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ANVESHAN A Research Volume
KLE Society's, Lingaraj College, (Autonomous) Belagavi-590 001. Karnataka. INDIA
Fax: 0831-2427589, Phone: 0831-2420027
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Editorial Board
Dr. S. S. Masali Editor in Chief Dr. S. B. Somannavar Chief Editor Dr. Gurudevi Huleppanavarmath Dr. (Smt.) Mahadevi U. Hagaragi Shri. S. N. Mulimani
Member Member Member
Smt. M. R. Banahatti Member Dr. (Smt.) K. R. Siddagangamma Member
Member Member
Dr. G. N. Sheeli Dr. (Smt.) Ranjana A. Godhi
Dr. A. S. Anikivi Member
Dr. H.S. Melinmani Member
All editorial enquiries may be addressed to the Chief Editorat the above address. The facts and figures stated, conclusions and policy suggestions expressed in different
contributions are of the authors concerned and should not be attributed to the Editor in
Chief/Chief Editor/Editor or to the Publisher
Published by:
Principal, KLE Society's, Lingaraj College, Belagavi-590 001 Published under UGC Scheme of College with Potential for Excellence
Printed by:
Imageworld 1344, Dr. R.K. Marg, Hindwadi, Belagavi-590 011. Tel :0831-4201040
51 AComparative Study of Self *Sukashant S Patil. Research Scholar Confidenee Level among Individual 253
LNCPE Trivandrum-University of Kerala. and Team Game Players of **Shashidhara, Rescarch Scholar UCPE. Karnataka University. Bangalore University. ***Prashant Mankale, Rescarch Scholar UCPE
Bangalore University, Karanataka 52 A Study of Work Place Stress and Vishalakshi Honnakatti, Assistant. 260
Level of Performanee of Marketing Professor Dept. of Psychology, Govt.
Managers. First Grade College for Women
Bailhongal **Kari Gooli Assistant
Professor, Department of Commerce and
Management, SKNG Government First
Grade College. Gangavati, Karanataka
53 Healthy Diet for Healthy Body *Pratibha Kathare **Roopali R. Samage 271
Patil M.A. KLE's Lingaraj College,
Belagavi, Karanataka
54 Yoga in Physical Education *Aasma Begaum A Pattewalc, Rescarch 276 scholar, D.0.S. in physical education and
sports science K.S. W. University,
Vijayapura. **Dr K.P. Martin Assistant
Professor science K.S.W. University,
Vijayapura.***Wasim Raja Malik PhD
D.O.S. in physical education and sports
Science Jammu and Kashmir.
280 55 *Vijayakumar T. Bikkannavar, Asst Prof
Role of Yoga in Sports
in Physical Education, Smt A. A Patil
College of Arts and Commerce for
Women Chikodi. ** Ravi Gola, Porawal,
Asst Prof in Physical Education, Degree
College Sindagi. ***Prakash L Naragatti,
Asst Prof in Physical Education, KA
Lokapur Arts and Commerce College,
Athani, Karanataka
Anveshan A Research Volume
A Study of Work Place Stress and Level of Performance of Marketing Managers.
VishalakshiHonnakatti, Assistant. Professor Dept. of Psychology. Govt.First Grade College for
Women Bailhongal-591102. **Prof. Kari Gooli Assistant Professor, Department of Commerce and
Management, SKNG Government First Grade College. Gangavati. 583227.
Abstract: Everyone knows that stress can have a negative impact on performance. Some scientists say that
minimum amount of stress is necessary to achieve the things, without stress organisms do nothing. But what
exactly does this mean? In other words, how exactly could psychological stress affect performance? Ler's take
.a closer look by examining the of stress, By definition, stress is a reaction by the body and brain to meet the
demands of some challenge or threat. To know whether the work stress improves the performanceof
individual or decrease the performance. For this purpose researchers took 50 marketing managers working
under different telecommunication companies. They have divided in two groups on the basis of high and low
performance. The results shows that the high performing group experience more stress then low performing
group. And there is a significant correlation between two groups stress and performance.
A study ofworkplace stress and level ofperformance of Marketing Managers.
Introduction: Stress is an inevitable and unavoidable component of life due to increasing complexities and
Competitiveness in living standards. The speed at which change is taking place in the world today is certainly
overwhelming and breathe taking. In the fast changing world of today, no individual is free from stress and no
profession is stress free. Everyone experiences stress, whether it is within the family, business, organization,
study, work, or any other social or economic activity. Thus in modern time, stress in general and job stress in
particular has become a part of the life and has received considerable attention in recent years. Stress has
become the core concern in the life of everyone, but everybody wants stress-free life. Stress is a subject which
is hard to avoid. Stress is a part of day-to-day living. Every individual is subjected to stress either knowingly
or unknowingly.
Stress refers to any environmental, organizational and individual or internal demands, which require
the individual to readjust the usual behavior pattern. Degree of stress results from events or situations that
have potential to cause change. Stimuli or situations that can result in the experience of stress are called
stressors. There are three major sources of stress- environmental, individual and organizational.
Environmental stress is not only caused by the factors intrinsic to job, but also influenced by the
environmental or extra organizational factors. Stress results because of he individual's interaction with
environmental stimuli or factors such as societal or technolog1cal changes, political and economic,
K. L. E. Society's Lingaraj College, (Autonomous) Belagavi
Page 260
Anveshan A Research Volume
Luncertainties, financial condition, community conditions ete. The stress which an individual experiences in
an environment is carried with him in another environment also, thus increasing the stress and causing stress
to others also.
Let's start with the effects of stress on the brain. Stress hormones such as cortical have the ability to
cross the blood-brain barrier and impair these important cognitive processes. Consequently, high levels ol
stress can negatively affect most aspects of human cognition; the key ones being attention, memory and
decision-making.
1.il 14111.1
I inlc'it'st
tigt
Ar
The Yerkes-Dodson law states that performance increases with physiological or mental arousal (stress),
but only up to a point. When the level of arousal (stress) becomes too high, performance decreases. Here is a
graph of the Yerkes Dodson law:
The graph can be highly variable depending on the complexity and familiarity of the task. Research has
found that different tasks require different levels of arousal for optimal performance. For example, difficult or
unfamiliar tasks may require lower levels of arousal (to facilitate concentration), whereas tasks demanding
stamina or persistence may be performed bettcr with higher levels of arousal (to induce and increase
motivation).
Because of task differences, the shape of the curve can be highly variable depending on what you are
doing. For simple or well-learned tasks, the relationship can be fairly linear as improvement in performance
is seen as arousal increases. For complex, unfamiliar, or highly intellectual tasks, the relationship between
arousal and performance becomes inverse, with declines in performance as arousal increases.
In reality, optimal stress and optimal performance depends on four different factors: skill level,
personality, trait anxiety, and task complexity.
Skill Level: The skill level directly influences how well one perform on any given task. That is why it is
extremely imperative to train a task so that it is well-learned. Once a task is well-learned, the mind will
respond to stress and high-pressure situations a lot better than if one is a novice to the task. This goes for
anything-from a hostage rescue situation to shooting to delivering a speech. In addition, in high-pressure
Page 261
K.L. E. Society's Lingaraj College, (Autonomous) Belagavi
nveshan A Research Volume
situations, we are less able to think on our feet and methodically, which is why it is extremely important to be
able to fall back on well-rehearsed responses.
Personality: The personality will also affect how well one perfom in high-pressure situations. Some
scientists believe that extroverts naturally perform better than introverts in high-pressure situations, given all
other things equal. People who are introverts on the other hand, perform better than extroverts in
environments with less stimuli and ample preparation. It is useful to note that the vast majority of people are
not classified as either introverts/extroverts; most of the population arc actually ambiverts -people who
possess traits of both introverts and extroverts.
Trait Anxiety: Trait anxiety is also known as limiting beliefs. People who are self-confident and believe in
their abilities are able to stay focused and concentrate on tasks better. People who are not confident in their
bilities will be distracted by their limiting beliefs and self-doubt in high-pressure situations.
Task Complexity: Task complexity is, of course, the complexity of the given task. It is the level of attention
and the amount of effort asserted in order to successfully complete the task. Again, simple activities can be
performed successfully
with high stress (or arousal) whercas most complex and unfamiliar tasks require a
certain level of calmness stress in order to perform successfully.
One of the most noticeable
effects of stress in one's life is the changes in his performance. While we can
easily recognize the consequences
of normal or excessive
amounts of stress through mere observation, it's
best to learn about the scientific relationship between stress
andperformance.
