volume4 issue9(5) 2015

Volume 4, Issue 9(5), September 2015 International Journal of Multidisciplinary

Educational Research

Published by Sucharitha Publications 8-21-4,Saraswathi Nivas,Chinna Waltair Visakhapatnam – 530 017 Andhra Pradesh – India Email: [email protected] Website: www.ijmer.in

Editorial Board Editor-in-Chief Dr.K. Victor Babu Faculty, Department of Philosophy Andhra University – Visakhapatnam - 530 003 Andhra Pradesh – India

EDITORIAL BOARD MEMBERS Prof. S.Mahendra Dev Vice Chancellor Indira Gandhi Institute of Development Research Mumbai Prof.Y.C. Simhadri Vice Chancellor, Patna University Former Director Institute of Constitutional and Parliamentary Studies, New Delhi & Formerly Vice Chancellor of Benaras Hindu University, Andhra University Nagarjuna University, Patna University Prof. (Dr.) Sohan Raj Tater Former Vice Chancellor Singhania University, Rajasthan Prof.K.Sreerama Murty Department of Economics Andhra University - Visakhapatnam Prof. K.R.Rajani Department of Philosophy Andhra University – Visakhapatnam Prof. P.D.Satya Paul Department of Anthropology Andhra University – Visakhapatnam Prof. Josef HÖCHTL Department of Political Economy University of Vienna, Vienna & Ex. Member of the Austrian Parliament Austria Prof. Alexander Chumakov Chair of Philosophy Russian Philosophical Society Moscow, Russia

Prof. Fidel Gutierrez Vivanco Founder and President Escuela Virtual de Asesoría Filosófica Lima Peru Prof. Igor Kondrashin The Member of The Russian Philosophical Society The Russian Humanist Society and Expert of The UNESCO, Moscow, Russia Dr. Zoran Vujisiæ Rector St. Gregory Nazianzen Orthodox Institute Universidad Rural de Guatemala, GT, U.S.A Prof.U.Shameem Department of Zoology Andhra University Visakhapatnam Dr. N.V.S.Suryanarayana Dept. of Education, A.U. Campus Vizianagaram Dr. Kameswara Sharma YVR Asst. Professor Dept. of Zoology Sri. Venkateswara College, Delhi University, Delhi I Ketut Donder Depasar State Institute of Hindu Dharma Indonesia Prof. Roger Wiemers Professor of Education Lipscomb University, Nashville, USA Dr.B.S.N.Murthy Department of Mechanical Engineering GITAM University –Visakhapatnam

N.Suryanarayana (Dhanam) Department of Philosophy Andhra University Visakhapatnam Dr.S.V Lakshmana Rao Coordinator A.P State Resource Center Visakhapatnam Dr.S.Kannan Department of History Annamalai University Annamalai Nagar, Chidambaram Dr. Barada Prasad Bhol Registrar, Purushottam Institute of Engineering & Technology Sundargarh, Odisha Dr.E. Ashok Kumar Department of Education North- Eastern Hill University, Shillong Dr.K.Chaitanya Department of Chemistry Nanjing University of Science and Technology People’s Republic of China Dr.Merina Islam Department of Philosophy Cachar College, Assam Dr. Bipasha Sinha S. S. Jalan Girls’ College University of Calcutta, Calcutta Dr. K. John Babu Department of Journalism & Mass Comm Central University of Kashmir, Kashmir

Dr.Ton Quang Cuong Dean of Faculty of Teacher Education University of Education, VNU, Hanoi Prof. Chanakya Kumar Department of Computer Science University of Pune,Pune Prof. Djordje Branko Vukelic Department for Production Engineering University of Novi Sad, Serbia Prof.Shobha V Huilgol Department of Pharmacology Off- Al- Ameen Medical College, Bijapur Prof.Joseph R.Jayakar Department of English GITAM University Hyderabad Prof.Francesco Massoni Department of Public Health Sciences University of Sapienza, Rome Prof.Mehsin Jabel Atteya Al-Mustansiriyah University College of Education Department of Mathematics, Iraq Prof. Ronato Sabalza Ballado Department of Mathematics University of Eastern Philippines, Philippines Dr.Senthur Velmurugan .V Librarian Kalasalingam University Krishnankovil Tamilnadu Dr.J.B.Chakravarthi Assistant Professor Department of Sahitya Rasthritya Sanskrit Vidyapeetha, Tirupati

© Editor-in-Chief, IJMER®

Typeset and Printed in India

www.ijmer.in

IJMER, Journal of Multidisciplinary Educational Research, concentrates on critical and creative research in multidisciplinary traditions. This journal seeks to promote original research and cultivate a fruitful dialogue between old and new thought.

C O N T E N T S

Volume 4 Issue 9(5) September 2015

S. No Page

No 1. Assess the Effectiveness of Foot Massage to Change in

the Blood Pressure Among Patients with Hypertension in Selected Setting, Chennai

D.Tejaswee Priyanka, S. Aruna and P. Mangala Gowri

1

2. Earliest Telugu Devotional Prose-Verses from the Temple of Simhachalam, Andhra Pradesh

D. Visweswara Rao

8

3. Art and Architecture of the Navabrahma Temples of Alampur: A Study of Structural Analysis

Venu Puvvadi

14

4. Status of Tribal in Gummalakshmipuram Mandalam, Vizianagaram District

G. Sumathi

23

5. Evaluation of Awareness and usage of internet and E-Governance Project “Mee Seva” (A Study With Special Reference to Visakhapatnam City)

Veerabhadra Swamy Pulletikurthi and Lalithaa Rani Duggubati

34

6. Rainfall analysis of Venkatagiri micro watershed in Nellore District, A.P. India

Kommuneni Choudri and S.Ramanaiah

55

7. Relationship between Academic Achievement and Various Dimensions of Social, Emotional and Behaviour Problem of Students Studying In Adi-Dravidar Wefare Schools

R.Gnanadevan, A. Selvaraj and G. Sivakumar

69

8. Ethics in Doctoral Research Harish Pandey

and Ashish Kumar Chaubey

79

9. Strategies to Attain Emotional Intelligence Ch. Baby Prasuna

85

10. Assess the Knowledge of Sputum Disposal Among Tuberculosis Patient at Selected Hospital Chennai

K.Vignesh Kumar and L.Parimala

97

Dr. K. VICTOR BABU M.A.,M.A.,M.Phil.,Ph.D.,PDF, (D.Lit)

Faculty of Philosophy and Religious Studies & Editor-in-Chief International Journal of Multidisciplinary Educational Research (IJMER) & Sucharitha: A Journal of Philosophy and Religion Andhra University, Visakhapatnam Pin - 530 003 , Andhra Pradesh – India

ISSN : 2277 – 7881 Impact Factor :3.318(2015)

Index Copernicus Value: 5.16

Editorial……

You will be happy to know that we have entered the fourth year of publication of IJMER, since its inception in April 2012. Focusing on many interdisciplinary subjects, the published papers are spreading the knowledge with fervent hope of upholding the holistic approach. With all my heart, I reiterate to echo my sincere feelings and express my profound thanks to each and every valued contributor. This journal continues to nurture and enhance the capabilities of one and all associated with it.

We as a team with relentless efforts are committed to inspire the readers and achieve further progress. Aim is to sustain the tempo and improve. We acknowledge with pleasure that our readers are enjoying the publications of Sucharita Publishers. We solicit to receive ideas and comments for future improvements in its content and quality. Editor –in-Chief explicitly conveys his gratitude to all the Editorial Board members. Your support is our motivation. Best wishes to everyone.

Dr.K.Victor Babu

Editor-in-Chief

SOCIAL SCIENCES, HUMANITIES, COMMERCE & MANAGEMENT, ENGINEERING & TECHNOLOGY, MEDICINE, SCIENCES, ART & DEVELOPMENT STUDIES, LAW

www.ijmer.in

INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH

ISSN : 2277-7881; IMPACT FACTOR – 3.318; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 4, ISSUE 9(5), SEPTEMBER 2015

ASSESS THE EFFECTIVENESS OF FOOT MASSAGE TO CHANGE IN THE BLOOD PRESSURE AMONG PATIENTS

WITH HYPERTENSION IN SELECTED SETTING, CHENNAI

Ms. D.Tejaswee Priyanka II Year M.Sc (N)

Saveetha College of Nursing Chennai

Dr. S. Aruna Guide/ Vice-Principal


Dr. P. Mangala Gowri Principal


Hypertension is a major public health problem in India and

world, because of its high frequency and concomitant, risk of cardiovascular and kidney disease. Hypertension is interesting disease entity of its own as it remains silent, being generally asymptomatic

during its clinical course Foot massage is one of the relaxing treatment that we can give to ourselves and to others. The ultimate study of foot massage is foot reflexology. It involves applying focussed pressure to known reflex points located in the foot to cure or prevent disease. Massage has been practiced as a healing therapy for centuries in nearly every culture around the world. It helps to relieve muscle tension, reduce stress and evoke feeling of calmness and it particularly influences the activity of musculoskeletal, circulatory, nervous and lymphatic system. Massage therapy will likely to increase the circulation within the blood vessels; relaxing strokes will concurrently dilate those vessels. Massage is the transmission of energy in the form of motion or motion with pressure, to the various parts of the organism.Foot massage is one of the relaxing treatment that we can give to ourselves and to others. The ultimate study of foot massage is foot reflexology.

www.ijmer.in 1



Introduction

Hypertension is a major public health problem in India and world, because of its high frequency and concomitant, risk of cardiovascular and kidney disease.

Need for the Study

Hypertension or high blood pressure is one common ailment in adults. WHO estimates that high blood pressure leads to over 7 million deaths each year, about 13% of the total death world wide.

Medications are commonly used to treat the hypertension and

different types of therapies are also used to reduce the hypertension. In which the investigator had choosen the foot massage therapy as an intervension in order to reduce hypertension.

Problem Statement

Assess the effectiveness of foot massage in change of blood pressure among patients with hypertension in selected setting, Chennai.

Objectives

The Study done to

Assess the pre test level of blood pressure before application of foot massage among patients with hypertension.

Assess the level of blood pressure after application of foot massage on both foot for 20minutes twice a day for 3 days among patients with hypertension.

To associate the selected demographic variables with post test scores in blood pressure among patients with hypertensive.

www.ijmer.in 2



Methodology:

Pre experimental one group pre test and post test research design was adopted. convenient sampling technique was used and 30 hypertensive patients were selected. The data was collected, organized and analyzed in terms of both descriptive and inferential statistics.

Major Findings

Regarding per test level of systolic blood pressure the majority of patients 40 % were in range of 131 - 140 mmHg and pre test level of diastolic blood pressure 56% were in range of 81 – 90

mmHg.

The mean score of post test level of systolic blood pressure was 40% were in the range of 131-140,and the mean score of post level of diastolic blood pressure was 37%were in range of 81-90 mm Hg and the obtained ‘t’ value was 3.83 at 2(df) which was significant at 0.05 level, shows the effect of foot massage among patients with hypertension.

Conclusion

The study finding proved the statistical evidence which clearly indicates that foot massage is best alternative to reduce the level of blood pressure among patients with hypertension.

Bibliography

1. K. Park – “Preventive and social medicine”, 18th edition, publisher Jaypee, 2005, p.no.293-297.

2. Mark evens - “Natural therapies what they are what they do”, publisher anness publishing pvt. Ltd. 2001, p.no.80-83.

www.ijmer.in 3



3. Mcglone, “foot notes a step by stape guide to the practice of foot reflexology”, 2st edition, P.B. Addison Vesley publisher, 2005, p. no.25 – 27.

4. Shakuntala koul, The Nursing Journal of India, publisher TNAI, , march, 2007, P. no. 10-12.

5. Barbara Koziar et. al -“Fundamental of nursing”, 7th edition, New Delhi: Dorling publisher, 2006, p. no. 266 - 270.

6. Leddy Susan, et. al. - “conceptual basis of professional nursing”, 4th edition, Washington, lippincode Publisher, 2003, p. no. 142 – 145.

7. Deepa Chugh, January, “a study to determine the effect of 10 min. foot reflexology on 2 phases of postoperative coronary artery bypass graft (CABG)patients of selected variables”, Asian Journal of Cardiovascular Nursing, vol. 14th, no. 1, 2006, p. no. 24 – 28.

8. Regina Xavier, January, “facts on foot reflexology”, Nursing journal of India, vol. 1, 2007, p. no. 11 – 12.

9. Dewit C. Susan, – “Essentials of Medical surgical Nursing”, 3rd edition, W.B.savnders company London, 1992, p. no. 174 – 176.

10. Gala, () – “Be your own doctor with foot reflexology”, 1st edition, Mumbai, Navneet publication, 1995, p. no. 85 – 87.

11. Hedi Masafret, – “Good health for the future”, 1st edition, Vaduz,

Trema publisher, 1986, p. no. 26 – 28.

12. Kevin and Barbara Kunz, - “Hand and foot reflexology”, A self help Guide, 1st edition, New York, prentice holl publisher, 1982, p. no. 110 – 210.

www.ijmer.in 4



List of References and Books

1. Basavanthappa, B.T (2006), Nursing Research, Jaypee brothers, Bangalore. Brunner and Suddarth (2004), Medical surgical nursing, 11th edition Philadelphia Lipincott Company.

2. Lewis .S.M;et al ;(2000) Medical Surgical Nursing, Philadelphia, Mosby company

3. Luckman .J; (1998) Medical Surgical Nursing, Philadelphia, W B Saunders.

4. Park j (2000) Text book of preventive and social medicine Sehater,

Banasidhars publication, 20th edition

5. Polit and Hungler (1999), Nursing research principles and methods, Philadelphia Lippincott company publishers, pp23-25.

Journals & Websites

1. http://medicine.com/Hypertension.html

2 www.hypertension.wikipedia.com

3 www.footmassage.wikipedia.com

4 Park .k (2000) Text book of preventive and social medicine Sehater, Banasidhars publication, 20th edition.

5 www.footmassage.pubmed.com

6 Cady S.H and G.E Jones (1997), “Massage therapy as a work place intervention for reduction of stress”, perceptual and motor skills, 84(1) , 157-8.

7 www.footmassage.skepdic.com

8 Wendy L et.al. (2010) , “Impact of bariatric surgery on hypertensive disorders in pregnancy”, British medical journal.

9 Modesti P A (2008) “Study on slow abdominal exercise on

www.ijmer.in 5



hypertension", Reuters Health

10 Sohn A .J et .al ;( 2007) Impact of exercise (walking) on blood pressure with newly diagnosed hypertension Ethnicity and disease, 17(3), 503-7

11 Mori H et.al., (2005), “Effect of deep breathing on blood pressure”, Hypertension Research”, 28, 499–504

12 Whelton SP.et.al; (2002), “Effect of aerobic exercise on

hypertension”, Annals of internal medicine, 136, 493-503

13 Littman (1999), “Massage helps address major corporate kneads”, Crains Chicago business.

14 TSAY et.al (2006), “Effects of Reflexotherapy on Acute Postoperative Pain and Anxiety among Patients with Digestive Cancer”, Cancer nursing, 31(2), 109-115

15 Quatrrin et.al (2006), “The effects of foot reflexology on anxiety among cancer patients oncology nursing forum”, 8(3), 445-6 .

16 Nancy L.N (2000), “The effects of foot reflexology on anxiety and pain in patients with breast and lung cancer”, Oncology nursing forum, 27(1), 67-72.

17 Kaye A.D (2008); “The effect of deep tissue massage therapy on blood pressure and heart rate”, Journal of alternative and complementary medicine, 14(2),125-8

18 Ejindu A , “The effects of foot and facial massage on sleep induction, blood pressure, pulse”, Complimentary therapies in clinical practice ,13(4),266-75.

19 Cambron JA (2006), “Changes in blood pressure after various therapeutic massage”, Journal of alternative and complementary medicine, 12(1),65-70

20 Park H.S (2004); “Effects of foot reflexology on essential

www.ijmer.in 6



hypertension patients”, 34(5), 739-50

21. Hayes J (1999), “Immediate effects of five minutes of foot massage, on patients in critical care”, Intensive critical care nursing, 15(2), 77-82.

www.ijmer.in 7



EARLIEST TELUGU DEVOTIONAL PROSE-VERSES FROM

THE TEMPLE OF SIMHACHALAM, ANDHRA PRADESH

D. Visweswara Rao Guest Faculty

Department of History & Archaeology Andhra University

Visakhapatnam

The holy towers of Simhachalam, for the first time in the

history of Vaishnavism, as well as in Telugu literature, attempted to

propagate Bhakti and Sankirtana sampradaya in Telugu prose-verse so

as to reach common man and even an outcaste. The sankirtanas of

Krishnamacharya testify to the reformist tinge of Vaishnava doctrine in

medieval Andhradea. Attempts are being made by a number of

scholars like Nidadavolu Venkatarao, Timmavajjula Kodandaramayya,

M. Kulasekhara Rao, Veturi Ananda Murty, Arudra, T.P.

Sriramachandracharya and K. Suryanarayana to discover the various

details of Krishnamacharya the hitherto unknown “Andhra Vachana

Vangmaya Prathamacharya”.1 Until few decades back, nothing is

known about the vachana Sankirtanas of that parama Bhagavata. It is

strange to notice that Krishnamacharya is not referred to either in any

of the inscriptions of Simhachalam, which counts in hundreds or in the

literature flourished in those areas at that time. His efforts to

propagate Vaishnavism, is known from the works of the later date and

from traditional accounts. He is stated to have written ‘Chaturlaksha’

prose-verses, out of which a meager number, around sixty, were

discovered so far.2 Those vachanas help us to trace the details of

Krishnamacharya. Besides those, Ekamranatha’s Pratapa Charitra, a

www.ijmer.in 8



work of sixteenth century; the works of the Tallapaka poets, like

Sankirtana Lakshana and Paramayogi vilasa of the 15th, 16th centuries;

and later date works like Acharya Sukti Muktavali and Venkatachala

Vihara Sataka are useful on the study on Krishnamacharya.

