Volume 2, Issue 10(2), September 2013 International …ijmer.s3.amazonaws.com/pdf/volume2-issue10(1)-2013...Volume 2, Issue 10(2), September 2013 International Journal of Multidisciplinary

Volume 2, Issue 10(2), September 2013 International Journal of

Multidisciplinary Educational Research

Published by Dr.Victor Babu Koppula Department of Philosophy Andhra University, Visakhapatnam – 530 003 Andhra Pradesh – India Email: [email protected] website : www.ijmer.in

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

Editorial Board

Prof. S.Mahendra Dev Vice Chancellor

Indira Gandhi Institute of Development Research Mumbai

Prof.K.Sreerama Murty

Department of Economics Andhra University – Visakhapatnam

Lipscomb University, Nashville,USA

Prof. K.R.Rajani Department of Philosophy Andhra University – Visakhapatnam

Prof. G.Veeraju Department of Philosophy Andhra University – Visakhapatnam

Prof.N.Prasanna Sree Department of English Andhra University – Visakhapatnam

Prof. A.B.S.V.Rangarao Department of Social Work Andhra University – Visakhapatnam

Prof.G.Subhakar Department of Education Andhra University – Visakhapatnam

Prof. P.Sivunnaidu Department of History Andhra University – Visakhapatnam

Dr.K.Chaitanya Department of Physics Andhra University – Visakhapatnam

Prof. P.D.Satya Paul Department of Anthropology Andhra University – Visakhapatnam

N.Suryanarayana (Dhanam) Department of Philosophy Andhra University – Visakhapatnam

Dr.Ch.Prema Kumar Department of Philosophy Andhra University – Visakhapatnam

Dr. E.Ashok Kumar Department of Education Andhra University – Visakhapatnam

Dr.B.S.N.Murthy Department of Mechanical Engineering GITAM University –Visakhapatnam

© 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.

Prof. Roger Wiemers Professor of Education

C O N T E N T S

Volume 2 Issue 10(2) September 2013

S. No Page

No 1. Renewable Energy-Present Status and Future Prospects

E. Sanjay Kumar 1

2. Use of Audio Visual Aids in Teaching and Speaking B.Mohan Raj

17

3. Literature: An Effective Tool in Language Learning D.Jaya Kumari

23

4. Migration of Telugu (Labourers (or) Region) to Colonial Burma, 1871-1947

M. Jayapaul Babu and G.Sambaiah

31

5. Influence of French Revolution on Romanticism with Special Reference “William Words Worth”

K.Mohana Rao

51

6. Study of Noise Possibilities and Reduction at Home P. Rajanikanth

57

7. Joshuva Sahityam-Desabhakthi K.V Padmavathi

69

8. Toxicity of Mercury M.M.V.Y.Swamy

74

9. English Language and Employability Y.Supriya and L.M.R. Swarupa Rani

80

10. Purasharthala Samanvayam-Oka Vishleshana B Venkataswamy and T Venkateswarlu

92

11. Sanskrit and Human Excellence T.Venkateswarlu

88

12. ESP (English for Specific Purpose) –Pedagogy Applied in Teaching English as Second Language in India – Challengers in Adopting in Curriculum

V. Padmaja Udaya Purnima

101

13. Influence of Mind Mapping as a Strategy in Teaching IX Standard Geography of Social Sciences

V. Ramakrishna

109

14. The Role of Women Characters in Chitra Banerjee Divakaruni’s Sister of My Heart

K. Venkata Lakshmi

118

15. An Investigation of Factors Influencing Job Satisfaction in Public and Private Sector

V.P.Katekar

126

Dr. K.Victor Babu ISSN: 2277-7881 Editor-in-Chief

InternatIonal Journal of MultIdIscIplInary educatIonal ReseaRch Department of Philosophy, Andhra University, Visakhapatnam -530 003

Andhra Pradesh – India, Email: [email protected]

Editorial……….

I am very happy to learn that with the help and support of one and all the

Issues of Volume - 2 has served its designated purpose. The close interaction of

the intellectuals from the information of these articles serves as a powerful

forum.

IJMER’s aims and views continue to focus on the multidisciplinary

aspects and the impact it makes should benefit scholars, academicians and

executives with relevance to the contemporary era.

My personal thanks to the brilliant and respected persons who gave their

valuable time for the reviews of the submitted papers.

I am particularly grateful to the Editorial Board for their suggestions and

guidance. My heartfelt thanks once again to all the authors of the articles.

We will sustain the effort and in course of time IJMER will sufficiently

attract the attention of a wider section. May the blessings of the Almighty be

showered on all engaged in this genuine purpose? Knowledge dissemination is

the intent and this is acknowledged by the enormous response IJMER received

thus far.

(Dr.Victor Babu Koppula)

INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH

ISSN : 2277-7881 VOLUME 1, ISSUE 10(2), SEPTEMBER 2013

RENEWABLE ENERGY-PRESENT STATUS AND FUTURE PROSPECTS

E. Sanjay Kumar Lecturer in Physics

S.V. Arts, Commerce & Science College Chagalamarri, Kurnool (Dist)

Andhra Pradesh INTRODUCTION:

World population is expected to double by the middle of 21st century and a 3 to 5 fold economic growth is expected during this period with nearly 1.5 to 3 fold increase in primary energy requirement by 2050. For deficit developing countries without enough fossil resources of their own, development countries without enough fossil resources of their own, development of renewable sources of energy is expected to reduce the energy and its impact on economic growth in reducing the cost of imported fuel. Hence, it is imperative to support the development of renewable energy source that are dependable les hazardous and to help maintain a healthy environment.

Renewable energy technologies and energy conservation strategies offer alternatives to fossil fuel use, which not only has constraints in terms of resources availability, but also is always accompanied by environmental deterioration. Nuclear energy is not yet acceptable to many countries in view of radiation hazards.

VARIETY OF ENERGY SOURCE:

It is instructive to undertake a taxonomy of energy sources ,there are at least three features on the basis of which energy sources may be classified:

Conventional Vs. Non-Conventional Renewable Vs. Non-Renewable Capital or Fund-type Vs. Income-type

These are contrasted in Tables 1 to 3

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Table - 1 CLASSIFICATION INTO CONVERNTIONAL AND

NON-CONVENTIONAL ENERGY SOURCES Conventional sources Non-conventional sources and energy conversion

schemes

Renewable

Hydro Power

Renewable Sources

.Biogas

.biomass(Photochemical Conversion)*

. OTEC

. Solar Power (Direct)

.Thermal

. Photo voltaic

Tidal power

.Wave Power

.Wind Power*

Non- Renewable

- Nuclear

Fission

- Thermal

Power

Non-Renewable Sources

. Breeder Reactors

. Geothermal Energy Flux

. Nuclear Fusion

. Oil Shake and Tar Sands (syncrude)

Energy Conversion Schemes

. Electro-chemical (Fuel Cell)

. MHD

. Thermo-electric

Progression from NCES to CSE

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Tabe-2

RENEWABLE AND NON-RENEWABLE SOURCES OF ENERGY Renewable Resources Non Renewable Resources . Can be grown/ replenished a rate meaningful to man Ex.: solar radiation, water power .There is NO theoretical, water limit On the total quantity of energy that man can get from RSE. . There IS a limit on the rate at which man can draw energy from an RSE.

.Rate of formation is so slow as to be meaningless in terms of the human life span. Ex: Fossil and Fissile resources . There is NO theoretical limit on the rate at which an NRSE may be used. Man chooses these rates according to: . his capacity to exploit them . his needs and desires . The limit on NRSE is one of quantity the total amount of resource that can be put to economical use.

Table-3 INCOME AND CAPIAL (OR FUND) SOURCES OF

ENERGY (Division of the sources of energy available to man)

Income-type Capital-type . Sources of steady. direct supply of those that represent readily replenishable resources . Renewable . Solar radiation . Wind and water power . Tidal Energy Photochemical energy stored in plants and animals Animal/human power . Man’s life depended on these for more than a million years.

. Represent energy traps or reservoirs not replenishable on any practical human time scale. Non-Renewable . Fossil hydrocarbons (Coal, Petroleum, natural gas, oil shale, tar sands) .Fissile and fertile nuclear fuels (U-235,U-238,Th 232) . Fuels for fusion (deuterium, Lithium 6)

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. Only in the most recent 150 years (0.01% of man history),that our energy base has shifted to these sources.

ENERGY AND ENVIRONMENT PROBLEMS:

Both Energy and Environment problems are multi dimensional, multi dimensional, and dynamic, and require positive and timely responses, often, there are unique solutions, but a matrix/mix/multiple solutions. Both require an integrated approach, integrated technology and management, education and training, and social and economical aspects

and S & T and management aspects. In particular, energy problems require an integrated approach to energy and materials, conventional and non-conventional energy sources, and non-renewable and renewable energy sources.In a similar fashion, environment problems require an integrated approach to chemical solutions and biological solutions, abatement and prevention, waste reduction and recycling, environment and development , environment and safety, and environment and health.

NEED FOR EXPLOITING RENEWABLE ENERGY OPTIONS:

The principal incentives for exploring renewable energy options are the realization of the inevitable depletion and ultimate exhaustion of the finite reserves of fossil and fissile fuels, which are principally responsible for the current affluent lifestyles enjoyed by the developed countries; and the inevitable environmental degradation accompanying

the use of fossil and fissile fuels.

RENEWABLE ENERGY-SWOT ANALYSIS:

Table -4 provides a SWOT ANALYSIS Of Renewable Energy sources. The analysis defines the potential of Renewable Energy sources to

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become technically, Economically and commercially feasible alternatives to currently employed options.

Table-4 RENEWABLE ENERGY- SWOT ANALYSIS

Strengths Weaknesses . Unlimited/ Perennial potential . Environmentally benign . Favoured option for sustainable development ensuring equitable distribution of benefits . Naturally recycled resource base . RE plans and devices are modular in size . Decentralised energy option

. Energy availability is seasonal and intermittent . RE sources are usually of low density, requiring large areas of space . Imposes a greater demand on labor . Financial viability unfavorable . Costlier and more capital –intensive than conventional energy systems . Capacity utilization lower, because of low density and inconsistency of supply

Opportunities Threats

Environment-driven awareness

Policy initiatives at global and national levels

Short gestation schemes; quicker project implementation

Easy to install stand-alone systems

Opportunity for rural electrification

Generates rural employment In most cases, fuel

Closely linked with environmental concerns

If social and environmental costs are ignored, RET cannot complete with conventional energy

R & D efforts inadequate

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transportation costs eliminated

Cost of their inputs is also considerably less

Social benefits Can be matched with scale of

the need HIDDEN BENEFITS OF RENEWABLE ENERGY SOURCES:

It is Widely acknowledge that there are many hidden and intangible subsidies for conventional energy and power that renewable do not get, and also there are many tangible and intangible benefits that are not captured in conventional economics accounting. These include:

1. Social and economic development; renewable energy sources, such as biomass and biogas can provide economics development and employment opportunities, particularly in rural areas: can mitigate

rural poverty and reduce urban migration.

2. Land restoration: biomass plantations prevent soil erosion, provide a better habitat for wildlife., and support rural development.

3. Reduced air pollution: renewable sources, such as methanol or H2 for fuel cell vehicles cause reduced air pollution.

4. Abatement of global warming: renewable sources of energy make little contribution to global warming. In biomass utilization, the CO2 emission is more or less balanced by the CO2 absorption by the biomass during its growth.

5. fuel supply diversity: renewable offer a wide range of choices, enhancing energy security.

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INDIA MARCHES A HEAD IN RENEWABLE ENERGY UTILIZATION:

The Government of India recognised the enormous potential of renewable energy sources for national development as far back as 1981, when a Commission for Additional Sources of Energy (CASE) was set up in the Department of Science and Technology. This was followed by the setting up of an independent department, the Department of Non-Conventional Energy Sources (DNES) in 1982. The Department was converted into Ministry of Non-Conventional Energy Sources (MNES) in 1992. Various renewable energy programmes have been implemented under the following categories.

RURAL ENERGY:

Biogas Plants

Improved Biomass Cook Stoves

Biomass Production and Utilisation - Briquetting and

gasifiers.

Integrated Rural Energy Programme.

SOLAR ENERGY:

Solar Photovoltaic (SPV) Systems.

Solar Thermal System

Solar Energy Centre

POWER GENERATION:

Biomass Power

Wind Power

Small Hydro Power

Solar Photovoltaic Power

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Solar Thermal Power

ENERGY FROM URBAN, MUNICIPAL AND INDUSTRIAL WESTES:

New Technology:

Geothermal Energy, Ocean Energy, alternate Fuel for Surface Transport including Electric vehicles, Chemical Sources of Energy including fuel cells and Hydrogen energy.

The potential and achievement in Renewable Energy in India are presented in Table - 5

Table-5

THE POTENTIAL AND ACHIEVEMENTS IN RENEWABLE ENERGY IN INDIA Sector Potential Achievements

(as on 31.12.2000) Wind 45,000 MW 1267MW Small Hydro 15,000 MW 1341 MW Biomass Power / Co-generation

16,5000 MW 273 MW

Biomass Gasifiers 35 MW Solar PV 20 MW / sq.km. 47 MWp (in addition

18 MWp exported) Waste of Energy 1700 Mwe 15.15Mwe Solar Water Heating (Collector area)

140 Million m2 0.55 Million m2

Bio-gas Plants 12 Millions 30128 Millions Improved Chulha (wood stoves)

120 Millions 32.89 Millions

In the National Energy scene, the present output from renewables (totalling about 3000 MW) is about 3 per cent of the installed capacity. In terms of installed capacity, small hydro tops with 387 projects with aggregate capacity of about 1341 Mw. Another 170 projects with 498

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MW capacity are under implementation. Wind Energy follows second in terms of installed capacity with 1267 MW. The notable feature of the wind energy programme is that more than 95% of installed capacity has come up in the private sector. India now ranks fifth in terms of wing energy capacity in the world. Under the biomass power generation programme, a capacity of 273 MW has been installed including biomass based co-generation, While projects with 370 MW capacity are now under implementation. In addition biomass gasifier systems with 35.50

MW capacity are now under operation. Under the solar Photovoltaic Programme, SPV Power Plants and individual systems with 47 MQp capacity have been installed. In addition, 18 MWp capacity power plants have been exported. These stand alone power plants have helped in providing grid quality power to rural and remote areas. A total of 3575 SPV Water Pumping Systems have been installed to date for agriculture and related uses. Solar water heating system are quite popular and a total of 5,50,000 square meter collector area has already been installed. Efforts are now on to make the use of solar water heating systems mandatory in new buildings. Approval has already been accorded to set up a 140 MW integrated solar combined cycle power project in Rajasthan State with financial assistance from the world Bank/GEF and KfW, Germany.

Another notable development has been bio-gas projects to meet rural

energy needs, whose number has now touched 3.12 million. A total of 32.89 Million improved wood stoves have also been provided.

WIND ENERGY - A COMMERCIAL SUCCESS STORY IN INDIA :

Wind energy programmes started in India during the 1980's and gained momentum during 1992-1993 mainly due to the participation of private developers who saw wing as a viable alternative source of power for their existing industrial activities. The liberal incentives provided by

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the Government of India like 100 per cent depreciation in the first year itself, a five year tax holiday; wheeling / banking, and third party sale by different state governments also gave a big boost to the establishment of Wind Farms.

The growth of Wind energy in India each year is presented in Table-6. It can be seen that 784.55 MW out of the country’s total installation of 1219.735 MW is in Tamil Nadu as on 30th September, 2000. Also in Tamil Nadu at Muppandal over 1200 wind turbines are operating

which mirrors similar huge wind parks like those at Tehachapi in the USA.

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TABLE — 6 GROWTH OF WIND ENERGY IN INDIA STATE WISE / YEAR WISE

Source : MN ES

Sl. No.

State Upto March 1992

1992 To 1993

1993 To 1994

1994 To 1995

1995 To 1996

1996 To 1997

1997 To 1998

1998 To 1999

1999 To 2000

During April 2000 to Sep 2000

Total Capacity

1 Andhra Pradesh

0.550 0.000 0.000 5.425 38.925 9.390 1.500 6.000 26.250 1.000 89.04

2 Gujarat 14.515 1.630 10.625 37.745 51.158 31.137 20.100 0.000 0.000 0.000 166.91 3 Karnataka 0.550 0.000 0.000 0.000 2.025 3.270 11.165 2.625 14.590 3.600 37.825 4 Kerala 0.000 0.000 0.000 0.000 2.025 0.000 0.000 0.000 0.000 0.000 2.025 5 Madhya

Pradesh 0.590 0.000 0.000 0.000 6.300 2.700 2.700 6.155 4.140 0.000 22.585

6 Maharasthra

1.100 0.000 0.000 1.500 0.000 2.770 0.225 23.340 50.345 31.705 110.985

7 Rajasthan 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 2.000 2.250 4.250 8 Tamil

Nadu 22.310 11.070 50.465 190.865 281.680 119.765 31.140 17.765 45.675 13.815 784.55

9 Others 1.565 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 1.565 TOTAL 41.180 12.700 61.090 235.535 382.113 169.032 66.830 55.885 143.000 52.375 1219.735

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INDIAN RENEWABLE ENERGY DEVELOPMENT AGENCY LIMITED (IREDA):

The Government of India has setup Indian Renewable Energy Development Agency Limited to promote new and renewable sources of energy for national development. It was incorporated as a Public Limited Government Company in 1987, under the administrative control of the Ministry of Non-conventional Energy Sources (MNES).

During the initial 14 years of operation, upto 28th February, 2001, IREDA has pledged resources to the tune of Rs. 44,000 Million (approx) for 1400 Renewable Energy and Energy Efficiency Projects. An amount of Rs. 19,600 Millions has already been disbursed. A capacity addition of 1600 MW has been supported.

The rapid growth of renewable energy in India has served as model for developing countries. With latest advances in Wind, PV, Biomass etc it is expected there will be spurt of renewable energy activity in India.

FUEL CELLS - POTENTIAL FUTURE ENERGY SOURCE:

Fuel cells are on the brink of large-scale commercialization. They create an electric current from hydrogen fuel and air, in a reversal of the electrolysis process; combined in ‘stacks’, they generate significant quantities of electric power. Fuel cells are already up and running in some combined heat and power schemes and in fare-paying service with transit bus fleets.

Fuel cells consists of two electrodes, an anode and a cathode, in contact with an electrolyte. They operate essentially by reverse electrolysis: when the anode and cathode are supplied with fuel and air, respectively, the cell generates a voltage between the two electrodes. Once the two electrodes are connected to an external

circuit, this electrochemical engine generates electric power. When

hydrogen is used as fuel, the only other reaction product is pure water.

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PROTON EXCHANGE MEMBRANE FUEL CELL:

The invention of proton exchange membranes (PEM) made it possible to combine the key parts of a fuel cell - the anode and cathode electrodes and the electrolyte - in a very compact unit. This membrane electrode assembly (MBA) is the heart of a PEM fuel cell and, when supplied with fuel and air, generates electricity at power densities of up to about 1 W/cm2 of active MEA area.

At the anode, hydrogen is split into electrons and protons. The protons migrate through the ion conducting membrane and the electrons travel through an external circuit. Oxygen from air combines at the cathode

with protons and electrons, producing water and closing the electronics circuit. Platinum, as catalyst, plays an

essential role in both these reactions.

The MEA is located between current collector plates with flow fields for distributing fuel and oxidant to anode and cathode, respectively. This single-cell sub-unit is modular and can be stacked for higher voltages and more power.

DIRECT-METHANOL FUEL CELL:

One of the most elegant solutions to the fueling problem is to operate PEM fuel cells on a liquid fuel. The direct methanol fuel cell (DMFC) is a liquid — or vapour-fed PEM fuel cell operating on a methanol / water mix and air. The main technological challenges are the formulation of better anode catalysts and the improvement of membranes and cathode catalysts in order to overcome cathode poisoning by migration of methanol from anode to cathode. It has been estimated that at an MEA area power density of around 0.25 W/cm2 the size of a DMFC system

becomes equivalent to a conventional PEM system with methanol reformer, fuel clean-up and fuel-cell stack operating at l W/cm2 based on MEA area.