The Stress Response Curve: To better
understand the effects of stress to performance, Nixon, P. (1979)
created the following graph of the stress performance
curve explaining
how stress affects performance
in
theoretical terms
THE
STRESS
RESPONSE
CURVE
FATIGUE
rOMFORÝ zONE
R
Heattt
M BREK
Adapted rom Nixon P. Practdoner.
1979
AROUsal sT RESS
K. L. E. Society's Lingaraj College,
(Autonomous) Belagavi
BHARATRATNA DR. B. RAMBEDKARS VISION FOR MODERN INDIA
Vol. 1
Editor's
Prof. C. N. Waghamare
Dr. M. M. Mutavali
Dr. Ashok D'Souza
CONTENTS
1 Bharat Ratna Dr. B.R. Ambedkar's Vision for Modern India Adv. Shridhar Prabhu/29
Ideologies of Dr.Babasaheb Ambedkar's towards Nation building
Dr.Prakash S.Kattimani/ 29
Dr.B.R. Ambedkar On Equality and Social Justice Of Women, Children And The Weaker Section.Of Society Dr. Sonkamble.C.P./35
4 BHARATRATNA DR. BABASAHEB AMBEDKAR: AMULTI-DIMENTIONAL PERSONALITY Dr.Umapati K.L./Dr. Vijaykumar Betgar Smt.Rabiabanu B. Nadaf/48
5 Dr. BabasahebAmbedkar and Women Rights in India Dr. Vishalakshi Honnakatti/55
6. A STUDY ON DR. B. R. AMBEDKAR AND SOCIAL JUSTICE OF THE DALITS IN INDIA Dr. Chandrashekhar. C. Banasode/65
1. DR. B. R.AMBEDKAR,S
THOUGHTS ON RIGHTS OF WOMEN Dr. Khandu S. Kale/ 69
17
Dr. BabasahebAmbedkar
and Women Rights in India
Dr. Vishalakshi Honnakatti
Assistant Professor Govt. First Grade College For Women, and P. G Studies Centre,
Bailhongal-591102 Mobile: 9480186919
Introduction
Dr.BabasahebAmbedkar contribution was great in the field of women's empowemment who advocated for the liberation of women
and gender equality in India. If there any persons worked for women's liberation in India, they were none other than Buddha, Dr.BabasahebAmbedkar, EV.Ramasamy Periyar and JyotiraoPhule. Without Dr.BabasahebAnmbedkar, at least whatever
so changes the position of Women today in India would be only question mark. There were many leaders fought for the women's
Rights in ndia. Most of them were failed in their action. But
Dr.BabasahebAmbedkar was the only person who changed the effort
via Law
55
been carried caste from one generation to another generation in point of its significance.To leave inequality between class and class While drafting the Constiution of India, Dr:BabasahebAmbedkar between sex and sex which is the soul of Hindu Society untouched
Wonmen are the victim of rhis evil caste system. They have in the past or likely to be passed in the future can be compared tobit
and to go on passing legislation relating to economic problems is to
make a farce of our Constitution and to build a palace on a dung
was the prime mover of the welfare of women. Hindu Code Bill
Dr.BabasahebAmbedkar resigned from the post of the first heap. Law Minister of India when his noble 'Hindu Code Bill'a women's Rights for Indian Women dropped by then Prime Minister Nehru. But None of the women's organization talks about it. The contribution
Although Dr.BabasahebAmbedkar could not succeed in
getting passed the full Hindu Code Bill, he successfully laid the
foundation of equality for the women of India in all spheres of life.
Due to Dr.BabasahebAmbedkar efforts the women are now holding of Dr.Babasaheb for women empowement in India is totally ignored
high positions in all fields including Engineering, Medical, Army, Air
Force, Navy, Police, Administration, Politics etc.,
Let see what Dr.BabasahebAmbedkar's immense strived
and hiding. For three years, he fought to get the Bill passed. It was the greatest ever social refom in India. It is nothing but declaration of women rights. It spoke of giving back dignity to Indian women and giving equal nghts to men and women. They are Rights to property, hard efforts for liberation and empowerment of Indian Order of succession to property, marriage, divorce. guardianship. It women. He framed many laws for Women in India as follows, was by any tiime a revoiutionary measure and first step towards the 1) Dearness Allowance, recogniüon and empowerment of women in India. By these a women 2) Women Labor welfare fund, will have property in her own right and able to dispose of her 3) ESI, property. Unfortunately this revolutionary bill was partially 4) Provident fund Act, dropped by then Prime Minister Nehru because of the orthodoxy Hindu members. The orthodoxy in the ruling party led by Shyama
5) Women Labor Protection Act,
6) Maternity Benefit for women Labor bill, Prasad Mukherjee didn't allow this bill to be passed. Even the 7) Divorce Act,
8) Right over parental Property, 9) Leave Benefit to Piece Workers,
women memberSarojani against for these women rights. In the Statement by Dr. BabasahebAmbedkar in explanation of his RESIGNATION form Law Minister, '"In the second place, I 10) Revision of Scale of Pay for Employees,
thought it necessary to stay on, for the sake of the Hindu Code. In 11) Restoration of Ban on Women Working Underground in the opinion of some it may be wrong for me to have held on for the Mines etc., sake of the Hindu Code. I took a different view. The Hindu Code 12) No marriage before age of 18 years, was the greatest social reform measure ever undertaken by the 13) Maintenance allowance from husband on getting legally Legislature in this country. No law passed by the Indian Legislature separation,
57 56
14) Widow can adopt a child, 15) Mother can change guardian of minor by will. 16) Equal pay for equal work irrespective of the sex.
Benefit Act-1961 was adopted by the Central Government for al
states in India.
Equal pay 1or equal work irrespective of the sex
Revolutionary Dr. BabasahebAmbedkar was the first person Maternity Benefit Act don't know how many Indian women knows the who brought "Equal pay for equal work irrespective ot the sex in
conuibution of Revolutionary Dr.BabasahebAmbedkar's maior role india in tems of Industrial workers as a Labor Minister in the Viceroy
Or ie Maternity Benefits bill in the Bombay legislature in July. 1928 executive council. On this regard he said, "We have also taken
S TOr tne 1actory women workers. In fact it was the first Maternitv care to see, and this is an important point, that women shall be
Benefits Act passed in India in 1929 by the Bombay legislature. On paid the same wages as men. It is for the first time that l think
this regard he said, "I believe that it is in the interests of the nation in any industry the principle has been established of equal pay
that the mother ought to get a certain anount of rest during thefor equal work irrespective of the sex."
pre-natal period and also subsequently. 1 am prepared to admit While drafting the Indian Constitution, Dr. Babasaheb played
this fact because the conservation of the people 's welfare is major contribution for embodied the Article 39(d) relates the state to
prmarily the concern of the Government. And in every country strive for securing equal pay for equal work of both men and women
herefore, where the mate rnity benefit has been introduced, you in the Part IV of th directive principles of the State Policy.
Wll find that the Government has been subjected to a certain"Right to Vote'" (Equal for all Women and Men in India ) ie
amount of charge with regard to maternity benefit. I think, Adult franchise' was given by Dr.BabasahebAmbedkar
therefore, the benefits contemplated by this bill ought to be given 25th January is observed as the National Voters Day in our
Oy nls Legislature 1o the poor women who 1oil in our factories Nation. Well..!! Firstly I would like to say one thing. at least to
n this Presidency "
Subsequently the Madras Maternity Benefit Act spread something awareness about our Constitutional right (Article was passed by the Madras Legislature Council in 1934 and326) ie "Right to Vote" to some people. Now all Indians have right
to vote without bias in gender or caste or class or literacy or religion. As a Labour Minister in the Viceroy executive councilt was "Founding Father Of Modern India" Revolutionary
eween 1942 and 1946, Dr. BabasahebAmbedkar was instrumentalDr.BabasahebAmbedkar who voiced as the first person in India for
n binging the Mines Maternity Benefit Bill for women in all over the Universal Adult Franchise" before the Southborough
subsequently in other provinces of India
India. Under this act, a woman working in the mine is entitled to Commission. Later before the Simon Commission for all Indians
matermity benefit for a period of 8 weeks. This period of 8 weeks is without bias in gender, Caste, Class, literacy and religion. I divided into two parts of four weeks each, one part preceding delivery don't know how many Indians know, it was because of and another part succeeding delivery.Later all the acts of MatemityDr.BabasahebAmbedkar who conferred the fundamentals of
Benefit of various states were repealed and a common Maternity democratic principle'Adult franchise' in the Indian social reality ie
58 59
right to vote to every Indian without any discrimination through the India'" Revolutionary Dr.BabasahebAmbedkar who voiced as the Indian Constitution. For this, Dr.BabasahebAmbedkar faced the first person in India for the 'Universal Adult Franchise' before the radical problem from Sardar Vallabhai Patel.
