Volume 7, Issue 4(1), April 2018 International Journal of...

Volume 7, Issue 4(1), April 2018 International Journal of Multidisciplinary

Educational Research

Published by Sucharitha Publications 48-12-3/7, Flat No: 302, Alekya Residency Srinagar, Visakhapatnam – 530 016 Andhra Pradesh – India Email: [email protected] Website: www.ijmer.in

Editorial Board Editor-in-Chief Dr. K. Victor Babu Associate Professor, Institute of Education Mettu University, Metu, Ethiopia.

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

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

GITAM University Visakhapatnam

Dr.S.V Lakshmana Rao Coordinator A.P State Resource Center Visakhapatnam

Dr.S.Kannan Department of History Annamalai University Annamalai Nagar, Chidambaram

Dr. B. Venkataswamy H.O.D., & Associate Professor Dept. of Telugu, P.A.S. College Pedanandipadu, Guntur, India Dr.E. Ashok Kumar Department of Education North- Eastern Hill University, Shillong

Dr.K.Chaitanya Department of Chemistry Nanjing University of Science and Technology People’s Republic of China

Dr.Merina Islam Department of Philosophy Cachar College, Assam

Dr. Bipasha Sinha S. S. Jalan Girls’ College University of Calcutta, Calcutta Prof. N Kanakaratnam Dept. of History, Archaeology & Culture Dravidian University, Kuppam Andhra Pradesh

Dr. K. John Babu Department of Journalism & Mass Comm Central University of Kashmir, Kashmir

Dr.T.V.Ramana Department of Economics, Andhra University Campus, Kakinada Dr.Ton Quang Cuong

Dean of Faculty of Teacher Education University of Education, VNU, Hanoi

Prof. Chanakya Kumar Department of Computer Science University of Pune,Pune

Prof. Djordje Branko Vukelic Department for Production Engineering University of Novi Sad, Serbia Prof. Shobha V Huilgol Department of Pharmacology Off- Al- Ameen Medical College, Bijapur Prof.Joseph R.Jayakar Department of English GITAM University Hyderabad Prof.Francesco Massoni Department of Public Health Sciences University of Sapienza, Rome Prof.Mehsin Jabel Atteya Al-Mustansiriyah University College of Education Department of Mathematics, Iraq Prof. Ronato Sabalza Ballado Department of Mathematics University of Eastern Philippines, Philippines Dr.Senthur Velmurugan .V Librarian Kalasalingam University Krishnankovil Tamilnadu Dr.J.B.Chakravarthi Assistant Professor Department of Sahitya Rasthritya Sanskrit Vidyapeetha, Tirupati Prof. R. Siva Prasadh Institute of Advanced Studies in Education Andhra 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.

C O N T E N T S Volume 7 Issue 4(1) April 2018 S. No

Pg. No

1. Health Insurance (Mediclaim):Most Important Criteria considered by customers for deciding to buy Health Insurance in India

Neeraj Bali

1

2. Gambella Leadership Analysis Opiew Cham

11

3. Assessing the Challenges of Buyer and Supplier Relationships in Public Procurement Process in Case of Ilu Abba Bora Zone Finance and Economic Development Office

Gerema Alemayehu and U.Kanaka Rao

22

4. The Relationship Between Export and Economic Growth in Ethiopia

Tibebu Alemu Tekle

44

5. Academic Achievement of Kasturba Gandhi Balika Vidyalaya Students

Thelagathoti Sivasenkari and S. Vijayavardhini

67

6.

and

80

7. The Effectiveness of Structured Teaching Programme on Role of Iodine in Prevention of Iodine Deficiency Disorders among Women in Selected Urban Areas of Tirupati

Nagamalli.R

86

8. Opinion Dependent Aspect Based Sentiment Analysis Bala Bhoomeshwar, Kadurka Raja Shekar

and Abusha Tsegaye

106

9. An Istorya ni Botoy: A Phenomenological Study on the Life of “For Rent” Boys

Edgar Julius A. Lim

119

10. Imperative of Customer Acquisition and Retention for Business Value Enhancement

Endale Alemu Hora, Shiferaw and U.Kanaka Rao

113

11. An Assessment of EFL Teachers’ Challenges in Implementing Cooperative Learning: With Reference to Ilu Aba Bor Zone, Five Selected Preparatory Schools.

Melisew Tibebu Amare, Yohannis Joressa and Dereje Negeri

148

12. The Power of Your Subconscious Mind by Dr. Joseph Murphy and Alfred Schutz’s Stock of Knowledge; A Sociological Perspective

Mohammad Imran

184

13. Geotechnical Impact on ‘OFC Laying Technology’ in Ethiopia

Khalid Ali Khan, Teshome Tolesa Bulo,

Shoab Raza Khan and Aravind Pitchai

193

14.

205

15. Performance of Heat Pump Utilizing Geothermal Energy in India

Mohammad Arif, Muse D, Nasim Hasan, Aravind P and Khalid Ali Khan

209

16. Information Technology Enables the Customer Relationship Management (CRM)

Sulaiman Abdela, Bisrat Alebachew and U.Kanaka Rao

219

17. Educational Contribution of Dr. B.R Ambedkar Pulla Navya Rani

230

18. Occupational Mobility among Marati Naik Tribes in Dakshina Kannada District: A Sociological Study

Sandeep Kumar B.K and Govindaraju B.M

241

19. Use of Wikipedia by the Students of University of Mysore: A Study

Satheesha H and Mallikarjun Vadankere

250

20. Influence of Internet on the Communication Patterns of the Undergraduate College Students of Trivandrum District

Remya Hariharan L

260

21. Effect of Substitution of Zn and Sn on Structural and Electrical Properties of BaFe12O19

M. S Subbaraju

272

22. Wild Edible Plants Utility in Subsistence by Indigenous People in Ghimbi District, Western Oromia, Ethiopia

Etana Tolesa

279

23. ^^vU/kk ;qx dk ;q;qRl** vkt dk lp iadt flag

294

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

Associate Professor, Institute of Education & Editor-in-Chief International Journal of Multidisciplinary Educational Research (IJMER) & Sucharitha: A Journal of Philosophy and Religion Mettu University, Metu, Ethiopia.

ISSN : 2277 – 7881 Impact Factor :5.818 (2017)

Index Copernicus Value: 5.16

Editorial……

It is heartening to note that our journal is able to sustain the enthusiasm and covering various facets of knowledge. It is our hope that IJMER would continue to live up to its fullest expectations savoring the thoughts of the intellectuals associated with its functioning .Our progress is steady and we are in a position now to receive evaluate and publish as many articles as we can. The response from the academicians and scholars is excellent and we are proud to acknowledge this stimulating aspect.

The writers with their rich research experience in the academic fields are contributing excellently and making IJMER march to progress as envisaged. The interdisciplinary topics bring in a spirit of immense participation enabling us to understand the relations in the growing competitive world. Our endeavour will be to keep IJMER as a perfect tool in making all its participants to work to unity with their thoughts and action.

The Editor thanks one and all for their input towards the growth of the Knowledge Based Society. All of us together are making continues efforts to make our predictions true in making IJMER, a Journal of Repute

Dr.K.Victor Babu

Editor-in-Chief

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

www.ijmer.in

INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH

ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 7, ISSUE 4(1), APRIL 2018

HEALTH INSURANCE (MEDICLAIM): Most Important Criteria considered by customers for deciding

to buy Health Insurance in India

Dr. Neeraj Bali Assistant Professor

Department of Management Wollega University Nekemte, Ethiopia

Abstract:

The study analyses various criteria’s based on which customers decide the best health insurance to buy. It finds out the most important criteria for making the decision of buying mediclaim policy.

It’s easy to get sick. Anyone can get sick anytime. But who saves for an ailment? We might save for a dream holiday, a dream house or a child’s dream. But rarely do we set aside a chunk of our salaries for a gallbladder removal or a knee replacement. So if you suddenly find yourself saying, ‘why does this happen to me’, in the middle of a medical emergency, you’ll probably have to sacrifice a dream or compromise a fund you saved for something else.

That’s where Health Insurance steps in, so that one can have access to

the best healthcare without fearing the financial strain. Guaranteeing this peace of mind is what we call, “taking the fear out of faces.”

The good part is that the healthcare industry is growing even faster than an adolescent boy. In the 1990s it grew at a compound rate of 16%. Which basically means today it’s worth $34 billion and by 2022 is estimated to be worth $280 billion. Now these are not just good numbers, this growth implies that Indians will now have access to treatments and drugs they never thought existed.

No one needs to live with a bad hip or a weak knee. An appendix removal has become much simpler and heart operations have a faster

www.ijmer.in 1



recovery period. There are lesser crooked smiles in school, there are more kids running around after a fall. Healthcare, in India, has started giving people more faith in cure today.

Today an angioplasty costs between Rs. 2-3 Lakhs. A knee replacement, Rs. 2.9 Lakhs. Hip resurfacing Rs. 3.2 Lakhs and renal failure about Rs. 5 Lakhs. To make matters worse, according to the recent World Bank report, 99% of Indians will have to face a financial crunch in case of a critical illness.

Mediclaim offers protection in case of unexpected medical emergencies. Hospitalisation expenses in case of illness, disease or accident will

impose a heavy financial burden on individuals and families. This is where your mediclaim policy comes in handy. It can reimburse your hospitalisation expenses or can pay the hospital charges directly on behalf of you. Study is done in National Capital Region,India.

Keywords: Health Insurance, Mediclaim, Marketing, Cashless,

Hospital, Network, India, NCR

I.Introduction:

A mediclaim policy provides a health cover of certain amount of money. This amount depends on the amount that the insured person was insured for. It can be taken for an individual or for an entire family. Some insurance companies allow a discount on the premium if the policy is taken for a family. Insurance companies have fixed some age limit for medical test. If the individual is below that age, then he or she need not undergo medical test for taking mediclaim policies. If the individual is above that age limit then he needs to go for medical test. If any pre-existing disease has been found out in the medical test, then those diseases will not be covered under the mediclaim policy for a waiting period of a first few years. If you have a mediclaim policy from

your employer, that may not be sufficient. Employer may cover the employee and not necessarily his entire family members. And moreover

www.ijmer.in 2



these policies are not portable and cannot be individualised if you leave the job. Employer-provided policies cannot be transferred to another employer in case you switch your job. Also employer-provided policies will give you coverage as long as you are employed. Once you retire you may not be having coverage. It is really unfortunate that only after your retirement you need health insurance at the most. If you plan to take a fresh policy after retirement, insurance company will not cover the pre-existing diseases at that point in time.

II.Literature Survey: Though your employer provides a health

insurance policy it is better for you to take a separate health insurance policy at least with a small amount of coverage. The coverage amount of the health insurance policy need to be decided based on your health consciousness, your family health history, and the class of hospital you choose for treatments. If you are not health conscious or you don't do

regular exercises or you don't follow proper diet or you frequently take outside food or don't go for annual health check-ups then it is advisable to go for more sum insured coverage in your mediclaim policy. If your family has got any adverse health history like heart disease, high blood pressure, stroke, diabetes, kidney disease, cancer, any form of paralysis, or any hereditary disorder then you need to choose higher coverage amount in your health insurance. If you will be choosing high-class hospitals for your treatment then you need to go for higher sum assured. If you will be choosing medium level or low-level hospitals then you can choose the coverage amount accordingly. Also you need to revise your health insurance coverage amount based on the changes in the above factors and the changes in the medical cost. Also the increase in the age needs to be considered for deciding the coverage amount. The icing on the cake is you get tax benefit under section 80D for the

mediclaim premium paid. For senior citizen the limit under this section is Rs 20,000 and for others it is Rs 15,000. Most people don't think about health insurance very often. But it comes to mind first when a

www.ijmer.in 3



loved one is sick. Mediclaim policy is one of those things everyone knows he or she should take but usually puts off until a more opportune time. Living without a mediclaim policy is like going out on a rainy day without an umbrella or a raincoat.

Proposed Methodology and Discussion:

Descriptive research design is used and Z score test statistic for propotions is used for rejecting or failing to reject Null Hypothesis.

To understand Customer’s main criteria’s of selecting the mediclaim policy apart from premium.

Why do we need to learn about consumer buying behavior? The simple answer is that no longer can we take the customers for granted. Consumer buying behavior determines how our consumers decide to

buy our product and what are the various factors responsible for this decision?

Out of 11000 new products introduced by 77 companies, only 56% are present after 5 years. Only 8% of new product concepts offered by 112 leading companies reached the market. Out of that 83% failed to meet marketing objectives. What we need to understand here is why consumers make the purchases that they make, what factors influence consumer purchases and changing factors in our society…

The central focus of marketing is the consumer. To devise good marketing plans, it is necessary to examine consumer behavioral attributes and needs, lifestyles, and purchase processes and then make proper marketing-mix decisions. The study of Consumer behavior includes the study of what they buy, why they buy, how they buy, when they buy, from where they buy, and how often they buy. An open-

minded consumer-oriented approach is imperative in today’s diverse global marketplace so a firm can identify and serve its target market,

www.ijmer.in 4



minimize dissatisfaction, and stay ahead of competitors. Final consumers purchase for personal, family, or household use.

Criteria’s considered for finding priority of customers in deciding to buy mediclaim policy-

a.Room rent allowance.(ie 1% capping on room rent)

b.Pre existing diseases coverage will start after how many years.

c.Limits for disease treatments. (like cataract has limit of 20k only.)

d.Number of cashless tie ups.

Data collection-

Data was collected with help of questionnaire and survey method was

used.

Sampling-

To understand the consumer behavior a sample size of 405 customers were interviewed by a questionnaire from the following three segments(stratified)-

Lower class- 135

Middle class- 135

High class- 135

Experimental results:Clearly the study is reflecting that the

following is the priority of customers while deciding to buy medical policy-

1.Pre existing diseases coverage will start after how many years.

Well I would like to caution the readers that if you consider my personal rating I would rate the criteria -.Room rent allowance.(ie 1% capping on room rent) in the top criteria.

www.ijmer.in 5



Reason is that if you take mediclaim policy of 3lacs and if say 1% room rent capping is applicable that means you are entitled to a room of Rs.3000/day.If you take a room of Rs.6000/day against your entitlement of Rs.3000/day all your claim settlement will be done proportionately whih is approximately 50% in this example.Insurance company logic is that for a higher priced room all charges like doctor visiting charges and other admin charges will also be higher and therefore the difference in all such charges to be borne by the customers.

First Claim :Most of the customers consider “Room rent allowance” as most important priority while deciding to buy medicalim policy.

Test and CI for One Proportion

Method

p: event proportion

Normal approximation method is used for this analysis.

Descriptive Statistics(N=Sample Size,Event = Customers agreeing ‘Room rent’ as most important criteria for buying Mediclaim policy.)

N Event Sample p 99.5% Lower Bound for p

405 46 0.113580 0.072968

Test

Null hypothesis H₀: p = 0.5

Alternative hypothesis H₁: p > 0.5

Z-Value P-Value

-15.55 1.000

www.ijmer.in 6



Decision-

P value> α 1>.5 (fail to reject null hypothesis), therefore there is not enough evidence to support the claim that most of the customers consider ‘room rent allowance’ as the most important priority while deciding to buy mediclaim policy.

Second Claim:Most of the customers consider “Pre existence coverage” as most important priority while deciding to buy medicalim policy.


Method

p: event proportion


Descriptive Statistics(N=Sample Size,Event = Customers agreeing

‘Pre existence coverage’ as most important criteria for buying Mediclaim policy.)


405 204 0.503704 0.439708

Test



Z-Value P-Value

0.15 0.441

www.ijmer.in 7



Decision-

P value< α .441<.5 ( reject null hypothesis), therefore there enough evidence to support the claim that most of the customers consider ‘Pre existence coverage after how many years’ as the most important priority while deciding to buy mediclaim policy.

Third Claim:Most of the customers consider “Limit of diseases

covered” as most important priority while deciding to buy medicalim policy.


Method

p: event proportion


www.ijmer.in 8



Descriptive Statistics(N=Sample Size,Event = Customers agreeing ‘Limit of diseases covered’ as most important criteria for buying Mediclaim policy.)


405 95 0.234568 0.180333

Test



Z-Value P-Value

-10.68 1.000

P value> α 1>.5 (fail to reject null hypothesis), therefore there is not enough evidence to support the claim that most of the customers consider ‘Limit of diseases covered’ as the most important priority while deciding to buy mediclaim policy.

Fourth Claim:Most of the customers consider “Cashless tieups with network Hospitals” as most important priority while deciding to buy medicalim policy.


Method

p: event proportion


Descriptive Statistics(N=Sample Size,Event = Customers agreeing ‘cashless tieups with network hospitals’ as most important criteria for buying Mediclaim policy.)

www.ijmer.in 9




405 60 0.148148 0.102679

Test



Z-Value P-Value

-14.16 1.000

P value> α 1>.5 (fail to reject null hypothesis), therefore there is not enough evidence to support the claim that most of the customers consider ‘cashless tieups’ as the most important priority while deciding to buy mediclaim policy.