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There is a whole family of fuel cells, which are commonly characterized by the electrolyte employed. There are two high-temperature fuel cells, SOFCs and MCFCs

(Solid Oxide and molten carbonate fuel cells) which are mainly considered for stationary power generation. The AFC tends to have niche applications because of the need for a supply of CO2 — ‘scrubbed’ air and pure CO2-free hydrogen fuel. Phosphoric-acid fuel cells operate at somewhat higher temperatures and achieve only moderate current

densities and thus compare unfavourably with PEM fuel cells. It is the PEM fuel cell that will be able to access mass markets such as cars.

The characteristics of the different types of fuel cells is presented in Table-7

TABLE -7

CHARACTERISTICS OF THE DIFFERENT TYPES OF FUEL CELLS .

Fuel-cell type

Electrolyte Fuel Operating Temperature (0C)

Applications

SOFC Solid Oxide, ZrO2 / YO2

CH4, H2, CO

1000 Large stationary Plant (electricity only), small- scale CHP

MCFC Molten Carbonate, Li2CO3 / K2CO3

Fossil - based. H2 tolerates CO

600-700 Large stationary Plant (electricity only)

PAFC Phosphoric acid, H3PO4

H2, reformate (<10ppm CO)

190-210 Small-scale stationary (with CHP)

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AFC Alkali, KOH H2, CO2 -free Reformate

60-130 Specialist (space , some transport applications)

PEMFC Solid polymer electrolyte membrane

H2 - reformate

60-100 Automotive, portable, small-scale stationary (with CHP)

CONCLUSIONS AND PROGNOSIS:

Technologies that tap sunlight, wind, running water, the Earth’s heat,

and vegetation for electricity can supply an increasing share of developing countries’ demand, while delivering environmental and economic boons — to the countries themselves and to the world at large. Besides curbing greenhouse gas emissions, renewably-generated

electricity would reduce the air pollution that is damaging human health and the crops, forests, rivers, and lakes downwind from power plants.

On the bottom-line question of costs, some applications are already competitive with their fossil fuel counterparts if one calculates life-cycle costs, not merely up-front outlays. Countries that harness renewables to meet electric capacity requirements which are growing faster than 5 percent a year in much of the developing world - can solve several economic problems simultaneously. For one thing, renewables’ modularity makes it possible to tailor them to the particular needs and

circumstances of any setting. What’s more, a widespread shift from imported fuels to renewably - generated electricity would stem existing hard currency outlays, while insulating nations from any future price shocks.

Current advances in the improved efficiency of solar cells (Fraunhofer ISE, Germany has recorded efficiency values of upto 31% for its monolithic tandem concentrator solar cells). efficient blade designs for

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large size wind turbines, steady progress in the research and development of fuel cells offer promise in providing cost effective renewable energy systems in the not too distant future.

REFERENCES:

DWE 2000. Fuel Cells in Germany, Refocus, November / December. ECOTEC, 1995. The ‘Potential Contribution of Renewable Energy

Schemes to employment opportunities, ETSU UK. International Energy Agency (IEA). 1994. World Energy Outlook.

Organization for Economic Co-operation and Development, Paris. Kozloff, Keith and Roger C. Dower. 1993. A New Power Base:

Renewable Energy Policies for the Nineties and Beyond. World Resources Institute, Washington, DC.

Kristoferson, LA, and V. Bokalders. 1991. Renewable Energy Technologies: Their Applications in Developing Countries. Intermediate Technology Publications, London.

Natarajan R. 2000. Role of Renewable Energy in the XXI century, IREDA News Volume 10, No.4.

Payne, William, ed. 1993. “India: Leading Player in the Coming Asian ‘Super- Market’,” in Cogeneration and Competitive Power Hournal, Volume 8, Number 3.

Sean McCarthy 1999. Fuel Cells- their potential as the ultimate clean source of power. Renewable Energy World, Volume 2, Number 1.

Stockholm Environment Institute. 1993. Renewable Energy for Development Newsletter, Volume 6, Number 1.

Swisher, Joel N. 1993. “World Potential for Renewable Energy. ” Paper presented at the ISES Solar World Congress, Budapest. Hungary.

Technology and the Economy 1992. The key Relationships 0ECD, Paris.

The First Action Plan for Innovation in Europe, DGXIII ISBN 92-827-9110—6 1996.

Put the RENEWABLE ENERGY SOURCES to work: To get in exhaustible pollution free energy, which can not be misused

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USE OF AUDIO VISUAL AIDS IN TEACHING AND SPEAKING

B.Mohan Raj Lecturer in English

P.A.S.College Pedanandipadu

Guntur,Andhra Pradesh Abstract:

To convey some concepts more effectively and successfully to students, the teacher takes help of some instructional aids, such aids are called audio-visual aids. Such aids can serve many a purposes in teaching of English. The effectiveness of teaching aid implies its relevance to the teaching point, achievement of some instructional objective and appropriate use.

Definition of audio visual aids:

The audio visual aids are tools of record to improve speaking skills that are used for several times and more than others. These things have been employed for many years in the classroom, where the object picture section and gestures have been systematically use with audio-visual work to elucidate meaning, this practice has been an essential element in teaching. Audio –visual aids can clarify the material more easily in teaching learning process. Audio visual aids are only effective if they are appropriate to the situation and are used properly by the agent. Unsuitable aids or ones that are not used properly can at best distract and at worst mislead the audience. When selecting suitable

audio visual aids, the agent will be limited to what is readily available or can be made. Within that range some aid are more suited to a particular objective than other.

Most audio-lingual courses consisted of short dialogues and sets of recorded drills Method was based on a behaviorist approach, which held that language is acquired by habit formation. Proficiency in using audio-visual aids cannot be learned from a book; it com only with

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practice. The following principle may however, be useful, whatever audio visual aids an extension agent may use.

1. Select the aid most n accordance with your objective, the composition and sie of the student where the aids will be used.

2. Use the aids to reinforce your message. They are three for support, to complement and supplement the spoken word, and should not be expected to communicate their content without explanation.

3. Make sure that the student will be able to see and hear clearly. Audio cassettes that can not heard or lettering that is too small to be seen can make the audience restless and inattentive.

4. Practice using the aids beforehand. Where projected aids are used, it is important to be completely accustomed to the equipment.

Division of audio-visual aids:

This division is concerned with instructional materials and equipment for the classroom, generally classified either as listening (audio) or as viewing (visual) approaches to interaction. Much attention has been given to finding the proper term to describe the new methodology. A term that continues to be popular, despite the introduction of more explicit term, is audio-visual.

They are some kind of audio visual aids which can be used in teaching learning process, they are: Slides, Filmstrips ,Video compact discs.

Types of material development n Teaching and Speaking

1. The detailed illustration: A detailed illustration is simply an

example that is given in detail. It is the narration of a happening or an incident, which illuminates the point under the

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consideration. The illustration is one of the most effective types of supporting material to use because the story of element involves in its commands attention. From time immemorial mankind has been fascinate with stories. A master teacher once tried to emphasize to a class to practice teachers the importance of looking at things as their students do. Too often teachers assume that when statements are clear to them, they are also clear to the students.

2. The specific instance: The specific instance is just the same as the detailed illustration except that it is shorter. Whereas the

detailed illustration is an example given in considerable detail. Because they are so short and relatively under developed, specific instances are seldom used by themselves, but are usually used in a series.

3. The hypothetical illustration: The hypothetical illustration

is an example that does not actually happen, but one teacher invents to illustrate their point. If the teacher has something to explain, and he/she does not have a real illustration for it, he/she can sometimes make his/her explanation more interesting by presenting it as hypothetical illustration.

4. Suggestions for using statistics: In this type the teacher

must related statistics to the subject matter in terms that the students will understand. Mere numbers have little meaning for most students and so the teacher must explain the statistic for the students. The teacher should do hi very best to the translating his statistics into units or into terms that will be meaningful to students. Go back and look at the example of the use of statistics that have just been presented. Note how in each

case the students did more than merely list members. Wherever

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possible mention the source of the statistics, how they were complied their date.

Techniques in Teaching Speaking

There are some kind of learning techniques, which serve different purposes and require different resources to implement in teaching speaking. Frequently used learning techniques include:

a. Structures discussions: In participatory structured

discussions, the teacher enables the student group to acquire the desired learning been presenting small amounts of information and asking reselected and sequenced question. Participatory structured discussions are useful for presenting information on a subject about which the student has little knowledge.

The teacher’s skills for this method must be high, with processing skills being more important than context enterprise. Presenters should make no more than three or four significant points before involving the member by asking question. The question and answer process is designed to help secure and maintain the listener’s attention, ensure learning is telling place, and provide a vehicle for leading the group towarddesired conclusions.

b. Open discussions: Open discussions are useful when

participants are extremely knowledgeable regarding the subject matter, and when learning task involved refining problem-solving skills. For example, an open discussion might be used to help students identify strategies for handling some difficult in doing tasks. Open discussions require highly developed moderating ability, since unanticipated concern may arise and the facilitator must know how to intervene without unduly influencing group behavior.

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c. Brainstorming: This is a group activity that helps develop

problem-solving skills and emphasizes creativity. This exercise requires that students spontaneously present ideas on a given topic. Typically the teacher does not participate in this activity, except to observe, serve as the recorder, or help the group discuss the ideas presented in a methodical fashion. The teacher avoids giving his or her opinions on the ideas presented or otherwise influencing the outcomes of group discussion. The absence of structure encourages freedom of expression which can result in the development of creative approaches to solving difficult problems. For example, brain storming activities can be used to devise alternative ways to handle difficult or crucial

subjects. Brainstorming exercises are best suited for small numbers of students who have considerable knowledge regarding the topic under discussion.

d. Self-tests: Self-tests are brief, written exercises, usually consisting of true- false, multiple choice, or fill-in-the blank

questions, which students answer during the lesson. The studens evaluate themselves, and the teacher can moderate a group discussion after the self-test to enable the students to ask questions. Self-test promotes information retention, reinforce learning, and provide feedback to both the students and the teacher on amount of learning which has occurred. Self-tests are most useful when the content being conveyed is knowledge-based skill and attitude oriented learning does not readily accommodate self-test, unless the teacher seeks to students’ understanding of concept which must be applied when demonstrating the skill or the attitude.

e. Case studies: In case studies, students analyze written material,

documenting a simulated real life situation, generally selected from the subject matters. Using the case study information,

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students identify courses of action which must be taken and make decision by applying their understanding of content or processes learned during learning. Case studies may be completed by members of the study group learning alone. But most often are performed as a small group activity with group members learning toward consensus. Case studies also can be designed for one-on-one teaching. As in the open discussion method, the teacher assumes an active role only if group activity

becomes unproductive. The teacher provides students with feedback when the entire case study has been completed and presented to the teaching group. Case studies are useful when problem-solving skill must be developed and refined, since this activity promotes student involvement and permits the exchange of ideas and problem-solving approaches. When students are also co-workers case- study exercise can encourage team building and increase motivation to address problem situations, based on share goal and a common approach.

References:

1. Aggarval, S C (2009). Principles, methods & Technique of Teaching. India: Vikas Publishing House Pvt Ltd. India.

2. De Bernardes; A Oslen; E G(1948) ‘Audio-Visual Community materials-some recent publications”. Education Leadership.

3. Utilizing Audio-Visual aids tom make learning easy and effective in primary education”. “International Journal of scientific Research ”.

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LITERATURE: AN EFFECTIVE TOOL IN LANGUAE

LEARNING

Smt.D.Jaya Kumari Lecturer in English

P A S College Pedanandipadu,Guntur

Introduction

The theories of language teaching and the trends in language acquisition have changed over the last hundred years, influenced by linguistic, psychological, educational and political perspectives derived from “a mixture of assertion, theory, observation and experiment” (Hall & Cook 2012, 272). In recent years, the role of literature as a basic component and source of authentic texts of the language curriculum rather than an ultimate aim of English instruction has been gaining momentum. Especially during the last two decades, the interest in literature as a valuable tool in language teaching has been raised (Duff & Maley 1990, 3). Literature has been considered as an influential tool and trend in ESL pedagogy. Vigorous discussions and research of how literature and ESL/EFL instruction can work together and interact for the benefit of students and teachers has lead to the evolution of interesting ideas, methods and approaches of using literature to teach Language.

Although Literature plays a significant role in language curriculum and ESL teaching, many language instructors have questioned why and how literature should be embodied in language curriculum. Many instructors have come to consider the use of literature in language teaching as a valuable and interesting strategy (Sage 1987). The language instructors play a significant role in teaching language through literature. Thus, in order to make their teaching efficient they have to consider some factors. First, they should define

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the goal of teaching language based on the learners’ expectations and demands. Second, they should choose the suitable language teaching approach. Third, they should choose literary texts relevant to the goals of their teaching. By considering these goals, they can effectively teach language through literature. The present paper discusses why language instructors should use literature for language teaching and what kind of literature should be used in language classes. In addition, the major

approaches which have evolved for using literature for teaching language are discussed. Finally, the position of literature as a significant pedagogic tool for teaching ESL is emphasised.

English teaching today has evolved around the primary emphasis on its viability as a communication skill to help acquire jobs, promote business interests or provide various forms of entertainments. Another perspective that strengthens the argument of the advocates of teaching English without any affiliation with its literature, borders on the fact that the world today needs English for Special Purposes-for the understanding of scientific or technical vocabulary specific to different subjects of interest to the learners. The decline in the standard of English ahs been commonly attributed to the teaching methods as used and adopted by language teachers. Our main concern as teachers and teacher trainers is not to teach about language, but to develop learner’s

abilities to make them capable of using the language for a variety of communicative purposes. There is a difference between teaching about the language and communicating in the language. One great problem is that many teachers believe that teaching about the language in itself will make the learners capable of using the language for communication. In fact, there is often ‘a great ability gap’ between having information and being able to use it spontaneously for communicative purposes.

There is, as has been noted earlier, a great gap between knowledge and the ability to use that knowledge in terms of

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communication and the manipulation of that communication. In order to bridge this gap and frame a relevant syllabus, its contents should be made to bear a resemblance to the social contexts.

Language, broadly speaking, is one of he best and most effective means of communication without which we cannot lead a successful life. Literature is one of the best tools to matter a language. It equips us with powerful communicational abilities and aids. People have an

inherent ability to understand the basic story-telling conventions irrespective age, religion, caste and creed helps us enjoy literature and appreciate the meaning it conveys. It is thus implicit competence that we try to take advantage of using literature to teach language.

Active Participation Takes Place

When a reader reads a piece of literature, he actively participates in the history and he questions, wonders, gets angry, cries during the process of reading. All these feelings exemplify the readers’ participation. Literature critics and experts have classified it as reader-response criticism. While reading, a conscious reader should allow his heart to go for details and his mind to collect the usage of language.

Literature provides real life situations where one character meets other character and they interact and express their emotions. The language used by these characters should be noted by the reader.

Even though many experts reiterate that one should read a lot of novels to build one’s vocabulary, the teachers should be able to

distinguish right English from the slag, dialects etc.,. The main drawback found in courses like English literature is that the attention of the learners is totally focuses on the geographical information, these and character analysis, besides the background of the writer. As a result, the existing system of teaching and learning literature never allows the learner to concentrate on the nuances of a language.

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While teaching literature, grammatical aspects of a text should be explained by the teachers apart from concentrating on the story. Currently in most schools and colleges, the learning activities of students are always textual. Language acquisition is made theoretical and not application oriented.

What is our goal, as Teaches of English ?

Language teachers should realize the fact that their goal is not teaching English literature but teaching a language. By reading a piece of literature learners can understand the diverse use of words, phrases,

phrasal verbs, multiple meanings, idioms etc. The learn use familiar words in new contexts with new meanings. Students get absorbed in the story, and the language(sentences, sentence and phrasal patterns and words) is understood and mastered without much effort in the process.

Study versus use of Literature

While reading texts of the resent day novels, one can divest a lot of information regarding language usage and word power. The students in Third World countries have only a limited access to spoken English. Face to face communication with the native speakers is a rarity. So, we need to select materials which match the interests of our students and which will at the same time bring more exposure to the English of Americans or any other Western Country.

Practice English Appropriately !

In an earlier paragraph above we mentioned that the students are always textual in their learning and language acquisition is more theoretical and not application oriented in our schools and colleges. We would like to elaborate on this point further here.

For instance, when a teacher teaches tenses in a classroom, the students are active enough to offer examples on their own such as, The

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sun rises in the East (present tense). The train had already left the station, before we reached there (past perfect tense). Language in However, in real life situations, the learners fails to use the same tense aptly. They are familiar with the names of tenses and the usual examples taught to them by their teachers since their childhood. But applying them in the required context is what is deficient.

The discrepancy can be overcome by reading contemporary

fiction or plays. While teaching literature, grammatical aspects of a text should be explained by the teachers apart from concentration on the story.

The use of the past tense can be explained through biographies and autobiographies or through some narrative pieces where past tense is used. Conversation practiced by the character of a play will be very useful to face the same situations in day to day life. In this sense, modern plays provide platform for the students to learn spoken English. Similarly, we get a chance to express our ideas or react suitably in a given situation.

Using literature to teach and writing is the most obvious way to teach English through literature. Students read a text and study the new grammar and vocabulary they encounter. They can also practice reading comprehension skills by answering questions about the text.

Reading and reading comprehension are skills that are tested in exams like the TOEFL that many students must take. Using literature is an interesting way to practice reading develops strategies like skimming and scanning. Reading a simple poem will definitely add a few new words to the learner’s vocabulary. The right word used in the right place would facilitate better understanding.

Literature can also be used as an approach to listening and speaking tasks. Texts with highest musical quality stimulate the

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learners’ interest towards listening. A teacher can read excerpts of literary texts for dictation activities.

A variety of speaking activities can also arise from literature. ESL/EFL classes can be formed into reading circles or book clubs in which students discuss the books they read, share their opinion and help each other understand the texts further. Comprehension activities can also be treated as speaking tasks. A good training in pronouncing

the sounds of the target language will help the learner to use language effectively. Teachers reading the text aloud number of times at various tempos would help the learners to enhance their understanding towards the language, familiarize the sounds, practice pronunciation of the target language, through which they can achieve an ease in using the language. Students an practice pronunciation by reading aloud or replacing the teacher in dictation readings. Book reports may be expanded into presentations to give students a chance to practice public speaking and giving formal presentations.

Conclusion

Literature plays an important role in the English programs of many non English speaking countries. However, there are some problems encountered by language teachers within the area of teaching English through literature. First, there are very few pedagogically-designed appropriate materials that can be used by language teachers in a language classroom. Second, there is the absence of clear-cut

objectives defining the role of liter rue in ESL/EFL. Many instructors try to include literature in their classroom, but lack the background and training the field.

The teacher has an important role in teaching English through literature. First, he should determine the aim of language teaching in relation to the needs and expectations of the students. Giving a questionnaire or interviewing with the students orally, the teacher can

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set up the aim and the objectives of the language teaching. Second, he should select the appropriate language teaching method, teaching techniques, and classroom activities. Then, the teacher should select the literary text relevant to the aim and the objectives of his teaching. While selecting literary texts to be used in language classroom, the students’ language proficiency, interests, age, sex, etc, should be taken into account in order not to bore students with inappropriate materials.

At elementary levels, for instance, students should be given simplified or specially written stories. At advanced levels, however, students are given literature in its original form so that they can develop their literary competence in the target language. To put it another way, students learn practically the figurative and daily use of the target language in the literary texts and encounter different genres of literature (i.e. poems, short stories, plays etc.,) at advanced levels. Observing how characters in a play or short story use figures of speech, such as simile, metaphor, metonymy, etc., so as to express their communicative intention, students learn how to write English more clearly, creatively and powerfully.

Language learning is an integrated process. The entire process with all its ramifications can be mastered through literature. Though there are various other methods through which language can be

introduced, taught and acquired, language through literature helps the reader to accomplish the task in a better way. Literature motivates the learners in all possible ways to work with the language. Language learning through literature, ‘starts with delight and ends jinni wisdom’.