Today Our constitution granted voting rights to all for all Indians without bias in gender, Caste, Class, literacy and Indian women as a right because of him. But before religion. I don't know how many Indians know, it was because of Independent India, it is not easy task for everyone 'right to Dr.BabasahebAmbedkar who conferred the fundamentals of vote even men also. Mostly the Right to vote was given only democratic principle 'Adult franchise' in the Indian social reality i.e. to those the rich, the landed and the tax payers. Some people nght to vote to every Indian without any discrimination through the
Southborough Commission. Lat�r before the Simon Commission
may claim Montagu-Chelmsford Reforms granted votes to Women. Indian Constitution. But it was under condition (like man) to some women in province
References only not for whole part in India.
Dr. Ambedkar tried an adequate inclusion of women's right in the Mathew, Thomas:Ambedkar: Reform or Revolution, Segment Books, New political vocabulary and constitution of India are Delhi, 1991.
1.Articlel4-Equal rights and opportunities in political, economic Government of India: The National Policy for the Empowerment Of Women and social spheres2.Article 15 prohibits discrimination on the ground 2001, Department of Women and Child Development, Ministry of Human of sex. 3. Article 15(3) enables affirmative discrimination in favour of Resource Development, New Delhi, 2001
women. Article 39- Equal means oflivelihood and equal pay for Ambedkar, B.R. "Women and Counter Revolution", "Riddles of Hindu equal work. 4. Article 42-Human conditions of work and maternity Women'" in Dr.BabaSahebAmbedkar: Writings and Speeches, Vol.3, relief.5.Article 51 (A)(C)-Fundamentál duties to renounce practices, Department of Education, Government of Maharashtra, 1987. derogatory to the dignity of women. 6.Article 46 -The state to Dr.BabaSaheb Ambedkar: "Castes in India: Their Mechanism Genesis and promote with special care, the educational and economic interests of Development", "Castes in India" in Dr.BabaSahebAmbedkar: Speeches
and Writings, Vol.I Education Department, Government of Maharashtra, weaker section of people and to protect them from social injustice and all forms of exploitation. 7.Article 47-The state to raise the level of nutrition and standard of living of its people and the ambedkarambeth.blogspot
1979.
improvement of public health and so on. Article 243D (3), 243T (3) & 243R (4) provides for allocation of seats in the Panchayati Raj rights-in-India.
www.quora.com/What-is-Dr-Ambedkars-contribution-towards-womens-System Conclussion Now all Indians have right to vote without bias in gender or caste
or class or literacy or religion. It was "Founding Father OF Modern
60 61
National Seminar on
EMERGING TRENDS OF RESEARCH IN
HIGHER EDUCATION Volume
SOUVENIR
Editors RM Paragond
B Kabade A.S. Kulkarni B. M Korabu N.D. Arundhekar
Ch
an
gin
g T
ren
ds
in t
he c
on
cep
t o
f M
arr
iag
e i
n t
he L
igh
t o
f M
an
ju K
ap
ur'
s
Nov
els
230
65
Ro
op
avat
iS
. K
ore
go
l
23
9
66
Ben
efi
ts o
f M
en
tal
Healt
h
Dee
pa J
ahag
ird
ar a
nd N
. C
han
dra
pp
a A
Stu
dy
on
Po
stp
art
um
Dep
ress
ion
am
on
g W
om
en
Beari
ng
Fem
ale
ch
ild
Cha
ndra
kant
Jam
adar
24
2 6
7
247
Co
-Ed
uca
tio
n S
yste
m
Vis
hala
kshi
Ho
nn
akat
ti
68
251
69
W
om
en
Em
po
werm
en
t th
rou
gh
Hig
her
Ed
ucati
on
Raj
ash
ree
S.
Mara
no
or
an
d M
eg
ha S
. C
halw
ad
i
Wo
rk L
ife B
ala
nce a
mo
ng
Wo
men
's i
n I
nd
ia-A
Des
crip
tive
Stud
y R
. H
. R
ames
h
254
70
26
1
Th
e R
esea
rch
Pro
cess
R
ames
ha H
. G
. 71
265
Tec
hn
iqu
es f
or
Bet
ter
Bas
ket
bal
l P
lay
er
Kas
turi
D.
Raj
apu
t T
he
Eff
icie
nt
Mark
et
Hy
po
thes
is:
An
Ov
erv
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S
. H
. B
ad
ek
han
nav
ar
an
dP
rav
een
A.
Ko
rbu
72
268
13
271
74
Res
earc
h i
n M
ath
emat
ics
Jyot
hi K
iran
S.
Per
form
ance
of A
nxie
ty a
nd
Spo
rts
Psyc
holo
gy
Sh
ob
ha
Wal
i 27
5 7
5
278
Th
e E
ffec
t o
f S
ES
on
th
e P
erfo
rman
ce o
f M
oto
r A
bil
itie
s o
f S
po
rtsm
an
an
d
Non
-Spo
rtsm
an
Han
uman
thay
ya P
ujar
Im
po
rtan
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f Y
og
a in
Aca
dem
ic P
erfo
rman
ce
Sh
reek
ant
Ch
avan
16
28
4
77
28
6
Imp
ort
an
ce o
f P
sych
olo
gic
al F
acto
rs o
n P
hy
sica
l P
erfo
rman
ce
Han
aman
th H
Tal
awar
an
d A
rif A
lik
han
78
288
Imp
act
of
Yog
a an
d M
edit
atio
n am
ong
the
Stu
dent
Com
mun
ity
An
nap
urn
a M
. H
irem
ani
and
D.
M.
Jyot
i 79
80
His
tori
cal
Bac
kg
rou
nd
of
Infa
nt
Mo
rtal
ity
29
2 T
rive
ni R
. P
ol
and
V B
. K
oris
hett
i
294
A S
tud
y o
n A
sses
smen
t o
f S
oci
o-
Psy
cho
log
ical
Fac
tors
of
Sp
ort
sper
son
an
d
No
n S
po
rtsp
erso
n
Sh
ob
ha
Had
apad
Im
po
rtan
ce o
f G
lob
aliz
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n i
n H
igh
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cati
on
S.
N.
Hos
aker
i
81
297
82
30
3
Hea
lth
In
equ
alit
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n K
arn
ata
ka
Ras
hmi
G. V
ansh
akru
tam
ath
83
Ex
peri
en
cin
g E
ntr
ep
ren
eu
rsh
ip-
A
Su
ccess S
tory
of
TS
WR
DC
W,
Nalg
on
da
N.
Ap
arn
a
Eff
eet
of
Sp
eed
Tra
inin
g o
n P
erfo
rman
ce o
f F
emal
e H
ock
ey P
lay
ers
San
gee
ta S
. P
atil
A
Stu
dy
on
Eff
ect
of
Yo
gic
Pra
cti
ces
on
Ph
ysi
cal
Fit
ness
Pra
vee
nk
um
ar M
. K
.
308
84
312
85
314
86
317
87
Wo
men
Em
po
werm
en
t
ix
68
Co-
Edu
catio
n Sy
stem
Vis
hala
kshi
Hon
naka
tti
Intr
oduc
tion
Co-
educ
atio
n is
a sy
stem
whe
re b
oth
the
gend
ers
(mal
e an
d fe
mal
e) p
artic
ipate
in a
sam
e le
arni
ng
cen
tre
or
an
edu
catio
nal
inst
itutio
n. I
n th
is p
roce
ss,
both
the
gen
ders
wou
ld b
enef
it e
qual
ly i
n le
arni
ng o
r
attain
ing
know
ledg
e fro
m
the
insti
tutio
n an
d ea
ch o
ther
. Th
is m
etho
d of
edu
catio
n ev
en t
houg
h is
beco
min
g co
mm
on
all
over
the
w
orld
; th
ere
are
still
fe
w
part
s o
f th
e co
untr
y w
ho
feel
so
met
imes
segr
egat
ion
is fo
r th
e be
tterm
ent
of th
e le
arni
ng p
roce
ss.