Basing on the narration made in Pratapa Charitra almost all the

writers who worked in this aspect tried to connect that

Krishnmacharya of Simhachalam, with Kakatiyas and with their

capital Orugallu. But his association with Orugallu and Kakatiyas is

entirely doubtful. Historians of Andhra, know pretty well how much

genuine and authentic matter is preserved in Pratapa- Charitra. It

may be used only to confirm the otherwise known facts, but should not

be utilized as a source in toto. Some writers like Kulasekhararao and

Ananda Murty followed Pratapa Charitra and tried to trace the native

village of Krishnamacharya, Santuru in the Mahaboobnagar district of

Andhra Pradesh. Nidadavolu Venkatarao tried to locate it somewhere

in Tamilnadu.3 But after a careful study of the internal evidences, and

in the light of the availability of similar village names in the Districts of

the present Northern Coastal Andhra, writers like Arudra, and

Sriramachandracharya comfortably located it in Northern Coastal

Andhra. Because we come across similar names of villages in those

districts, and because there are evidences to the existence of at least

one ‘Santuru’ in the contemporary centuries, it is appropriate and

correct to identify the native village of that devotional poet, nearer to

Simhachalam. Silanagara (which was wrongly corrected as

‘Ekasilangara’) may be no other than ‘Kalluru’, which is referred to by

Krishnamacharya. We come across the names like ‘Kallura’ in the

www.ijmer.in 9



inscriptions of that locality even from the early stages of the rule of the

Eastern Chalukyasin Andhra. Similarly there is a scope to identify

‘Svetadvipa’, the place of his father-in-law, Sri Rangacharya, as

Srikurmam, which is referred to as ‘Sveta Tirtha’ in same of the

inscriptions at Srikurmam. All this goes to prove his nativity in

Kalinga Andhra or Northern Coastal Andhra.

Regarding the date of Krishnamacharya, we may not be far

wrong, if we place him not later than 13th century.4

A study into his works show that in the childhood he was

neglected by his parents as he was born blind, on an inauspicious day

(Vyatipata). One saint, Krishna Kuvvaru Svami, reared the boy and

brought him to Simhachalam, where by the Lord’s grace he obtained

his eye-sight. The boy was encouraged and blessed by Lord Varaha

Narasimha natha to begin the writing of Sankirtanas. Thus began the

first Telugu ‘Sankirtana Vachanas’ devotional prose-verses of

Vaishnavite tradition from the sacred towers of Simhachalam. The

internal evidences of those Vachanas give valuable information about

Krishnamacharya’s personal as well as spiritual life, his liberal

religious ideology like equality of men before God, his devotion towards

the Lord and the Paramacharyas, and about other contemporary

Vaishnavite traditions. His tolerance towards Saivism, and his

attempts to degrade caste system under devotionalism need special

mention in this context.

Normally, each of his Vachanas begins with the address 'Deva',

and concludes with the suffix (makuta) 'Simhagiri Narahari namo

www.ijmer.in 10



namo, Dayanidhi'. In some of the makutas 'Mayati Ramanujamuni

param dataru', and 'Krishna Kuvvaru Svami', are also added. Though

the nature and style varied from verse to verse, It is understood that all

those verses were sung with the help of 'Dande' and 'Talas', in tune with

the raga, bhava and tala. Some of the Kirtanas are stated to have been

composed in particular metre like 'Navaratna' and 'Pancharatna'. All

his verses may be categorised under various heads like Nama

Sankirtana Vachanas, Pauranika Vachanas, Dharmika Vachanas,

Katha Vachanas, Jivita Vachanas and Sampradaya Vachanas.5

The incident of 'Potakamuri Bhagavatas' in his works explains

how Krishnamacharya is being considered as the 'eleventh incarnation'

of Lord Vishnu. He many a times confirms that he made four lakhs of

Sankirtanas (Chatur Laksha). This recalls to only mind, the tradition of

attributing the authorship of 'four lakh and sixty four thousand'

Vachanas to Basavesvara to propagate Vira Saivism. Whatever may be

the number, and whatever the word 'Chatur Laksha' signifies, the

manuscript libraries consist with a comparatively fewer number of

sankirtanas with his authorship. Though it is clearly evidenced that the

later' Telugu writers like Bammera Potana and Tallapaka Annamayya

were thoroughly influenced by his writings, it is strange to notice that

his vast literature does not see the light of the day.6

Interestingly, in a few instances, Krishnamacharya hints at the

practice of copying his sankirtanas by the devotees to propagate among

the people. The legendary account Pratapa Charitra states that all

those sankirtanas by Krishnamacharya were engraved on copper-

plates. Because the later date Tallapaka poets who borrowed the

www.ijmer.in 11



literary traditions, devotional spirit and narrative skill of

Krishnamacharya preserved their sankirtanas on copper-plates, there is

a reason to believe that the sankirtanas of that parama-bhagavata

might have also been engraved on copper-plates. He himself mentions

the practice of preserving the Writings in the 'Sri Bhandaras' of the

temples.

The Sankirtanas of the Tallapaka poets came to light only few

decades back, i.e., roughly after five centuries after their composition.

In the same way it would be fortunate if the entire work of

Krishnamacharya comes to light in the near future.7

The temple at Simhachalam was renovated more than twice and

particularly in the period of Vira Narasimha I of the later Gangas in the

13th century, it was completely changed and remodelled. Probably in

any of the renovations or due to the damages caused in the attacks by

the Muslims the work might have disappeared, and at present only a

few Vachanas and traditions remained. In the temple of Simhachalam

it is customary to sing the sankirtanas, and even now it is being

followed. More than four inscriptions in the 14th and 15th centuries refer

to the grants made over to execute this custom of Samkirtanas in the

presence of Lord Lakshmi Narasimhanatha,8 both in the morning and

evening. Occasionally, Vaggeyakaras were also honoured with grants.

In A.D. 1421 an endowment was made over to Ranganatha

vaggeyakara, who is entitled Abhinava Bharata'. All this explains how

the sankirtana sampradaya was being continued in Simhachalam.

www.ijmer.in 12



References:

1. Proceedings of the A.P. History Congress Vol.XVII, p.70.

2. Sundaram, K., The Simhachalam Temple, Waltair, 1969., p. 57.

3. Proceedings of the A.P. History Congress, Vol.XVII, p.71.

4. Krishnamacharya Simhagiri Narahari Vachanamulu,

simhachalam, 1975.

5. Ibid.,.

6. Proceedings of the A.P. History Congress Vol.XVII, p.72.

7. Ibid.,.

8. Sundaram, K., The Simhachalam Temple, Waltair, 1969., p. 59.

www.ijmer.in 13



ART AND ARCHITECTURE OF THE NAVABRAHMA

TEMPLES OF ALAMPUR: A STUDY OF STRUCTURAL ANALYSIS

Venu Puvvadi

Department of History University of Delhi

New Delhi, India

Introduction

A study of history of architecture shows that the meaning of architecture and its relation to human experiences have been expressed in number of ways in the past. The intellectual and creative development of man manifested itself in the varied nature of architecture in different ages and across different civilizations. Thus, all over the world, various civilizations and cultures have contributed greatly to the art of building construction and which have been revealed in substantial form.

Navabrahma Temples are located at Alampur in Mahabubnagar district, in the state of Telangana. Alampur was previously known as

Halampura, Hatampura, Alampura, and Alpuru. Name of this place as Hatampura, mentioned in the inscription dated AD 1101 belongs to Western ChalukyaTribhuvanamallaVikramaditya VI. The AlampurNavabhrama Temples are historically important and reflect remarkable architectural skills.

Geographical details of the study area

Alampur is located at N. Lat. 260 02’and E. Long. 780 79’. It has an average elevation of 159 metres (521 ft). It is a temple-town situated in Mahabubnagar district, in the state of Telangana. It is located at about 90 km from Mahabubnagar. Alampur is the meeting point of the sacred rivers Tungabhadra and Krishna.

www.ijmer.in 14



Objectives

To understand the basic concept of Hinduism and its relevance on the design and construction of Hindu temple architecture.

To present a study of the concept of a Hindu temple, its evolution, development of its architectural styles along their materials of construction with the main focus on Nagara or ‘north Indian style’ and Dravidian or the ‘south Indian style’.

To study the material characteristic, construction techniques and process involved in the construction of the Nava brahma temples.

To knowledge of the political, social and religious contexts for the production and use of art in South India in this study area.

To understanding of key themes and approaches to the study of religious art in the study area.

Art and Architecture of temple complex

In India the temples are found everywhere varying from small villages to the metropolitan cities. The word ‘temple’ is derived from the Latin word “templum” means a sacred precinct. According to the

definition temple is a structure reserved for religious or spiritual activities, such as prayer and sacrifice, or analogous rites. Traditionally, the temple is a sacred structure and also an indicative of abode of god or gods. However the Indian temples are not only the abode of God and place of worship, but they are also the cradle of knowledge, art, architecture and culture. The practices and traditions of temples exist not only in history but also in present time which greatly influence the socio-cultural life of its people and gives continuity to traditional Indian values. However, unlike the western architecture, the evolution of Indian temple architecture is marked by a strict adherence to the original ancient models that were derived from religious consideration-

www.ijmer.in 15



and that continued over many centuries with the use of the basic

proportion and rigid forms of the early temples.

One of the most significant highlights of Indian architecture has been the evolution of the Hindu temple architecture. The Hindu temple architecture is distinguishable from the Jain and Buddhist temple architecture. Jain temples are seldom simple; the most elaborate of them a result from multiplication of the basic forms. The main difference between the Jain and Hindu temple is the lighter and more elegant character of the former. Buddhist shrines differed from those of the Hindus and Jains in two principal respects: they were designed for congregational as well as devotional use by the monks and in their design decorative detail was used to emphasise rather than conceal the structure. By comparison to Buddhist and Jain structures, Brahmanical and Hindu buildings conformed to a rigidly prescribed plan form leading to a single focal point in the temple group (Fletcher, 1992).

Navabrahma Temples are located at Alampur in Mahbubnagar district, in the state of Telangana. Alampur was previously known as Halampura,Hatampura, Hemalapura, Alpuru and Alampur (Ramesan N, 1973). Name of this place as Hatampura, mentioned in the inscription dated AD 1101 belongs to Western Chalukya Tribhuvanamalla Vikramaditya VI. The Alampur Navabhrama Temples are historically important and reflect remarkable architectural skills.

There are a total of nine temples in Alampur. All of them are dedicated to Shiva. These temples date back to the 7th century A.D and were built by the BadamiChalukyas rulers who were great patrons of art and architecture. Even after a time span of several hundred years,

these grand temples still stand firm reflecting the rich architectural heritage of the country.

www.ijmer.in 16



BadamiChalukyas were the great contributors to the

development of art and architecture. Their keen interest paved the way to the affluent output of permanent artistic monuments in stone.

The temples are emblematic of the Northern and Western Indian styles of architecture. They do not reflect the Dravidian architecture as is generally common with the temples in this region. The brilliance of the artists who carved the sculptures of these temples is indeed commendable.

Built in the 7th – 8th Centuries A.D., the 9 temples are built on the left bank of the Tungabhadra river. Lord Shiva is worshipped in 9 different forms here, for the uninitiated; Brahma here refers to Lord Shiva.

Description about temple complex

1.Taraka Brahma: It was built during the 6th-7th century CE and

also inscriptions present here.

2.Swarga Brahma: It was built during 681-696 AD by Lokaditya in

honour of Vijayaditya, it is mentioned in an inscription found above the Dwarapalaka image. The balanced decorative method is more pleasing. The floral and thematic carving at the base, the divinities in the niches and mithuna figures on the wall spaces and the Gandharva and

Vidyadharas on the upper register of the wall mark anew beginning of design. It is the finest example of BadamiChalukya Architecture and sculpture.

3. Padma Brahma: It preserves the horned Dwarapalas and

geometric designs. Geometrical devices based on the Swastika, frets, checks and many patterns found at the base are rarely seen in Indian temple architecture.

4. Bala Brahma: AS per the inscriptions, it is dates back to 702 CE.

This temple consortium having Ganesa, Kartikeya and Durga in the

www.ijmer.in 17



niches of the garbahagriha and loose images of Saptamastrikas. Here

the art is distinct the youthful images have an oval face with the temple narrowing down to the chin protruding eyes and long pointed nose and open stare.

5.Vishwa Brahma: It exhibits many images in its niches and panels

and the walls in splendid decorative details. The sculptural scheme of the wall is similar to the Swarga brahma and its art form is related to Garuda brahma. The episodes from Ramayana and Panchatantra are depicted.

6. Garuda Brahma: This temple shows a new trend of art in eighth

century AD. The charming figures are present with the rhythm and elegance. The rich floral and vegetal motifs have deep chiselling.

7. Kumara Brahma: The Adhisthanas of this temple consist of a

Khura (inverted bowl), Kumbha (Pitcher), tripattakumuda (trifaceted torus moulding) AntaraPatta (horizontal recessed face) and Kapotapali

(flexure minor cornice).

8. Arka Brahma: The architects at Alampur had introduced a new

design in this temple which was the Khattaks (niches), Bhadravalokana and Vatayana. Another noteworthy feature is the introduction of Ghanpamala( bell and chain motifs) with flanking Vidyadharas at the top of the wall. The niches are well projected and consist of a railing like moulding above the base, Ghatapalla pilasters and Kapota lintel crowned by a Surasena (large Chaitya dormer) as seen in this temple.

9. Vira Brahma: The growing influence of Madyadesa art, at Alampur

is evident in the Vira brahma and Bala brahma temple at Alampur which is discard tripattakumuda in favour of the Kalasa or vase. The five projecting rafter ends in the base at the projected points of the wall are seen for the first time in this temple. In the later phase Tulapitha becomes a regular feature at this temple. Along with the adorned of the Tulapitha with narratives of Rama and Krishna, Panchatantra and

www.ijmer.in 18



floral, vegetal patterns, musicians, dancers, kirttimukha,

Makaraandvyala motifs

The famous Jogulamba Temple, one of the Shaktipeetas is also part of this temple complex.

Jogulamba Temple: Jogulamba (also known as Yogulamba/Yogamba)

is one of the eighteen Shakti peethas. Oordhvadantapankti (Upper jaw with tooth) of Devi fell here. She is the Shakti of Balabrahmeswarasw- amy. The main deity of this temple also knownas the other names such as Jogulambamahadevi, Roudrav eekshanaloo- chana, Alampuristhi-

tamatapkand Sarvarthaphalasiddhida.

Methodology

The author focuses on the study of the art and architecture of Navabrahma temples. There has been a lot of research into Hindu temple architecture, still many aspects of this subject is still unexplored. This study attempts to collate all the existing research that has been undertaken in this field, and potentially contribute to the existing body of knowledge through a structural analysis of Navabrahma temples art and architecture. The dimensional study of the temples was restricted to few examples from the north and the south temples due to the limited availability of the required information and sources.

Conclusion

The study includes a description of the Navabrahma temples of

Alampur, their art and architecture and history in general, the socio-economic, religious, and cultural conditions and finally the art and architectural forms, artistic practice, iconography, iconographic programmes of the research area.

www.ijmer.in 19



Acknowledgments

The author, Venu Puvvadiis highly thankful to Prof. R.C.Thakran, Department of History, University of Delhi, and to Prof. K.P.Rao,

Department of history, University of Hyderabad, India for their critical and valuable suggestions during my research work. Here author also thankful to Dr.Prabhu Prasad Mohapatra, Department of History, University of Delhi,and to Dr.N.Chandramouli, Department of History, Pondicherry University, India whose thoughtful suggestions and specific comments significantly improved my entire research work. Also thankful to University Grants Commission, New Delhi, India for granting RGNF National Fellowship to pursue my research works in the fields of archaeology and history.