References

1. Amer, A. 2003. “Teaching EFL/ESL literature”. The Reading Matrix, 3 (2), 63-73.

2. Brumfit, C. J. and Carter, R. A. 1986. Literature and Language Teaching. Oxford: Oxford University Press.

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3. Carter, R.A. & Long, M.N. 1991. Teaching Literature. London:

Longman.

4. Collie, J., & Slater, S. 1990. Literature in the Language Classroom: A Resource Book of Ideas and Activities. Cambridge: CUP.

5. Brooks Cleanth, John Thibaut Purser & Robert Warren. 1942. An Approach to Literature. New York:Crofts.

6. X.J.Kennedy (Ed). Literature-An Introduction to Fiction, Poetry and Drama. (2nd ed). Little Brown & Co.,(Canada) Ltd.

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MIGRATION OF TELUGU (LABOURERS (OR) REGION) TO COLONIAL BURMA, 1871-1947

M. Jayapaul Babu Lecturer in History VSR &NVR College Tenali ,Guntur (Dt)

G.sambaiah Lecturer in Political Science

PBN College Nidubrolu ,Guntur (Dt)

INTRODUCTION:

This paper deals with movement of people across the Bay of

Bengal in the nineteenth and twentieth centuries in search of employment and livelihood. It offers certain tentative observations/ideas about the nature, pattern and pace of labour migration in a long-term historical and comparative perspective. In this paper I want to focus on the course and nature of emigration and settlement of the Telugu labour communities, known as the “Coringhees” in colonial Burma. It has been often said that in the context of LPG (Liberalisation, Privatisation and Globalisation) the Third world countries like India witnessed brain-drain and/or migration of “knowledge workers”. In my paper, I intend to highlight aspects of migration of unskilled labourers drawn predominantly from among the lower rungs of Andhra society during the periods of industrial revolution and capitalist development. The historical context of the western imperialist territorial and commercial expansion in the

late 19thy century created opportunities for large-scale emigration of labour communities, through both its pull and push factors. I also with to discuss issues related to historical and sociological backgrounds of Telugu labour, evolution of migratory processes, causes and motivation for overseas emigration and its impact on caste system and social mobility. Thus in this paper an attempt is made to analyse the multi-dimensionality of overseas migrations by the Telugu labour communities in the 19th and 20th centuries.

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Generation of Migration

Historically, relations between the Andhra coast and Burma, which was known to the Telugus as Suvarnabhoomi go back to a couple of centuries before the birth of Christ2. Although the Andhra coast had regular trade and cultural contacts with lower Burma during the pre-colonial period, it was only after 1871 when the regular fort-nightly Steamer service was introduced that the number of people who emigrated from the coastal Andhra districts increased sharply. The British India Steam Navigation Company’s steam ships carried

emigrants from the port of cocanada to British Burma3. The Collector of Ganjam district wrote thus : “At present there are great facilities for inducements for people to emigrate for a limited period to Burmah from this district. They perform the voyage by steamer in about four days, the passage money is rupees 16 per head or about a month’s pay in Burmah. In two or three years they return to the district with from Rs.200 to Rs.300, clear of their debts, redeem their lands, and become useful members of society”. Likewise, the Collector increase and the communication by steamer, which is now constant and regular, promises to be of great benefit in making accessible a country where comparative wealth is within the reach of industries peasants from this district”. In its report to the Government of Madras, the Board of Revenue commented: “For the northern districts British Burmah offers an ample field of labor at high rates of wage. The port of

Rangoon can be reached from any one of the northern parts by steamer in a week. The emigrants there find large numbers of their countrymen already at work and they can return to their homes when they please”.

In the erstwhile Madras Presidency emigration to Burma was essentially a Telugu phenomenon in the sense that the overwhelming majority of emigrants were from the northern coastal districts of Ganjam, Vizagapatnam and Godavari. According to the Madras

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Census Report (1921) approximately 5 percent each of Vizagapatnam

and Godavari districts worked in Burma. Among all the Telugu districts, Ganjam alone sent the largest number of persons (labourers) in any given year to Burma. Again, it was the only district in which nearly 2 percent of its population declined due to emigration to Burma during the decade 1921-31. The above 3 districts together contributed around 70 percent of labour migrants from this Presidency in the 1920’s . Available Census and other data also show that Telugu immigrants were by far the larges group among the unskilled and

manual labourers of Rangoon city. Telugus constituted about 12% of the total population of Rangoon, while that of the Tamil’s only 6%. Since the late 19th century Burma had become an important factor in the life of labouring communities/classes of northern Andhra districts. There did exist great facilities and inducements for people to emigrate for a limited period from these districts in times of famine, scarcity and dire distress. For instance, during the year 1876-77 (Dhata and Eswara of the Indian Calender) a horrible famine broke out all over the south and the Telugu country when people died in millions. On the effects of 1896-97 famine the Collector of Ganjam wrote: “In the famine years many people from Ganjam and Vizagapatnam districts migrated to Burma from the ports of Baruva and Calingapatnam. In a large number of instances the coolies merely go for the harvest and return at the close, remitting large sums in the meanwhile to their families at

home.. This partly accounts for the large preponderance of Telugu women (Reddiki) on the [famine] works. Inquiries showed that in a very large percentage of cases their husbands were in Burma. Uriyas do not emigrate to Burma as freely as the Telugus”. Data on emigration amply confirms the increase of migration over time.

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Table EMIGRATION AND IMMIGRATION TO BURMA, 1875-1929

(QUINQUINNIAL AVERAGE) Years Arrivals in Burma Departures from

Burma 1875-78 4,285 2,628a 1879-82 11,791 NA 1883-87 20,562 NA 1888-91 37,207 NA 1892-95 47,178 39,207 1896-99 70,443 40,958 1900-04 96,158 67,555 1905-08 125,482 1,03,719 1909-12 1,31,548 1,15,050 1913-22b 1,13,377 1,09,020 1923-27 1,54,468 NA 1928-29c 1,50,576 NA

Source: Complied from the Emigration and Immigration Reports of Madras Presidency.

Note: NA-Not Available: a= only for the year 1875-76: b=data for the years 1915-20 is not available: c= refers to only for 2 years.

In fact, the largest number of Telugu-speaking communities outside the coastal Andhra districts south India lived in a colonial Burma during the pre-independence (1947) period. They were one of the 1930’s. As per the Burma Census Report of 1931, the total

Indian population was 5.22 lakhs, of whom Telugus were 1.32 lakhs (or 25%). The pattern of emigratioin of Telugus was different as compared to the other important south Indian community, i.e., the Tamils. For instance, since the middle of the 19th century Tamil lower caste indentured and free labourers mainly migrated to Ceylon and Malaya;

while the Telugu coolies went to Burma. In other words what was Ceylon to the Tamils. Burma was for the Telugus. To draw a contemporary parallel just as the Gulf and Middle-East region is

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important to the Malayalees to earn money, in earlier days Burma was for the Telugus. If the Tamil labourers migrated to Ceylon to work mainly in the Tea estates, the Telugu coolies worked in the rice fields, dock-yards and urban sectors of Burma. South Indians were one of the important, and in some countries the major ethno-linguistic groups among the Indians living in the above countries during the 1930’s and 1940’s. The pattern of emigration of Telugus was also different when

compared to the other important north and east Indian communities, viz., the Biharis. For example, since the middle of the 19th lower caste indentyred and free laborers from the coromandal coast migrated mainly to Burma, Malaysia, Mauritius and South Africa; while the coolies from U.P., Bihar, Bengal etc., went to the West Indies, Caribbean Islands and Fiji in large numbers. The south Indian coolies were primarily drawn from among the lower sudra and dalit castes/communities and majority of them, i.e.:around 90% worked as unskilled labourers. In terms of caste-community background and social composition majority of them were drawn from among the following castes of coastal Andhra: Agnikula-Kshatriyas. Setti-Balijas. Tsakals, Telaga-Naidu-Kapus. Malas and Madigas. However, few upper caste persons belonging to the Brahmin. Vaisya-Komati, Reddy and Kamma also migrated to Burma. Whereas the lower sudra castes

and the dalits mainly worked as unskilled/manual labourers, the upper-caste persons worked mostly as professionals, employees, contractors, traders etc. As manual labourers in Burma the Telugus dominated some fields and sectors such as, rickshaw-pulling, paddy fields, rice mills, port and dockyards, sweeping and scavenging. Nevertheless, Telugu migration to Burma was basically male-dominated. Unlike the Tamil plantation workers in Ceylon, Malaysia etc., who had settled with their families in the plantation areas as indentured and estate laborers the Telugu labourers in Burma were relatively free and temporary employees. As Huge Tinker put it they were “birds of

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passage”. They had mostly emigrated in single person (Male) and stayed on in Burma for few years. They worked as laborers in as many fields as possible to earn money and save. Thus among the Telugus in Burma the sex-ratio was relatively less: for every 100 Males there were only 21 females, as compared to 43 for 100 Tamil males. According to Burma Census 1911, among the Telugus there were 16 women and

every 100 men. A Government official remarked that the Telugu labourers “leave their wives and families in this country during their absence and if need be, they have no hesitation in either returning to

Burmah themselves for a time, or in sending a male member of the family to realize a little purse”. Moreover, in the case of Burma the emigrants generally men, leave their families behind and they used to come and go on with the season and remit large sums to their dependences at home. Census figures also indicate lower sex-ration among the Telugus living in Rangoon. There were 16 women for every 100 men, but among the Tamils there were 39 Females for every 100 Males. The main reason for low rate of migration among women seems to be more socio-cultural than economic “Early marriages, caste pre-judices, ignorance, a natural love of home and shrinking from the unknown dangers and difficulties, which consider in separable from the ability to earn an honest livelihood abroad, combine to make the respectable female classes, as rule unwilling to quit this country under ordinary circumstances”. Most of the women were drawn from the

lower sudra castes and untouchable communities like Settibalijas, Telagas, Kapus, Malas and Madigas. The local press and the contemporary writings did reveal that nearly 50% of the Telugu female labourers worked as prostitues and the rest worked as maid servants and menial workers. The gender dimension of emigration is a fascinating aspect which requires further deeper study.

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Pressure and Pull Factors:

In order to understand the nature of emigration in the colonial context it is necessary to provide a historical account of the migrant labor communities from the Andhra coast to Burma. Hence this paper also seeks to provide a systematic analysis or the actual causes and motivation for emigration. In the existing studies only a general description of the reasons for emigration is given in terms of “push” and “pull” or supply and demand factors. Most studies on emigration do not explain and fail to link up the specific events and groups of

migrants as well as the areas of origin. Available studies on migration do not explain, for example, what factors prompted specific Telugu-speaking communities to migrate to Burma in the 19th, 20th centuries? Was it mainly due to push or pull factors? Whether emigration was caused mainly and/or only by the economic factors? Was it only due to attraction of material advantages that the lower castes emigrated to Burma? Whether social and cultural factors also contributed for it? Certainly, all the emigrants were not influenced and motivated by any one single factor. As far as the coastal Andhra region was concerned it may be said that the lower caste emigration was caused by “push” factors, while the “pull” factors attracted the upper castes. Particularly for the lower castes like dalits emigration also meant escaping from caste oppression and exploitation.

Emigration of lower caste people was also necessitated by their

poor economic conditions as well as unfavourable agricultural conditions. As most of the them did not have cultivable lands of their own, they were forced to work as agricultural labourers. The general social dislocation and economic distress like famines, draughts etc., compelled the poor among these communities andcastes to migrate to Burma. It was a sort of “shoveling out paupers”. The largest agricultural labour castes in Andhra districts belonged to the lower sudra and depressed castes. Among the depressed castes the Malas

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were dominant. Although the laboring classes servitude was less widespread and harsh in Telugu areas than in the Tamil region. Malas in some districts of coastal Andhra were held in debt and hereditary servitude. The Mala agricultural laborers were in fact worse off and employment for them was highly uncertain and irregular. The wages of untouchable labourers, which were normally paid in kind, were considerably lower than those earned by agricultural labourers of the

sudra castes and most sudra labourer lived at subsistence labourers levels. It has been estimated by Raghavaiyanagar in his study. Memorandum on the improvement of the Madras Presidency During the Last Forty years of British Administration that

wages for untouchables were as much as 25 percent lower than those paid to sudra caste laborers for similar tasks. In many parts of south India powerful social sanctions prevented low-caste laborers from owning land. Because they were landless and possessed no definite source of employment in years of famine and scarcity, which were frequent in Madras Presidency during the late 19th century, Malas and other lower caste groups either found employment on government works or emigrated to other places. Studies on Indian famines have also shown that low-caste labourers were the most affected throughout India.

As far as the lower caste agricultural laborers were concerned, migration to southeast Asia certainly provided better economic opportunities and potential social mobility that were denied to them in their native places. As casual workers or coolies in Burma they could

and did earn relatively higher wages in agriculture, industry, ports, docks etc., and the rates paid were determined according to the amount and type of work done and not on the basis of caste rank. Therefore, it can be said that in many respects lower caste labourers of Andhra districts were better able to respond to opportunities in Burma than other groups. Many labourer from coastal Andhra districts emigrated

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also because friends or/and relatives who had previously been to Burma and Malaya told them of the high wages obtainable there and assured them that employment could easily be found. Thus, there was continuous and unbroken steam of emigration especially from the coastal region since the last 19th century.

In Burma rice mills, saw mills, dock-yards, refineries etc., were some the major industries which employed the Telugu labour. But the

owners of such enterprises rarely recruited the labour they need directly. Instead, they depended mainly on the persons known as coolly maistries and other labour contractors for the supply of labour. The maistry system of recruitment was comparable to other systems like Kangani (Malaya), (Assam), and jobber(Bombay). These maistries acted as the most important mediators between the employers and employees. Kondapi opined, “In the maistry system… the labour in fact was the servant of his contractor and not of the mill or firm. The extent of the maistry’s control and his opportunities for extortion are evident from the fact that he controlled the disbursement of wages, besides being vested with an arbitrary power of selection and dismissal of labourers. They usually recruited the required labour mostly in the villages of coastal districts of Andhra and sometimes in Burma according to their convenience. For their services the maistries

received hefty premium and commission. A close examination of the structure and function of maistry system which dominated labour recruitment and supervision reveals that it represented a distinct caste/cultural arrangement. Indeed, maistries who had an overwhelming presence in the landscape of capital-labour relations were not the “outsiders”, but were an integral part of the caste/clan system/networks of local society of rural Andhra. About the working of the maistry system a prominent labour leader of Burma, Narayana Rao wrote thus: “when labour has to be recruited in India, the labour contractor advances the funds needed for transportation and food

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during the voyage. He also arranges for the payment of any small sums the labourers need for the maintenance of their families left behind, till they make remittances from Burma, or for the clearance of any small debts they might have contracted in their villages. Maistry borrows large sums of money for the purpose of recruitment and makes advances of course with a view to recover them later on form the labourers. The labourers reach their destination and start off with a

debt equivalent to the advances. In other words, they are charged with all the expenses incurred on their behalf by the maistries for transportation, food, etc. There will hardly be a labourer without debt-a-debt equivalent to transportation charges and expenses for foods, leaving along the sums advanced for paying off debts in their villages”.

In addition to the recruitment by maistries and other brokers, there was also a certain amount of voluntary migration. It may also be pointed out that a good many of the labourers were free persons in so far as they emigrated without the interventionor mediation of the agents of the shipping companies and/or labour contractors. Although some of these labourers after arriving in Burma might fall into the hands of the brokers and their debt-trap. However, the favourable working conditions and better wages in Burma had attracted (pulled) many of the Telugu labourers. Available information amply indicates

that factory work in Burma was well paid when compared to the employment in rural Andhra. It has been estimated that manual and unskilled labourers in Burma earned 3 to 4 times the wages they received in their native villages. For instance, an agricultural labourer in Vizagapatnam district was paid about 4-5 annas per day, while in Burma the daily wage of a dock-worker or rice mill worker was about one rupee, i.e., 16 annas. “It is a fact that several persons from Ganjam District do annually embark from Bimilipatnam and Vizagapatnam for Burmah where the demand for labour is great and the remuneration better.. In Burma a common labourer gets 6-8 Annas a day and

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sometimes more.” Wrote the District Collector of Vizagapatnam in 1875. A comparison of the wages in Burma and the Andhra Districts also confirms this.

Average Daily Cash Wages for Selected Agricultural Work, 1926

District Sowers/transplanters Reapers/harvester

Weeders

Rs.An.Ps. Rs.An.Ps. Vizagapatnam 0-4-6 0-4-2 0-4-3 North Arcot 0-5-11 0-4-6 0-5-3 Chittoor 0-6-3 0-5-0 0-6-0

Note: 1 rupee = 16 annas; 1 anna =12 paise.

Compare the wages prevailing in Andhra Districts with the wages paid in Burma as given below:

City Industry & Occupation Rate of Wages per day

Rs. As. Ps.

Rangoon Rice Mill

Rangoon Paddy Collies 0 10 0

Rangoon Bag Coolies 1 0 0 to 200

Rangoon Weighing men 0 8 5 to 180

Rangoon Saw mill

Rangoon Coolies 0 12 0 to 100

Rangoon Saw dust bags 0 7 6

Rangoon Sweepers 0 7 6

Mague Oil Winning

Mague Oil Winning Well Coolies 0 9 7to01310

Mangue Oil Winning General Coolies 0 9 10to01310

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Burma Oil Company, (Syrium) Daily

Apprentice 0 8 0to 1 8 0

Blacksmith 1 12 0 3 6 0

Bricklayer 2 0 0 2 5 0

Carpenter 1 12 0 3 1 0

Coolies general

0 15 0 1 2 3

Machinemen 0 15 0 3 6 0

Serangs 1 10 0

Sweepers 0 15 0 1 0 0

Tindals(boats) 1 2 -- 0

Rice Mill Rangoon

Unloading Paddy from boats and

15 Annas per 100 baskets

Storing in godown.

Transferrring paddy from godown to huller

8 Annas

In boiling paddy

Stevedore Labour (Rangoond) Daily

Rs. A. P.

Cooly 1 12 0

Stower 1 13 0

Gang maistry

1 13 0 3 0 0

Winchman 2 2 0

Dock maistry

2 12 0

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Source: A Naryana Rao, Indian labour in Burma,(1933) and Contract Labour in Burma (1930).

Hence, there was a continuous stream of emigration owing to seasonal conditions and to the greater demand in Burma for labour in rice mills, dockyards and other sectors. The fact that a large number of Telugu-speaking communities lived in Burma over a long period of time also resulted in the formation of a district immigrant community. Majority of the Telugus who settled there for generations worked in diverse fields as labourers, petty-traders, artisans and so on. Some of the prominent Andhras were elected to the Burma Legislative Council,

Rangoon Municipal Corporation and other bodies. They also played an important role in the political, socio-economi and cultural fields of Burma as labour leaders and activists. In fact, wherever they went, the Telugus carried with them their language and culture and sought to preserve them, yet they identified themselves with the new environment and culture. When I spoke to the Burma repatriates during my field work in Visakapatnam and Kakinada, many of them narrated their experiences in terms of peaceful co-existence of various ethnic groups, harmony and mutual interdependence. Nevertheless, the district Telugu identity in colonial Burma was constructed and articulated through the discourses of various socio-cultural and religious organizations. They tended to foster cultural unity among the Telugu-speaking communities cutting across caste and class distinction. Language, kinshkp-bonds, caste-community affiliation and ancestral origin also became significant symbols for the construction of a

separate Telugu ethinic identity and consciousness. Several Telugu Associations were established mainly for the socio-cultural and intellectual development of the Telugu inhabitants. The formation of Telugu associations like The Andhra Mahasabha, Andhra Mahajana Sangham, Andhra Social Service Association, Andhra Buddhist Samajam, Burma Andhra Seva Samiti, Burma Andhra Yuvaka

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Brundam, Andhra Sangham etc., facilitated the preservation of district culture and identify of the Telugus in south east Asian countries during the period under consideration.