How
ever
, th
ere
are
sam
e am
ount
of
grou
p w
ho
feels
, se
greg
atio
n o
f th
e ge
nder
s cau
ses t
roub
le t
o t
he le
arni
ng p
roce
ss a
nd m
akes
it
mo
re co
mpl
icated
. C
o-
isa
pref
ix t
hat
mean
s to
geth
er.
Edu
cate
is
a w
ord
that
co
mes fr
om e
duca
re.
Edu
care
mean
s
liter
ally
to dr
aw o
ut,
bu
t it
tend
s to
be
used
in
the
sen
se o
f to
tea
ch.
Hen
ce,
co-e
duca
tion
mean
s te
achi
ng
togeth
er Co-
educ
atio
n is
one
of
the
mos
t co
mm
on s
pect
acle
s in
the
edu
cati
onal
sys
tem
of
Wes
t. It
is n
ow
been
wid
ely
seen
in
Ind
ia a
s w
ell.
As
a m
att
er
of
hist
oric
al f
act,
ther
e w
as co
-edu
cati
on i
n an
cien
t In
dia
part
icul
arly
in
the
Ved
ic
Age
, w
hen
wom
an h
ad a
ver
y hi
gh s
tatu
s in
the
soc
iety
. In
mod
ern
tim
es,
it m
eans
tea
chin
g s
tud
ents
of
all
gen
der
s to
get
her
,at
var
ious
lev
els,
su
ch a
s: A
t n
urs
ery
sch
oo
l, A
t sc
ho
ol
and
at u
nive
rsit
y.
How
ever
, w
ith
the
pass
age
of
tim
e, t
he s
yste
m o
f co
- ed
ucat
ion
bega
n to
be
disc
oura
ged
in I
ndia
. D
urin
g th
e B
riti
sh r
ule,
ho
wev
er,
co-e
du
cati
on
on
ce a
gai
n c
rop
ped
up,
but
on
ly o
ne
ou
t o
f o
ne
tho
usa
nd
In
dia
n
girls
cou
ld g
et t
he p
rivi
lege
of
stud
ying
with
boy
s. T
oday
, o
f co
urse
, co
-edu
cati
on i
s en
cour
aged
in
our
coun
try a
nd n
umbe
r o
f co-
educ
atio
nal
inst
itut
ions
is i
ncre
asin
g.
Th
ere
are
bo
th a
dv
anta
ges
as
wel
l as
dis
adv
anta
ges
for
an
y k
ind
of
edu
cati
on
sy
stem
in
clu
din
g c
o-
educ
atio
n sy
stem
. T
he r
eal
good
soc
ial
envi
ronm
ent
will
nu
rtur
e po
siti
ves
of
the
soci
ety
and
help
in
deal
ing
wit
h t
he n
egat
ives
in
a di
gnif
ied
man
ner.
The
re i
s no
edu
cati
onal
sys
tem
in
the
wor
ld t
hat
has
erad
icat
ed t
he
neg
ativ
es o
f th
e so
ciet
y b
ut
a co
-ed
uca
tio
nal
sy
stem
can
def
init
ely
wo
rk t
ow
ard
s m
end
ing
the
gap
bet
wee
n t
he
gen
der
s an
d b
uil
din
ga
bri
dg
e o
f fr
iend
ship
. In
thi
s p
rom
isin
g e
ra o
f em
po
wer
men
t, i
t
is ve
ry e
ssen
tial
to
hav
e a
co-e
du
cati
on
sy
stem
to
fit
the
surv
ival
of
env
iro
nm
ent
wh
ere
bo
th t
he
gen
der
s
have
th
eir
pla
ce a
nd
say
. It
is n
ow
im
po
rtan
t to
in
corp
ora
te e
arly
in
lif
e to
res
pec
t àn
d l
ove
the
op
po
site
gend
er t
o h
elp
bu
ild
a b
eaut
i ful
wo
rld
of
pea
ce.
Ad
van
tag
es o
f C
o-E
du
cati
on
Sy
stem
Th
e k
ey a
dv
anta
ges
of
a co
-ed
uca
tio
nal
en
vir
on
men
t L
earn
ing
to
get
her
in
a co
ed c
lass
roo
m h
as
man
y be
nefi
ts fo
r bo
th g
end
ers.
.. C
oed
envi
ronm
ents
tea
ch s
tude
nts
to h
ave
resp
ect
for
thei
r of
posi
te
sex
peers
, ex
po
se t
hem
to
dif
fere
nt
vie
wp
oin
ts,
an
d s
om
e s
ay
help
to
bre
ak
do
wn
th
e g
en
der
stere
oty
pes.
Bro
aden
s O
utl
oo
k a
nd
Per
son
alit
y:
Co
-ed
uca
tio
n,
apar
t fr
om p
rov
idin
g a
bet
ter
and
hig
her
sta
nd
ard
of
educ
atio
n, a
lso
serv
es a
s vi
tal
forc
e in
the
dev
elop
men
t o
f a
girl
's p
erso
nali
ty.
It w
iden
s he
r na
rrow
out
- lo
ok a
nd b
road
nes
s he
r ho
rizo
n. M
od
esty
and
gra
ce a
re,
inde
ed,
two
mo
st i
mp
ort
ant
qu
alit
ies
in a
n id
eal
Indi
an g
irl.
Bol
d an
d S
mart
: C
o-e
du
cati
on
rem
ov
es s
hy
nes
s fr
om a
gir
l an
d m
akes
her
bo
ld a
nd
sn
art.
It
erea
tes
in
the
hear
ts o
f th
e b
oy
s as
w
ell
as
girl
s,
an
insp
irin
g
urge
to
w
ork
tog
eth
er
for
the
adv
ance
men
t an
d
enri
chm
ent
of
the
natio
n an
d th
e co
untr
y. B
oys
and
girl
s ar
e th
e tw
o 'w
hee
ls o
f th
e C
hari
ot o
f a
natio
n.
Bot
h m
ust
pla
y t
heir
par
ts e
qu
ally
and
ide
ally
to
mak
e th
e 'C
har
iot'
run
fas
ter
and
sti
ll f
aste
r.
Em
ergi
ng T
rend
s o
f R
eseu
rch
in H
ighe
r E
duca
tion
-24
7
op
s M
utu
al
Res
pec
t: C
o-e
du
cati
on
all
ow
s b
oth
th
e g
end
ers
to m
ing
le w
ith
eac
h o
ther
an
d t
o k
no
w
N
to
co-e
xis
t w
ith
re
spec
t by
th
is
pro
cess
of
getti
ng m
ingl
ed u
nder
on
e le
arni
ng i
nstit
utio
n, t
hey
deve
lop
mut
ual
unde
rsta
ndin
g to
war
ds e
ach
othe
r. A
nd t
here
is
no p
lace
of
hesi
tatio
n or
par
tial
ity
amon
g
Cha
ract
er e
nhan
m
ann
er i
n th
e pre
- es
sent
ial
in a
n in
s o
f op
posit
e se
x t
o
build
ing. T
hey
em
the
gend
ers
whe
n it
com
es t
o pe
rfor
min
g ac
tiviti
es l
ike
cultu
ral,
acad
emic
s or
spo
rts.
Peop
le g
et t
o kn
ow
ho
w
to
resp
ect
each
o
ther
an
d th
eir
emo
tio
nal
le
vel.
Y
ou
ge
t to
k
no
w
each
o
ther
's s
tren
gth
s an
d
wea
knes
ses
and
deve
lop
the
abil
ity
to a
ccep
t th
em a
s th
ey a
re.
Whe
n ed
ucat
ed t
oget
her,
all
stud
ents
lea
rm
resp
ect
for
each
oth
er f
rom
an
earl
y ag
e.
Psyc
holo
gica
l B
enef
its:
From
th
e ps
ycho
logi
cal
poin
t of
vie
w,
co-e
duca
tion
is a
bles
sing
fo
r gi
rls,
espe
cial
ly o
f a
less
dev
elop
ed a
nd g
row
ing
coun
try,
lik
e In
dia,
whi
ch i
s on
her
pat
h of
pro
gres
s. W
hen
girl
s st
udy
with
boy
s an
d ta
ke p
art
in e
very
act
ivity
sid
e by
sid
e, t
hey
are
psyc
holo
gica
lly
cure
d of
this
dise
ase
of
self
-def
eati
sm a
nd s
elf-
crea
ted
pess
imism
. L
ower
s C
ost
of E
duca
tion
: W
hen
both
gir
ls a
nd
boys
get
edu
cati
on
in
a sa
fe e
nvir
onm
ent,
the
need
fo
r se
para
te e
duca
tion
ins
titu
tion
s fo
r gi
rls
wou
ld g
et m
inim
ized
. C
o-ed
ucat
ion
is th
e pr
oper
sol
utio
n to
cu
t th
e hi
gh c
ost
of
mai
ntai
ning
sep
arat
e st
aff a
nd e
duca
tion
al i
nfra
stru
ctur
e fo
r gi
rls.