Conclusion:

It is concluded that Coverage of ‘Pre Existing Disease after how many years’ is the most important criteria which is considered by the customers while deciding for buying Health insurance policy.

References:

www.irda.nic .in

https://www.policybazaar.com/health-insurance/individual-health-insurance/articles/best-health-insurance-plans-in-india/

Mediclaim and Health Insurance Book– Aug 2013 by Kshitij

Patukale (Author)

Book- INDIAN HEALTH INSURANCE SCENARIO by: Shri

Jagendra Kumar, Corporate Head (Trg.), Shriram General Insurance, Jaipur.July-Dec 2009

http://www.healthinsuranceindia.org/

www.ijmer.in 10



GAMBELLA LEADERSHIP ANALYSIS

Dr. Opiew Cham President

Gambella University Gambella, Ethiopia

Introduction

Since the establishment of Gambella regional state government, the

people of Gambella were looking for good leadership and government. The region was facing unnecessary division and tribalism conflict with no strong leadership had involved to relieve people from the year’s depression.

These years were the greatest depression in Gambella history. We lost so many people, great leaders, including opportunity of self determination of leading. As we know that leaders has to play a vital role in the affairs of the human beings and the government since the beginning of time (Michel (1968). Gambelans’ leaders had not traditionally viewed the art of influencing and winning the support of the people. A essentially, the people have become hardened socialized and educated into a system that views leadership within this narrowly defined concept.

According to Bass (1990& UZeitchic, 2012), the accepted perspectives were that the leaders had become adequate to respond to the modern demands, in the context of the rapidly changing socio-economic, political, social, and even professional values. As with all scientific and artistic endeavors, one should always begin with basics (Lamb et al., 2013 & Rowe, 2007)

However, we strive for the required inspiration, capability and ultimately the effectiveness in our leaders and are thoroughly

www.ijmer.in 11



disappointed and disenchanted when we find none forthcoming from the leaders around us (Kouzes & Posner (1987). Kruse (2013) defined that motivation, mutual trust, pride, and faith in the rightiousness of the cause are the real force multipliers. This is basically the essence of good leadership. While the mechanics of human motivation and the hierarchy of needs must always be borne in mind, we have to be intervenned with the need for disciplined and mission oriented organizations for both pragmatic and moral reasons (Northouse & Davis, 1993).

While, the community leaders need to be sensitive as possible to the

legitimate needs and expectations of the led, the real objective before the people, at any level, is to get any mission which may be as entrusted to them be completed efficiently. Whatever the task or whatever the objective the leaders have always, been required to exhibit the highest ethical standards.

Leadership Style and Characteristic

According to Jago (1982), the characteristics, values and expectations of the leaders as well as the led have undergone cultural revolutionary change in the last years. The traditional, historical and organizational elements of leadership have been also undergone similar change. There is now an added dimension in our concept of leadership, encompassing the ability to deal with the changing cultural, and even the political environments in the region as the whole. The new dimensions require the broadening of the leader’s intellectual horizons and scope of leadership. The Gambelans’ leaders have not had yet a legitimate concern at every level and for every contingency. They were not,

therefore, be developed from a new concept and be conditioned by our changed environments and relevant political, social, and economic considerations.

www.ijmer.in 12



The decreasing competence and capability of our progressively unmotivated leaders who are the product of our present day society poses a need for reassessment and is a cause of alarm. We as a people are societal complex and getting more so all the time. We have been going through a period of crises in our political beliefs concerning the future of Gambella leadership.

The Goal of Leadership

The leadership roles were requires changing, and becoming more dynamic so that we could meet the demands of the times. Within the prevailing environment, culture or the skill of leadership must be viewed in a constantly changing perspective. The authority the rule was based on rule of law not of personal interest or village recognition.

Mischel(1968), noted that the mantle of leadership is bestowed upon one by those who are led. The fabric of good leadership is woven from many threads such as justice, piety, technical or professional competence, confidence of the followers, integrity, honor, bravery and many other qualities.

In fact, we have seen some country or community leaders contributing quality leadership in trying to define the essentials of leadership. Every system must operate in accordance with the ideology of the political system, interacting with other considerations within that prevailing system. The degree and character of the interactioon is determined by the values embodied in the ideology. The pluralistic nature of our socio-politic characteristics allows no opportunity for the leader to totally isolate him/ her self from the system. All over the region or communities it is observed that authoritarian political systems breed

authoritarian governments while the democratic political systems breed democratic government. In order to remain legitimate or acceptable that is, in order to retain the support of the society the prevalent

www.ijmer.in 13



political system must to some degree, at least, reflect the basic social values and be in accord with the environment.

The people of Gambelan leadership style should be appropriate to the instrumentalities that are: the faith, the creed, the way of life, the people and the prevalent socio-political and economic context. All these and more qualities are of course pre-requisites and must be held by the potential leader in abundance. It was also being remembered that in any analysis the concept of leadership is an abstraction. If the leadership is isolated from the economic, political or social context in which it has been exercised and if it has ignorance of the character of

those to be led and the purposes for which they were to be led then the leadership becomes inept, corrupt and self-serving (Schein, E. H. 1988). As is being practiced nowadays in Gambella for us at the past good leadership was just a meaningless concept.

Jago (1982) pointed out that the prevalent concept and practice of leadership allows consciousness, awareness, rationality and even ethics to be reduced to meaningless mechanics. One to which our leaders simply adjust. They no longer reason, they merely react and manipulate. Our leaders in all spheres and all tiers of our communities or country life are preoccupied with selfish needs and the immediate hedonistic satisfaction of emotions. The self-styled leaders satisfy the emotional needs of the moment and call it good leadership. Whereas, in actual fact the leader in all walks of our life, has become the individual with the right combination of charisma and realism, enabling him to

twist reality of leadership through unethical manipulations. The atmosphere is an ethical vacuum in which emotion has replaced reason. There was complete intellectual frustration and blockage causing an ideological abyss. It is obvious that good leadership in its true essence cannot function in such a context. The leader is sometimes considered in vacuum. I disregard the necessary interaction of the leader with the people they lead.

www.ijmer.in 14



Decision Making

The actions of the leaders cannot be isolated from the led. The basic essence of leadership is its purpose. Almost all economic, social and political achievements witnessed by mankind owe themselves to honesty of purpose which guided the commendable pursuit of the selfless pioneers of human welfare and prosperity.

Precisely, many years have become a breakdown of the government, economy, and lack of security. Therefore, the missing of direction of hope has forced the younger generation especially the disillusioned educated youth to focus in destructive and often criminal pursuits and activities. The qualities of political activities have left the country for their safety. The general character of the public was defiance and

contempt of state laws, rules and regulations. The younger’s were following the footsteps of their elite who refused to take leadership responsibility to lead the community or country. All were not reluctant to take bribes from individuals, business persons and financial institutions. There was a regime of total apathy and indifference bordering on callousness.

Determination and Adversity

The family values have been shattered and culture destroyed. We, as people have developed an extremely high acquisitive instinct. Even the vast majority of Gambella people have become selfish, opportunistic and greedy. Moral and values have lost place in our society as a whole. Our values and goals as a community and our cultural heritage as a people have undergone drastic changes for the worst. The led are quickly picking up the harmful tendencies of the leaders. The powerful and the elite, power drunk and privileged refuse to discharge any of their responsibilities or observe and uphold the rule of law.

www.ijmer.in 15



The entity of what we call leadership was not necessarily found in a single individual. It was not found in the society or the community as a whole. In order to understand the requirements of a leader, it is equally important to study the social, value, and moral requirements of the followers also. Although leadership principles are universal, the style of leadership in any person must take into account the values and attitude of society. It is necessary to recognize that it is inextricably bound to the social, political, psychological, cultural and economic milieu of the society from which it evolves. The fundamental issue before us is how the potential effectiveness and value of the person can be harnessed in

situations where purposes and roles are complex, contradictory and even at times most ambiguous. We have within our ranks persons of equal quality, leadership ability and even genius that exist anywhere in the world or indeed at any time in history. The problem was not in the quality of leadership so much as the environment in which it must be exercised. Historically the leaders have been imbued with a sense that the task they perform within the society involves a special calling on the part of those who undertake it.

This enigmatic phenomenon was that instead of standard of leadership improving in Gambella ,it has visibly deteriorated in all shapes and at all levels. The tendency and characteristics of any country are always easy to see because they are exhibited in the conduct of its people. Individuals who collectively form the country will only be acting energetically if they are under influence of morality and reason. This

cannot come about unless the people as a whole have been molded by guidance and inspired by principles, integrity and practical wisdom. Needless to say, this cannot be so without a great deal of effort on the part of the individuals themselves, by the exercise of constant effort, self-discipline and self-control. No transition or institutional vitality has been permitted to enter into our body politics.

www.ijmer.in 16



All progressive thoughts are suppressed, and not permitted to take root or flourish so that prevalent elitist model of Gambella and governance continues in which a small group of inept political elite continue to rule, dominate and flourish. The greed of the ruling elite has degenerated our society into a visible manifestation of corrupt polity which perpetuates itself by large scale loot, plunder and destruction of our institutions, morals, culture, heritage and values. Without fundamental and revolutionary changes in the nature of our political culture in the distribution of power and in the mode and style of leadership, no improvement can be forthcoming in Gambella.

The stranglehold of the political elite who thrive on the vestiges of the Ethiopian ruler’s legacy of absolute authority and power needs to be broken. Bad leadership ensures the unchecked rise and rise in the fortunes and opportunities of the extraordinarily inept, corrupt, greedy and useless set of politicians who rule without possessing the capacity, credentials, character, integrity or creditability to do so (Kotter, J.P,1990). They rule and retain control over the Gambella region and its resources because of opportunities provided by prevalent bad governance at all levels. They do so and thrive on the basis of wealth, power, connections and influence rather than on competence or moral authority.

Indeed, a good leadership must be in conformity with the values of society. The problem is that of finding the basic principles from which the effective leadership can evolve in a truly happy society (Bass, B.

,1990). To develop and accomplish a balance requires a great deal of thought, study, education and training. This is beyond the confines of the existing system because leadership is a subject that cannot be seriously assessed or revised without reference to its close connection with the society. In our community, every field of endeavour and every individual can profit through the merits of superior leadership qualities. Qualities like judgment, decisiveness, initiative, courage,

www.ijmer.in 17



mercy, faith, comprehension resourcefulness and the long list of other qualities commonly described to explain good leadership are all necessary to be possessed by a leader in the common context but if a leader is to possess the ability to rise above the mundane and to see beyond the narrow interests of an immediate world he has to possess the qualities in a far greater degree and also possess sound moral and values.

Leadership Approach and Communication

Truly, no leaders are born. Human beings are born and leaders are made (Kruse, 2013). “It is his/her ability to lead those around him and share his/her vision, share his commitments and get each one of his followers actively participate in the country building endeavors that

makes a good lead”(Kurse, 2013) (pg 45). Today experience has shown that much of the most effective method of getting the people to do what you want them to do over a long period of time is to combine ideas of ideals with emotion.

It is not emotion that makes the fanatic so dangerous, but the fact that he/she has an idea behind which all his/her emotion is mobilized. When ideas have emotion mobilized behind them, they acquire unusual stability and persistence. Human beings interpose between stimuli and response and their ideas are derived from social heritage and training. First of all efforts have to be made on the national level to harmonize the divergent wills of all members of the country and this has to be done in the interest of national unity. Human being is the only animal that can will to die, as well as the will to live.

Accomplish more by doing less

The proper harnessing of the will of the Gambella people were of the utmost importance because only that can bring the requisite harmony,

vitality and unity so badly required by the country. All the three myths are required and not just one or two. Harmony without vitality is a

www.ijmer.in 18



unity in death. Some country fell because it had unity but not vitality. Some country also fell because it had vitality but no unity. Then, Gambellans communities had fallen because they lost all three. Gambellans who lived in the region or diaspora are in a complete limbo, looking around for all the three.

The next generation leaders must have the ability to understand not only their personal interest or political philosophy but also the people; their motives, problems, dreams, aspirations, their strength and their weaknesses. He/she has to have the strength never to compromise with truth. He/she also must be imbued with the great moral vitality and

enthusiasm. There is room for a reluctant or half way leaders. It is the responsibility of the leaders, at all levels, to cherish and nourish our people resources so that they can become the greatest contributing factor in our search for entity, security, strength, development and economic well-being.

I have no doubt that presently our leaders are leading in a sense that they have managed the acquisition and utilization of the skills and experience of poor governance. The leaders can to an extent, develop the attributes of leadership with schooling, training and use but they cannot harness the people’s motivation, their productivity, their ambitions, nor can they ever act as the care-takers of their values, beliefs, morals or work for their personal leadership styles development (Stogdill, R.M., 1989). Our leaders are not the product of our environment.

It is unfortunate that division and corruption has become our mode and we have begun to pursue our own self interests. Until our environment and culture change into one of the progression based on proven performance and estimated potential the attributes needed by country only then will our concept of 'end justifies the means' be discarded. Integrity always breeds integrity. The time will come when all aspiring

www.ijmer.in 19



leaders will begin to give sufficient attention to the development of ethos of duty, dedication, honor, integrity, honesty, competency, morals and physical courage along with our tenants and ideals (Northouse, G. 2007). When we reach that stage then we would be able to meet the demands and challenges in our people lives, climb the mountain peaks of our destiny and reach our destined place in the comity of country. This can be done if we attain standards of inexhaustible originality and then choosing our goals and planning to guide our actions accordingly.

The course of Gambellans community progress cannot be expected to be a straight line, nor can it be expected to be automatic. It has to and

by a deep study into our possibilities, evaluating the facts of reality be a torturous struggle, with long detours and relapses into the stagnant night of the irrational. We can only move forward by the grace of the human bridges that are able to grasp and transmit across years, the dreams, aspirations and achievements that we have to reach.

In the end, in order to live, we must act. In order to be in a position to act, we must make choices and in order to be able to make these choices, we must have to correctly and honestly guide ourselves. To do this we must have a clear sense of life and purpose of life because the integrated sum of a country’s basic value is its sense of life. According to the (Ivancevich, et al., 2007), all we need from our leadership is proper example, direction, purpose and growth so that we as people or community become proud of who and what we really are and what our achievements and goal can really be.

References

Bass, B. (1990). From transactional to transformational leadership: learning to share the vision. Organizational Dynamics, 18, (3), Winter, 1990, 19-31.

Ivancevich, J., Konopaske, R., Matteson, M. (2007). Organizational Behavior and Management. New York: McGraw-Hill/Irwin.

www.ijmer.in 20



Jago, A.G. (1982). Leadership: Perspectives in theory and

research. Management Science, 28(3), 315-336.

Kotter, J.P. (1990). A Force for Change: How Leadership Differs From Management. New York: Free Press.

Kotter, J.P. 1978. Power, success and organizational effectiveness. Organizational Dynamics 6 (3): 27-40.

Kouzes, J.M., Posner, B.Z. (1987). The Leadership Challenge. San Francisco: Jossey-Bass.

Kruse, K. (2013). What Is Leadership? Forbes Magazine.

Lamb, L.F., McKee, K.B. (2004). Applied Public Relations: Cases in Stakeholder Management. Mahwah, New Jersey: Lawrence Erlbaum Associates. Routledge.

Mischel, W. 1968. Personality and Assessment. New York: Wiley.

Newstrom, J., Davis, K. (1993). Organization Behavior: Human Behavior at Work. New York: McGraw-Hill.

Northouse, G. (2007). Leadership Theory and Practice. (3rd ed.) Thousand Oaks, CA: Sage Publications.

O’Toole, J. 1995. Leading Change. San Francisco, CA: Jossey-Bass Publishers.

Rowe, W.G. (2007). Cases in Leadership. Thousand Oaks, CA: Sage Publications.

Stogdill, R.M.(1989). Stogdill's Handbook of Leadership: A Survey of Theory and Research. Bass, B. (ed.) New York: Free Press.

Schein, E. H. 1988.Organizational Culture and Leadership. San Francisco: Jossey-Bass.

