difference among the rural adolescent girls in learning about
anaemia through the traditional methodology and through audio-visual aids.
ii.) There is no significant difference between the pre-test and post-test of the
controlled group
iii.) There is no significant difference between the pre-test and post-test of the
experimental group.
iv.) There is no significant difference between the performance of the control group in
the pre-test and post-test of the control group.

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VI. METHODOLOGY
This study is an experiment. It is based on the pre-test, post-test groups design. Five units of
anaemia and the food items (schedule) to rectify it were taught to the control group through
conventional technology and the experimental group through audio-visual aids assisted
methodology for the control group consisting of 40 girls and the experimental group 40 girls
are selected for the study.
6.1 Sample
For this research work the selected sample is of two groups of adolescent girls in
rural schools who are studying 9/10th
standard bifurcated as control group and experimental
group.
6.2 Tools used for the study
The present study needs Hb (Haenogolobin) level test, a pre-test and post-test to evaluate
the students. These tests were structured and validated against a sample of adolescent girls
studying 9/10th
standard before.
The following tests were structured and validated by the investigators for the
present study.
 Haemoglobin level test
 Pre test for five units (unit wise)
 Post test for five units (unit wise)
6.3 Administering the tests/Data Gathering Procedure
The present study is an experiment. It is based on the Pre-test, Post-test equivalent
group design. Five units of anaemia and the food schedule to rectify it were taught to control
group through conventional (oral) method and to the experimental group through Audio-
visual assisted learning.First of all the investigators conducted the haemoglobin test and
according to the Hb level, the students were in the ascending order, then they were divided
into control and experimental groups alternatively. By teaching the five units one by one for
one hour Pre-test and post test was conducted. The time schedule for each test was 30
minutes. Thus for 5 units both control and experimental groups underwent the test (Pre-test
and Post test).
6.4 Statistical techniques adopted
In this study, the investigators calculated the mean and standard deviation to
understand the distribution of the different test scores. He used differential statistics‘t’ test
for studying the differences between the means of the groups considered for the study.
VII. STATISTICAL ANALYSIS AND INTERPRETATION
Pre-Test Performance
After administering the pre-test the mean scores and the standard deviations of the control
and experimental groups were calculated. Applying the `t` test to calculate the significant
difference between the control and experiment groups.
Table 1: `t` test to calculate the significant difference between the control and experiment groups
S.No. Unit N Types of GP Mean S.D ‘t’ value

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1 I 40 EXP 1.05 0.98 0.14 @
40 CONT 1.08 0.83
2 II 40 EXP 1.31 1.17 2.19 **
40 CONT 1.73 0.84
3 III 40 EXP 1.31 0.96 0.13@
40 CONT 1.29 1.11
4 IV 40 EXP 1.16 0.92 2.08**
40 CONT 1.54 0.97
5 V 40 EXP 1.15 1.08 0.67 @
40 CONT 1.29 0.98
** denotes significant difference at 0.01 level.
@ denotes no significance at 0.01 level.
It is evident that there is no significant difference between the mean achievement
scores of the pre-test of the two groups in units I,III and V whereas there is significant
difference in units II and IV and it is also noted that the controlled group has shown better
performance than the experimental group.
Here the null hypothesis” there will not be significant difference between the pre-
test scores of the control and experimental groups is partly accepted.
Table-2: Experimental vs Control group-Post test
S.No. Unit N Types of GP Mean S.D ‘t’ value
1 I 40 EXP 8.65 0.68 24.14 **
40 CONT 4.60 0.80
2 II 40 EXP 8.71 0.61 32.79 **
40 CONT 4.53 0.68
3 III 40 EXP 8.93 0.76 33.07**
40 CONT 4.53 0.61
4 IV 40 EXP 8.73 0.72 25.40**
40 CONT 4.28 0.77
5 V 40 EXP 8.75 0.78 27.34**
40 CONT 4.79 0.68
** denotes significance at 0.01 level.
From the table it is understood that there is significant difference between Control group
and experimental group in the mean scores in unit test at 0.01 level. It reveals that the
difference falls in favour of the experimental group and it can be seen that the experimental
group scores better than the control group in the post test.
Table-3:Pre-test VS Post-test(Control group)
S.No. Unit N Test Mean S.D ‘t’ value
1 I 40 Pre 1.05 0.83 17.41**
40 Post 4.58 0.78
2 II 40 Pre 1.71 0.84 14.99 **
40 Post 4.53 0.68
3 III 40 Pre 1.31 1.11 18.20 **
40 Post 4.52 0.61
4 IV 40 Pre 1.56 0.92 14.39**

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40 Post 4.28 0.67
5 V 40 Pre 1.25 1.02 17.72 **
40 Post 4.72 0.63
** denotes significance at 0.01 level.
From this table it is understood that there is significant difference between the pre-test and
post-test scores of the control group. Here also the post-test scores show a better record than
the pre-test. Here also the hypothesis “there will be no significant difference between the
pre-test and post-test of the control group” is rejected.
Table-4: Pre-test VS Post-test( experimental group)
S.No. Unit N Tests Mean S.D ‘t’ value
1 I 40 Pre 1.05 0.99 47.70**
40 Post 8.65 0.66
2 II 40 Pre 1.30 1.16 35.55 **
40 Post 8.70 0.61
3 III 40 Pre 1.28 0.96 42.27**
40 Post 8.93 0.73
4 IV 40 Pre 1.15 0.92 43.29**
40 Post 8.73 0.72
5 V 40 Pre 1.13 1.07 36.77**
40 Post 8.83 0.55
** denotes significant difference at 0.01 level.
This table also inferred that there is a significant difference between the Pre-test and post
test scores of the experimental group. The Post test scores are here also higher than the Pre-
test scores. So that the null hypothesis “There will not be a significant difference between
the Pre-test and Post test of the experimental group.
Table-5 Experimental vs Control (Haemoglobin)
S.No. N Variables Mean S.D ‘t’ value
1
2
40 EXP 54.08 6.23 2.88 @
40 CONT 53.70 6.27
@ denotes no significant difference at 0.01 level.
Here we realize that there is no significant difference between the experimental group and
the control group in the pre-test examining haemoglobin level.
Table-6: Experimental vs Control (Haemoglobin)
S.No. N Variables Mean S.D ‘t’ value
1
2
40 EXP 53.88 6.29 37.37 **level.
40 CONT 66.20 5.07
** denotes significant difference at 0.01
Here we understand that there is significant difference between the experimental
group and control group in the post-test examining haemoglobin level. Here the null
hypothesis “There will be no significant difference between the control group and the
experimental group in the post test” is rejected.

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VIII. FINDINGS
There are significant differences in the post test performance scores between the control and
the experiment groups. This strongly favours the activity based teaching. The audio-visual
aids assisted teaching-learning process is more effective than the conventional method of
teaching in health education to the adolescent girls in the rural schools.
It comes to understand that the post test scores show better results than the pre-
test scores ie; the girls understood the concept of health education and anaemia only
receiving the instructions, elaborations through audio-visual aids. The education through
audio-visual aids about the causes of anaemia and the precautions to be taken to prevent it
received a highly positive effect among the students. When the adolescent girls were taught
with pictures about it and audio-visual aids, they received better visualisation and ideas on
the ways to prevent anaemia.
IX. RECOMMENDATIONS
1) Since audio-visual education has proved its effectiveness in teaching health education
(especially on Anaemia) the adolescent girls should be motivated to follow the medical
tips given to prevent anaemia.
2) Every school has to provide a period per week for health education through Audio-
Visual aids.
3) The students should have developed a complete knowledge on vitamins and vitamin
deficiencies.
X. CONCLUSION
Nowadays it is gradually proved in many fields that the innovative techniques and the
technological innovations make many things easier and easily reachable to the public. Many
studies have also proved that the teaching-learning process is more valuable and easier when
it is through Audio-Visual aids, Smart class room, CCTV etc.
From this research it is well understood that the health education through Audio-Visual aids
yielded better results than through conventional (chalk and talk) method ,logy for the
adolescent people it is of vital importance to provide health education in all the schools for
any diseases viz; heart attacks, diabetics,anaemia etc; National policy on education gives
much importance to women’s literacy. So that this kind of health education to the women
has to be imported in regular intervals through Audio-visual aids.
XI. REFERENCES
[1] Benjamin B.W,(1973), Dictionary of Behavioural sciences, The MacMilan Press, Newyork
[2] Chauhan, S.S(1979); Innovation Teaching-learning process, Vikas publishing House pvt
ltd, New Delhi
[3] Singh V.K, Nayak A.K(2002); Human nutrition, New age International Pvt Ltd. Publishers,
New Delhi
[4] Rajalakshmi.s.(2008), Teaching Anaemia through audio-visual aids-An Experiment
unpublished M.Phil thesis, M.K University

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Rajendran, K.R., Selvaraj, A., Rjaguru, S., Kalaiselvi, G., (2016): “Effects Of Educating The
Adolescent Girls In The Rural Schools About Anaemia Through Audio-Visual Aids”
International Journal of Informative & Futuristic Research (ISSN: 2347-1697), Vol. 4 No. (2),
October 2016, pp. 5116-5123, Paper ID: IJIFR/V4/E2/019.

.
Abstract
the study emphasises the importance of teaching –learning process through
Audio-visual aids in teaching anaemia and the importance, need to undergo
treatment, medicines to the girls who have reached the adolescence.
Teaching is generally known as a communication between two or more
persons who influence by their ideas and learn something in the process of
interaction (Philip Barker 1985).Here the investigators putforth their efforts
to find out the effects of teaching anaemia through audio-visual aids rather
than mere teaching by conventional method.” A teacher can no more
teaches unless someone learns than a seller can sell unless someone buys
(Dewey1972). Actually teaching narrowly means the art of instruction in
the educational institutions. It is a direct interaction between the teacher
and the learners. Collectively teaching is a multiple capability of
administering and executing the various techniques of being understood an
idea or a concept by others.
I. INTRODUCTION
Psychologically, personality is all that a person is. It is the totality of his being and
includes his physical, mental, emotional and temperamental make-up. His experience,
perception, memory, imagination, instincts, habits, thoughts and sentiments constitute his
personality. A child tends to exhibit a variety of characteristics in his relations with others,
to the extent that there is unity of response he is displaying in his personality.
EFFECT OF SCIENTIFIC TEMPER,
CRITICAL THINKING AND SELECTED
BACKGROUND VARIABLES ON
PERSONALITY OF TEACHER EDUCATORS
Keywords Personality, Critical Thinking, Scientific Temper, Effect
1st Shilpa.S.G
Ph.D. Research scholar,
Dept. of Studies and Research in Education
Gulbarga University, Kalaburagi- Karnataka
2nd Dr. Surekha Ksheerasagar
Professor
Dept. of Studies and Research in Education
Gulbarga University, Kalaburagi- Karnataka

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Shilpa.S.G.,Dr. Surekha Ksheerasagar :: Effect Of Scientific
Temper, Critical Thinking And Selected Background Variables On
Personality Of Teacher Educators
Teacher has a role as an instructor, as a scholar, as a pedagogue, as a trainer, as an educator,
as stimulator and as a guide for the students It is an established fact that teacher’s qualities,
personality, character help the pupils to become good human beings thereby, contribute in
building a knowledgeable and coherent society. The personality of a teacher plays vital role
in teaching-learning process. Many factors effects on personality of teacher among them
Scientific Temper, critical thinking, interest, job satisfaction, good mental health In this
study I mainly analyzed the effects of the factors Scientific Temper, Critical Thinking on
Personality of Teacher Educators of TEIs.
1.1 Definitions of the key terms used:
a) Personality:
Personality refers to individual differences in characteristic patterns of thinking, feeling and
behaving. The study of personality focuses on two broad areas: One is understanding
individual differences in particular personality characteristics, such as sociability or
irritability. The other understands how the various parts of a person come together as a
whole. In the present study I analyzed the personality of Teacher educators of TEIs and the
factors effecting on
b) Critical thinking:
We can say that critical thinking to be purposeful, self-regulatory judgment that results in
interpretation, analysis, evaluation, and inference, as well as explanation of the evidential,
conceptual, methodological, criteria or contextual considerations upon which that judgment
is based. Critical thinking is essential as a tool of inquiry. As such, critical thinking is a
liberating force in education and a powerful resource in one's personal and civic life. Critical
thinking is "the reasoned judgment of information and ideas. In the present study I analysed
the effect of critical thinking on personality of Teacher educators of TEIs.
c) Scientific temper:
Scientific Temper describes an attitude which involves the application of logic and the
avoidance of bias and preconceived notions. Discussion, argument and analysis are vital
parts of scientific temper. Scientific temper influence on the Teacher educator towards their
personality because it is an attitude, way of living which would involve objective
observation, rational analysis and healthy skepticism and also other attributes like honesty,
truthfulness, humility, positive approach to failure are some of the essential universal human
values.
d) Teacher educators:
In this study, teacher educators refer to the teachers who are teaching in Government,
Government Aided and Self-financed teacher education institutions/Colleges.
Keeping the above said theoretical background in view the present study was taken up to
study the personality dimensions of the teacher educators of TEIs of Hyderabad Karnataka
Region with the following objectives.
1. To see the relationship and difference if any, between the personality and the selected

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background variables.
2. To see the relationship and difference if any, between the personality and the critical
thinking.
3. To see the relationship and difference if any, between the personality and the scientific
temper.
III. HYPOTHESIS
1. H01: There is no significant difference between male and female teacher educators in
their personality.
2. H02: There is no significant difference between rural and urban TEI’s Teacher educators
in their personality.
3. H03: There is no significant difference between Science and arts teacher educators in
their personality.
4. H04: There is no significant difference between more and less experienced teacher
educators in their personality.
5. H05: There is significant difference between Scientific Temper and personality of
teacher educators.
6. H06: There is significant difference between critical thinking and personality of teacher
educators.
7. Ho7: There is no significant difference among Scientific Temper, Critical Thinking and
Personality variables of teacher educators working in teacher education institutions.
8. Ho8: There is no significant relationship among Scientific Temper, Critical Thinking and
Personality variables of teacher educators working in teacher education institutions.
IV.METHODOLOGY
4.1. Population:
All the Teacher Education Institutions (B.Ed. Colleges) i.e. Government, Government aided
and Self-financed institutions/colleges existing in the Hyderabad Karnataka region
(Bidar, Gulbarga, Yadgir, Raichur, Koppal, and Bellary districts) constituted the
population of the present study.
4.2. Sample:
The sample of the study comprised of 1000 teacher educators drawn from Government and
Self-financed teacher education institutions of Hyderabad Karnataka region. A list of
B. Ed. Colleges (Government/ Government Aided and Self-financed institutions) was
obtained from the National Council for Teacher Education, S.R.C., Bangalore. All the
Government and Government Aided colleges were included in the sample whereas the
data from Self-financed colleges was collected from those colleges which were
situated in the same district where the Government/Government Aided Colleges are
situated. Thus, a sample of 1000 teacher educators constituted the final sample of the
study. The sample from all the colleges was collected randomly in such a way that
each district was given equal representation. All these colleges ware affiliated to the

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Gulbarga University, Gulbarga or Karnataka State Woman’s University, Bijapur or Sri
Krishnadevaraya University, Bellary.
4.3. Tools Used:
i) General Information: Relating to (a) Teacher educators gender, b) Subject, c)
locality of college and d) experience information.
ii) Personality: Wide ranges of personality that relate to teacher educators were
measured by using the Differential Personality Inventory (DPI) developed by
Aashish Kumar Singh and Arun Kumar Singh was used for this purpose.
iii) Scientific Temper: To measure the Scientific Temper, Scientific Temper Scale
developed by Dr. Smt. Leela Pradhan (2012) was used.
iv) Critical Thinking: To measure the Critical Thinking Inventory developed by Porgio
and Rani, (2010) was used.
4.4. Procedure for data collection:
The Teacher educators were asked to be free and frank while giving responses clearly. All
four scales were administered to the randomly selected sample of 1000 Teacher
educators of TEI in six districts. The personal data of the teacher educators including
their gender, locality of the college, type of college, status of college, nature of
college, district and subject they are dealing, also collected.
4.5. Analysis of Data:
The data thus obtained was scored and analyzed in the following manner.
i.) The personality measures were arranged in mean distribution across
gender, experience, locale and subject teacher educators dealing and
discussed. Comparing each age and gender means with that of the test
manual'
s description of their corresponding standard means for each
gender, experience, locale and subject teacher educators dealing.
ii.) Simple linear correlations and F value were computed in order to
understand the relationship and difference of the selected personal social
variables with the teacher educator's personality.
V. RESULTS AND DISCUSSION
5.1: Analysis of personality and selected background variables of teacher educators
working in teacher Education institutions.
Table – 1: Means, SD and ‘t’ ratio of Personality and selected background variables of
teacher educators working in teacher Education institutions
Background Variables Gender N Mean S.D Calculated ‘t’ value Remarks
Gender (a)
Male 500 122.1 16.2
338.36 Significant
Female 500 66.8 16.21
Experience (b)
More exp 500 103.5 31.01
2.905 Significant
Less exp 500 94.0 32.06
Place of TEI (c) Urban 500 101.4 31.22 92.47 Significant

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Rural 500 87.5 31.4
Subject (d)
Science 500 108.3 28.99
177.27 Significant
Arts 500 80.5 28.83
It is inferred from the above table that the calculated‘t’ value 338.36 is more than the table
value (1.96 and 2.576) for df 998, at 0.05 and 0.01 level of significance. There is significant
difference between male and female teacher educators in their personality. Hence the null
hypothesis H01, is rejected and alternative hypothesis was accepted i.e. there is significant
difference between male and female teacher educators in their personality. It means there is
positive effect of gender on personality of teacher educators. Sugirtham (2009) made an
attempt to assess personality, the results indicated that study says that Male dominate over
the female in personality dimensions index, however, the level of significance is only at five
percent.
It is inferred from the above table that the calculated ‘t’ value 2.905 is more than the table
difference between more and less experienced teacher educators in their personality. Hence
the null hypothesis H02, is rejected and alternative hypothesis was accepted i.e. there is
significant difference between more and less experienced teacher educators in their
personality. It means there is positive effect of experience on personality of teacher
educators. Ozel (2007) focused on the effect of Turkish geography teacher’s personality on
his teaching experiences. There was a significant difference with respect to the fact that
teachers make students feel that they can always give them reinforcement, according to the
length of service variance, a significant difference was determined .
difference between rural and urban TEI’s Teacher educators in their personality. Hence the
null hypothesis H03, is rejected and alternative hypothesis was accepted i.e. there is
significant difference between rural and urban TEI’s Teacher educators in their personality.
It means there is positive effect of Locality of TEI on personality of teacher educators.
Sowmyah and Ningamma (2010) found that there was no significant difference in the means
of rural & urban personality.
difference between science and arts teacher educators in their personality. Hence the null
hypothesis H04, is rejected and alternative hypothesis was accepted i.e. there is significant
difference between science and arts teacher educators in their personality. It means there is
positive effect of teaching subject of teacher educators on personality. Khanna (1985)
examined personality patterns of effective high school teachers he found that the effective
teachers in the faculties of arts and science possess relatively different traits of
personality.This data has been shown graphically as follows:

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Figure 1: Effect Of Scientific Temper, Critical Thinking And Selected Background
Variables On Personality Of Teacher Educators
5.2 Analysis of personality and critical thinking and scientific temper of teacher
educators working in teacher Education institutions.
Table -2: Means, SD, ‘t’ and ‘r’ ratio of Personality, critical thinking and scientific temper
of teacher educators working in teacher Education institutions (N=1000)
Relationship Gender Mean S.D
Calculated
‘t’ value
Calculated
‘t’ value
Remarks
A
Scientific
Temper
65.1 11.54
44.68 0.985(**) Significant
Personality 94.4 32.06
B
Critical
Thinking
19.3 57.95
114.8 0.982(**) Significant
Personality 94.4 32.06
It is inferred from the table-2 (A), that the calculated‘t’ 44.68 value is more than the table
value (1.96) for df 998, at 5% level of significance in the personality. Hence the respective
null hypothesis H05 is rejected i.e. There is significant difference between Scientific Temper
and personality.
The table-2 (A), also shows that the value of co-efficient of correlation between Scientific
Temper and Personality development is 0.985. It represents a strong degree of positive
0
20
40
60
80
100
120
140
Male Female More
exp
Less exp Urban Rural Science Arts
Gender (a) Experience(b) Place of TEI (c) Subject (d)
122.1
66.8
103.5
94
101.4
87.5
108.3
80.5
Mean
Background Variables

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relationship between two variables which is an indicative of positive correlation between the
above two variables. Therefore, the null hypothesis, “There is no significant relationship
between the Scientific Temper and Personality of teacher educators working in private
teacher education institutions.” stands rejected. Thus, we can interpret that there is strong
positive correlation between Scientific Temper and Personality of the teacher educators
working in teacher education institutions. On the basis of the above interpretations it is
concluded that scientific temper and Critical thinking are correlated with each other. Change
in the level of scientific temper is directly proportional to Personality. Hence we can say
that there is positive effect of scientific temper on Personality of teacher educator.
It is inferred from the table-2 (B), that the calculated‘t’ 114.8value is more than the table
value (1.96) for df 998, at 5% level of significance. Hence the respective null hypothesis
H06 is rejected i.e. There is significant difference between Critical Thinking and personality.
The above table-2 (B), shows that the value of co-efficient of correlation between Critical
Thinking and Personality development is 0.985. It represents a strong degree of positive
relationship between two variables which is an indicative of positive correlation between the
above two variables. Therefore, the null hypothesis, “There is no significant relationship
between the Critical Thinking and Personality of teacher educators working in private
teacher education institutions.” stands rejected. Thus, we can interpret that there is strong
positive correlation between Critical Thinking and Personality of the teacher educators
working in teacher education institutions.
On the basis of the above interpretations it is concluded that Critical Thinking and
personality are correlated with each other. Change in the level of Critical Thinking is
directly proportional to Personality. Hence we can say that there is positive effect of Critical
Thinking on Personality of teacher educator.
Figure 2: Means of Personality, critical thinking and scientific temper of teacher educators
0
10
20
30
40
50
60
70
80
90
100
Scientific Temper Personality Critical Thinking Personality
A B
65.1
94.4
19.3
94.4
MeanScore

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VI. MULTIPLE CORRELATION
Table – 3: Multiple correlations among Scientific Temper, Professional Development, Critical
Thinking and Personality of teacher educators working in teacher education institutions (N = 1000)Variable
Scientific
Temper
Critical
Thinking
Personality
Multiple
correlation
Calculated
‘F’value
Remarksat
5%level
Scientific Temper 1 0.987(**) 0.985(**)
0.982 2604.21 SingCritical Thinking 0.987(**) 1 0.982(**)
Personality 0.985(**) 0.982(**) 1
(At both 0.05 and 0.05 level of significance, the table value of ‘F’ is 2604.21, S - Significant)
It is inferred from the above table that the calculated ‘F’ value is greater than the table value
(2.61) at both 0.05 and 0.05 level of significance. Hence the null hypothesis Ho7 is rejected.
It shows that there is significant influence three variable one on another variable of teacher
educators working in teacher education institutes of Hyderabad Karnataka region and also
shows that there is significant relationship (r= 982) three variable one on another variable of
teacher educators working in teacher education institutes of Hyderabad Karnataka region.
Therefore we can say there is positive effect of scientific temper and critical thinking on
personality of teacher educators.
VII. CONCLUSION
From this study it can be concluded that, there is significant difference between male and
female teacher educators in their personality. It means there is positive effect of gender on
personality of teacher educators.
 There is significant difference between more and less experienced teacher educators
in their personality. It means there is positive effect of experience on personality of
teacher educators.
 There is significant difference between rural and urban TEI’s Teacher educators in
their personality. It means there is positive effect of Locality of TEI on personality
of teacher educators.
 There is significant difference between science and arts teacher educators in their
personality. It means there is positive effect of teaching subject of teacher educators
on personality.
We can interpret that there is significant difference between Scientific Temper and
personality and there is strong positive correlation between Scientific Temper and
Personality of the teacher educators working in teacher education institutions.
On the basis of the above interpretations it is concluded that scientific temper and Critical
thinking are correlated with each other. Change in the level of scientific temper is directly
proportional to Personality. Hence we can say that there is positive effect of scientific
temper on Personality of teacher educator.