Hel
ps t
o O
verc
ome
the
Fear
of
Opp
osite
Gen
der:
In
gene
ral
ther
e is
lo
t o
f di
ffer
ence
s in
beh
avio
r of
. b
oth
th
e g
end
ers
wh
ich
bri
ng
s in
fea
r an
d h
esit
ance
in
stri
kin
g a
co
nv
ersa
tio
n,
this
fea
r ca
n b
e fo
r a
bo
y o
r
a gi
rl.
Th
is k
ind
of
shy
nes
s, h
esit
atio
n o
r fe
ar c
an b
e o
ver
com
e w
hen
th
ey a
re p
ut
up i
n a
co-e
du
cati
on
and
resp
ect o
ne f
ra N
o sp
ace
for
disc
ed
ucat
iona
l ins
titu
comm
unica
tions
, o
n th
e in
terne
t, ne
w
at h
ome
and
this
ce
much
redu
ced
in a
beha
vior
and
har
sh.
and
incr
ease
s re
spe
Prom
otes
a co
ntre
m
ore
p
oss
ibil
itie
s
wou
ld
know
wh
am
syst
em w
here
the
y w
ill b
e co
mpe
lled
to
talk
and
cre
ate
a fr
iend
ly e
nvir
onm
ent
whe
re t
here
is
no f
ear.
It is
very
nat
ural
phe
nom
enon
whe
re b
oth
the
gend
ers
have
to
be t
oget
her
to f
ace
the
wor
ld,
your
sen
ior
coul
d un
favo
urab
le
situa
ed
ucati
on e
mpha
si=
be a
mal
e or
a f
emal
e an
d yo
u w
ould
hav
e to
cre
ate
a fr
iend
ly e
nvir
onm
ent
and
are
at e
ase
with
the
oppo
site
sex
. H
ence
, co
-edu
cati
on w
ould
hel
p th
em t
o kn
ow t
he o
ppos
ite
sex
bett
er c
reat
ing
a co
mfo
rt
zo
ne w
here
th
e co
mm
unic
atio
n is
eas
ier
Hea
lthy
Com
petit
ion:
Com
petit
ion
is al
way
s an
ess
entia
l pa
rt in
any
kin
d of
cha
lleng
es i
n lif
e be
it
pers
onal
or
prof
essi
onal
. A
nd e
spec
iall
y in
edu
cati
on i
t is
good
to
have
a h
ealt
hy c
ompe
titi
on a
mon
g the
peer
s w
hich
let
s yo
u le
arn
how
to
cope
with
you
r fa
ilure
s ea
rly
in l
ife
no m
atte
r w
ho t
he w
inne
r is
. W
hen
it co
mes t
o o
ppos
ite g
ende
rs it
wou
ld b
e m
ore c
ompe
titiv
e be
caus
e o
f y
ou
r eg
o, a
nd t
his
is o
ne g
ood
way
to
impr
ove
the
pers
onal
sta
ndar
ds s
o th
at y
ou
don
't ge
t pe
rson
al o
n e
very
fai
lure
and
are ab
le t
o fac
e it
wit
h di
gnity
. So
, co
-cdu
cati
on s
yste
ms
in n
urt
ure
s ch
alle
nges
am
ong
the
oppo
site
gend
ers
in a
he
althy
w
ay t
hat
help
s yo
u to
mai
ntai
n yo
ur d
igni
ty a
nd a
lso
educ
ates
you
to
face
you
r fa
ilur
es a
nd l
earn
fro
m
them
rat
her
than
tur
n th
em i
nto
reve
ngef
ul a
ct.
Dev
elop
s S
elf-
este
em a
mon
g th
e G
ende
rs:
Sel
f-es
teem
is
very
ess
enti
al a
nd h
as t
o be
bui
lt i
n go
od w
ay
Th
e b
est
plac
e to
sta
rt w
ith i
t is
the
lea
rnin
g in
stit
utio
ns w
here
yo
u c
an
fa
ce a
ll ty
pes
of
pers
onal
ity e
arly
Disa
dvan
tages
of
Every
esta
de
cide
in
w
hich
«
educ
ation
syste
m,
few
dis
adva
ntag
es
Cha
nces
of
Dis
tra
Com
mon
am
ong
tE ge
nder
and
fee
l at
defin
ing
their
caree
H
ence
, par
ents
oft=
whe
ther
the
y sh
oul
Une
thic
al A
ctiv
iti
in yo
ur l
ife.
Co-
educ
atio
n le
arni
ng c
ente
rs h
elp
to l
ay t
he c
arly
fou
ndat
ion
for
mai
ntai
ning
dig
nity
and
sc
lf-e
stee
m.
Man
y in
stit
utio
ns g
ive
ex
tra a
lten
tion
to
stu
dent
s w
ho f
eel
that
they
are le
ss w
orth
y than
the
othe
rs a
nd o
fer
coun
selin
g se
ssio
ns t
hat
help
in
build
ing
up t
heir
pers
onal
ity a
nd m
akin
g th
em s
trong
erto
faceth
e worl
d. C
o-cd
ucat
ion
help
s bo
thth
e ge
nder
s to
res
pect
eac
hot
her'
s se
lf-e
stem
and
build
conf
iden
ce a
bout
the
ir o
wn
self
hel
ping
the
m t
o st
ep o
ut in
the
ope
n w
itho
ut f
eelin
g in
tim
idat
ed.
educ
atio
n en
viro
n m
ismat
ch,
som
e st
ress
to
pe
ople
into
dep
ress
ion
anc
to e
nsu
re t
hat
thei
r
Enc
oura
ges
the
Surv
ival
in
Fut
ure:
Sur
viva
l in
fut
ure
for
any
of t
he
gend
er i
n to
day'
s w
orld
can
ha
ppen
onl
y w
hen
we
leam
to
co-e
xist
Fro
m w
orki
ng t
oget
her
to m
akin
g a
mar
riag
e su
cces
sful
is a
l ab
out
team
wor
k an
d th
e ef
fort
giv
en b
y bo
th m
ale
and
fem
ale.
Team
bui
ldin
g ac
tivi
ties
in
early
stag
s he
lp b
oth
the
gend
ers
to l
eam
how
to
co-e
xist
and
thi
s ca
n on
ly b
e pr
ovid
ed i
n th
e co
-edu
cati
onal
sys
ten.
By
th
is w
ay,
co-e
du
cati
on
is
an e
ssen
tial
par
t in
ed
uca
tio
n s
yst
em w
hic
h p
ush
es t
he
gen
der
s to
wor
k
toge
ther
and
ble
nd w
ith
each
oth
er to
sur
vive
in
this
bru
tal
wor
ld.
Mor
e In
volv
emem
ap
plie
s to
the
hum
= ex
cuse
to
av
oid
co
oruc
ial
age
of li
fe
take
fo
rwar
d as
tl
invo
lvem
ent
at an
e
Em
erg
ing
Tre
nd
s o
f R
ese
arc
h i
n H
igh
er
Ed
ucati
on
- 2
48
Cha
ract
er e
nh
ance
men
t:
A r
ecen
t stu
dy r
evea
ls t
hat
chil
dren
ten
d to
beh
ave
very
dec
ently
in
a ci
vili
zed
man
ner
in
th
e pr
esen
ce o
f ot
her
gend
er p
rovi
ded
they
hav
e be
en
in
this
sce
nari
o fo
r lo
ng.
Thi
s is
ve
ry
esse
ntia
l in
an
in
stit
uti
on
set
up a
s w
ell
as it
will
hav
e a
huge
im
pact
in
thei
r pe
rson
al f
ront
for
the
peo
ple
of o
ppos
ite s
ex
to
be
have
wel
l w
ith e
ach
othe
r.
Hen
ce,
co-e
duca
tion
pla
ys a
n im
porta
nt r
ole
in ch
arac
ter
build
ing.