UZeitchik, S. (2012). 10 Ways to Define Leadership. Business News Daily.

www.ijmer.in 21



ASSESSING THE CHALLENGES OF BUYER AND SUPPLIER RELATIONSHIPS IN PUBLIC PROCUREMENT PROCESS IN CASE OF ILU ABBA BORA ZONE FINANCE AND ECONOMIC

DEVELOPMENT OFFICE

Gerema Alemayehu

Lecturer& HOD

Department of Management METU University, Metu,

Ethiopia

Dr.U.Kanaka Rao

Associate Professor Department of Management

METU University, Metu, Ethiopia

Abstract

The focus of this research is in the area of the challenges of buyer and supplier relationships in public procurement process. The organization under study was fail to achieve sustainable relationship with supplier due to lack of fairness, cooperation, good communication and inter-personal relationships ,commitment, trust between buyer and supplier, and lack of transparency in implementation of the public procurement process. Such study is important in order to address the challenges between buyer and supplier in public procurement accomplishment. The study was adopted descriptive research design to analyze the challenges of buyer and supplier relationships in public procurement. Both quantitative and qualitative research approach were employed to interpret the data collected from key informants and the data was collected by means of censes techniques. The data was analyzed by using frequency and percentage and the analyzed data was presented by using tables, and charts. The findings from this research provide evidence that there is no fair competition between potential suppliers of the organization in the public procurement process. It also shows that the organization was not open enough to disclose information to the supplier transparently. Furthermore, the finding revealed that there is lack of trust, commitment and absence good communication and interpersonal relationships between buyer and supplier in performing the public procurement of the organization. Generally, the study further indicates that the relationship between buyer and supplier of the organization to solve the problems jointly is poor. Due to this reason the user department of the organization were not satisfied with

www.ijmer.in 22



the quality, price and time of goods and service delivered by the supplier or procured by buyer. Thus, this study recommend or suggested that the organization should ensure transparency and fairness to encourage buyer and supplier cooperation through trust, commitment that resulted in user’s satisfaction and joint problem solving in public procurement practice.

Keywords: Buyer and supplier relationships, Public procurement

Prelude:

Globally, buyer and supplier relationships (BSRs) and their hard work to get worth that containing to become further and further are difficult over the past two decades (Terpend, 2008). In particular, harmonization and cooperative practice between buyer and supplier have a rising impacts on profitability of companies, buyer happiness, competitive ability and extra routine area (Swink, et.al, 2007). Holding to the globalization of market, the difference of customers need, and the difficulty of product components, the effectiveness of supply chain management has become a vital issue in enterprise or venture competitiveness in the market (Park, et al, 2009).

Currently, the buyer and supplier affiliation has developed towards a new form in order to react to build up competition in business. For example, it was explained that the development of more contemporary buyer and supplier interaction has gained significant attention from different business organizations (Imrie and Morris, 1992 cited in Tang et al., 2001). Gules and Burgess (1996) traditionally, stressed that the buyer and supplier relationships are often characterized in to two major types of relationships; adversarial and mutual relationships. The adversarial relationship is a characteristic of strong concerns that focus on price, short term agreement and many sources or use multiple suppliers.

Review Of Related Literature

According to Wilson (1995) the reality that the buyer and supplier relationship is not new. Relationships between buyer and supplier have existed since humans began trading goods and services. These relationships developed in a normal way over time as the buyer and supplier developed faith and friendships supported by quality products and services. According to Barrata and Whitehead (2004) traditionally,

www.ijmer.in 23



relationships between buyer and suppliers often tend to be short term and based mainly on the question of price; the treating of supplier as enemy approach. But this is not the only option recently; the ideas that supply chain should be based on much closer relationships become widely accepted as better way to continue. Most buyer and supplier recognize the need for collaboration as the best way of improving costs, quality, delivery time and other measures of performance (Waters, 2010).The Co-operation of buyer and supplier involves the activities that are undertaken jointly rather than in isolation (Togar and Sridharan, 2002). Simatupang and Sridharan (2002) suggest that the requirements for effective collaboration are mutual objectives; joint decision making, fair information sharing, trust and commitment of both parties, sharing of benefits and losses are significant issues in public procurement practice.

Statement of the Problem

Even though different efforts were made to make good relationship with suppliers, the organization under the study failed to ensure intended relationship in a sustainable manner. This problem is due to lack of fairness, poor communication, lack of trust, lack of commitment, absence of co-operation, lack of information sharing, low inter-personal relationships and lack of transparency in the public procurement practice to comply in accordance with the rules and regulation of public procurement. This problem is resulted in minimum level of buyer and supplier joint decision making, user’s dissatisfactions and failure to achieve VFM for the organization’s (IABZFEDO Annual report, 2003).

Objective of the Study

This study encompasses the following general objectives and specific objectives to assess the problems related to buyer and supplier relationship in public procurement.

Background of the Study Area

Ilu Aba Bora Zone is a province in the south-Western part of Ethiopia. It is located in the South-western part of the regional state of Oromia. It covers the western part of the region and lies between 340 52’12’’ E to 410 34’ 55’’E Longitude and 70 27’ 40” N to 90 02’ 10” N Latitude. Ilu Aba Bora zone is surrounded by two regional state and three zones

www.ijmer.in 24



of Oromia region .These zones and regions bordering Ilu Aba Bora are: in the West by Gambela Region, in Southeast by Jimma Zone, in the North –East Wollega and West Wollega, and in the South by Southern Nation and Nationality People State region . An estimated area of Ilu Aba Bora based on the current boarder delimitation is 17,052.09 km2, which is about 4.8 % of Oromia region. Administratively Ilu Aba Bora Zone is divided in to 22 rural and two (2) urban woredas.

Summary of Research Design and Methodology

Source: Developed by Researcher, 2017

Research Design

Research Approach

Source and tools of data collection

Population and sample design

Research techniques

Data analysis and presentations

Descriptive research design

Both qualitative and quantitative approach

Primary data; questionnaire interviews Secondary data; Both published and unpublished data

Target population; Buyer Supplier tender committee user department Sampling design; sampling frame(81) sampling units(81) sample size(81)

Census

Using frequency, percentage , table and Chart

www.ijmer.in 25



Shows Target Population of the Study

No. Target populations of the survey

Total Population in number

Census Survey Size from each population

1 Users department 53 53

2 Tender committees 5 5

3 Buyers 4 4

4 Suppliers 14 14

5 Interviews(Head of the Organization(1) ,Head of the Procurement Unit(1) and Suppliers(3)

5 5

Total Populations of the Study 81 81 Source: Ilu Aba Bora Zone Finance and Economic Development Office, 2017

Establishing Buyer and supplier Relationship in Procurement Process

Long term buyer-supplier relationship are in stable movement, and can be described as a carry on growing process .It takes time and endeavor to build, and also preserve, a successful buyer-supplier link. Powers and Reagan(2017) describe the next steps to come to maintainable buyer-supplier relationships:

Step 1: Partner selection. In this stage an appropriate potential partner is identified;

Step2: Defining purpose. In this step both partners define a common understanding of the purpose of the relationships, which is formalized between them and in each separate organizations;

Step3: Setting relationship boundaries. In this stage both parties decided to what extent the other party penetrates the organization and what level of cooperation to be pursued

Step4: Creating value. In this step the relationship becomes effective and creates value because of the synergy from the partnership.

Step5: Relationship maintenance. If the previous stage were successful, this stage of stability will occur and effort will be put into the continuation and maintenance of partnership .

www.ijmer.in 26



Source: Developed by Researcher, 2017

Summary of Questionnaires Distributed and Collected from key Respondents

No. Target populations

of the Study

Total Number of Questionnaires Distributed for Respondents

Total number of Questionnaire Responded by Respondents

1 Users department

56 53 2 Tender 5 5 3 Buyers 4 4 4 Suppliers 15 14 Total 80 76 5 Interviews 5 5 Total 85 81 Source: Field survey, 2017

www.ijmer.in 27



Summary of Background Information of Respondents

No. Items Respondents 1 Gender of the

respondents Frequency Percentage

Male 52 68.42 Female 24 31.58 Total 76 100 2 Age of

Respondents

18 and below 3 3.94 19-24 7 9.21 25-29 18 23.68 30-34 14 18.42 35 and above 34 44.73 Total 76 100

3 Educational Status of Respondents

Grade 10 and below 6 7.89 Grade 11-12 12 15.78 Diploma 24 31.57 1st Degree 31 40.78 2nd Degree and above 3 3.94 Total 76 100 4 Occupation of

Respondents

Buyers 4 5.26 Suppliers 14 18.42

Tender Committee members

5 6.57

Users 53 69.73 Total 76 100

Source: Field survey, 2017

www.ijmer.in 28



Respondents views toward the Role of Tender Committee of the Organization to Enhance Fairness at the time of Bid Evaluation.

Source: Field Survey, 2017

Respondents attitude toward the Buying Organization Criteria to Evaluate Supplier Performance


Respondents Response toward the Equal Treatment of Bidders in the Organization


26.31%

60.52%

13.15% 0

50

100

Yes No I don't know

26.31% 35.52%

7.89%

27.63%

7.89%

010203040

Stronglydisagree

Disagree Neutral Agree Strongly agree

0

50

Strongly disagree Disagree Neutral Agree Strongly agree

18.42% 36.84%

9.21% 25%

10.52%

www.ijmer.in 29



Respondents Attitude toward the Quality of Goods and Service offered by Suppliers


Attitude of the Respondents on Delivery of the Requirement of the Organization at the right time

Source: Field survey, 2017

Users Satisfaction on the Quality of Goods and Services provided by Suppliers

Items Frequency Percentage

Strongly disagree

18 23.68

Disagree 36 47.37

Neutral 5 6.58

Agree 12 15.79

Strongly agree 5 6.58

Total 76 100


Strongly disagree 26 34.21

Disagree 24 31.58

Neutral 10 13.16

Agree 11 14.48


Total 76 100


Very dissatisfied

9 11.84

Dissatisfied 33 43.42

www.ijmer.in 30




Intensity of Teamwork between Buyer and Supplier of the Organization


Views of Respondents on Procurement Planning of the Organizations


Normal 24 31.57

Satisfied 6 7.89

Very satisfied 4 5.26

Total 76 100


Very low 12 16

Low 30 39

Medium 25 33

High 6 8

Very high 3 4

Total 76 100



Disagree 29 38.15

Neutral 9 11.85

Agree 13 17.10


Total 76 100

www.ijmer.in 31



Communication between Buyer and Supplier of the Organization


Indicates Buyer Commitment to Carry out Procurement of Organization professionally


19.73%

39.48% 26.31%

9.21% 5.27%

01020304050

Very low Low Medium High Very high


Strongly disagree 19 25

Disagree 32 42.10

Neutral 6 8

Agree 14 18.42


Total 76 100

www.ijmer.in 32



Respondents Response toward the Buyer Collaboration with its Supplier


Respondents Response on the Organization to Inform the Results of Bid Evaluation to both Unsuccessful and Successful Supplier Faithful


Never Sometimes I don’t know Always

21%

45%

18% 16%



Disagree 23 30.26

Neutral 10 13.15

Agree 16 21.05


Total 76 100

www.ijmer.in 33



Interpersonal Relationships between Buyer and Supplier of the Organization


Respondents Views toward the Commitment of the Supplier to Provide Right Price to the Organization



Strongly disagree 19 25

Disagree 31 40.78

Neutral 6 7.89

Agree 15 19.73


Total 76 100


Strongly disagree

14 18.42

Disagree 38 50

Neutral 11 14.47

Agree 10 13.15


Total 76 100

www.ijmer.in 34



Level of Joint Decision Making of Buying Organization and Supplier in Public Procurement Practice


Attitude of Respondents on the Supplier Trust for the Buying Organization.


17.10%

42.10%

22.37%

10.53% 7.89%

01020304050

Very low Low Medium High Very high

Yes 30.27%

No 59.42%

I don’t know 10.31%

www.ijmer.in 35



Respondents Response toward the Category of Buyer and Supplier Relationships of the Organization.


Attitude of Respondents toward the Open Competitive Price to Achieve Value for Money in the Organization


Transactional 50.32%

Collaborative 26%

I don’t know 23.68%

0

10

20

30

40

Stronglydisagree

Disagree Neutral Agree Stronglyagree

15.78%

38.16%

11.85%

26.31%

7.89%

www.ijmer.in 36



Response of the Respondents toward the Awareness of the Organization to Inform Supplier about Public Procurement Practice Openly

Source: Felid survey 2017

Respondents Response toward the Organization Free Advertising to Improve Transparency


0

10

20

30

40

Very poor Poor Moderately Good Very good

28.94% 34.21%

7.89% 17.1%

11.84%

Stronglydisagree

Disagree Neutral Agree Stronglyagree

15.79% 36.84%

11.84% 21.05% 14.48%

www.ijmer.in 37



Loyalty of Suppliers to keep their Promise to Offer According to the Specification of Organization


Conclusions and Recommendations

Conclusions: In today’s competitive market, having strong, stable buyer and supplier relationships are the key to success in public procurement to achieve user satisfaction and value for money. Buyers and suppliers are one of the most vital actors in implementation of government procurement. Recently, in Ethiopia public procurement becomes one of the areas that get more attention to solve the problems that are happening at different levels at the time of public procurement implementations. From the finding we observe that the procurement unit of the organization is not promote fair and free competition during performing public procurement, this act influences the collaboration between buyer and supplier. Also the results indicate that tender committee of the organization was fail to ensure fairness between candidates when evaluate the bid document by including not pre-established criteria in the invitation to bid. But in practice the finding point out that the buying organization does not have clear and specific criteria to measure the performance of potential supplier to get the right supplier and they encountered lack of fairness in its procurement practice that give confidence for the collaboration between the buyer and supplier and furthermore, the study indicates that the employees of the organization that were tied with public procurement practice have no interest and commitment to serve the suppliers fairly. Due to these problems, slow in timeliness and rendering unfair



Disagree 29 38.16

Neutral 9 11.84

Agree 17 22.37


Total 76 100

www.ijmer.in 38



judgments on prospective suppliers are still going on in the organization.

Based on the data collected from the respondents, the finding indicates that the supplier of the organization does not provide the right quality of product at the right time according to the demand of the organization. The results also show that even though the team work between buyer and supplier is more crucial to solve the problems jointly, but the study indicates the intensity of teamwork between the two parties are very low. In public procurement process procurement planning is vital element to endorse the interaction between buyer and supplier, the finding revealed that the buying organization does not have well organized procurement planning that indicate when and what they need due to these many problems arise between buyer and supplier in the procurement practice especial at the time of supplier selection and evaluation of bid because of the failure of open and understandable procurement planning at the initial.

In addition to the above stated issues, the finding indicates that the key problems between buyer and supplier relationships in public procurement practice were; inclusion of non-neutral specification, prepare evaluation criteria that favour certain supplier, poor information, lack of commitment of both parties to solve the difficulties in the process, lack of cooperation to work with each other collaboratively, lack of trust in the procurement.

In public procurement much more attention has been given to the development of mutual buyer and supplier relationships, where the benefits of business together that arise from the idea sharing honestly and the focus is on building a satisfactory result for all parties in procurement. The finding indicates that the purchasing activities of the buying organization was mostly based on simple exchange between buyer and supplier each other on an arm’s length basis i.e. buyer find supplier who is willing to exchange goods or service required for an agreed sum of money. This implies that the form of relationships between the buyer and supplier of the organization was transactional rather than collaborative relationships. The finding also revealed that the supplier of the organization does not offer for the organization requirements according to the specification faithful. This means the provider are not keep its promise because it was not offer according to their agreement.

www.ijmer.in 39



In public procurement practice transparency is a vital in allowing the stakeholders to have insight in to the organization service delivery openly. Hence, transparency helps to make decision makers accountable for the authority they exercised and decision they made. However, the buying organization is not open enough to disclose information to the potential supplier .The procurement practice of the organization was not transparent. From the study it was found that in the buying organization no transparency between buyer and supplier in the implementation of public procurement. As a result the buying organization does not obtain open competitive price; this resulted in high cost for the organization. The finding also shows that the organization is not informing different issues of its procurement practice to supplier freely to promote the relationships between buyer and supplier. In order to ensure transparency between buyer and supplier open advertisement is very important tool.

From the whole study, the assessment of the finding shows that the status of buyer and supplier relationships in public procurement practice of the organization was poor. To this end broad thinker, effective, committed, honesty and credible supplier and buyer is needed for the organization to realize its public procurement efficiently and effectively through collaborative relationships.

Generally, in the highlight of the study lack of fairness, transparency, cooperation, commitment, trust and lack of good information sharing and inter-personal relationships in the public procurement process are the main challenges founded in the study that affect the buyer and supplier relationships in public procurement implementation of the organization.

Recommendations

based on the results of this assessment the following recommendations are suggested to improve the relationships between buyer and supplier of the buying organization in public procurement process.

Improving the Implementation of Fairness in Public Procurement Practice

Fair competition is essential that public procurement practice is performed in a way that is fair and unbiased. So as to improve the relationships between buyer and potential supplier of the

www.ijmer.in 40



organization without any discrimination in any public procurement implementation of Public sector procurement should be conducted without favour or prejudice.

All potential suppliers should be provided with the same information and procedures must be put in place to ensure that each bid is given fair and equal consideration to encourage their cooperation with buyer in the practice.