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VIII. REFERENCES
[1] Feldman, R. S. (2004). Understanding Psychology (6th ed.). New Delhi: Tata McGraw-Hill
Publishing Company Ltd., 303.
[2] Evens et al. (2014). The development of critical thinking in professional and academic
bachelor programmes. Higher Education Studies, 4 (2), 42-51. doi:10.5539/hes.v4n2p42.
[3] Best, W. J. & Khan, J. (1992). Research in Education. New Delhi: Prentice Hall of India
Pvt. Ltd., 401.
[4] Aggarwal, Y. P. (2000). Statistical Methods: Concepts, Application and Computation. New
Delhi: Sterling Publishes Pvt. Ltd., 215-242.
[5] Allport G.W. (1933): The Study of Personality by the Experimental Method Character &
Peers. 1, P. 259-264.
[6] Beder I.E. (1935): A Study in Integration of Personalities by Prediction and Matching.
Syracuse, N.Y.: Syracuse University Library.
[7] Govinda R.: Scientific Temper, Education in Values, a Source Book, NCERT P. 58-63.
[8] Gupta Sen M. (2002): Creating Thinking Fingers for Nation Building, Journal of Indian
Education, NCERT P. 30-45
[9] Kapil H.K.: Elements of Statistics, in Social Sciences, Vinod Pustak Mandir, Agra P. 400-
440.
[10] Kothari C.R. (2003): Research Methodology, Methods & Techniques, Wishwa Prakashan. P.
68-115.
[11] Ennis & Millman, J., (1985), Cornel Critical Thinking Test, Mid West Publications,Public
Grove.
Shilpa, S.G. , Ksheerasagar, S. (2016): “Effect Of Scientific Temper, Critical Thinking And
Selected Background Variables On Personality Of Teacher Educators” International Journal
of Informative & Futuristic Research (ISSN: 2347-1697), Vol. 4 No. (2), October 2016, pp.
5124-5132, Paper ID: IJIFR/V4/E2/020.

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InternationalJournalofInformative& FuturisticResearch ISSN: 2347-1697
Abstract
Crop Diversification is one of the important dimensions of agricultural
development which understood as the multiple cropping systems with an
addition, replacement or substitution of more crops to the existing
farmland. Growing multiple crops pays wider scope and opportunities in
socio-economic transformation than crop specialization in extensive
farming. District like Malda, primarily dominated by agriculture with
multiple cropping patterns and patch of specialization found have limited
space. Study of crop diversification also helps to know the cropping pattern,
crop concentration and crop variation of a region. An attempt has been
made to show crop diversification in light of spatial pattern along with
temporal changes. Spatial changes noticed in due course of fast changing
physical, institutional, and infrastructural factors are studied for the period
2004-05 and 2014-2015. The study has employed Singh’s (1976) technique
to find out crop diversification index. The block level analysis of said index
determines the level and extends of diversification. Analysis finds shifts in
diversification index, cropping patterns and number of crops grown over
there.
I. INTRODUCTION
Productivity, specialization and diversification are the three dimensions to understand the
level of agricultural development in any geographical region of the globe. Crop
diversification is understood as opposite of crop specialization with an areal strength between
CROP DIVERSIFICATION IN RELATION
TO TIME AND SPACE: A STUDY FROM
MALDA DISTRICT
Paper ID IJIFR/V4/ E2/ 023 Page No. 5133-5142 Subject Area Geography
Keywords
Crop Diversification, Agricultural Development, Crop Diversification
Index, Cropping Pattern
1st Dr. Shamsul Haque Siddiqui
Professor and Chairperson,
Department of Geography,
A.M.U, Aligarh- Uttar Pradesh
2nd Hasibur Rahaman
Ph.D. Research Scholar
Department of Geography,
A.M.U, Aligarh- Uttar Pradesh

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Dr. Shamsul Haque Siddiqui, Hasibur Rahaman :: Crop
Diversification In Relation To Time And Space: A Study From
Malda District
crops in any region (Husain, 1996). Diversification at the cropping level often face a problem
about its meaning and scope, whether it is replacement, addition or pluriactivity (Fuller,
1990), mixed farming (Shucksmith, 1989) or shift away from monoculture (Newby, 1988). A
plethora of terms have emerged alongside diversification to describe agricultural activity in
developed and developing countries. This is an agricultural practice in which farmer harvest
varieties of crops instead one .This is the stage at which many developing countries are
currently lying (Petit and Bargouti, 1993). As far as, the condition of crop diversification is
concern; it is done when the farm has more than one enterprise and may produce and sell
crops at different times of year (Metcalf, 1969). Although, variations and expansions in the
level of cropping pattern are the result of long time standing. At spatiotemporal level
unconformity in crop diversification is recorded across the continents of the globe. Crop
diversification of geographical area is dully affected by physical, social and economic factors
along with technological, geographical and institutional structure of that region (Todkari,
2012). Therefore, exiting conceptual difference in its long standing analysis arouse diversity
of opinions.
Crop diversification patterns have great relevance in the agricultural land use studies, and
are an important component of the crop geography of a region (Ratnaparkhi 2012). Crop
diversification has emerged as an important alternative to attain the objectives of output
growth, employment generation and natural resources sustainability in the developing
countries. The recent experience in Asia, particularly southeast Asia, Middle East and North
Africa indicates that policy makers and planners are increasingly focusing on crop
diversification to promote agricultural development (Petit and Barghouti, 1972). Crops are
generally grown in combinations (Weaver, 1954) therefore; it reduces risks unexpected to
come from natural calamities or vagaries in weather. Moreover, rich farmers prefer
specialization, the poor and substitute farmers are interested in diversification of crops
(Barlett, 1991; Kimhi and Bollman, 1999). For commodities, which are imported and
exported, there will be price risk emanating from exchange rate variability. Such variability
of commodity price leads to variability in farm income, which has a positive effect on off-
farm work participation (Mishra and Goodwin, 1997). It generates more income and
opportunities of works on regular basis. Increase in intensity of cultivation and in yields per
unit area are the only available options to meet future food needs to feed an ever increasing
population (Gunasena, 2000). Opportunities of better diet preserve good nutrition thereby,
farmer too leads healthy life. Crop rotation enriches soil fertility and thus, sustainability of
farm land remains good.
II. SYNOPTIC VIEW OF STUDY AREA
The Malda district of West Bengal chose for the study to assess the impact of growing
consumerism at farm level for a decade (2004-05 to 2014-15). The study area lies between
latitudinal and longitudinal figures of 24° 40΄20˝ N to 25°32΄08˝ N and 87°45΄50˝ E to
88°28΄10˝E respectively. The district is surrounded by Bangladesh and Dakhsin Dinajpur in
East, Santhal Parganas of Jharkhand in West, Uttar Dinajpur in North and Murshidabadin
the South. This region is made up of the ancient alluvial humps which are remnants of old

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Malda District
riverine floodplains and remained unaffected subsequently by inundation and renewed
silting. The district has 15 blocks with English Bazar as an administrative centre.
Total geographical area of the district is 3733 sq. km. According to National Agricultural
Research Project-2015 (NARP) the district has two main agro-climatic zones, i.e. old
alluvial zone and new alluvial zone. The net sown area is 260000 hectares and gross
cropped area is 474700 hectares. The cropping intensity increasingly rose up to 182.57%
(NARP, 2014-15). The district has high potentiality of intense crop diversification since
crop intensity is increasing.
The old and new alluvial soils are very much helpful for the production of cereals especially
along river channels and area having irrigation facilities. Lowland area supports rice and
jute cultivation while high land having dominance of diverse crops. During summer, along
with rice vegetables are grown and in winter wheat, maize, pulses, oilseeds and varieties of
vegetables gets farm land. The pace of population bomb impinged intuitional and
infrastructural expansion. Each administrative unit have institutional base for famers.
Figure -1: Administrative Division of Malda District
III. OBJECTIVES OF THE STUDY
i.) To have a comparative study of cropping pattern viz-a-viz crop diversification for
the cropping year 2004-05 and 2014-2015 of Malda District.
ii.) To assess the spatio-temporal variation and changes of crop diversification in the
study area.

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Malda District
iii.) To formulate study based and specific suggestions for implementing the viable crop
diversification.
IV. DATABASE AND METHODOLOGY
The work based on secondary sources of data obtained from the Statistical Handbook of
Malda District of 2005 for the year 2004-05 and, Directorate of agriculture –Malda District,
Government of West Bengal for the year of 2014-15. Quantitative technique is used to
process the data. The major crops which dominate district agricultural production took for
the study. Therefore, author has purposively used the statistical technique of Jasbir Singh
(1976) for delineating crop diversification regions. The study includes those crops which
have a share of 5% and above to the total harvested area.
Index of Crop Diversification (ICD)=
� � � � ′ ′ �
� � ′ ′ �
Where, ‘n’ crops are those crops which individually occupy five percent and above to the
total cultivated land. The ICD value for different blocks (2004-05 and 2014-15) has
categorized into three classes, based on arbitrary chosen class interval, viz. i) high, ii)
medium, and iii) low. By use GIS technique a choropleth map has been drawn succeeded
by class division.
V. RESULTS AND DISCUSSION
5.1 Cropping Pattern in Malda District from 2004-05 and 2014-15
The index of diversification is inversely related to diversification (Singh, 1976). High index
mean specialization and lower index show diversification. An attempt has been made to
show the changes of crop diversification at block level for the periods of 2004-05 and 2014-
2015 (Table-3). Analyses show that where some areas significant change is observed, some
show few change; and others own negative change. The environmental limit of physical
attributes, such as soil and climate constrains for diverse agro products. Jasbir Singh
technique has identified three classes of crop diversification because large margin of data
variation in the study area. Farmers grow numerous crops in the field rather than single
crops. Rice is the main primary crop, and is seen in every combination of diversifications in
the blocks of Malda.
Table-1: Cropping Pattern in Malda District from 2004-05 and 2014-15
Sl.
No. Block
Cropping Pattern Number of Crop
Occupy 5% and
Above
2004-05 2014-15
2004-05 2014-15
1 Harishchandrapur-I R,J,W,O,PL R,J,W,O,PL 5 5
2 Harishchandrapur-II R,J,W,O,PL R,O,W,J,PL 5 5
3 Chanchal-I R,O,W,PL,J R,J,PL,W 5 4
4 Chanchal-II R,O,W,PL,J R,O,J,W 5 4
5 Ratua-I W, R,J,O,PL,MIS. W,R,J,O,PL 6 5

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Malda District
6 Ratua-II R,W,O,PL,J,MIS. R,O,J,W,PL 6 5
7 Gazole R,O,W R,O,P,PL 3 5
8 Bamongola R,O,W R,O,P 3 3
9 Habibpur R,O R,O 2 2
10 Old Malda R,W,O R,O,P,W 3 4
11 English Bazar W,R,PL,MIS.,O W,R,PL 5 3
12 Manikchak W,PL,J,R,O W,PL,J,R 5 4
13 Kaliachak-I W,J,R,O,MIS., W,J,O,R 5 4
14 Kaliachak-II PL,MIS.,W,R,J S,O,R,W,J,M 5 6
15 Kaliachak-III W,PL,R,MIS.,J,O W,PL,J,O,R 6 5
District R,W,O,J,PL R,W,O,J,PL 5 5
Source: Directorate of Agriculture, Malda, Govt. of W.B
Note: - R- Rice, W- Wheat, M- Maize, J- Jute, O- Oilseeds, P- Potato, S- Sugarcane, PL- Pluses,
MISC. – Miscellaneous, N.B: Miscellaneous crops- Tori, Linseed, Lentil, Rai, Gram, Barley and Til.
5.2 High Crops Diversity (ICD : <25)
Thirteen out of fifteen blocks have experienced high ICD value cover more than eighty per
cent of total crop area of the district with reference year of 2004-05. In these blocks six to
three crops are grown. Ratua-I with crop diversification index 14.17 cover significant area
of wheat, rice, jute, oilseeds, pulses and miscellaneous crops (table- 1). Data found 5540
hectares of land for aman cultivation of total gross cropped area in 2004-05. Kaliachak-II
having highest diversity of crops with carrying ICD of 5.74 and also cultivates five crops
combination viz, pulses, miscellaneous, wheat, rice, jute. Ratua-II (19.07) and Kaliachak-III
(14.27) are witness six crops combination having 5% and more area among total crop land.
Mentioned three blocks having six crops combination are dominated by paddy (aman) and
followed by wheat and pulses. The blocks like English Bazar (7.89), Manikchak (8.47) and
Kaliachak-I (9.26) recorded five crops combination and, mostly cultivated by wheat, rice,
and pulses. Harishchandrapur-I (19.00), Harishchandrapur-II (16.11), Chanchal-I (22.06),
Chanchal-II (16.44) grew five crops with lower diversity index because of larger areal
expansion. The crop diversification index of Bamongola with ICD value 18.73 produced
only three crops having 5% and more area.
In 2014-15, six blocks of Malda have experienced high crop diversity (Table-3). The crop
diversification index of 20.62 recognized Kaliachak-III which represent high diversity index
for 2014-15 with five crop combination, viz., wheat, pulses, jute, oilseeds and rice.
Harishchandrapur-I, (ICD-20.66, Harishchandrapur-II(ICD-20.96), Ratua-II (ICD-21.05),
Gazole (ICD-21.25), and Ratua-I(ICD-21.30) maintained five crops combination and, again
rice is a dominant crop.
Table-2: Crop Diversification Index at Block level, Malda (2004-05 and 2014-15)
Sl. No. Blocks Index of Crop Diversification Change in ICD
2004-05 2014-15
1 Harishchandrapur-I 19.00 20.66 0.44
2 Harishchandrapur-II 16.11 20.96 4.85
3 Chanchal-I 22.06 25.63 3.57
4 Chanchal-II 16.44 25.72 9.28

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5 Ratua-I 14.17 21.30 7.13
6 Ratua-II 19.07 21.05 1.98
7 Gazole 25.24 21.25 -3.99
8 Bamongola 18.73 35.75 17.02
9 Habibpur 40.80 50.82 10.02
10 Old Malda 17.80 30.56 12.76
11 English Bazar 7.89 35.05 27.17
12 Manikchak 8.47 27.38 18.91
13 Kaliachak-I 9.26 26.16 16.9
14 Kaliachak-II 5.74 27.51 21.77
15 Kaliachak-III 14.27 20.62 6.35
District 15.02 21.19 6.17
Source: Calculated by authors
5.3 Medium Crop Diversification (ICD: 25-35)
Gazole, lone block has been categorized in medium crop diversification with an ICD value
of 25.24 and harvest three important crops. Rice, wheat and oilseeds are major crops
covering an area of five per cent and more. For the cropping year of 2014-15 major shift has
been recorded in medium category where, six blocks newly added to said category (Table-
3). Chanchal-I reveals four crops combination with least ICD index of 25.63 among medium
category of diversification while, Old Malda shows high ICD value of 30.05 in same
category with similar number of crops. Kaliachak-II (ICD-27.51 has an exceptional
diversification and having six crops combinations with sugarcane as a dominant crop
followed by oilseeds, rice, wheat, jute and maize. Three blocks, i.e., Chanchal-II (25.72),
Kaliachak-I (ICD-26.16) and Chanchal-II (ICD-25.72) are having four crops combination
with rice as dominant crop.
Table-3: Levels of Crop Diversification in the Blocks of Malda (2004-05 and 2014-15)
Levels of
Diversification
2004-05 2014-15
Block ICD Block ICD
High <25 Kaliachak-II 5.74 Kaliachak-III 20.62
English Bazar 7.89
Manikchak 8.47 Harishchandrapur-I 20.66
Kaliachak-I 9.26
Ratua-I 14.17 Harishchandrapur-II 20.96
Kaliachak-III 14.27
Harishchandrapur-II 16.11 Ratua-II 21.05
Chanchal-II 16.44
Old Malda 17.80 Gazole 21.25
Harishchandrapur-I 19.00
Bamongola 18.73 Ratua-I 21.30
Ratua-II 19.07
Chanchal-I 22.06
Medium 25-35 Gazole 25.24 Chanchal-I 25.63
Chanchal-II 25.72

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Kaliachak-I 26.16
Manikchak 27.38
Kaliachak-II 27.51
Old Malda 30.56
Low >35 Habibpur 40.80 Bamongola 35.75
English Bazar 35.05
Habibpur 50.82
Source: Compiled by authors.
5.4 Low Crop Diversification (ICD : >35)
In 2004-05 again only one block listed under high category of diversification. Rice and
wheat have grown in Habibpur with an ICD value of 40.80. From total geographical area of
39607 hectares, 16805 hectares devoted for cultivation of crops and, only two crops reached
the level of five per cent and more area. Three blocks witness low crop diversity covering
28485, in 207185.3 hectares total cultivated area (table-4) of the district with reference
2014-15. Bamongola with ICD value 35.75 cultivating three crops, i.e., rice, oilseeds, and
potato covers crop land on half of the total geographical area (Table-4). Habibpur has two
major crops; rice and oilseeds and is found to have least crop diversification index. English
Bazar has shown stagnation by sticking to three cereal crops i.e. wheat, rice, and pulses
from five crops combination in 2004-05. Data reveals 13895 hectares of total crop land in
Old Malda, 937 hectares is devoted for Potato cultivation and 1128 hectares for oilseeds,
dominated by mustard.
Figure 2: Crop Diversification Regions in the Malda District (2004-05 and 2014-15)

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5.5 Review of Crop Diversification Pattern in the Malda District
Result shows wide variation at both; spatial and temporal level in the block. Modernizations
in agriculture along with proper infrastructural facilities have added charm to
diversification. Cropping pattern and crop combination for the year of 2004-05 varies from
two to six crops and crop diversification ranges from 5.74 to 40.80 on same cropping year.
Eleven blocks recorded five crop combinations in 2004-05 and nine blocks for 2014-15.
This indicates increase in gross cropped area with mild tends toward specialization. Rice
dominated as first ranking crop for nine blocks while wheat rank top for five blocks in
2004-05 and 2014-15 respectively. Pulses find one block in 2004-05 and replaced by
sugarcane in 2014-15. Both the season cropping pattern at district is same but changed
notice in gross cropped area. English Bazar and Gazol record maximum shift in number
crops from five to three and vise versa. Thirteen blocks get high ICD value in 2004-05 but it
reduces at six in 2014-15. Bamongola and English Bazar come down from high ICD into
low ICD group. Gazole which was in the medium crop diversification category in 2004-05
has changed into precede category. In 2004-05, Habibpur placed in low ICD category,
remain same class for 2014-15. This happen causes flood of 2011. Here risk factor
overlooked by farmer presumably lacking in institutional or infrastructural attainment.
Moreover, the gap in ICD values from lower diversification 40.80 in 2004-05 to 50.82 in
2014-15 is not as much high in higher diversification, while at high diversification it is 5.74
to 20.62.
Diversification in cropping pattern in malda shows positive scope and opportunities
especially, in high value crops like, potato, pulses, and oilseeds production. It is a positive
sign from the farmers who are taking interest in crop diversification (Pingali and Rosegrant,
1995). Taking care of growing consumerism in a diversified food sector in the district like
malda already projected a significance stage in agriculture development. A report presented
in the Global Convention Food - World India 2005, organized by FICCI, the Chief Minister
of West Bengal, Mr. Buddhadeb Bhattacharjee said Frito Lays of Pepsi and Dabur (in
pineapple processing) are already in the state and countries like France, Italy and Japan have
been taking interest in entering the food sector in west Bengal. To cope up with prevailing
health problems like, malnutrition and maladjustment crop priority has been assigned to
develop agriculture in our country (Vidya, 1985). To adopt more sustainable way in crop
diversification, attention can be trace from the United Nations Food and Agriculture
Organization (FAO) to promote crop diversification among small farmers.
VI. CONCLUSION
Changes gross cropped area in the study year adds new flavor to ICD value and cropping
pattern as well. In light of growing population expected land use shall be more complex and
diversified. Diversifying nature of crops, especially those occupied less than five per cent
area is more complex as shown in data source book. Blocks with favorable climate of
physical in general and infrastructural in particular have entertained multiple cropping slots.
Food for consumption left out diversifying nature of agriculture and commercial faming

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seems important. Thereby, more blocks add in medium and low index categories. Pattern
tells more scope of diversification and thus, it is necessary for food, income and livelihood
and sustains use of land. Crop diversification is economically viable and therefore, intensive
and well care investment to be made for institutional and infrastructural facilities. Strategy
from government and private institution should be accessible to the farmers on demand. On
this regard, establishment of crop diversification centre would necessary step.
VII. REFERENCES
[1] Bhatia, S. S. (1965). Patterns of crop concentration and diversification in India. Economic
Geography, 41(1), 39
[2] Directorate of Agriculture, Malda, Govt. of West Bengal, 2014-15.
[3] District Statistical Handbook, 2005. Malda, Published from Bureau of Applied Economics &
Statistics, Govt. of West Bengal.
[4] Fuller, A. M. (1990). From part-time farming to pluriactivity: A decade of change in rural
Europe. Journal of Rural Studies, 6(4), 361–373.
[5] GU, T., & SJ, A. (2012). Agriculture Productivity In Solapur District Of Maharashtra: A
Geographical Analysis. International Journal of Agriculture Sciences, 4(2), 186–189.
[6] Gunasena H.P.M. (2000) Intensification of crop diversification in Asia Pacific Regions. Report of
the Expert Consultation on Crop Diversification in the Asia-Pacific Region. FAO Corporate
Document Repository. Produced by-Regional Office of Asia and Pacific RAP Publication.
Bangkok, Thailand.
[7] Husain. M. (1996). Systematic Agricultural Geography, Rawat Publications, New Delhi.
[8] Kimhi, A. (1994). Participation Of Farm Owners In Farm And Off-Farm Work Including The
Option Of Full-Time Off-Farm Work. Journal of Agricultural Economics, 45(2), 232–239.
[9] Mishra, A. K., & Goodwin, B. K. (1997). Farm income variability and the supply of off-farm
labor. American Journal of Agricultural Economics, 79(3), 880–887.
[10] Newby, H. (1983). The sociology of agriculture: Toward a new rural sociology. Annual Review of
Sociology, 9(1), 67–81
[11] Pal S. (2008) Spatio-Temporal Change of Crop Diversification in Murshidabad District, West
Bengal. Geographical Review of India, 70 (2), pp 188-195.
[12] Pingali, P. L., & Rosegrant, M. W. (1995). Agricultural commercialization and diversification:
Processes and policies. Food Policy, 20(3), 171–185.
[13] Ratnaparkhi M. (2012) Crop Diversification Patterns in East Vidarbha in Maharashtra. Golden
Research Thoughts, Vol.1, Issue-9, pp.1-4.
[14] Siddiqui, S. H. (2010), Changing Land use Pattern and Cropping Intensity: A Case study of Dadri
Block, Gautam Buddh Nagar, Regional Symbiosis, Kanpur, The Geographer,Aligarh,Vol.18,
pp.53-66.
[15] Singh J. and Dhillion S.S. (Ed) (1976). Agricultural Geography, Tata Mc Graw Hill Publishing
Company Ltd., New Delhi.
[16] Shucksmith, D. M., & Smith, R. (1991). Farm Household Strategies And Pluriactivity In Upland
Scotland. Journal of Agricultural Economics, 42(3), 340–353.
[17] Todkari G.R. (2012) Spatio-Temporal Analysis of Crop Diversification in Solapur District.
Golden Research Thoughts, Vol.1, Issue-8., pp 1-4.
[18]
[19]
Siddiqui, H.S., Rahaman, H. (2016): “Crop diversification in relation to time
and space : A study from Malda district” International Journal of Informative &
Futuristic Research (ISSN: 2347-1697), Vol. 4 No. (2), October 2016, pp. 5133 -
5142, Paper ID: IJIFR/V4/E2/023.