They
em
phas
ize
on t
he f
act
that
the
y ha
ve to
res
pect
and
list
en to
the
opp
osite
sex
as
they
list
en
and
resp
ect
one
from
the
ir o
wn.
No
spac
e fo
r di
scri
min
atio
n: Q
uarre
l am
ong
the
peer
s is
ver
y c
om
mo
n
be
it at
ho
me,
w
orkp
lace
or
educ
atio
nal
inst
itut
ions
. T
his
may
ha
ppen
due
to
n
o
prop
er
unde
rstan
ding
, m
iscon
cept
ions
, m
iss-
co
mm
unic
atio
ns,
unco
mfo
rtab
le,
no r
espe
ct f
or o
ther
sex
and
ign
oran
ce.
We
hear
a lo
t o
f new
s th
at c
omes
o
n th
e in
term
et,
new
spap
ers
and
tele
visi
on a
bout
how
the
gen
ders
are
ab
usin
g ea
ch o
ther
at
wor
kplac
e o
r
at ho
me
and
this
can
onl
y be
impr
oved
whe
n th
ere
is a
good
und
ersta
ndin
g be
twee
n th
e tw
o.
Th
is i
s ve
ry
muc
h re
du
ced
in
a co
-ed
uca
tio
n s
yst
em a
s th
ey u
nd
erst
and
bet
ter
each
oth
er a
nd h
ence
, re
du
cin
g t
he b
ad
beha
vior
and
har
sh r
eact
ion
s fr
om e
ach
oth
er.
So,
co
-ed
uca
tio
n s
yst
em r
edu
ces
any
kind
of
dis
crim
inat
ion
and
incr
ease
s re
spec
t to
war
ds
the
op
po
site
sex
.
Pro
mo
tes
a co
ntr
oli
ed e
nv
iro
nm
en
t: W
hen
bo
th t
he
gen
der
s ar
e p
ut
up i
n s
ame
env
iro
nm
ent,
th
ere
are
mor
e p
oss
ibil
itie
s o
f fo
llo
win
g g
oo
d e
thic
s, d
isci
pli
ned
use
of
lan
gu
age,
and
pro
per
dre
ssin
g e
tc.
Yo
u
wou
ld
kn
ow
w
hat
th
e n
eed
s ar
e o
f th
e o
pp
osi
te
sex
an
d
ho
w
they
b
ehav
e h
elp
ing
y
ou
to
av
oid
unfa
vour
able
si
tuat
ions
. C
o-ed
ucat
ion
supp
orts
go
od
dece
nt
envi
ronm
ent
with
m
ore
valu
e ba
sed
educ
atio
n em
ph
asis
ing
on
res
pec
t an
d l
ov
e fo
r ea
ch o
ther
.
Dis
adv
anta
ges
of
a C
o-E
du
cati
on
Sy
stem
Ev
ery
est
abli
shm
ent
has
pro
s as
wel
l as
co
ns
and
hen
ce w
e ne
ed t
o lo
ok a
t ev
ery
an
gle
bef
ore
we
deci
de
in
wh
ich
dir
ecti
on
w
e h
ave
to
go.
Ev
en
tho
ug
h
ther
e ar
e m
any
ad
van
tag
es o
f h
avin
g
a co
-
educ
atio
n sy
stem
, o
ur
soci
ety
sti
ll p
uts
for
war
d fe
w i
nhib
itio
ns w
hic
h d
o n
ot a
ccep
t th
e co
nce
pt.
Her
e ar
e
few
dis
adv
anta
ges
wh
ich
is
com
mo
nly
ex
pre
ssed
abo
ut c
o-e
du
cati
on
sys
tem
. T
hey
are
,
Cha
nces
of
Dis
trac
tio
ns
cou
ld b
e M
ore
: T
een
age
is a
ver
y d
ang
ero
us
ph
ase
in a
ny
bo
dy
's l
ife.
It
is v
ery
com
mon
am
on
g t
he
teen
s to
u
nd
erg
o p
sych
olog
ical
ch
ang
es w
hen
the
y ar
e in
co
mp
any
of
the
oth
er
gend
er a
nd f
eel
attr
acte
d to
war
ds
them
. A
nd e
spec
iall
y at
cru
cial
sta
ge
wh
ere
they
are
in
a p
roce
ss o
f
defi
ning
the
ir c
aree
r pa
th,
it c
ou
ld c
ause
lot
of
dist
ract
ions
and
mig
ht
dis
turb
the
ir k
no
wle
dg
e g
ain
per
iod
.
Hen
ce,
par
ents
oft
en w
on
der
if
co-e
du
cati
on
ins
titu
tion
s w
ou
ld b
e ri
ght
cho
ice
for
yo
ur
kin
to
leam
an
d
whe
ther
the
y sh
ould
avo
id c
o-e
du
cati
on
sys
tem
.
Une
thic
al
Act
ivit
ies:
C
rim
es h
ave
bec
om
e co
mm
on
wh
en b
oth
th
e g
end
ers
are
pu
t u
p
in
the
sam
e
educ
atio
n en
viro
nmen
t.
Th
ere
mig
ht
be l
ot
char
acte
rist
ic c
han
ges
am
on
g b
oy
s an
d
girl
s.
Wh
en
they
mis
natc
h, s
om
e fe
roci
ous
kids
ten
d to
co
mm
it v
ario
us h
aras
s1m
ents
, p
hy
sica
l to
ug
hn
ess,
an
d e
mo
tio
nal
stre
ss
to
peop
le
arou
nd.
Th
e w
eak
er
lot
can
suff
er
at
the
hand
s o
f th
e o
pp
osi
te
sex
p
ush
ing
th
em
into
dep
ress
ion
and
othe
r ps
ycho
logi
cal
prob
lems.
Hen
ce,
peop
le h
esit
ate
to s
uppo
rt e
o-ed
ucat
ion
syst
em
to e
nsu
re th
at t
heir
kid
s are in
a sa
fe e
nvir
onm
ent
and
this
is
espe
cial
ly f
or t
he g
irls.
Mor
e In
vo
lvem
ent
in
Per
son
al
Fee
ling
s:
As
the
sayi
ng
goes
, o
pp
osi
te
thin
gs
attr
act
each
ot
her,
it
appl
ies
to t
he h
uman
ly w
orld
als
o.
Alt
ract
ions
am
ong
the
oppo
site
gen
ders
are
the
mos
t co
mm
on
ly u
sed
excu
se
to
avoi
d co
-edu
cati
on
syst
em.
It is
na
tura
l to
ge
t ph
ysic
ally
at
trac
ted
to
the
oth
er g
end
er a
t a
cruc
ial
age
of
life
whe
re c
uri0
sity
tak
es o
ver
your
hea
rt.
So,
par
ents
fee
l co
-ed
uca
tio
n i
s a
risk
y ta
sk
to
take
fo
rwar
d as
they
can
h
ave
an
ea
sy
access
to
dist
ract
ions
w
ithi
n th
e in
stit
utio
ns.
An
em
otio
nal
invo
lvem
ent
at a
n ea
rly s
tage
can
co
ne w
ith
lot
bag
gage
tha
t can
fo
ree
a ch
ild
to d
evia
te f
rom
the
ir g
oals
Em
ergi
ng T
rend
s of
Res
earc
h in
Hig
her
Edu
catio
n -
249
Un
wan
ted
Arg
um
en
fs an
d Issu
es c
an
C
reate
an
U
nh
calth
y
En
vir
on
men
t: B
oth
th
e
gen
ders com
ie
from
differen
t sc
lho
ol o
f thought an
d h
ence c
on
trad
ictio
n o
f tho
ug
hts
is co
mm
on
am
on
g b
oy
s
an
el
Irls
i
the
arg
um
en
ts are
no
t h
an
dle
d
in a
pro
per
beh
avio
r th
en
it can
so
metim
es
might
lead
to
um
wan
tert
arguments an
d m
ight d
ivert
from
th
eir stu
dics.
It can
lcad
to
lot
of com
plaints and
parents Im
ak
ing
th
e
rou
nd
s at
the
scho
ol
for
the
improper
beh
avio
r fro
m
their kin. T
his w
ill also
m
ake
the
teach
ers
g
et
trou
ble
d
a lo
t b
ecau
se o
f their
beh
av
ior
and
an
irritated
teach
er can
n
ev
er
giv
e th
eir 100
tow
ard
s
tcaching. T
his
is
wh
at
wo
rries
any
parent w
hen
they co
me
to
kn
ow
th
at th
e issu
es
in
the
sch
oo
l are
costin
g h
is o
r h
er k
in's stu
die
s and
h
ence pushing th
em to
select a
co
nv
en
t rath
er th
an
co
-ed
uIe
atio
nal
Intro
dn
ction
Dependent
emp
ow
ereed
that
she
institu
tion
s.