The evaluation criteria of FEDO should be clear and include all the consideration that the buying organization intends to take in to account when evaluating bids to avoid any discrimination among potential suppliers and that harm the relationship of the two parties i.e. buyer and supplier

Minimizing the Challenges of Buyer and Supplier Relationships in Organization Procurement Process

In public procurement process of the organization there was variety of challenges related to buyer and supplier relationships. Therefore, these challenges should be minimized through the following suggestions forwarded:

Increasing the commitment of both parties (buyer and supplier) in public procurement practice through short and long term training to obtain right quality of goods and services at right time.

Increasing the trust among buyer and supplier on each other through doing the right thing without any fake act in the process.

Increasing cooperative working between buyer and supplier to solve the problems in public procurement practice mutually.

Promoting effective communication and interpersonal relationships between the parties in the process that encourage their collaboration.

Improving form of Buyer and Supplier Relationships

In order to strengthen the relationship between buyer and supplier faithfully the buying organization;

Should give more attention to the development of mutual buyer and supplier relationships.

www.ijmer.in 41



Should focus on making satisfactory result to all parties together through collaborative relationship by minimizing transactional relationship.

Improving the Transparency between Buyer and Supplier in Public Procurement Practice of the Organization

The FEDO should work on developing a wide-ranging announcement so as to publish procurement information to obtain open competitive price through transparency and access to clear and timely information exchange on procurement actions for supplier.

The buying organization should give awareness to both buyer and supplier to know more about public procurement act in open manner to enhance the relationships between them.

The FEDO should perform all of its procurement process transparently to enhance buyer and supplier collaboration in the practice of public procurement.

References

1. Anderson, E. &Weitz, B. (1989).Determinants of continuity in conventional industrial channel dyads. Marketing Science Vol.8 (4).

2. Ballard (2011). Annual Statistical Report on United Nations Procurement Transparency and public procurement available at www.unops.org,accessed February,2013

3. Burt. Dobler Starling (2003).The key to supply chain management .World class supply chain 7th edition, McGraw-Hill Com pains Inc.

4. Christopher B and Mark W. (2004). Buying for Business, John Wiley and sons Ltd, the Atrium, southern Gate, England.

5. Dennis J. Casley and Krishna K. (1998). The collection, Analysis and use of monitoring and Evaluation, International Fund for Agricultural Development USA.

6. Deshmukh S. Govind. (2010). Analyzing the Buyer and Supplier Relationship Factors, International Journal of Management Science and Engineering Management, Vol. 5(4).

7. Dr. C. Rajendra Kumer (2008).Research Methodology. Printed in India at Balaji Offset New Delhi.

www.ijmer.in 42



8. Dr. Dawei Lu. (2011). Fundamentals of supply chain management. Dawei Lu and Vent-us publishing Aps. Federal Government of Ethiopia, Ministry of

9. Finance and Economic Development, Oromia Regional Government PEFA assessment (2010), Addis Ababa, Ethiopia.

10. Ganesan, Shankar. (1994). Determinants of Long-Term Orientation in Buyer-Seller Relationships, Journal of Marketing, vol.58 (2).

11. Gules, H.K., and Burgess, T.F. (1996). Manufacturing technology and the supply chain: linking buyer-supplier relationships and advanced manufacturing technology. European Journal of purchasing and supply management vol.2 (1).

12. Handfield, R.B. & Bechtel, C. (2002).The role of trust and relationship structure in improving supply chain responsiveness. Industrial Marketing Management, Vol. 4(82)

13. Handfield R., Krause D., Scannell T. And Monczka R. (1998). An Empirical Investigation of Supplier Development Creative and Strategic Process ,Journal of Operations Management ,17(1)

14. Hk Camp ton and DA. Jessop (2001).The official Dictionary of purchasing and supply.

15. Ilu Abba Bora Zone Finance and Economic Development Office, Annual Report (2003), Mettu.

16. James, P. (1997). Descriptive Research Design in Occupational Education. Available at: http://www.okstate.edu/ag/agedcm4h/academic/aged5980a/5980/newpage110.htm [accessed on 16, February, 2013]

www.ijmer.in 43



THE RELATIONSHIP BETWEEN EXPORT AND ECONOMIC GROWTH IN ETHIOPIA

Tibebu Alemu Tekle Faculty of Business and Economics

Department of Economics Mettu University, Mettu, Ethiopia

Abstract

Export performance has been critical for the economic development of many developing countries in recent years. In line with this, the study assessed the relationship between export and economic growth in Ethiopia. In the study both descriptive and econometric techniques are employed in wich unit root test are applied to test for stationarity of each variable and to test the relationship between export and economic growth granger causality test is employed. The results of the unit root test for Ethiopian annual data (1970-2011) on two series (real GDP and real export) shows that the ADF test result indicated that the two series are non-stationary at level. The results of the unit root tests with first difference of (10% and 5%) based on ADF and DF- GLS tests showed that, the series are at stationary first difference stationary. The result of granger causality test shows that export does not Granger causes GDP is rejected, while the hypothesis that GDP does not Granger causes an export is accepted. These results provide evidence of uni-directional causality between export and GDP. This implies that export growth causes economic growth. These results provide evidence in support of the export-led growth hypothesis.

Key words: export, economic growth, export-led growth, granger causality

1. INTRODUCTION 1.1 BACKGROUND OF THE STUDY

Economic growth is perhaps the fore most goals of policy markets across the world. In pursuing this objective, strategies have varied across and within countries across time; one of such strategy is export-led- growth.

Since the early 1960s policy makers and scholars alike, have shown great interest in the possible relationship between exports and economic growth. The motivation is clear, should a country promote exports to keep up economic growth, which in turn will generate exports? There are basically four propositions, according to the so called export- led- growth hypothesis export activity leads economic growth. Trade theory provides several plausible explanations in favor of this idea. Besides others, the positive impact of an outward oriented trade policy on technological change, labor productivity, capital efficiency and, eventually, on production can be mentioned.

www.ijmer.in 44



The second proposition, the growth-driven exports hypothesis, postulates a reverse relationship. It is based on the idea that economic growth induces trade flows. It can also create comparative advantages in certain areas leading to specialization and facilitating exports. These two approaches certainly do not exclude each other; therefore the third notion is a feedback relationship between exports and economic growth. Finally, there is also potential for a simple contemporaneous relationship between these two variables. (Arslan & Gonzalo, 2011)

Recognizing the uneven terms of international trade, many countries including Ethiopia, pursued policies of protectionism throughout the 1960s and 1970s to develop national industrial capacity or import-substitution. The record on such efforts has been mixed. In many cases they failed, for others, however, such as the economies of south East Asia, the policies were not successful. (laszlo, 2004)

In the case of Ethiopia, the imperial regime attempted the import substation policy and export. However, the plans were not properly implemented, over all the drive for import substation during this period was inadequately planned and executed. The overall efforts were half-hearted at best. The military regime had also tried to address the issue with the aim ‘’ . . . to expand foreign exchange earnings, to diversity exports, to accelerate the socialization of foreign trade and to promote import substitution. However, what was meant by diversification of exports was not as such focused on value addition (vertical diversification) per se but promoting other primary products such as minerals (horizontal diversification). As is the case with almost all of its development policies, the ‘import substitution’ drive of the Derg also failed to bring about any significant change in the structure of the economy for various reasons. (zinabu, 2009)

With the current administration, the tendency has been to try and increase the volume of the traditional exports such as coffee and hides and skins as well as non-traditional exports such as flowers. However, even though there appears to be a bias towards horizontal diversification. It appears that the country has given up on the issue of addressing the other side of the equation related to trade deficit problem, reducing and substituting imports. (Gemechu, 2002)

1.2 STATEMENT OF THE PROBLEM

Recently, the economic liberalization process being undertaken in Ethiopia and the strong commitment of the government to create a supportive environment for the development of the private sector has positively affect export growth. Apart from the conducive and continually improving free market oriented policy environment, Ethiopia has various advantages for the development of its export sector. These include the abundant and capable labor force, low wage levels, a wide-ranging weather or soil conditions,

www.ijmer.in 45



preferential access to the European union markets and proximity to the middle east markets, the prefential access to the common market for eastern and southern African states (COMESA) with a total population of more than 260 million also offers substantial market opportunities for several export items from Ethiopia. (zinabu, 2009)

The Ethiopian economy has experienced strong and broad based growth over past decade. During the fiscal years (2003/04- 2009/10) the overall economic growth in real GDP has registered 11.3% on average. During the same period, the average growths in value added of agriculture, industry and service sector where 10.3%, 10.2% and 13% respectively. (NBE, 2010/11)

During the fiscal year 2009/10, total merchandise export earnings amounted to 2.0 billion USD, which is an increase of 555 million (38.3%) compared to the earning of the fiscal year 2008/09. This owning to the increases in earnings from coffee (40.6%), pulses (43.4%), oil seeds (0.7%), meat (canned and frozen) (27.8%) fruits and vegetables (160.3%) and live animals (72.3%). During the same period chat , gold , flower and others haven also increased by 51%, 187.6%, 30.2% and 23.2% respectively, while earning from leather and leather product decreased by 25.1%. (NBE, 2010/11)

There are two extreme views, which have attempted to assess the relationship between exports and economic growth, i.e., according to the view of the first group export is regarded as it is contributing positively to the economic growth. The second group has regarded, as it does not have a contribution to economic growth. Besides these two views, even some regarded export as it is contributing negatively to the economic growth. For example, (H.V.Berg & J.R.Schmidt, 1994) suggest that growth of export stimulates economic growth. In other words, there is a positive association between the growth of export and economic growth. The reason given by them is: first, Export growth may reflect a rise in the demand for the country’s outputs, and this in turn will be realized in economic growth. Second, by raising the level of exports, additional foreign exchange will be generated and this facilitates the purchase of productive intermediate goods. Third, a growth in exports may lead to greater productive efficiency. Fourth, there are externalities associated with export sector; export earnings allow a country to use external capital without running in to difficulties servicing foreign debt.

On the other hand, arguments have also been made in support of the opposite view point i.e. it has been argued that export hinders the development of country. The reason some authors give for the falsity of the export, as the contribution to economic growth is that the strategy of the country may depend crucially on the type of good that is being traded like primary commodities exporting. Moreover, (J.A.Giles, Giles, & E.McCann, 1992) also stated that there is no effect of export on economic growth. Their hypothesis

www.ijmer.in 46



rejected the existence of the effect of export on economic growth. As some of them stated, the positive relationship between real gross domestic product and real exports does not exist in developing countries like Ethiopia, which depend on exporting primary commodities.

So, the empirical evidence associated with the effect of export on economic growth is mixed. This paper aimed at assessing the relationship between export and economic growth in Ethiopia and adding something to the existing literature, finally it proves that how export cause real GDP (export lead growth hypothesis

1.3 OBJECTIVES OF THE STUDY

The main objective of the study is to assess the relationship between export and economic growth in Ethiopia.

The specific objective of the study is:

To examine export performance of the county under consideration To identify the relationship that exists between export and

economic growth- export- led growth strategy hypothesis

2. METHODS AND PROCEDURES

2.1 Data and data type

The paper uses secondary data collected from different institutions such as annual report of national bank, annual report of ministry of finance and economic development, etc.

2.2 Methods of analysis

In this study both descriptive and econometric techniques are employed in which unit root tests are applied to test stationary of each variables and also The concept of causality due to Granger (1969) is appropriate and used by most of the studies for testing the relationship between economic growth and exports.

According to the Granger causality approach a variable Y is caused by X , if Y can be Predicted better from past values of Y and X than from past values of Y alone. Four patterns of causality can be distinguished: (a) unidirectional causality from X to Y;(b) Unidirectional causality from Y to X; (3) feedback or bi-directional causality; and (d) no causality.

A simple Granger causality test involving two variables, exports and GDP can be written as:

Xt=∑ aiXt +∑ qYt_ +Ut……………………………………………………………1

www.ijmer.in 47



Yt=∑ δjXt +∑ γYt_ +_Vt…………………………………………………………….2

Where, x, y, t, and p are export, GDP, time and lag order respectively. Two null hypotheses to be tested are:

H0:, export does not cause GDP vs. H1:, export causes GDP . At estimation stage taking logs of the variables in equation (1) and (2) and differentiating with respect to time gives the following equations:

If the causality test does not reject all the hypotheses, it means that export growth does not cause GDP growth and GDP growth also does not cause exports growth, it suggests that the two variables are independent of each other. If the first hypothesis is rejected, it indicates that exports growth causes GDP growth. Rejection of the second hypothesis means that the causality runs from GDP to exports leads to support export lead growth strategy hypothesis. If the Granger causality test rejects all hypotheses, there is bi-directional causality between exports and GDP.

3. REVIEW OF RELATED LITERATURE

3.1 REVIEW OF THE THEORETICAL LITERATURE

Export performance has been critical for the economic development of many developing countries in recent years. It has contributed to faster growth and poverty reduction. Exporting has produced economic benefits deriving from efficiency gains associated with exploiting comparative advantages and improved allocation of scarce resources. There are also dynamic gains in the export sector driven by greater competition, greater economies of scale, and better use of capacity, dissemination of knowledge and know-how, and technological progress. (Shafarddin, 2011)

3.1.1 Classical Theory of Economic Growth

Even before the ideas of economists from the past century, Adam Smith described the impact trade can have on production and productivity in his book An Inquiry into the Nature and Causes of the Wealth of Nations. Smith claimed that the primary benefits from trade are that it provides a means for a country’s surplus production to channel through and it also brings a return for this surplus injection into the trade market. Thus the labor and capital that was used in order to produce the surplus production of a nation will not be wasted but instead profited from by such trading activity. Smith went further in his theory by saying that not only will this process of trade make use of surplus, but it would also encourage countries to perform at their highest productivity because the idea of having a new market to tap into pushes firms to increase their efficiency. In the end, such processes will increase the revenue and wealth of society (Smith). (Tadesse, 2012)

www.ijmer.in 48



Taking the ideas of Smith even further, David Ricardo explained the notion of comparative advantage which lays the foundation for why countries engage in trade in the first place in his book Principles of Political Economy and Taxation. When perfect competition exists, and there exists full employment of resources, countries benefit by producing those goods which they can provide at the lowest opportunity cost. This means that a country which makes one product by sacrificing less of another has a comparative advantage in making that good versus another country. If the US makes 1 computer at an opportunity cost of 0.5 cell phones, and Canada makes 1 computer at an opportunity cost of 1 cell phone, then the US has a comparative advantage relative to Canada in making computers. If Canada on the other hand makes 1 widget at the cost of 0.5 chairs, and the US makes 1 widget at the cost of 1 chair, then Canada has a comparative advantage in making widgets relative to the United States. Thus in this example, it would be advantageous for the United States to produce computers and export them, and import widgets from Canada. Canada will do the exact opposite by exporting widgets, and importing computers. In this way, both countries benefit and can focus on producing that which they are more efficient at, and the result will be growth because of this more efficient production. (Tadesse, 2012)

The benefits defined by Ricardo’s comparative advantage theory are the static gains that result from the redistribution of the excess supply of resources produced within a country to the new demand arising from the export market. Static gains are a result of comparative advantage, but when redistribution stops, or is exhausted, so do the static gains. (Tadesse, 2012)

On the other hand, there may be dynamic gains to trade such as export expansion. Dynamic gains from trade are those which shift the production possibility frontier outward. The production possibility frontier is a graph that shows the production characteristics of a country based on that which it is able to produce considering the technological and factors of production restrictions. The points located on a production possibilities frontier curve signify efficient production, whereas points located on the inside of the production function represent inefficient points. At points inside the curve it would still be possible to make more of one good without decreasing the output of the other good. Represented graphically:

www.ijmer.in 49



Figure: 3.1 production possibility frontier and effect of change in productivity

Source: (S.Anwer & R.K.Sampath, 1997)

Dynamic gains therefore would shift the PPF line outward because of the increased productivity and efficiencies that would arise from increased trade, or exporting.

In analyzing the benefits to trade, it is also important to note whether the goods being traded are from the manufacturing or agricultural sector because this impacts the benefits and rate of growth that can come about. Within the Sub-Saharan African context, most exports produced are primary agricultural commodities and these goods are more susceptible to changes in prices, or in other terms have a low income elasticity of demand. Also, primary commodities are “land-based activities and subject to diminishing returns”.

www.ijmer.in 50



This means that the more agricultural primary goods are produced, the lower the prices (because of the increase in supply), but this decrease in prices is not coupled with an equally significant increase in demand. The production of agricultural commodities does not have increasing returns and so after a certain point, the marginal product of the labor employed will be lower than the wages. The fixed costs associated with producing primary goods essentially means that the diminishing returns impede the growth associated with such sectors. On the other hand, the manufacturing sector has increasing returns because there are more dynamic gains associated with increasing their production. When there is higher productivity perhaps as the result of increased employment in the manufacturing sector and / or increased technology, there are greater returns because there is a proportionate increase in demand for such goods. Although countries in Africa have a greater agricultural sector than manufacturing sector, it is important to remember that the population in many of these countries is quite small, some less than 14 million, and so without the possibility of exporting they would not be able to achieve economies of scale (S.Anwer & R.K.Sampath, 1997).