References

1. Anand, Mulk Raj. 1957, The Hindu View of Art, Bombay: Asia Publishing House.

2. Banerjea, J.N. 1956, The Development of Hindu Iconography,

Calcutta: University of Calcutta. 3. Brown, Percy. 1942, Indian Architecture: Buddhists and Hindu

Period, Bombay: Taraporevala & Sons. 4. Champakalakshmi, R. 2001, The Hindu Temple, Delhi: Roli

publications. 5. Chandra, Pramod (ed.) 1975, Studies in Indian Temple

Architecture, AIIS, Varanasi. 6. Coomaraswamy, Ananda K. 1992, Essays in Early Indian

Architecture, Michael W.Meister (ed.), IGNCA & OUP. 7. Dasgupta, Kalyan Kumar. 2009, Iconography, in R.S. Sharma

and K.M. Shrimali (eds.), A Comprehensive History of India,

Volume IV, part 2, Delhi: Manohar.

www.ijmer.in 20



8. Fletcher, Sir. Banister. 1992, The History of Architecture, New

Delhi: CBS Publishers and Distributors. 9. Gopinatha Rao, T.A. 1968, Elements of Hindu Iconography, vol.

I, parts 1 and 2, Vol. II, parts 1 and 2, Delhi: Motilal Banarsidass.

10. Grover, Satish. 1988, The Architecture of India: Buddhist and Hindu. Ghaziabad: Vikas Publishing House PVT Ltd.

11. Hardy, Adam. 1995, Indian Temple Architecture: Form and Transformation. New Delhi: Abhinav Publications.

12. Kak, S. 2005, Early Indian architecture and art. Migration and Diffusion, an International Journal, vol. 6, Number 23, pp. 6-27.

13. Kamalakar, G. 2004, Temples of Andhradesa, Art, Architecture

and Iconography, Delhi. 14. Kiran Kranth Choudary, D. 2009, Art in B.Rajendra Prasad (ed).

Early Medieval Andhra Pradesh Ad 624-1000, Comprehensive History and Culture of Andhra Pradesh, Vol.-III. Pp 275-291. New Delhi: Tulika Books.

15. Kramrisch, Stella. 2002, The Hindu Temple (Volume I&II.)

Delhi: Motilal Banarsidas Publishers Private Limited. 16. Mastanaiah, B 1978, The Temples of Mukhalingam, Delhi. 17. Michell, George. 1977, The Hindu Temple: An Introduction to its

Meanings and Forms, Bombay: B.I. Publishers. 18. Misra, R.N. 1975, Ancient Artists and Art Activity, IIAS, Shimla. 19. Rajendra Prasad, B 1980, Art of South India, Andhra Pradesh,

Delhi. 20. Rajendra Prasad, B. &Gurumurthi, A. 2009, Architecture in

B.Rajendra Prasad (ed). Early Medieval Andhra Pradesh Ad 624-1000, Comprehensive History and Culture of Andhra Pradesh, Vol.-III.Pp 292-331. New Delhi: Tulika Books.

21. Ramesan, N (ed.) 1973, Stone sculptures in the Alampur

Museum, Archaeological Series No. 39, Hyderabad: The Government of Andhra Pradesh Publishers.

www.ijmer.in 21



22. Rowland, B. 1953, The Art and Architecture of India,

Harmondsworth: Penguin Books. 23. Soundararajan, K.V. 1972, Indian Temple Styles, Delhi. 24. Srinivasan, K.R. 1971, South Indian Temples, New Delhi.

www.ijmer.in 22



STATUS OF TRIBAL IN GUMMALAKSHMIPURAM

MANDALAM, VIZIANAGARAM DISTRICT G. Sumathi

Research Scholar Department of Economics

Andhra University Visakhapatnam

Introduction

“The word tribe” is taken to denote a primary aggregate of people living in a primitive or barbourous condition under a head man or a chief.(1)

India is a vast Country, Inhabited by a large number of communities quite a few of these communities remained back ward in several aspects of life. Since the inceptional of planning era, making the society more egalitarian, both economic and other social aspects has remained one of the major objectives of the state policies.

Groups and communities identified and enumerated as tribes during british rule came to re-classified as scheduled tribes after the constitution was adopted in 1950. The constitution, as per article 342

provided for the listing of these groups in the schedule so that certain administrative and political concessions could be extended to them.

Thus a distinction was drawn in the form of tribe as a social and cultural entity and tribe as a politico administrative category. However there were groups and communities who belonged linguistically, and socially and culturally to the same community but found themselves listed in some states of the Indian union but not in other, often neighboring states. Similarly with in the state, the same community found itself listed in some regions. But not in others.(2)

These tribes are very much dependent on forest for their day-to-day needs including food, shelter, medicine during the last 60 years the

www.ijmer.in 23



pace of mixing and manufacturing industries, as well as the use of power and forest resources have been accelerated to a great extent which accounted for the lose of customs and indigenous culture and this has been partly document in the book.(3)

According to the 2001 cencus the population of S.T. 84.3 million, constituting 8.2% of the total population of the country.

Tribals they born and grow as the children in the nature. But they deprived of many civic facilities most of them are living in below

poverty line. The Absence of institutional schooling, distinctive customs regarding birth, Marriage and death(4)

To bring these depressed communities into the mainstream and to enlighten them, a great struggle was carried out for over a longer period by the great personality Dr. B.R Ambedkar who is the framer of the Indian constitution.

Article 46 of the constitution India has specially mentioned about the provision of education of scheduled tribes. After the independence the govt of India implemented so many policies and programmes for the development of education of scheduled tribes(5)

An attempt is made in this paper to find out the economical and social and cultural status and their life style of the tribal people who are living in the north coastal districts of Andhra Pradesh and more particularly Gummalaxmi Puram Mandal – Vizianagaram district.

The problem:

Generally tribal in India encountering several problems in the

life, their social and economic levels are very low. Most of the tribals lives in hilly and forest areas. They have their own customs and traditions.

In the north costal districts tribals are : Kondh, Porja, Bagata, Kondadora Valmiki… etc are in Visakhapatnam. And Konda dora,

www.ijmer.in 24



Jatapu, Savara, Gadaba people are in Srikakulam and VIzianagaram districts.

Among these communities, traditional values and social ethos play an important role and significance of social, cultural factors cannot be ignored in formulation of schemes for their all round sustainable development.

There is very little impact of development in several tribal areas and among some primitive tribal groups living interior scheduled areas,

inspite of completion of five and half decades of planned change and development. (6)

Objectives of the paper is

To know about the social and cultural status of the tribals in Vizianagaram district.

To findout the economical status of tribals of north costal districts of Andhra Pradesh to know about the health and educational facilities in the area in brief.

Significance of the study arises from the fact that tribal culture and traditions need to be preserved. These are our indigenous cultures and traditions and if we do not take the effort to preserve them, we would lose a life that was once an integral part of our every existence. The goals should be to let people develop along the lines of their own ingenuity and avoid imposing any thing on them and to encourage their traditional art or culture. Their land and forests respected to the maximum. Tribal people should be allowed to administer them selves

and avoid entry of too many outsides into tribals are in the context.

www.ijmer.in 25



Status of scheduled tribes in Vizianagaram district.

In Vizianagaram district, tribals are different types. Mainly in Gummalaxmi Puram Mandal

The list of villages in the Gummalaxmi Puram Mandalam

Gumma laxmipuram Lakkaguda Manda

Kedari Puram Lumbasu Thadikonda

Rayagadajammu Kukkidi Duddukhallu

Chemuduguda P. Amity Jarna

Chinageesada Elwinpeta Nelli Kekkuva

Beeru Padu Balesu Vanakabadi

Peda Kharga Rella Dummangi

Nondrukona Goi paka Vangara

Kondawada Iridi Gajulaguda

Savarakotapadu Jatapukotapadu Kurasingi

Source: (Wikipedia)

In this villages Konda dora, Jatapu, Savara, Gadaba people are living mostly. Savara people they have their own language and culture, and Jatapu also has their own language but every subgroup of tribal people will generally speak Telugu language in this mandal.

It is being widely seen to day that the traditional features of tribal life is gradually changing of from being deeply in organized in tribal customs and traditions to something that is modernized in the developmental sense, due to adoption of modern ways of living and altered life-style pattern.(7)

www.ijmer.in 26



Status of Tribals in Gummalaxmi Puram Mandalam- Vizanagaram District.

Vizianagaram district is a northern costal district of Andhra Pradesh India. The district is bounded on the east by the district of Srikakulam, South west by the district of Visakhapatnam, south east by the bay of Bengal, and northwest by the state of Odisha Vizianagram district was formed on 1 June 1979, with some parts carved from the neighboring districts of Srikakulam and Visakhapatnam.(8)

The district is named after the princely state of Vizianagaram (Vijay Means victory and nagaram means city in Telugu) it is the least populous district in Andhra Pradesh.(9)

The total population of the Vizianagram district is 23,44,474 as

per 2011 census.

Geography of Vizianagaram district

The total geographical area of the district is 6300.38Km. the forest covers about 17.8% of the land the main soils are red soils. Sandy loans and sandy clay which constitute 96% of total area. There are two revers named Nagavali, Vegawathi in the district and forestry plays an important role in the Economy of the district

The forest types found in the district are:

1. Southern tropical mixed deciduous forests.

2. Northern tropical dry deciduous forests

3. Dry deciduous green forests and

4. Dry evergreen forests.

Fauna in the districts fairly high in the interior hill regions. But it is heavily threatened with extinction. The reason for the depletion are mainly strinkage of habitate and uncontrolled poaching. The principal animals are yellow bat, sloth bear, wild Buffaloes, Foxes,

www.ijmer.in 27



Hare, Hyena, Jackal mongoose etc are in the forests. The principal birds are blue rock, pigeon, House Crow, house sparrow, common Mynapitta etc.(11)

The hill in the part of the district are covered with stunted forests ruined by constant felling and burning for shifting cultivation (Kondapodu)

Climate conditions

The climate of Vizianagaram district is characterized by high humidity nearly all round the year with oppessive summer and good seasonal rainfall. The summer season for an march to may followed by

south west monsoon season. Which constitute the retrealing monsoon season. The climate of the hilly region of the district receives severe rainfall and cooler than the plains.

Agriculture

Vizianagaram district is pre dominantly on agricultural district as 68.4% of the workers are engaged in agriculture. Mainly the tribal people’s avocation is cultivation.

The forest and hills around each settlement are considered as communal property. The plots for “Podu Cultivation are selected through discussion and meetings of the heads of all the households in the “guda” (a village). A number of ecological and social consideration are made in the selection of plots. One important social consideration is that of availability of company. No house hold selects a plot on a hill, unless two or three other house holds Join them to select plots adjacent to their plots.

Shifting cultivation on hill slopes involves a series of activities.

The men and women need to perform many complementary roles and tasks the men and women, hence pool their labour and skills to under take the cultivation this necessity of collaboration is

www.ijmer.in 28



particularly a function of division of labour as conceived and practiced by them. Men and women must depend on each other because each one of them is trained in certain specialized skills.

Socio-Economic style of tribals of Gumma Laxmi Puram Mandalam.

Generally the families of tribes in this area use to go forest for hunting, and for forest products wood, fruits in seasonal, Neredu, Panasa, Jama, Thummika and chintapandu, Kagupappu, Vippa pappu

etc. They will cell those items in the Gummalaxmipuram Mandalam, sometimes barter systems also placed. They cultivate cropes Raagulu, Jonnalu, Gantelu, Oodalu, Samalu, Korralu, Kandulu and garlic, Turmeric, Kanda and rice and flowers Malli, Chamanthi, Gulabi, Banthi, Kankambaram grow in their houses.

They get medicinal plants also in the forests like Pathalagiridi, Palagiridi, Konda Pindi Aaku (for kidney stones) etc.

They usually use the measurements named: Kuncham – (3kgs), Adda (700grams) Tavva (375gram), Sola (200gram), Putti (60kg), Garise (30 Puttilu = 1800Kgs)

Their main market point is “Santa” it will be held on every Wednesday in the gummalaxmipuram and there is a “Girijan Co-operation” also collect their items for the reasonable price. Some tribals are having lands and some people are go for daily labour in the forms.

How ever these people’s economical status is very low.

Festivals:

In the mandal, and the people of tribes maintain human relationship well. They do the festivals like “Tenka Kotha” in summer (Mangoseason). And in the time of new crops Korralu, Oodalu, Chodi, they do the festival of “Kondemkotha” and in season of “Kandi” they do the festival of “Kandi Kotha” festival. In these festivals they used to

www.ijmer.in 29



ware new cloths, Women they dance (Dhimsa). And also these tribals are mostly follow the festival of “Sankranthi”.

Religious Status

In the staring way of the village they believe one tree named “Gunnadri” under the tree “GUMIDI” Prepare by the villagers they worship that devatha name “Babu” they feel it is their village saviour.

They Protect them from all cricis. In the festival Movement a cow will be given to that devatha as “Bali”. The tribals eat bief. Most of the tribals follow hindu religion. They go to temples and they organize “gramadevatha” festivals also.

Health and Education

Malaria and general fevers are widely prevalent in this area,

because of uncleanliness of surroundings. The scheduled tribes do not agree to take modern medicine. Most of the women did not consult doctor when they need. This villages also very far from to the primary health centres. And many Womens are suffering from anemia.

And main problem in the tribal area is, the pregnant womens are dying more because of lack of transportation facilities, AASA workers also cann’t walk up to that distance to hill areas. And also lack of neutritional food, Lake of regular check ups, and primary health centre are very far from their villages. So, many cases dying.

Education is a precondition of attractive jobs. Though jobs are reserved for STs, they must get education at least to quality themselves minimally for the particular posts. Govt schools and hostels are very far from the hill areas. Some hill areas not provided the infrastructure facilities like, Roads, electricity and drinking water facilities. Most of

the tribal people were not interested to send their children to school because the literacy levels of the female house holds is zero. Lowest

www.ijmer.in 30



literacy and existence of gender differentials indicate their social backwardness.

Gummalaxmi puram village has higher literacy rate compare to Andhra Pradesh. In 2011this village literacy rate is 86.64% compare to 67.02% Andhra Pradesh and male literacy stands at 93.83% female literacy was 76.04%.

Problems of the tribals in Gumma LaxmiPuram Mandalam.

Generally in this Mandal, infrastructure facilities are very poor road ways are very narrow to this mandal from other towns. Electrical facility is very dull. Sanitation is bad community halls also not mained

property. School buildings, play grounds not maintained, teachers are not sufficient, Irregularity of children to the school. In the rainy season they will face so many problem of diceases. The rich people those who are having lands and money they will go to corporate hospitals others will go to primary health centres there they will not get proper medical and operational facilities. Many hill and forest areas lack of irrigation to store pumpwater so poor infrastructure hinders communication transport facilities also less to take their agriculture production to the market so they have been cheating by brokers or middle mans. They used to cell their produce at the lowest price to the brokers. There are few banking facilities nearby.

There are so many organization from the state government GCC – girijan co-operative corporation, ITDA- Integrated tribal development agency DRDA- District rural development agency etc. are working for

the upliftment of the tribals.

Poor Implementation of program is offered as another explanation for the issue of lack of social development among tribals. In this view, the solution lies in effective implementation of state- sponsored development programme and schemes, whether these

www.ijmer.in 31



pertain to livehood and income generation activities, education, health or communication facilities.

Suggestions and conclusion

The tribal community occupies unique position in the society. Being the earliest inhabitants of the country. They have for centuries maintained a distinctive life style. After on dependence the framer of our constitution Dr. B.R. Ambedkar suggested special safety and security to the tribals. So government of India and the state of Andhra Pradesh implemented so many programmes and schemes for the development of tribals. Even though both governments are providing.

So many facilities, the tribals are unable to utilise that. Here in the paper a few suggestions are made

1. Provision of school buildings, drinking water in schools and in the villages must be provided.

2. Incentives to the teachers who are working in the remote areas.

3. Conducting mobile hospital service.

4. Regular checkings should be done in the primary health cetntres and in the schools.

5. Providing houses to the tribes to protect them from hot, winter and rainy.

6. Banking service should be developed

7. Infrastructure facilities like road ways, electric and transport facilities must be developed.

So, the government need to undertake some special measures to

encourage the scheduled tribes to send their children to schools compulsory and regularly. And also their forests should be protected. Some employment generation programmes should be

www.ijmer.in 32



promoted. Number of primary schools in tribal areas should be increased.

References

1. V.S. Ramani – tribal economy, L. Sils, lewis I.m. tribal society 1968.

2. Ministry of tribal affairs (Govt. of India May 2011)

3. The tribal and culture of India – Vidyarthi & Rai, 1977.

4. Dr. Rakesh, A. Joshi, Prof. Falguni, Vyas,, “Tribal and their problems in Indian context”. Dept. of Economics,, Sourastra University.