Red
uces th
e O
ptio
ns fo
r Sch
oo
ls o
r C
olleges for
the G
en
ders
: W
ith
sch
oo
ls an
d
colleg
es d
ed
icate
d
tow
ard
s
a sin
gle gender,
creatc
s
a lo
t of shortage
for th
e opposite genders to
apply. If th
e d
em
an
d
for
teach
ers
in
cre
ases
then
th
e
dem
an
d
for
institu
tion
s
based
o
n
gender also
increases. E
sta
blis
hin
g
an
institu
tion
is
an
exp
ensiv
e affa
ir wh
ich m
ay
n
ot
be
a feasib
le option to
implem
ent all
ov
er
the
wo
rld.
Th
ere
can
be
a scen
ario
wh
ere
yo
u h
ave
mo
re supply o
f stu
den
ts b
ut less n
um
ber o
f in
stitu
tio
ns
to
wo
rk
with
it.
Ded
icate
d
institu
tion
s can
also
lead
to
lot o
f dis
co
mfo
rt in
handling th
e o
ther gender
wh
en
it
co
mes to
wo
rkin
g in
a professional wo
rld creating is
su
es in
yo
ur c
areer path a
nd
growth.
potentialities and m
o w
hich
n
eutralises th
e
eco
no
mic
ally
edu
cati
skills and self-confid-
and
h
igh
er cdu
catron
edu
cation
for
wo
man
cen
tury
o
ne
can
no
t
which aln
ost co
nstit
dev
elo
pm
en
t of th
e
Critics
for th
e em
po
werm
en
ed
ucatio
nal
institu
tion
s o
ur girls b
eco
me im
mo
dest a
nd
graceless an
d th
at their m
ora
l ch
ara
cte
r also
gets
blo
tted
. Th
ese c
ritics are thinking th
at the d
eclin
e o
f morality in th
e p
resent a
ge is th
e dire
ct
ou
tco
me of
co
-ed
ucatio
nal sy
stem
. Th
ere is a
bso
lute
ly n
o tru
th in
th
ese fa
lse an
d
basele
ss c
harg
es against co
ed
ucatio
n. C
o-ed
ucatio
n n
eith
er
corru
pts
a girl
no
r
a boy.
Ed
ucatio
nal
institu
tion
s
are
the
places of
learning. C
o-ed
ucatio
n d
oesn
't mak
e stu
den
ts im
pure, un
ho
ly or im
moral. W
hen
boys and
girls can
enjo
y
mix
ed
so
cia
l gath
erin
gs a
nd
parties, then
wh
ere
lies the h
am
if they study tog
ether?
Th
ere
are
certa
in
critic
s
wh
o
are
still holding
the
co
nserv
ativ
e
vie
w
that
by study1ing
in co
Wo
men
are a
lway
s
Wo
man
are no
t allow
e
Wo
man
Em
powerm
=
Th
e oxford A
up
in co
ntro
lling
their
Empow
enment
literature, the meaning
If we co
mp
are
A
good ed
ucatio
n sy
stem is sa
id to
be p
rog
ressive only if it resp
ects bo
th th
e genders and
giving
the sam
e ed
ucatio
n u
nd
er
a single ro
of.
Co
-ed
ucatio
n in
stitu
tion
s help in
laying the
fou
nd
atio
n
for both
the genders
to le
am
ho
w to
co
-ex
ist
with
respect
an
d d
ign
ity.
A
co
-ed
sch
oo
ls ad
van
tages
for b
oth
the
gender. B
oys an
d
girls, both,
will h
ave
to
pu
t effo
rt an
d
en
erg
y,
toil
an
d
knowledge
to
re-b
uild
the
sh
atte
red
socia
l an
d eco
no
mic
ord
er o
f o
ur co
un
try a
nd
the n
atio
n.
Co
-ed
ucatio
n is im
men
sely benefici
to th
e girls of In
dia, ra
ther it is blessing
to th
em
. We s
ho
uld
n
ot d
iscrim
inate
against an
y stu
den
t o
n any
basis.
Every
ed
ucatio
n
system
h
as its
ow
n
pro
s
an
d
co
ns
bu
t u
nd
er good
guidance, th
e advantages
ou
tweig
h th
e disad
van
tages.
Co
nclu
sio
n
Ind
ia go hand-in-hand
Whereas the absence
time an
d sp
ace to
r then
Higher E
ducation E
ducatuon is an th
em
tor a
ch
iev
ing
the
skilled special1sts n
schools, which aecept
secon
dary
sp
eeialized e
The
ho
mely
en
R
efe
ren
ces
edu
cated
mo
ther w
ould w
ww
.ed
u.n
el,in
w
hieh helps in adapting w
ww
.inflib
net
in
bette
r nem
ber o
t socie
ww
w.p
sy
net.c
om
ww
w.h
ealth
care n
et
ed
ucaio
n
tor w
om
an
i
ww
w.p
sy
ch
olo
gic
al
in
ww
w.tim
nesof Tndialdaily n
ewsp
apei
ww
w.sh
ortessay
s.con
w
ww
.co
nte
nt.w
5este
p.c
om
w
ww
.pu
blis
hartic
les n
et
analysis before entering
Em
po
werm
ent o
f Wo
r
merg
ing
T
reu
ds o
f R
ex
earc
h in
Higher
Ed
ucatio
n
25
0
Employability Skills Today's Need Ed. Dr. S.S. Terdal
7--) (Xiv)
INAGRICULTURE:ACASE STUDY OF JAGGERY PROCESSING UNITS IN NORTH KARNATAKA
Dr. K.M.Awaradi, Dr. K.M.AwaradiDr. Smt. S.D.Soraganvi
ACOMPARATIVE STUDY OF 410
EMPLOYABILITY SKILLS AMONG EMPLOYERS AND NON-EMPLOYERS.
Dr. Vishalakshi Honnakatti
ENHANCING EMPLOYABILITY 414 SKILLS OF STUDENTS IN PROFESSIONAL INSTITUTES :ACONCEPTUAL STUDY
ANURAG DILRAJ, SR. LECTURER
he Role ofNGO's in Employability 419 Dr. Shanta.Y.Bangari Dr. Shanta. Y.Bangari,
YOGA-SPIRITUALITY -MEDITATIONN 424 AND EMPLOYABLITY
ASHWINI PATIL AKANKSHA PANDEY
427 Employment and Infomation Technology
Shivaleela H B
431 Employability in Information Technology
Basaling Arjun Gonde
436 DIGITALINDIA& EMPLOYABILITY: CHALLENGES& SUGGESTIONS
Sanjeevakumar Ganiger Role ofNGOs in Enhancing Employability 440
Dr. Prakash B. Kundaragi Dr.A. M. Kadakol
Employability Skills-Today's Need/409 (-205-)
Lohar. N. S., Babar. V S., Killedar, N. S. and Toradmal, V. M.. 2000.
Relative economics of jaggery and sugar production I Kolhapur district of
Westem Maharastra Indian Sugar 50(6): 361-366.
A COMPARATIVE STUDY OF Raju. V. T. and Ramesh. M. V. 1989. Economics of agroprocessing -A case study of jiggery production and marketing in East Godhavari district of
Andhra Pradesh. Indian Journal of Agriculhural Economics, 44(3):3 17. EMPLOYABILITY SKILLS Teggi. M. Y. Basavaraj. H. Hiremat. G K. and Poddar. R. S.. 1998.
Economics of jiggery production in Bijapur district. Indian Journal of Agricultural Marketing 12 (1&2):29-34.
AMONG EMPLOYERS AND
NON-EMPLOYERS.
Abstract:
Despite ongoing debate on skills for employment and
concept of skill India, its important to know whether the
employers have the employability skills and most higher
education institutions are including the employability skills
within their curricula. Many people continue to report that
graduates are not ready to world of work and lack some of the
most basic skills needed for successful employment. So the
question is raised as to employers engaged with employability skill development. This article reports on a study exploring the
employers and non-employers employability skills and findings
Suggests that there is no significant difference between
employers and non-employers employability skills and also
there is no significant difference between male and female 's
employability skills. There is a significant co relation between
employers and non-employers employability skills. employers and non-employers both don'i have average level of
employability skills and Both lack the employability skills
Key words: Employability, employability skills, employer
and non-employer.