Most arguments presented in favor of exports are based on the neoclassical school of thought, but others exist such as the BOP Constrained Model and the Virtuous Circle Models. The BOP constrained school of thought on the other hand postulates that the balance of payments for a nation (its exports minus imports) constrains the growth rate because eventually a country must repay its debts and cannot “finance ever-growing deficits”. Thus in order to achieve stability and growth, a country must determine the balance of payments equilibrium conditions. These conditions would be the export and import levels (which are dependent on foreign and domestic income levels) that would achieve such equilibrium. (Tadesse, 2012)

The virtuous circle model of export-led growth deals primarily with the notion of causality between exports and growth. The model says that the increase in productivity causes a circular relationship between exports and growth because export growth leads to output growth which leads to more productive efforts, which leads to greater quality and more competitive products, which leads back to increased export activity (Tadesse, 2012).

3.1.2. The orthodox theory on the trade–growth nexus

The orthodox theory on the trade growth nexus according to the current orthodox view, trade openness is essential for the growth. The orthodox assumes that poor countries do not sufficiently participate in world trade countries that liberalize their imports and export oriented production assumed to have faster growth than those countries that do not and the faster the rate of opening, the greater the prospects for development. (Thierry & Emilie, 2003)

www.ijmer.in 51



This perspective under lies the policy conditionality of rapid or “Bing –bang “ liberalization of the Bretton woods institutions (IMF, World Bank) under which many developing countries have lowered their applied tariffs on many products. This perspective also underlies the implicit assumption with in the WTO that members should liberalize their imports as much as and as quickly as possible.

In the recent years, the orthodox view has been challenged by a number of empirical studies showing that there is a lack of a relationship between the degree of trade liberalization and the rate of growth. These studies have raised doubts about the policy prescription of rapid trade liberalization. Empirical evidence is also growing on the negative consequences of rapid import liberalization on the industrial and agriculture sectors in many developing countries. An emerging paradigm considers the complexities of the relationship between trade and development and stresses the importance of the context, sequencing, rate and extent of trade liberalization if this process is to contribute to and not detract from development. (Thierry & Emilie, 2003)

The emerging paradigm accepts that there are possible costs and potential benefits of trade liberalization to particular developing country depending on the conditions in that country and the type of liberalization undertaken. Using this approach makes it crucial that a country’s trade policies make the correct choices, with an appropriate blend between liberalization and protection.

3.1.3. Export- led growth hypothesis

(Export –led model of growth)

The export- led growth (ELG) strategy is an economic development strategy that emphasizes the role of exports and foreign trade on a nation’s economic growth and development. Because of the actual and potential benefits from foreign trade accorded to both developing and developed countries alike, a shift toward this strategy has been witnessed. In addition development economists encouraged by the debate on whether export have a positive effect on economic growth, have given attention to the relationship between exports and economic growth. (D.Dutt & Ghosh, 1996)

According to Adam smith, international trade allows a country to reallocate the given resources to provide new, effective demand for output, from surplus resources under the assumption that a previously isolated country possesses a surplus productive capacity above the requirements of domestic consumption. Consequently, the domestic surplus productive capacity suitable for the export market generates a costless means of acquiring imports and expanding domestic economic activity. (Tadesse, 2012)

This export based growth argues that a country’s discovery of a primary commodity with a comparative advantage or the increase in demand of such a

www.ijmer.in 52



primary commodity results in expansion of export- based commodities that, in turn, induces higher growth in both aggregate and per capita income. (D.Dutt & Ghosh, 1996)

(Meier, 1995)Noted that exporting primary products reduces both unemployment and underemployment, attracts an inflow of factors of production in the export sector, boosts the rate of investment and savings in the economy and creates a link with other sectors of the economy. In addition, (D.Dutt & Ghosh, 1996) provided three reasons for why export growth has the effect of increasing real GDP. First, increases in export growth may represent increased demand for national output. Second, relaxing foreign exchange constrains allows for the import of productive intermediate goods used for production. Third, export growth helps firms exploit economies of scale by enlarging the domestic market and, thus, lowering unit costs.

3.2. REVIEW OF THE EMPIRICAL LITERATURE

As evidence of the role of export in economic growth is of obvious importance. At the theoretical level, extremely diverse positions can be taken. For instance, the standard neoclassical trade argument would postulate a subs tail positive impact of exports and trade on economic performance due to better allocation of resources. In addition, the “two- gap” models of development would suggest an import positive role of export in economic development due to attenuation of the foreign resource “gap”.

However, the Marxist or the neo-Marxist stances may treat trade as one mechanism for exploitation of the less development countries (LDCs) by the industrialized west. Although further theoretical insights would be valuable, empirical analyses of the issue are undertaken as well for a better understanding of the relationship between exports and growth. Several studies have attempted such an empirical analysis.

(S.Anwer & R.K.Sampath, 1997) Examined causality between exports and economic growth for 96 countries, using data from the World Bank for the period of 1960-1992. While determining the stationary of the two variables and their orders of integration, they found that GDP and exports are integrated of different orders for 35 countries. Among the other 61 countries, for 30 countries there was no long run relationship between the two variables, 20 countries show causality at least in one direction, with unidirectional causality from GDP to exports for 12, from exports to GDP for 6 and bidirectional causality for 2 countries , and 11 countries do not show any causality between GDP and exports. There are only 9 out of 96 countries which show positive impact of economic growth on exports contrary to the common thinking that exports promote economic growth. They found that majority of the countries do not show any relationship between exports and economic growth.

www.ijmer.in 53



(Shirazi & Manap, 2005) Re investigated the export-led growth hypothesis for south Asian countries through co integration and multivariate granger causality tests (Toda and Yamamoto 1995). The study strongly supports a long run relationship among the three variables for all the countries under study, except Sir Lanka. The results also show a feedback effect between imports and output growth for Pakistan, Bangladesh and Nepal, unidirectional causality from imports to output growth for Sir Lanka, but no causality from imports to output growth for Sir Lanka, but no causality for India. It also found feedback effects between exports and output growth for Bangladesh and Nepal. However, it shows unidirectional causality from export to output growth in case of Pakistan and no causality in case of Sir Lanka and India. The results support the export-led growth hypothesis for Bangladesh, Pakistan and Nepal, but not for India and Sir Lanka. However, output growth and exports do induce imports in the case of Bangladesh and Nepal.

(Michaely, 1977)Considered a sample of 41 LDCs and related the mean annual growth of per capita GNP with the mean annual increase in the share of exports in GNP for the period 1950-73. His method was mainly that of simple correlation. For the entire sample, the rank correlation coefficient between the two variables is .38, which indicates a positive association between the rates of growth of per capita GNP and export share. The association is much stronger for 23 countries with a per capita GNP of $300 or more in 1972 than for others, which led (Michaely, 1977) to infer that exports help "only once countries achieve some minimum level of development." Also, no positive association was found between the level of the share of exports and per capita income growth.

(Pandey, 2006) Examined the causal relationship between export and eight components of GDP for the period 1950-51to 2001-02. The study focuses on the causality between Export and Gross Domestic Product and its components at current and constant prices. The result shows, In the long run real GDP doesn’t cause export and while export cause real GDP at current and constant prices and GDP at current price and also favor the direction export lead growth strategy hypothesis of causality is positive. In the short run, through error correction mechanism it has been observed that GDP as dependent variable and export as an independent variable show that short run changes in export have affected positively to GDP and its components.

(Abou-Stait, 2005) tested whether exports, imports and GDP are co integrated using Johansson approach in Egypt ; whether exports Granger cause GDP growth; whether export Granger cause domestic investment for the period 1977-2003. The results support the hypothesis exports, imports and GDP are not co integrated, and that exports Granger cause GDP growth, but they do not support the Granger causality between exports and capital formation. The paper also used vector auto-regressions (VARs) and impulse response functions

www.ijmer.in 54



(IRFs) to investigate the response of the system to economic shocks. The analysis showed that shocks to exports lead to a significant response in GDP, which in return supports the ELG. On the other hand, shocks to exports have a low response on capital formation, supporting the weak relationship between capital formation and exports for the case of Egypt. Disaggregating between export of good and exports or services, the analysis reveals that exports of goods remain one important source of economic growth despite Egypt’s dependency on raw materials. While Government policies towards private sector investment and promotion of exports of non-traditional goods are important to stimulate exports, it is equally important to ensure that the produced goods are able to compete internationally in terms of quality and prices, whereby Egypt has a great potential and comparative advantages in textiles.

(SHIRAZI & MANAP, 2004) Re-investigates the exports-economic growth nexus for Pakistan . A vector auto-regression (VAR) model applying the multivariate Granger causality procedure [Toda and Yamamoto (1995)], has been used to test the causal link between the exports and the real output in Pakistan over the 1960 to 2003 period. The time series data for the said period were retrieved from IFS. The results strongly support a long-run relationship among the three variables. It shows feedback effect between imports and output. Though exports causes output growth, but converse is not true. More interestingly, there is no significant causality between imports and exports.

(Gemechu, 2002) Investigated the effect of exports on economic growth in Ethiopia for the period 1960/61-2000/01. The study aimed to review the policies undertaken by the different regimes in relation to export policies, and to empirically test the relationship between exports and economic growth using different techniques. To test the export-economic growth relationship and the Granger causality test were conducted. The results from the co-integration and error correction models revealed that export significantly affected economic growth in the short run. In addition to its direct effect, export is also found to indirectly affect economic growth as evidenced from the simultaneous equation models. Furthermore, the causality test conducted indicated that causality runs from exports to economic growth.

4. ETHIOPIA’S EXPORT PERFORMANCE

Ethiopia’s exports reached a never-before-seen level of $2 billion in the 2009/2010 fiscal year. This export level is an impressive 38 percent increase from the $1.5 billion in exports registered the previous year (2008/09), and nearly three times the average annual export level of the prior decade (2000-2009). Encouragingly, the increase in exports has been broad-based in terms of both commodities and country of destination. Data from destination countries

www.ijmer.in 55



on their reported level of imports from Ethiopia showed strong growth 2008/09. (NBE, 2010/11)

Figure 4.1 Export growth rates (%)

Source: (NBE, 2010/11) and own computation

Of course, the recent improvement in exports should not be exaggerated given the still modest scale of Ethiopia’s exports when seen in a broader context. Exports of goods in Ethiopia are only about 7 percent of GDP, compared to an average of near 30 percent of GDP in Sub-Saharan Africa. Export levels still fall short of what is registered by other African countries with much smaller populations (Uganda and Tanzania both export more than $3 billion per year), and exports per person remain very low: only $24 in Ethiopia compared to $200 in Sub-Saharan Africa and $580 in developing Asia. Growth rates are also very modest if one makes a comparison with Asian countries over a decades-long time frame. For example, Ethiopia’s total exports were higher than that of Vietnam in the 1980s but are now just a tiny fraction: $2 billion in Ethiopia versus $65 billion in Vietnam.

Given the above, Ethiopia’s export record ought to be viewed as one of long-standing under-performance, but one whose recent surge might potentially mark a significant turning point.

www.ijmer.in 56



Figure 4.2 Export levels (in USD billions)

Source: (NBE, 2010/11)

Figure 4.3 Export levels from a 30 year perspective (in millions of USD)

Source: (NBE, 2010/11)

4.1 ETHIOPIA’S EXPORT COMMODITIES

Coffee continues to dominate the top spot among Ethiopia’s exports but its relative significance is now at a historic low and the ranking of other key commodities is changing rapidly.

www.ijmer.in 57



Figure: 4.4 share of coffee and non-coffee export in Ethiopia total exports.

Source: (MOFED, 2011/2012)

In a seemingly contradictory development, coffee exports reached the highest ever level last year ($528 million) while at the same time falling to the lowest ever share in Ethiopia’s total exports (just 26 percent). Notable among Ethiopia’s non-coffee exports is the growing importance of five major products that each bring in more than $100 million per year: these include oil seeds ($358 million), gold ($281 million), chat ($210 million), flowers ($170 million), and pulses ($130 million). Export products with annual sales of at least $10 million have also increased substantially and now include products as varied as processed meat, vegetables, textiles and clothing, spices, leather products, minerals and cotton.

Table 4.1: exports by commodity(2009/2010) Rank Major Commodities USD value Percentage share 1 coffee 528,306.953 26.4% 2 Oil seeds (sesame seeds, flax

seeds, etc.) 358,515.300 17.9%

3 gold 281,388,856 14.1% 4 chat 209,525,313 10.5% 5 flowers 170,195,147 8.5% 6 Pulses (beans,peas,lentils,

etc.) 130,100,321 6.5%

7 Live animals 90,739,762 4.5% 8 Hide skins 39,739,170 2.0% 9 Meat and meat products 33,999,375 1.7% 10 vegetables 27,242,256 1.4% 11 Textile and garments 22,860,780 1.1%

www.ijmer.in 58



12 spices 18,567,793 0.9% 13 Leather and leather products 15,760,381 0.8% 14 Mineral products 13,363,246 0.7% 15 Natural gum 12,681,896 0.6% Source: (MOFED, 2011/2012) and own computation

To draw out the likely path of future exports by commodity, the relative growth in particular export categories may be more revealing than the level of exports noted above. By this score, the commodity that had the largest contribution to the level increase in Ethiopia’s export levels was gold, not coffee. In terms of growth rates, the fastest growing commodities (focusing on those with at least $10 million in annual sales) were gold (188 percent growth), live animals (72 percent growth), and textiles and clothing (67 percent growth).

Looking at export concentration measures, there is much variance in the distribution of a particular export commodity across countries. To give two extreme examples among Ethiopia’s top export products, the country’s gold is exporting to only two countries (implying a high dependence on these two markets), while coffee is exported to a much larger group of 45 countries (showing a reduced dependence on any single country market). In fact, most exports other than coffee show a high dependence on a particular country: 84 percent of flower exports go to Holland; 75 percent of gold exports go to Switzerland; 74 percent of chat exports go to Somalia; 54 percent of meat exports go to UAE/Dubai; 42 percent of pulse exports go to Sudan. This shows that while Ethiopia’s historically dominant export (coffee) has successfully diversified to a wide range of country destinations, the emerging new export products still have a long way to go to attain a more desirable level of diversification across countries.

In terms of the relative” sophistication” of Ethiopia’s exports, more specifically the degree of domestic value-added, this is still an area where a lot more needs to be done. A simple indicator of the very limited value-added in Ethiopian exports is the still dominant share (roughly 80 percent) of agricultural exports in total exports. In addition, trends in three pairs of export commodities can reveal the relative sophistication of Ethiopia’s exports: whether the country is exporting more leather products (e.g. shoes) instead of hide skins; more processed meat instead of live animals; and more textiles/clothing instead of cotton. Reviewing trends in these three pairs of commodities shows progress in some areas but still limited overall structural change: textile exports are now double cotton exports ($23 million versus $11 million) thus indicative of rising domestic value-added, but live animal exports are still three times that of processed meat while hide skins exports are 2.5 times that of processed leather

www.ijmer.in 59



exports in the year 2009/2010. Moreover, the ratios for the latter two pairs have not improved much compared to 2008/09. (MOFED, 2011/2012)

4.2 ETHIOPIA’S EXPORT DESTINATIONS

The destination of Ethiopia’s exports is undergoing rapid shifts, with some long-standing markets being replaced by unexpected new destinations. In terms of overall ranking as 0f 2009/10, Switzerland is now at the top of the list having bought $224 million of goods from Ethiopia compared to the $215 million bought by China and the $196 million bought by Germany (Chart 3). Each of these top three destinations for Ethiopia’s exports take up roughly 10 percent of the country’s total exports. The unexpected ranking of Switzerland reflects the purchase of gold by Swiss banks and is in line with a common worldwide pattern of trade in gold between commercial and/or central banks.

Beyond the top three markets, surprising shifts are taking place in the markets for Ethiopian exports. The 4th, 7th, and 10th largest export markets for Ethiopia are other African countries: Somalia, Sudan, and South Africa, with each buying $172 million, $115 million, and $74 million in Ethiopian products respectively. The growing role of regional trade is also evident in the fact that the 6th and 8th largest markets for Ethiopian exports are Saudi Arabia and the United Arab Emirates respectively as of 2009/10.