5. B. Kiran Prasad (Educational studies of studies of among scheduled tribes in India].

6. Prof. M. Sundara Rao, B. Laxmana Rao “Factors influencing Socio-economic status of primitive tribal groups]

7. Nancy, Ekka. [Impact of modernization tribal religious customs and tradition].

8. Law Gwillim (2011 – 09- 25) [Districts of India, staliods retrieved 2011 – 10 – 11]

9. Districts census 2011 – Retrieved 2011 – 9 – 17.

10. Census, GIS India

11. Wikipedia the free encyclopedia

12. District census 2011

13. Telugu daily – eenadu (“Girijana Pranthallone Adikam” district, edition Page9).

14. Prof. Ramesh Babu (Educational status among tribals) Dept. of Economic, Andhra University, Visakhapatnam.

www.ijmer.in 33



EVALUATION OF AWARENESS AND USAGE OF INTERNET AND E-GOVERNANCE PROJECT “MEE SEVA”

(A Study with Special Reference to Visakhapatnam City)

Veerabhadra Swamy Pulletikurthi Research Scholar

Department of Commerce and Management Studies

Andhra University, Visakhapatnam

Prof. Lalithaa Rani Duggubati Professor

Department of Commerce and Management Studies Andhra University

Visakhapatnam

Introduction

In the past, service delivery mechanisms of the government departments left much to be desired in the world. All over the world government departments suffers with bureaucratic structure, built on rationale principles, dominated government service delivery in twentieth century but it failed to respond to the changing requirements of the present times. Public Administration was rigid and did lay too much emphasis on red-tapism and thus was wearing out dynamism and denying smooth and seamless service delivery to citizens. In addition, the focus was more on following procedures and keeping records.

Most of the developing countries in the world did not run numerous welfare benefit schemes for citizens and being a developing country like India, the citizen’s dependency on such schemes were very high. However, as most of the requests were processed in paper form, there were alarming discrepancies in way the requests were processed

and the way the data was maintained and recorded.

In India, government records like land records, registration records, birth/death registrations, municipal permissions etc., which were essential aids in getting benefits under various welfare programs remained archived in unidentifiable sheaths and bundles of papers.

www.ijmer.in 34



Consequently, a visit to government department by a citizen to make use of any service used to be a harrowing experience. Since majority of the citizens who claimed social benefits belonged to the disadvantaged sections of the society, they often became mute spectators to the constant ignominy that heaped upon them. During those days the power of IT was primarily under-utilized and most of the departments had ineffective interfaces for service delivery to the citizens.

Government employees too were not satisfied as the system induced drudgery and lack of occupational motivation were affecting their overall productivity. With the rising awareness amongst the citizens and their better experiences with the private sector– the demand for better services on the part of Government departments became more pronounced. Citizens belonging to all strata of the society including that of immigrants, women, youth, poor, illiterate, disabled etc.; were finding it difficult to access basic Government Services.

e-Governance or e-Government- The Best Solution

Governments in the developing world are under considerable international and national pressure to review and update their processes. Internationally, donors and governments in the developed world are urging governments of developing countries to increase transparency, support decentralization, decrease corruption and participate in global digital information sharing. Nationally, the private sector demands more openness and willingness to participate in

transparent relationships, and citizens are asking their governments to provide better, faster services and to extend their information and service offerings to rural areas. As a result of these pressures, governments in the developing world are challenged to change more than ever before (United Nations, 2003).

In the developing world, Information and Communication Technology (ICT) is often welcomed as an important instrument for

www.ijmer.in 35



accelerated change. ICT programmes are used to increase the efficiency and effectiveness of organizations and to help align processes with best practices from the developed world.

As evidenced by its implementation by governments around the world, e-Governance can benefit both rich and poor countries alike. e-Governance can be an especially powerful and important tool for cities in developing countries like India. These cities face a number of

challenges such as poor public services, unemployment, housing, crime and violence, health, education etc that will only grow burdensome as cities grow.

e-Governance can help cities in developing countries to confront these challenges and improve overall governance. It can open new opportunities for city and local governments to engage in governance by requiring reforms of underlying working processes. It can also advance local democracy by improving access to information and deepening citizens’ participation in the policymaking process.

e-Governance offers a path to sustain with the civil society and the private sector to design effective services and tools to execute policies. Also, e-Governance can contribute to higher transparency and accountability able development and poverty reduction. By improving cities’ capacity to provide services, achieve policy goals, and increase

efficiency and transparency, e-Governance encourages greater trust, participation and engagement of citizens.

Recognizing its potential value, many international organizations including the World Bank, UN, and International Telecommunication Union have made efforts to encourage developing countries to adopt e-Governance or e-Government and more recently in m-Government (Mobile Government). One of the stated goal of World Bank is to end extreme poverty and enabling shared prosperity throughout the world, it has come to conclusion that e-Governance or

www.ijmer.in 36



e-Government is the solution to achieve the said goals, As per the World Bank, through e-Governance or e-Government the countries around the world are able to provide better, more efficient services, and attain greater citizen trust, participation, and capacity to engage the process of governance.

In addition, e-Government may enable cities of developing countries to become more economically competitive and reach

standards of cities in developed countries in terms of provision of services to their citizens, developing e-literacy, enhancing e-Participation etc.

Role of ICT in the Development of e-Governance or e-Government

The most prominent of the recent advancements in Information and Communications Technology (ICT) has been the emergence of the Internet, Web-based technologies (e-Technologies) and global networked economies. Today, e-Technologies play an increasingly significant role in our day-to-day lives. They have fundamentally transformed the technological, economical, political and social landscapes.

As public interest in the application of e-Technology solutions grows, there is an increasing expectation that both national and local government organizations alike deliver the products and/or services in a timely and cost effective manner,. Public sector organizations (including local governments) deal with complex networks of suppliers (and distributor) and sophisticated value chain systems on an ongoing

basis. Within the last decade, many public sector strategists have acknowledged the strategic value of e-Technologies. They also recognize the need for improved efficiency of business processes, enhanced citizens’ access to information and services, and more productive relationships with both citizens and private sector agencies alike.

www.ijmer.in 37



Consequently, many innovative public sector agencies world-wide (e.g. Canada, the UK, Australia, New Zealand, Singapore, Hong Kong SAR – to name but a few) have had to create new ways in which to use e-business and e-Service solutions (known as electronic or digital government) so as to respond to the need for change (Heeks 1999). Local, regional and national governments throughout the world are attempting to broaden service delivery and citizen involvement by

providing effective e-Services. This reflects a growing acceptance that achieving excellence in customer service is just as critical for the public sector as it is in private companies.

The introduction of e-Service solutions within the public sector has primarily been concerned with moving away from traditional information monopolies and hierarchies. What’s more, e-Service and e-business (through digital government) have fundamentally transformed the ways in which the logistic processes and supply chain dynamics are managed within the public sector. However, e-Service remains a challenge to both citizens and public sector agencies alike. Governments must not only maximize the benefits that are offered (through the application of digital government and e-Service) but must also avoid the many pitfalls (economical, social and cultural) associated with rapid technological change. That is to say, despite advancements

in technology solution, the challenges to effective government within today’s knowledge society are profound.

Within the past few years, there has been much debate over the effectiveness of e-Service in the public sector. Technology is undoubtedly the backbone of the infrastructure that is required to support electronic government initiatives. Yet there is a danger in placing too much emphasis on the technology aspect of e-Services. What’s more, political and financial support for e-Service projects can be accompanied by political rhetoric and hype. The potential benefits of e-Technologies in the public sector can only materialize when they are

www.ijmer.in 38



introduced as part of a well-planned and properly supported social, cultural and political environment. There is also a need for performance measures in order to assess progress (and effectiveness) and ensure that rhetoric of e-Service is matched by reality. If citizens are to benefit from the efficacy and potential cost-effectiveness of e-Service, it is essential that traditional public sector structures and conventional governance paradigms are revised.

Situation in Andhra Pradesh at Present

Although the central government of India has adopted certain

measures to assist various states in pursuing e-governance, the state governments themselves have undertaken massive initiatives to transform their governance systems based on it. Of the total 29 states and seven union territories in India, some of the leading examples of e-governance include Andhra Pradesh, Gujarat, Karnataka, Kerala, Madhya Pradesh, Maharashtra, New Delhi and Tamil Nadu (Siliconindia, 2001). More specifically, the Andhra Pradesh Government took the initiative of governance known as the Andhra Pradesh State Wide Area Network, which is a network for data, voice and video communication (MIT, 2001c). Through this network, it launched the Twin Cities Network Services to provide various services to citizens in two main cities (Hyderabad and Secunderabad) through one stop Integrated Citizen Services Centres (ICSCs). Through ICSCs, the citizens can access information about state and central

governments; pay utility bills and property taxes; purchase certificates and licenses; and receive information regarding building permits, property registration and transport procedures (Schware, 2000; MIT, 2001c).

An IT revolution has transformed the very basis of Andhra Pradesh. The capital of the state, Hyderabad, is also christened as "Cyberabad". The state has well augmented IT infrastructure regime,

www.ijmer.in 39



an essential prerequisite for a sustainable e-Governance society. In the field of e-Governance, Andhra Pradesh has appeared as a frontrunner among all other states of India. It has scaled a distinguished rank of L1 in terms of e-Readiness and is also placed in the "Leader" category on

e-Readiness index (e- Readiness Assessment Report, 2008). Andhra Pradesh does have its own share of glitches in terms of business readiness and individual usage; however, it has unanimously remained on the top slots of e-Governance ranking.

Research Methodology

Mixed research approach (quantitative and qualitative methods)

was used to collect the data for this paper, including a survey, focus group discussions and interviews. Using a survey research method is considered to be an appropriate research approach to address the citizens' awareness and usage of e-Government services (Choudrie and Dwivedi, 2005). However, combining quantitative and qualitative (Mixed Research method) sources of information and analytical methods can build on the strength of each type of data collection and minimize the weaknesses of any single approach (Tashakkori and Teddlie, 2003). A multi-method approach can increase both the reliability and validity of evaluated data. A mixed research approach is argued to be the most appropriate technique when investigating a complex and emerging phenomena such as e-Government (Creswell, 2003; Green and Preston, 2005; Sammons et al., 2005; Mofleh et al., 2008a; Shareef et al., 2009).

In order to achieve the objectives of this paper in exploring the

issues related to the awareness and acceptability of e-Governance in Visakhapatnam, the following questions needed to be answered by participants and were included in the questionnaire:

1. What percentage of the Visakhapatnam population uses computers and the Internet? How often do they use internet?

www.ijmer.in 40



2. What percentage of the Visakhapatnam population knew about e-Governance and Mee Seva and to identify their sources of awareness?

3. What percentage of the Visakhapatnam population knew about various services offered through Mee Seva and to evaluate the usage of Mee Seva e-Governance services?

4. Where do people feel comfortable using computers and the

Internet? For what purposes do they use the Internet?

5. Would people use government services available on the Internet?

6. What are the promotional strategies adopted by Government of Andhra Pradesh to make Mee Seva as a most successful e-Governance project in India.

Sampling Unit : Visakhapatnam City, Andhra Pradesh, India

Visakhapatnam, also known as Vizag and proposed Smart City by the central government of India, is the largest city in the state of Andhra Pradesh and the third largest city on the east coast of India (after Chennai and Kolkata). Visakhapatnam has developed into a major economic destination,. It has all the sectors like Industrial, Fishing, IT, Pharma, Export & Imports by Sea trade etc. The city was identified as one of the fastest-growing in the world, economically and demographically. Visakhapatnam is also an important tourist revenue generator. Visakhapatnam district is the central hub for industry and

education in the state of Andhra Pradesh.

It is a port city on the southeast coast of Bay of Bengal and often called as "The Jewel of the East Coast" and the "City of Destiny". As of 2011, the population was recorded as 2,091,811 and occupying 681.96 km2 (263.31 sq mi), it is the administrative headquarters of Visakhapatnam district. Visakhapatnam is the largest city, commercial

www.ijmer.in 41



hub and a financial capital of Andhra Pradesh, with a GDP of over $26 Billion (USD). The prominence of the city got highlighted once again when it figured along with Ajmer and Allahabad during Prime Minister Narendra Modi's US tour. The three cities have been identified for development with the funding and assistance of the U.S. as smart cities.

It is situated in the Eastern Ghats and on the coast of Bay of

Bengal on the east. The city is known for heavy industries, steel plant, largest seaport of India and oldest shipyard. It has the only natural harbour of India and headquarters of the Eastern Naval Command of the Indian Navy.

Sampling Method : Purposive, Quota, and Convenience Sampling

method was used

Sample Size : 720 Citizens at different levels and designations were

considered from 72 wards in Visakhapatnam City for the study out of 2,091,811 (As per Census 2011) total population.

Data Collection : Both Primary and Secondary data are used for the

presentation of the study and Review of Literature is used appropriately during the study.

Instrument for Data Collection: Questionnaire was administered

and collected the primary data and secondary data is collected from various websites, news paper and articles and Journals etc.

Selected e-Governance Project for the Study – Mee Seva

Citizens belonging to all strata of the society including that of immigrants, women, youth, poor, illiterate, disabled etc.; were finding it difficult to access basic Government Services. Though eSeva, GoAP initiated project in 2001, was providing bill payment services pertaining to various Government Departments and Private Organizations in urban parts of the State, it still was not serving the citizens in the way

www.ijmer.in 42



they wanted. e-Seva succeeded in reducing the drudgery of bill-payments, but it still functioned like a 'post-office', accepting applications, sending by post to the concerned office, receiving back and then handing over to the citizens without any integrated service delivery model. The early months of the financial year 2011 witnessed many isolated as well as unified citizen movements. The need for a transparent and efficient governance mechanism acted as a catalyst for

most of these campaigns. One such was the Anna Hazare’s campaign, demanding a clear transparent citizen centric Government. The ripples of such campaigns hit even the remotest corners of the nation. The need for the Government to do something unique and citizen centric became the dire need of the hour.

In the state of Andhra Pradesh, the situations in the past took a dramatic shift when the then Chief Minister Kiran Kumar Reddy himself took the reins. His strategy focused on commitment, accountability, responsiveness and inclusiveness of the governance systems. The approach also aimed at establishing an accountable and transparent public administration system. The then Chief Minister demanded that the concept should aim at delivering services to citizens in mere 15 minutes, that too across the counter. This gave birth to the concept of Category A and Category B. However it was soon realized

that making Category A service a reality was a herculean task. To deliver a service across the counter, the data pertaining to the query should already be readily available on the system. Besides, those data should already be verified as well. So the next step was crystal clear. Update, verify and digitally sign the data!

The officials chose Revenue department as their pilot. However, convincing department officials was not an easy task. To tackle this, Inter departmental coordination meetings with key Departments were conducted to ensure that they are on board right from the inception. At the same time they also realized that the entire time cannot be spend

www.ijmer.in 43



on one activity alone, but on many activities as well. Hence multiple processes were initiated in a parallel manner. Finally MeeSeva was launched with 10 services in November, 2011 and has touched 363 services now. The Project brings in a digital PKI enabled integrated architecture through multiple service delivery points by fusing in the various pre-existing state initiatives with the Mission-mode Projects like State Data Center (SDC), State Wide Area Network (SWAN) and

Common Service centers (CSCs) of the National e-Governance Plan (NeGP) of Government of India.

Mee Seva adopts the concept of central pooling of all Land records, Registration records and records of Socio-economic survey, digitally signing them with the digital signature certificates of the authorized officer, storing them in the database and rendering them using a web-service. All the documents rendered are digitally signed and electronically verifiable making them tamper proof. The project brings in strict adherence to citizen charter time limits and ushers in a whole new paradigm of across the counter services to ostensibly work flow services through massive porting and bulk signing of databases. Mee Seva initiative has taken a holistic view of Government procedures, paying more attention to Government process re-engineering to increase operational efficiency and citizen satisfaction.

Mee Seva has enabled the procedural changes in various front and back office processes to enable faster delivery of services, optimization of operational cost and improvement in quality of service delivery.

Mee Seva services are delivered through kiosks, where kiosk operator receives citizen application, captures details of application in frontend-software system. Front end - delivery channels like eSeva centers, CSCs etc. are established to cater to citizens’ service requests. Wherever there is any shortfall, new CSCs are established. Multiple service delivery points run by citizens competing with each other redefine governance and bring in strict adherence to citizen charter

www.ijmer.in 44



time limits. Mee Seva currently has 363 high impact services, which would go up to more than 400 by the end of this year. The project has already completed 4.3 Crore transactions and most of the Government departments are now on board. The target is to ensure that Mee Seva becomes the entry and exit point for the citizen to approach the Government for any service. Besides this, project also delivers more than 200 Million transactions every year for other services like Bill

Payments besides a big range of B2C services making it the country’s biggest one stop e-governance shop.

Communication and Dissemination Strategy adopted by Government of Andhra Pradesh

IT&C department utilizes the power of communication in effective implementation of Mee Seva project and has innovatively devised an exclusive communication strategy utilizing various media platforms such as: Electronic Media, Television, Print Media, and Display Boards etc. along with established PR techniques to connect with various stakeholders of the projects. Mee Seva communication strategy incorporates various key segments where information is required to be communicated to stakeholders such as: capacity building, awareness, stakeholder motivation & enhanced participation, feedback/grievance management, conflict resolution, developing common interactive forums etc.

Mee Seva Portal: It is an online mode of communication for

Government, citizens and kiosk operators. Government disseminates various information (Citizens Charter, Training Videos, List of Mee Seva Centers, Media Releases, Discussion Forum, Government Orders, Mee Seva Request Tracking System (MRTS), Electronic Service

Delivery Rules etc. Citizens and Kiosk operators can view various information mentioned above as well as put their problems on discussion forums provided on discussion forum or MRTS.

www.ijmer.in 45



Social Media: Mee Seva facebook page has been created and

managed by Project Management Unit (PMU), where citizens can directly interact with PMU on various issues and participate in cohesive development of the project. Regular updates on news, events, service launch etc. is being done on the page by PMU.