Introduction:
It is suggested that one potential problem with trying to develop
employability is a lack of coherence about what is meant by the
Employability Skills-Today's Need/411 (-206--) 412/Employability Skills-Today's Need
and the subsequent measurement of it.
oyability is a management philosophy, developed by oshal in 1997, which recognizes that employment and
formance stem from the initiative. creativity and
Statement of research Problem: To study the nature of
employability skills among employers and non-employers.
Objectives- To describe the nature of employability skills among employers
2) To describe the nature of employability skills among non-
1) s of all employees, and not just from the wisdom of
agement.
employers. mployers, it involves creating a working environment To examine sex difference in employability skills 3) vide opportunities for personal and professional growth,
anagement environment where it is understood that To examine relation between employability skills among 4)
wing people mean talented, growing organizations. employers and non-employers.
'employability skills". there will always be job-specific skills that an employer r, most employers will also want you to have some
Is. These general job skills are sometimes called ty skills"
Hypothesis: -
1) There would be significant difference between employers and
non-employer's employability skills
2) Employers would have higher employability skills than non-
employers. There would have sex difference in employability skills.
4) There would be significant relation between employers and
non-employer's employability skills.
Sampling:- Sample taken from area of Bailhongal.
3) employability skills can help get a job. They can also a job and work way to the top. Generally speaking, ht skills that employers. nication
ork solving
Conclusion: On the basis of above results there is no significant difference
employers and non-employers employability skills. There is no sex
difference also. And there is a significant co-relation between
employers and non-employer's employability skills. Employers and
non-employers both don't have average level of employability skills
and Both lack the employability skills.
and enterprise
g and HYPERLINK "https://www.youthcentral.
au/jobs-and-careers/plan-your-career/8-job-skills-you- ave"organizing agement
References. gy Abraham, S. E. and Karns, L. 2009. Do business schools value the
gy: competencies that businesses value?. Journal of Education for Business,
84(6): 35056. : To study the nature of employability skills among
non-employers and to know the relation between skills among employers and non-employers
Andrews. J. and Higson, H. 2008. Graduate employability. soft skills
versus 'hard' business knowledge: A European study. Higher Education in
Europe, 33(4): 413-22.
Archer. W. and Davison. J. 2008. Graduate employability: What do kills.
Employability Skills-Today's Need/413 (-207-)
employers think and want? The Council for Industry and Higher Education.
Beman. J. and Ritchie. L. 2006. Competencies of undergraduate business students. Journal of Education for Business. 81(4): 205-9
ENHANCING EMPLOYABILITY Bowers-Brown. T. and Harvey. with L. 2004. Are there too many graduates in the UK? A literature review and an analysis of graduate employability. Industry and Higher Education, August: 243-54. SKILLS OF STUDENTS IN Cumming. J. 2010 Contextualised performance: Reframing the skills debute in research education. Studies in Higher Education.: 1-15. iFirst Article De La Harpe. B. Radloff. A. and Wyber. J. 2000. Quality and generie (professional) skills. Quality in Higher Education. 6(3): 231-43
PROFESSIONAL INSTITUTES :
A CONCEPTUAL STUDY Fallows. S. and Steven. C. 2000. Building employability skills into the
higher education curriculum: university ide ABSTRACT A initiative. Education + Training, 42: 75-82.
Employability and placements is one of the key areas of
all institutes inparting professional and higher education. Every
educational institute thrives on its placement record and
students employability. The present organizations need to focus
on skill development of students so that they are able to start
their career in a proper manner There are number of institutes
providing degrees but a very few provide good employability skills. This paper takes a comprehensive look at the various
facets of learning employabiliny skills by institutes of higher
education in India. It also explains coherence and multi-level
coordination required to develop skills of students on a long-
term basis. This research focuses on the attributes which should
be taken care of by the institutes.
Hugh-Jones. S. Sutherland. E. and Cros. A. The graduate: Are we giving
employers what they want?. Paper presented at the Teaching and Learning Conference. January 6. Leeds.
Ghoshal. Sumantra (December 1997). "The Individualized Corporation:
An Interview with Sumantra Ghoshal. European Management
Journal. 15 (6): 625 632. The Hindu." Unemployment explosion to hit India by 2020 * August 15
2006.
KEYWORDS: Employability, placements, career management,
student supportive system, professional education, higher education,
professional institutes
INTRODUCTION
India is witnessing a paradigm shift in present higher
educational system. A number of institutes are croping up which
are providing latest facilities and support system to the students.
The actual career or employability begins from the time of admission. Students need to be counseled well before joining the course so
that they know the requirement of the course and the placement
ISBN
: 978-93-88011
K.L.E. Society's
Shri K
adasiddheshwar A
rts College &
H
:S. K
otanbari Science Institute V
idyanagar, Hubballi
Two D
ay Interhational Conference
7-8 September, 2018
ROLE OF LITERATURE& JOURNALISMIN CONTEXT OF
NATIONALISM IN PRE-INDEPENDENCE INDIA
EDITO
RS
Dr.
V.G. Rajput D
r. Harish A
rora U
niversity of Delhi
Co
nv
ener
KO
Ie o
r M
ed
ia D
urin
g I
nd
ep
en
den
ce:
Ih
e F
earle
ss J
ou
rn
alists
Dr. V
ishalakshi Honnakatti
Assistant Professor, D
ept. of Psychology G
ovt. First G
rade College for Woen a
nd
P.G. Study C
entte, Bailhongal A
bstract: It is w
ell-known to all that colonial rule in India w
as very repressive towards the support o
fshe freedom
mo
vem
ent in
the media, as is evident from
the prison sentences given to peacefulfreedom
fighterslike
Mahatm
aG
andhi,Surendranath Bannerjee and L
okmanya T
ilak for their writings. Just im
agine how repressive
the attitude o
f the government w
ould have been towards revolutionaries like B
hagat Singh w
hen they tried
to u
se the very limited space available to them
in the media to spread their ideas and articulate their dem
ands
for freedom and social-econom
ic justice. So
itis all the more fascinating to understand how
the revolutionaries w
ere nevertheless able to turn the tables on the govermm
ent and used the media effectively far their cause
on
several important occasions and in several interesting w
ays. Bhagat S
ingh was hanged at the age o
f 23.
His first w
riting showing great political m
aturity was done at the age o
f on
ly 16. In
just seven years, he w
rote
many articles w
hich are stl cherished and w
idely read. Present paper critically analyze about present conditions in the field o
f media com
paring with P
re-independence period. Many im
portant events are stll
being published and re-published countless times and are also quoted tim
e and again. Many freedom
fighters are
journalists and they are
considered as fearless journalists. T
here role is incredible for geting independence. Introduction:
In those days with the technology available at that tim
e, preparing several prints of photos anddelivering
them by m
essenger to editors was a very risky proposition. In fact, som
e leadin
g revolutionaries w
ere
apprehended by the police with photos and blocks and sent to prison. Som
e newspaper offices such as those
of B
ande Mataram
were raided and if pictures w
ere found, strong action B
y the 1920s and 1930s, literature had come to occupy a central role in the Indian nationalist im
ovement.
Yet literary texts not only reflected the politics o
f India's leaders (increasingly represented by the Indian
National Congress,) bút questioned s
om
e o
f their assumptions about the path India's future shoul� take. For
instance, the Hindi novelist Prem
chand set his stories primarily in rural India and satirized the m
achinations of the urban eite, em
phásizing the rural-urban divide that was increasingly visible in m
ainstream nationalist
politics. Likewise, the English-language author M
ulk Raj Anand located his stories am
ong the urban poor. disem
powered not only by colonialism
, but also by the kind of h�avy industrialization supported by.congress.
James A
ugustusH
ickey is considered the father of Indian press. He started the B
engal Gazette in
the y
ear 1780. But it w
as seized in the year 1872 as it was critical of the B
riush Govem
ment. W
ith theincreasing num
ber of newspapers, the governm
ent became accountable. T
herefore, it brought into action séveral acts in order to
suppress the press. D
uring the British regim
e newspapers w
ere notbeautiful in appearance. The text of the'nèw
spapers
vas taken.
usually contained- gossipregarding the important people, their personal life, and stolen new
s of th
e
foreignnewspapers- no norm
s, no code of conduct on the part of the editors of thenewspapers. In short, the