Table 4.2: exports by country (2009/2010)

Rank Country of destination

USD value percentage

1 SWITHERLAND 224,183,442 11.2

2 CHINA, MAINLAND

215,877,203 10.8

3 GERMANY 196,192,009 9.8

4 SOMALIA 172,216,164 8.6

5 NETHERLANDS 159,478,734 8.0

6 SAUDI ARABIA 122,473,311 6.1

Source: Ethiopian Revenue and Customs Authority

The data above lead us to some of the following observations on the outlook for Ethiopian exports: Efforts to improve the diversification of Ethiopia’s export products are certainly working, as seen in the steady drop in the share of coffee exports, but the unusual concentration of most non-coffee exports on just a single country market can hold back future growth and warrants a

www.ijmer.in 60



search for supplementary markets. Addressing this situation seems to call for a combination of more aggressive market opening efforts (e.g., focusing trade promotion efforts in unexplored markets), upgrading quality and standards, as well as widening the specific sub-categories of non-coffee exports in which Ethiopia has specialized to date.

With respect to the objective of moving into higher value-added exports, this clearly remains in its very early stages and the limited progress so far indicates that manufacturing sector exports (leather products, processed meat, or clothing) are facing greater domestic obstacles compared to agricultural and raw material exports (such as coffee and gold). However, it is instructive to note that the remarkable success of flower exports in recent years can be seen as an indication that ‘manufacturing exports’ can succeed in the Ethiopian context: this is because, although technically an agricultural product, the process of exporting flowers actually entails a very challenging high-tech, modernized, and highly capital-intensive operation (involving greenhouses, cold rooms for packing, refrigerated trucks, just-in-time air freight systems) that is just as demanding as any ‘manufacturing’ export operation. The relative success of Ethiopia’s flower exports compared to what are strictly ‘manufactured’ exports (leather, textiles, and processed meat) is possibly linked to the much greater share of large, private, and foreign operators in the flower sector compared to the smaller-scale, state-owned, and domestic operators that tend to dominate the latter. If this does indeed account for part of the contrasting performance, then openness to and accommodation of large foreign and domestic investors can have an important contribution to the expansion of higher value-added exports. Ensuring that manufacturing exporters are compensated for the much greater range of operational challenges they face compared to traditional agricultural exporters is also vital. In this respect, a highly competitive (i.e., very depreciated) exchange rate is perhaps the most helpful policy tool that can be put in place, something which is now indeed the case following the authorities’ large devaluation of September 2010.

In terms of exports by country of destination, the big surprise is the significant role that “South-South” trade linkages can play for Ethiopia’s export prospects: only four out of the top ten markets for Ethiopia’s exports were located in the conventional ‘West’ (Switzerland, Germany, Netherlands, and U.S.) while the other six countries are in what might be termed as the ‘South’ (China, Somalia, Saudi Arabia, Sudan, UAE, South Africa). It is also striking that countries with very low per capita incomes and highly unsettled domestic political environments (Sudan and Somalia) are now larger markets for Ethiopia’s exports than some of the world’s richest and most stable countries. Thus, without neglecting long-standing historical trade links, Ethiopia’s exporters would be well-served by paying equal attention to

www.ijmer.in 61



increasingly important neighboring and regional markets in the developing world

5. Results and Discussion

5.1. Descriptive Statistics Analysis

A correlation matrix analysis Table (5.1) was performed to investigate the correlation between variables (real GDP and real export). The results illustrated a significant and strong positive correlation between variables with two lags. How-ever, strong correlation does not imply causation from one variable to another (causation from export to GDP or vice versa)

Table 5.1 correlation result between export and economic growth

Therefore to examine validity of export performance the following two econometric time series analysis are apply such as stationary and granger causality are employed to find short-run, long-run relationship and direction of causality between export performance and economic growth.

5.2 Unit Root Tests

Unit root tests were conducted first, with real GDP and real export as the time series variables. These variables must be stationary or co integrated in order to avoid a spurious regression situation and to ensure whether they are stationary or not. Augmented Dickey–Fuller (ADF) test was conducted with critical value of 5% and 10% applied for test. The results of the unit root test for Ethiopian annual data (1970-2011) on two series (real GDP and real export) shows that the ADF test result indicated that the two series are non-stationary at level. The results of the unit root tests with first difference of (10% and 5%) based on ADF and DF- GLS tests showed that, the series are at stationary first difference stationary.

Therefore, the variables were found to be integrated in order of (1) in the models with a trend and without and at first difference. Critical values for tests were found to be –2.95 and –2.61 with test statistics 5.812 for real GDP and -1.3 and 2.66 with test statistics 4.5 for real export at 5% and 10% respectively.

export 0.9749 1.0000 rgdp 1.0000 rgdp export

(obs=42). corr rgdp export

www.ijmer.in 62



Table 5.2 unit root test result

5.3 Granger Causality Test

The causal relationship between export and economic growth of the country was analyzed with the application of Granger (1969) causality test using annual data for the period 1970 to 2011. Table (5.2) indicates the hypothesis that export does not Granger causes GDP is rejected, while the hypothesis that GDP does not Granger causes an export is accepted. These results provide evidence of uni-directional causality between export and GDP. This implies that export growth causes economic growth and viscera. These results provide

_cons -623.233 508.6913 -1.23 0.228 -1653.939 407.4734 LD. -2.017697 .3855746 -5.23 0.000 -2.798945 -1.236448 L1. .6266138 .1078134 5.81 0.000 .4081632 .8450645 export D.export Coef. Std. Err. t P>|t| [95% Conf. Interval]

MacKinnon approximate p-value for Z(t) = 1.0000 Z(t) 5.812 -3.648 -2.958 -2.612 Statistic Value Value Value Test 1% Critical 5% Critical 10% Critical Interpolated Dickey-Fuller

Augmented Dickey-Fuller test for unit root Number of obs = 40

. dfuller export, regress lags(1)

MacKinnon approximate p-value for Z(t) = 1.0000 Z(t) 4.593 -3.648 -2.958 -2.612 Statistic Value Value Value Test 1% Critical 5% Critical 10% Critical Interpolated Dickey-Fuller

Augmented Dickey-Fuller test for unit root Number of obs = 40

. dfuller rgdp, lags(1)

www.ijmer.in 63



evidence in support of the export-led growth hypothesis (Hailegiorgis Biramo Allaro): The Effect of Export-Led Growth Strategy on the Ethiopian Economy

Table 5.3 result for granger causality test

From above table we can see that rgdp doesn’t cause export (excluded) is accepted whereas export doesn’t cause real GDP is rejected in which what export lead growth strategy hypothesized.

6. CONCULUSIONS AND SUMMARY

The study investigate that the present day accelerated economic growth in Ethiopia. The causal relationship between export and economic growth of the country was analyzed with the application of Granger [1969] causality test using annual data from period 1970 to 2011. It revealed that the decline in economic growth in the country pre reform period coupled with the disturbing population growth led to stagnation and even a continual decline in the income of the country. This led to closer scrutiny of export growth on economic growth to achieve a sustained economic growth. Since 1992, the economic growth policy of Ethiopian government was guided by the idea of export-led growth. The view of ex-port-led growth conceives growth of exports as having a favorable impact on economic growth. According to this view, export expansion to foreign markets improves resource allocation and production efficiency. Export is claimed as the 'engine of growth'. The results of the study show that there is evidence of unidirectional causality between export and economic growth for Ethiopia. Export growth causes economic growth and viscera. Thus, the results are favorably comparable to those obtained in the literature [Shan and Sun, 1998].

However, the idea of export-led growth was secured on the Washington consensus which emphasizes policies of trade liberalization, privatization, market flexibility, capital mobility and fiscal austerity programs. In the context of least developing countries these policies have been severely criticized. As pointed out in the literature, the export-led growth paradigm shifted the focus away from domestic market growth and placed emphasis on

export ALL 37.225 1 0.000 export rgdp 37.225 1 0.000 rgdp ALL .22139 1 0.638 rgdp export .22139 1 0.638 Equation Excluded chi2 df Prob > chi2 Granger causality Wald tests

. vargranger

www.ijmer.in 64



the international market in which developing countries are found in “race-to-the-bottom” competition with each other. In countries where the structural transformation has not yet realized shifting ever more output onto global markets can distort development. Another criticism refers to the instability and fluctuation of the country’s export earnings as a result of the competition among countries and downward price pressure. Challenge among countries at global markets often crowded

7. Reference

Abou-Stait, F. (2005). Are Exports the Engine of Economic Growth?An Application of Cointegration and CausalityAnalysis for Egypt, 1977-2003. Economic Research Working Paper, No 76.

Arslan, R., & Gonzalo, H. (2011). Can Asian Sustain an Export-Led Growth Strategy in the Aftermath of the Global Crisis? An empirical Exploration. ADBI working paper series.

D.Dutt, S., & Ghosh, D. (1996). The Export Growth-Economic Growth Nexus: A Casuality Analysis. The Journal of Developing Areas, 167-182.

Gemechu, D. (2002). Exports and Economic Growth in Ethiopia: An Empirical Investigation.

H.V.Berg, & J.R.Schmidt. (1994). Foreign Trade and Economic Growth: Time Series Evidence from Latin America. The Journal of International Trade and Economic Development.

J.A.Giles, Giles, D., & E.McCann. (1992). Causulity,Unitroots and Export-Led Growth The Newzealand Experience. The Journal of International Trade and Economic Development.

laszlo, k. (2004). EXPORT-LED GROWTH, GROWTH DRIVEN EXPORT, BOTH OR NONE? ANALYSIS ON OECD COUNTRIES. Applied Econometrics and International Development.

Meier, G. (1995). Leading issues in Economic Development. Oxford University Press.

Michaely, M. (1977). Exports and economic growth: An empirical Investigation . Journal ofDevelopment Economies, 4: 49-53.

MOFED. (2011/2012). Annual Report on Macroeconomic Development of Ethioipia. Addis Ababa: Ministry of Finance and Economic Development.

NBE. (2010/11). Annual Report on Ethiopian Economy. Addis Ababa: National Bank of Ethiopia.

Pandey, A. K. (2006). Export and Economic Growth in India:Causal Interpretation. MPRA Paper, No. 14670.

S.Anwer, M., & R.K.Sampath. (1997). exports and economic growth. Western Agricultural Economics Association. Reno/sparks, Nevada.

www.ijmer.in 65



Shafarddin, M. (2011). Trade Liberalization, Industrialization and Development: The Experience of Recent Decades.

SHIRAZI, N. S., & MANAP, T. A. (2004). Exports and Economic Growth Nexus:The Case of Pakistan. The Pakistan Development Review, 43 : 4 Part II pp. 563–581.

Shirazi, N. S., & Manap, T. A. (2005). Export-Led Growth Hypothesis: Further Econometric Evidence From South Asia. The Developing Economies, 472-488.

Tadesse, A. (2012). THE NEXUSES BETWEEN PUBLIC INVESTMENT, PRIVATE INVESTMENT, TRADE OPENNES AND ECONOMIC GROWTH IN ETHIOPIA: CO-INTERATED VAR APPROACH.

Thierry, A., & Emilie, C. (2003, August 20-23). “A survey on key issues: Behind International trade and financial integration and liberalization.”. Isini’s Seventh International Confrens.

zinabu, s. (2009, september 13). what causes Ethiopia's perennial trade deficit? economic_commentary.

www.ijmer.in 66



ACADEMIC ACHIEVEMENT OF KASTURBA GANDHI BALIKA

VIDYALAYA STUDENTS

Thelagathoti Sivasenkari Research Scholar(Full-time) Dept. of Education & HRD

Dravidian University, Kuppam Andhra Pradesh

Dr. S. VijayaVardhini Assistant Professor

Dept. of Education & HRD Dravidian University Kuppam

Andhra Pradesh

Abstract

Teacher Commitment has been identified one of the most

important factor for the students education and schools. Teachers Commitment is closely related to their profession and students all round development. Teachers have to balance personal and the professional life because teachers are the role models of the students. This research work is an attempt to study the Teacher Commitment in relation to demographical variable and students Academic Achievement. The sample of this study 200 Teachers and 600 students of KGBV from 2 destruct Ananthapur and Kurnool in Andhra Pradesh. For measure the Teacher Commitment used questioner and Student Academic Achievement (X class result). The finding of this study 1) There is positive correlation between the teacher Commitment and Academic Achievement of the students 2)Majority of the Teachers expressed High Level of Teacher Commitment in the dimensions i) Students ii) Psychological iii) Professional and iv)Institution. The

other teachers expressed average level of Teacher commitment towards the demission of the Sociological aspects. This research article to be analyzed teacher commitment in the relation to academic achievement of Kasturiba Balika Vidyalaya Students.

Key Words: Academic Achievement, Teacher Commitment,

Correlation, Scientific Curriculum, Committed Teaching.

www.ijmer.in 67



Introduction

“What great or better gift can be offered the republic them to Teacher and instruct out youth?”

Cicero

A familiar Western Philosopher

'Commitment' is a term that teachers frequently use in describing themselves and each other (Nias, 1981). It is a word they use to distinguish those who are 'caring', 'dedicated' and who 'take the job seriously' from those who 'put their own interests first'. Some teachers

see their commitment as part of their professional identity, it defines them and their work and they' get a lot of enjoyment from this' (Elliott & Crosswell, 2001).Other teachers feel the demands of teaching to be significant, requiring great personal investment and view it as a job that can 'take over your life' (Nias, 1981). These teachers often limit their commitment and their engagement with the school, as a means of survival. Individual teacher’s commitment, it is presumed, can be analysed to identify centers of commitment in their professional practice. The teacher commitment literature can be distilled for generalizations and assumptions about the ways that teachers define describe and characterise commitment. Teacher commitment has been identified as one of the most critical factors for the future success of education and schools (Huberman, 1993). Teacher commitment is closely connected to teachers’ work performance and their ability to

innovate and to integrate new ideas into their own practice, absenteeism, staff turnover, as well as having an important influence on students’ achievement. The traditional view of teacher commitment considers it to refer to external referents. However, there is a growing body of literature that draws a strong connection between teacher commitment and the very intimate element of passion for the work of

www.ijmer.in 68



teaching. The idea of an individuals’ personal passion for teaching is central to their on-going commitment to, and engagement with the profession.

Academic Achievement

According to Harry A Green, the meaning of achievement as “the accomplishment of production of the people in his school work.” Harry S. Broudy defines achievement as “the product of excellence on ay value area.” Academic achievement refers to a student's success in meeting short- or long-term goals in education. In the big picture,

academic achievement means completing high school or earning a college degree. In a given semester, high academic achievement may mean a student is on the honour roll. Academic achievement may also refer to a person's strong performance in a given academic arena. A student who earns good grades or awards in science has achieved in the academic field of science. Education associations and schools monitor the overall level of student academic achievement to decide what, if any, changes need to be made in the educational system. Creativity, critical-thinking skills, communications skills, problem-solving skills, listening skills and perseverance can all be considered academic

strengths. Academic strengths are skills and talents that help a student learn efficiently and succeed in academic pursuits. Challenging oneself

academically helps a student discover and hone these strengths

The word “Academic Achievement’ is very broad term, which indicates generally the learning outcome of people. Achievement of these learning outcomes requires a series of planned and organized experiences and hence is called a process. In this process of achievement of change during the same span of time, the level of achievement reached by the pupils in school, which is called academic achievement of the pupils. Learning affects three major areas of behaviour of pupils cognitive affective and psychomotor. It is difficult

www.ijmer.in 69



to say without proper evidence that pupils reach at the same levels in all the three domains at a time.

Need for the study

As per 2001 senses the literacy of women is less than the national average. The state of Andhra Pradesh has identification the modals which women literacy is less and started 395 KGBV to develop the literacy of girl and the empowerment. The KGBS primary focus on the dropout girls and below poverty line girls to gives them quality education. As the students are mainly from the social and economically backward community and dropout the teachers have to put special efforts to make them on par with the other students. To be more effective they have to develop special competences in order to achieve the goal with which the Government has established KGBV.

There are studies conducted in Teacher Commitment with respective general schools Teachers and Students. The KGBV schools concept is which were launched by the Government of India for the up liftmen of women literacy and to empower the girl child. Therefore in

this constant the researcher would like to take up the present study “Teacher Commitment in relation to Academic Achievement of Students in Kasturba Gandhi Balika Vidyalayas” in Rayalaseema Region of Andhra Pradesh. The level of teachers’ commitment is considered to be as a key factor in the success of current educational reform agenda as it heavily influences teachers’ willingness to engage in cooperative, reflective and critical practice. Teaching is a complex and demanding profession. To sustain their energy and enthusiasm for the work, teachers need to maintain their personal commitment to the job. This concept of ‘commitment’, as investment of personal resources, has long been associated with the professional characteristics of a teacher. At a time when education is in constant flux, teachers are expected to incorporate reforms on a number of levels into their daily

www.ijmer.in 70



practice. The reform agenda has created an environment where those who wish to survive and thrive must become involved in an ‘increased rate of personal adaptation and professional development

Objectives:

1. To find out the levels of Teacher Commitment of Kasturba Gandhi Balika Vidyalaya Teachers.

2. To find out the relationship between Teacher Commitment and Academic Achievement of students in Kasturba Gandhi Balika Vidyalaya.