Although ethnic and racial relations and socio-cultural inter action between the Telugu immigrants and native people of Burma, by and large remained peaceful, but in times of crisis there were tensions and conflicts. The plural society of Burma did not remain static and

unchanging throughout the period under study. Changing migration pattern and growth of competition led to intensive ethnic and inter-racial hostility and antagonism. The onset of world economic depression in the 1930’s witnessed great socio-political turmoil in Burma. It also caused intense rivalry between natives and immigrants in terms of employment opportunities. Anti-Indian and Anti-Telugu (Coringhee) Riots broke out in Burma in the 1930’s. Yet it must be said that the lower caste labourers, in particular immensely benefited both materially and culturally by staying in Burma. For, they did not experience any caste or social discrimination. After a couple of years of residence in Burma, when they returned to their native places members of the lower castes and dalits began to question and oppose status quo and caste system as well as play a significant role in the social reform movement in their home country (Andhra). The “Burma factor” had

an important bearing on the growth of dalit (lower caste) liberation movement in Andhra during the pre-independence period. The Adi-Andhra movement in colonial Andhra derived both moral and material support from Burma immigrant labourers. Similarly, the growth of Buddhism among the untouchable laborers in Burma is an extremely important aspect of socio-cultural awakening. The immigrant laborers rejected their low and undignified status accorded to them by Hinduism and embraced Buddhism as an alternative and emancipator religion. Thus an attempt must be made by scholars to explore the cultural and religious life experiences of the immigrant laborers.

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“Rags to Riches”: achieving Stories of the Telugu Immigrants in Burma:

It is interesting to note about the biographical accounts, life histories and/or experiences of some exceptional and leading Telugu immigrants and their economic, entrepreneurial, intellectual and socio-cultural achievements. A narrative account is possible on the basis of some family records and oral evidence. There were many instances of socio-economic mobility among the immigrant laborers in Burma. The stories of “rags to riches” need to be contextualized. The upward mobility was possible because of the favorable socio-economic set up in

the host countries. For example, in Burma there was no caste system the main obstacle for the socio-economic mobility of lower castes in India. Migration had also brought about new socio-cultural awakening among the immigrant laborers. Abroad, even as coolies in Rangoon (Yangon) they had considerable social and cultural freedom.

The life history of Malladi Satyalingam Naicker – a native of Korangi village in the East Godavari district of Andhra Pradesh – was a coolie who had been transformed into a business magnate is an illustration of the fact the migration acted as social change. Let me quote a memoir.

“fate began to mound Satyalingam into the pattern through which she could draw out the best in him. Satyalingam, the adventure, … got himself engaged as a rating in a country boat going from the river Martaban into the interior of Burma. He was in service for five years till he was twenty and could lay by a thousand rupees.. The

shrewd Satyalingam understood the importance of Rangoon and shifted his business to this place from Moulmein. With the savings he had at Moulmein, he bought a second hand boat and got it repaired. With this boat, he used to transport the goods from the mills to the steamers in the Ocean. Within a year he could clear off the debt incurred for

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repairs to his boat and also purchase another such boat. Within four years of his settlement at Rangoon, he became the owner of four boats. Now he took up contract business for conveying the goods of Companies into the steamers and from the steamers into the town. He could find employment for other boat-owners as well and thus began to earn. Satyalingam’s integrity in business-dealings soon won for him the respect and confidence of European business-magnates. An English

firm had recently set up a rice mill at Pasindah, in Rangoon. Its manager with whom Satyalingam had transactions prevailed upon Satyalingam to undertake the business of supplying labour to the mill on contract basis. About four thousand mill-hands were neede. And though he had started this contract with diffidence, it soon began to bring him a rich harvest in turn. He was now not only a contractor in boat business but also an agent to supply labour to the factories. In two years, he amassed more than a lakh of rupees. Satyalingam used to lend up to Rs.50,000/- to the mill itself. However Satyalingam’s sheet anchor was boat contract. Gradually he got constructed eleven strong boats, each to hold three thousand bags at a cost of Rs.10,000/- each. He also purchased two steam launches for about one lakh of Rupees.., Satyalingam, the good-for-nothing lad of Coringa was now the master of lakhs. Satyalingam had his monetory transactions with the

Chettairs who were the business princes in Rangoon. He saved his earnings under the care of these business people who borrowed large sums from him at a reasonable rate of interest. Satyalingam strictly collected the interest on his capital once in every two months; and investing this on his boat contract business, again would lend the returns there from to the Chettairs. Satyalingam adopted a very shrewd method in such dealings. He would never lend money to any other than a Chetti. He would gauge the financial stability of the borrower first: and on being satisfied that the Chetti is worth 20 lakhs, he would lend one lakh to him.. His mind was like a bureau containing

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all sorts of things… Having elicited from his crew how much each boat had imported or exported he would in no time calculate the amount that each of his boats should get for the assigned task. Having thus lucidly planned-out what amount each boat should bring, he would verify his mentally worked-out figure with the actual figure in the bill… Another source of his income was from his innumerable houses in Rangoon fetching his a large monthly rent. Through these different

sources his property gradually mounted to lakhs.

Satyalingam travelled a long-way to achieve success in life, as he was a Kalasi for some time, a boat-builder and then a contractor for supply for workers to the British rice mills and naval yards and by happy combination of circumstances a thriving business man. His rise clearly indicates that for the adventurous persons migration provided immense benefits and caused upward social mobility. Moreover, “this great man of destiny was self-made every inch. His memory will be a beacon to the Andhras who cherish the glory of his achievements in their hearts. The story of his life will be a fountain of inspiration for future generations in his example for self-help, sacrifice and service”. A peot described and praised his munificence thus;

To the illiterate, he gave a school

To school their passions

And to the poor a choultry

To quench their thirs and lunch

And to the Scholar vedic

A school of traditions to stick to

And to the religions, he built temples

A trust he formed

That stood the test of time

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Similarly some of the emigrants from West Godavari district, namely the Bhumanchi Reddies also made fortunes in Burma as contractors and industrialists by didn’t of hard work. Reddi Rani, a monthly journal provides interesting accounts of poor people (Reddies) who went to Burma amassed wealth and became rich. Gudimetla Peddi Reddy and Karri Chinna Venkata Reddy belonged to this category. The Godavari district (Anaparti) Reddies who were involved in the timber

trade were also said to have become immensely prosperous. Especially for the lower castes and dalits emigration was quite beneficial because after a few years stay in Burma they returned with hard cash with which they bought plots of land for cultivation on their own. That is why we find “Dalit landlords” in some of the villages of sakinetipally and Amalapuram mandals of East Godavari district. It has been said that “When migration began the dalits took to it quickly. Many others feared losing their caste by goind overseas. The dalits had no such status to lose. Before the Gulf, they went to Burma (Myammer). Abroad, even as coolies to Rangoon (Yangoon), they had great social freedom. So they began questioning the status quo at home”.

To conclude; the above illustrations indicate that emigration encouraged a spirit of enterprise and independence. Every successful emigrant who returned spread such a feeling. They became role-models

and standing examples of self-reliance, hard-work and trust. On the whole, it can be said that migration to Burma provided the Telugus better opportunities and potential social mobility that were denied in their native places. As migrants workers they were able to earn higher wages and income. In many ways lower caste labourer communities were able to respond positively to opportunities abroad. In fact, more than the economic and material benefits, emigration did instill a sense of independence, equality, self-respect and dignity among the people in the lower caste and classes who went to Burma.

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Reference:

1. The Telugu Speaking people in Burma were known as “Coringhees” to the local people as well as the press and Government. Since the Andhra migrated in earlier times from a port called Korangi in the present day East Godavari District of Coastal Andhra Pradesh in South India, they were identified with that place. In Burmese language Coranghee-Kala means the person who came from Corangi. However Telugus felt it as a represented and requested the Burmese government not to call them as Coranghees but as Telugus. See B. Laxman Rao, Burma Andhrulu (Telugu), Vijayawada, 1992, p.30-31.

2. The Telugu people too have been migrating since times immemorial.. were great seafarers and even during the age of the early Kalingas and Ikshvakus they were migrating to various countries… Burma held out a charm for the Andhras for a long time and since 1824 when the British founded their colony there, Andhras had been migrating there. In fact it was an ambition for most of the coastal, people to migrate to ‘Rangam’ (Rangoon or Burma)”. See G. Krishna. The Story of Telugus and their culture, Hyderabad, 1983, p.214-16.

3. G.O. (Public) 120-26, 28-1-1878, G.O.No.99, 19-1-1989; G.O.No.64, 17-1-1878; G.O.No.110-22-1-1878;G.O.No.694;23-4-1878.

4. G.O. (Public) 263, 14th March, 1876.

5. Ibid.

6. Ibid.

7. Census of India, 1921 (Madras), vol.12, part-1, p.21

8. Telugu Vani, 1992, p.120

9. A.Ramapathi Rao, Presidential Address, Modern Andhra History, A.P. History Congress proceedings Volume No.XXI 1997, p.73-74.

10. Report of the Famine in the Madras Presidency, 1896-97, Vol.II Part-II p.19020.

11. H. Tinker, The Banyan Tree Overseas Emigrants from Indian Pakistan. And Bangladesh, Oxford, 1997; See also M.Adas. The

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Burma Delta: Economic Development and Social change on an Asian Rice Frontier 1852-1941, Madison, Publishers, 1974, p.99.

12. Telugu Vani, 1992, p.120.; “It will be noticed that for Indians BORN IN Burma there were about nine females to every ten males, whereas in the case of Indians born outside Burma the proportion was less than one female to five males. The significance of a sex disparity of this magnitude on the growth of the Indian population in Burmais obvious when it is remembered that the “born out” Indian population represented some 62 per cent of all Indians in Burma at the time of the 1931 censes”. See also B.Pearn, history of Rangoon, 1939, p.24.

13. G.O. (Public). 263, 14th March, 1876.

14. Ibid: Also See Krishna Patrika, 4th August, 1923, Indian Review, November, 1928.

15. A Naraya Rao, Contract Labouri n Burma, Madras, 1930; See Also IndianLabour in Burma, Rangoon, 1933.

16. Ibid.

17. C. Kondapi, Indian Overseas 1839-1949, Calcutta 1951, p.47

18. A. Narayana Rao, Contract Labour, p.14-15.

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INTFLUENCE OF FRENCH REVOLUTION ON ROMANTICISM WITH SPECIAL REFERENCE

“WILLIAM WORDS WORTH”

K.Mohana Rao Lecturer in English

S.S &N College Narasaraopet, Guntur Dist

There are several definitions for the word Romanticism, given by reputed writers and famous critics. According to waltar pater, “It is an addition of strangeness to beauty”. To watts dunton, it is the liberalism in Literature: He added that democratic spirit is the most significant aspect of romantic art. To Goethe Romanticiasm is a disease. Defining Romanticism as a withdrawl from outer experience to concentrate upon inner experience Romanticism as predominance of emotional life,

provoked and directed by the exercise of imaginative vision.

The chief characteristics of Romanticism:

It is lyrical and subjective. Inner urges of the soul of the artist are expressed.

It is fanciful and introspective, Hence there is immense variety .

On the other hand there is an effort to emancipate the

individual soul from the bondage of custom.

There is spontaneous overflow of powerful passion. There is

strong organic sensibility.

The poet is extraordinarily alive to wonder , mystery and beauty of nature.

The poet feels the presence of the unseen power in nature.

Super natural element has a special charm for him.

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The unseen world is more real than the world of sense, hence

his poetry is often mystical.

There is an element of dissatisfaction in with the surroundings, circumstances, convertions and conditions. Thus there is

pessimistic tone in poety.

There is tremendous zest for the beauties of nature. The poet sings not only. for the sensuous beauty of nature. But sees into the heart of things and reveals the soul that lies behind.

There is emphasis on the inherent dignity of man as the Romantic Movement is a part of the general democratic movement .

There is profound instinct for element simplicities of life. The poet expresses sympathy for the poor and the down traodden and glorifies innocence and simplicity of the common man.

In the theme and treatment there is simplicity. The language of common man is used in poetry.

The poetry is written in a variety of forms Sonnets, Odes, Lyrics, Ballads, Blank verse, Spenserian stanza etc.

English Romanticism is a Revolt against the 18th traditions and

conventions and a revival of ancient metres and masters of poetry. In any age, the literature of a country has a remarkable role to play. The three stages in this process are : First there is the dream in some human soul . Then the written word which proclaims it and impresses other minds with its truth and beauty, finally the united and determined effort of men to make the dream a reality.

The strom centre of the political unrest of the age was the French revolution (1789-95) which procalimed the natural rights of man and abolition of class distinctions. The watch words of Revolution, liberty, Equality and fraternity constituted its doctrine. England hand become the workshop of the world. There was no doubt about the increase of

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wealth but the unequlity distribution of wealth was a abstract “Adam smith’s wealth of nations and Thoms paine’s Rights of man” Exercised enormous influence of on the minds of the English people .

Labour is the only source of a nation’s wealth and the letter expressed passionate devotion to popular liberty.

Thus there is historical link to the Romantic movement . The last decade of 18th century and the following decades of the next century constitute an era of revolutionary social changes in the realms

of Economics, politics, Religion and Literatue.

The altered atmosphere genrated from the writings of the French intellectuals, from the spread of interest in scientic discoverises, and practical applications from the American Example of setting up a democratic constitution and form the Philosophical speculations as to the perfectibility of man. An irradiant perspective of unlimited human progress awoke theenthusiasm of the Romantic generation.

It was na age of disillusionment for liberal minds. A number of reform bills were introduced. A new and nemerous middle class steadily gained political power.

The Reform act of 1832 broke the political monopoly of the old , landed aristocracy. The whole literature of democracy came into being and it was eagerly read every where. Thus there was spread of education and diffusion of knowledge through newspaper. The spirit of

humanitarianism floorished . The sphere of legislation was enlarged and a movement for emancipation of women began.

There was the application of science to life, in the factory, the railway, the stream ship, uses of electricity and new ideas revolutionized the domain of thought.

The spirit of speculation and urest manifested every where . There was protest against materialism, under the ever growing

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influence of social ideas, aesthericism and Romanticism soon became intimately connected.

With reference to British History the Romantic ago covers the period form the letter half of the reign of George. III and ends with accession of Queen Victoria in 1837. The first half of the 19th century records triumph of Romanticism in literature and democracy in government. It is called the second creative period of English literature.

The chief characteristics of Romanticism have been listed in the

earlier, to what extent they have been reflected in the five major romantic poets William wordsworth, Samuel Taylor Coleridge. Lord Byron, P.B.Shelley and John keats.

The essence of Romanticism being reflection of all that is spontaneous and unaffected in nature and in man and freely following its own fancy in its won way. The romantic poets reached accordingly. They all had a deep interest in nature as a centre of informing and spiritual influence on life and not as a centre of mere beatiful scenes. In words worth, literary independence led him inward to the heart of common this . He invested the common men and women and common life of nature with glorious significance.

Wordsworth’s Solitary spiritual grandeur, Coleridge’s drugged exoticism Byron’s volcanic emotional lawlessnes , shellys rapturous idealism and keat’s poetic priest hood of beauty - these traits coalesce

with an immense cult of revolutionary ardor on behalf of the uncorruptly natural and human to form the image of the Romanticism.

William wordsworth (1770-1850) :

Words worth is regarded as the greatest interpreter of nature . He is hailed as the harbinger of nature the high priest of nature and poet of Nature par excellence. The unroofed shcool of nature attacted him more than anything else. He proclaimed nature as his teacher.

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Quite early in life he was infected with the revolutionary fervour of france, and visited the country twice . He recovered his balance under the influence of nature and with the help of his sister , Dorothy” she gave me eyes, she gave me ears, he acknowledged.

“Lyrical Ballads” a joint venture published by words worth and coleridge in 1798. Through the ‘lyrical Ballads’ awakening the mind’s attention from lethargry of custom and directing it ot he loveliness and wonders of the world, words worth asserted in his

‘perfance’ that all good poetry is the spontaneous overflow of powerfull feelings. Poetry is the breath and spirit of all knowledge.... The first and last of all knowledge... immortal as the heart of man.

“ I intern abbery” published in the volume expresses word’s worth’s poetical creed and is one of the noblest and the most significant of English poems. The poem is autobiographical and it traces the four different stages in the development of his love for the world, for the first time in English poetry he penetrated beneath the outward naifestations of nature: he gave to her a sperate life and soul of her own. He spiritualized nature and made her a moral teacher.

“ Ode on the intimations of immortality” (1807) speaks of the glory and dream of childhood and connects the notion of human pre-existence else where. In childhood man is sensitive to all natural influences. He is the epitome of the gladness and beauty of the world .

Words worth’s doctrine is the the child comes straight from the creator of nature. The natural instincts and pleasures of childhood are the true-standards of a man’s happiness of life.

The prelude is an autobigraphical poem. It is possibly the greatest poem of the modern period in English . It is the spirtitual record of a single mind, honestly recording its own intimate expreiences and endowed with a rate capcity for making the record intelligible .

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Man is not apart from nature. Thus words worth was very sensitive as barometer in his reaction to nature.

Besides the three important poems mentioned above, some lyrics and shorter poems also deserve our attention like Michael , Character of the warrior , Ode to duty . The Daffodils etc.

In conclusion it might be said that words worth is one of the chief glories of English poetry. He had hoped that his poetry would be efficacious in making men wiser, better and happier. Mathew Arnold

places him next only to Shakespeare and John Milton . The keynote of all his life is happiness which should be won by work and patience.

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STUDY OF NOISE POSSIBILITIES AND REDUCTION AT

HOME

P. Rajanikanth Lecturer in Physics

Kakani Venkataratnam College Nandigama,Krishna(Dt)

Andhra Pradesh Abstract

Noise is unwanted sound. Whether loud or soft, a sound has reached the point where it has become unpleasant or irritating. Noise invades our privacy, distracts, disturbs and interferes with sleep. At worst, it affects our performance, behavior and hearing. The thing is to explain the home appliances noise levels and how to reduce it. The results showed that noise should be the major environmental problems and studies aim at reducing it should have huge priority.

Keywords: Home, Noise possibilities, Home appliances noise, Noise

reduction, survey.

Introduction

Noise is defined as unwanted sound.Sound which pleases the listeners is music and that which causes pain and annoyance is noise. At times what is music for some can be noise for others. Most of the machines that have been developed for industrial purposes, for high speed transportation, or to make life more enjoyable, by furnishing additional

comfort, reducing the drudgery of everyday living, and speeding up our daily routines to provide additional leisure hours, are accompanied by noise. Noise prevention and control is important as noise affects us in hearing, ability to communicate and behaviour. Undoubtedly, lesser noise can make the environment friendlier and life becomes pleasant.

The word "noise" is derived from the Latin word "nausea" meaning seasickness. Noise, defined as unwanted or excessive sound, is an

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undesirable by-product of our modern way of life. We experience noise in a number of ways. On some occasions, we can be both the cause and the victim of noise, such as when we are operating noisy appliances or equipment at home.

Every day, we hear a variety of sounds in our homes. These sounds range from the gentle hum of a refrigerator to a noisy Mixer. Most household sounds are at safe noise levels. Sometimes, however, we operate several noisy devices at the same time or raise the volume on

the television so that we can hear it over the vacuum cleaner. We can hear a weakest sound from mosquito at home. When we take these actions, we raise the overall noise level in our homes without even realizing it. Digging bore wells is producing much noise; it is very dangerous to our health.

Loud sound is dangerous even when it is not painful. The human ear will feel pain at 120-140 decibels. Prolonged exposure to noise above 85 decibels can cause permanent hearing loss. While hearing aids improve some aspects of hearing loss, they also amplify distortions and can make the problem worse.

Sound is measured in units called decibels. The softest sound that healthy ears can hear is 0 decibels near total silence. By comparison, a whisper measures 30 decibels, and normal conversation measures 60 decibels. Prolonged exposure to noises that are at or above 85 decibels

can damage tiny sensory hair cells in our inner ears, causing Noise induced hearing loss (NIHL).

NIHL occurs when our hearing is exposed for too long to sounds that are too loud. The higher the decibel level, the shorter the time before damage may occur. How close we are to the sound also matters. Sounds get louder as we move closer to the source and softer as we move away. Limiting the number of noise sources in operation at any one time,

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particularly when you and family members are nearby, will help maintain a safe and comfortable noise level.