Television Media: IT&C Department has collaborated with

MANA TV to impart Mee Seva trainings through television. Various department officials, capacity building team and qualified professionals are involved in preparation and delivery of training videos; where service delivery procedural information etc. is communicated to help

educate various stakeholders about Mee Seva.

Citizen Charter Boards: These are providing details such as:

service name, timelines, service levels, charges etc.; have been placed in Mee Seva centers. These boards have helped visitor citizens in easy access to information by visual display of citizen charter information.

Mee Seva Award Functions have been conducted on

achieving key milestones (Completion of 1 Crore and 2 Crore Mee Seva Transactions) and IT excellence awards were distributed to government department officials and kiosk operators who have performed exceptionally well in implementation of Mee Seva Services.

Discussion Forum: Citizens and Kiosk operators can

participate in the online forum by placing their queries, suggestions etc; which are recorded and redirected to Mee Seva Project Management Unit (Mee Seva PMU) for further processing. This forum provides an alternative and valuable mode of communication where citizens can communicate their problem in a public forum and also get a feeling of trust as the problems are immediately addressed by Mee Seva PMU.

1100 Call Centre: Citizens/kiosk operators can call customer

care people where feedback/grievance details are registered detailing

www.ijmer.in 46



the issues and tickets are raised and redirected to concerned agency or government department for problem resolution.

Workshops/Trainings: IT&C Department has collaborated

with Institute of e Governance (IEG), Hyderabad to organize trainings to kiosk operators and department officials on Mee Seva services. Monthly Training calendar is prepared and communicated to government offices and kiosk operators, who can attend the training as per the schedule. Mee Seva has (as on May 2014) imparted 3514 training sessions to 1,35,714 kiosk owners and 818 sessions of training

to 20,479 department officials were conducted for 300 services of 30 departments (before bifurcation). There were 2332 training sessions to 107950 kiosk owners and 6279 departmental users conducted after bifurcation (as on 30/08/2015) by capacity building team of IT&C department

Video Conferencing: State Secretariat to District / Mandal

video conferences are conducted to communicate various developments regarding Mee Seva project as well as to discuss various issues pertaining to effective implementation of Mee Seva

Results Obtained

The survey was distributed to a sample of 720 citizens from different wards in Visakhapatnam City. Of the 720 questionnaires, 720 completed responses were collected; giving a response rate of 100%. The response level is due to the fact that the questionnaires were answered and collected with the presence of the researcher(s) during survey period. This rate is considered to be above expectation given that the generally accepted average responses to non-incentive based questionnaires are around 20%. Researcher analyzed the data from the

responses of the questionnaire using a combination of the parametric statistical methods, Descriptive Analysis and Factor Analysis (Pett, et al., 2003). Citizens were asked to select from the list the closest choice

www.ijmer.in 47



of nearly 200 variables. Each of these variables were measured using a five point Likert scales (1 = Strongly Disagree and 5 = Strongly Agree).

Further factor analysis technique was employed in order to identify possible categories. Factor analysis was performed in three steps (following Berthold and Hand, 2003):

A matrix of correlation coefficients for all possible pairings of

the variables was generated.

Factors were then extracted from the correlation matrix using

principal factors analysis.

The factors were rotated to maximize the relationships between

the variables and some of the factors and minimize association with others using Varimax Kaiser Normalization, which maintained independence among the mathematical factors.

Internet Use, Mee Seva Awareness and Use in Visakhapatnam City

A large majority 94%- of the sample currently uses computers out of 720 sample and out of 720 sample 691 citizens are valid users of

internet. Most of the computer users use the Internet at home with 79.9%. This rate is reasonable given the characteristics of the sample which consists of Visakhapatnam Population who have access to computers and the internet.

As said earlier, Home is main place 79.9% for connecting to the

Internet, 47.8% of Internet users at college / office; 8.1% of Internet users at friends or relative home; and 59.6% connect to the Internet at a public place.

A majority of 51.8% people in Visakhapatnam using internet every day followed by once in a week with 27.8%, once in a month with 6.2%, and once in a day with 6.1%.

www.ijmer.in 48



42.1% of people in Visakhapatnam spending 1-2 hours per day to

use internet followed by less than one hour with 33.3%..

Most of the people use internet for chatting (77.6%) purpose

followed by Social Networking (75.8%), Reading News (24.4%), Music and Videos ((20.6%), Shopping (18.6%) and surprisingly no body using the internet for blogging purpose. Here notable point is that 58.2% people of Visakhapatnam are using internet for availing Government Services.

When the researcher asked the participants if they heired the word e-Governance, (81.7%) answered 'Yes'; while when we asked the same question in a different way within the survey and it is found that more than (18.3%) of the participants do not actually know about e-Governance. Moreover, the study found that more than (38.5%) of the participants never logged in to Mee Seva e-Governance Website or never got any information.

A majority of 81.7% of people of Visakhapatnam know about the

word e-Governance and Total of 100% sample knows about “Mee Seva”. The source of awareness is due to the vigorous promotional strategies implemented by government of Andhra Pradesh. It is found that the major sources of this awareness is due to News Paper with 53.6% followed by relatives and neighbours with 46.4% and friends 42.4%. Where as only 18.1% of people got awareness

about Mee Seva through the Television

A majority of 92.1% people know about various services offered through Mee Seva project and only 7.9% of people not aware of Mee Seva services.

It is also found that irrespective of the awareness, the total

respondents (100%) are used Mee Seva services at least once before the survey period.

www.ijmer.in 49



A majority of 64.3% are using Mee Seva Services once in a

Month.

A majority of citizens in Visakhapatnam with 98.1% are utilising

Electricity Bill payment as the mostly used utility service offered through Mee Seva.

A majority of citizens in Visakhapatnam with 68.3% are utilising Water Bill payment as the mostly used Category A service offered through Mee Seva.

A majority of citizens in Visakhapatnam with 48.1% are utilising Public Grievance System to resolve their issues regarding Mee Seva.

38.6% of citizens are paying their mobile bills through Mee Seva.

100 % of respondents utilising Mee Seva Centers.

Conclusion

A striking result of the above survey is the high level of awareness of the e-Governance Project Mee Seva within the sample. The fact that the sample consisted of students, employees of government, private and semi government, self employed and professional citizens who are young, mature and most of them have high income, have access to the Internet and use it for various reasons, implies that they should at least know what e-Government is. Given that many other Visakhapatnam people will not have the same level of income, Internet access, and easiness of usage means that they will most likely have even lower awareness and usage levels of e-Government services. But the e-Government officials of Andhra Pradesh, have implemented enough awareness plans in place to address

this issue which includes conducting workshops, News Papers, Mana TV, use of Social Media, making, companies and media promotions.

www.ijmer.in 50



Even thou, such plans face the challenge of the limited resources available which include budget, qualified personnel, and the culture.

ICTs are useful instruments, capable of increasing government agencies' effectiveness, efficiency and transforming their services. In order to improve the effectiveness of the Andhra Pradesh e-Governance Practice, government moved towards a higher level of e-Governance development through Mee Seva, which required more technical,

personal and financial commitments. Andhra Pradesh Government also established systematic and comprehensive e-Government plans of citizens' encouragement and awareness of the e-Government services through Mee Seva. Issues like privacy and security, costs, acceptance appear to be the major obstacles of adopting e-Government services and need attention in the deployment of e-Government. This research is an attempt that aims to investigate the current level of awareness of e-Government and to understand some of the reasons behind the results that were apparent from the sample used for this paper. Future research should be targeted towards a more comprehensive sample which includes people that represent different demographics to further analyze the current situation and enable the decision makers in the Andhra Pradesh to plan and implement the more e-Government services successfully in the future. Finally, developing countries and

their cities are not a homogenous group and therefore the results of this paper may not be generalizable. However, our findings may be useful as they provide rich insights (Walsham, 1995) to other cities in developing countries in planning and successful implementation of their e-Government initiatives.

References:

1. http://ci-journal.net/index.php/ciej/article/view/355/408

2. http://www.we-gov.org/page_ACeS44

3. World Bank (2012) IC4D 2012: Maximizing Mobile.

www.ijmer.in 51



4. Asgarkhani M (2005) “The Effectiveness of e-Service in Local Government: A Case Study” The Electronic Journal of e- Government Volume 3 Issue 4, pp 157-166, available online at www.ejeg.com

5. Centre on Governance (1999b) Special Issue on ‘Information Technology and Public Sector HR Management’, PSC Research Directorate Quarterly Updates 1(3). [http://www.psc-

cfp.gc.ca/research/hr_updates/1999_09_e.htm] Daly, John A. (2000) ‘Will the Internet Promote Democracy?’, iMP

6. Al-Yaseen, H., Eldabi, T., Paul, R. and El-Haddadeh, R. (2008) Post-implementation evaluation of IT systems: A close review of practice. In Irani, Z. and Love, P. (2008) Evaluating Information Systems: Public and Private Sector, Butterworth-Heinemann, Oxford, UK.

7. Arif, M. (2008) Customer orientation in e-Government project management: a case study, The Electronic Journal of e-Government, Vol. 6, No. 1, Pp. 1-10.

8. Barc, C. and Cordella, A. (2004) Seconds Out, Round Two: Conceptualizing e-Government projects within their Institutional Milieu-A London Local Authority Case Study. In Proceedings of the 12th European Conference on Information Systems, Turku, Finland.

9. Beynon-Davis, P. (2004) Constructing electronic government: the case of the UK Inland Revenue. In Proceedings of the 12th European Conference on Information Systems, Turku, Finland.

10. Creswell, J. W. (2003) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications, Thousand Oaks, CA.

11. Cottam, I., Kawalek, P. and Shaw, D. (2004) A local government CRM maturity model: a component in the transformational change

www.ijmer.in 52



in the UK councils. In Proceedings of the Americas Conference on Information Systems, New York.

12. Dwivedi, Y. and Williams, M. D. (2008) Demographic influence on UK citizens' e-Government adoption, Electronic Government, an International Journal (EG), Vol. 5, No. 3, Pp. 261-274.

13. Gupta, B., Dasgupta, S., and Gupta, A. (2008) Adoption of ICT in government organization in a developing country: An empirical

study, Journal of Strategic Information Systems, Vol. 17, Pp. 140-154.

14. Green, A. and Preston, J. (2005) Editorial: Speaking in Tongues – Diversity in Mixed Methods Research, International Journal of Social Research Methodology, Vol. 8, No. 3, Pp. 167-171.

15. Gronlund, A. and Horan, T. A. (2005) Developing a generic framework for e-Government, Communications of the Association for Information Systems, Vol. 15, Pp. 713-729.

16. Pett, M. A., Lackey, N. R. and Sullivan, J. J. (2003) Making sense of factor analysis: the use of factor analysis for instrument development in health care research, Sage Publications, London.

17. Walsham, G., „Interpretive case studies in IS research: nature and method‟, European Journal of Information Systems, (4), 1995, pp. 74-81.

18. Wiiliams, M.D. and Beynon-Davies, P. (2004) Implementing e-Government in the UK: An analysis of local-level strategies. In Proceedings of the Americas Conference on Information Systems, New York.

19. Yang, J. and Paul, S. (2005) E-Government application at local level: issues and challenges: an empirical study, International Journal of an Electronic government, Vol. 2, No. 1, Pp. 56-76.

www.ijmer.in 53



20. Al-Jaghoub, S, Al-Yaseen, H and Al-Hourani, M. (2010) “Evaluation of Awareness and Acceptability of Using e- Government Services in Developing Countries: the Case of Jordan” The Electronic Journal Information Systems Evaluation Volume 13 Issue 1 2010, (pp1 - 8), available online at www.ejise.com

21. http://www.ap.meeseva.gov.in

www.ijmer.in 54



RAINFALL ANALYSIS OF VENKATAGIRI MICRO WATERSHED IN NELLORE DISTRICT, A.P. INDIA

Introduction

Rainfall is regarded as the crucial agro-climatological factor in the seasonally dry and semi-arid parts of the world and its analysis is an important pre-requisite for agricultural planning in India,Alak Gadgil (1986).Analysis of rainfall data is an important factor in the planning and management of artificial recharge structures. Monthly rainfall data of three rainguage stations for a period of 1990 to 2014 (25 years) were collected from National Informatics Centre to examine the

annual rainfall variability, seasonal rainfall, annual precipitation ratio. Jagannadhasarma (2005) has analysed the annual, monsoon and non monsoon rainfall and frequency distribution of rainfall intensity. The present study made to understand the rainfall of the region. The annual normal rainfall of the district is 1084mm and the peculiarity of the district is that contribution of SW monsoon is far less than the contribution of North East monsoon rainfall, CGWB (2013). The total number of rainy days in the district is 45, out of 45 most of the days are in from October to December,IWDP (2010).

1. Study area

The study area is located in the south-west corner of the Nellore district of SOI toposheets 57 N/8, 57N/12, 57O/5 & 57 O/9 lies between east longitude 790 271 to 790 431 and north latitudes 130511 to 140 41 with an area of 451.6 Km2.The mean daily maximum temperature is about 380C in the May and the mean daily minimum temperature is about

Kommuneni Choudri Research Scholar

Department of Geology S.V University, Tirupati

S.Ramanaiah Prof & Head.

Department of Geology S.V University, Tirupati

www.ijmer.in 55



200C in December January.The study area is bounded by Velikonda hill ranges in the western part. The Venkatagiri eru is which atributary to the Uppateru River. Archeans, Lower Cuddapah and Recent formations are occupied in the study area (GSI, 1995).

2. Methodology

To achieve the objective, monthly rainfall data for the period of twenty five years (1990 – 2014) has been collected from the National Informatics Centre, Nellore. The collected rainfall data has been categorized into four seasonsi.e.winter,summer, and South West and North East monsoons.

3.1Rainfall Analysis for Venkatagiri Raingauage Data

3.1.1Seasonal rainfall

Seasonal and annual distribution of rainfall of Venkatgiri rainguagestation is given in table 1. It is seen from the table that

maximum rainfall of 1263.3 mm is observed in North East monsoon in the year 2005 and maximum of 833.6mm is observed in South West monsoon in the year 1996. The North East monsoons contribute 79.33% of the annual rainfall and South West monsoons contribute 39.17% of the annual rainfall. Study of monthly rainfall intensity goes on increasing from March to October with the enhancement of North East monsoon activity over the region.

www.ijmer.in 56



Table 1: Annual and seasonal Rainfall (in mm) of Venkatagrirainguage station

Sl. No year Winter Summer South-West Monsoon

North- East Monsoon

Annual

1 1990 0.0 255.6 262.6 1069.2 1587.4 2 1991 52.4 12.6 598.6 980.7 1644.3 3 1992 0.0 109.0 340.0 503.7 952.7 4 1993 0.0 36.6 216.3 1014.3 1267.2 5 1994 28.4 49.8 267.9 571.7 917.8 6 1995 112.0 264.6 591.8 439.2 1407.6 7 1996 0.0 59.6 833.6 1234.8 2128 8 1997 25.4 120.0 469.8 1057.8 1673 9 1998 0.0 45.8 553.6 602.6 1202

10 1999 0.0 18.5 151.4 554.5 724.4 11 2000 125.0 51.2 343.4 360.3 879.9 12 2001 7.2 126.6 248.3 946.7 1328.8 13 2002 48.0 31.3 256.5 512.8 848.6 14 2003 0.0 58.4 495.0 282.6 836 15 2004 2.2 204.7 357.2 455.6 1019.7 16 2005 20.5 35.8 272.9 1263.3 1592.5 17 2006 7.2 59.4 205.3 685.3 957.2 18 2007 8.0 42.0 377.7 1002.7 1430.4 19 2008 41.6 30 292.5 741.7 1105.8 20 2009 0.0 32.8 199.2 630.8 862.8 21 2010 7.6 101.5 596.0 744.2 1449.3 22 2011 83.6 7.2 382.2 981.1 1454.1 23 2012 31.0 2.0 343.8 665.8 1042.6 24 2013 94.8 56.4 290.7 288.6 730.5 25 2014 2.0 4.8 361.0 391 758.8

3.1.2Seasonal variability

Annual and seasonal rainfall statistics show that there is a variation in rainfall. The variability is maximum in the non-monsoon periods and minimum in north east monsoon and South west monsoon.

www.ijmer.in 57



Fig.1Seasonal rainfall intensity at Venkatagiri rainguage station

3.1.3 Rainfallpercentage:

The rainfall percentage is calculated for all four seasons. It is seen that north east monsoon periods are contributing 79.33% of the annual rainfall and 39.17% of the rainfall is contributing by South West monsoon and 8% of the annual rainfall is contributed by non-monsoon

periods. South West monsoon contributed more rainfall than North East monsoon in the years 1995, 2003 and 2013.