3. To Find out significant difference if any in Teacher Commitment of Kasturba Gandhi Balika Vidyalaya teachers due to variation in their i) Age (25 to 35 years & above 35 years) iii) Subjects Teaching (Languages and Non Languages) iii) Experiences (0 to 4years & 4 above) iv)Marital Status (Married & unmarried)

Hypothesis

1. There exists no significant difference between Teacher

Commitment and Academic Achievement of in Kasturba Gandhi Balika Vidyalayas X students.

2. There exists no significant difference in the Teacher Commitment of Kasturba Gandhi Balika Vidyalaya teachers due to variation in their Age (25 to 35 years & above 35 years)

3. There exists no significant difference in the Teacher

Commitment of Kasturba Gandhi Balika Vidyalaya teachers due to variation in their Subjects Teaching (Languages and Non Languages)

www.ijmer.in 71



Sample of the study

Keeping in view the scope and the purpose of the study the

investigator is used survey method. Andhra Pradesh state is divided into two regions i.e Costal Andhra and Rayalaseema. There are 9 Districts in Costal Andhra and 4 Districts in Rayalaseema. For the present study the investigator selected 25% of schools from Anathapur and Kurnool district of Rayalaseem Region by using simple random sampling technique. Who all teaching both Language & Non Language teachers were selected from the identified schools. Thus the total sample consists of 200 teachers and 600 students.

Tools used

To study the problem the investigator was adopted Teacher Commitment scale developed by Dr. Noorjehan N. Ganiharand and X class Students Academic Achievement.

Analysis and Interpretation of data

Table 1: Leaves of Teacher Commitment of KGBV Teachers

Sl. No Dimensions

Very High Committed

High Committed

Average Committed

Below Average Committed

Low Committed

Total

1 Psychological 2% (4)

43% (86)

39.5% (79)

13.5% (27)

2% (4)

100%

2 Sociological 16% (32)

31% (62)

40% (80)

9.5% (19)

3.5% (7)

100%

3 Profession 14% (28)

41.5% (83)

35.5% (71)

5% (10)

2.5% (5)

100%

4 Institution 13.5% (27)

41.5% (83)

26.5% (53)

13% (26)

5.5% (11)

100%

5 Students 6% (12)

54% (108)

22% (44)

13.5% (27)

4.5% (9)

100%

Source: Field Data

From the above table it is evident that majority of the teachers expressed high level of Teacher Commitment towards dimensions i)

www.ijmer.in 72



Students (54%), ii) Psychological(43%), iii) Professional (41.5%), and iv)Institution (41.5%). Whereas other Teachers expressed Average Level of Teacher Commitment toward the demission of Sociological aspect (40%).

Hypothesis – 1

Their exists significant difference between Teacher Commitment and Academic Achievement of in Kasturba Gandhi Balika Vidyalayas X students.

Table: 2 Relation between Teacher Commitment of Teacher and

Academic Achievement Students in Kasturba Gandhi Balika Vidyalaya

Variables Number r-value Level of significant

Teacher Commitment 200 0.195

** significant

Students Academic Achievement

600

** correlation is significant at the 0.01 level (2-ailed).

The above table – 2 shows that, the calculated correlation ‘r’ value with respect to the variable Teachers Commitment and Academic Achievement of Students 0.195 is significant at 0.01 level and greater than the table value 0.182. Hence There exists positive correlation between Teacher Commitment and Academic Achievement of Kasturba Gandhi Balika Vidyalaya Students”. It cab be said that higher the Teacher Commitment Higher will be the Academic Achievement of students.

Hypothesis – 2

There exists no significant difference in the Teacher Commitment of Kasturba Gandhi Balika Vidyalaya teachers due to

variation in their Teachers Age (25 to 35 years & above 35 years)

www.ijmer.in 73



Table 3: Difference in the Teacher Commitment on the basis of Age (25 to 35 years & above 35 years)

Teachers Age

Number M S.D t-value

Level of significant

25 to 35 years

103 91.41 3.18 6.2

** significant

Above 35 years

97 93.66 1.82

Note: ** Significant

The above table – 3 shows that, the calculated ‘t’ value with respect to the variable Teachers age and Teacher Commitment 6.2 is significant at 0.01 level and greater than the table value 2.60. Hence the formulated hypotheses “There exists no significant difference in the Teacher Commitment of Kasturba Gandhi Balika Vidyalaya teachers due to variation in their Age (25 to 35 years & above 35 years)” is rejected.

Hypothesis - 3

There exists no significant difference in the Teacher Commitment of Kasturba Gandhi Balika Vidyalaya teachers due to variation in their Subjects Teaching (Languages and Non Languages)

Table 4: Difference in the Teacher Commitment in their Subjects

Teaching (Languages and Non Languages)

Teaching Subjects

Number M S.D t-value

Level of significant

Languages 86 90.03 3.28

**

significant Non-languages

114 91.92 2.89 6.85


www.ijmer.in 74



The above table – 4 shows that, the calculated ‘t’ value with

respect to the Subjects (Languages and Non Languages) Teacher Commitment is 6.85, and significant at 0.01 level and freater than the table value 2.6. Hence the formulated hypotheses “There exists no significant difference in the Teacher Commitment of Kasturba Gandhi Balika Vidyalaya teachers due to variation in their Subjects Teaching(Languages and Non Languages)” is rejected.

Hypothesis - 4

There exists no significant difference in the Teacher Commitment of Kasturba Gandhi Balika Vidyalaya teachers due to variation in their teaching Experiences(1 to 4 years & above 4 years)

Table 5: Difference in the Teacher Commitment on their teaching

Experiences(1 to 4 years & above 4 years)

Teaching Experience

Number

M S.D t-value

Level of significance

1 to 4years 120 90.65 3.09 5.2 ** significant above 4 years

80 92.912

2.97


The above table –5 shows that, the calculated ‘t’ value with respect to the teaching Experiences(0 to 4 years & above 4 years) and Teacher Commitment is 5.2 is significant at 0.01 level and greater than the table value 2.6. Hence the formulated hypotheses “There exists no significant difference in the Teacher Commitment of Kasturba Gandhi Balika Vidyalaya teachers due to variation in their teaching Experiences(1 to 4years & above 4 years) is rejected.

www.ijmer.in 75



Hypothesis - 5

There exists no significant difference in the Teacher

Commitment of Kasturba Gandhi Balika Vidyalaya teachers due to variation in their Marital status (Married & unmarried)

Table: 6 Difference in the Teacher Commitment on their Marital

status

Teachers Marital status

Number M S.D T-test

Level of significance

Married 74 90.6 3.1 4.03 ** significant

Unmarried 126 92.167 3.16


The above table–6 shows that, the calculated ‘t’ value with respect to the Number of special trainings attended and Teacher Commitment is 4.03 is significant at 0.01 level and less than the table value 2.6. Hence the formulated hypotheses “There exists no significant difference in the Teacher Commitment of Kasturba Gandhi Balika Vidyalaya teachers due to various in their Number of special trainings attended” is rejected.

Findings and Conclusions

After analysis of data the findings of the present study stated as follows:

Majority of the Teachers of KGBV expressed High Level of Teacher Commitment in the dimensions i) Students ii) Psychological iii) Professional and iv)Institution. Whereas other teachers expressed Average Level of Teacher Commitment toward the demission of Sociological aspects. There is significant correlation between teacher

Commitment of Teachers and Academic Achievement of students in Kasturba Gandhi Balika Vidyalaya. There is significant impact of

www.ijmer.in 76



Teacher Commitment of Kasturba Gandhi Balika Vidyalaya teachers with their Age, Subject Teaching, Teaching Experience and Marital Status.

Committed Teachers were always accountable to his/her profession and maintain professional ethics. A Teacher in whose behaviour is consisted with his/his philosophy of Education. A person in one who correct his/her own short comings and comings his/her strengths. Teacher his/her enjoys work with children & youth and also direct to help each person. Teacher enjoys his/her teaching and use innovate teaching methods and make they are effective and useful. Committed Teachers understand each student potentiality and encourage according o their weakness and strengths. In can be concluded that very few Teachers expressed very high level of teacher commitment in all the dimension. In this aspect teacher may be oriented properly to enhance their Commitment towards their

profession.

References

Kasturiba Gandhi Balika Vidyalayas Daily programmes book (2009-2010)

Buch, M.B. (1974). A Survey of Research in Education, Baroda: Centre of Advanced Study in Education.

Blase, Jo; Blase, J. Joseph (2006). Teachers Bringing out the Best in Teachers. Sage Publications, Printed in USA.

Blase, Joseph; Kirby, C. Peggy (2000). Bringing Out the Best in Teachers. Sage Publications. Printed in USA.

Cagri Tugrul, Mart (2013). Commitment to School and Students; International Journal Academic Research in Business and Social Sciences. Jan 2013, vol.3, No.1. www.hrmars.com/journals

Crosswell, L. (2003). The Dimensions of Teacher Commitment: the different ways in which teachers conceptualise and practice their commitment.

www.ijmer.in 77



Crosswell, Leanne J. & Elliott, Robert G. (2004) Committed

teachers, passionate teachers: the dimension of passion associated with teacher commitment and engagement. In AARE 2004 Conference, 28th November - 2nd December, Melbourne, Australia.

C. Day & A. Fernandez & T. Hauge & J. Moller (Eds.), The life and work of teachers:

Day, C. (2004). A Passion for Teaching. London: RoutledgeFalmer.

Day, C. (2000). Stories of Change and Professional development: The costs of commitment.

Dinham, S. (1997). Teaching and Teacher’s Families. Australian Educational Researcher.

Elliott, B., & Crosswell, L. (2001). Commitment to teaching: the International Symposium on Teacher Commitment at the European Conference on Eduactional Research, Lille, France.

Ekstorm, Ruth B. (1978). Relationships between Teacher Aptitudes, Teaching Behaviours and pupil outcomes. ED156621 ERIC.

Good, C.V. (Ed.) (1973). Dictionary of Education. New York. McGraw Hill, Book Company.

Isaiah O Ugboro and Kofi Obeng (2010) The moderating effects of perceived threat to valued job features on career commitment among university professors; School of Business & Economics, North Carolina A&T State University, USA. Isaiah O Ugboro, School of Business & Economics, North Carolina A&T State University, Greensboro, NC 27411, USA. Email: [email protected]

Jerom, S. Arcaso (1997). Quality in Education. Vanity books international, New Delhi.

Lall M. (2005) The Challenges for India‘s Education System, Chatham House: London

Lokesh Koul, (Fourth edition)Methodology of Educational Research, Vikas Publication House Pvt. Ltd., New Delhi- 110 002

Mohan, Radha. (2011) Teacher Education. New Delhi: PHI LTD.

Moore, Kenneth, D. (2005). Effective Instructional Strategies: From Theory to Practice. Sage Publications. Printed in USA.

www.ijmer.in 78



Niharika Panda (2015)“A Study of Secondary level Teachers

Effectiveness in Relation to Demographic Variables” Journal of community Guidance & Research 2015 Vol. 32 N.1. PP: 130-138.

Park, Insim (2005). Teacher Commitment and Its Effects on Student Achievement in American High Schools; Educational Research and Evaluation, v11 n5 p461-485 2005

Ramesh, Ganta B.N. Dash (2009). Foundation of Education, New Delhi, Neelkamal Publications PVT LTD.

Ronald H. Heck, (University of Hawaii at Manoa, Honolulu, Hawaii, USA) (2009) "Teacher effectiveness and student achievement” , Journal of Educational Administration, Vol. 47 Iss: 2, pp.227 – 249.

Thakkur, V.R. (1977). A study of potential teachers effectiveness and their educational attitude in relation to their rapport with students and their survival and job satisfaction in the profession. Unpublished doctoral thesis. Edu. M.S. University, Baroda.

The Hindu. 2002, September 3. Education. Making of a good teacher.

www.ijmer.in 79



www.ijmer.in 80



www.ijmer.in 81



www.ijmer.in 82



www.ijmer.in 83



www.ijmer.in 84



www.ijmer.in 85



THE EFFECTIVENESS OF STRUCTURED TEACHING PROGRAMME ON ROLE OF IODINE IN PREVENTION OF IODINE DEFICIENCY DISORDERS AMONG WOMEN IN

SELECTED URBAN AREAS OF TIRUPATI

Nagamalli R Ph.D. Scholar &Principal

Tirumala College of Nursing Vizianagaram

Andhra Pradesh, India

Abstract - Background of the study: Malnutrition refers to any disorder of nutrition- whether it is due to dietary deficiency, called under nutrition or to excess diet called over nutrition. Iodine deficiency disorders are the emerging again as a public health problem especially in pregnant and breastfeeding women, in whom it can cause brain damage in the developing fetus or infant. Iodine deficiency has multiple adverse effects in humans, termed as iodine deficiency disorders (IDD) due to inadequate thyroid hormone production. Iodine deficiency gives rise to goiter (so called endemic goiter) in adults as well as cretinism in children, which results in developmental delay and other health problems. According to WHO, nearly 2 billion individuals had insufficient iodine intake. Thus iodine deficiency as the single greatest preventable cause of mental retardation, and it is an important public health problem. Iodine is a trace element and a unique mineral present in the human body in minute amounts (15 to 25 mg) almost exclusively in the thyroid gland. It is an essential component of the thyroid hormones, thyroxin (T4) and triiodothyronine (T3) comprising 65% and 59% of their respective weights. In many regions, leaching from glaciations, flooding and erosion have depleted surface soils of iodide. Iodine-deficient soils are common in mountainous area. [E.g.: The Alps and Himalayan ranges]. Cigarette smoking during pregnancy and lactation period is associated with reduced iodine levels. Socio economic factors like illiteracy also causes iodine deficiency disorders. Iodine deficiency in adults causes goiter which shows symptoms like swelling of thyroid gland, chronic fatigue, dry skin, and hypothyroidism symptoms like weight-gain, hair loss and irregular menstrual cycle. In children it causes cretinism which shows symptoms like mental retardation, short stature, deaf-mutism, squint (or) stunted growth. IQ of 10 to 15 points

www.ijmer.in 86



1. The objectives of the study are: To assess the knowledge of women on role of iodine in

prevention of iodine deficiency disorders. To compare the effectiveness of structured teaching programme

on role of iodine in prevention of iodine deficiency disorders. To determine the association of demographic variables of the

sample with posttest knowledge on role of iodine in prevention of iodine deficiency disorders.

2. The null hypothesis are

2.1 Ho1: There is no significant difference between pretest and post knowledge among selected urban women on role of iodine in prevention of iodine deficiency disorders.

2.2 Ho2: There is no significant association of demographic variables of sample with posttest knowledge scores on role of iodine in prevention of iodine deficiency disorders.

A wide review of literature was provided by the investigator with background for the development of a questionnaire and a booklet to collect the data. Conceptual frame work for the study was adapted from Ludwig Von Bertalanffy, “General System Theory”. The components of the theory were input, throughput, output and feedback which were used to assess the effectiveness of the structured teaching on role of iodine in prevention of Iodine Deficiency Disorders among urban women. The research approach was quasi experimental in nature and the research design selected for the present study to achieve objectives was “one group pretest and posttest”, which included knowledge assessment of urban women at reproductive age (15-45 years) before and after administration of structured teaching on role of iodine in prevention of iodine deficiency disorders and association of demographic variables with knowledge scores in posttest of urban women. The study was conducted in selected urban areas of Tirupati. The sample of the study was chosen by non- probability convenient sampling technique which included 60 women who were the residents of Sanjeev Gandhi colony, urban area of Tirupati.