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ABOUT AUTHORS
1st . Prof. Shamsul Haque Siddiqui was born on 20th
January
1955 in Bihar. Presently he acts as chairperson at department of
Geography in Aligarh Muslim University. He has thirty years of
teaching and twenty years of research experience.
2nd. Hasibur Rahaman was born on 20th
October 1989 in Malda
district of West Bengal. Pursed schooling from home and joined A.M.U,
Aligarh in 2009 for graduation and post graduation (Geography). His
research interest lies in agricultural geography. He is receiving Junior
Research Fellowship (JRF) from 14th
January 2015.

.
Abstract
In this paper, we discuss the interval valued fuzzy chromatic number,
chromatic index, Total chromatic number as fuzzy numbers through the
alpha cuts of the interval valued fuzzy graphs, which are the crisp graphs.
Some applications will explain these concepts.
I. INTRODUCTION
To deal with the uncertainty, the concept of Fuzzy Theory was applied to Graph theory and
hence interval valued fuzzy graph theory. The notion of fuzzy set was introduced by Zadeh
In 1965 which is characterized by a membership function that defines a grade of
membership in [0,1]. Kaufmann (1973) introduced the first definition of Fuzzy Graph,
which is based on Zadeh’s fuzzy relations (1971). According to M.Blue, B.Bush and
J.Puckett, there are 5 types of graph Fuzzyness. They are
1. A collection of fuzzy graphs, where fuzziness is on each member of the fuzzy graphs.
2. A collection of vertices and edges, where the edge set is fuzzy
3. A collection of vertices, and edges, where the vertex set is fuzzy
4. A collection of vertices and edges, where the vertex set and edge set both are crisp but
the edges have fuzzy weights.
5. A collection of vertices and edges, but the edges have fuzzy heads and fuzzy tails.
The total coloring conjecture and the total coloring were independently introduced by
Behzad and Vizing between 1964 and 1968.
COLORING OF INTERVAL VALUED
FUZZY GRAPH USING ALPHA CUT
Paper ID IJIFR/V4/ E2/ 022 Page No. 5143-5148 Subject Area Mathematics
Subject Classification AMC 2010 : 20M17, 20M15
Keywords
Chromatic Number, Chromatic Index, Total Chromatic Number, Interval
Valued Fuzzy Set, Alpha Cut
1st N.Naga Maruthi Kumari
Assistant Professor
Department of Mathematics,
REVA University, Kattigene Halli,
Bangalore-Karnatka
2nd Dr. R. Chandra Sekhar
Professor
Department of Mathematics,
T. John College, Bangalore-Karnatka

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N.Naga Maruthi Kumari, Dr. R. Chandra Sekhar:: Coloring Of
Interval Valued Fuzzy Graph Using Alpha Cut
Kilakos and Reed proved that the fractional chromatic number of the graph G is at most
Δ(G)+2 where Δ is maximum vertex degree of the graph.
In this paper we consider the Interval valued fuzzy graphs with fuzzy interval valued
vertex set and fuzzy interval valued edge set. Coloring of graphs is a most important
concept in which we partition the vertex (edge) set of any associated graph so that adjacent
vertices (edges) receive different colors.In other words coloring problem is considered as
grouping the items of interest as few groups as possible so that incompatible items are in
different groups. Generally for a given graph G=(V,E) , a coloring function is a mapping :
V→N such that (x) ≠ (y) where x and y are adjacent vertices in G(incompatible
vertices)but if we use only k colors to color a graph we define a k-coloring
k μ V→{1,2,….k}. A graph is k-colorable if it admits a k- coloring. The chromatic number
χ(G) ,of a graph G is the minimum number of colors ‘k’ for which G is k- colorable. Fuzzy
graph coloring is one of the most important problems of fuzzy graph theory; it is mainly
studied in combinatorial optimization like traffic light control, exam scheduling, register
allocation etc.
Definition 1: “A fuzzy set A defined on a non empty set X is the family
A={(x,µA(x))∕ x  X} where µAμ X→I is the membership function.”
In classical fuzzy set theory the set I is usually defined on the interval [0,1] such that
µA(x) = 0 if x does not belong to A
µA(x) = 1 if x strictly belongs to A and any intermediate value represents the degree in
which x could belong to A.
The set I could be discrete set of the form I={0,1,…..k} where µA(x) < µA(x’) indicates that
the degree of membership of x to A is lower than the degree of membership of x´”
Definition 2 :. “Fuzzy graphs with crisp vertices and fuzzy edges
The graph Ĝ = (V,Ê) is a fuzzy graph where V is the vertex set and the fuzzy edge set is
characterized by the matrix µ =[µĳ] i,jV , µĳ = µĚ({i,j}) for every i,j V such that i≠j and
µĚ μVXV→I is the membership function. Each element µĳI represents the intensity level
of the edge {i,j} for any i,jV with i≠j . The fuzzy graph can also denoted by Ĝ=(V,µ)”
Definition 3.:Fuzzy vertex coloring:
“A fuzzy set A defined on X can be characterized from its family of α-cuts
Aα = {xX/ µA(x)≥α} αI. This family of sets is monotone, i.e., for α,βI ,α ≤ β
we have Aα  Aβ On the other hand, given a finite monotone family { Aα p / p{1,….m}},
a fuzzy set can be defined from the membership function .
µA(x) = sup{ Pα / x Aα p } for every xX.
Let {Gα = (V,Eα)/ αI} be the family of α-cuts of Ĝ, where the α-cut of a fuzzy graph is
the crisp graph Gα = (V,Eα) with Eα = {{i,j}/i,jV,µij ≥α}.”
Definition 4 μ “Chromatic Number μ For a fuzzy graph Ĝ = (V,µ), its chromatic number is
the fuzzy number χ(Ĝ) = {x, (x)) / xX}, where X = {1,...|V|}, (x) =sup {αI /xAα} x
X and Aα = {1,… χα } αI”.
The chromatic number of a fuzzy graph is a normalized fuzzy number whose modal value is
associated with the empty edge-set graph. It can be interpreted that for lower values of α

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there are many incompatible edges between the vertices so that more colors are needed in
order to consider the incompatibilitiesν on the other hand, for higher values of α there are
fewer incompatible edges and less colors are needed. The fuzzy coloring problem consists
of determining the chromatic number of a fuzzy graph and an associated coloring function.
For any level α, the minimum number of colors needed to color the crisp graph Gα will be
computed. In this way the fuzzy chromatic number is defined as fuzzy number through its α-
cuts”
Definition 5: “The interval-valued fuzzy set A in V is defined by
      VxxxxA AA  
:,,  ,
where  xA

 and  xA

 are fuzzy subsets of V such that    xx AA

  for all Vx .”
For any two interval-valued sets     xxA AA

  , and     xxB BB

  , in V we define:
            VxxxxxxBA BABA  
:max,,max,  ,
            VxxxxxxBA BABA  
:min,,min,  .
“Interval-valued fuzzy relation B on a set E of the graph G* = (V, E) , is such that
      yxxy AAB

  ,min
      yxxy AAB

  ,min for all Exy  .”
Definition 6μ α- cut of an Interval-valued fuzzy graph:
“For α = (a,b) ϵ I, Gα = (Aα, Bα) where Aα= {xϵVν ≥a and ≥b} and Bα={xy ϵ Eν }”
Example 1:
The memberships of the edges of the above graph are given below:
(ab)=(0.1,0.2), (bc)=(0.1,0.3), (cd)=(0.1,0.4), (de)=(0.1,0.5),
(ea)=(0.1,0.2), (ad)=(0.1,0.2), (ac)=(0.1,0.2), (ce)=(0.1,0.4), (eb)=(0.1,0.3),
(bd)=(0.2,0.3)
If α=(0.1,0.2) then the fuzzy graph is just like the figure 1, then the chromatic number with
respect to α is ᵡ( α)=5
If α=(0.1,0.3), then the fuzzy graph is given by figure 2 and the chromatic number is ᵡ
( α )=4

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If α = (0.1,0.4), then the fuzzy graph is given by figure 3 and the chromatic number is ᵡ ( α
)= 3
If α = (0.1,0.5), then the fuzzy graph is given by figure 4 and the chromatic number is ᵡ ( α
)= 2
If α = ( 0.2,0.7), then the fuzzy graph does not contain any vertices and edges. Hence the
chromatic number is 0. Hence the interval valued fuzzy chromatic number is given by
ᵡ (G) ={ α ,ᵡ (Gα)} =The set of ordered pairs consisting of α (the interval)
and the corresponding chromatic number of the graph = {((0.1,0.2),5), ((0.1,0.3),4),
((0.1,0.4),3),((0.1,0.5),2),((0.2,0.7),0)}
II. RESULT:
For lower values of the length of the interval α, there are many incompatible edges between
the vertices so that more colors are needed in order to consider the incompatibilities. On the
other hand, for higher values of the lenth of the interval α , there are fewer incompatible

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edges and less colors are needed. The fuzzy coloring problem consists of determining the
chromatic number of a fuzzy graph and an associated coloring function. Hence as the length
of 'α' increases, the chromatic number decreases.
Definition 7: “Total coloring: Total coloring of a graph is a kind of graph coloring on the
vertices and edges of a graph, in the sense that no adjacent edges and no edge and its end
vertices are assigned the same color.”
“Fuzzy Total coloring: If {Gα = (V,Eα)/ αϵI} be the family of α-cuts of G, where the α-cut of
a fuzzy graph is the crisp graph Gα =(V, Eα) with Eα ={(i,j): i,jϵV, µij≥α}”
“The total chromatic number χ”
(G) is the least number of colors needed in any Total
coloring of the graph G and is at most Δ+2, where Δ is the max vertex degree.”
“Total chromatic number properties:
1) χ”
(G) ≥ Δ+1
2) χ”
(G) ≤ Δ(G)+1026
(According to MOLLOY<REED in 1998)”
The total chromatic number of the graph given in example -1 by considering different α-
cuts in the interval (0,1) is given the following table
Table 1: Total chromatic number of the graph
Colors (Ci)of vertices and edges
α Width
of α
Eα Χ
T
a b c d e a
b
a
c
a
d
a
e
b
c
b
d
b
e
c
d
c
e
e
d
(0.1,
0.2)
0.1 ab,ac,ad,ae,bc,b
d,be,cd,ce,de,
7 C
1
C
2
C
3
C
4
C
5
C
3
C
2
C
5
C
4
C
1
C
6
C
7
C
7
C
6
C
1
(0.1,
0.3)
0.2 bc,bd,be,cd,ce,
de
7 C
1
C
2
C
3
C
4
C
5
0 0 0 0 C
4
C
3
C
1
C
2
C
6
C
7
(0.1,
0.4)
0.3 Cd,ce,de 3 C
3
C
3
C
3
C
4
C
5
0 0 0 0 0 0 0 C
5
C
4
C
3
(0.1,
0.5)
0.4 de 3 C
4
C
4
C
4
C
4
C
5
0 0 0 0 0 0 0 0 0 C
3
(0.2,
0.7)
0.5  1 C
4
C
4
C
4
C
4
C
4
0 0 0 0 0 0 0 0 0 0
Since =4 for the given graph the interval valued fuzzy total chromatic number ofĜ is given
by
ΧT
= {((0.1,0.2),7), ((0.1,0.3),7), ((0.1,0.4),3),((0.1,0.5),3),((0.2,0.7),1)}
Conclusion : In this paper we defined the fuzzy chromatic number, fuzzy total chromatic
number and interval valued fuzzy total chromatic number as interval valued fuzzy numbers
through the - cuts of the interval valued fuzzy graph which are crisp graphs. We can also
de-fuzzify this number using any of methods available if we want these numbers in crisp
form.
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Fuzzy Sets Syst. 47 (1992) 35-38.
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(2002) 1451-1464.
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[1]
[2]
Kumari, M.N.N., Sekhar, C.R. (2016):“Coloring Of Interval Valued Fuzzy
Graph Using Alpha Cut” International Journal of Informative & Futuristic
Research (ISSN: 2347-1697), Vol. 4 No. (2), October 2016, pp. 5143 -5148, Paper
ID: IJIFR/V4/E2/022.

.
Abstract
Lymphatic filariasis is a major cause of clinical morbidity. Lymphatic
filariasis is a major public health problem throughout the tropics and
subtropics. The prevalence of infection is increasing worldwide with more
than 120 million people infected with lymphatic filarial worm. The drugs
used for lymphatic filariasis are diethylcarbamazine (DEC), ivermectin and
albendazole. None of these is effective in killing the long-lived adult worms
and the treatments are therefore aimed at reducing transmission and
pathology. In the present study a 40-day treatment of azithromycin at 10
mg/kg body weight/day resulted in a maximum 70% reduction in mf count
compared to untreated control on 40 day post-treatment. However, the
Wolbachia population was not reduced significantly as evident from the
PCR using Wolbachia 16S rRNA primers. But a 40-day regimen of
azithromycin at 10 mg/kg body weight/day followed by a 7-day regimen of
acaciasides at the same dose reduced the mf count (90% clearance) at a
faster rate on 45 day post-treatment with no effect on Wolbachia
population.
IMPROVED ANTIFILARIAL EFFICACY OF
AZITHROMYCIN BY ACACIASIDES ON
MICROFILARIA OF D. IMMITIS IN VIVO
Paper ID IJIFR/V4/ E2/ 024 Page No. 5149-5158 Subject Area ZOOLOGY
Keywords Lymphatic Filariasis, Azithromycin, Saponins, Wolbachia
1st Dr. Sutapa Datta
Assistant Professor
P.G. Department of Zoology
Bethune College, Kolkata-West Bengal
2nd Dr. Sudipta Maitra
Associate Professor
Department of Zoology,
Visva-Bharati University , West Bengal
3rd Dr. S.P. Sinha Babu
Professor
Department of Zoology,
Visva-Bharati University , West Bengal

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Dr. Sutapa Datta, Dr. Sudipta Maitra, Dr. S.P. Sinha Babu::
Improved Antifilarial Efficacy Of Azithromycin By Acaciasides On
Microfilaria Of D. Immitis In Vivo
I. INTRODUCTION
Lymphatic filariasis is a major tropical disease and one of the major common causes of
clinical morbidity and global disability. Approximately 40% of the world’s 120 million
cases of lymphatic filariasis occur in sub-Saharan Africa (approximately 46–51 million
cases) (Michael and Bundy, 1997; Zagaria and Savioli, 2002; Fenwick, et al., 2005; Global
alliance, 2005; Molyneux, et al., 2005; Global alliance, 2009), with an estimated 382–394
million people at risk of infection, including 176 million children (Ottesen, 2006; WHO,
2008). India contributes about 40% of the total global burden and accounts for about 50% of
the people at the risk of infection. Of the people exposed to the risk of infection, individuals
with microfilaraemia, suffering from lymphoedema and hydrocele cases in the globe; India
alone accounts for 39.0, 37.9, 46.4 and 48.1%, respectively (Michael et al., 1996). Present
day antimicrofilarial or macrofilaricidal treatment regimens do have certain well
documented limitations. The first line choice of drugs are diethylcarbamazine (DEC),
ivermectin and albendazole. Diethylcarbamazine and ivermectin are effective at killing
microfilariae but are associated with systemic and inflammatory adverse reactions.
Albendazole increases the efficacy of DEC and ivermectin and is used in combination with
either of the drugs as the basis of long-term intervention programme. Thus, the present day
requirement for filarial chemotherapy is a cheap, non-toxic and novel antifilarial drug with
long term antimicrofilarial or macrofilaricidal activity. Ivermectin has been used as standard
antifilarial drug for comparing the results.
A recent breakthrough in the filarial research is the discovery that Wolbachia plays
an important role in the biology of filarial nematodes (Taylor and Hoerauf, 1999). The
discovery of Wolbachia has fostered a new initiative in the development of suitable
antifilarial drugs. One potential target is to use anti-rickettsial antibiotics to deplete
Wolbachia endosymbionts that exist in the lateral cords of adult female and microfilaria of
most filarial nematodes including D. immitis, Litomosoides sigmodontis, O. volvulus, W.
bancrofti and B. malayi (Bandi et al., 1999; Taylor et al., 1999). In recent years, studies
have linked tetracycline treatment of filaria infected animals with reduced worm burdens
and decreased level of microfilaremia. This has been demonstrated in animal models with L.
sigmodontis, D. immitis and recently confirmed in patients with O. volvulus (Hoerauf et al.,
1999; 2000b; Taylor et al., 1999; 2000b). We have earlier reported that tetracycline at
10mg/kg/day for 40 days followed by 7 day treatment with acaciasides at 10mg/kg/day
causes total depletion (100%) in mf count in the blood of treated dogs on day 75 post-
treatment and this was maintained even 120 days after the last dose (Datta et al., 2009).
The antifilarial activity of two triterpenoid saponins acaciaside A and acaciaside B,
originally isolated from the funicles of A. auriculiformis were observed earlier (Mahato et
al., 1992). The saponins were found effective against both microfilaria and the adult worm
of S. cervi in rats (Ghosh et al., 1993). An ethanol extract obtained from the funicles of the
plant proved effective against both microfilaria and the adult worm of D. immitis in dogs
(Chakraborty et al., 1995). The crude ethanol extract at the effective dose did not show any
apparent toxicity in the treated dogs in terms of lethargy, food intake and change in body

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temperature; however serological tests revealed some mild transient effects in liver function
(Sarkar, 1997). Recently we have reported absence of Wolbachia in S. cervi collected from
local abattoirs (Datta et al., 2007). Since this cattle parasite does not harbour Wolbachia, it
is likely that the filaricidal activity of saponins may be mediated through a different target
altogether. These two saponins are known to interact with the membrane, thus inflicting
membrane damage (Sinha Babu et al., 1997). Our findings on the mechanism of action of
saponins further revealed that super oxide anion is probably involved in the expression of
membrane damaging effect of saponins (Nandi et al., 2004). In the present study, the
mixture of acaciaside A and acaciaside B was used for testing its effects on the antifilarial
efficacy of azithromycin and to study the effect of azithromycin and acaciasides and their
combination on D. immitis in vivo. Our primary aim is to assess the impact of azithromycin
on Wolbachia loads within microfilaria and of the combination of azithromycin +
acaciasides on microfilaria level over the observation period.
II. MATERIALS AND METHODS
2.1 Preparation of Acaciaside A and Acaciaside B
Acaciaside A and B are triterpeniod saponins originally isolated from the
funicles of Acacia auriculiformis were respectively defined to be 3-0- [β-D-glucopyranosyl
(1→6){α-L-arabinopyranosyl (1→2)}-β-D-glucopyranosyl]-21-0-{(6′ S)-2′-trans-2′,6 –
dimethyl-6′-0- β-D-glucopyranosyl-2′,7′-octadienoyl} acacic acid 28-0- α-L-
rhamnopyranosyl (1→6)[ β-D-xylopyranosyl (1→2) ]- β-D-glucopyranoside (1) and 3-0-[
β-D-glucopyranosyl (1→6){ α-L-arabinopyranosyl (1→2)}- β-D-glucopyranosyl]-21-0-
[(6′S)-2′-trans-2′, 6′-dimethyl-6′-0-{ β-D-xylopyranosyl (1→2)- β-D-glucopyranosyl}-2′,7′ -
octadienoyl] acacic acid 28-0- α-L-rhamnopyranosyl (1→6) [β-D-xylopyranosyl (1→2)]- β-
D-glucopyranoside (2). The structural details were elucidated by a combination of fast-
atom-bombardment mass spectrometry, 1
H-, and 13
C NMR spectroscopy, and some
chemical transformations (Mahato et al.1992; Fig. 1). The mixture of acaciaside A and
acaciaside B, which is water soluble, was used for testing its effects on D. immitis in dogs.
Figure 1: Chemical structure of acaciasides A and acaciasides B
(Mahato et al., 1992)

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2.2 Drugs used for the experiment:
Azithromycin was obtained from Alembic Limited. The antibiotics were given orally.
Ivermectin was obtained from Ochoa Laboratoy Limited and injected subcutaneously in a
single shot.
2.3 Experimental animal and study design
Fifteen stray dogs (9 males and 6 females) naturally infected with D. immitis were used
in the present experiment. Blood samples from all the dogs were collected every week for a
period of ten weeks and mf density per 0.25 ml of blood was determined in each sample.Six
mf dogs (males) were administered orally with azithromycin at 10 mg/kg/day for 40 days.
Three male azithromycin treated (for 40 days) dogs were given saponins of A.
auriculiformis at 10mg/kg/day orally for 7 consecutive days and the other three received the
placebo. Among the remaining nine mf dogs, three females received no treatment, three
males were treated orally with acaciasides at 10mg/kg/day for 7days (day 41- day 47) only
and three females were given ivermectin at 2 mg/ kg body weight (single subcutaneous
injection).
2.4 Collection of microfilaria from blood
Animal trials were duly approved by the institutional animal ethics committee of the
University. Blood samples were obtained separately from each dog with the help of 5ml
heparinised disposable syringe. Blood was drawn on day 15, 30, 40 and 47 from the
commencement of treatment. Additional samples were taken at quarterly intervals up to day
75 and last sampling was done at 120 day post-treatment. From all the experimental dogs, 5
ml of blood was taken in heparinised tubes and immediately diluted (1:1) with pre-chilled
PBS (0.01 M phosphate buffer, 0.15 M sodium chloride, pH 7.4) and was filtered through a
5µm filter membrane (Millipore, USA). Microfilariae were separated as per standard
protocol (Datta et al., 2009).
2.5 Extraction of DNA and PCR
Total genomic DNA was extracted from D. immitis microfilariae, collected from blood
drawn from naturally infected stray dogs following the method by Smith and Rajan (2000),
with slight modifications. The mf pellet was resuspended in 500 µl of lysis buffer, pH 8.0
containing 20 mM Tris-HCl, 50 mM EDTA, 0.5% SDS, 100 mM NaCl, 1%(v/v) β-
mercaptoethanol and proteinase-K 0.1 mg/ ml. Then the mixture was incubated at 55°
C for
3 h. To inactivate proteinase-K, samples were heated at 95°
C for 10 min. After phenol-
chloroform-isoamyl alcohol (25:24:1) extraction and ethanol precipitation, the pellet was
washed with cold ethanol (70%) and then resuspended in sterile 25 µl 10 mM TE buffer (pH
8.0). Total genomic DNA was also extracted from adult worms of S. cervi collected from
the peritoneal cavity of freshly slaughtered cows at local abattoirs (Kashipur, Birbhum),
washed briefly with modified Ringers medium at 37°
C and stored immediately in 1 ml of
TEN buffer (100 mM Tris, 5 mM EDTA, 200 mM sodium chloride, pH 7.5) at –20°
C.
Finally DNA was isolated as described above. In both treated and untreated dogs PCR was

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performed to check DNA integrity and to assay for the presence of Wolbachia in D. immitis.
PCR was performed in 50µl of reaction mixture having 1× PCR buffer containing
(NH4)2SO4, 2 mM dNTP mix, 2 mM MgCl2, 20 ng/ml each of forward and reverse primers
and 1.5 units Taq polymerase (Fermentas). PCR products were visualized by running 5 µl of
reaction mixture in 1% agarose (SRL, India) gel followed by staining with ethidium
bromide (SRL, India). To confirm filarial DNA, 28S rRNA primers (BD1A-F and BD1A-R)
were used (Smith and Rajan, 2000). Presence and integrity of Wolbachia DNA was
confirmed by using Wolbachia 16S rRNA primers FIL-5 and FIL-6 (Smith et al., 2000).
Annealing was done at 51°
C for all three sets of primers. As negative control, sterile
distilled water or DNA extracted from Setaria cervi, which does not have Wolbachia
endosymbionts (Datta et al., 2007) was used.
Table 1: Primer sequences
Filaria 28S rRNA primers
5′-ATGAAAGGCGTTGATATATAG-3′
5′-GCAAGCCATGCAAGCGTTGAG-3′
BD1A-F
BD1A-R
Wolbachia 16S rRNA primers
5′-TGAGGAAGATAATGACGG-3′
5′-CCTCTATCCTCTTTCAACC-3′
FIL-5
FIL-6
2.6 Side effects of drugs
Following treatment with the test drugs the animals were kept under observation and
their body weight, food intake and movement was recorded at regular intervals. The treated
animals did not show any toxic effects in terms of change in body weight, food intake and
movement. Serological tests were applied to pariah dogs naturally infected with D. immitis
before and after azithromycin, acaciasides and their combination treatment. The same
serological tests were performed for control dogs. Blood was analysed before and after
treatment with respect to the following parameters: SGOT, SGPT and % haemoglobin.
III. RESULTS
3.1 Parasitological findings
The mf count per 0.25ml of blood did not vary appreciably during the 10 week period of
observation before the commencement of treatment (data not shown). Treatment with
azithromycin or azithromycin + acaciasides or acaciasides alone at the effective dose levels
did not produce any apparent side effects in the treated dogs in terms of lethargy, food
intake and serological tests including SGPT SGOT and % Hb (data not shown). The percent
occurrence of mf/ 0.25ml of blood following treatment with azithromycin or azithromycin +
acaciasides or acaciasides alone in comparison to placebo at various time intervals are
shown in Figure 2.
Treatment of microfilaremic adult dogs (body weight range 8-12 kg) with azithromycin
at 10 mg/kg/day for 40 days resulted in 54% (P< 0.05, one way ANOVA) and 57% (P<