Fig.2. % contribution of Rainfall atVenkatagirirainguage station

0.0

200.0

400.0

600.0

800.0

1000.0

1200.0

1400.0RA

INFA

LL (M

M)

YEAR

WINTERSUMMERS-W MONSOONN-E MONSOON

0.0

20.0

40.0

60.0

80.0

100.0

120.0

1990

1992

1994

1996

1998

2000

2002

2004

2006

2008

2010

2012

2014

RAIN

FALL

IN

PE

RCEN

TAG

E

YEAR

N-E MONSOON

S-W MONSOON

SUMMER

WINTER

www.ijmer.in 58



3.1.3Monthly variation:

The variation of monthly rainfall showed that the intensity of rainfall gradually goes on increasing from March to October with the enhancement of South West monsoon activity over the region. Intensity of rainfall gradually decreases from the November to March. October is the highest rainfall recording month.

Fig 3: Monthly Variation of Rainfall in Venkatagiri rainguage station

3.2 Rainfall Analysis for Balayapalli Raingauage Data

3.2.1 Seasonal rainfall

Seasonal and annual distribution of rainfall of Balayapalli rainguage station is given in table 2. From the seasonal data that maximum rainfall of 1291.6mm is observed in North East monsoon in the year 2005 and maximum of 690.2mm is observed in South west monsoon in the year 1996.The North East monsoon contributes73.59% of the annual rainfall and South West monsoons contribute 41.28% of

0

100

200

300

400

500

600

700

RAIN

FALL

(MM

)

MONTH

www.ijmer.in 59



the annual rainfall. Study of monthly rainfall intensity goes on increasing from March to November with the enhancement of North East monsoon activity over the region.

Table 2: Annual and seasonal Rainfall of Balayapallirainguage station

Sl. No year Winter Summer South West monsoon

North East

monsoon ANNUAL

1 1990 0.0 259.3 176.0 689.4 1124.7 2 1991 62.3 137.2 629.0 865.0 1693.5 3 1992 0.0 31.2 288.4 524.6 844.2 4 1993 0.0 27.2 291.1 802.5 1120.8 5 1994 0.0 37.8 246.5 612.3 896.6 6 1995 122.6 207.2 385.9 383.8 1099.5 7 1996 0.0 21.2 690.2 960.2 1671.6 8 1997 36.7 53.2 218.9 1199.1 1507.9 9 1998 0.0 3.6 514.3 522.8 1040.7

10 1999 0.0 18.5 186.5 499.7 704.7 11 2000 82.4 123.6 286.2 382.6 874.8 12 2001 0.0 107.4 266.8 1155.8 1530.0 13 2002 91.4 9.2 320.3 542.4 963.3 14 2003 0.0 43.6 395.6 220.6 659.8 15 2004 6.4 274.4 332.0 541.0 1153.8 16 2005 0.0 134.3 329.0 1291.6 1754.9 17 2006 7.4 104.8 160.1 554.2 826.5 18 2007 0.0 81.2 319.9 994.2 1395.3 19 2008 37.8 31 310.4 1002.7 1381.9 20 2009 0.0 22.6 294.2 633.2 950.0 21 2010 4.4 87.0 545.6 639.6 1276.6 22 2011 45.6 38.0 248.6 717.2 1049.4 23 2012 0.0 4.4 386.6 690.4 1081.4 24 2013 54.0 41.2 390.6 243.0 728.8 25 2014 5.0 23.4 279.6 361.4 669.4

Source:Chief planning office, Nellore.

3.2.2. Rainfall variability

The above table shows annual and seasonal rainfall statistics shows that there is a variation in rainfall. The variability is maximum

www.ijmer.in 60



in the non-monsoon periods and minimum in north east monsoon and South west monsoon.

Fig.4Seasonal rainfall ofBalayapallirainguage station

3.2.3. Rainfall percentage

From the rainfall percentage it is seen that north east monsoon periods are contributing 73.59% of the annual rainfall and 41.28% of the rainfall is contributing by South west monsoon and 8 % of the annual rainfall is contributed by non-monsoon periods. South West

monsoon contributed more rainfall than North east monsoon in the years 1995, 2003 and 2013.

Fig.5. %Rainfall data of Balayapallirainguage station

0200400600800

100012001400

RAIN

FAL

L (M

M)

YEARS

SEASONAL RAINFALL

WINTER

SUMMER

S-W MONSOON

N-E MONSOON

0.0

20.0

40.0

60.0

80.0

100.0

1990

1992

1994

1996

1998

2000

2002

2004

2006

2008

2010

2012

2014

Rain

fall

in P

erce

ntag

e

Year

N-E MONSOON

S-W MONSOON

SUMMER

WINTER

www.ijmer.in 61



3.2.4. Monthly variation

The variation of monthly rainfall showed that the intensity of rainfall gradually goes on increasing from March to November with the enhancement of North East monsoon activity over the region. Intensity of rainfall gradually decreases from the November to March. November is the highest rainfall recording month.

Fig6: Monthly Variation of Rainfall in Balayapalli rainguage station

3.3 Rainfall Analysis for Dakkili Raingauage Data

3.3.1 Seasonal rainfall

Seasonal and annual distribution of rainfall of Dakkili rainguage statiotn is given in table 3. From the seasonal data that maximum rainfall of 1269.8mm is observed in North East monsoon in the year 2005 and maximum of 533.0mm is observed in South west monsoon in the year 1996.The North East monsoons contribute 77.41 % of the annual rainfall and South West monsoons contributes 37.7% of the annual rainfall. Study of monthly rainfall intensity goes on increasing

050

100150200250300350

RAIN

-FAL

L (M

M)

MONTH

VARIATION OF MONTHLY RAIN-FALL

www.ijmer.in 62



from March to November with the enhancement of North East monsoon activity over the region.

Table 2: Annual and seasonal Rainfall ofDakkilirainguage station

Sl. No

year Winter Summer South WEST Monsoon

North East Monsoon

Annual

1 1990 0.0 281.7 158.9 849.7 1290.3 2 1991 0.0 9.1 518.3 836.0 1363.4 3 1992 0.0 68.1 280.6 662.4 1011.1 4 1993 0.0 70.6 240.2 919.4 1230.2 5 1994 24.8 7.0 186.5 714.1 932.4 6 1995 102.4 235.4 313.2 305.0 956.0 7 1996 0.0 16.8 533.0 860.5 1410.3 8 1997 9.8 92.6 186.4 827.7 1116.5 9 1998 0.0 0.0 346.7 407.1 753.8

10 1999 0.0 16.6 180.8 466.2 663.6 11 2000 128.0 73.0 259.7 338.8 799.5 12 2001 7.2 126.2 189.4 1160.0 1482.8 13 2002 65.8 13.4 178.5 512.4 770.1 14 2003 0.0 18.4 321.0 217.4 556.8 15 2004 0.0 244.6 282.4 471.2 998.2 16 2005 6.0 105.0 259.5 1269.8 1640.3 17 2006 0.0 93.0 162.6 522.8 778.4 18 2007 0.0 106.4 421.8 888 1416.2 19 2008 10.6 82.7 201.0 762.1 1056.4 20 2009 0.0 26.6 299.3 523.2 849.1 21 2010 3.4 74.2 550.7 612.7 1241.0 22 2011 56.6 10.2 226.0 615.2 908.0 23 2012 0.0 6.2 247.3 583.8 837.3 24 2013 39.2 69.6 194.4 226.8 530.0 25 2014 0.0 18.6 291.0 221.4 531.0

3.3.2.Rainfall variability

The above table shows annual and seasonal rainfall statistics shows that there is a variation in rainfall. The variability is maximum in the non-monsoon periods and minimum in north east monsoon and South west monsoon.

www.ijmer.in 63



Fig.7.Seasonal rainfall of Dakkilirainguage station

3.3.3. Rainfall percentage

From the rainfall percentage it is seen that north east monsoon periods are contributing 77.41% of the annual rainfall and 37.7% of the rainfall is contributing by South west monsoon and 10 % of the annual rainfall is contributed by non-monsoon periods. South West monsoon contributed more rainfall than North east monsoon in the years 2003 and 2014.

Fig.8. % Rainfall data of Dakkilirainguage station

0.0

200.0

400.0

600.0

800.0

1000.0

1200.0

1400.0

1990 19921994 19961998 20002002 2004 20062008 20102012 2014

RAIN

FALL

(MM

)

YEAR

WINTER

SUMMER

0.0

20.0

40.0

60.0

80.0

100.0

1990

1992

1994

1996

1998

2000

2002

2004

2006

2008

2010

2012

2014

RAIN

FAL

L (%

)

YEAR

N-E MONSOON

S-W MONSOON

SUMMER

WINTER

www.ijmer.in 64



3.3.4. Monthly variation

The variation of monthly rainfall showed that the intensity of rainfall gradually goes on increasing from March to November with the enhancement of North East monsoon activity over the region. Intensity of rainfall gradually decreases from the November to March. November is the highest rainfall recording month.

Fig.9. Monthly Variation of Rainfall in Dakkilirainguage station

3.4. Maximum and minimum occurrence of rainfall

Table 4 gives the maximum and minimum occurrence of rainfall in all four seasons during 1990 to 2014. Maximum occurrence of rainfall is noticed in the South West monsoon833.6 mmin the year 1996 and in NE monsoon 1291.6 mm in the year 2005. Minimum occurrence of rainfall (0 mm) is noticed in North East monsoon in the year of 2003 and in theSouth West monsoon Minimum occurrence of rainfall (0 mm)

is noticed in the year of 1999 and2006.

0

50

100

150

200

250

300

RAIN

FALL

(MM

)

MONTH

VARIATION OF MONTHLY RAINFALL

www.ijmer.in 65



Table 4. Maximum and minimum occurrence of rainfall during various seasons

Station Monsoon

Average Contribution in %

Maximum Occurrence Minimum

Occurrence

Year in mm in % Year in

mm in %

Venkatagiri

NE-monsoon 79.33 2005 1263.3 33.80 2003 0 0 Sw-monsoon 39.17 1996 833.6 20.6 1999 0 0

Balayapalli

NE-monsoon 73.59 2005 1291.6 33.43 2003 0 0 Sw-monsoon 41.28 1996 690.2 19.37 2006 0 0

Dakkili NE-monsoon 77.41 2005 1269.8 39.04 2003 0 0 Sw-monsoon 37.7 1996 533.0 20.88 2006 0 0

3.5. Rainfall frequency analysis

Table5.Shows that maximum frequency (11.3) is noticed with the frequency ranges 500-1000mm for annual rainfall over a period of 25 years. Frequency (13.6) during monsoon period with the frequency range 500-1000mmand frequency (25) for non-monsoon period with the frequency range less than 500mm.

Table 5: Frequency Distribution of Rainfall at three rainguage stations

Sl.No Rainfall Frequency ( in mm)

Frequency out of 25 (Average of all station put together)

Annual Monsoon(NE&SW monsoon together)

Non-monsoon(Post &

Pre monsoon together)

1 <500 0 0 25 2 500 -1000 11.3 13.6 0 3 1000-1500 9.6 9 0 4 1500-2000 3.3 2 0

www.ijmer.in 66



Conclusions

The occurrence of the rainfall during 1990-2014 (1105mm) is more than the normal rainfall of the basin (1084). Monthly rainfall analysis shows that the maximum rainfall occurs during north east monsoon. Analysis of seasonal rainfall concludes that the percentage contributions of the rainfall during various monsoon periods are in the following order: North East monsoon (60%) > South West Monsoon (31%) > non monsoon (9%). Frequency analysis indicates that the average annual rainfall has higher frequency values in the frequency ranges 500-1000mm (11.3 out of 25). Monsoon rainfall has higher

frequency values in the frequency range of 500-1000mm (average frequency value is 13.6 out of 25). However the non-monsoon rainfall comes in the category of less than 500mm of rainfall.

References

1. Alak Gadgil, 1986.Annual and Weekly Analysis of Rainfall and Temperature for Pune: a Multiple Time Series approach.Inst. Indian Geographers, 8(1).

2. CGWB, 2013, Ground Water Brochure Nellore District, Andhra Pradesh, Central Ground Water Board,Govt. of India.

3. GSI,1995, Geological and mineral map of Nellore District, Andhra Pradesh, Published by The Director General, Geological Survey of India.

4. G. Vennila, T. Subramani and L. Elango.2007, Rainfall variation analysis of Vattamalaikarai Subbasin,Tamilnadu, India, Vol. XX, No.3 July, 2007 pp. 50-59

5. IWDP, 2010. Impact Assessment Report on Integrated Waste

Land Development Project, Nellore District, Global Theme Agro Ecosystems and International Crops Research Institute for the Semi Arid Tropics.

www.ijmer.in 67



6. Jagannadhasarma, V.V., 2005. Rainfall analysis pattern in the coastal zone of Krishna Godavari Basin, Andhra Pradesh, India, Journal of Applied Hydrology, Vol .XVIII, No.l&2, ppl-ll.

7. SOI, 1981, Toposheets (57 N/8, 57N/12, 57O/5 & 57 O/9) published by the Survey of India on 1:50000 scale.

www.ijmer.in 68



RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT AND

VARIOUS DIMENSIONS OF SOCIAL, EMOTIONAL AND BEHAVIOUR PROBLEM OF STUDENTS STUDYING IN

ADI-DRAVIDAR WEFARE SCHOOLS

Dr.R.Gnanadevan Professor

Department of Education Annamalai University

Annamalainagar

Dr. A. Selvaraj Assistant Professor

Department of Education Annamalai University

Annamalainagar

Mr.G. Sivakumar

Research Fellow Department of Education

Annamalai University Annamalainagar

Introduction

The scheduled caste students have been handicapped in matters of education because of socio-economic and cultural reasons. They are mostly first generation learners, that is, they do not have the tradition of learning, reading, writing and arithmetic. The parents are mostly illiterate. The literacy and education are not synonymous, though to a great extent they are inter-related intrinsically. They do not find any family support in terms of learning atmosphere or home support to augment or supplement the learning in schools. The students studying in Adi-Dravidar welfare schools experiences numerous problems, ranging from mild to severe, that interfere with their mastering many of the subjects of the secondary and higher secondary curriculum. In addition to academic problems, these students have difficulties with cognitive skills, social behaviour and emotional stability. Social skills and emotional stability are necessary to meet the basic social demands

of everyday life.

www.ijmer.in 69



Need and Importance of the Study

The challenges faced by the students studying in Adi-Dravidar welfare schools are multifarious in connection with life, values, family, friends etc. They face psychological problems, social problems, and financial problems. The characteristics of social problems includes poor social perception, lack of judgment, difficulty in perceiving the feelings of others, problems in socializing and making friends, and problems in family relationship and in schools. Sometimes they exhibit emotional and behavioural problem. It includes low self confidence, a poor self concept,

anxiety, depression and low self esteem. All these problems affects the academic achievement of students. Scanlon (1996) states that the social problems affects friendship, employment, and family relationship. Silver (1998) states that the family is the core of a child’s life. Children desperately need the satisfaction and assurance of members in the primary family. Even with the intimate family, however, the numerous problems in social skills, behaviour, language and temperament make it hard for a child with social disabilities to establish a healthy family relationship. The family may not receive satisfaction from the family sphere and may even be rejected by parents, as well as by peers and teachers. Buck, Polloway, Kirpatick et al., (2000) and Scott (2003), insists that the behavioural problems must be considered in the planning of instruction. Sameroff et al., (1998) states that simultaneous exposure

to multiple risk factors was particularly harmful to youth’s long-term psychological well-being.

Based on the above discussion, the investigator felt it necessary to find out the relationship between academic achievement and social, emotional and behaviour problem of students studying in Adi-dravidar welfare schools.

www.ijmer.in 70



Method of Study

The survey method has been used for the present study to find out the relationship between academic achievement and social, emotional and behaviour problems of students. Random sampling technique has been adapted for the present study for the selection of sample from the schools. The sample of the study includes the adolescent students studying in Adi- Dravidar Welfare School in Cuddalore District of Tamilnadu, India. There are eleven Adi-Dravidar Welfare Schools in Cuddalore District. All the schools have been selected for this study. The

social, emotional and behaviour problem scale standardised by R.Gnanadevan etal. (2015) have been used for the present study to collect the data from the sample. The social, behaviour and emotional problems scale can be broadly classified into three dimensions such as internalizing, externalizing and mixed Category. The internalizing problem further subdivided into three dimensions such as, withdrawn, somatic complains and anxious/depressed. The externalizing problem also further subdivided in to two dimensions which include delinquent and aggression. The mixed category includes the dimensions such as, thought problem, attention problem and social problem. For the total problem includes all the categories. The academic achievement has been determined by the mark secured by the students in the school final examination and it was taken from the school register.

Analysis of Data and Interpretations

The coefficient of correlation has been found out to determine the relationship between academic achievement and various

dimensions of social, emotional and behaviour problem of students studying in Adi-dravidar welfare schools. The result of the analysis is given in Table-1.

The Table 4.1 shows the result of the coefficient of correlation has been carried out to find out the relationship between

www.ijmer.in 71



academic achievement of students and withdrawn problem. The 'r' value is found to be -.157. It is significant at 0.05 level. Hence, it is concluded that there is a significant and negative correlation found between academic achievement and withdrawn problem of students.