The Central Pollution Control Board constituted a Committee on Noise Pollution Control. The Committee recommended noise standards for ambient air and for automobiles, domestic appliances and construction equipments, which were later notified in Environment(Protection) Rules,1986 as given below:-

Table (1) Noise standards for different category of areas

Area code

Category of Area

Limits in Day time dB

Limits in Night time dB

A Industrial area

75 70

B Commercial area

65 55

C Residential area

55 45

D Silence Zone 50 40

Table (2) Noise standards for domestic appliances

S. No. Category of domestic appliances Noise limits in dB(A)

1 Window air conditioners of 1 tonne to 1.5 tonne

68

2 Air coolers 60

3 Refrigerators 46

4 Diesel Generator for domestic 85-90

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purposes

5 Compactors(rollers) 75

6 Front loaders 75

7 Concrete mixers 75

8 Cranes(movable) 75

9 Vibrators and Saws 75

Experimental

The study was carried out using the digital sound level meter (TES-1350A) and in addition, an external device is arranged to give warning when noise crosses the limit value of 55 dB (commercial area 65 dB and residential area 55 dB at day time) by beeping sound. Noise intensity at around 5 numbers of each type of appliance was observed .The average value has been taken and tabulated. Home noise can come from Refrigerator, Ceiling fan, Extractor fan, Washing machine, Air conditioner, Television, Pressure stove, Vacuum cleaner, Normal

conversation, Power lawn mower, Hand drill, Chain saw, Crying baby, Current water motor, Amplified Music, Calling bell, Back ground music, While nailing, Radio, Tape recorder, Hand pump, Sewing machine, Flush toilet, Electric grinder, Generator, Whisper, Ringing telephone, Belt sander, Impact wrench, Electric typewriter, Clothes dryer, Alarm clock, Mixer, Loud car horn close by, Child toys, Clothes washing. Noise from Child toys, loud car horn close by, Mixer, Chain saw, Amplified music, while nailing, Hand drill, Belt sander, power lawn mower may cause hearing damage. Many children’s toys (for example, rattles, musical instruments, and high-pitched toys) have been approximately measured at 140 decibels and above. Loud car horn

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close by as loud as 130 decibels. Mixer, Chain saw and Amplified music can be 110 decibels. Be aware of the noises around you.

Noise is measured in how much pressure is created by a sound wave in units called decibels (dB). The range of decibels is from 0 to around 140 dB. One hundred forty decibels will immediately cause damage to the ear. The scale is measured logarithmically; the sound doubles every ten decibels.

Table (3) the list of common home appliance sounds and the decibels

(dB) they produce

Source Approximate Noise level

(dB)

Source Approximate

Noise level (dB)

Refrigerator 44 Radio 75

Ceiling fan 45 Tape recorder 75

Extractor fan 51 Hand pump 70 – 75

Washing machine

61 Sewing machine

68

Air conditioner 61 Flush toilet 76 – 80

Television 65 – 67 Electric grinder

82

Pressure stove 74 Generator 80 – 85

Vacuum cleaner 87 Whisper 30

Normal conversation

60 Ringing telephone

30

Power lawn mower

90 Belt sander 93

Hand drill 98 Impact wrench

103

Chain saw 110 Electric 50

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typewriter

Crying baby 55 Clothes dryer 60

Current water motor

80 Alarm clock 80

Amplified Music 110 Mixer 110

Calling bell 85 Loud car horn close by

120 - 130

Back ground music

60 Child toys 60 - 140

While nailing 100 Clothes washing

80

Figure (1) Shows the noise levels from 80 dB(A) to 140 dB(A) at home

140 130

110 110

110

103

100 98

93 90 87 85

85

82

80

80 80

80

0

50

100

150Child toys

Loud car horn…Mixer

Chain saw

Amplified Music

Impact wrench

While nailing

Hand drillBelt sander

Power lawn…Vacuum cleanerCalling bell

Generator

Electric grinder

Current water…

Alarm clock

Clothes washingFlush toilet

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Figure (2) Shows the noise levels from 30 dB(A) to 75 dB(A) at home

Results & Reduction

Household noises such as gardening tools, power tools, loud toys, and stereos may cause hearing damage. Many children’s toys (for example, rattles, musical instruments, and squeaky toys) have been measured (Approximately) at 140 decibels and above. Loud car horn close by and leaf blowers are as loud as 130 decibels. Personal stereo systems can be 110 decibels and above. A person’s hearing can be damaged if exposed to noise levels over 75 dB over a prolonged period of time.

S. No. Impact Noise intensity

dB(A)

Home appliances

1 Painful 120-140 Child toys, amplified rock music at 4-6 ft

75 75 75

74

68

67

61

61 60 60 60

55

51

50

45

44 30 30

0

20

40

60

80Radio

Tape recorderHand pump

Pressure…

Sewing…

Television

Washing…Air…

Normal…Back ground…

Clothes dryerCrying baby

Extractor fan

Typewriter

Ceiling fan

RefrigeratorTelephone

Whisper

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2 Extremely Loud

90 Lawnmower, shop tools. Belt sander

3 Very Loud 60-80 Dishwasher, alarm clock, , vacuum cleaner, normal conversation

4 Moderate 40-50 Moderate rainfall, quiet room

5 Faint 30 Whisper, quiet library

It is important to limit the frequency when use of loud appliances in your home. Here are the some precautionary things to prevent noise at our homes.

1. Set your television, video games, and music to the lowest volume at which they can be heard clearly.

2. If someone in the room has trouble hearing, consider turning on your television captioning rather than turning up the volume.

3. Create ways to muffle the noise of chores. An example is to close the door between family members and appliances in use, such as those in a workshop or laundry room.

4. Buy quiet toys. If you buy electronic toys, choose those with volume controls, and use only the lowest volume setting. This will both lower your household noise levels and help protect your child from NIHL.

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5. When buying certain appliances, such as a fan, range hood, or

dishwasher, ask about its noise rating. Some ratings are given in “sones”: the lower the sone number, the quieter the unit.

6. If your home is in a particularly noisy location, work to keep outdoor noises outdoors. Caulk cracks around windows and doors. Insert putty or expanding foam around pipes and wires where they enter the house.

7. Close windows and doors against potentially harmful sounds,

such as leaf blowers, lawn mowers, power tools, and sirens.

8. Use soft furnishings to soften noise indoors. The more cushions, curtains, and wall coverings you have, the more noise will be absorbed.

9. Place carpets and area rugs over hard flooring to help soak up sound. Thicker rugs are more effective at reducing noises that bounce off of hard surfaces

10. Place vibration mounts under major appliances and foam under small appliances.

11. Use window drapes.

12. Install padded vinyl, carpet, or linoleum to absorb sound.

13. Seal holes or cracks in the doors with caulking or a minimum expansion foam sealant. Replace metal garbage cans with plastic ones.

Discussion

Loud sound is dangerous even when it is not painful. The human ear

will feel pain at 120-140 decibels. Prolonged exposure to noise above 85 decibels can cause permanent hearing loss. While hearing aids improve some aspects of hearing loss, they also amplify distortions and can make the problem worse. Figure (1) shows the home appliances noise

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levels from 80 dB (A) to 140 dB (A) and Figure (2) shows the home appliances noise levels from 30 dB (A) to 75 dB (A).While looking for these two figures prolonged noise levels above 55dB(A) at home are very harmful to use. Every day we use such loud appliances at our home and we take easy to hear such loud noises but it is unknown threat to our ear drum.

Noise puts stress and tension on the body. The health effects of noise include muscle reactions, heart palpitations, dilation of pupils,

secretion of adrenalin and thyroid hormones, constriction of blood vessels, and movements of stomach and intestines. Studies show that boom car noise can cause kidney and heart failure. In addition, noise damages mental health. Noise can make people anxious, angry, dissatisfied, and exhausted. Studies show that noise increases aggressive behavior and worsens depression. Noise is a major reason for sleep loss, which can lead to chronic fatigue. Intermittent noise is more disruptive to sleep loss than continual noise. The Environmental Protection Agency states that a 35 dB sound level allows healthy sleep.

Conclusion

Before launching into sound control, pinpoint what type of appliance sounds are annoying, at what level they can be tolerated and when. If a sound bothers you, find out where it comes from and how. Be aware that there are several types of sound, each of which reaches your ear in a different way and requires a different treatment. Beware of loud appliances at our home. If exposure is infrequent, the ear may

temporarily lose the ability to detect some sounds. However, continuous exposure to sounds of 85 decibels or more may result in permanent hearing loss. Listening to loud, amplified music for long periods of time has been shown to have this effect.

Most of us do not like complete quiet. Background music may be soothing and helpful in work situations. The hum of voices or

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footsteps upstairs let us know someone is around. However, anytime a sound becomes annoying or excessive, we should be able to control it for the simple reason that it is stressful. Sound control may be more important in the future as more people will be living closer together, frequently in multi-family houses and in smaller spaces with open floor plans and low ceilings–all of which makes privacy and quiet harder to find. Many noise problems can be controlled with easy-to-make changes. More serious problems may require extensive work

such as installing false walls or ceilings. We have the power to create a healthier, safer environment.

References

1. http://www.noisyplanet.nidcd.nih.gov/info/ Pages/howloud.aspx

2. Noise standards for domestic appliances have been notified in Part 'E', Schedule-VI of Environment (Protection) Rules, 1986, as amended on 19th May, 1993.

3. Joint Secretary (CP),Government of India, Ministry of Environment & Forests Lodi Road, NEW DELHI - 110 003 INDIA

4. www.asha.org/ Noise Pollution Clearinghouse

5. www.nonoise.org/ Noise Off

6. www.noiseoff.org/ World Health Organization: Guidelines for Com-munity Noise

7. www.who.int/docstore/peh/noise/Comnoise-1.pdf / How to test for noise levels in an empty classroom

8. www.quietclassrooms.org/library/test.htm Interim guidelines for control of noise from industry in country Victoria. EPA publication N3/89.

9. Interim gunshot noise guidelines. EPA publication N6/91.

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10. Using the interim gunshot noise guidelines. EPA publication

920

11. State Environment Protection Policy (Control of noise from commerce, industry and trade). No. N-1.Victorian Government Gazette No. S31, 15 June 1989.

12. Explanatory notes: State Environment Protection Policy (Control of noise from commerce, industry and trade) No. N-1. EPA Publication N4/91.

13. State Environment Protection Policy (Control of music noise from public premises) No. N-2.Victorian Government Gazette No. S43, 3 August 1989.

14. Explanatory notes: State Environment Protection Policy (Control of music noise from public premises) No.N-2.

15. A guide to the measurement and analysis of noise. EPA publication 280.

16. Annoyed by noise? EPA publication 406.

17. Environment Protection (Residential Noise) Regulations 2008.

18. “Guidelines for Community Noise”, World Health Organization, Geneva, 1999,

19. Noise Pollution Clearing House www.nonoise.org,

20. Right to Quiet Society www.quiet.org,

21. www.noisenet.org

22. www.noisyplanet.nidcd.nih.gov

23. Interior “Acoustics for modern interior” interior, October 1962, pp.145-49

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TOXICITY OF MERCURY

M.M.V.Y.Swamy

Lecturer in Chemistry K.V.R.College

Nandigama Krishna(Dt).Andhra Pradesh

Abstract

Mercury is a toxic heavy metal which is widely dispersed in nature. Most human exposure results from fish consumption or dental amalgam. Mercury occurs in several chemical forms, with complex pharmacokinetics. Mercury is capable of inducing a wide range of clinical presentations. Diagnosis of mercury toxicity can be challenging but can be obtained with reasonable reliability. Effective therapies for clinical toxicity have been described.

Introduction

Human toxicity varies with the form of mercury, the dose and the rate of exposure. The target organ for inhaled mercury vapor is primarily the brain . Mercurous and mercuric salts chiefly damage the gut lining and kidney , while methyl mercury is widely distributed throughout the body . Toxicity varies with dosage: large acute exposures to elemental

mercury vapor induce severe pneumonitis, which in extreme cases can be fatal . Low-grade chronic exposure to elemental or other forms of mercury induces subtler symptoms and clinical findings, as discussed hereinafter.

Sources

Human mercury exposures occur chiefly through inhalation of elemental mercury vapor via occupational or dental amalgam exposure or through ingestion of mercury bonded to organic moieties (methyl, dimethyl, or ethyl mercury), primarily from seafood. Most human

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metallic mercury exposure comes from mercury vapor outgassing from amalgam fillings, at a rate of 2 to 28 micrograms per facet surface per day, of which about 80% is absorbed, according to the World Health Organization and Berglund et al. . A less common source of mercury vapor is spilled mercury , and there is a report in the literature of Idiopathic Thrombocytopenic Purpura caused by vacuuming spilled mercury (thereby producing a major acute exposure to mercury vapor).

Methyl and dimethyl mercury (organic mercury) usually originate from

biological sources, chiefly fresh or salt water fish. Over three thousand lakes in the United States have been closed to fishing due to mercury contamination and many species of ocean fish are also tainted with considerable concentrations of mercury

Toxicity

Mercury in all forms poisons cellular function by altering the tertiary and quaternary structure of proteins and by binding with sulfhydryl and selenohydryl groups. Consequently, mercury can potentially impair function of any organ, or any subcellular structure. The chief target organ of mercury vapor is the brain, but peripheral nerve function, renal function, immune function, endocrine and muscle function, and several types of dermatitis have been described .

With massive acute exposure to mercury vapor, erosive bronchitis and bronchiolitis potentially leading to respiratory failure may be accompanied by CNS symptoms such as tremor or erethism.

Chronic exposure to clinically significant doses of mercury vapor

usually produces neurological dysfunction. At low-level exposures, nonspecific symptoms like weakness, fatigue, anorexia, weight loss, and gastrointestinal disturbance have been described . Higher exposure levels are associated with mercurial tremor: fine muscle fasciculations punctuated every few minutes by coarse shaking. Erethism may also be observed: severe behavior and personality changes, emotional

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excitability, loss of memory, insomnia, depression, fatigue, and in severe cases delirium and hallucination . Gingivitis and copious salivation have been described .

These symptoms may regress with cessation of exposure, but in many cases do not. Persistent neurological symptoms are common .

Calomel (Hg2Cl2) is still used in some regions of the world as a laxative. Although poorly absorbed, some is converted to mercuric mercury, which is absorbed, and induces toxicity as expected with mercuric

mercury.

Acute poisoning with mercuric salts (typically HgCl2) generally targets the gastrointestinal tract and the kidneys. Extensive precipitation of enterocyte proteins occurs, with abdominal pain, vomiting, and bloody diarrhea with potential necrosis of the gut mucosa. This may produce death either from peritonitis or from septic or hypovolemic shock. Surviving patients commonly develop renal tubular necrosis with anuria .

Chronic poisoning with mercury salts is rare, usually also involving concomitant occupational exposure to mercury vapor. Kidney toxicity involves either renal tubular necrosis or autoimmune glomerulonephritis, or both . Immune dysfunctions include hypersensitivity reactions to mercury exposure, including asthma and dermatitis, various types of autoimmunity , and suppression of natural

killer cells and disruption of various other lymphocyte subpopulations .

Brain dysfunction is less evident than with other forms of mercury. Thyroid dysfunction seems associated with inhibition of the 5′ deiodonases, with decreased free T3 and increased reverse T3 . Accumulation in the testicles appears to inhibit spermatogenesis . Atrophy and capillary damage have been described in thigh muscle

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Laboratory assessment mercuric toxicity

Given the wide range of excretory half lives of the various mercury pools, discussion of laboratory assessment will combine the various forms into one discussion. It is important to recall that blood, hair, and urine mercury levels reflect recent exposure and do not correlate with total body burden . Blood and urine levels correlate fairly well to each other, but not to total body burden . With half life of all mercury pools in the blood estimated to be in the range of three to five days , during which either excretion or deposition in solid organs occurs, more accurate means of estimating body burden have been required.

That being said, the US federal biological exposure index (BEI) is currently set at 50 mcg/L urine. Aside from the obvious problems associated with basing a monitoring index on a measurement which only reflects current or recent exposure, and not overall body burden, several clinical studies show objective symptoms well below 50 mcg/L, with many proband values extending down into the low end of the reference range for urinary mercury excretion , effectively rendering the US federal BEI useless for clinical or investigational purposes. Similar criticisms have been made of the EPA Reference Dose for methylmercury . As summarized by Kazantzis, “it has not been possible to set a level for mercury in blood or urine below which mercury related symptoms will not occur” .

Because of these difficulties, provocation with a chelator has been proposed as providing a more reliable estimate of body burden, and

DMPS (2,3 Dimercapto-1-Propanesulfonate) has been found by a number of investigators to provide a reliable estimate of body burden, safer than British Anti-Lewisite and more potent than DMSA

Conclusion

It is evident by the number of organ systems and cellular functions affected by mercury that exposure to the various form of mercury is

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detrimental to public health. Evaluation of the epidemiological consequences of mercury toxicity over the years has added greatly to the understanding of mercury toxicity and its human impact. History has left us with a wide array of information regarding the effects of mercury toxicity: the earliest recorded death by mercury of the Qin Shi Huang first emperor to unify China [, the "Mad Hatter disease" among milliners in the 18th and 19th centuries , the mercury spill on board the two British ships the Her Majesty's ship (HMS) Triumph and

HMS Philpps in 1810, the apparent death of approximately 60 men during the construction of Saint Isaac's Cathedral in Russia between 1818 to 1858 from the gold amalgam used for gilding , the mysterious death of actress Olive Thomas in 1920 from ingestion of her husband's mercury pill used at the time to treat syphilis , the event at the Norwich England seed packing facility in the 1930s where the term "Hunter-Russell syndrome" originates , the 1950s industrial spill in Minamata and Niigat Japan where it was defined as "Minamata disease" , the rural poisoning in Iraq in 1971 to 1972 from MeHg-based fungicide [, Karen Wetterhahn's death at Dartmouth College in 1996 from a drop of dimethymercury of her latex gloves , Tony Winneet's accidental death from using liquid mercury to extract gold from old computer parts.

References

1.Shenker BJ, Rooney C, Vitale L, Shapiro IM. Immunotoxic effects of mercuric compounds on human lymphocytes and monocytes. I.

Suppression of T-cell activation. Immunopharmacol Immunotoxicol. 1992;14(3):539–5r RM, Nyland JF, Silbergeld EK.

2.Differential immunotoxic effects of inorganic and organic mercury species in vitro. Toxicol Lett. 2010;198(2):182–190. 3. Warren HV. Geology, trace elements and health. Soc Sci Med. 1989;29(8):923–926.

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3. Singh VK. Phenotypic expression of autoimmune autistic disorder (AAD): a major subset of autism. Ann Clin Psychiatry. 2009;21(3):148–16

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ENGLISH LANGUAGE AND EMPLOYABILITY

Y.Supriya

Lecturer in English Maris Stella College, Vijayawada

L.M.R. Swarupa Rani Lecturer in English

Maris Stella College, Vijayawada

Language is the source of communication and the way through which ideas and thoughts are shared with others. There are uncountable languages in the world as every country has its own national language along with different local languages spoken and understood by people in different regions. English though is the language of England has international standard and to get touch on international level everyone needs to learn English. 90% of the websites in Internet are written and created in English and even some sites in other languages have the option to translate in English. All the

research and studies are written and typed in English. All the information regarding each and everything contains English language. With good understanding and communication in English, we can travel around the globe. We get assistance and help in English in every part of the world. And at the same time tourism is a flourishing field for one who has good proficiency in English. The professional staff in offices, companies, governmental organizations other departments are hired only those who are good at English. A company included in its will that its staff need not be well educated but good at speaking, reading and writing English.