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0.05, one way ANOVA) reduction in mf count on day 15 and 30, respectively, and the
maximum reduction in mf count (70%, P< 0.01) was achieved on 40 day treatment (Fig.
18). However, treatment with azithromycin (10 mg/kg/day for 40 days) followed by
acaciasides (10 mg/kg/day for 7 days) resulted in 90% clearance of mf at a faster rate on 45
day post-treatment (Fig.2).
Figure 2: Percentage of microfilaria (D. immitis) per 0.25 ml of blood in control and treated
dogs. Three dogs were kept as control and three were treated orally with azithromycin (40
days, at 10 mg/kg/day) followed by 7-day placebo treatment. Another three were treated orally
with aziothromycin (40 days, at 10 mg/kg/day) followed by 7-day acaciasides (10 mg/kg/day)
treatment. The remaining three were treated orally with acaciasides (7 days, at 10 mg/kg/day).
Each bar represents the mean±S.D. Data were analysed by one way ANOVA. There was a
significant difference between control and treated groups and among the treated groups
(P<0.05). Treatment period is 0d to 47d. Post-treatment period is 15d to 120d.
In dogs treated with acaciasides only for seven days, the mf count was reduced by
more than 64% (P< 0.05) on day 7 (the last day of treatment), thereafter, the mf density
increased gradually to 34% reduction level on day 120 post-treatment (Fig. 2). In dogs
treated with single dose ivermectin at 2 mg/kg body weight the mf population in blood
disappeared totally as observed on day 15 post-treatment.
3.2 PCR of microfilaria samples
PCR amplification of D. immitis mf DNA using filaria specific primers, from both pre-
treated (0 day, lane 2; Fig. 3) and azithromycin treated (sampling on 30 and 45 days) dogs
yielded distinctive bands at 150 bp (lanes 3 and 4; Fig. 3). A comparison between pre-
treated and treated dogs reveals that there was a trace of filarial specific amplified product in
both treated dogs on 45 day post-treatment but the band intensity was higher in
occurrenceofmf(%)/0.25mlblood
control azithromycin azithromycin+ acaciasides acaciasides

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azithromycin treated dogs (lane 4; Fig. 3) than azithromycin + acaciasides treated dogs (lane
5; Fig. 3).
Fig. 3: PCR of mf of D. immitis total genomic DNA using primers (BD1A-F and BD1A-R)
specific for filarial 28S rRNA before (lane 2) and after azithromycin treatment (sampling as
on 30 day treatment and 45 day post-treatment; lanes 3, 4 respectively). Lane 5 is 45 day post-
treatment with the azithromycin+acaciasides and yielded products of 150 bp. Electrophoretic
migration pattern of DNA ladder (lane 1) is shown.
Fig. 4: PCR of mf of D. immitis total genomic DNA using primers (FIL-5 and FIL-6) specific
for Wolbachia 16S rRNA before (lane 2) and after azithromycin treatment (sampling as on 30
day treatment and 45 day post-treatment; lanes 3, 4 respectively). Lane 5 is 45 day post-
treatment with the azithromycin+acaciasides. Presence of a distinct band of approximately 207
bp size confirms the presence of Wolbachia in all the lanes. Migration pattern of DNA ladder
(lane1) is shown at extreme left.

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The template DNA prepared from a calculated number of 300-1200 mf was used to
determine the presence of Wolbachia by PCR. The data obtained were normalized against
filarial 28s rRNA gene. The Wolbachia 16S rRNA primers produced amplified product at
207 bp after 35 cycles of amplification (Fig. 4). No depletion was found in Wolbachia
population on day 30 (lane 3, Fig. 4) and 45 day post-treatment compared to 0 day samples
(lane 2; Fig. 4) from both azithromycin (lane 4; Fig. 4) and azithromycin + acaciasides
(lane 5; Fig. 4) treated groups.
IV. DISCUSSION
The principal of anti-wolbachial chemotherapy of filariasis relies on either depletion or a
significant reduction of the Wolbachia endobacteria in the adult worms leading to sterility
and eventually death of female worms (Debrah et al., 2006; 2007; Hoerauf et al., 2007).
The ability to provide riboflavin, flavin adenine dinucleotide, heme and nucleotides is likely
to be Wolbachia’s principal contribution to the mutualistic relationship, whereas the host
nematode likely supplies amino acids required for Wolbachia growth (Foster et al., 2005).
The lack of nucleotide synthesis would particularly affect cell division during oogenesis and
embryogenesis, and this is the first parasitological feature that can be observed after
Wolbachia depletion (Hoerauf et al., 2003a).
It is safe to administer azithromycin to the children indicating the rationale for including
azithromycin in the anti-wolbachial chemotherapy. Treatment of onchocerciasis patients
with a 5-day course of rifampicin or azithromycin or both did not cause depletion of
Wolbachia, reduction of microfilariae in the skin or degeneration of adult worms even after
9 months of treatment indicating that a short term course with these antibiotics will not clear
Wolbachia (Richards et al., 2007). A 6-week regimen of azithromycin at 250 mg/day
significantly reduced the worm’s burden in onchocerciasis patients but there was no change
in the Wolbachia population in the treated worms (Hoerauf et al., 2008). In the present
study a 40-day treatment of azithromycin at 10 mg/kg body weight/day resulted in a
maximum 70% reduction in mf count compared to untreated control on 40 day post-
treatment. However, the Wolbachia population was not reduced significantly as evident
from the PCR using Wolbachia 16S rRNA primers. But a 40-day regimen of azithromycin
at 10 mg/kg body weight/day followed by a 7-day regimen of acaciasides at the same dose
reduced the mf count (90% clearance) at a faster rate on 45 day post-treatment with no
effect on Wolbachia population.
V. CONCLUSION
A 40-day treatment of azithromycin at 10 mg/kg body weight/day resulted in a
maximum 70% reduction in mf count on 40 day post-treatment but Wolbachia population
was not reduced as shown from PCR . But the combination of azithromycin and acaciasides
have a significant effect on mf count with less effect on Wolbachia indicating that
azithromycin has effect on a minority of worms and the reduction of Wolbachia is not
enough to play any role on the parasites. Present study supports that saponins are good as

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microfilaricide. But further work need to be done increasing the dose of saponins and
duration of treatment regimen to decrease the load of Wolbachia.
VI. ACKNOWLEDGEMENT
We are thankful to the Head, Department of Zoology, Visva-Bharati University for
providing necessary laboratoty facilities. The gel documentation was carried out through the
courtesy of Prof. Shelley Bhattacharya, Department of Zoology, Visva-Bharati University.
We are thankful to Dr. B.C. Pal, IICB, Kolkata for isolation and identification of
Acaciasides A and B.
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Büttner, D. W., Effects of 6-week azithromycin treatment on the Wolbachia endobacteria of
Onchocerca volvulus. Parasitol. Res. 103:279–286, (2008).
[1]
[2]
Datta, S., Maitra, S., Babu, S.P.S. (2016) :“ Improved Antifilarial Efficacy Of
Azithromycin By Acaciasides On Microfilaria Of D. Immitis In Vivo”
International Journal of Informative & Futuristic Research (ISSN: 2347-1697),

.
Abstract
The study aims to assess anthropometric measurements and physical fitness of
boys engaged in gymnastics. The subjects selected were from the age group
10- 12 years and 13-15 years. Under anthropometric measurements, standing
height & body weight were measured. Body mass index (BMI) was derived.
Flexibility was tested by conducting sit and reach test to assess physical fitness
of the gymnasts. Significant difference at both 5% & 1% levels (p<0.01) was
found between mean height of subjects from both the age groups 10-12 years
& 13-15 years and the standards for age. Body weight of boys from the age
group 10-12 years was 7.11% excess than the standard whereas a deficit of
8.15% was observed in boys from the age group 13-15 years. With reference to
BMI, a significant difference was found (z= 8.97, p<0.01)for the age group 10-
12 years whereas among gymnasts from age group 13-15 years, insignificant
difference was found (z=1.68, p>0.05. 61% boys (10-12 years) and 62% boys
(13-15 years) graded “excellent” for flexibility.
I. INTRODUCTION
The science of measuring size, shape and proportions of human body is known as
anthropometry. Standing height, body weight, BMI, body circumferences like head
circumference, neck circumference, chest circumference, elbow width, arm length, hip to
waist ratio etc. are some of the anthropometric measurements which are widely used in the
ANTHROPOMETRIC MEASUREMENTS
AND PHYSICAL FITNESS OF BOYS
ENGAGED IN GYMNASTICS
Food Science
& Nutrition
Keywords
Standing Height, Body Weight, BMI, Flexibility, Physical Fitness,
Anthropometric Measurements
1st Priyanka Deshpande 2nd Prajakta Nande
Assistant Professor
Post Graduate Teaching Department of Home Science,
Rashtrasant Tukadoji Maharaj Nagpur University,
Jyotiba Phule Educational Campus, Amravati Road,
Nagpur- Maharashtra

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Priyanka Deshpande and Prajakta Nande:: Anthropometric
Measurements And Physical Fitness Of Boys Engaged In
Gymnastics
field of sports to assess physical dimensions of players. Anthropometry is not only a tool to
monitor growth of children and general health condition of an adult but it has a vital role in
an athlete’s performance as well. Height, weight, arm length, BMI etc. have definite
advantage in many games. (A. Thirumagal, Challenges of Academic Library Management
in Developing Countries)
In each sport, certain body standards are required for excellence. Thus, it becomes a crucial
factor in selection process of players. (Khasawneh Aman, 2015). A player or an athlete will
surely perform well in the sport if his anthropometry matches with the required standards
for the sport.
In gymnastics along with skills like flexibility and strength, specific body size and low level
of body fat is important. This sport demands lot of body lifting and body rotation
(Anthropometry and Gymnastics). So, a small stature and less of body fat is beneficial to
perform these acts freely, accurately and gracefully (Fitness Testing for Gymnastics). Low
body weight helps the gymnast to achieve a high strength- to- weight ratio (Are You a Born
Gymnast?). The small stature of a gymnast gives him / her lower center of gravity, which is
especially important for balancing skills (Morris Ivy, 2015).
Assessment of body composition becomes necessary in order to monitor and improve
performance of a gymnast. Body mass index (BMI) has traditionally been used to measure
body composition. BMI can be considered to provide the most useful, albeit crude,
population level measure of obesity. Once the BMI is calculated the person is categorised
as underweight, normal weight, overweight, or obese based on that value (Body Mass Index
(BMI), Nande Prajakta, 2015). Thus, in sports where performance of the player fully
depends on weight management, calculation of BMI becomes a necessity.
Like any other sport, physical fitness is of upmost importance in Gymnastics as well.
Specific components of fitness for a gymnast include body composition, flexibility,
muscular strength, muscular endurance and cardiorespiratory endurance (Allen S).
Gymnast has to be flexible enough to perform acts like splits and backbends. Flexibility is
the ability to move or bend joints in a wide and complete range of motion with ease and
without injury. It may also be an asset to improving coordination and balance (T. Marice
Huggins, 2014). Flexibility of a gymnast can be tested from time to time and can be
improved by working on it (Howard J, 2005). Sit and Reach test is one of the test for the
assessment of flexibility. It measures the flexibility of the lower back and hamstring
muscles (Sit and Reach Test, Jonathan K. et.al.).
Present study was undertaken to assess anthropometric measurements and physical fitness
of boys engaged in gymnastics.
II. METHODOLOGY
Assessment of the gymnasts in terms of anthropometric measurements and physical fitness
was the aim of this research. For this study, boys (10-12 and 13-15 years of age) engaged in
gymnastics were purposively selected as sample population. 200 male gymnasts from
various gymnastic clubs from Nagpur, Mumbai and Pune cities of Maharashtra were

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selected for the assessment. Injury free subjects who were practicing gymnastics regularly
and have participated in competitive events were chosen.
Anthropometric Measurements: Considering the importance of body stature for
excellence in the sport, anthropometric measurements like standing height and body weight
of the gymnasts were recorded. The values of height and weight were recorded in cm and
kg, respectively. An elastic measuring tape was used to measure height of the subjects
whereas digital weighing machine was used to record body weight. BMI was calculated
using the formula: Weight (kg) ÷ Height (meter)2
.
Physical Fitness: Sit and reach test was conducted to monitor the development of the
gymnast’s lower back and hamstring flexibility. Gymnasts were instructed to sit on the floor
with shoes removed, feet flat against the table, and legs straight. In this position, gymnasts
tried to reach forward and push the fingers along the table as far as possible. The distance
from the finger tips to the edge of the table was measured and recorded as the score of that
gymnast. The same procedure was repeated thrice and the longest distance measured was
considered for analysis.
Statistical Analysis: Data was gathered, compiled and classified on the basis of age group.
Mean, standard deviation, range & percentage were calculated. Data was then compared
with reference values of respective age group using z test. Difference was tested at both 5%
& 1% levels of significance.
III. RESULTS AND DISCUSSION
Anthropometric measurements like height, weight and BMI of gymnasts are represented in
Table 1. Mean height of boys from the groups 10-12 years & 13-15 years was recorded as
140.25cm and 157.43cm, respectively. Boys from both age groups showed significantly
shorter height than the standards for age (z=7.46 & z=6.39 males for age groups 10-12 &13-
15, respectively, p<0.01). The % deficit was calculated as -3.48% and -2.88%, respectively
for 10-12 years & 13-15 years. Older boys were found to be significantly taller than younger
boys (z=17.2, p<0.01). Erlandson, M. C. et al. (2008) reported that gymnasts were
significantly shorter than tennis players and swimmers at all chronological ages during
adolescence. For the present study, height showed significantly positive correlation with
body weight (r= 0.5668 & 0.4471, respectively for 10-12 & 13-15 years, p<0.01).
Mean values of body weights of gymnasts from age groups 10-12 years and 13-15 years
were 26.74 kg and 43.72 kg, respectively. In comparison with the standards for age, younger
gymnasts (10-12 years) were found to be significantly heavier (z=3.73, % excess: +7.11) &
older gymnasts (13-15 years) were found to be significantly lighter (z=5.13, % deficit: -
8.15). Greater variation was found in the body weights within the groups. The observed
range for body weight was 25.00 - 52.00 kg for 10-12 years of boys and 35.00- 64.00 kg for
13-15 years of boys (Table 1).
BMI was calculated and gymnasts were categorised accordingly. Mean BMI values of boys
aged 10-12 years& 13-15 years were 18.63 kg/m2
and 17.63 kg/m2
, respectively. Between
age group difference was found to be significant at 5% level (0.01<p<0.05). Gymnasts from

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age group 13-15 years possessed lower mean BMI than gymnasts from age group 10-12
years (z=2.57) which could be attributed to larger increment in height of older subjects.
Younger group of gymnasts showed significantly greater mean value of BMI than the
standard for age (z=8.97, p<0.01) with %excess calculated as 15. In contrast, older age
group of gymnasts showed lower mean BMI value than the standard for age, however, the
difference was insignificant (z=1.68, p>0.05). % deficit for this age group was recorded as
2.59 (Table 1). BMI showed direct relationship with body weight among boys aged 10-12 &
13-15 years (r=0.8430 & 0.8419, respectively, p>0.05).
Table 1: Data on Height, Weight & BMI (Body Mass Index) of Subjects
Sr.
No.
PARAMETERS
10-12 Yrs
(n=100)
13-15 Yrs
(n=100)
z Values#
HEIGHT (cm)
I M±SD 140.25±6.77 157.43±7.31
17.2*
Ii Range 129.00-161.00 146.00-174.00
Iii Standard 145.30 162.10
Iv z Values§ 7.46* 6.39*
V %Deficit -3.48 -2.88
WEIGHT (kg)
i M±SD 36.74±6.55 43.72±7.56
6.98*
ii Range 25.00-52.00 35.00-64.00
iii Standard 34.30 47.60
iv z Values§ 3.73* 5.13*
v %Excess/Deficit +7.11 -8.15
BMI (kg/m2
)
i M±SD 18.63±2.71 17.63±2.79
2.57**
ii Range 14.13-27.71 13.55-26.64
iii Standard 16.2 18.1
iv z Values§ 8.97* 1.68
v %Excess/Deficit +15.00 -2.59
# - z values are for between group comparison (i.e. comparison between age groups 10-12 yrs &
13-15 yrs); § - z values are for comparison between data of subjects & standards;* - Significant at
both 5 % and 1% levels (p<0.01); ** - Significant at 5 % level but insignificant at 1 % level
(0.01<p<0.05); Values without any mark indicate insignificant difference at both 5% & 1% levels
(p>0.05).
Percentage wise distribution of subjects based on BMI grades is shown in Fig.1. Majority of
the subjects were categorised as normal weight (5th
percentile to less than the 85th
percentile). All the boys (100%) from 15 years of age were categorised under “normal
weight” followed by boys of 11+ years of age (91.18%). None of the boys were
“underweight” in the age group 11+ years. 29. 27% boys aged 10+ & 16% boys aged 12+
were “overweight” for their BMI. Very few gymnasts from 10+, 11+, 12+ & 13+ were
categorised as “obese” which could be due to growing age weight gain.

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Sit & reach test was conducted to assess physical fitness in terms of flexibility of gymnasts.
The results of this test are presented in Fig. 2. Mean of the distance reached by boys 10-12
years and 13-15 years were 11.25 cm & 14.12 cm, respectively. Between age group
comparison revealed significant difference (z=4.3, p<0.01). Age correlated positively with
age (r=0.0900 & 0.0921, respectively for age groups 10-12 & 13-15 years, p>0.05).
Minimum & maximum distance reached by male gymnasts of 10-12 years of age was 4.0
cm and 20.0 cm, respectively whereas in the age group 13-15 years, minimum & maximum
distance reached was 6.8 cm and
27.0 cm, respectively. Heavier the
body weight lower was the
flexibility of gymnasts. Here,
results of flexibility correlated
negatively with weight & BMI
among younger gymnasts (r=-
0.1583 & -01963, respectively,
p>0.05). However, weight & BMI
showed positive correlation with
the performance of sit & reach test
among boys from age group 13-15
years (r=0.3886 & 0.4838,
respectively, p<0.01), hence,
showed positive effect of longer
engagement in this game.
2.44
8.00
28.57
39.47
53.66
91.18
68.00
52.38
57.89
100
29.27
5.88
16.00 4.76
2.63
14.63
2.94 8.00 14.29
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Boys (n=41) Boys (n=34) Boys (n=25) Boys (n=42) Boys (n=38) Boys (n=20)
10+ Yrs 11+ Yrs 12+ Yrs 13+ Yrs 14+ Yrs 15+ Yrs
Figure 1: Percentage Wise Distribution of Boys Based on BMI Grades
Obese (≥ 95th percentile)
Overweight (85th percentile to less than the 95th percentile)
Normal Weight (5th percentile to less than the 85th percentile)
Underweight (< 5th percentile)
0
5
10
15
20
25
30
Mean SD Minimum Maximum
11.25
4.5 4.0
20.0
14.12
4.96
6.8
27.0
4.3
cm)
Figure 2: Data for Sit & Reach Test for Boys
Age Group 10-12 Yrs Age Group 13-15 Yrs z Value
(p<0.01)

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Percentagewise distribution (Fig.3) showed majority of boys from both the age groups had
excellent flexibility (61% from age group 10-12 years and 62% from 13-15 years of age).
None of the subjects from 13-15 years group were categorised for “below average” or “poor
flexibility”. Thus, it can be said that 13-15 years of boys demonstrated superior flexibility
when compared to 10-12 years of boys which showed regular effect of engagement in the
game of gymnastics.
Figure 3: Percentage Wise Distribution of Boys Based on Performance Assessment for
Distance Reached
IV. CONCLUSION
From the results of the study, it can be said that there found positive effect of regular
engagement in the sports of gymnastics as majority of subjects demonstrated excellent
results for sit & reach test. Height is genetically inherited & also, height & weight are
influenced by nutritional intake. Subjects can achieve new heights in this game which can
be coupled with regular appropriate training& sound nutrition.
V. REFERENCES
[1] A, Thirumagal, “Research Publications in Anthropometric Measurements of Sports”, 285,
http://www.irma-international.org/viewtitle/77987
[2] Allen S, “Five Components of Fitness in Gymnastics”, Demand Media. Cited from
http://healthyliving.azcentral.com
[3] “Anthropometry and Gymnastics”,
http://www.topendsports.com/sport/gymnastics/anthropometry.htm
[4] “Are You a Born Gymnast, Academy Where the Stars Show You How”,
http://news.bbc.co.uk/sportacademy/hi/sa/newsid_3577000/3577460.stm
[5] “Body Mass Index (BMI)”, http://www.topendsports.com/testing/tests/BMI.htm
[6] “Challenges of Academic Library Management in Developing Countries”, http://www.igi-
global.com/chaptser/research-publications-anthropometric-measurements-sports/77987
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Age Group 10-12 Yrs Age Group 13-15 Yrs
61 62
15 18
22 20
2 0
Excellent Above Average Average Below Average Poor

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[7] Erlandson, M. C. Sherar, L. B. Mirwald, R. L. Maffulli. N. and A. D. G. Baxter-
Jones, “Growth and Maturation of Adolescent Female Gymnasts, Swimmers, and Tennis
Players” Medicine and Science in Sports and Exercise, 2008, 40(1):34-42. Cited from
ukpmc.ac.uk & www.ncbi.nlm.nih.gov.
[8] “Fitness Testing for Gymnastics”, http://www.topendsports.com/sport/gymnastics/testing.htm
[9] Howard J, “The Importance of Flexibility for Gymnastics”, 2005,
http://ezinearticles.com/?The-Importance-of-Flexibility-for-Gymnastics&id=88520
[10] https://en.wikipedia.org/wiki/Body_mass_index
[11] Jonathan K. Ehrman , Paul Gordon, Paul Visich, Steven keteyian, “Clinical Exercise
Physiology”, Human Kinetics, second edition, pg.no.128
[12] Khasawneh Aman, “Anthropometric Measurements and Their Relation to Static and Dynamic
Balance among Junior Tennis Players”, Sport Science 8 (2015) Suppl 1: 87‐91,
http://www.sposci.com/PDFS/BR08S1/SVEE/04%20CL%2016%20AK.pdf
[13] Morris Ivy, “Does Gymnastics Delay Your Growth”? 2015
http://www.livestrong.com/article/533098-does-gymnastics-delay-your-growth/
[14] Nande P.J, Vali S.A, “Fitness Evaluation Tests For Competitive Sports”, Himalaya Publishing
House, 2010 (1), 81, 153, 154, 156.
[15] Nande Prajakta, “Body Composition of Young Females (20-25 years) by Bioelectrical
Impedance: Relationship with Body Mass Index”, International Journal of Arts, Humanities and
Management Studies, Volume 01, No.6, 2015
[16] “Sit and Reach Test”, http://www.topendsports.com/testing/tests/sit-and-reach-presidents.htm
[17] T. Marcie Huggins, “5 Components of Fitness in Gymnastics”,
2014,http://www.livestrong.com/article/497802-5-components-of-fitness-in-gymnastics/
[1]
[2]
Deshpande, P., Nande, P. (2016) :“ Anthropometric Measurements And Physical
Fitness Of Boys Engaged In Gymnastics” International Journal of Informative &
Futuristic Research (ISSN: 2347-1697), Vol. 4 No. (2), October 2016, pp. 5159-5165,
Paper ID: IJIFR/V4/E2/026.