The Table-1 shows the result of the coefficient of correlation has been carried out to find out the relationship between academic achievement of students and somatic complaints problem. The 'r' value

is found to be -.247. It is significant at 0.05 level. Hence, it is concluded that there is a significant and negative correlation found between academic achievement and somatic complaints problem of students.

The Table-1 shows the result of the coefficient of correlation has been carried out to find out the relationship between academic achievement of students and anxious or depression problem. The 'r' value is found to be -.259. It is significant at 0.05 level. Hence, it is concluded that there is a significant and negative correlation found between academic achievement and anxious or depression problem of students.

The Table-1 shows the result of the coefficient of correlation has been carried out to find out the relationship between academic achievement of students and delinquent problem. The 'r' value is found to be -.356. It is significant at 0.05 level. Hence, it is concluded that

there is a significant and negative correlation found between academic achievement and delinquent problem of students.

The Table-1 shows the result of the coefficient of correlation has been carried out to find out the relationship between academic achievement of students and aggressive problem. The 'r' value is found to be -.419. It is significant at 0.05 level. Hence, it is concluded that there is a significant and negative correlation found between academic achievement and aggressive problem of students.

www.ijmer.in 72



The Table-1 shows the result of the coefficient of correlation

has been carried out to find out the relationship between academic achievement of students and thought problem. The 'r' value is found to be -.490. It is significant at 0.05 level. Hence, it is concluded that there is a significant and negative correlation found between academic achievement and thought problem of students.


has been carried out to find out the relationship between academic achievement of students and attention problem. The 'r' value is found to be -.402. It is significant at 0.05 level. Hence, it is concluded that there is a significant and negative correlation found between academic achievement and attention problem of students.

The Table-1 shows the result of the coefficient of correlation has been carried out to find out the relationship between academic achievement of students and social problem. The 'r' value is found to be -.347. It is significant at 0.05 level. Hence, it is concluded that there is a significant and negative correlation found between academic achievement and social problem of students.

The Table-1 shows the result of the coefficient of correlation has been carried out to find out the relationship between academic achievement of students and academic problem. The 'r' value is found to

be -.472. It is significant at 0.05 level. Hence, it is concluded that there is a significant and negative correlation found between academic achievement and academic problem of students.

The Table-1 shows the result of the coefficient of correlation has been carried out to find out the relationship between academic achievement of students and internalizing problem. The 'r' value is found to be -.312. It is significant at 0.05 level. Hence, it is concluded that there is a significant and negative correlation found between academic achievement and internalizing problem of students.

www.ijmer.in 73




has been carried out to find out the relationship between academic achievement of students and externalizing problem. The 'r' value is found to be -.313. It is significant at 0.05 level. Hence, it is concluded that there is a significant and negative correlation found between academic achievement and externalizing problem of students.


has been carried out to find out the relationship between academic achievement of students and mixed category problem. The 'r' value is found to be -.487. It is significant at 0.05 level. Hence, it is concluded that there is a significant and negative correlation found between academic achievement and mixed category problem of students.

The Table-1 shows the result of the coefficient of correlation has been carried out to find out the relationship between academic achievement of students and total social, emotional and behaviour problem. The 'r' value is found to be -.474. It is significant at 0.05 level. Hence, it is concluded that there is a significant and negative correlation found between academic achievement and total social, emotional and behaviour problem of students.

Table-1 CO-EFFICIENT OF CORRELATION BETWEEN ACADEMIC ACHIVEMENT AND VARIOUS DIMENSIONS OF SOCIAL,

EMOTIONAL AND BEHAVIOUR PROBLEM OF STUDENTS S.No Dimensions Number 'r' Level of

Significance at .05 level

1 Withdrawn 875 -.157 Significant 2 Somatic Complaints 875 -.246 Significant 3 Anxious or

Depression Problem 875 -.259 Significant

4 Delinquent Behaviour

875 -.356 Significant

5 Aggressive Behaviour


www.ijmer.in 74



6 Thought Problem 875 -.490 Significant 7 Attention Problem 875 -.402 Significant 8 Social Problem 875 -.347 Significant 9 Academic Problem 875 -.472 Significant 10 Internalizing

Problem 875 -.312 Significant

11 Externalizing Problem


12 Mixed Category 875 -.487 Significant 13 Total Problem 875 -.474 Significant

Findings

There is a significant and negative relationship found between academic achievement and all the dimensions of social, emotional and behaviour problems such as withdrawn, somatic complaints, anxious or depression, delinquent behaviour, aggressive behaviour, thought problem, attention problem, social problem, academic problem, internalising problem, externalising problem, mixed category problem and total social, emotional and behaviour problem of

students studying in Adi-dravidar welfare schools.

Conclusion

The present study indicates that there is a significant and negative relationship found between academic achievement and all the dimensions of social, emotional and behaviour problem of students studying in Adi-dravidar welfare schools. Proper efforts can be made for the desired care, treatment and progress of the children with social, emotional and behaviour problems through collaborated approach involving effective behavioural and educational intervention. There is real need of awakening the masses including the government agencies for taking due recognition of these disorders in the students studying in Adi-dravidar Welfare schools and should take all the possible diagnostic and treatment measures for its prevention and treatment. Equipping and training the teachers for being capable of teaching and handling

www.ijmer.in 75



the children with social emotional and behaviour problems, bringing adaptation and structuring in the classroom and other work situation, environment, providing individual attention and extra special time or attending and solving the learning and behaviour problems of the children may help in achieving much in terms of the education of these children.

References

1. Achenbach, T.M., and Edelbrock, C., (1981). Behavioural problems and competencies reported by parents of normal and

disturbed children aged four to sixteen. Monographs of the Society for Research in Child Development, 46, (Serial No. 188).

2. Achenbach, T.M., Verhulst, F.C., Baron, G.D., and Althaus, M. (1987). A comparison of syndromes derived from the Child Behaviour Checklist for American and Dutch boys aged 6 – 11 and 12 – 16. Journal of Child Psychology and Pschiatry 28:437 – 453.

3. Bateman, B.D., (1969). An Educator’s View of a Diagnostic

Approach to Learning Disorders in J. Hellmuth (Ed.) Learning Disorders (Vol. I, pp. 219-239), Seattle, W.A.: Special Child Publications.

4. Boss, C.S. and S. Vaughon, (2002). Strategies for Teaching Students with Learning and Behaviour Problems (5th ed.),

Boston: Allyn & Bacon.

5. Bradley, R., L.Danielson and D.P. Hallahan (Eds.) (2002), Indentification of Learning Disabilities: Research to Practice, Mahwah, N.J.: Erlbaum.

6. Crijnen, A.A.M., Achenbach, T.M., and Verhulst, F.C., (1997). Comparisons of problems reported by parents of children in twelve cultures: total problems, externalizing, and internalizing.

www.ijmer.in 76



Journal of the American Academy of Child and Adolescent Psychiatry 36:1269 – 1277.

7. Ekblad, S., (1990). The children’s behavior questionnaire for

completion by parents and teachers in a Chinese sample. Journal of Child Psychology and Psychiatry 31:775-791.

8. Frisk, M., (1995). Mental and somatic health and social adjustment in ordinary school children during childhood and adolescence related to central nervous functions as expressed by a complex reaction time. European Child and Adolescent Psychiatry 4:197-208.

9. Gates, A.I., A.S. McKillop and R. Horowitz, (1981). Gates –

McKellop – Horowitz Reading Diagnostic Tests, New York: teachers College Press.

10. Gjone, H., and Novik, T.S., (1995). Parental ratings of behavior problems: a twin and general population comparison. Journal of Child Psychology and Psychiatry, 16:1215-1224.

11. Gresham, F. M., MacMillan, D. L., and Bocian, K., (1996). Behavioral Earthquakes: Low-frequency Salient Behavioral Events that Differentiate Students at Risk of Behavior

Disorders. Behavioral Disorders, 21,(4), 277–292.

12. Janet W.Lerner and Frank Kline, (2006). Learning Disabilities and Related Disorders. New York:Houghton Mifflin Company.

13. Kavale, K.A. and S.R. Forness, The Science of Learning Disabilities, San Diego, CA: College Hill, 1985.

14. Kirk, S.A. and W.D. Kirk, (1971). Phycholinguistic Learning Disabilities: Diagnosis and Remediation, Urbana, IL: University of Illinois Press.

www.ijmer.in 77



15. Kornfalt, T., (1981). Behavioural assessment in the school

health service. Scandinavian Journal of Social Medicine, 9:63-73.

16. Kvernmo, S., and Heyerdal, S., (1998). Influence of ethnic factors on behavior problems in indigenous Sami and majority

Norwegian adolescents. Journal of American Academy of Child and Adolescent Psychiatry 37:743-751.

17. MaccFarlane, J.W., Allen, K., Honzik, M.P., (1954). A Developmental Study of the Behaviour Problems of Normal Children between Twenty-one Months and Fourteen years. Berkely & Los Angeles: University of California Press.

18. McLoughlin, J.A. and A. Betick, (1983). Defining Learning Disabilities: A New and Cooperative Direction. Journal of

Learning Disabilities, 16, pp. 21-23.

19. Rutter, M., (1967). A children’s behavior questionnaire for completion by teachers: Preliminary findings. Journal of Child Psychology and Psychiatry, 8:1-11.

20. Stanger, C., Fombonne, E., and Achenbach, T.M., (1994). Epidemiological comparisons of American and French children: parent reports of problems and competencies for ages 6-11. European Child and Adolescent Psychiatry, 3:16-28.

21. Telford, C.W., and J.M., Sawrey, (1977). The Exceptional Individual, New Jersey: Prentice-Hall.

22. Tsiantis, J., Motti-Stefanidi, F., Richardson, C., Schmeck, K., and Poustka, F., (1994). Psychological problems of school-age German and Greek children: A cross-cultural study. European Child and Adolescent Psychiatry, 3:209-219.

www.ijmer.in 78



ETHICS IN DOCTORAL RESEARCH

Harish Pandey M.Ed. Student

Faculty of Education BHU, Varanasi

Ashish Kumar Chaubey Assistant Professor Department

of Teacher Education U.P.College,Varanasi

“Some people, like myself, consider life beginning at conception. For me, besides my education, my morals and ethics are the most important

assets I bring to my job.” ---------Michael Barrett

Introduction:

The objective of research is to extend human knowledge beyond what is already known. To achieve this objective there is the need to be honest. Doctoral research is holly work for construction of knowledge. The researcher and the students are the pilgrim of this highest journey.The doctoral degree is perceived by most academic institutions as the pinnacle of educational achievement (Jairam & Kahl Jr., 2012; Park, 2005). In doctoral research, there are many issues and challenges; some were points out in this paper.

www.ijmer.in 79



Discussion:

This journey is started from PhD admission and stopped at thesis

submission and degree awarded. There are three main ethical aspects which we have to discuss carefully.

Commitment of supervisor

Students responsibility

Role of advisory committee

Ethical issues of supervisor:

A supervisor should be a “supervisor”

They should have to Responsible and accountable towards their duty, in present scenario there is a gap.

A supervisor should be a good facilitator. They have an understanding about the researchers need.

Up-to-date

Good leading capacity

Expertization in concerned topic.

www.ijmer.in 80



Ethical problems in relation to scholars:

Irresponsible scholar

Lack of accountability

Not proper use of scholarship for research work. Only for facilitating themselves.

PhD is done at last as an alternative they tried for jobs in different departments i.e. more concentrated for job not for research.

Issues in thesis writing and paper publications:

Publication of the research papers is must, by which knowledge can be spread throughout the world.

www.ijmer.in 81



Thesis writing becomes a business of intellect not the expression of intellectual of researcher.

Some aspects should also be thinkable:

Use of cut/copy and paste method

Plagiarism should be unacceptable in scientific research.

The acknowledgments section can be used to thank those who indirectly contributed to the work.

Ethical issues in role of advisory committee:

Lack of experts in the advisory committee

Narrow committee; only a few members

Lack of review of research work.

Does not mind the interest area of students and supervisor.

Suggestions:

There should be good cooperation with the all elements of doctoral research

www.ijmer.in 82



Broad advisory committee

Supervisor should be a good facilitator for the researcher.

www.ijmer.in 83



Some suggestions for the doctoral students:

Scholar should be a ‘super scholar’.

They have responsibility and accountability for their duty. Proper use of scholarship to research work. Committed for research work. Always Up-to-date. Proper use of their own intellect. Creative and progressive.

Conclusion:

From the above discussion we come to conclude that ethics in doctoral research is an important aspect to construct new knowledge. The purpose of research is for the attainment of perfection so every participant of the research should devote themselves towards the perfection of knowledge.

Apart of these above discussion most of the committees/ faculties are playing their role in the best way to promote the doctoral research and the need is to improvement all ethical aspects of doctoral research.

Reference:

1. Jones, M. (2013).Issues in Doctoral studies – forty years of journal discussion: where have we been and where are we going? In

international of doctoral studies. vol. VIII

2. Ketfian, S. (2005). Issues and challenges in international doctoral education in nursing. Nursing and health sciences. Vol.VII P.P.150-156

3. http://www.esourceresearch.org

4. https://www3.nd.edu/~pkamat/pdf/ethics.pdf

5. http://www.whiteclouds.com/iclc/cliej/cl37sivakumaren.pdf

www.ijmer.in 84



STRATEGIES TO ATTAIN EMOTIONAL INTELLIGENCE

Mrs.Ch. Baby Prasuna Assistant Professor

Department of Education Sri Padmavathi Mahila Visvavidyalayam

Tirupati

INTRODUCTION

We are living in the age of Globalization where our traditional ways of living are in transitional phase. Due to privatization, urbanization and liberalization, the youth is in a dilemma where they find themselves unfit and unequipped. A rapid change in family life, pressures of peers and society, today’s life style and academic challenges etc are the factors where there is an increase in competition and stress. The youth is not able to cope up with the negative emotions which have become a stigma of their life.

In the current competitive environment where students are expected to perform multi roles with efficiency and effectiveness, it is highly needed to develop their right attitude and emotional

intelligence towards the unseen complexities of life and quality education. As emotional intelligence is a subset of social intelligence with the ability to understand and monitor one’s own feelings and others too which allows a student to mine the required data for his academic achievement which is an outcome of education and the extent at which the educational goal has been achieved.

www.ijmer.in 85



Adolescence in human life is a stage when rapid change takes place. Bower (1992) opined that children with emotional problem may manifest behavior patterns like, inability to learn without adequate explanation, inability to build or maintain satisfactory interpersonal relation, immature types of behaviour, general pervasive mood of happiness or depression etc. A type if emotional and behavioural problem that is often misunderstood

and frequently overlooked is internalizing disorders (Merrell, 2001). Internalizing disorders are common in adolescents. It is considered to be constituted of over controlled behaviours, denoting that the individual suffering from the symptoms often attempts to maintain a maladaptive high level of control of his or her emotions, behaviours and thought processes. The term internalizing indicates that problems like depression, loneliness, guilt-feeling, and anxiety, social withdrawal, suicidal behaviour etc. are developed and maintained to a great extent within the individual.

To bring the pupils in certainty of successful academic achievement it is highly important to develop their personality with emotional intelligence including stress handling instinct. It would not only make them competent but also able to analyze the reasons of failure. Being intelligent is usually associated with being high on

academic and intellectual abilities and being emotionally intelligent is not only an issue of upbringing Years ago, when the first attempts were made to measure intelligence, it indeed took shape and began to be seen as synonymous with academic abilities. Later, when psychologists further explored the concept, it evolved into many other domains.

Present education world is making all efforts to provide quality education for the students in today’s school. For that we can teach and improve some crucial emotional competencies among children such as emotional intelligence, intelligence quotient which

www.ijmer.in 86



describes the ability of one to use emotions effectively and productively.

Before going in the depth of role of emotional intelligence in academic achievement it is important to understand the meaning and concept of emotional intelligence and academic achievement.

EMOTIONAL INTELLIGENCE

Emotional Intelligence is an ability, capacity or skill to perceive, assess and manage the emotions of one’s self, of others and of groups. Emotional intelligence is an array of non-cognitive

capabilities, competencies and skills that influences one’s ability to succeed in coping with environmental demands and pressures. Emotional competencies as suggested by Daniel Goleman are - Self-awareness - The ability to identify and name one’s emotional states and to understand the link between emotions, thought and action. Self-Regulation - The capacity to manage one’s emotional states or to shift undesirable emotional states to more adequate ones. Motivation – The ability to enter into emotional states (at will) associated with a drive to achieve and be successful. Empathy - The capacity to read, be sensitive and influence other people’s emotion. Social Skills - The ability to enter and sustain satisfactory interpersonal relationship. 1 The view points and ideas propagated by Daniel Goleman have brought a revolution in the field of child care, home, school and workplace management. In the words of

Daniel Goleman “Most of the problem in our life, whether childhood problems, adolescent problems, home and family problems, work situation problems or political, regional or international problems are the result of misinterpretation of the involved sentiments, feelings and emotions of the concerned individuals, group of individuals, society and the nations.” If proper efforts are made for training the emotions and developing proper emotional intelligence potential among the people right from their

www.ijmer.in 87



child hood, then it will surely help in bringing mutual emotional understanding, empathy accompanied with right actions and behaviour on the part of the individuals and groups, to lead a better life in peace and co-operation.