In a large number of countries, English is the official language and it is estimated that the number of people in the world that use English to communicate on a regular basis is two billion. It is the dominant business language and it has become almost a necessity for

people to speak English if they are to enter a global workforce. Research from all over the world shows that cross- border business communication is most' often conducted in English. Its

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importance in the global market therefore cannot be understated, learning English really can change your life. Many of the world's top films, books and music are published and produced in English. Therefore by earning English you will have access to a great wealth of entertainment and will be able to have a greater cultural understanding. Most of the content produced on the internet is in English. So English will allow one to an incredible amount of

information. There are many reasons to learn English and it is important to focus on exactly why to learn English. It is the most commonly used language among foreign language speakers. Throughout the world, when people with different languages come together they commonly use English to communicate. It makes us bilingual and more employable in every country in the world. It is used in each of the fields in which the United States is still a leader like technical innovation and economic development. As it is the language of science, it is necessary to excel in that field. It is also the language of the film industry. In the United States, speaking English immediately opens up opportunities regardless of one's ethnicity, colour, or background. English speakers in the United States earn more money than non-English speakers. Learning English will open job prospects and improve one's standard of living.

English is no doubt the actual universal language. It is the world's second largest native language, the official language in 70 countries, and English - speaking countries are responsible for about 40% of worlds GNP. English can be at least understood almost everywhere among scholars and educated people, as it is the world media language, and the language of cinemas, TV, pop music and the computer world.. English first began to spread during the l6th century with British Empire and was strongly reinforced in 20th century by USA world domination in economic, political and military aspects and by the huge influence of American movies. In this era of world

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of mass communication, the concept of a universal language becomes more significant and English, one of the simplest and easiest natural languages has been acknowledged as the universal language as against Latin, Greek and French were to some extent languages, though mainly in Europe before this era. English uses Latin alphabet, the most universal, simple and short one and in addition, in English, the Latin alphabet presents its most

"clean" form as a true alphabet with only 26 basic letters and no diacritics. Verb conjugation is very simple and easy. There are almost no inflections and no number or gender inflection for adjectives, articles ,adverbs. English is one of the most analytical languages with no significant synthetic, fusional and agglutinative characteristics. There are other Asian languages like which are written with complicated scripts and are tonal languages though they are simple and synthetic with almost no verb conjugation and no declension.

English Language and Linguistics helps students to make the most out of their university experience and build the skills needed for employment or further study. In addition to developing the transferable skills one expects to learn on a good humanities course. The study of linguistics provides with strong analytical

skills as well as the opportunity to hone quantitative and IT skills. In addition, the English Language & Linguistics programme offers a number of modules with direct relevance to the world of work. Those modules make the candidates ready for careers like teaching, publishing, advertising and media. For those who have sensitivity and understanding of English have additional career options like speech and language therapy speech, and language technology, forensic work for the police and judiciary, and the civil and diplomatic services. It also gives them the edge in a variety of careers, notably professional writing and editing, journalism,

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publishing, speech, the law, policing, and English language teaching in U.K and abroad. Therapy. In addition, a new range of study abroad options enables students to broaden their horizons and enhance their employability while pursuing their studies through the medium of English at an overseas University as part of their ELL programme.

English emerges as the language of international

communication and the most important language worldwide as against the most spoken languages on earth like Chinese and Spanish because of the number of speakers and also in influence and international importance. More than billion people all over the world speak English and that number increases every day. An English speaker has many benefits and there are many reasons to learn English. English language skills influence indicators like income and other factors. English has special or official status in more than 75 countries and is spoken as the first language by more than 375 million people. It is the most commonly used language among foreign language speakers. Throughout the world, when people with different language come together they mostly use English to communicate. Furthermore, it is the most dominant language of diplomacy, business and science, economy, computer and internet. It

should also be noted that more than 90% of websites are written and created in English with 0% of the data stored in the computers around the world is in English. There is no access to a lot of information if one don't speak in English.

Today a good knowledge in English is the most important requirement in many professions. A person that speaks English well also has a better chance of finding a good job abroad. Many multi• national companies when dealing with cross- border business communication will do it in English. Apart from that, it is the language of art, film industry, music and books.

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English was considered the privileged language of the white-

collared elite and the Queen's language. Since Macaulay's famous 'Minute on Education', English has come a long way in India having entrenched its roots deeply in a country that prided itself on Sanskrit, language of the Gods. Today it is the most preferred mode .of communication and a vital factor in deciding one's employability quotient. Proficiency in English guarantees across sectors. Even for a

chauffeur, a hair dresser, a waiter etc., salutations and courtesies in English are considered essential by recruiters. English language not only improves job prospects but also multiplies growth prospects in jobs too. Quite interesting finding was made by Chambers of Commerce that the difference in salary between equally qualified either nonprofessional or technical candidates due to proficiency in English could be as high as 400 percent. Young people working as development agents, sales executives, store managers and public relations executives for international brands have to communicate with the customers in fluent and correct English. A technician like a small-time computer repair rookie looking for a regular salaried job plans to enrol into a language school to learn English. In the field of Hotel Management, Banking, Food& Beverages etc., Employers arrange classes for employees to ensure

that their staff can converse in English. In the hospitality sector, candidates with a sound knowledge of English language stand a better chance of being selected.

English is the language of the workforce and is necessary for everyone who wants to express to oneself at a national and international levels. In a culturally diverse sub-continent like India where every state and region has its own regional language, communicating in a powerful common language like English becomes imperative. At the same time, in a nation of over a billion people, the employment market is a crowded space and competency in

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English language is perhaps the factor in improving employment prospects. In the last fifteen years, the use of English in every sphere has been widened and its impact finds itself filtering through all sectors of society. For example at the airport for the employees from check-in -desk to the waiter at tea stall, to oneself understood and being able to understand others in English are an essential competency of the job. The growing demand for learning English for professional purposes

was the outcome of the growth of the call centre industry and the rise of business process out-sourcing to India.

Communication skills in English is what matters more than technical skills for a software professional. Having proficiency in English especially the corporate language shows how much a candidate has prepared himself or herself for the job and that would impress the HR experts who always look for people with good communication skills as technical skills can be taught and learned at any time. Even an Economics graduate who had been recently recruited by a leading IT company when many engineering and science graduates struggle to get placed in IT companies. He attended an off campus interview and cleared the first two rounds: the written test and group discussion. During the HR interview when he revealed that he was an Economics graduate, the HR expert

expressed reservations about selecting him. With his excellent communication skills, the candidate convinced the HR person and got the job he wanted and is now awaiting as assignment abroad.

As the demand for communication skills in English grows globally, so does the demand for English language teaching professionals. Students studying MA TESOL or MA Applied Language Studies/ Applied Linguistics for TESOL will graduate with a range of professional skills which will enable them to find employment all over the world as teachers and administrators with language schools, colleges, universities or organizations. For those who joins the

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programme with teaching experience, a Master’s Degree is often a way of securing a more senior position within such institutions.

Passports and planes can take one to anywhere in the world but only with the language of a country one can get to know and get involved with the culture. Speaking someone's mother tongue to them creates instant friendships. There are a lot of things lost in translations. Idiomatic phrases cannot be translated because they only

make sense in the original language. Most of the universities worldwide include English as one of the major subjects. It is powerful when used as means of negotiating with prominent personalities. With regard to worldwide meeting, English language is the language spoken. It is used in Commonwealth countries like India, Sri Lanka, Pakistan and South Africa as well as international organizations. Modern English is described as the major tool for communication for science events, business, aviation, entertainment and diplomacy. The British Empire is the main reason that influences the fast pace spread of English language beyond the British Isles.

Those planning to venture businesses in other countries, and the English language could be the gear as well as tool when flocking abroad for business purposes. In today's global world, the importance of English cannot be denied and ignored since English has been most

common language spoken everywhere. With the help of developing technology, English has been playing a major role in many sectors including medicine, engineering, and education, which is the most important area where English is needed. Companies which can easily open out to other countries generally employ graduates whose English is fluent and orderly. A student who is graduated from a reputed university studying English as a major language will find a better or a high quality job than other students who do not know English adequately. In other words, the student who knows English is able to be more efficient in his job because he can use the information from

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foreign sources and web sites. He can prepare his assignments and tasks with the help of these information. Therefore his managers would like his effort or projects. In addition , many high-quality jobs are related with international communication and world• wide data sharing. University graduates who are in a international company and business are needed to communicate with foreign workers. For instance, if their managers want them to share the company's data,

they are expected to know English. Absolutely, all of these depend on speaking English. Most of the softwares such as "windows”, "Microsoft office", " Internet Explorer" are firstly developed in English which are vital for communication over computer. In research , they are of immense help for scholars to find necessary sources and information. English facilitates accessing information. Students who know English will be more successful at the projects. They can communicate with others internationally. It is useful to follow new trends, new gadgets and technology.

Web Sources:

1. https://www.britishcouncil.in/english-skills-employability-think-tank

2. www.nsdcindia.org/english-employability

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SANSKRIT AND HUMAN EXCELLENCE

Dr. T.Venkateswarlu

Lecturer in Sanskrit S.V.A.C. & Science college

Chagalamarri Kurnool (Dt.)

Andhra Pradesh It is a matter of tragedy that even after fifty years of

independence, India has not been able to establish herself as one of the leading nations excellence, which is an essentiality for attainment of a prestigious position in the committee of nations. Fortunately, this urge for establishing superiority over all nations was there in pre-independence India; and it is because of this that Indian freedom fighters could brave all types of mechanisms of tyranny invented by British Imperialism in its Endeavour to retain its control over the country. In post –Independence India the scenario has completely changed and the quest that is evident in the present-day society is the quest for power and position, - quest for money and items of luxury. This has happened because most of our citizens have forgotten the

prescription laid down by ancient Indian wisdom for attainment of excellence, - for converting the method of living life an unforgettable Art of profound charmingness. This philosophy is conspicuous by its absence and the clarion call given by swami Vivekananda to convert work into worship has been pushed under carpet.

Sanskrit Literature constitutes a magnificent repository of values, -of virtues, - of qualities, through implementation of which excellence can be an enchanting Art. The Gita draws it line of distinction between divine qualities and demonical qualities, - technically known as ‘Daivisampat’ and ‘Asuri sampat’ respectively, - and assert that while implementation of demonical qualities leads to

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bondage, implementation of divine qualities lend to emancipation, which means freedom from the shakles of truncated ego.

It is for this reason that ancient Indian wisdom conceives of Education as a process that leads to blossoming forth of all qualities lying latent in the man, and conceives of Religion as a process through which the Divinity already within the man is manifested. Education, therefore, leads to the manifestation of perfection alred eithin the man and Religion leads to the manifestation of the Divinity already within

the man. This is the way in which Swami Vivekananda has attempted to indicate the scopes of Education and Religion, implying thereby that Education is incapable of being dissociated from Religion, - not obscurantism or fanaticism, but the eternal Religion of man, so fondly advocated in the Gita.

Unfortunately this concept of Education has disappeared and Education is now being regarded as an instrument for amassing fortune and power, - an instrument which simply sharpens the intellect, but does not inculcate human responsiveness in the heart, - a process that enables the so – called educated to invent mechanisms for attainment of power and position even by inflicting injuries to others but does not generate that humanistic impulse, which is so essential to formation of the human resource. Similarly, Religion has degenerated into obscuranticism and fanaticism, because of the lack of guidance shown

to it earlier by philosophy and Reasons. Philosophy, Sri Aurabindo says, is search after a hidden truth; Religion is a process through implementation of which this truth can be attained and cultivated in the life of man. The two , therefore, are to go together. The philosophy that identifies a truth that is incapable of being translated into practice in the real life is a dead philosophy, presenting the untruth in a more pronounced manner. On the other hand, Religion that presents an untruth to the neglect of the truth and does not follow the guidance given by philosophy is sure to degenerate into obscuranticim an

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fanaticism and destroy the texture of the society. Occasionally, an attempt has been made to conceive Education as an instrument for social upliftment but here also the concept of upliftment has been kept confined within a narrow space referring to uplifement in point of national wealth and plentitude of luxuries, which are regarded as the yard – sticks for measuring development in the present century.

Indian wisdom has never advocated the philosophy that Religion is to be practiced in an empty stomach; rather it has said that care

should be taken to see that proper facilities are extended to all beings. But, at the same time, it had said that profound importance is to be attached to growth of spirituality in the man, because it is this consciousness of the sense of identity of the self of the man with the self of the universe that enables the man to rise above the levels of the truncated existence and realize his oneness with all members of the universe. Spirituality, as conceived of by ancient India seers is not a chimera of imagination, not incapable of being implemented in practice, nor a concept for attainment of which austere penance by taking refuge in a cave is necessary. Indian wisdom says that spirituality is a concept, which is capable of being obtained by anybody, who just tries to approach the problems of life and world with sympathy and compassion, thinking that all beings are ensouled by the one Grand and the Sublime. It is for this reason that, in its opening verse the Iso –

panishad projects the theory that all entities in the universe are ensouled by the absolute, as a result of which a relation exists between all of them; consequently it tenders advice to posterity to practice renunciation and think more of others than of one’s ownself, so that real social upliftment can take place. This beautiful aphorism contained in the first verse of the Iso – panishad forms the starting point of the exercise for attainment of human excellence and this aphorism has been expounded further in all important works, including Srimad-Gita,

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which gives prescription for converting the process of leading life an unforgettable charming Art.

Is opanised describes the journey of the human being towards fulfillment under the analogy of a chariot-drive and prescribes the different equipments that have been granted to the man by the divine being in order to make his journey successful and complete. The sense organs, it is said, represent the steeds, required to draw the Chariot, which is represented by the body; the objects of enjoyment constitute

the road; conscience represents the charioteer, who keeps these steeds under his control and the mind stands for the reins required to control the horse. It is further said that, it is the soul alone that enjoys the human journey and reaps the it becomes necessary for all the equipments to function in harmony, to operate conjointly; similarly in the case the journey of the human being towards fulfillment it is equally necessary for all the equipments to function conjointly in a harmonious manner. Of all the equipments to function conjointly in a harmonious manner. Of all the equipments, however, spirituality-oriented intelligence constitutes the most essential entity; if this spiritual intelligence functions properly, fulfillment is achieved; if, on the otherhand it stops operating, the chariot gets derailed and fulfillment remains a figment of imagination. Taking cue from this assertion of the Upanishads that spiritual intelligence is of supreme

importance for the man in his journey towards fulfillment, Srimad-Bhagavad-gita floats the concept of “Buddhi – yoga’, and asserts that unlessone takes refuge in this magnificient path it does not become possible for him to attain success and enlightenment. In reply to the question as to how the spirituality – oriented intelligence develops and in what respect spiritual intelligence differes from ordinaryintelligence, the Gita puts forward the concept of expansion of ego-boundry and tenders aadvice to posterity to acquire expansion of ego-boundary and tenders advice in posterity to acquire expansion in such a manner that

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the heart-beats of all members of the universe can be heard in the heat-beats of the individual.

It is at this point that the question of difference between individuality and personality comes in. As long as the man remains conscious of his individual self and discharges his obligations to the community thinking him to be a small clerk or a much honoured political leader he remains an individual, tied to his small ego-consciousness; this tiny ego makes it difficult for him to establish his

relationship with all members of the universe, and to experience the joys and sorrows of others. As long as this tiny ego-consciousness exists, the man remains an individual, - poor clerk or a seemingly great professor, both unable to render service to the Community.

It is the mentality, therefore, that accounts. When the mentality is changed, the individual instead of thinking of his own self as tied to the trifling circumstances in which he is hemmed him thinks himself as one of the citizens of his own country first and of the world at large later, his individuality starts getting transformed into personality. Individuality is a narrow concept, residing within the small individual, who lives in his individual capacity; personality is a wider concept belonging to the free person operating under the shadow of the Grand and the Infinite. The individual is small, the person is great. It is not without reason, therefore, that ancient seers tender advice to posterity

to develop personality through expansion of ego-boundaries, - to absorb joys and sorrows of others in his own being; and, at the same time, enunciate the principle that the strength of personality is to be adjudicated by determining the ability of the person concerned to discharge social and moral, ethical and spiritual values. When work is performed with the small mentality of a professional it remains a drudgery; when this is performed with a great mentality, it becomes converted into worship. It is for this reason that the great Swami Vivekananda tendered advice to posterity to convert work into worship

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by expanding ones personality and by dedicating the fruits of the work at the altar of the God, represented by all members of the humanity. The philosophy of selfless action propounded by the Gita, thus, happens to be the greatest mechanism for conversion of work into worship. If excellence is to be attained in one’s profession, obligation to the community is to be discharged with a spirit of sacrifice. When work is performed with an eye on the fruits of the work and personal gain, it remains a boring job; when however, it is performed as a service to the

God, it becomes pleasurable and brings benefit to humanity as a whole. The philosophy of Selfless Action, thus is the grand prescription made by the Gita for attainment of excellence in all spheres.

Transformation of Individuality into personality involves human growth in its multidimensional area. Normally, the physical growth of a baby is seen; after a certain period its mental and intellectual growth also becomes evident, but due to the lack of exercise its spiritual growth Is not traced, nor it is regarded as an essentiality. But an ordinary human being is never transformed into a human resource unless he grows not ony physically and intellectually, but spiritually, as well. Normally, spirituality is regarded as something identical with religion, and consequently the talk of invoking spirituality and encouraging spiritual development is considered as the talk of encouraging obscurantism and fanaticism. This however, is not the case, ‘Religion’

refers to certain rituals, the practice of which is supposed to lead to accumulation of certain merits; this has no connection with the change of mental propensities. A man engaged in practicing certain dry rituals may not be spiritual at all; on the other hand a non-believer in God may be spiritual, by taking recourse to the exercise of expanding the boundaries his ego. Indian theory on this point is highly perplexing but this apparent contradiction lends a special stamp to the Theory of spirituality, as to all other Indian pet theories.

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As ling as the man remains confined within the boundaries of

his organic system and truncated ego he cannot enter into the minds of others and share their joys and sorrows. In such a situation individuals are like so many balls, one striking another, - one impinging against the other, having no relation, thus, except that of impingement. When the man, however, grows spiritually and his spiritual development takes place along with physical and mental development, he becomes able to enter into the minds of others and bring all members of humanity

under the expanded canopy of his ego. It is at this material moment that a relation of friendship grows between man and other members, and as a result of growth of compassion and sympathy, the man becomes able to trace his own heart-beats in the heart beats of others.

Transformation of Individuality into personlity, thus, is an essentiality for spiritual growth,- for the manifestation of all possibilities lying latent in the man. When this happen excellence naturally come in its trail. When an action is performed keeping an eye on the benefit that is supposed to accure o the doer of the act, it does not attain that height which entitles it to gain appreciation as “excellent”. When, however, it is performed without any desire, - with an attitude of doing service to the nation or to the community, it turns out to be an excellent action. Personality thus Is closely linked with the concept of excellence. Srimad–Bhagavad-Gita, therefore, tenders advice

to posterity to perform action without any selfish motive and to go on extending the barriers of personality, so that tiny ego is put into slumber and spiritual development of the man takes place. In a remarkable verse the Gita proclaims; the Yogi is far superior to the mendicant, - to the scholar, to the worker and consequently what is required is the mentality to perform action, surrendering all the fruits of such action at the alter of the community. The man is whose mind the thought of self interest remains prominent can never reach the height of excellence. Spiritual interest remains prominent can never

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reach the height of excellence. Spiritual intelligence is always to be regarded as the supreme guide in all human exercises, because it is this spiritual intelligence that leads to fulfillment of human march; it is this spiritual growth, which enables the man to discharge his obligations to the community in an excellent manner.