.
Abstract
The commodities markets are one of the fastest growing areas in the
investment world. A commodity market is an exchange for buying and
selling of commodities for future delivery. Commodity trading in India
started much before it started in many other countries. However, years of
foreign rule, draughts and periods of scarcity and government policies,
caused the commodity trading in India to diminish. Commodity trading
was however restarted in India recently, but a lot more developments and
initiatives needs to be taken in this avenue. Investing on commodities offers
protection against risk, diversified portfolio, trading on lower margin and
safety. The study focuses on understanding the concepts and mechanism of
commodity trading with special reference to Gold. It also aims to analyze
the factors that influence the prices of gold and analyze the gold trend in the
commodity market.
I. INTRODUCTION
Commodity markets are markets where raw or primary products are exchanged. These raw
commodities are traded on regulated commodities exchanges, in which they are bought and
sold in standardized contracts. The commodities market consists of the trading of forward
contracts or futures contracts; forward contracts are contractual agreements to buy/sell any
commodity bet there in two entities; futures contracts are market agreements to buy/sell
very specific commodities bet there in two entities over a recognized commodities
COMMODITY MARKET ANALYSIS
WITH SPECIAL REFERENCE TO GOLD
Financial
Analysis
Keywords Risk, Diversified Portfolio, Margin, Safety, Commodity Market
1st Michelle Jenita Pinto Student MFA -II
Department of M.Com. Financial Analysis
Jyoti Nivas College Autonomous, PG Centre,
Bangalore-Karnatka
2nd Delphina Jovita
3rd Dr. B. Percy Bose
Head of Department
Jyoti Nivas College Autonomous,PG Centre,
Bangalore-Karnatka

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Michelle Jenita Pinto, Delphina Jovita, Dr. B. Percy Bose ::
Commodity Market Analysis With Special Reference To Gold
exchange. It is a physical virtual market place for buying and selling of raw or primary
products. For investors' purposes there are currently about 50 major commodity markets
worldwide that facilitate investment trade in nearly 100 primary commodities. Commodities
are split into two types: hard and soft commodities. Hard commodities are typically natural
resistless that must be mined or extracted (gold, rubber, oil, etc.), whereas soft commodities
are agricultural products or livestock (corn, wheat, coffee, sugar, soybeans, pork, etc.)
1.1 GOLD
Gold is a natural resource available all over the world but not in abundant. In science it has
atomic number 79 and symbolized as AU. It is highly Precious metal and is invested in
coins, jewels, bars, certificates, accounts etc. It is attracted by all the human beings as
source of prestigious thing or the source of investment to make maximum returns. In India
gold has become very prestigious metal from the ancient days itself, it stands for its unique
property and it is treated a asset and core wealth by the people According to the investors
owning gold is very much safe because all over the globe gold is same there is no difference
in production and people think it will help in difficult situation as there is high liquidity
power. Investing in gold is safe because it doesn’t include the crop rotation fluctuation in
the market. All over the world gold is accepted and traded as a commodity.
1.2 FEATURES OF GOLD
 It can be source of investment
 It is treated as safe haven
 It is an asset diversifier
 It has high liquidity power
 It acts an insurance
1.3 GOLD AS AN INVESTMENT AVENUE
Investing in gold is booming from the past two decades. The investors will invest in this to
protect themselves from the political, economical, inflation, social disaster. However it is
subjected to risk in the market especially in futures contracts and derivatives. Even the
government will invest in this product to secure from the inflation and gold has become
more like currency rather than commodity.
1.4 INVESTMENT SOURCES
1. Gold Bars
2. Gold Coins
3. Gold Exchange –Traded Products(ETPs)
4. Gold Certificates
5. Gold Accounts
6. Gold Mining companies
7. Derivatives
1.5 FACTORS AFFECTING GOLD PRICE
The major factors impacting the gold price can be summarized as under:
 Demand for the product

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 Inflation rate
 Value of dollar
 Gold reserve
 Monetary policy
 Speculation in the market
 Supply of the product
 Growth in demand for exchange traded paper backed products
II. REVIEW OF LITERATURE
Technical analysts argue that their methods take advantage of market psychology as
illustrated by the quotation from Pring (1991) above. In particular, technical textbooks such
as Murphy (1986) and Pring (1991) outline three principles that guide the behavior of
technical analysts. The first is that market action (prices and transactions volume)
“discounts” everything. In other words, an asset’s price history incorporates all relevant
information, so there is no need to forecast or research asset “fundamentals.” Indeed,
technical purists don’t even look at fundamentals, except through the prism of prices, which
reflect fundamentals before those variables are fully observable.
Commodity markets are asset markets where market players buy for use and sell for gain.
Commodity markets are complex because many factors play a role in relation to their costs.
Such factors include the weather, inventories, supply, demand, and technology (Baffes,
2013). Over the recent decade, commodity markets have often been in the spotlight due to a
high amount of volatility in the markets, but as mentioned the interest is not new. Ludwell
Moore (1921) examined the existence of cycles through history, and did find some evidence
of cycles. However, he did not find anything that could predict either the length or depth of
those cycles in commodity markets. As other following studies have shown, commodity
markets have been volatile and appearing to be random. Nevertheless, that has not prevented
the popularization of technical analysis tools that are thought to be able to predict future
movements in commodity prices (Bundgaard, 2013), which is what any procurement
function would like to be able to do as argued above. Consequently, this paper aims at
helping companies at least understand whether they can use technical analysis as a reliable
predictor of future movements or if commodity markets truly do behave in a random
fashion.It is relatively easy to highlight situations where arbitrage cannot be traded away in
commodity markets. First of all, national policies and regulations may create such high
transaction costs for certain commodities (Zapoleon, 1931; Caine, 1958). there may not be
any open market where a commodity is traded. If the commodity is not traded, it is
obviously impossible to trade away arbitrage opportunities. Nevertheless, there are
commodities which are somewhat freely and openly traded across the globe (Baffes &
Haniotis, 2010; Baffes, 2013). By choosing those commodities, and avoiding commodities
that are prone to non-random shocks, e.g. oil and its dependence on OPEC policies, it can
plausibly be considered that arbitrage opportunities should be traded away in the market
data.

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III. RESEARCH METHODOLOGY
3.1 STATEMENT OF THE PROBLEM
When investing for a long and a short term there may be differences in fundamental analysis
and technical analysis. Because calculation of fundamental analysis in commodity market is
difficult this depends upon the supply and demand for the resources. The highlight of the
study is to appropriate use of technical analysis in order to facilitate the investors in decision
making.
3.2 NEED FOR THE STUDY
Commodity markets are where raw or primary products are exchanged. Commodity market
is of two types i.e., Hard (Non-Agricultural) and Soft (Agricultural) commodities here Hard
commodities are typically Nonagricultural or natural resources (Gold, Silver, Copper,
Natural Gas) and Soft Commodities are the agricultural commodities(Coffee, Corn, Wheat,
Sugar). The problem faced by the participants in the market is to predict the price movement
of the commodity and to take the right decision when to entry and exit the market to make a
maximum profit. As Gold Commodities are more sensitive in the market, their price
prediction is rigorous job. Thus, there is a need to study the present scenario of the
performance of the non-agricultural commodities in Indian stock market.
3.3 OBJECTIVES OF THE STUDY
 To study and analyze the commodity market of selected non-agricultural product
i.e., Gold
 To study the price volatility among commodity market of selected non-agricultural
product i.e., Gold
 To identify the co-relationship between Gold price and Dollar exchange rate.
3.4 SCOPE OF THE STUDY
 Studying the commodity price movements in the market.
 Analysis of the relationship of gold with the exchange rates.
 Helps in buying and selling strategy by recognizing the trend reversals in a formerly
stage.
 To help investors in decision making.
3.5 METHODOLOGY ADOPTED
Research methodology stands a way to systematically resolve the research problem. It is a
scientific way of studying how research is done scientifically approved by the researcher in
reviewing research problem alongside with the reason behind study. It is essential for the
researcher to distinguish not only the research methods and procedures but also the
methodology.
 Sample size
The sample consists of one commodity – from MCX market, on the basis of the research
objectives. This study is mainly based on the Gold prices in Indian commodity market.
 Data Collection
The research is purely based on secondary data.
 Secondary Data

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Secondary data was collected by referring to following sources:
Alpha Commodities Private Ltd Online publication, BSE websites, Text books & Research
Journals
 Study Period
The study includes a period of 5 years covering from 2011-2015.
 Source of Data
The main source of data is collected through websites of BSE, MCX to obtain the historical
prices. Also the other relevant data required for the purpose of the study was gathered from
the various websites, publications, magazines and reports prepared by research scholars.
 Statistical tools and indicators used
 Simple Moving Averages
 Moving Average Convergence Divergence
 Bollinger Band Width
 Relative Strength Index
 Correlation
3.6 LIMITATIONS OF THE STUDY
 Study is confined only to the commodity market in Indian context.
 The study of this analysis was mainly based on historical data.
 The study is considered a period of five years (20011-2015).
IV. DATA ANALYSIS AND INTERPRETATION
4.1: SIMPLE MOVING AVERAGES (SMA)
Graph 1: Simple Moving Averages
Interpretation:
The SMA is plotted using last 5 years data of gold. Here 5 months moving average has
been taken to construct the Simple Moving Averages. The 5 years chart of Simple Moving
Averages shows that on many occasions monthly moving average line cuts the 5 months
Simple Moving Averages line from top to bottom which signals bearish market and it is
right time to go out of the market and some time the monthly moving average line cuts the 5
months Simple Moving Averages line from bottom to top which signals bullish market and
0.00
500.00
1000.00
1500.00
2000.00
2500.00
3000.00
3500.00
1-Jan-11
1-Apr-11
1-Jul-11
1-Oct-11
1-Jan-12
1-Apr-12
1-Jul-12
1-Oct-12
1-Jan-13
1-Apr-13
1-Jul-13
1-Oct-13
1-Jan-14
1-Apr-14
1-Jul-14
1-Oct-14
1-Jan-15
1-Apr-15
1-Jul-15
1-Oct-15
Monthly Closing SMA
Bullish
Bearish

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it is right time to invest in the market. For example, in December 2015 the Simple Moving
Averages and monthly moving averages are closely equal hence it is not a buying signal to
the investors.
4.2: MOVING AVERAGE CONVERGENCE DIVERGENCE (MACD)
Graph 2: Moving Average Convergence Divergence (MACD)
Interpretation:
The Moving Average Convergence Divergence is plotted using last 5years data of
gold. Here, MACD is calculated through Exponential moving average (EMA) 12 and EMA
26 period. If EMA 26 line is above the EMA 12 line then it is bearish signal vice versa if the
EMA 12 line is above the EMA 26 line then it is bullish market signal. The average closing
price of EMA 12 in December 2015 is 2632 which is less than the EMA 26 in December
2015, 2692 thus it is advisable to buy the commodity in the market.
4.3: MOVING AVERAGE CONVERGENCE DIVERGENCE HISTOGRAM
Graph 3: Moving Average Convergence Divergence Histogram
0.00
1000.00
2000.00
3000.00
4000.00
1-Jan-11
1-Apr-11
1-Jul-11
1-Oct-11
1-Jan-12
1-Apr-12
1-Jul-12
1-Oct-12
1-Jan-13
1-Apr-13
1-Jul-13
1-Oct-13
1-Jan-14
1-Apr-14
1-Jul-14
1-Oct-14
1-Jan-15
1-Apr-15
1-Jul-15
1-Oct-15
EMA 12 days EMA 26 days
Sell Buy

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Interpretation:
The histogram is calculated to identify the Convergence and Divergence. If the MACD
Histogram is shrinking in height then it leads to the Convergence then it is potential sell
signal and if the MACD Histogram is increasing in height then it leads to the Divergence
then it is potential Buy signal to the investors. If the MACD crosses the MACD Signal then
it is advisable to buy the commodity or if the MACD signal crosses the MACD line then it
is advisable to sell the commodity. In the year April 2011 the market is in divergence hence
it is to be bought and in the year April 2012 the market is turning to convergence hence it is
to be sold in the market.
4.4: RELATIVE STRENGTH INDEX (RSI)
Graph 4: Relative Strength Index
Interpretation:
The RSI graph shows the overbought and oversold areas. The RSI values from 30 and
below indicates a good opportunity to buy the commodity and the RSI values from 70 and
above indicates a good opportunity to sell the commodity. But as it is clear in above graph
in the year 2015 there is no signal to buy or to sell thus it is recommended to hold the
commodity still for a long term.
4.5: BOLLINGER BAND WIDTH (BBW)
Graph 5: BOLLINGER BAND WIDTH

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Interpretation:
The width between Upper and Lower band refers to the volatility of the prices of the
commodity, the higher the width the greater the volatility in this time it is advisable to sell
the commodity and when there is low volatility the investor either buy or retain the
commodity. . If the closing prices touch the Upper Bollinger Band then the commodity is
overbought and if the prices touch the lower Bollinger Band then the commodity is over
sold in the market. It is advisable to buy the commodity when the stocks prices hits the
lower band and to sell when the prices hits the upper band.
4.6: CORRELATION BETWEEN GOLD AND DOLLARS EXCHANGE RATE
H0: There is no significant relationship between gold price and dollar exchange rate.
H1: There is significant relationship between gold price and dollar exchange rate.
Table 1: Correlation between Gold and Dollars Exchange Rate
Gold Dollars
Pearson Correlation 1 -.838**
Sig. (2-tailed) .000
N 60 60
**. Correlation is significant at the 0.01 level (2-tailed).
From the above table it is found that the correlation value is 0.000 that is below 0.05. So, it
is significant, hence reject null hypothesis (H0) and accept alternative hypothesis (H1).
Inference
As the correlation value is -0.838 it indicates that the inverse relationship exist between the
gold price and dollar exchange rate in India. That shows there inverse effect among
variables where if the dollar price increases then the gold price will decrease and if dollar
price decreases then the gold price will increase.
V. SUMMARY OF FINDINGS
 Analyzing the commodity market helped to find out the gold price volatility.
 Technical analysis was more helpful in decision making about the commodity market
and reduced the errors in forecasting. The various tools in technical analysis were
complicated but it has given the realistic results.
 The performance of gold in the year 2015 was in bearish. It has been fluctuating from
Rs.3298 to Rs.2509 by the end of the year.
 The overall performance of gold indicates the low returns for short term investment and
the high returns for long term investments.
 SMA shows the price fluctuations in the market. The gold price is too sensitive in the
market.
 MACD shows the relationship between the MACD histogram and the MACD signal line
which helps in taking decisions regarding the entry period and exit period.

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 Bollinger band is helpful to analyze the market when they are over bought and over sold
in the market and it is also helpful to analyze the price volatility of the gold prices which
are dependent on their band width.
 According to Relative Strength Index when it is above 70 it is advised to sell the
commodity and if it is below 30 it is usually recommended to buy the commodity.
 The gold and dollar exchange rate share the inverse relationship where if dollar
increases the prices of gold decreases and if the dollar price decreases then gold prices
increases in the market.
VI. SUGGESTIONS
 Gold is a precious metal; its value cannot not be diminished in a shorter time. But
even then there are some investment rules:
 Before investing, an investor should have clear and adequate knowledge of stock
market so that they can earn maximum returns.
 The commodity i.e., gold is a very complex financial instrument. Thus the traders
must analyze the trend of the market.
 Investing for short term gains in current scenario will not be helpful as both
commodity markets are in bearish market, the investor can go for long term
investment to maximize the returns.
 The traders should not enter into the market in bullish period they need to wait till
the bearish market ends and then they need to invest when market gives positive
signal to buy the commodity.
 Investors should not buy in bulk volume because of high price fluctuations. If the
investors invest in one shot then they cannot buy when the prices goes down. So it is
advisable to buy in small quantities.
VII. CONCLUSION
The analysis emphasized on the commodity market which gave a real time experience in
this field and thereby the study could reflect positive from the investor’s perspective. The
last five years price movements of gold shows that the investors are satisfied by the
reasonable returns from commodity market. Investors can make substantial returns only if
investments are made in disciplined manner. The blind investments have always let too
many blunders; an investor should always analyze the market by using the analytical tools
for investments purpose. Investors can succeed in their investment only when they are able
to select the right commodity at right time. The investors should closely watch the situation
like market price, economy, returns and risk associated with the commodity before taking
the decision to invest. Thus, by utilizing the investment opportunities available in the
commodity market will help in maximizing the returns. Finally, as per the present trend and
the analysis it can be concluded that, in commodity market there is high possibility of
getting good returns, therefore it can be suggested that the investors can invest in gold
market without any hesitation.

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VIII. REFERENCES
[1] Punithavathy Pandiyan-2013, Security Analysis and Portfolio Management, Himalayan
Publishing House 13th edition.
[2] S.C. Gupta-2014, Fundamentals of Statistics, Himalayan Publishing House 7th edition.
[3] Murphy, John J., 1986, Technical Analysis of the Futures Markets (New York Institute of
Finance, Prentice-Hall, New York, NY).
[4] Moore, H. L., 1921. Generating Cycles of Products and Prices. The Quarterly Journal of
Economics, 35(2), pp. 215-239.
[5] Baffes, J., 2013. Global Economic Prospects: Commodity Market Outlook, Washington
D.C.: The World Bank Development Prospects Group.
[6] Pring, Martin J., 1991, Technical Analysis Explained (McGraw-Hill, New York, NY).
[7] Bundgaard, T., 2013. Commodity Risk Management III - Technical Analysis, Copenhagen:
Kairos Commodities.
[8] http://www.alphacommodities.co.in/
[9] http://www.mcxindia.com/
[10] http://www.nseindia.com/
[11] http://www.investopedia.com/articles/technical/052201.asp
[12] http://money.rediff.com/bse
[13] https://en.wikipedia.org/wiki/Gold
[1]
[2]
Pinto, J. M., Jovita, D., Bose, P.B. (2016) :“ Commodity Market Analysis With
Special Reference To Gold” International Journal of Informative & Futuristic
Research (ISSN: 2347-1697), Vol. 4 No. (2), October 2016, pp. 5166-5175, Paper
ID: IJIFR/V4/E2/014.

.
Abstract
Many of the participants in futures markets are hedgers. This risk might
relate to fluctuations in the price of oil, a foreign exchange rate, the level of
the stock market, or some other variable. A perfect hedge is one that
completely eliminates the risk.For the most part, therefore, a study of
hedging using futures contracts is a study of the ways in which hedges can
be constructed so that they perform as close toperfect as possible.This
comparative study is on hedging the risk of futures in IT Sector (Infosys,
TCS, Wipro, Tech Mahindra and HCL Technologies) and FMCG sector
(Hindustan Uniliver, Pidilite Limited, Godrej, Dabur, Britannia). Data of
each company has been analysed with the help of Beta which reflects the
sensitivity of the movement of scrip relative to the movement of the index.
I. INTRODUCTION
A derivative instrument, broadly, is a financial contract whose payoff structure is
determined by the value of an underlying commodity, security, interest rate, share price
index, exchange rate, oil price, and the like. Derivatives are specialized contracts which are
employed for a variety of purposes including reduction of funding costs by borrowers,
enhancing the yield on assets, modifying the payment structure of assets to correspond to
HEDGING THE RISK OF FUTURES – A
COMPARITIVE STUDY IN IT AND FMCG SECTOR
Financial
Analysis
Keywords Risk, Hedging, Beta, Sensitivity, Index
1st Chaitra Karanth Student MFA -II
Jyoti Nivas College Autonomous, PG Centre,
Bangalore-Karnatka
2nd Varsha Rajasekaran
3rd Dr.Jahnavi M
Assistant Professor
Jyoti Nivas College Autonomous,PG Centre,
Bangalore-Karnatka

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Chaitra Karanth, Varsha Rajasekaran, Dr.Jahnavi M :: Hedging
The Risk Of Futures – A Comparitive Study In IT And FMCG Sector
the investor’s market view, etc. However, the most important use of derivatives is in
transferring market risk, called hedging, which a protection against losses is resulting from
unforeseen price or volatility changes.
A future contract is a standardized contract between two parties commits to sell, and the
other to buy, a stipulated quantity(and quantity, where applicable)of a commodity, currency,
security, index or some other specified item at an agreed price on a given date in the future.
Hedging is the prime reason for development of future contracts. Stock index futures can be
effectively used for hedging purposes. They can be used while taking a long or short
position on a stock and for portfolio hedging against unfavourable price movements.
A short hedge is a hedge that involves a short position in futures contract. It is appropriate
when the hedger already owns an asset and expects to sell it at some time in the future.
Hedges that involve taking a long position in a futures contract are known as long hedges. A
long hedge is appropriate when a company knows it will have to purchase a certain asset in
the future and wants to lock in a price now.
II. REVIEW OF LITERATURE
In the Indian context, Naik and Jain (2002) examine prices from the older regional
exchanges, and show that information flows from the futures market to the spot markets.
Kumar et al. (2008) analysed the hedging properties of the Indian commodity futures using
data for both agricultural and non-agricultural commodities for the period from 2004 to
2008. They find that the effectiveness of the futures contracts to hedge risk was low. They
also find that hedging effectiveness is lower for non-agricultural commodity futures
compared to agricultural commodity futures.
Hedging in the spot market is particularly useful in case of any long-term requirement for
which the prices have to be confirmed to quote a sale price but to avoid buying the physical
commodity immediately to prevent blocking of funds and incurring large holding costs
(Tomek and Peterson, 2001). Switzer and El-Khoury (2007) investigate the efficiency of the
New York Mercantile Exchange (NYMEX) Division light sweet crude oil futures contract
market for the recent periods of extreme conditional volatility. Crude oil futures contract
prices are found to be unbiased predictors of future spot prices. Both futures and spot prices
exhibit asymmetric volatility characteristics. Hedging performance is improved when
asymmetries are accounted for.
In financial parlance, risk is any variation from an expected outcome. So, for an investor,
risk includes an outcome when one may not receive the expected return (Stein, 1961).
Traditionally, hedging has been motivated by the desire to reduce risk by taking a position
opposite to the exposure. The quest for better hedge has been the motive for sophisticated
risk management and hedging techniques. Derivatives are used as a tool to transfer risk, i.e.,
for hedgers (Bodla and Jindal, 2006) and, therefore, they are extensively used as hedging
instruments worldwide, including emerging markets like Malaysian, Italian and Portuguese
equity markets. However, hedging one’s stock position through futures and options is still
the road less travelled in India. Even when it is done, the techniques used have been too

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naïve and primitive. Lack of suitable hedging models for the Indian market is a challenge to
the risk management system of participants and regulators. It is also a deterrent for attaining
greater market depth, and may severely affect the stability of Indian markets. Further,
availability of high frequency data in the recent past will help validate such models
empirically.
III. STUDY DESIGN
3.1 STATEMENT OF PROBLEM
 To what extent the existing futures contract are suitable for hedging?
 What is the extent of risk involved in FMCG and IT sector?
3.2 NEED FOR THE STUDY
Stock index futures contracts can be used to manage investment exposure and control the
risk related to movements in equity market in a well-diversified portfolio of stocks through
the use of hedging strategies, thus the study is based on hedging the risk of futures in IT
sector and FMCG sector, which would in turn enable the investors in the futures market to
be aware of the risk involved in these sectors and mitigate the same.
3.3 OBJECTIVES OF THE STUDY
 To analyse the hedging effectiveness of futures market.
 To examine the market efficiency of futures market.
 To hedge the risk involved in the future market.
3.4 SCOPE
The study is confined to FMCG and IT sector. The study uses hedge ratio model. The study
is done in order to minimize the risk involved in futures market. Further the study could
explore the relationship between future returns and volume of trade.
IV. RESEARCH METHODOLOGY
4.1 TYPE OF RESEARCH
The study is based on the analytical research method.
4.2 TYPE OF DATA COLLECTION
Data required for hedging the risk of futures study is secondary data which are collected
from various resources from official website of NSE, Wikipedia and textbooks to collect
information.
4.3 SAMPLE USED IN THE STUDY
The sample used for the study are FMCG Future price and Index price of Hindustan
Uniliver, Pidilite Limited, Godrej, Dabur, Britannia. Samples of IT sector Future price and
Index price areInfosys, TCS, Wipro, Tech Mahindra and HCL Technologies, for the period
of 1 month that is 25th
July 2016 to 19th
August 2016.
4.4 LIMITATIONS OF THE STUDY
The analysis is limited to 1month that is 25 July 2016 to 19th
August 2016. It would have
been better if the analysis is based on various hedge ratio models.