Mayer and Salovey define Emotional Intelligence as “the subset of social intelligence that involves the ability to monitor one’s own and others feelings and emotions to discriminate among

them and to use this information to guide one’s thinking and actions. They later redefine the term as “ ability to perceive accurately, appraise, and express emotion the ability to access and generate feelings when they facilitate thought the ability to understand emotion and emotional knowledge: and the ability to regulate emotions to promote emotional and intellectual growth(Mayer and Salovey, 1997, p 10). They propose a model of EQ that consists of four domains of abilities which are the perception use understanding and regulation of emotion. Emotional intelligence is claimed to affect various aspects of human performance, namely in physical and psychological health, social interaction and performance at school and in the work place (Bar-On, 1997). Unlike intelligent Quotient (IQ) emotional intelligence (EQ) is associated with career and personal life success, including

success in the academic (Mayer and Salovey 1997, Goleman, 1995). There has been a lot of research carried out in order to establish the relationship between emotional intelligence and academic achievement.

The subset of social intelligence that involves the ability to monitor one’s own and others feelings and emotions, to discriminate among them and to use this information to guide ones thinking and actions

www.ijmer.in 88



Emotional intelligence has four branches: Perceiving

emotions, reasoning with emotions, understanding, motions and managing emotions.

Emotional intelligence has four attributes: Self-

awareness, self-management, social awareness, relationship management.

DEFINITIONS OF EMOTIONAL INTELLIGENCE

According to Salovey & Mayer “We define emotional

intelligence as the subset of social intelligence that involves the ability to monitor one's own and others' feelings and emotions, to

discriminate among them and to use this information to guide one's thinking and actions.”

Daniel Goleman (1995) in his book Emotional Intelligence claimed that "Emotional Intelligence is a master aptitude, a capacity that profoundly affects all other abilities, either facilitating or interfering with them" (p.91). According to Harrod and Scheer (2005), emotional intelligence “is the

collection of a person’s success oriented traits” (p.503).

According to Robins (2002), emotional intelligence has

its direct roots in the literature on social, practical, personal and multiple intelligence” (p.166). The term Emotional Intelligence was coined by Salovey and Mayer in 1990 and popularized in 1995 with Goleman’s best selling publication named by the same phrase. Since then, the field has been developed greatly and become a focus for great research.

From the above definitions it is clear that Emotional intelligence is the ability to identify, assess, and control the emotions of oneself, of others, and of groups. There are five elements identified as the components of emotional intelligence:

www.ijmer.in 89



self-awareness, self-regulation, motivation, empathy and social skills that comprise the field of emotional intelligence.

IMPORTANCE OF EMOTIONAL INTELLIGENCE

The Importance of Emotional Intelligence

John Gottman: "In the last decade or so, science has discovered a tremendous amount about the role emotions play in our lives. Researchers have found that even more than IQ, your emotional awareness and abilities to handle feelings will determine your success and happiness in all walks of life, including family relationships.”

-From Raising an Emotionally Intelligent Child

McCown et al: "Experiencing one's self in a conscious manner--that is, gaining self-knowledge—is an integral part of learning.”

-From Self-Science: The Emotional Intelligence Curriculum

Salovey, Mayer, Goldman, Turvey, and Palfai: "People in good moods are better at inductive reasoning and creative problem solving.

-From Emotion, Disclosure, and Health, 1995

John D. Mayer: "An emotion occurs when there are certain biological, certain experiential, and certain cognitive states which all occur simultaneously." --From EQ Today, Spring 1999 .

Mayer & Salovey: "People high in emotional intelligence are expected to progress more quickly through the abilities designated and to master more of them." --From “What is Emotional Intelligence” in Emotional

www.ijmer.in 90



Development and Emotional Intelligence: Educational Implications, by Peter Salovey and David Sluyter. 1997.

Emotional intelligence education must start from birth

onwards and should be well set by the age of five. It is parenting that determines the quality of school education. So to improve school education we have to make sure that all parents are qualified to provide healthy emotional intelligence education.

The success of regular education is dependent on the emotional intelligence level of the student. This emotional intelligence level is well set by the time a student is ready to go to school starting at pre-K. When students start school, their education success and failure is already well set for the rest of their academic life.

Making sure that every parent provides the emotional intelligence education required to make their children emotionally healthy is the only solution to the current mess in education and in society at large.

Education is exactly like a building where the foundation is built by parents. Parents who provide an emotionally healthy upbringing ensure a better chance of success in education as well as in life than other factor.

Education and society are a mess now because 80% of students start school with a shaky emotional intelligence foundation. The Wise Summit can initiate real education reform and help create cutting-edge education by highlighting parenting as the most essential part of education.

We need to hold regular courses and seminars for parents and teachers on emotional intelligence. We must ensure emotionally healthy education from birth onwards, much before

www.ijmer.in 91



pre-K not only must the wise summit propose this new parenting subject it must also provide the curriculum for it.

STRATEGIES FOR IMPROVING EMOTIONAL INTELLIGENCE

Increasing Emotional Intelligence

Managers who are able to relate with emotional intelligence, whether because of nature, nurture and / or practice, bring an extra dimension of understanding and relationship building to their work assignments. I’ve described several components of the interaction of an individual who has highly developed emotional intelligence. These are ideas about how to strengthen your emotional intelligence in day-to-day practice.

Practice deep and focused listening when communicating with another employee. Instead of rehearsing your response

while the other person is speaking, focus your mind and attention on asking questions to clarify and understanding what the person is saying.

Summarize and feed back what you think you heard the

individual say to you. Ask if your summary is an accurate portrayal of the communication content.

Ask questions to identify emotions and feelings. Ask the

employee how he or she feels about the information provided to you. Ask for their gut feeling about how things are progressing. If you have difficulty reading how the employee is reacting to a situation emotionally, ask to discover. Most employees are only too willing to disclose an opinion when their manager indicates interest. You will further develop your emotional intelligence, too.

www.ijmer.in 92



Practice noticing body language or nonverbal communication. Stop your hurry long enough to recognize

when body language is inconsistent with the words spoken. Get used to interpreting body language as a means to understand an employee's complete communication. With practice, you will get better.

Observe your own reactions to an employee's communication. Make sure that you react on two levels. You

need to react to the facts and to the underlying emotions, needs, dreams, and so forth that are expressed in most communications, if you are observant. Again, if you don't get the second level, that involves emotions, ask until

you understand.

Notice whether the employees with whom you relate most effectively are just like you. Explore whether you are

receiving shared communication or just making assumptions that the employee will feel and react in a particular way, based on your experience. Ask questions and notice responses.

Note too, that you might attribute these employees with having more knowledge and insights based on your shared connection.

Develop a sense of when you are being played. An employee with highly developed emotional intelligence is already analyzing your reactions and understands what you want to hear. This employee is skilled at building the relationship side of your connection - for good and for ill.

Pay more attention to your own emotions. Analyze how

you respond in emotional situations. Seek feedback from employees whom you trust to react with some degree of unbiased, unprejudiced response. Seek additional feedback from

www.ijmer.in 93



a boss or mentor who can describe your impact on others in a meeting, for example.

You can develop your emotional intelligence, but it will take persistent focus and practice. Seek and use feedback to round out your own perceptions of your actions and behaviours.

Emotional intelligence is a hallmark of an effective manager

or leader. They understand and appropriately react to both the content of a message and the underlying emotional and meaningful components that make a message live and breathe in an organization.

They are able to build sustainable relationships with peers and reporting staff. Without emotional intelligence, a leader is handicapped severely in his or her ability to perceive and react to the emotional component of communication and interaction with other employees. This inability will kill their effectiveness.

Developing Emotional Intelligence through a few key skills:

Emotional intelligence (EQ) is built by reducing stress, remaining focused, and staying connected to yourself and others. You can do this by learning key skills. The first two skills are essential for controlling and managing overwhelming stress and the last three skills greatly improve communication. Each skill builds on the lessons learned in practicing the earlier skills and include:

The ability to quickly reduce stress in the moment in a variety of settings

The ability to recognize your emotions and keep them from overwhelming you

www.ijmer.in 94



The ability to connect emotionally with others by using nonverbal communication

The ability to use humour and play to stay connected in challenging situations

The ability to resolve conflicts positively and with confidence.

CONCLUSION

As emotion is an important aspect of one’s life and its disturbance creates fears, worries, anxieties, annoyance, anger, resentment and irritability and makes it hard to achieve the desired

goal. Mostly the academic achievement is less what they are expected to achieve, these negative feelings must be replaced by feelings of hope, courage and willing cooperation so that they can excel more. The present study reveals the factors Emotional Literacy, Academic understanding, Affective domain Building, Self Assessment, Pressure handling, parental Guidance, performance Evolution, Academic Motivation which if emphasized may help the mentors, parents and academicians to motivate the children for the understanding of emotions in their lives. As an educator we are imparting not only the academic portion of the child, but also the affective (Emotional) portion of the child is what it’s all about. That’s the whole child.

References

1. Aminuddin Hassan (2009) Philosophy Underlying Emotional Intelligence in Relation to Level of Curiosity and Academic Achievement of Rural Area Students Journal of Social Sciences 5(2): 95-103,

2. Bai, S. (2011). Study of Anxiety Proneness and Emotional Intelligence In Relation To Academic Achievement of Pre-university Students. Research Analysis and Evaluation, 2(22): 1-5.

www.ijmer.in 95



3. Baljinder Singh A/L Maghar Singh1 and Kuldip Singh2 (2009), The Influence of Emotional Intelligence and Learning Style on Student’s Academic Achievement C S S R, Conference on Scientific and Social Research.

4. Bar- on, R. (2011).The impact of emotional intelligence on health and wellbeing. To be published in Emotional Intelligence.

Rijeka, Croatia: In Tech. 5. Goleman, D. (1995). Emotional Intelligence, New York: Bantam

Books 6. Mayer, J.D. and Salovey, P. (1995). Emotional Intelligence

and the Construction and Regulation of Feelings. Applied and Preventive Psychology, 4(3): 197-208.

www.ijmer.in 96



ASSESS THE KNOWLEDGE OF SPUTUM DISPOSAL AMONG

TUBERCULOSIS PATIENT AT SELECTED HOSPITAL CHENNAI

K.Vignesh Kumar

BSc (N) IV year Saveetha College of Nursing

Chennai

L.Parimala Assistant Professor


INTRODUCTION:

Pulmonary Tuberculosis is a bacterial infection that involves the lungs caused by Mycobacterium Tuberculosis (MTB). In India nearly one - third global burden of Tuberculosis is every year approximately 1.8 million persons develops Tuberculosis, of which 0.8 million are new smear positive, about 4.17 lakhs of people dies of Tuberculosis every year, one person die every minute and above 1000 people die every day. In India highest incidence of Tuberculosis is reported in Uttar Pradesh (22,369 / 1,00,000), Karnataka (11,005 / 1,00,000) and lowest in Jammu Kashmir (172/ 1,00,000). In Karnataka the highest incidence of Tuberculosis is in Begal uru city, the number of smear positive clients diagnosed were 1588/ 1,00,000 (according to Revised National Tuberculosis Control Program (RNTCP report) 2004).

Sputum can expectorated through cough , generate 3000 droplet

nuclei. They are also released during normal activities like talking or spontaneously during breathing. The TB patient must have the crucial knowledge regarding the mode of spread of disease, hazards of indiscriminate sputum disposal

STATEMENT OF THE PROBLEM:

Assess the knowledge of sputum disposal among tuberculosis patients at selected Hospital Chennai

www.ijmer.in 97



OBJECTIVES : The study is to

1) assess the knowledge of sputum disposal among Tuberculosis patients .

2) associate the selected demographic variable with level of knowledge among Tuberculosis patients.

ASSUMPTION:

Tuberculosis patients to spread the Infection due to inadequate knowledge on disposal of sputum

METHODOLOGY:

Design: Descriptive Research Design was chosen for the study.

Setting: The study was conducted in chest medicine outpatients’

department at Saveetha Medical College Hospital. It is a 1000 bedded hospital. Chest medicine outpatients’ department census was about 100to 150 patients per day. Population: All the patients who were

diagnosed Tuberculosis attended chest medicine outpatients department at Saveetha Medical College Hospital. Sample: Both Male

and Female patients who were Diagnosed Tuberculosis attending chest medicine outpatients’ at Saveetha medical College and hospital . Sample size: 100 patients both male and female attending outpatients

at Saveetha medical college and hospital. Sampling technique: Purposive sampling technique was used to select the samples

INCLUSION CRITERIA :

1.Both Male and Female patients who were Diagnosed Tuberculosis

2.Tuberculosis patients who were attending chest medicine outpatient at Saveetha Medical College and Hospital.

3.Tuberculosis Patients who were in the follow up at Saveetha Medical College and Hospital.

www.ijmer.in 98



4.Patients who understands Tamil and English.

EXLUSION CRITERIA :

1.Tuberculosis patients who were seriously ill.

2.Patients who were not willing to participate in the study.

DESCRIPTION OF TOOLS:

Part I- Sociodemographic data: It consists of 9items (age, Religion,

occupation, monthly income , family history, ventilation of house, place of living, and clinical variables consists of 4 items habits, duration of illness, category of medication, duration of medication, distance of TB center)

Part II- Structured Interview schedule consists of 20 items to assess knowledge on tuberculosis The questions were divided into 3 sections. Knowledge of Tuberculosis consists of 6 Items, mode of transmission consists of 7 items and sputum disposal consists of 7 items. The correct

response was given a score of 1 and wrong response was given a score of 0. The score was graded and interpreted as less than 50% considered as inadequate knowledge, 51 – 75 % considered as moderately adequate knowledge, and 76 – 100% considered as adequate knowledge. Reliability was established by split Half method. (R=2r/1+r=0.77).

DATA COLLECTION PROCEDURE

The main study was conducted from 02.03.2015 to 13.03.2015 . Formal permission was obtained from the department of chest medicine, the investigator selected the simple by inclusion criteria informed consent was obtain each sample. After the general instructions the investigator collected the demographic data by using interview schedule .The structured interview schedule was administered to assess the level of knowledge on tuberculosis .After the assessment teaching programme conducted for 20 minutes on safe

www.ijmer.in 99



disposal of sputum Data were analyzed by using descriptive and Inferential statistics

RESULTS:

Out of 100 samples, 37% were in the age group of 31-40 years. Regarding religion 64% belong to Hindu. As far as educational status 49% belong to high school. Considering family history of tuberculosis majority 43% shows of their grandmother had Tuberculosis. Regarding occupation 36% belongs to industrial workers. As far as the family monthly income 55% earns up to 10000-15000. Regarding ventilation of house (38%) belongs to inadequate type of ventilation.

Regarding place of living (35%) belongs to rural area Out of 100 samples 30% had the habit of alcohol consumption. Regarding to duration of illness 43% had 3-6 month of illness. Considering the category of medication 45% were in the category 2. Regarding duration of medication 44% were chosen 2 months. With the respect of distance of TB center 38% resided within 10 km of distance

Table1: Frequency and Percentage distribution of level of knowledge on sputum Disposal among Tuberculosis

Patients (n=100)

Aspects of Knowledge

Level of Knowledge Inade - Knowledge

Moder-adequate

Adqe - knowledge

f % f % f % Knowledge on Tuberculosis

91 91.0 8 8.0 1 1.0

Mode of Transmission 84 84.0 14 14.0 2 2.0

Sputum Disposal 89 89.0 11 11.0 0 0

Overall knowledge 92 92.0 7 7.0 1 1.0

www.ijmer.in 100



Out of 100 samples majority (92%) had inadequate knowledge:( 7%) had moderatelyadequate knowledge : (1% )had adequate knowledge

3. There is no significant association between the demographic variables with level of knowledge among tuberculosis patients p < 0.005

DISCUSSION:

The findings revealed that, there is a inadequate knowledge on sputum disposal

among Tuberculosis patients. Improper sputum disposal will lead to spread the infection to other family members and the community. On

the whole, the study confirms the assumption which was formulate at the beginning of the study that there is a inadequate knowledge regarding sputum disposal

NURSING IMPLICATIONS:

Collaborative teaching programme for the group of students regarding sputum disposal and involving all members of the health team. Nurses play a pivotal role in teaching and reinforcing to the students about the knowledge about sputum disposal

CONCLUSION : A structured teaching programme on sputum

disposal to educate the Tuberculosis patients regarding safe disposal of sputum and it will reduce the mode of transmission among the community.

www.ijmer.in 101



Bibliography

1. 1.James E et al. ( 2003) Chronic respiratory disease- an emerging public helath problem . National Tuberculosis association ,New York.

2. 2.Aparajitha et al (2013) study of knowledge and practice of sputum disposal among tuberculosis patient Ahumed abad city, NHL journal of medical science 2013/v.12/Issue.2.

www.ijmer.in 102

volume4 issue9(5) 2015

Documents