The great poet-cum-philosopher, Bartrihari, in one of his memorable stanzas groups all members of human community under four sections. The first is represented by that group, the members of

which do good to others even b endangering heir own self-interest. This, naturally, is a very small group consisting of certain Mahatmas, like Mahatma Gandhi, Netaji Subhas Chandra Bose, Bhagat Singh. Sir Aurobindo and others. To the second group belongs those persons who try to do good to others, provided such rendering of benefit to others does not endanger their own self-interest. To this group belongs majority of common man. In pre-independence India, and fortunately, immediately after attainment of Independence, with the emergence of higher benefit as a result of industrial expansion, the attitude has changed and majority have allowed themselves to be denigrated into inferior status and to fall into the third category. The third category of persons, Bhartrihari says, is represented by those who try to do damage to other’s interests by taking into consideration the fact that by doing such damage they will be able to further their own interest. Bhartrihati

refers to the persons belonging to this category as “Manava-rakhasas”or Goblins in the form of human being. This, however, does not complete the scheme of classification. In the view of Bhartrihaari, there is a fourth group of persons also who damage other’s interests, even though by doing such damage they do not gain anything. These persons are inferior even to human-goblins and Bhartrihari is a a loss to find even a suitable experession for them. Persons belonging to the first category constitute real salt of the earth; it is due to their existence and excercises undertaken by them that the development of

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society and humanity has taken place and the cup of life has been able to prove itself highly tasteful to the common man. Persons belong to the second group are also to be congratulated for their eagerness to serve the society, - for their dedication arising out of compassion and sympathy. It is because of these two groups of persons that life has not vet lost its flavor and sometimes has continued to prove itself enchanting and encouraging.

The factor lying behind the attainment of excellence thus is

represented by transformation of individuality into personality, - by acceptance of spiritual Intelligence as the guiding force in the march of human being towards fulfillment. – by the conversion of tiny ego into expanded ego and finally through implementation of the technique seeing all entities of the universe as ensouled by the Absolute, - the Grand and the Sublime. It is not without reason, therefore, that in conclusion, Srimacl-Bhagavad-Gita exclaims by saying that where there is a combination of Lord Krisha and Arjuna, prosperity emerges, victory dawns, enlightenment ensues and un waivering justice finds its habitat at this splendid earth of ours. Lord Krishna in reality, represents Spiritual Intelligence and Arjuna stands for vigorous energy, arising out of the sense of total dedication. In view of Srimad-Bhagavad-Gita, in a situation when Spiritual Intelligence joins hands with tremendous energy, excellence is achieved, - glorious success dawns and the dusts of

the earth are converted into poliens of heaven. It is this spiritual growth what is wanted in the man; it is this spiritual rebirth what is demanded of the man; it is this spiritual awakening which creates a sea-change in the inclination and the mentality of the man and places him on the high pedental of a “real human resource”. “Excellence”, consequently, is not a figment of imagination, incapable of being achieved in any stage; it is it reality capable of being obtained through spiritual growth And the prescription given by Sanskrit Literature on attainment of Excellence in all spheres in unique and is itself excellent.

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ESP (ENGLISH FOR SPECIFIC PURPOSE) –PEDAGOGY

APPLIED IN TEACHING ENGLISH AS SECOND LANGUAGE IN INDIA – CHALLENGERS IN ADOPTING IN CURRICULUM

V. Padmaja Udaya Purnima Assistant Professor

Department of English Gayatri Vidya Parishad College for Degree and PG Courses

Visakhapatnam

Objective:

To know the difference between approach and methods constituting pedagogy

To know the importance of second language (English) in India

TO Study what ESP is?

To identify the Challenges in teaching English in India in the curriculum

Key words: ESP – English for Specific Purpose.

Abstract

English Language teaching as a second language in India in this twenty first century is characterized by frequent changes, innovations and by the development, sometimes competing language teaching ideologies. The notion of systematic set of teaching practices or pedagogies are based on a particular theory of languages and language teaching – is a powerful one and the quest for the better methods is a constant effort of teachers and applied linguists. The common characteristic feature of each and every method or approach is the belief of, that the particular teaching practice will support more efficiently and theoretical basis for teaching – in turn the learning as the result than the mere method. This paper attempts to focus on the

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English for specific purpose approach in teaching English as second language in India and its challenges in curriculum.

Introduction:

The larger member of learning community demands an effective teaching of English in India. It is a known fact that English is not only the language of the native speakers like U.K. and USA, but also very much welcomed as a means of communication in other parts of the world in general and specifically India. English in India is the result of continuous rapport with the language for more than two hundred of years of association with British. India was internationally or

unintentionally had the impact of English in every field of work and every walk of life. All higher education texts for medicine, engineering, management and technology, etc are available only in English and made English to take a prominent place in India in the field of Education. It has become mandatory for the higher education aspirants to learn English compulsorily. India is a multi-vernacular nation, wherein needs a common language to bridge the gaps. These are the strong reasons for which and how English has entered India. The status of English varies from a universal language to second languages. In India it has become an inseparable language especially in the field of Education.

What is pedagogy?

The word pedagogy is related to both the streams of science and art. Dictionary meaning of pedagogy is “the art or profession of teaching”. The word meaning according to the Cambridge Advanced Learner’s Dictionary is “the study of methods and activities of

teaching”. Further pedagogy can be divided into methods or approaches. To defined an approach or method is a theoretical construct and syllabus design is the particular aspect of the curriculum. In the words of Edward M. Anthony in his article, Approach and

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Method and Technique (1963), defined the terms as follows – “I view approach – any approach – as a set of correlative assumptions, dealing with the nature of language and the nature of language teaching and learning. Method is an overall plan for orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach axiomatic, a method is procedural. A technique is implementation that which actually takes place in a class room. It is particular trick, stratagem, or contrivance used to

accomplish an immediate objective. Techniques must be consistent with a method and therefore in harmony with an approach as well (Anthony 1963: 5-7).

Any how the differentiation of a method from an approach is not the criteria, but effectiveness a particular method or an approach is the key point in the process of teaching – learning a foreign / second language, which fits curriculum. To move ahead, curriculum in the general sense is defined as ‘an educational program which includes the deliverance of content, teaching procedures and learning experience which will achieve the purpose. Sometimes is a means of assessing whether the educational ends have been achieved or not. Curriculum design would mean considering not only all aspects of the educational programme, but also all the subjects which would be apt for school programme, allocation of time to each area of study and the materials

to the included curriculum – should focus on the development of goals, content, the implementation and evaluation of whole system of education.

Under the umbrella of pedagogy there are myriad approaches and methods available for teaching a second language. The list follows as

1) Grammar – Translation method

2) Direct method

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3) The reading method

4) The Audio – Lingual method

5) The structural – oral – situational approach

6) Communicative approach

7) English for specific purpose

8) Humanistic approach

9) The silent way

10) Communicative language learning (CLL)

11) Suggesto pedia

12) Total physical response

13) Natural approach

14) Co-operative language learning approach

15) Task – based language teaching approach.

16) Content – based instruction approach

Application of ESP approach in teaching Second Language:

ESP emerged out of the necessity to learn a language for utilitarian purpose. The fundamental rule of the ESP approach is that learners for when English is neither the language of social communication, nor the mother tongue, but who requires a language for extensive use at work place, need not learn the entire body of the language. At that juncture it is viable to separate those aspects of language that will be of immediate use at work.

Selection and restriction based on the needs and purposes of the learners are the centre of importance of the ESP approach. Selection

includes of only those items of vocabulary, grammar and functions of

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language required for the learner’s purposes. Restriction involves only those skills which are required for the learner’s purposes.

The process of selection and restriction makes relevant whatever is learned. It encourages and motivates the learners of the language, because of the limited of chunk of total concept. Motivation in learning language can be intrinsic or instrumental this is directly related to the target level. A detailed description of the target level defines needs of the learner. The functions those well have to perform

at the work and the kind of language to be used determines one’s needs. One’s needs should be clearly defined. The design of an ESP curriculum includes – the role of English in the community, the learner’s needs for its use, the learner’s purpose for learning the language.

Anyhow, ESP is not for the beginners but built upon a “common core” of the language, that has already been acquired by the learner who is aware of one’s needs. ESP can be equated to, a remedial course, but the focus is from general to specific, regarding the purpose for which the learner requires the language. Understanding the needs of the learner is the basis for the ESP approach. In the elaboration of Munby’s “the communicative syllabus design is based on the contention that, when the purpose for which the target language is required can be identified, the syllabus specification is directly derivable from the prior

identification of the communicative needs of that particular participant. (Munby 1978 : 218).

The recent trends in English language teaching in general, have instigated more flexibility and innovation in the courses or curriculum. The most eligible direction has been the concept of communicative competence, the generative ability to communicate basing on the demands of the situation is equally important. The focus is on the use than usage. ESP is concerned with communicative language teaching

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(CLT). Communicative language teaching entails learner’s using language rather than knowing the intricacies of language. ESP involves the use of authentic, reliable materials and a study of learner’s needs.

Challenges in implementing ESP approach in the curriculum in India.

Challenges may be small or big, will always reflect the process of teaching and learning, experience. If there is no problem or challenge in the way of our teaching then it reflects that teachers are unidirectional without listening to the learner’s problems. The general observation with regard to the implementation of ESP approach has confronted the following challenges in teaching English as second language in India.

1) Large classrooms (Students, teacher ratio)

2) Giving feed back to students

3) Availability of prescribed text books and

4) Students apathy – no text books to class, no interest, indiscipline etc.

Large class rooms: It is a well known fact that India is highly

populated country. In every class room there will be good number of students. The teacher may go to the extent of teaching 50 – 60 students in the class room. It is hard for the teacher to speak with a louder voice in larger class rooms. Oral work is difficult to handle. Frequent tests and corrections of the papers becomes a hectic task for the teacher.

Giving Feedback: Accurate feedback may not attain while teaching –

learning process through ESP approach, because of more numbers of students in the class. To grab the attention, to maintain the level of discipline in large class rooms may affect the feedback.

Availability of text books: ESP approach always focuses on the

needs of the targeted students. This approach any how based on

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selection and restriction of concepts useful for the learner’s at work situation. The emphasis is on the use of language. Therefore it is necessary for the teacher to check prior the availability of prescribed text books for the students the non – availability of the text books may cause hindrance in the implementation of ESP approach in curriculum in India.

Apathy of students – no text books to class, no interest, indiscipline…etc.

The most hazardous quality which obstructs the real experience of teaching – learning process is the Apathy of students. How much hard work is vested in teaching by the teacher, if the learner is not interested towards the class, the end result will be in vain. Apathy of

the students, lack of interest, no text book to class are the challenges for the teacher to employ ESP approach.

Conclusion:

Thus, a method or an approach of teaching pedagogy should always enable to deal with the heterogeneity present in Indian class rooms. An ordinary teacher should be capable enough to handle a method, specifically ESP approach successfully. A method or an approach that depends on the plane of high expertise may bind to fail, for the people who finally handle this is none other than a class room teacher with various abilities, in different situations. The success or failure of ESP approach is mainly due to the fact that there should be a sustained effort to train teachers. ESP approach, on the other hand, like communicative approach demands a lot more from teachers. ESP approach though reasonable, achievable and desirable should successfully translate the class room pedagogy across India.

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Bibliography

1. Allen, J.P.B. (1980), A Three Level Curriculum Model for Second Language (Modern Language Centre, Ontario Institute for Studies in Education, Mimeo).

2. Long M.H., and J. Crookes (1986), ‘Intervention points in second language classroom processes’, Working Papers 5/2 English as a Second Languages, Dept. of English, University of Hawaii.

3. Munby, John (1978), Communicative Syllabus Design (Cambridge, Cambridge University Press).

4. Methods of Teaching English, Aspects of ELT the English and Foreign Languages University Hyderabad, India.

5. S. Kudchedkar, (2002), ‘Readings in English Language Teaching in India’ (Orient Longman Private Limited, India

Source:

http://www.mjal.org/journal/teaching_english_as_a_second_language_in_india_-_a_Review.pdf

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INFLUENCE OF MIND MAPPING AS A STRATEGY IN TEACHING IX STANDARD GEOGRAPHY OF SOCIAL

SCIENCES

V. Ramakrishna Assistant Professor

University College of Education Adikavi Nannaya University

Guntur Social sciences being an important and compulsory subject taught in secondary school according to Secondary education commission (1952-53). The quality of Social sciences education should be made accessible to all the children. NCF-2005 has viewed children as active constructors of knowledge and strictly advocates the use of various types of methods, activities and strategy to help students construct their own knowledge. Mind mapping is one of the innovative teaching strategies that can clarify, and deepen students understanding of the Geography content.

Mind mapping skill is an enabling skill to enhance the development of students' thinking skills through more meaningful learning activities. The study was undertaken with the Objective of studying the influence of Mind Mapping as a teaching strategy in attainment of geography content and development of Mind 7..n.9pping skill and to study the differences in between girls and 'boys attainment of geography content and development of Mind mapping skill among IX standard students. The study is pre-test, Post-test quasi-experimental study. The study revealed that Mind mapping as a teaching strategy is influence in attainment of IX standard geography content and developing Mind mapping skill. Findings of the study are in agreement with the findings of several studies conducted earlier.

INTRODUCTION:-

Social science plays an important role in school learning and also assumes a prominent position in modern education and

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curriculum. Social science is the essence of present curriculum. It is a science of moral, spiritual, social, ethical, and intellectual thinking and systematic behavior. Social science is taught on a compulsory basis to all pupils as a part of general education during the first ten years of school study. Study of Social sciences provides intellectual stimulation and makes a person efficient in coping with the demands of the qualitative aspects of their day-today life.

Geography is one of the branches of Social sciences and is

concerned with space and earth which forms the basis of all things that exist. Understanding geography is necessary in understanding how the world is built. Geography holds an important place in the Social sciences curriculum. We need to learn about atmosphere as a part of our everyday life because which very important living element on the earth. We need geography to understand the physical world and develop the awareness about the surroundings or environment. The implication of this mind mapping process is that the students can understand equatorial system and theories of forms of universe properly.

Social sciences in general and geography in particular should be carefully imparted in different levels of school education through the pedagogy of Social sciences. Teachers should use various methods, techniques and strategy for making teaching and learning of Social

sciences influence. It should be need bring major reforms in teaching and learning process. Teachers can focus on educating and improving the quality and values of teaching of Social sciences.

MIND MAPPING

A mind map is a diagram used to visually organize information. A mind map is often created a round a single concept, drawn as an image in the center of a blank landscape page, to which associated representations of ideas such as images, words and parts of words are

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added. Graphical technique for visualizing connection between several ideas or pieces of information Each idea or fact is written down and then linked by lines or curves to its major or minor (or following or previous) idea or fact, thus creating a web of relationship. Mind Maps were popularized by author and consultant, Tony Buzan. They use a two-dimensional structure, instead of the list format conventionally used to take notes. Mind mapping is used in note taking, brain storming, problem solving and project planning like other mapping

techniques its purpose is to focus attention, and to capture and frame knowledge to facilitate sharing of ideas and concepts. Mind mapping is one of the innovative teaching strategies that can clarify and deepen students understanding of the geography content. Mind mapping skill is an enabling skill to enhance the development of students' thinking skills, understanding ability through more meaningful learning activities. Mind mapping skill once learned can help students to understand, what they know and think in more systematic and meaningful ways. Mind maps are creates interest and sequential representation of concepts and their relationships that are intended to represent the knowledge constructing that human beings store in their minds. When the teacher used the mind mapping as systematic in teaching social sciences, the students can be acquired much more knowledge of the geography.

NEED AND IMPORTANCE OF THE STUDY:-

National Curriculum Framework-2005 (NCF-2005)

recommends teaching for construction of knowledge. In the constructive perspective, learning is a process of construction of knowledge. Learners actively construct their own knowledge by connecting new ideas to existing ideas on the basis of pictures or activities presented to them. The structuring and restructuring of ideas are essential features as the learner progresses in learning. It has significant implications for teaching and learning of Social sciences.

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Universalization of schooling also has important implications

for Social sciences teaching. Social sciences being such an important and compulsory subject, quality Social sciences education should be made accessible to all the children. NCF-2005 has viewed children as active constructors of knowledge and strictly advocates the use of various types of methods, activities and strategy to help students construct their own knowledge.

In Mind mapping pictures to be learned becomes conceptually

very clear. For learning to take place, students have to actively involve themselves in learning. In this background the researcher has made an attempt to study the influence of Mind mapping as a teaching strategy for teaching and learning IX standard geography of social sciences.

OBJECTIVES OF THE STUDY:-

1. To study the influence of Mind mapping as a strategy in attainment of geography Content of IX standard students.

2. To study the influence of Mind mapping as a strategy for studying the Mind mapping Skill of IX standard students in learning geography.

3. To study constructing knowledge of geography content among IX standard students As a result of learning through Mind mapping as a teaching strategy.

4. To study new strategy of IX standard students in Mind mapping skill in representing Geography content.

HYPOTHESES:-

1. Mind mapping as a teaching strategy is influence in attainment of IX standard geography.

2. Mind mapping as a teaching strategy is influence in developing Mind mapping skill in Geography of IX standard students.

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3. Mind mapping as a teaching strategy has no differential effect in both boys and girls Development of Mind mapping skill in geography of IX standard students.

VARIABLES OF THE STUDY:-

Independent and Dependent variables in the study are:

1. Independent variable -Mind mapping as a teaching strategy in learning geography and

2. Students, Dependent variables in the study are: 'I .Attainment of geography content And development of Mind mapping skill.

METHOOLOGY:-

The present study is pre-test, Post-test quasi-experimental study. Study consisted of two groups, one experimental and other

control group. The experimental group was taught using Mind mapping as a teaching strategy involving the development of Mind maps along with other supporting pictures to teach and the other group was taught by traditional method.

Sample:-

The investigator restricted his study to only one school. Investigator selected Z.P. high school Kakinada. Full of students of very low income group investigator took all the students of class IX (60) as the sample for his study. The investigator classified the entire class in to two identical groups based on the scores of pre-test.

The Sample of 60 (30 Experimental group) and (30 Control group) IX standard students were selected following purposive sampling technique.

Strategy:-

Achievement test was developed to measure the pre-requisite knowledge of the students related to the content considered for

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developing teaching learning pictures using Mind mapping as a teaching strategy and for traditional teaching. Mind mapping test was developed to measure the Mind mapping strategy with the students. Achievement test and Mind mapping test (based on IX standard geography) both are pre-tests and administered to both experimental and control group students. One more achievement test was constructed to measure the attainment of IX standard geography content and Mind mapping test to measure the development of Mind

mapping skill of the both group students. Both these tests were post tests and administered to both the groups and constructed based on the IX standard selected geography lessons.

PROCEDURE:-

In the first part strategy was developed and lesson plans were prepared for teaching the IX standard geography lessons especially theories of planets using Mind mapping as a teaching strategy for teaching experimental group students. For teaching control group student’s lesson plans were prepared to teach the same units of IX standard geography for same number of periods. For teaching experimental group students Mind maps were developed for every lesson as well as for the entire units as a part of teaching.

In the second part achievement test is constructed based on IX standard geography to measure the pre-requisite knowledge with the students and Mind mapping test to study the Mind mapping skill with the students. These tests were administered (mean) marks obtained by

students on pre-tests of both the groups of IX standard were calculated. Significant difference between the means of these two groups or

Sections on both the tests were calculated. Differences between the means on both the pre-tests (achievement test’t’ value is 8.62 and Mind mapping test’t’ value is 0.751) were not significant at 0.05 levels. Hence both groups were considered as matched groups. Then one group was

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randomly selected as experimental group and other group as control group. Then both the group students were taught for 20 days (each day one period of 45 minutes duration). Control group students were taught using traditional method and experimental group students were taught using Mind mapping as a strategy for teaching.

After the intervention achievement test constructed based on the IX standard geography contents selected for teaching to both the groups and Mind mapping test to study the development Mind mapping

skill on the same geography contents were administered to both the group students. Necessary data were collected to study the influence of Mind mapping as a teaching strategy and data was analysed using test.

ANALYSIS OF RESULTS:-

Analysis of the data revealed that Mind mapping as a teaching strategy is influence in attainment of IX standard geography content. The findings of the study revealed that Mind mapping as a teaching strategy significantly ('e value-16.34) improves the attainment of IX standard geography content. The findings ('t' value-21.22) of the study revealed that Mind mapping as a teaching strategy is influence in developing Mind mapping skill among IX standard students while learning geography content. In the beginning students were finding it difficult to represent the concepts, themes generalizations of geography. Gradually they have developed Mind mapping skill for the given data i.e. they were able to give proper examples, easy grasping and got explanation ability.

FINDINGS:-

1. The performance of total students in post test after using mind

mapping strategy is found to Be 31.35% more than the performance of entire students in the pre-test.