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V. DATA ANALYSIS & INTERPRETATIONS
5.1 IT SECTOR
Table 1: The Value Of Beta And Alpha
COMPANY BETA ALPHA REGRESSION
INFOSYS 0.82 0.12 Y=0.12+0.82X
TCS 0.91 -0.01 Y=-0.01+0.91X
WIPRO 0.99 0.26 Y=0.26+0.99X
TECH MAHINDRA 0.74 0.34 Y=0.34+0.74X
HCL 1.38 2.48 Y=2.48+1.38X
PORTFOLIO 0.97 0.64 Y=0.64+0.97X
Graph 1: Chart Showing The Changes In Beta Value Of IT Sector
INTERPRETATION:
 The systematic risk of Infosys is 0.82, the stock and the market move in the same
direction; however, the stock is relatively less risky. A move of 1% in the market
influences the stock to move up by 0.82%. In order to hedge the risk, for an instance
of 100 contracts, 82 contracts must be hedged. The unsystematic risk of INFOSYS is
0.12. The regression of the company is Y= 0.12+0.82X, for instance if the investor
gets a return of 2% in the market then the investor would earn a return of 1.76% in
the futures market.
 The systematic risk of TCS is 0.91, the stock and the market move in the same
direction; however, the stock is relatively less risky. A move of 1% in the market
influences the stock to move up by 0.91%. In order to hedge the risk of TCS, for an
instance of 100 contracts 91 contracts must be hedged. The regression of the
company is Y= -0.01+0.91X, for instance if the investor gets a return of 2% in the
market then the investor would earn a return of 1.81% in the futures market.
0.82
0.91
0.99
0.74
1.378
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
INFOSYS TCS WIPRO TECH MAHINDRA HCL
BETA

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0.99 1.04
0.96 0.96 1
0
0.2
0.4
0.6
0.8
1
1.2
HUL PIDILITE GODREJ DABUR BRITANNIA
BETA
 The systematic risk of WIPRO is 0.99 which is very close to the standard condition
of β=1, which moves according to the market. A move of 1% in the market
of 100 contracts, 99 contracts must be hedged. The unsystematic risk of WIPRO is
0.26. The regression of the company is Y=0.26+0.99X, for instance if the investor
gets 2% returns in the market then the investor would earn a return of 2.24% in the
futures market.
 The systematic risk of TECH MAHINDRA is 0.74, which is relatively less risky. A
move of 1% in the market influences the stock to move up by 0.74%. In order to
hedge the risk, for an instance of 100 contracts, 74 contracts must be hedged. The
unsystematic risk of TECH MAHINDRA is 0.34. The regression of the company is
Y=0.34+0.74X, for instance if the investor gets 2% returns in the market then the
investor would earn a return of 1.4 %in the futures market.
 The systematic risk of HCL is 1.38 it means the stock moves in the same direction as
the markets; however, the stock tends to move 38% more than the market. In order
to reduce the risk of HCL, for an instance of 100 contracts 138 contracts must be
hedged. The unsystematic risk of HCL is 2.48. The regression of the company is
Y=2.48+1.38X, for instance if the investor gets 2% returns in the market then the
investor would earn a return of 5.24% in the futures market
5.2 FMCG SECTOR
Table 2: Value Of Beta And Alpha
COMPANY BETA ALPHA REGRESSION
HUL 0.99 0.02 Y=0.02+0.99X
PIDILITE 1.04 0.02 Y=0.02+1.04X
GODREJ 0.96 0.01 Y=0.01+0.96X
DABUR 0.96 0.02 Y=0.02+0.96X
BRITANNIA 1 -0.01 Y=-0.01+X
PORTFOLIO 0.99 0.06 Y=0.06+0.99X
Graph 2: The Changes In Beta Of FMCG Sector

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The systematic risk of HUL is 0.99 which is very close to the standard condition of β=1,
which moves according to the market. A move of 1% in the market influences the stock to
move up by 0.99%. In order to hedge the risk, for an instance of 100 contracts, 99 contracts
must be hedged. The unsystematic risk of HUL is 0.02. The regression of the company is
Y=0.02+0.99X, for instance if the investor gets 2% returns in the market then the investor
would earn a return of 2 % in the futures market.
 The systematic risk of PIDILITE is 1.04 it means the stock moves in the same
direction as the markets; however, the stock tends to move 40% more than the
market. In order to hedge the risk, for an instance of 100 contracts, 104 contracts
must be hedged. The unsystematic risk of PIDILITE is 0.02. The regression of the
company is Y=0.02+1.04X, for instance if the investor gets 2% returns in the market
then the investor would earn a return of 2.1% in the futures market.
 The systematic risk of GODREJ is 0.96 it means the stock and the market move in
the same direction; however, the stock is relatively less risky. A move of 1% in the
market influences the stock to move up by 0.96%. In order to hedge the risk, for an
instance of 100 contracts, the investor has to hedge 96 contracts. The unsystematic
risk of GODREJ is 0.01. The regression of the company is Y=0.01+0.96X, for
instance if the investor gets 2% returns in the market then the investor would earn a
return of 1.93% in the futures market.
 The systematic risk of DABUR is 0.96 it means a move of 1% in the market
of 100 contracts, the investor has to hedge 96 contracts. The unsystematic risk of the
company is 0.02. The regression equation of the company is Y=0.02+0.96X, for an
instance if the investor gets 2% returns in the market then the investor would earn a
return of 1.94% in the future market.
 The systematic risk of BRITANNIA is 1 that means it moving according to the
market, 1% in the market influences the stock to move up by 1%. In order to hedge
the risk, for an instance of 100 contracts, the investor has to hedge 100 contracts.
The unsystematic risk of the company is -0.01. The regression equation of the
company is y=-0.01+X for an instance if the investor gets 2% return in the market
then the investor would earn a return of 1.99% in the future market
Table 3: Comparison Of Beta In IT And FMCG Sector With The Help Of t-Test
PARTICULARS BETA(IT) BETA(FMCG)
Mean 0.968333 0.99
Variance 0.049497 0.00088
Observations 6 6
Hypothesis Mean 0
Degrees of freedom 5
t stat -0.23646
P(T<=t) 0.822459
T critical two-tail 2.570582

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H0: There is no significant difference in the beta value of IT and FMCG sector
H1: There is significant difference in the beta value of IT and FMCG sector.
The calculated value= -0.23646 and the critical value =2.570582.
Since, the calculated value is less than the critical value we accept the null hypothesis that is
H0 and we infer that there is no significant difference between the beta values of IT and
FMCG sector.
VI. FINDINGS
 The risk involved in IT sector is moderate, except HUL which is highly risky,since
the beta is greater than 1.
 In the FMCG sector the risk is more towards PIDILITE and BRITANNIA
companies, since their beta value is much higher than the standard norm which is 1.
 In order to mitigate the risk, the investor has to hedge only 97 contracts against 100
contracts in IT sector,whereas in FMCG sector the investor has to hedge 99contracts
over 100 contracts, thus IT sector would be optimal to reduce the risk.
 After calculating t-test, we infer that the portfolio beta has no significant difference
between the IT and FMCG sector.
VII. SUGGESTIONS
 If the investor is a risk taker and wants a higher return, then it is optimal to invest in
FMCG sector rather than investing in IT sector and in turn hedge the risk involved in
the futures market.
 The investor of futures market has to hedge the risk involved in HCL, HUL,
PIDILITE companies where the systematic risk is relatively high.
VIII. CONCLUSION
This study enables the investors to analyse the risk involved and the volume of contracts to
be hedged in the IT and FMCG sector. It facilitates the investors to have an optimal
portfolio, considering the systematic and unsystematic risk prevailing in these sectors. The
analysis shows that there is high risk involved in HUL, HCL, PIDILITE companies which
equally give high returns.Since, there is no significant difference in beta of IT and FMCG
sector, the investor has to analyse the individual performance of the companies in these
sectors.
IX. REFERENCES
1. Naik G, Jain SK (2002). “Indian agricultural commodity futures markets.” Economic and
Political Weekly, 37(30).
2. Kumar B, Singh P, Pandey A (2008). “Hedging effectivness of constant and time varying hedge
ratio in Indian stock and commodity futures markets.” Technical report, IIM, Ahmedabad, WP
No.2008-06-01.
3. Tomek WG, Peterson HH (2001). “Risk Management in Agricultural Markets: A Review.”
Journal of Futures Markets, 21(10), 953–985.

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4. Switzer LN, El-Khoury M (2007). “Extreme volatility, speculative efficiency, and the hedging
effectiveness of the oil futures markets.” The Journal of Futures Markets, 27(1), 61–84.
5. Stein, J.L. 1961. “The Simultaneous Determination of Spot and Futures Prices.” The American
Economic Review 51(5): 1012–1025.
6. Bodla, B.S., and Jindal, K. 2006. “Impact of Financial Derivatives on Underlying Stock Market:
A Survey of the Existing Literature.” The ICFAI Journal of Derivatives Market 3(2): 50– 66
[1]
[2]
Karanth,C., Rajasekaran,V., Jahnavi, M. (2016) :“ Hedging The Risk Of
Futures – A Comparitive Study In IT And FMCG Sector” International Journal
of Informative & Futuristic Research (ISSN: 2347-1697), Vol. 4 No. (2), October
2016, pp. 5176-5183, Paper ID: IJIFR/V4/E2/015.

.
Abstract
Today, the environmental problems are matter of great concerns. The very
survival of man depends on the solution of these problems. Education can
play a vital role in this direction. Awareness and practices are essentials for
action. It is education, which makes man aware, conscious of and
knowledge about environment and environmental problems. The present
study was intended to investigate the environmental awareness and
practices among Secondary school students.
I. INTRODUCTION
The students, on whom the present study is conducted, might have been exposed to a variety
of environmental related concepts, besides their exposure to mass media. Therefore, they
might have acquired some level of environmental knowledge during their student hood. The
present study therefore makes an attempt to estimate the level of awareness and practices.
Environmental awareness is defined as factual information (for knowledge) possessed by a
student about environmental issues, facts and events in the content areas of ecological
concepts, pollution, wildlife, natural resources population and persons organization involved
in the environmental movement. The environmental awareness test (EAT) which assesses
the student’s awareness (Knowledge) in area of ecology concepts, pollution, wild life,
natural resources, population and person’s organizations involved in the environmental
movement.Environmental practice is defined as the day today practices of an individual as
related to the conservation and preservation of his/her immediate environment in a
A STUDY ON HONNALLI TALUKA SECONDARY
SCHOOL STUDENTS’ ENVIRONMENTAL
AWARENESS AND PRACTICES
Keywords
Secondary School Students, Environmental Awareness & Environmental
Practices
1st Sunanda H.
Research Scholar
Department of Education and Research in Education,
Karnatka State Open University, Mysore
2nd Dr. N. Laxmi
Head of the Department
Department of Education and Research in Education,
Karnatka State Open University, Mysore

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Sunanda H., Dr. N. Laxmi :: A Study On Honnalli Taluka
Secondary School Students’ Environmental Awareness And
Practices
particular situations or give social group and individuals as an opportunity. So as to be
actively involved at all levels in working towards the solution of environment problems.
II. RESEARCH DESIGN
2.1 STATEMENT OF THE PROBLEM:
The problem for the present study is entitled, “A study on environmental awareness and
practices among Secondary school students of Honnalli taluka "
.
2.2 OBJECTIVES OF THE STUDY:
1. To study the level of environmental awareness of Secondary school students of
Honnalli taluka.
2. To study the level of environmental practices of Secondary school students of
Honnalli taluka.
3. To study the significance of the difference in respect of Secondary school students'
environmental awareness if any between the subsamples with regard to
a. Gender
b. Location of the school
c. Subject group
d. Type of management
4. To study the significance of the difference in respect of Secondary school students’
environmental practices if any between the subsamples with regard to
a. Gender
c. Subject group
5. To study the significant relationship if any between environmental awareness and
environmental practices of Secondary school students.
2.3 HYPOTHESES OF THE STUDY:
1. The level of environmental awareness of Secondary school students of Honnalli
taluka is low.
2. The level of environmental practices of Secondary school students of Honnalli
taluka is low.
3. There is no significant difference in the environmental awareness of Secondary
school students of Honnalli taluka between the following subsamples
a. Gender
c. Subject group
4. There is no significant difference in the involvement environmental movements of
secondary students of Honnalli taluka between the following subsamples
a. Gender

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c. Type of School
5. There is no significant relationship between environmental awareness and
environmental practices of Secondary school students of Honnalli taluka.
III. RESEARCH METHODOLOGY
Normative Survey Method has been used in the study.
3.1 Tools used
1. Environmental practice test for Secondary school students was constructed and
validated by the investigator.
2. Environmental Awareness Scale constructed and validated by Dr. S. Kulasekara
Perumal Pillai.
3.2 Sample
Using random selection, 1000 Secondary school students from Honnalli taluka of Karnataka
were selected for the present study.
3.3 Statistical Technique Used
Descriptive analysis, Differential analysis and Correlation analysis were used in the present
study to test the hypotheses and interpret the data.
IV. STATISTICAL ANALYSIS AND INTERPRETATION OF DATA
4.1 Descriptive Analysis
4.1.1 Comparison of Environmental Awareness and Environmental practices
Table-1: Mean and Standard Deviation of Environmental Awareness and Environmental
practices Scores of the Entire
Variables N Mean SD
Environmental awareness 1000 63.51 6.31
Environmental practices 1000 65.61 5.91
It could be observed from Table-1 that Mean and standard deviation values of Secondary
school students environmental awareness of the entire sample is found to be 63.51and 6.31
respectively. The Mean value of the entire sample is higher than the mid value 48. Therefore,
it is found that the Secondary school students have high environmental awareness. The
hypothesis no.1 is rejected. The calculated Mean and standard deviation values of Secondary
school students’ environmental practices of the entire sample are found to be 65.61 and 5.91
respectively. The Mean value of the entire sample is higher than the mid value 50.11.
Therefore, it is found that the Secondary school students of Honnalli taluka have higher level
of environmental practices. The hypothesis no. 2 is rejected.
4.2 Differential Analysis:
4.2.1 Significance Difference in the Sub-samples (Gender and Location) of Secondary

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school Students' Environmental Awareness and Environmental practices:
Table-2: Significance Difference in the Sub-samples of Secondary School Students'
Environmental Awareness and Involvement in Environmental practices -Gender
and Location of the school
*Significant, NS - Not significant, S - Significant
A. Environmental Awareness:
In order to check the null hypothesis with respect to gender (Table 2), the t- test was
employed. The Mean of male Secondary school students (N= 500) is found to be 65.91 with
an SD of 6.21. The Mean of female Secondary school students (N=500) is found to be 62.37
with an SD of 6.10. The computed t value is 14.2 which is significant at 0.05 level. Since
the calculated t- value is greater than the tabulated t- value, the hypothesis no.3 (a) is
rejected and alternate hypothesis accepted. In order to check the null hypothesis with respect
to location of the school, the t- test was employed. The Mean of urban school Secondary
school students (N=500) is found to be 65.51 with an SD of 6.31. The Mean of rural school
Secondary school students (N=500) is found to be 62.14 with an SD of 6.21. The computed
t value is 5.70 which is significant at 0.05 level. Since the calculated t- value is greater than
the tabulated t- value, the hypothesis 3(b) is rejected.
B. Environmental practices:
In order to check the null hypothesis with respect to gender, the t- test was employed. The
Mean of male Secondary school students (N=500) is found to be 67.15 with an SD of 6.91.
The Mean of female Secondary school students (N=500) is found to be 65.16 with an SD of
6.34. The computed t value is 8.29 which is significant at 0.01 level. Since the calculated t-
value is higher than the tabulated t- value, the hypothesis 4(a) is rejected. In order to check
the null hypothesis with respect to location of the school, the t- test was employed. The
Mean of urban school Secondary school students (N=500) is found to be 65.61 with an SD
of 5.91. The Mean of rural school Secondary school students (N=500) is found to be 64.91
with an SD of 5.60. The computed t value is 4.00 which is significant at 0.05 level. Since
the calculated t- value is greater than the tabulated t- value, the hypothesis 4(b) is accepted
4.2.2 Significance Difference in the Sub-samples (type of school group and Type of
management) of Secondary school Students' Environmental Awareness:
Variables N
Environmental
Awareness
Environmental practices
Mean SD
t-
value
Sig* Mean SD
t-
value
Sig*
Gender
Male 500 65.91 6.21
14.2*
NS
(0.05
level)
67.15 6.91
8.29
S
(0.01
level)
Female 500 62.36 6.1 65.16 6.34
Location
of the
school
Urban 500 63.51 6.31
5.70*
S
(0.05
level)
65.61 5.91
4.00
NS
(0.05
level)
Rural 500 62.14 6.21 64.91 5.60

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Table-3: Significance Difference in the Sub-samples of Secondary School Students'
Environmental Awareness –type of school group and Type of management group
Variables
Sources of
Variation
Sum of
Squares
df
Mean
Square
F -
Value
Level of
Significance
Subject
group
Between
groups
420.30 2 210.15
9.15
Significant at
0.01 level
Within
groups
22888.8 997 22.96
Total 23316.34 999
Type of
Management
Between
groups
142.68 2 71.34
3.07
Significant at
0.05 level
Within
groups
23190.59 997 23.260
Total 233316.34 999
As seen from Table 3, to check the null hypothesis with respect to subject group, the F test
was made. The F value is found to be 9.15 which is significant at 0.01 level for 997 degree
of freedom. It denotes that there is significant difference among the Secondary school
students who belong to different type of school groups with respect to their environmental
awareness. The null hypothesis 3(c) is rejected.
In order to check the null hypothesis with respect to the type of management, the F test was
made. The F value is found to be 3.07 which is significant at 0.05 level for 997 degree of
freedom. It denotes that there is no significant difference among the Secondary school
students who belong to different types of management with respect to their environmental
awareness. The null hypothesis 3(d) is rejected.
4.2.3 Significance Difference in the Sub-samples (type of school group and Type of
management) of Secondary school Students'
Environmental practices:
Table- 4: Significance Difference in the Sub-samples of Secondary School Students'
Environmental practices - type of school group and Type of management
Variables
Sources
of
Variation
Sum of
Squares
df
Mean
Square
F -
Value
Level of
Significance
Subject group
Between
groups
219.18 2 109.59
5.03
Significant
at 0.01 level
Within
groups
21717.58 997 21.78
Total 21936.76 999
Type of
Management
Between
groups
353.51 2 176.75
8.17
Significant
at 0.05 level
Within
groups
21583.25 997 21.65
Total 21936.76 999

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As seen from Table 4, to check the null hypothesis with respect to subject group, the F test
was made. The F value is found to be 5.03 which is significant at 0.01 level for 997 degree
of freedom. It denotes that there is significant difference among the Secondary school
students who belong to different subject groups with respect to their environmental
practices. The null hypothesis 4(c) is rejected.
In order to check the null hypothesis with respect to the types of management, the F test was
made. The F value is found to be 8.17 which is significant at 0.01 level for 997 degree of
freedom. It denotes that there is significant difference among the Secondary school students
who belong to different types of management with respect to their environmental practices.
The null hypothesis 4(d) is rejected.
4.3 Correlation Analysis
Table-5: Correlation of Co – efficient between Environmental Awareness and Environmental
practices of Secondary school Students
Variables N `r' Value SD
Environmental awareness
1000 0.378 Significant 0.01 level
Environmental practices
As seen from Table 5 the correlation co-efficient (r) between environmental awareness and
environmental practices is found to be 0.378 for the sample of 1000 of Secondary school
students. It is higher than the table value of 0.081 at 0.01 level. It is concluded that there is
significant relationship between environmental awareness and environmental practices of
Secondary school students of Honnalli taluka. Hence the null hypothesis 5 is rejected.
V. MAJOR FINDINGS OF THE STUDY
1. The Secondary school students of Honnalli taluka have high environmental awareness.
2. The Secondary school students of Honnalli taluka have higher level of environmental
practices.
3. The male and female Secondary school students of Honnalli taluka do differ
significantly with respect to their environmental awareness.
4. The urban and rural school Secondary school students of Honnalli taluka differ
significantly in their environmental awareness.
5. There is significant difference among the Secondary school students who belong to
different subject groups with respect to their environmental awareness.
6. There is no significant difference among the Secondary school students who belong to
different types of school management with respect to their environmental awareness.
7. The male and female Secondary school students differ significantly in their
environmental practices.
8. The urban and rural school Secondary school students do not differ significantly in
their environmental practices.
different subject groups with respect to their environmental practices.

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different types of school management with respect to their environmental practices.
11. There is significant relationship between environmental awareness and environmental
practices of Secondary school students of Honnalli taluka.
VI. REFERENCES
[1] Kaul Lokesh (1984). Methodology of Educational Research Vani Educational Books.
[2] Khopkar S.M. (1994). Environmental pollution analysis Department of Chemistry and centre for
environment science and engineering Indian institute of Technology Bombay.
[3] Khosho, T.N. (1985). Environmental Education for conservation and development. Presidential
Address of 66th
Annual Session National Academy of Science, India.
[4] Khoshoo, T.N. (1986). Environmental concerns and strategies, Third Edition, Ashish Publishing
House, 8/81 Panjabi Bagh, New Delhi.
[5] Khoshoo, T.N. (1986). Environmental priorities in India and Sustainable Development,
Presidential Address, Indian Science Congress Association, pp. 1-224.
[6] Kidwai Zeena (1991). Development of an environmentally oriented curriculum in geography at
secondary stage Indian Education Review Vol. 26 (3), 87-94.
[7] Kinsuy and Wheatl S.H. (1980). An Instrument to inventory the defensibility of environmental
attitudes journal of E.E 12 (1), 29-35.
[8] Klean Richard P. (1997): “Environmental education around the Pacific Rim: A comparative
study of secondary school curricula”. Seattle University (0551) Degree Ph.D., 1997.
[9] Kosho T.N. (1984). Environment concerns and strategies, New Delhi, Indian Environment
society.
[10] Kukarni B.R. (1993). Environmental Education. A Blue print, University News XXXI (43), 11-
14.
[11] Kulkarni B.R (1993). Environmental Education a blue print, University New XXX I (43), 11-14.
[12] Kumar R. (Ed) (1987). Environmental pollution health Hazards in India New Delhi, Ashish
publisher House 8/81 Punjabi Bagh.
[1]
[2]
Sunanda, H., Laxmi, N. (2016) : “ A Study On Honnalli Taluka Secondary
School Students’ Environmental Awareness And Practices” International
Journal of Informative & Futuristic Research (ISSN: 2347-1697), Vol. 4 No. (2),
October 2016, pp. 5184-5190, Paper ID: IJIFR/V4/E2/011.

.
Abstract
Humour is social phenomenon that had been extensively explored
throughout centuries, whereas sense of humour is aspects of personality
that was hardly explored and defined around 1970. It is ability to create
joyful moment or laughter in the situation of despair, sadness, anxiety,
tension and even in all situations for shedding the clouds of sadness or for
dreaming away the panic moments. Now days, the quality of teacher
education is a burning topic in the society and teaching learning is going
downwards. Keeping this in view, the present study was carried out on
among the participations of RC-295. The population of the study was 31
participants. Descriptive survey method was used in the study. The study
revealed that gender plays an important role on the sense of humour of the
participation. Females were having less sense of humour as compare to
male..
I. INTRODUCTION
Sense of Humour is defined as a sort of catch-all term to refer to habitual individual
differences in all sorts of behaviors, experiences, affects, attitudes, and abilities relating to
amusement, laughter, jocularity and so on (Martin, 1998). Sense of humour is define as a
sort of terminology used to refer the habitual individual differences in all sorts of
behaviours, experiences, affects, attitudes and abilities relating to amusement, laughter and
so on. Humour is social phenomenon that had been extensively explored throughout
SENSE OF HUMOUR AMONG THE
PARTICIPANTS OF RC-295 IN
RELATION TO THEIR GENDER
Keywords Sense Of Humour, RC-295 Participation, Gender
1st Dr. Umender Malik
Assistant Professor-II,
M.D. University, Rohtak (Haryana)
2nd Dr. A Q Suhail Ahmed Choudhury
A.L. Choudhury College, Algapur,
Hailakandi (Assam)

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Dr. Umender Malik, Dr. A Q Suhail Ahmed Choudhury:: Sense Of
Humour Among The Participants Of RC-295 In Relation To Their
Gender
centuries, whereas sense of humour is aspects of personality that was hardly explored and
defined around 1970. It is the ability to experience humour, a quality which all people share,
although the extent to which an individual will personally find something humourous,
depends on a host of absolute and relative variable including geographical location, culture,
maturity, level of education, intelligence. It is ability to create joyful moment or laughter in
the situation of despair, sadness, anxiety, tension and even in all situations for shedding the
clouds of sadness or for dreaming away the panic moments. Many types of behaviour can be
leveled as attributes of good sense of humour. A person has good sense of humour means,
that the person has an excellent repertoire of good jokes that he has memorise a large
number of funny stories and that he is skilled at repeating them for the amusement of others.
In this sense, he is able to make others laugh at his stories and /or actions.
Eysenck (1972) pointed out three different possible meanings of humour—
conformist, quantitative and productive. In conformist meaning of humour, the person
laughs at the same things that we do. In quantitative sense, humour means that the person’s
laughs a great deal and easily amused. Third, productive meaning that the person is the “life
and soul of the party”, telling funny stories and amusing other people.
The present study helps the people to understand better about the role of sense of
humour in an individual’s life both personal as well as social.
II. RESEARCH DESIGN
2.1 Significance Of The Study
Humour, used well, is a mark of self-confidence, intelligence and an ability to
connect effectively with others" (Schwab, 2005). Individuals with a greater sense of humour
are thought to be more socially competent (Bell, McGhee, & Duffey, 1986); in turn, it may
be easier for such persons to attract and maintain friendships and develop a rich social
support network, and consequently to obtain the mental and physical health benefits of
social support (Cohen & Wills, 1985).
2.2 Statement of the Problem
Sense of Humour Among the Participants of RC-295 in relation to their gender
2.3 Operational Definitions of the Term Used
 Sense of Humour
Sense of Humour is defined as a sort of catch-all term to refer to habitual individual
differences in all sorts of behaviors, experiences, affects, attitudes, and abilities
relating to amusement, laughter, jocularity, and so on (Martin, 1998).In the present
study sense of humour refers to the total score obtained by the RC – 295 participants
in teacher sense of humour scale.
 Gender
According to Oxford school of dictionary the word gender has been used since the
14th
century as a grammatical term, referring to classes of noun designated as masculine
or feminine. The sense ‘the state of being male or female’ has also been used since the
14th century, but this did not become common until the mid 20th century. Although the

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Gender
words gender and sex both have the sense ‘the state of being male or female’, they are
typically used in slightly different ways: sex tends to refer to biological differences,
while gender refers to cultural or social ones.
In the present study gender refers to the male & female RC – 295 participants.
 RC – 295 Participants
In the present study RC -295 participants refers to the teachers who has come at HRDC,
H. P. University, Shimla to attend the refresher course on Research and Teaching
Methodology from 22.08.2016 to 10.09.2016 from different colleges and universities of
the country.
2.4 Objective
 To study the sense of humour of RC – 295 participants in relation to their gender.
2.5 Hypothesis
 There is no significant difference in the sense of humour of RC-295 participants in
relation to their gender (Male / Female).
2.6 Delimitations
 The study was delimited to the RC – 295 participants only.
 Only sense of humour and gender were taken as variables of the study.
III. REVIEW OF LITERATURE
Narula et al. (2011) studied humor as a learning aid in medical education. Finding revealed
in group A there was no significant difference in marks obtained by students in class 1 and
class 4, however in group B in which humor was used it was observed that in class 4
percentage of students getting marks above 50% increased as compared to class 1. They
concluded that humor not only increases interest but also promotes learning.
Makewa et al. (2011) studied teachers’ use of humor in teaching and students’ rating of
their effectiveness. The results indicate that the use of humour in teaching is generally good
and that there is a significant, moderate relationship between the use of humour and
students’ rating of teachers’ effectiveness. The results also indicate that the most commonly
used styles of humour among the students are the positive styles of humour.
Dange & Jagannath (2012) investigated the association of sense of humour with job stress
among the primary school teachers. The study found that, there was no significant
difference in mean scores of sense of humour and job stress in relation to Gender and Type
of the school. But significance difference was found between Rural and Urban primary
school teachers sense of humour. There was negative high correlation between sense of
humour and job stress among the primary school teachers. The topic of incorporating humor
into higher education classrooms has been studied extensively in the past 20 years. The
position most, if not all, researchers and 71 authors have taken is that the appropriate use of
humor in the classroom makes the environment not only fun, but conducive to learning.
These authors argue that appropriate reduces stress, anxiety, and uncertainty in the
classroom. The reduced level of negative factors creates a classroom environment that is
comfortable, safe, and supportive for the students and the teacher.

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Gender
Umender M. & Sarita (2015) investigated teaching effectiveness of secondary school
teachers in relation to their sense of humour. There they found that found that the sense of
humour of male and female secondary school teachers differ significantly.
Umender M. & Anju (2015) in their study of occupational stress among secondary school
teachers in relation to their sense of humour found that occupational stress of secondary
school teachers with high or low sense of humour differ significantly.
IV. PROCEDURE OF THE STUDY
The present study aims at finding out the relation between sense of humour and gender of
RC- 295 participants.
4.1 Variables of the Study
 Dependent Variable : Sense of Humour
 Independent Variable: Gender.
4.2 Population
The population is any group of individuals that has one or more characteristics in common
and that are of interest to the researchers (Best and Khan 2010). The accessible population
of the present study consisted of male and female participants of RC- 295.
4.3 Tools Used
Teachers Sense of Humour Scale (TSHS) by Malik and Kapoor (2014).
4.4 Statistical Analysis
The mean, S.D. and ‘t’ test were used to analysis the data.
4.5 Method Of The Research
Descriptive survey method was used.
V. RESULTS
The collected data was analyzed both quantitatively as well as qualitatively. In order to
verify the objective and to test the null hypotheses, the present study has been analysed as
given below:
Objective: To study the sense of humour of RC-295 participants in relation to their gender.
Hypothesis: There is no significant difference in the sense of humour of RC-295
participants in relation to their gender (Male / Female).
Table-1: Sense of humour among RC – 295 participants
Sr. No. Groups N Mean S.D. t-value Level of Significance
1. Male 21 165.28 15.10
4.644* Significant
2. Female 10 146.1 7.93
 Significant at 0.01 level of significance
 Table Value = 2.04 (at 0.05 level), 2.76 (at 0.01 level)
Table no 1shows mean of sense of humour of male and female RC-295 participants. The
study of the mean score of sense of humour of male and female RC – 295 participants
shows that there is a difference among them in sense of humour. The table shows that male
RC – 295 participants have more sense of humour (i.e 165.28) as compared to female

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Gender
participants of RC- 295 (i.e, 146.). Thus, the hypothesis i.e. there is no significant difference
in sense of humour of male and female RC – 295 participants is rejected.
VI. DISCUSSION OF RESULTS
The study reveals that sense of humour of male participants was more as compared
female participants. It has further been supported by Gorham (1999) i.e, gender shows its
effect on sense of humour and further effects the teaching process.. Generally it is observed
that mind works better in lighter mood than in tense mood. Many a time’s humour is
required to change the monotonous situations of the classroom. Dange and Jagannath (2012)
found significant difference between male and female primary school teacher sense of
humour. It is further supported by Malik and Sarita (2015) that male and female teachers
differ significantly in relation to their sense of humour. Males are generally extrovert in
nature and outspoken where as females may be introverts or ambivert and have low risk
taking behavior due to which they are a bit reserved. Due to these reasons female have less
sense of humour as compared to their male counterparts?
VII. RECOMMENDATIONS FOR FURTHER STUDY
Based on the current study some of the suggestions are identified as below:
 The present study can be conducted on large scale.
 Similar type of studies can be conducted in other HRDC of India rather than Shimla.
 The study can be conducted using other methodology.
VIII. REFERENCES
[1] Aggarwal, S. (2012). Correlational Study of Teaching Effectiveness and Job Satisfaction of
Higher Secondary School Teachers. EduTracks, 12(2), 38.
[2] Balakrishnan (2013). Emotional Maturity of Teachers in Relation to their subjects and their
years of experience. International Journal of Teacher Educational Research (IJTER), 2(8).
[3] Best J.W and Khan J.V. (2010). Research in Education. Pearson Education, Inc., Publications,
New Jersey. U.S.A. Bhatnagar S. 2003. Advance Education Psychology, R.Lall Book Depot
Meerut. Second edition.
[4] Gordon, J. (1992). All Seriousness Aside: The Laughing-Learning Connection, International
Journal of Instructional Media,19 (3), 269-76.
[5] Hill, D.J., (1988). Humor in the Classroom, A Handbook for Teachers, Springfield, IL, Charles
C. Thoma. 179
[6] Jagannath K. (2012). Sense of humour in relation to job stress among the primary school
teachers. International Journal Of Social Sciences & Education, . 2(4), 173.
[7] Jones (2006) The Effects of Principals’ Humor Orientation and Principals’ Communication
Competence on Principals’ Leadership Effectiveness as Perceived by Teachers, The University
of Akron. Kagathala.
[8] Malik, U. & Anju (2015), A Study of Occupational Stress Among Secondary School Teachers
in Relation to their Sense of Humour, Paripex Indian Journal of Research, Vol. 4, Issue 11,
ISSN – 2250-1991.
[9] Malik, U. & Sarita (2015), Teaching Effectiveness of Secondary School Teachers in relation to
their Sense of Humor, Global Journal for Research, Vol. 4, No. 7, ISSN No. 2277-8160.

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[10] Malik, U. & Sindhu, P. (2015), A Study of Teaching Aptitude of B.Ed. Pupil Teachers in
Relation to their Intelligence, Paripex Indian Journal of Research, Vol. 4, Issue 10, ISSN –
2250-1991.
[11] Malik, U. & Sindhu, P. (2016), A Study of Teaching Aptitude of B.Ed. Pupil Teachers in
relation to Different Levels of Intelligence, Asian Journal of Multidisciplinary Studies, Vol. 4,
No. 5, ISSN – 2321-8819.
[12] Mary, Bennett, P. (2006). Humour and Laughter May Influence Health. Complementary
Therapies and Humour in a Clinical Population Published by Oxford University Press. 182
McBer,
[13] Michael G. Lovorn (2008). Humor in the Home and in the Classroom: The Benefits of
Laughing While We Learn. journal of education and human development, 2(1). Miller,
[14] P.U.Chandigarh. Loomax, R. G., Moosavi, S. A. (1998). Using Humor to Teach Statistics;
Must they be Orthogonal?, Paper presented at the annual meeting of the American Educational
Research Association.
[15] Provine, R.R.(2000). The Science of Laughter. In: Psychology Today, 33, 61.
[16] Ron Deiter (2000). The use of humour as a teaching tool in the college classroom. NACTA
journal.
[17] Thorson, J.A, & Powell, F.C (1993). Development and validation of a multidimensional sense
of humour scale. Journal of clinical psychology, 48, 13-23. 188
[18] Vaezi, S. & Fallah, N. (2012). Sense of Humour and Emotional Intelligence as Predictors of
Stress among EFL Teachers. Journal of Language Teaching and Research. 3(3), 584-591.
Vashitha,
[19] Wrench & Richmond (2004). Understanding the Psychometric Properties of the Humour
Assessment Instrument through an Analysis of the Relationships between Teacher Humour
Assessment and Instructional Communication Variables in the college Classroom, 21(1), 92-
103.
[1]
[2]
Malik,U., Suhail Ahmed Choudhury,Q.A.(2016) : “Sense Of Humour Among The
Participants Of RC-295 In Relation To Their Gender” International Journal of
Informative & Futuristic Research (ISSN: 2347-1697), Vol. 4 No. (2), October 2016, pp.
5191-5196, Paper ID: IJIFR/V4/E2/025.

.
Abstract
Irular tribes are one of the second largest groups of Tamil Nadu after the
Badgas. They are situated at the base of the western ghat. In the family of
the tribes in this region, male members exercise dominant authority over
the family members while women occupy a subordinate position. Wedding
ceremonies vary from one tribe to the other. By and large all these tribes
permit the wedding at an early age for the principal reason that the source
of happiness consists of the solace of a domestic life. But many of the rites
and formalities are similar among the tribes. The life of these tribes revolves
around the pastoral and agrarian economy. No fundamental innovations
were introduced in the agricultural work by them inspite of advancement in
science and technology of the present day. Blind faith, absence of education
and lack of contact with the rest of the society seem to be the reasons for the
unchanging belief and practices. Irulas culture is one of the different ways.
They are considered marriage function is not an important ritual in the
community. But death ceremonies are considered is an important ritual in
this community. This paper focuses on customs and culture of the Irula
tribes of Coimbatore District, Tamil Nadu.
I. INTRODUCTION
According to Census 2011, India has a population of 1.21 billion. More than 800 million
Indians live in rural areas and 400 million live in urban areas. Scheduled Tribes (STs)
constitute 8.6 percent of the country’s population. Scheduled Tribes in India are Adivasis
with 622 Adivasi Communities still speaking 325 Languages, living in 645 Districts in
CUSTOMS AND CULTURE OF IRULA
TRIBES IN COIMBATORE DISTRICT,
TAMIL NADU
Paper ID IJIFR/V4/ E2/ 031 Page No. 5197-5201 Subject Area Economics
Keywords
Irulas Customs & Culture, Blind Faith, Absence Of Education, Lack
Of Contact, Pastoral & Agrarian Economy
T.Sheela
Research Scholar,
Department of Economics,
PSGR Krishnammal College for Women,
Coimabatore-Tamilnadu

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T.Sheela :: Customs And Culture Of Irula Tribes In Coimbatore
District, Tamil Nadu
105295 Villages. Over 57% of them are living out of Forest and less than 40% are still in
Forest areas. Tribes are distributed all over India, viz. Central zone, Western zone, North
Eastern zones, Southern zone and Andaman & Nicobar and Lakshadweep Islands but
mostly concentrated in Central, Eastern and North-Eastern India. About 75 Tribal groups in
India are PVTGs (Particularly Vulnerable Tribal Groups). Their primitive traits,
geographical isolation, distinct culture with traditions, language, shy of contact with
community at large are causes for economical backwardness.
2. PROFILE OF THE DISTRICTS
The study was undertaken in Coimbatore district. Coimbatore District is situated in the East
of Tamil Nadu. It is one of the small districts of Tamil Nadu. The district has an area of
4723 sq.kms of the state’s geographical area, with a scheduled tribe population of 28342 as
per the 2011 census.
3. TERM OF TRIBES
The tribal people constitute 8 percent of the total population of India. The term “tribe”
means, a group of people who live at a particular place from time immemorial.
Anthropologically the tribe is a system of social organization which includes several local
groups- villages, districts on lineage and normally includes a common territory, a common
language and a common culture, a common name, political system, simple economy,
religion and belief, primitive law and own education system (India tribal belt,
en.Wikipedia.org).
4. HISTORY OF IRULA TRIBES
The Irula inhabit the northern districts of Tamil Nadu, a state in north eastern India. Located
not far from the city of Madras, they live in a tropical area subject to monsoon rains. Their
language, Irula, is related to Tamil and Kannada, which are southern Dravidian languages.
In the Tamil language, the name Irula means "people of darkness." This could refer to their
dark-colored skin or to the fact that all important events traditionally took place in the
darkness of night.
5. CUSTOMS AND CULTURE OF IRULA TRIBES
5.1 Dress Code
The tribal men wear cotton dhoti and shirts, women wear saree with blouse and adult
women wear sarees only without blouse. Adolescent girls residing in the tribal schools wear
salwars and half sarees. Middle age women wear nighties in the full time.
5.2 Puberty
When a girl attains puberty, she is confined to a seclusion hut for seven days, where she is
assisted by a few girls of her settlement who have not yet attained puberty. Every day, the
girl is given bath after applying turmeric paste and coconut oil on the body. After the

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seventh day, the girl is taken to the river, accompanied only by women. Once at the river,
her bloody clothes will be burned, and the girl will be bathed. Then, if the girl’s family has
enough money, a function will be held. In this function, the girl will be ritually bathed
again. The the girls mothers sisters daughter will drip oil from her left hand onto the back of
the girls hand. Then the mother’s sister’s daughter with very large rings on her finger will
tell the girl to bring her hand up and put the oil on top of her own head. When the girl tries
to lift her hand, her mother’s sister’s daughter with the large rings on her right hand will
slap the girls hand down. Then she will tell the girl to do it again, and again she will slap the
girls hand down. This happens several times. All the members of the settlement assemble
and give presents of money to her.
5.3 Marriage Ceremonies
Marriage is considered as a sacred and an important event in the life of any individual.
Among the irula tribes, men or women were allowed to marry according to their wish and
marrying more than one man or woman was not considered as a crime. The marriage is
fixed for girls within age limit of 12-18 whereas boy’s age is form 14-24. People from the
same clan within the irula tribe do not intermarry. Marriages are fixed within family by the
parents. Dowry system (money given to the bride groom during the time of marriage by the
bride’s parents) was common among the irular tribes from the ancient times. Prize has to be
bride’s house in the form of cash (Rs.1000 – 2000) or cattle. Marriage ceremony takes place
in the front of the home or in village temple. The conformation of the marriage is called the
groom tie the yellow rope of thali (marital necklace) along with two black beeds as the
bride. The married women were not allowed to participate in any of their community
function if they were not wearing mangal sutras and along with the family members these
women will be thrown out of their community and village. The customs and habits of the
irulas are very crude. Irulas are accepted child marriage. Divorces are not permitted for
irular tribes.
5.4 Delivery Pattern
Normally, delivery is considered to be the second birth for any woman. But as far as irular
tribes were considered, deliveries were conducted at home with the help of a local old lady
who had attended the delivery. After the birth, the child is bathed in warm water. The
mother confines herself to the seclusion hut for 10 days during which she takes hot water
bath after applying a turmeric paste and coconut oil on the body. On the 10th day, she is
removed to another seclusion hut, where she remains for 80 days during which she is
prohibited from doing any manual work even in the kitchen. The Irular thus observes 91
days birth pollution. The naming ceremony is performed on that day. On the other hand, if
the labor pain develops she would pour little amount of castor oil in her left palm and touch
it with the right hand fingers, at the same time uttering some words of prayers. The old lady
delivery attendant would drop the castor oil and they have a superstitious belief that if the
oil drops continuously, the delivery would be very easy for the expectant mother. On the
other side, if the oil drops down in separate drops, the delivery would be very difficult.

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5.5 Death Ceremony
One’s death will be proclaimed to everyone. These communities followed the death
ceremonies are the body will be kept in a typical tent on a bamboo platform in a posture
where both the legs had to be drawn backwards and tied. The closest relatives bring water
from the tap. Water is drawn after uttering the name of the dead person three times without
looking left or right. Ground saffron or turmeric liquid mixture is sprinkled over the body.
Visitors spread white dhoti (cloth) over the body if the death is male and colour cloth in case
of female. If the dead is a married man, seven persons from seven clan remove the thali
(marital necklace) from his wife. If the husband dead, his wife is called widow. The women
should not attend any functions and should not remarry.
6. CONCLUSION
In the family of the tribes in this region, male members exercise dominant authority over the
family members while women occupy a subordinate position. Wedding ceremonies vary
from one tribe to the other. By and large all these tribes permit the wedding at an early age
for the principal reason that the source of happiness consists of the solace of a domestic life.
But many of the rites and formalities are similar among the tribes. The life of these tribes
revolves around the pastoral and agrarian economy. No fundamental innovations were
introduced in the agricultural work by them inspite of advancement in science and
technology of the present day. Blind faith, absence of education and lack of contact with the
rest of the society seem to be the reasons for the unchanging belief and practices.
The tribes are also the citizens of India and hence the promotion of their welfare is
of equal importance. Both the governments, individuals and service organizations must
jointly formulate certain plans and programmes to improve the economic conditions of the
tribes and bring them to a state of secured living. To realize this, the housing, educational,
medical, and agricultural, trade, communication and banking facilities can be provided by
the said agencies generously. The tribes want improvement without being disturbed. Their
age old customs should be respected and their local rights should be protected. The
government should consider their basic requirements and demands.
The tasks that can be imposed on our government and non-government organizations
are as follows: The first is to preserve, strengthen and develop all that is best in the tribal
society, culture, art and language. The tribes like to strengthen themselves from the
contaminating influences of modern civilization and like to protect themselves not only
economically, but culturally, from outside exploitation. The second is to protect the tribal
economic rights. The government of India should help the tribal people to develop
according to their own culture and tradition.
7. REFERENCES
[1] Vaidyanathan K.S. The Ancient Geography of the Kongu Country, Kalaimahal
Meenakshisundaram Archaeological Learning and Research Centre, Erode, 1983, p. 6.
[2] Ramamurthy V. History of Kongu, International Society for the Investigation of Ancient
Civilization, Madras, 1986, pp. 26–27.