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2. The performance of experimental group is 65% more than

performance of students in Controlled group post test.

3. The performance of post test experimental group is 50% more than the performance of Students in controlled group post test.

4. The number of students who crossed the average mark of 50% is less in number in pre-test After being exposed to traditional teaching. The number of students who crossed the average

Marks of 50 are high in experimental group after being exposed

mind mapping.

CONCLUSION:-

An Investigation may be attempted to make a detailed study of attainment of minimum levels of learning among students. In conclusion it can be said that Mind mapping as a teaching strategy is influence in improving the achievement of IX standard student geography content and Mind mapping skill. Mind Mapping is an extremely effective method of taking notes. Not only do Mind Maps show facts, they also show the overall structure of a subject and the relative importance of individual parts of it. They help you to associate ideas, think creatively, and make connections that you might not otherwise make. It is very useful to the teachers of all subjects and students.

REFERENCES:-

1. Dr. Chayya .M.P — Effective teaching strategies and innovation education — Alpha publication Delhi.

2. BEST JOHN. W & ETAL-"Research in education" prentice hall of India Pvt. Ltd.

3. NCERT (2005) National Curriculum Framework, Author, New Delhi.

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4. Novak, J.D. (1998) Learning, Creating and Using Knowledge

concept Map Facilitative.

5. Strategies in Schools and Corporations. Erlbaum, Mahwah, NJ.

6. Secondary education commission (1952-53).

7. D'Antoni, A.V., Zipp, G.P. (2006). "Applications of the Mind

Map Learning Technique in Chiropractic Education: A Pilot Study and Literature".

8. Buzan, Tony 1974. Use your head. London: BBC Books.

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THE ROLE OF WOMEN CHARACTERS IN CHITRA BANERJEE DIVAKARUNI’S SISTER OF MY HEART

K. Venkata Lakshmi Research Scholar

Department of English Acharya Nagarjuna University, Guntur

Abstract

This paper focuses on the trials and tribulations of women characters in Chitra Banerjee Divakaruni’s Sister of My Heart (1999). She describes the courage of women and how they faced all the critical problems boldly. It portrays the story of love and friendship between Sudha and Anju who were born on the same day, the day their fathers Gopal and Bijoy died on a ruby hunting expedition. The story narrated by Sudha and Anju concentrates on the relationship between the two young girls, from the shared experiences of their youth to the varied experiences of their married life. It also discovers the tension between the desires of mothers who embrace traditional Indian culture, and the cousins, who embrace the new Western philosophies.

Key Words: Tribulation, Hunting, Expedition, Discovers, Traditional

Indian Culture, Western Philosophy.

Introduction

Chitra Banerjee Divakaruni is an award-winning and best-selling author, poet, activist and teacher. She was born in Kolkata in 1956. She migrated to America for studies in 1976. She is the co-

founder and former president of Maitri, a helpline for the South Asian Women to assist them liberate from their domestic violence. She is presently engaged in many non-profit organizations in the areas around Houston. She had the credit of seven novels, two short story collections, two important poetry volumes and Brotherhood and Conch series and many more volumes of writings. She has bagged many literary awards

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like The American Book Award, PEN Oakland/ Josephine Miles Literary Award, Allen Ginsberg and Pushcart Prize. Her women characters think more rationally, but they mentally retain some of the traditional believers, struggling to carve out identities of their own. This research paper starts with the views of Chitra Banerjee Divakaruni whose writing often turns around the lives of immigrant women. She says her interest towards women in the following sentences.

“Women in particular respond to my work because I’m writing about them: women in love, in difficulty, women in relationships. I want people to relate to my characters, to feel their joy and pain, because it will be harder to be prejudiced when they meet them in real life.” (In her own blog named Post-Colonial Studies@ Emory). Her interest in women began after she left India, at which point she came to re-examine the treatment of women there. She sketches her materials for her writing from her own experiences and also from the vast canvass of the other Indian woman.

Divakaruni’s Sister of My Heart is a realistic representation of the relationship between two sisters named Anju and Sudha. The novel examines with the difficulties faced by women and the manners in

which they overcome their problems. All the major characters in the selected novel are females. Male characters are not prominent and they appear as and when the situations demand. The heroines or central figure s of the novel Anju and Sudha are brought up in the traditional joint family system in Calcutta, India. Since the time their fathers have already passed away, the three mothers have taken care of them. Hence, the joint family system is very supportive to the girls to reach their standards. Anju’s mother is Gourimma, Sudha’s mother is Nalini and Pishi is their aunts, who treat them as their own children.

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After the father’s death, in the typical family setup, the responsibility of running the family lies with the mother. The woman is everything for the family and has to support the family economically, emotionally, psychologically and physically. The same situation has prevailed in the two sisters’ home. Sudha’s father Gopal and Anju’s father Bijoy has gone for the fearful experiment of finding out the ‘rubycave’. They have lost their lives in the adventure. In the absence of male in the family, there is no one to take care of the Chatterjee

family. So, Anju’s mother Gourimma accepts the burden to take care of the family. The three adult women try to support one another to bring up the two girls Anju and Sudha.

After her husband’s death, Gourimma takes in charge of the bookshop. Though the bookshop is not run profitably, it becomes the responsibility of Gourimma to run it efficiently to escape from the clutches of poverty. Aunt Pishi plays a crucial role in the lives of two young girls in view of the showing love and affection and also she takes care of everything for them. She used to describe her experiences and hardships to them thereby she indirectly instills in them the values and the virtues of woman besides the reputation traditionally maintained by their family.

Though Nalini and Sudha are not the blood relatives of Chatterjee’s family, they are not treated as strangers and they are

given equal shareholding in the family. Gourimma treats them generously as they are the part of the Chatterjee family. Widowhood is the biggest curse bestowed upon any Indian woman. These three women are widows. Nalini and Gourimma accept the challenge completely. According to the orthodoxy and traditional system of Indian family, widows must not take part in the auspicious occasion. So, Pishi is forced to sit in the back of the hall on feast days. As both are educated, Sudha and Anju, oppose their aunt Pishi for orthodox and

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timid nature. Anju dislikes her father, and she says in the following sentences.

I hate my father. I hate the fact that he could go off so casually in search of adventure, without a single thought for what would happen to the rest of us. I blame him for the tired circles under mother’s eyes, the taunts of the children at school because I don’t’ have a father. None of it would have happened if he hadn’t been so careless and

got himself killed. (24)

Anju and Sudha appreciate each other well. They share their own views and ideas with each other. Through out of the novel, they support each other and the love and compassion that they share with each other help them surmount all kinds of difficulties that they face in their families. Anju says, “I could never hate Sudha. Because she is my other half. The sister of my heart. Like no one else in the entire world does. Like no one else in the entire world will. Early in my life I realize something. People were jealous of Sudha and me” (24).

Being born as the fatherless children, the two sisters Anju and Sudha are bound closely with each other emotionally and psychologically. They cannot imagine their life without the ‘other’. The traditional joint family system is much helpful to these girls and it has continued their relationship until the end of the novel.

Sudha is in love with Ashok Ghosh, which is an interesting part of the novel. When they have the plan to elope, Sudha is forced to drop the idea, because of Anju’s father-in-law who sustains the respect and prestige of them as more important than individual’s likes and dislikes in the family. He told Gourimma that he would not expect any wrong opinion about the Chatterjee’s family girls. If it would happen in the future, Anju would be sent back to her mother’s home. So, keeping this in her mind, Sudha had left the plan of marrying Ashok.

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The two sisters are separated after their wedding. Mrs. Sanyal’s family takes Sudha to Bardhaman. Sudha’s condition in Mrs. Sanyal’s family is worse. The way she is treated by her mother-in-law is shameful and repulsive. She is forced to do all the domestic works. The groom Ramesh reacts, according to his mother’s wish. Before Anju’s America trip, she visits Mrs. Sanyal’s home. After seeing the poor condition and status of her sister Sudha, she was shocked and half-heartedly she left the India for America. Anju’s life in America started

in an unexpected way. Sunil was addicted to American culture. He came late in the night and was addicted to alcohol. It was a great cultural shock to her. It was not her imagined or dreamt and expected life in America. She had to be very careful in using words in front of Sunil, due to his criticism about the woman. Anju says in the following sentences.

Shit!’ of all American term I’ve avidly gleaned in the three years I’ve been here, it’s my favorite…. But I am careful to use it only when Sunil isn’t around because he thinks it isn’t ladylike. I point out that I hear far worse from him when he’s driving. He claims that’s different. (205)

Sunil who born in the patriarchal, male chauvinistic and male dominated society, also tries to show all the manners like an ordinary

men. Mrs. Sanyal starts to ill-treat her daughter-in-law Sudha, for not giving birth to a baby. Mrs. Sanyal sends Sudha for the test. The test report explains Sudha is normal and she can give birth to children and the problem lies only with her husband. Sudha’s pregnancy causes a big storm in her life. When it is identified as the female baby, she is forced to go for abortion by her mother-in-law. Her husband Ramesh is passive and not supported her in any way. Sudha says her pains and hardships in the following sentences.

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My mother-in-law is gracious, with the graciousness of someone who knows. She cannot be persuaded. If I return at once and go through with the scheduled abortion, she will consider my foolish act of rebellion forgotten. If not, she is afraid she will have to set the divorce proceedings in motion. (267)

With the intention of saving her female child, Sudha wants to come to her mother’s home. Anju is deeply concerned about Sudha who

is also pregnant. At the time, the financial status of family became worsen. Anju has to work and earn money for Sudha. She desires to invite Sudha to America to fulfill Sudha’s childhood dream, i.e. to start the embroidery, design of sarees. So, Anju earns money for Sudha. She goes to work without the knowledge of her husband Sunil. This hard work leads to miscarriage and the baby is identified in her womb as breathless. Motherhood is the greatest pleasure and promotion to a woman in the world. Her health condition becomes bad, when she comes to know the death of her child and she becomes unconscious.

Sudha desires to go to America to take care of her beloved sister Anju. She explains all the childhood incidents and talks through phone to Anju. Ashok Ghosh again approaches Gourimma for the remarriage with Sudha on condition, i.e. Sudha should leave her daughter with her mother. Her daughter would be permitted to his home during the time

of holidays and festival time. Sudha does not accept the condition of Ashok, so that she chooses to remain alone for the sake of her daughter. Ashok demands only Sudha and her love, not her child. Sunil has sent the tickets and visas for Sudha and her daughter Dayita. She goes to America and the two beloved sisters are reunited again.

In this novel, Chitra Banerjee presented all the problems generally faced by women in the society. Women have to support, unite and co-ordinate each other to overcome these situations. If they were

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joined together, no external force would come and attack them. The characters of Anju and Sudha have good coordination and they are bound together. They faced all the difficult and critical problems courageously because they are in co-ordination, co-operation and mutual understanding.

It is observed that much of Divakaruni’s writing is inspired by her experiences and encounters with suffering women in the organization of MAITRI, which she has established to help assaulted

women in America. In her words about MAITRI

My work with Maitri has been at once valuable and harrowing; I have seen things I would never have believed could happen. I have heard of acts of cruelty beyond imagining. The lives of many of the women I have met through this organization have touched me deeply. It is their hidden story that I try to tell in many of the tales in my short story collection, Arranged Marriage. It is their courage and humanity that I celebrate and honor. (Shelvam, 2004: 65)

The above sentences clearly show her concern towards women

who are suppressed that shown in her works. For instance, the major characters in the novel are Anju and Sudha suppressed and hassled all through the novel and they come out with the fortitude. Although the ebbs and tides have troubled them, the unity is the safeguard so that they resolved the odds with resilient human spirit.

Conclusion

It is Divakaruni’s declared manifesto to celebrate the courage and humanity of suffering women who have rebelled against cruel patriarchy and have joined a universal sisterhood. She has depicted well all the critical problems usually faced by women in present society. She is the one who claimed that most of her writings are the safeguards for the women who are suppressed against male chauvinism. It is sure to

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say that both MAITRI organization and her writings are efforts in the direction of creating a world of women.

References:

1. Divakaruni, Chitra Banerjee. Sister of My Heart. London: Black Swan, 1999.

2. Divakaruni, Chitra Banerjee Arranged Marriage: stories. New

York: anchor books, 1995

3. Dhanalakshmi, D. “Chitra Banerjee Divakaruni's Sister of My Heart: tension between Indian culture and western philosophy.” Critical Essays in Diasporic Writing, ed. K. Balachandran. New Delhi: Arise, 2008.

4. Jain, Jasbir. Writing Women across Cultures. Jaipur: Rawat Publications, 2002. Print.

5. Krishnaswamy, Shantha. The Woman in Indian Fiction in

English, 1950-80. New Delhi: Ashish Publishing House, 2001. Print

6. Sundari, G. “Divakaruni’s Sister of My Heart and The Vine of Desire: A Sentimental Sisterhood Friendship in Literary Context”. Lapiz Lazuli – An International Literary Journal,

July, 2011.

7. Shelvam “Mistress and Sisters- Creating a female universe: the novels of Chitra Banerjee Divakaruni,” Literary Criterion. 2004.

8. http://isrj.org/ArticleFullText.aspx?ArticleID=4816 Accessed on 16/10/2016.

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AN INVESTIGATION OF FACTORS INFLUENCING JOB

SATISFACTION IN PUBLIC AND PRIVATE SECTOR

V.P.Katekar Assistant Professor

Department of Mechanical Engineering S. B. Jain Institute of Technology

Management and Research Nagpur, Maharashtra

Abstract

Public sector jobs can refer to any type of job where the employee is paid directly by the government. Private sector jobs are essentially any other job where the worker chooses outside of government. Public sector versus private sector comparisons is a debate which seems to be a never ending topic. The reason behind is that, both provide scopes in different ways. The more satisfied people within their job are happier people in their lives. This paper surveys both the sectors in the aspects of job satisfaction in concise form.

Key Terms—job satisfaction, public sector, private sector, scope

1. Introduction

Private Companies are market oriented, working for profit maximization. They are driven by market competitions; whereas, public

sector is completely different. Its role is to maximize the welfare of all citizens [1]. To do that, government regulates, and provides services for all, and has extensive policies and procedures. The government safeguards the interests of everyone not each one [3]. Way of implementation of job activities, way of working, duration of work, deadlines in work, work load, salary in public and private sector are different. Hence, job satisfaction for the employee in private and public sector is also different [5].

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2. Literature Review

The aim of a literature review is to the various parameters which affects the job satisfaction in public and private sector.

2.1 Geeta Kumari and K. M. Pandey [1] (2011) investigated that

public sector and private sector is equally important for any nation. A harmony between the two is required for any nation to prosper and grow. From there research, they reached to the conclusion that public sector employees and private sector employees were ranking the motivational dimensions in the different order. The results of study have confirmed that work motivation is significantly dependent upon their salary, fringe benefit, efficiency in work, quality supervision, and co-worker relationship. In banking sector, they found that private

banks employees are more satisfied than those from public sector banks as they enjoy better salary, better fringe benefits, quality supervision, good co-worker relationship, advancement opportunities and yield higher efficiency in work. On the other hand, public sector bank employees have inadequate benefits and facilities, which result in comparatively, lower level of workplace motivation.

2.2 Uzma Rashid [2] (2012) has confirmed that comparatively public

sector employees attach somewhat less importance to the inclusion of financial rewards and career development opportunities in their work motivation than private sector employees. They are not considered much problem in view of the fact that employees in public sector organizations found these dimensions less important compared to their private sector colleagues for work place motivation.

2.3 Salman Khalid, Babak Mahmood [3] (2012) stated that private

university academicians are more satisfied with their jobs than public university academicians. However, both private and public university academicians showed significant differences in the level of overall job satisfaction that they derived from the following facts of their jobs: Pay,

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relationship with co-workers, supervision behavior, promotional opportunities and job security. The result of this research showed that private university academicians were more satisfied with pay, supervision and job promotion.

2.4 Priya [4] (2013) investigated that public sector bank employees

are more satisfied with their pay, promotion and co-worker but less satisfied with operating condition, nature of work and communication. In contrast to them, private bank employees are most satisfied with supervision, co-worker and communication but less satisfied with their pay and benefits.

2.5 Emrah ÖZSOY, Osman USLU, Oğuzhan ÖZTÜRK [5] (2014) found that job satisfaction and life satisfaction is both associated with

the level of income, organization type, education level and employee category. It is expected that in a developing country, the level of income and employee category are important variables for individual’s happiness. They concluded that public sector employees satisfied from their job and life more than the private sector.

2.6 Jutimala Bora [6] (2014) In the light of the findings, job security

is one of the most important ingredients of job satisfaction. Secure job environment enhances the degree of job satisfaction. Management must create an environment of job security among employees. When management can provide effective leadership and a secure job environment, job duty will be in the right direction. Apart from job security, management must provide job stability. There should be a challenging environment. The job structure should comprise horizontal as well as vertical growth. The job should provide enough scope for the employees in terms of promotion and transfer.

2.7 Nawab Ali Khan, Ms. Suhalia Parveen [7] (2014) found that

employees are the assets of an organization and to retain them in organization some effective measures should be taken into concern.

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Factors like Salary, Organizational Culture, Job Stress and job commitment should be the prime area for a employee job satisfaction.

2.8 Richa Arora, Dr. R.S. Pandey [2014] confirmed that public

sector employees will have significantly greater levels of job satisfaction and significantly lower levels of turnover with regard to private employees. The results of this study showed that public employees have a higher level of extrinsic job satisfaction but lower intrinsic job satisfaction than private employees do. This satisfaction derived from interpersonal relationship, work organization and information within the organization.

3. Conclusions:

Employee’s job satisfaction is important for both workers as well

as to the organization. No organization can succeed without a certain level of satisfaction and effort from its employees.

This study indicates that layoff threats, quick turnover, less welfare schemes, and less scope for vertical growth increase job dissatisfaction. On the other hand, secure job environment, welfare policies, and job stability increase the degree of job satisfaction.

Efficient human resource management and maintaining higher job satisfaction level not only enhances performance of the organization but also affect the growth and performance of the entire economy.

So, for the success of organization, it is very important to manage human resource effectively and to find whether its employees are satisfied or not. Only if they are satisfied, they will work with commitment and project a positive image of the organization.

4. References

1] Geeta Kumari and K. M. Pandey, “Job Satisfaction in Public Sector and Private Sector: A Comparison” International Journal of

Innovation, Management and Technology, Vol. 2, No. 3, June 2011

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2] Sadia Rashid, Uzma Rashid, “Work Motivation Differences between Public and Private Sector” American International Journal of Social Science Vol. 1 No. 2; December 2012

3] Salman Khalid, “Job Satisfaction among Academic Staff: A Comparative Analysis between Public and Private Sector Universities of Punjab, Pakistan” International Journal of Business and Management Vol. 7, No. 1; January 2012

4] Priya, “A comparative study of job satisfaction between the employee

of private vs public sector bank”, Indian Journal of Commerce & Management Studies 2013. ISSN : 2240-0310 EISSN: 2229-5674

5] Emrah ÖZSOY, Osman USLU, Oğuzhan ÖZTÜRK, “Who are Happier at Work and in Life? Public Sector versus Private Sector” International Journal of Recent Advances in Organizational Behaviour and Decision Sciences (IJRAOB) An Online International Research Journal (ISSN: 2311-3197) 2014 Vol: 1 Issue 2

6] Jutimala Bora, “A Comparative Study of Public & Private Sector Bank”, International Journal of Advance Research in Computer Science and Management Studies. ISSN: 2321-7782 (Online) Volume 2, Issue 6, June 2014

7] Nawab Ali Khan, Ms. Suhalia Parveen, “EMPLOYEES IN PUBLIC AND PRIVATE SECTOR BANKS IN INDIA WITH REFERENCE TO U.P. STATE” Sci. Imt (Lahore), 26(2), 813-820, 2014 ISSN 1013-5316;

CODEN: SINTE 8

8] Richa Arora, Dr. R.S. Pandey, “JOB SATISFACTION AMONG EMPLOYEES IN PUBLIC AND PRIVATE SECTOR BANKS IN UTTARAKHAND” Global Journal of Business Management Vol. 8, No. 1, June 2014

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