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[3] Office Record, Indira Gandhi Wildlife Sanctuary, Pollachi.
[4] The Encyclopaedia of Dravidian Tribes, Vol. III, International School of Dravidian
Linguistics, 1996, p. 367.
[5] Chouthry, M. Tribals of Ancient India, Indian Museum, Calcutta, 1977, p. 76.
[6] Gunasekaran K.A. Tamilaga Malaiyina Makkal, (Tamil), New Century Book House, Chennai,
1993, p. 9.
[7] Ananthakrishna I.L.K. The Tribes and Castes of Cochin, (Reprint 1981) Cosmo Publications,
Delhi, 1906, p. 123.
[8] Thurston E. Castes and Tribes of Southern India, Vol. VIII, Asian Educational Services,
Delhi, 1987, p. 10.
[9] Tribal and Forest Development Project, Format-II, Indira Gandhi Wildlife Sanctuary, Pollachi.
[10] Fuchs S. Aboriginal Tribes of India, Macmillan Company of India Ltd., Bombay, 1973, pp.
257–258.
[11] Personal interview with Karuppama, Kadar woman, age 62.
Delhi, 1987, p. 17.
Delhi, 1987, p. 27.
[1]
[2]
Sheela, T. (2016): “Customs And Culture Of Irula Tribes In Coimbatore District, Tamil
Nadu” International Journal of Informative & Futuristic Research ( ISSN: 2347-1697 ),

.
Abstract
This paper present a research work on biodiesel to find out the optimum
compression ratios, better performance blend & lesser exhaust gas
temperature at different blends of laxmitaru oil on C.I. engine. In this
project test were carried out with the diesel & blend of Laxmitaru oil in
proportion 10, 20, 30,40,50,70 and 100%. The engine performances were
tested on Variable Compression Ratio (VCR) Diesel Engine as per ASTM
standard. The performance parameters were tested like Brake specific fuel
consumption, Brake power, Brake thermal efficiency at different load &
variable compression ratio.
I. INTRODUCTION
The energy is the prime entity for the world. The energy is consumed for various
systems functioning in day to day life can be categories as consumption of fuel used for
those system and their subsystems. The energy sources available in present days are in non
renewable and renewable form as the non renewable sources are in limited quantity which
includes fossil fuels and natural gases are going to exhaust one day, may be after some
years. The relief for these consequences is the use of alternative energy sources like
alternative fuels. Diesel is one of the most used fuels for Transportation and power sectors
also coal is the major fuel used by these sectors, as coal and diesel are the non renewable
source the alternative fuel that is biodiesel can replace diesel partially [1].
CHARACTERIZATION OF BIODIESEL
ON VCR ENGINE
Automobile
Engineering
Keywords
Biodiesel, Blend, Variable Compression Ratio, Brake Power, Brake
Thermal Efficiency
1st Dipak Virkar
Department of Automobile Engineering
Sanjeevan Engineering and Technology Institute
Panhala, Kolhapur-Maharashtra
2nd Sachin Pisal
Department of Automobile Engineering
Sanjeevan Engineering and Technology Institute
Panhala, Kolhapur-Maharashtra

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Dipak Virkar, Sachin Pisal :: Characterization Of Biodiesel On VCR
Engine
The first use of vegetable oil in a compression ignition engine was first demonstrated
through Rudolph Diesel who used peanut oil in his diesel engine. The use of oils from
coconut, soy bean, sunflower, safflower, peanut, linseed, rape seed and palm oil amongst
others have been attempted. The long term use of vegetable oils led to injector coking and
the thickening of crankcase oil which resulted in piston ring sticking. Therefore, vegetable
oils are not used in diesel engines because of endurance issues. To overcome this problem,
various modifications of vegetable oils have been employed such as transesterification
biodiesel is made through a chemical process called transeterification whereby the glycerin
is separated from the fat or vegetable oil. The process leaves behind two products-methyl
esters (the chemical name for biodiesel) and glycerin (a valuable byproduct usually sold to
be used in soaps and other products). The transesterification is achieved with monohydric
alcohols like methanol and ethanol in the presence of an alkali catalyst [2].
Biodiesel and its blends with petroleum-based diesel fuel can be used in diesel engines
without any significant modifications to the engines. The advantages of biodiesel are that it
displaces petroleum thereby reducing global warming gas emissions, tail pipe particulate
matter, hydrocarbons, carbon monoxide, and other air toxics [3].
In this research work, brake power, brake specific fuel consumption, brake thermal
efficiency have been tested at different blend, load on variable compression ratio engine.
For the present work of experimental investigation of engine performance parameters the
Laxmitaru oil has been selected. Laxmitaru is a plant as the tree has been christened here, is
being promoted by horticulturists, agro-scientist, holistic health hub and practitioners of
traditional Indian medicines across the country as the latest wonder tree whose edible,
therapeutic and other utility values may outweigh those of common medicinal and edible
herbs found in India. The tree, which first came to India from central (Latin) America in
1960, can be grown anywhere from the sea coast to elevations of 1500 feet in tropical
climatic conditions. At the village level, the plant is cost effective as its farming is nearly
zero-budget and completely organic.
II. BIODIESEL PRODUCTION
For production of biodiesel following steps are implemented.
2.1 Oil extraction
In oil extraction process, the oil seeds are first crushed and then with the help of
soxhelt apparatus the oil is extracted from crush. In this process, polar solvent (petroleum
ether, hexane, diethyl ether) is used with given seed sample with the ratio 1:5.
2.2 Transesterification Reaction
This reaction is also called as alcoholysis which is the displacement of alcohol from
an ester by another in a process similar to hydrolysis, except an alcohol is used in water. The
reaction can be represented as follows; the general equation will be.
RCOOR' + R"OH RCOOR"+ R'OH
For transesterification process the feedstock should not have more than 5% of free
fatty acid content. The major components of vegetable oils and animal fats are

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Triglycerides. To obtain biodiesel, the vegetable oil or animal fat is subjected to a chemical
reaction termed transesterification. Following fig 1.1 shows the transesterfication process.
CH2OCOR”’ CH2OH R”’COOR
Catalyst
CH2OCOR” + 3ROH CH2OH + R”COOR
CH2OCOR’ CH2OH R’COOR
(Oil or Fat) (Alcohol) (Glycerin) (Biodiesel)
Figure 1: Transesterification Process
2.3 Filtering
Filter the vegetable oil to remove solid particles from it. You may have to warm it up
a bit first to get it to run freely; 35°C should be enough. A Cartridge filter is used for the
same.
2.4 Removing the Water
Heat the oil for to remove the water content. Vegetable oil will probably contain
water, which can slow down the reaction and causes saponification (soap formation). Raise
the temperature up to 100°C, hold it there and allow water contents to boil off. Run the
agitator to avoid steam pockets forming below the oil and exploding, splashing hot oil or
drain water puddles out from the bottom as they form, you can save oil that comes out with
the water later. When boiling slows, raise the temperature to 130°C for 10 minutes and
allow it to cool [2].
III. EXPERIMENTAL TEST RIG
A single cylinder, four stroke, vertical, water cooled, constant speed, variable
compression ratio engine was used for tests. The compression ratio of the engine was varied
by raising the bore and head of the engine. Different blends of biodiesel were prepared as
B10, B20, B30, B40, B50, B70, & B100 so that they can be conveniently used during the
experiment.fig 2 shows photograph of experimental setup.

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Figure 2: Photograph of VCR experimental test rig.
Table 1: Engine Specification
Parameters Specification
Engine manufacturer Kirloskar oil engines Pvt.
Ltd. India.Engine type VCR Diesel Engine
Number of cylinders 1
Number of Strokes 4
Fuel H.S. Diesel
Rated power 3.5 kW @1500 RPM
Cylinder Diameter 87.5 mm
Stroke Length 110 mm
Connecting Rod Length 234 mm
Compression ratio 12-18.1
3.1 Experimental procedure
Before the actual tests were carried out the engine was checked for lubrication and
fuel supply. During this trial the speed of engine was kept almost constant at 1500 rpm and
the load on the engine is given as3kg, 6kg, 9kg & 12kg. During test the fuel consumption,
exhaust gas temperature, engine speed, calorimeter inlet and outlet temperature measured.
All the tests were carried out in same way at different compression ratios for diesel, and
biodiesel blended fuels. The performance parameter measured during these provided in the
table no. 2
Table 2: Set of experiments
SR. NO. FUEL
COMPRESSION RATIO LOAD STEPS
(kg)16:1 17.5:1
1 Diesel √ √
3, 6, 9, 12.
2 B10 √ √
3 B20 √ √
4 B30 √ √
5 B40 √ √
6 B50 √ √
7 B70 √ √
8 B100 √ √

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BP(KW)
LOAD (Kg)
B00 B10 B20 B30
B40 B50 B70 B100
IV. RESULT & DISCUSSION
For each test the engine was run for fifteen minutes. During test the speed of the
engine was kept almost constant at 1500 rpm. The parameters were measured during these
tests at steady state working condition. From the measured parameters the performance
parameters evaluated and they were compared with pure diesel. The performance
parameters like Brake Power. Brake Specific Fuel Consumption, Brake Thermal Efficiency,
Exhaust Gas Temperature
4.1 Effect of load on brake power
From fig. 3 & 4 it has been observed that the as load increases there is brake power is
also increases at blends of B10, B30, B40,B70 BP & it is almost same as B00 for entire
load range, but we also found that at CR 17.5 for blend B50 & B100 brake power is much
lower than other blends and diesel.
4.2 Effect of load on Brake Specific Fuel Consumption
As shown in fig.1.5 & 1.6 it has been observed that as load increases there is brake
specific fuel consumption (BSFC) is increases. But we also found that at CR 16 for blend of
B10, B20, B30 & B40 brake specific fuel consumption is lower that other blend & for CR
17.5 for blend of B30, B40 & B70 brake specific fuel consumption is lower.
BP(kw)
LOAD (kg)
B0 B10 B20 B30
B40 B50 B70 B100
Figure 3: Effect of Load on Brake Power at CR 16 Figure 4: Effect of Load on Brake Power at CR 17.5

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BSFC(KJ/KWhr)
LOAD (Kg)
B00 B10 B20 B30
B40 B50 B70 B100
BSFC(KJ/KWhr)
LOAD (Kg)
B0 B10 B20 B30
B40 B50 B70 B100
BrakeThermakEfficiency(%)
LOAD (Kg)
B00 B10 B20 B30
B40 B50 B70 B100
BrakeThermalEfficiency(%)
LOAD (Kg)
B00 B10 B20 B30
B40 B50 B70 B100
Figure 5: Effect of load on BSFC at CR 16 Figure 6: Effect of load on BSFC at CR 17.5
4.3 Effect of load on brake thermal efficiency
Figure 7: Effect of Load on BTE at CR 16 Figure 8: Effect of Load on BTE at CR 17.5

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EXHAUSTGASTEMPERATURE(°C)
LOAD (Kg)
B00 B10 B20 B30
B40 B50 B70 B100
As shown in fig. 7 & 8, it has been observed that as load increases there is a brake thermal
efficiency increase. But we also found that at CR 16 for blend B10, B30, B40 brake thermal
efficiency is higher than other blend & also it is found that at CR 17.5 for B 10, B30, B40,
B70, and B100 brake thermal efficiency is higher.
4.4 Effect of Load on Exhaust Gas Temperature.
Figure 9: Effect Load on EGT at CR 16 Figure 10: Effect Of Load on EGT at CR 17.5
As shown in fig. 9 & 10, it has been observed that as load increases there is exhaust gas
temperature is increases. But we also found that at CR 16 for blend B40 exhaust gas
temperature obtained is much lower than other blends & also we found that at CR 17.5 for
B10 EGT obtained is lower than diesel.
V. CONCLUSION
1. After use of biodiesel we found that as increases of load & compression ratio there is
increases of brake thermal efficiency, brake specific fuel consumption & exhaust gas
temperature.
2. As compression ratio increases brake power also increases, we found that at CR 17.5 has
high Brake Power for all blends than CR 16 at full load condition.
3. As load increases the exhaust gas temperature increases, for CR 17.5 has lower exhaust
temperature for almost all blends than CR 16. We found maximum temperature at CR
17.5 is 2700
c & CR 16 is 3000
c at maximum load.
4. As load increases the brake specific fuel consumption increases, for CR 17.5 gives lower
brake specific consumption at lower load than CR 16.
5. As compression ratio increases the brake thermal efficiency increases, for CR 17.5 has
higher brake thermal efficiency than CR 16.
EXHAUSTGASTEMPERATURE(°C)
LOAD (Kg)
B00 B10 B20 B30
B40 B50 B70 B100

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6. After all observations we can conclude that blend B60 can be recommended for use in
diesel engine without making any engine modification.
VI. ABBREVIATIONS AND ACRONYMS
BTE Brake Thermal Efficiency
EGT Exhaust Gas Temperature
BSFC Brake specific fuel consumption
CR Compression Ratio
VII. REFERENCES
[1] R K Singh, & Saroj k padhi, “characterization of Jatropha oil for the preparation of biodiesel”,
natural product residence, vol. 8(2), 2009, pp.127-132.
[2] N. Stalin and H. J. Prabhu, “Performance test of IC engine using karanja biodiesel blending
with diesel” ARPN Journal of Engineering and Applied Sciences, vol. 2, no.5, october 2007.
[3] Oguntola J ALAMU, Opeoluwa Dehinbo and Adedoyin M Sulaiman, “Production and Testing
of Coconut Oil Biodiesel Fuel and its Blend, Leonardo Journal of Sciences, Issue 16, January-
June 2010 pp. 95-104
[4] Praveen K. S. Yadav, Onkar Singh and R. P. Singh, “Performance test of palm fatty acid
biodiesel on
[5] Compression ignition engine”, Journal of Petroleum Technology and Alternative Fuels, Vol.
1(1), November 2010, pp. 1-9.
[6] Mohamed F. Al-Dawody, S. K. Bhatti, “Theoretical modeling of combustion characteristics
and Performance parameters of biodiesel in DI diesel engine with variable compression ratio”
international journal of energy and environment, Volume 4, Issue 2, 2013 pp.231-242.
[7] D.R. Prajapati , Gurpreet Singh, “Effect of Blended Fuels on Specific Fuel Consumption at
Varying Engine Loads Using CVCRM Engine Test Rig”, Int. Journal of Thermal &
Environmental Engineering, Volume 6, No. 2 (2013) 69-74.
[8] Dinesha P , Mohanan P, “experimental investigations on the performance And emission
characteristics of diesel engine Using preheated pongamia methyl ester as fuel”, International
Journal of Advances in Engineering & Technology, Nov. 2012, IJAET ISSN: 2231-1963.
VIII. AUTHOR’S BIOGRAPHIES
Dipak Virkar- Born on 3 Nov 1987 in Dhule. Obtained bachelor degree
in Mechanical Engineering and M.Tech in Automobile from R.I.T,
Sakhrale, Sangli, India. At present he is working as Asst. Professor in
Automobile Engineering Department at Sanjeevan Engineering &
Technology Institute, Panhala, Kolhapur India. His research interest
includes Alternative fuel & emission, Vehicle Dynamic, internal
combustion engine. He is the member of Society of Automotive
Engineering.
Sachin Pisal.- Born on 21 May 1985 in Karad, India. Obtained Bachelor’s
degree in Automobile Engineering and M.E. CAD/CAM/CAE from R.I.T.
Sakharale, Sangli, India. At present he is working as Asst. Professor in
Automobile engineering department at Sanjeevan engineering and
Technology Institute (S.E.T.I.) Panhala, Kolhapur India. His research
interests include Fluid Mechanics, IC Engine, Heat transfer and
computational fluid mechanics. He is the member and Faculty advisor of
Society of Automotive Engineers (SAE).and Faculty advisor of Society of

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Engine
AuTo Cite This Paper
[1]
[2]
Virkar, D., Pisal, S.(2016): “Characterization Of Biodiesel On VCR Engine” International
Journal of Informative & Futuristic Research ( ISSN: 2347-1697 ), Vol. 4 No. (2), October
2016, pp. 5202-5210, Paper ID: IJIFR/V4/E2/030.

.
Abstract
Labour involvement is level of involvement and commitment on behalf of an
employee's level of participation in their organization and its values. An
involved employee is aware of business context, and works with colleagues
for the benefit of the organization to improve performance within the job.
This is a positive attitude towards the organization and its values held by
employees. This research study is an effort to understand how labour
involvement is associated with job satisfaction and how employee loyalty
leads to better work force. The results show that majority of employees are
in compliance with the organization which brings maximum involvement of
the employees and in turn retaining the employees.
I. INTRODUCTION
Labour involvement is the level of commitment and involvement an employee has towards
their organization and its values. An involved employee is aware of business context, and
works with colleagues to improve performance within the job for the benefit of the
organization. The organization must work to develop and nurture Labour involvement,
which requires a two-way relationship between employer and employee. Thus Labour
A STUDY ON LABOUR INVOLVEMENT WITH
SPECIAL REFERENCE TO SEA FOOD
INDUSTRY ERNAKULAM DISTRICT, KERALA
Management
Studies
Keywords Labour involvement, Involvement, Commitment, Seafood
1st Renjith K.P.
Department of Management Studies,
Siena College, Edacochin, Ernakulam
2nd John Christy T.L. Assistant Professor,
Department of Commerce ,
Siena College, Edacochin, Ernakulam3rd Lakshmi K.R.

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Renjith K.P., John Christy T.L., Lakshmi K.R. :: A Study On Labour
Involvement With Special Reference To Sea Food Industry
Ernakulam District, Kerala
involvement is a barometer that determines the association of a person with the
organization.
Engagement at work was conceptualized by Kahn, (1990) as the ‘harnessing of
organizational members’ selves to their work roles. In engagement, people employ and
express themselves physically, cognitively, and emotionally during role performances. The
second related construct to engagement in organizational behaviour is the notion of flow
advanced by Csikszentmihalyi (1975, 1990). Csikszentmihalyi (1975) defines flow as the
‘holistic sensation’ that, people feel when they act with total involvement. Flow is the state
in which there is little distinction between the self and environment.
When individuals are in Flow State little conscious control is necessary for their
actions.Engagement is most closely associated with the existing construction of job
involvement (Brown 1996) and flow (Csikszentmihalyi, 1990). Job involvement is defined
as„ the degree to which the job situation is central to the person and his or her identity
(Lawler & Hall, 1970). Kanungo (1982) maintained that job involvement is a „Cognitive or
belief state of Psychological identification. Job involvement is thought to depend on both
need saliency and the potential of a job to satisfy these needs. Thus job involvement results
form a cognitive judgment about the need satisfying abilities of the job. ‘Jobs’ in this view
are tied to one’s self image. Engagement differs from job as it is concerned more with how
the individual employees his/her self during the performance of his / her job. Furthermore
engagement entails the active use of emotions. Finally engagement may be thought of as an
antecedent to job involvement in that individuals who experience deep engagement in their
roles should come to identify with their jobs. When Kahn talked about labour involvement
he has given important to all three aspects physically, cognitively and emotionally. Whereas
in job satisfaction more importance has been given to cognitive side.
HR practitioners believe that the engagement challenge has a lot to do with how employee
feels about the about work experience and how he or she is treated in the organization. It has
a lot to do with emotions which are fundamentally related to drive bottom line success in a
company. There will always be people who never give their best efforts no matter how hard
HR and line managers try to engage them. “But for the most part employees want to commit
to companies because doing so satisfies a powerful and a basic need in connect with and
contribute to something significant”.
II. REVIEW OF LITERATURE ON LABOUR INVOLVEMENT
 Fred Luthansed (2001)- A study an “employee engagement and manager self-efficacy”.
According to this study, first examine the theoretical understanding of the employee
engagement. Then an empirical investigation is made of the role that a wide variety of the
managers psychological a state of self – efficacy play in the relationship between the
employees measured engagement and multiple measure of the manager effectiveness.
Results of the statistical analysis indicate that the manager’s self-efficacy is a partial
mediator relationship between his and her employer’s engagement and the manager rated
effectiveness. Over all the finding and suggestion that the both employee engagement and

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self-efficacy are important antecedents that together may more positively influence
manager effectiveness then either predictor by itself.
 Alan M. Saks (2006) A study on “Antecedents and consequences of employee
engagement" he conducted a survey among by 102 employees working in a variety of jobs
and organizations. The average age was 34 and 60 percent were female. Participants had
been in their current job for an average of four years, in their organization for an average
of five years, and had on average 12 years of work experience. The survey included
measures of job and organization engagement as well as the antecedents and consequences
of engagement. Results indicate that there is a meaningful difference between job and
organization engagements and that perceived organizational support predicts both job and
organization engagement; job characteristics predicts job engagement; and procedural
justice predicts organization engagement. In addition, job and organization engagement
mediated the relationships between the antecedents and job satisfaction, organizational
commitment, intentions to quit, and organizational citizenship behaviour.
 Patricia Soldati (2008) A study on "employee engagement". According to this report,
twelve major studies on employee engagement had been published over the prior four
years by top research firms such as Gallup, Towers Perrin, Blessing White, the Corporate
Leadership Council and others. Each of the studies used different definitions and,
collectively, came up with 26 key drivers of engagement. For example, some studies
emphasized the underlying cognitive issues, others on the underlying emotional issues.
Finally, there is some evidence that companies are responding to this employee
engagement challenge - by flattening their chains of command, providing training for
first-line managers and with better internal communications. Changes won't happen
overnight, but with such significant upside to the bottom line - they might happen more
quickly than you think
 Dow Scott (2010) A study on “The impact of reward programs on employee engagement”
According to this study world at work is a global is a human resource association
focused on compensation ,benefit ,work life and integrated total reward to attract,
motivate and retain a talent workforce ,Founded in 1955 world at work provided network
of nearly 30000 members in more than 100 countries with training certification , research,
conference, and community .
 Dr. P. Vaijayanthi (2011) A study on " Employee Engagement predictors: A study at GE
Power & Water " The findings of the study confirm infrastructure , cross functional
discussions , communication & interaction with the corporate office employees , reflection
on the feedbacks and proper support and orientation through induction programs, to foster
employee engagement, and inadequate interaction with peers from other locations/offices,
lack of accountable response from the corporate office for issues including dearth of
personnel, employee facilities , deficient communication regarding seminars, workshops,
and other training sessions from the corporate office , and inadequate visits by the
business team to be the stumbling blocks to better employee engagement.

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III. OBJECTIVES OF THE STUDY
 To study the various factors that determines labour involvement in the seafood
industry.
 To provide suitable suggestions for improving labour involvement in the seafood
industry.
IV. METHODOLOGY
The study is conducted at Sea Food Industry at Ernakulam District, Kerala. The sample size
is 50 selected using simple random sampling. The data is collected through questionnaire,
and has been tabulated and analyzed by using simple Percentage and correlation.
V. ANALYSIS, FINDINGS AND INTERPRETATION
1. 30% of the respondents belong to the age group between 36-40 years.
2. 32% of the respondents are Diploma holders.
3. 24% of the respondents are having more than 10-25 years of experience.
4. 54% of the respondents are getting remuneration of above 10000.
5. 28% of the respondents are satisfied with the infrastructure in their company.
6. 38% of the respondents are neither satisfied nor dissatisfied about recognition in
their company.
7. 56% of the respondents opine that their suggestions are considered in decision
making.
8. 32% of the respondents opine that frequently chance has been given to improve skill
and knowledge.
9. 60% of the respondents agreed that training programs are conducted in their
company.
10. 86% of the respondents agree to adequate information in their company.
11. 76% of the respondents opine that they are happy with the co-workers.
12. 82% of the respondents are feeling happy to come to workplace.
13. 79% of the respondents are highly satisfied with the overall functioning of the
organization.
Table 1: The Relationship between Remuneration and the Recognition given by the Management.
Correlation Remuneration what is your suggestion
about the recognition
given by the management
Remuneration Pearson
Correlation
1 .139
N 50 50
what is your
suggestion about the
recognition given by
the management
Pearson
Correlation
.139 1
N 50 50

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Interpretation
The above table shows the result of the correlation calculated to find whether significant
relationship between Remuneration and the recognition given by the management is. As the
p=0.139, greater than level of significance of 0.05 There is no relationship between
Remuneration and recognition of the respondents.
VI. RECOMMENDATIONS
 The management provides sufficient training to employees. A few measures can be
taken to develop and organize the training program.
 The employee’s works are being recognized by the management and appreciated. It can
be maintained in such a way that the employees morale will be improved.
 Need to improve the working environment
 A few measures can be taken to revise regarding pay and benefits.
 Team performance must be highly encouraged and recognized.
VII. CONCLUSION
Labour involvement is the buzz word term for employee communication. It is a positive
attitude held by the employees towards the organization and its values. It is rapidly gaining
popularity, use and importance in the workplace and impacts organization in many ways.
Labour involvement emphasizes the importance of the communication on the success of the
business. An organization should thus recognize employees more than any other variable, as
powerful contributors to a company's competitive position. Therefore labour involvement
should be a continuous process of learning, improvement, measurement and action.
VIII. REFERENCES
[1] Seijts, Gerard H. and Dan Crim (2006). "The Ten C's of Employee Engagement". Ivey
Business Journal.
[2] Seafood Export Journal (March 2016). Employee Engagement Report 2015.
[3] Konrad, Alison M. (March 2006). "Engaging Employees through High-Involvement Work
Practices". Ivey Business Journal. "Engage Employees and Boost Performance". Hay Group.
2002. Archived from the originalon2006-11-23.
[4] Robinson, Dilys and Sue Hayday (2003). "Employee Engagement". In Brief (129).
[5] C.R. Kothari “Research Methology” Wishva prakashnan 2001
[6] http://www.employment-studies.co.uk/news/129theme.php.
[7] http://web.ebscohost.com/
A
uTo Cite This Paper
[1]
[2]
Renjith, K.P., John Christy, T.L., Lakshmi, K.R. (2016): “A Study On Labour
Involvement With Special Reference To Sea Food Industry Ernakulam District,
Kerala” International Journal of Informative & Futuristic Research ( ISSN: 2347-1697 ),

IJIFR VOLUME 4 ISSUE 2 SECTION 1 OCTOBER 2016

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IJIFR VOLUME 4 ISSUE 2 SECTION 1 OCTOBER 2016