The data collection tool was validated and reliability was determined by test- retest method and pilot study was conducted following which the data collection was carried out. Pretest was conduct to assess knowledge levels on role of iodine in prevention of iodine deficiency disorders through a structured questionnaire, and then administered

www.ijmer.in 87



structured teaching on role of iodine in prevention of iodine deficiency disorders and given a booklet for the reinforcement of structured teaching. After one week post test was conducted by using the same questionnaire to the same group. Data produced was interpreted by descriptive and inferential statistics. Analysis of the data were executed in terms of Frequency distribution, Percentage, Mean, Standard Deviation and paired ‘t’ test was computed to assess the effectiveness of structured teaching on role of iodine in prevention of iodine deficiency disorders. The distribution of scores on the knowledge were computed by three categories: Inadequate (≤50) moderate (51-75) and adequate (≥75) among the subjects. Pre and post test results were compared by using paired “t” test. It was found that “t” value obtained was 27.999 which was statistically significant at P<0.01. These results indicate that there is significant difference in knowledge levels of selected urban women before and after administration of structured teaching on role of iodine in prevention of iodine deficiency disorders. Thus the null hypothesis (Ho1) which states that there was no significant difference between the pre and posttest knowledge on role of iodine in prevention of iodine deficiency disorders among select urban women, was rejected. The relationship between the test knowledge scores with their demographic variables was analyzed by using chi square (χ2) test. A few variables such as education, occupation and annual income have shown statistically significant at P<0.01. Thus the null hypothesis (Ho2) which states that there is no significant association of demographic variables of the sample posttest with the knowledge scores of selected urban women based on this null hypothesis, was rejected. The study implies that regular teaching programmes need to be conducted by the nurses and nursing students in order to improve the awareness of women in the community regarding role of iodine in prevention of iodine deficiency disorders. Based on the findings of the study, the researcher feels that there is a need and scope to create awareness and community participation in prevention of iodine deficiency disorders which is the primary responsibility of nurses and health workers. Recommendations offered for further research include long term follow up study to evaluate the effectiveness of structured teaching on role of iodine in prevention of iodine deficiency disorders. Comparative study on knowledge assessment among rural and urban women on role of iodine in prevention of iodine deficiency disorders could also be undertaken. During the clinical experience, the investigator observed

www.ijmer.in 88



that many women suffering with goiter attending hospital, and had very limited knowledge about the winding and its prevention. Keeping this in view the investigator found the necessity to assess knowledge on role of iodine prevention of iodine deficiency disorder among urban women to create awareness by structured teaching programme and self-instructional module.

3. Need for the Study

Today, Iodine Deficiency Disorder [IDD] is claimed to be the world’s single greatest causes of preventable mental retardation and brain damage. There is probably no other mineral whose deficiency can have such divesting effects on mankind, and no other disease which could be prevented so easily and so economically. Worldwide, iodine deficiency is the leading cause of preventable mental retardation, which become a renewed concern as the prevalence of moderate iodine deficiency in the United States among women of child baring age increased from 4% in the 1970 s to 15% by the 1990s. Although children of mother from iodine deficient regions may have normal thyroid function test results, they are noted to have lower language and memory performance.

NHANES survey demonstrates the risk for insufficient dietary iodine intake in reproductive age women (15-44 yrs) increased 3.8 fold, also iodine deficient women may give birth to babies with severe mental retardation. The estimated annual number of children unprotected from mental impairment due to iodine deficiency is 66,00,00.18Globally, according to WHO in 2007 nearly 2 billion individuals had insufficient iodine intakes and in India is the most outstanding, with 500 million suffering from? Deficiency, 54 million from goiters and two million from cretinism, 1.6 billion people are at risk. IDD affects 50 million children 100,000 cretins are born every year. Twenty nine percent of the world’s population, living in approximately 130 countries, is estimated to live in areas of deficiency. Thirteen percent of the world’s population (740 million) have goiters. It is estimated that a one third of India’s population (a sixth of the total global population) is at risk of IDD. Estimated goiter rate 47% in India.

3.1 Dr. Janne Leslie says that the extent and consequences of malnutrition among women in developing countries have received inadequate attention. Conservative estimates suggest that, 1980s to 1990 about 250 million suffered a range of consequences of server

www.ijmer.in 89



iodine deficiency. The human welfare losses associated with women’s malnutrition are wide ranging and severe, including reduced quality of life for women themselves, impaired ability to bear children and diminished capacity for domestic and income generating work.9 In certain parts of the world, most notably in South Asia, an important determinant of malnutrition among adult women’s repeated, closely spaced child bearing, inadequate education, back of access to and cobnut over income and multiple demands on their time and physical energy especially in urban women.

3.2 Pradhan R, expressed that prevalence of iodine deficiency among pregnant women of urban slum community is high i.e 22.9%. Many studies proved that females have more prevalence of Iodine deficiency is more at reproductive age (15-45 years) i.e 3.8 times more.

Iodine deficiency is a major public health problem, particularly young children and pregnant women. The most serious effect of iodine deficiency is mental retardation. It is one of the world’s major of preventable cognitive impairments posing threat to the social and economic development of the country. This is the motivation behind the current world wide drive to eliminate iodine deficiency. Universal use of iodized salt is a simple inexpensive method of preventing Iodine Deficiency Disorders.2003-04 the year wise number of iodization units, capacity and supplies of iodized salt, India has a become the second largest salt producer after China in the world today. The people living slums in costal non-endemic regions were not aware of the adverse effects of Iodine Deficiency Disorders and tended to use cheaper non iodized salt. The use of adequately iodized salt was high in households with high standard of living compared to house hold with a low standard of living. Only 30% of households in India used salt that contained a minimum recommended 15 ppm or higher level of iodine content, 46% of house hold used salts that are next iodized at all and other 24% used salts, which is inadequate by iodized. Consumption of iodized salt was lowest among women of low income groups as they bought mostly coarse, non-branded salt.

3.3 Sebotsa MLD, assessed that the knowledge, attitudes and practice regarding iodine in the community which shows 86.9% did not know what is Iodine, 76.7% were unaware of source of iodine and 49.2% were don’t know how to pressure iodized salt. The awareness about Iodine Deficiency Disorders needs reinforcement, at present the community is

www.ijmer.in 90



a passive participant in the Iodine Deficiency Disorders control programme. Education should take place at all levels include politicians, health worker, worker is the salt brands, iodine deficient community. A nation which effort to promote iodized salt and to provide women of child bearing age with advice on dietary source of iodine should also be implemented by community workers. It is expected that during the eleventh plan there will be universal access to adequately iodized salt and reduction in prevalence of Iodine Deficiency Disorders in the country to less than 10 percent by 2010.

4. Objectives of the Study:

To assess the knowledge of women on role of iodine in prevention of Iodine Deficiency Disorders.

To compare the effectiveness of structured teaching programme on the role of iodine in prevention of Iodine Deficiency Disorders

To determine the association of demographic variables of the sample with posttest knowledge on the role of iodine in prevention of Iodine Deficiency Disorders.

5. Null Hypothesis:

There is no significant difference between pre and posttest knowledge on the role of iodine in prevention of Iodine Deficiency Disorders among urban women.

There is no significant association between posttest knowledge on the role of iodine in prevention of Iodine Deficiency Disorders among urban women with respect to their demographic variables.

5.1 Conceptual Framework

The conceptual framework for the present study was adopted from “General System Theory”. The basic concepts of general system theory was proposed in1950s. General system theory was framed in1960 by Ludwig Von Bertalanffy system theory as a universal theory that could be applied to many fields of study. Input: Consists of information, material or energy that enters the system from the environment through its boundaries. Structured questionnaire was used as an input to assess the knowledge of women on role of iodine in prevention of iodine deficiency disorders. Throughput: It is the

www.ijmer.in 91



process that allows matters, energy and information that modified (or) transformed within the system. It is the activity phase, where a planned teaching was given on role of iodine in prevention of iodine deficiency disorders to urban women by using AV aids like charts, flex boards, flash cards and book let. Output: Information, energy matter given out by system as a result of its process. The change in the knowledge of urban women after planned teaching was measured by using a structured questionnaire. Feedback: It is the mechanism by which some of the output of a system is returned to the

6. METHODOLOGY

The present study aimed to assess the knowledge on role of iodine in prevention of iodine deficiency disorder (IDD) among women in selected urban areas of Tirupati. The research approach adopted was quasi exrimpeental, which is most appropriate in the field of education for its practicability in real life situations. It has the advantage of feasibility and to some extent generalization. “One group pretest and posttest”. This research design includes comparison and evaluation of variables, before and after structured teaching programme on role of iodine in prevention of iodine deficiency disorders. The design indicates that pretest was administered to urban women regarding knowledge on role of iodine in prevention of Iodine Deficiency Disorders before conducting structured teaching programme on the same day. On 7th day, a post test was conducted to the same group. Structured questionnaire: The structured questionnaire was developed by referring books, journals, review of literature, newspapers, and websites.

The questionnaire consists of 4 sections.

Section 1: Contains questions to collect the demographic data:

Personal profile Family history Dietary habits.

Section II: Contains questions for assessing the knowledge on general information related to iodine. It consists of 16 questions under the following variables.

Section III: Consists of questions related to knowledge on Iodine Deficiency Disorders.

www.ijmer.in 92



Section IV: Consist of questions related to knowledge of urban women on role of iodine in prevention of Iodine Deficiency Disorders. It contains 22 multiple choice questions, under the following variables:.

a. Diet 13 questions

b.Drugs 3 questions

c.Follow-up 6 questions

The same questionnaire was used for both pretest and posttest.

7. Scoring key:

Scoring key was prepared for section I by coding the demographic variables. Under section II, III and IV each question has one correct answer, which carries a score of ‘1’ mark, wrong answer carries ‘0’ mark. Total score of 50 marks were allotted under knowledge on general information about iodine, Iodine Deficiency Disorders, role of iodine in prevention of Iodine Deficiency Disorders.

Figure-1 Schematic representation of research plan: quasi experimental

design.

8. Data Analysis and Interpretation

Data was obtained on effect of structured teaching on role of iodine in prevention of iodine deficiency disorders among women in selected urban areas of Tirupati. The demographic variables were coded and analyzed. Analysis and interpretations were done with the help of descriptive and inferential statistics to meet the objectives of the study. The data thus collected was tabulated, analyzed and interpreted.

www.ijmer.in 93



S.No. Demographic variables Frequency Percentage 1. Age of the women (in years)

a. Below 20 8 13 b. 21-25 28 45 c. 26-30 15 2 d. 31-35 8 13 e. 36-40 1 2 f. Above 40 - -

2. Religion a. Hindu 54 90 b. Muslim 3 5 c. Christian 3 5 d. Others - -

3. Marital status a. Married 54 90 b. Unmarried 5 8 c. Widower 1 2 d. Divorce - -

4. Education a. Illiterate 2 3 b. 1-10th class 38 64 c. Intermediate 15 25 d. Degree and above 5 8

5. Occupation a. Employee 8 13 b. Unemployed - - c. Home maker 46 77 d. Coolie 6 10 e. Retired - -

6.

Annual income a. Below 12,000 37 62 b. 12,000-24,000 15 25 c. 24,000-36,000 6 10 d. 36,000 and above 2 3

S

7. Type of family a. Nuclear 48 80 b. Joint 12 20 c. Extended - -

8. Do you have family history

of Iodine Deficiency Disorders?

a. Yes 6 10 b. No 54 90

9. If yes, specify the

relationship with the respondent?

www.ijmer.in 94



a. Husband 1 17 b. Siblings /Twins - - c. Parents 5 83 d. Grand parents - - e. Son/Daughter - -

10. Duration of disease? a. Days - - b. Months 2 33 c. Weeks - - d. Years 4 67

11. Are they using any drugs? a. Yes 5 83 b. No 1 17

12. Duration of medications

a. Days - - b. Weeks - - c. Months 1 20 d. Years 4 80

13 Source of information a. TV/Radio 9 15 b. Health awareness

programs 19 32

c. Books/Newspapers 7 12 d. Health personnel 16 26 e. Don’t know 9 15

14. Type of diet a. Vegetarian 8 13 b. Non-vegetarian 52 87 c. Ova-vegetarian - -

15. If non vegetarian, frequency of taking

a. Daily - - b. Alternate day 7 14 c. Weekly 38 73 d. Twice in a month 7 13

16. High preference of taking non vegetarian

a. Eggs 12 23 b. Meat 31 60 c. Fish 6 11 d. Others 3 6

Table-1 Data Analysis and Interpretation

Table 1 reveals with regard to age, majority of the women 28 (47%) were between 21-25 years, 15 (25%) were between 26-30 years, 8 (13%) were below 20 years, 8 (13%) were between 31-35 years and 1 (2%) was between 36-40 years of age. Regarding religion, majority of the women 54 (90%) were Hindu, 3 (5%) were Muslim, and 5 (5%) were Christians.

www.ijmer.in 95



In relation to marital status, majority of the women 54 (90%) were married 5 (8%) were unmarried and 1 (2%) a widower. Pertaining to education, majority of the women 38 (64%) were between 1-10th class, 15 (25%) were intermediate, 5 (8%) were degree holder, and 2 (3%) were illiterates. With respect to occupation, majority of the women 46 (77%) were House makers, 8 (13%) were employees and 6 (10%) were Coolie. Considering annual income of the family, majority of the women 37 (62%) were below Rs12, 000, 15(25%) were between Rs12000- Rs 24000, 6 (10%) were between Rs 24,000- Rs 36-000, and 2 (3%) earns Rs 36,000 and above. In relation to type of family, majority of the women 48 (80%) were from nuclear family and 12 (20%) were from joint family. With regard to family history, 6(10%) were suffering with Iodine deficiency disorders and 54 (90%) not having family history. Regarding relationship of the family member to the women, majority 5 (83%) were parents, 1 (17%) was husband. With respect to duration of the disease, majority of the family members 4 (67%) were suffering from years, and 2 (33%) were suffering from months. Pertaining to drugs, shows that majority of the family members 5 (83%) were using drugs, and 1 (17%) was not using the drugs. Considering the duration of medications, majority of the family members 4 (80%) were using from years and 1 (20%) was using from weeks. Regarding source of information about Iodine deficiency disorders, majority of the women 19 (32%) were aware of the disease through health awareness programme, 16 (26%) were aware through health personnel, 9 (15%) through TV/Radio, 7 (12%) were through books and newspapers and 9 (15%) of the women were not aware of Iodine deficiency disorders. Pertaining to type of diet, majority of the women 52 (87%) were non vegetarians and 8 (13%) were vegetarians.

With respect to frequency of taking non vegetarian diet, majority of the women 38 (73%) were used to take weekly and 7 (14%) used to take alternate days and twice a month. With regard to preference for non-vegetarian food, majority of the women 31 (60%) preferred meat, 12 (23%) preferred eggs, 6 (11%) preferred fish and 3 (6%) preferred other non-vegetarian food.

www.ijmer.in 96



8.1 Distribution of scores of knowledge on role of iodine in prevention of iodine deficiency disorder among selected urban women in pretest.

The level of knowledge among urban women on role of Iodine in prevention of Iodine deficiency disorders in pretest is divided into 3 categories.

≤50 : Inadequate

50-75 : Moderate

≥75 : Adequate

Table-2 Level of knowledge on role of iodine in prevention of iodine deficiency disorders among urban women in pretest.

Table 2 shows the level of knowledge among urban women in pretest on Iodine, revealed that majority 42 (70%) have inadequate knowledge, 16 (27%) have moderate and 2 (3%) have adequate knowledge. This is shown from. Fig No. 11. The level of knowledge on iodine deficiency disorder, revealed that majority of the women 49 (82%) have inadequate knowledge, 9 (15%) have moderate knowledge and 2 (3%) have adequate knowledge.

www.ijmer.in 97



Figure-2 Distribution of scores of knowledge on role of iodine in

prevention of iodine deficiency disorders among selected urban women in pre-test.

Table-3 Level of knowledge among selected urban women on role of Iodine in prevention of Iodine deficiency disorders in posttest.

Figure-3 Distribution of scores of knowledge on role of iodine in prevention of iodine deficiency disorders among selected urban women

www.ijmer.in 98



in posttest.

9. Comparison of pre and posttest knowledge on role of iodine in prevention of iodine deficiency disorder among selected urban women

The knowledge of urban women was compared in pre and posttests. The improvement in mean shows the difference between pre and posttest knowledge. The ‘t’ value was calculated to determine the statistical significance of the difference.

Table-4 Comparison of pretest and posttest knowledge on role of Iodine in prevention of Iodine deficiency disorders among selected urban women

Note: ** P<0.01 level

Table 4 Showed the comparison on role of Iodine in prevention of Iodine deficiency disorders.

The variables of knowledge on iodine have a mean score of 7.117 (35%) with a standard deviation of 2.443 in pretest. Posttest mean score was 13.150 (65%) with a standard deviation of 1.965. Paired’ value was 15.928, which is statistically significant at p<0.01 level.

The overall pretest mean score was 20.983 (33%) with a standard deviation 5.705. The overall posttest mean 41.783 (67%) with a standard deviation of 3. 647 were obtained. The overall paired t-value was 27.999, which statistically significant at p<0.01 level.

The above result revealed that there is a significant difference between pretest and posttest knowledge of urban women after structured teaching program.

www.ijmer.in 99



Figure-4 Comparison of pre and posttest knowledge on role of iodine in prevention of iodine deficiency disorders among selected urban women.

10. Association of demographic variables with posttest knowledge levels on role of iodine in prevention of iodine deficiency disorder among selected urban women

www.ijmer.in 100



Table 5: Association of demographic variables with posttest knowledge levels on role of iodine in prevention of iodine deficiency disorder among selected urban women

The association of demographic variables with posttest knowledge was determined using chi square (χ2) test. The chi-square obtained 5.5115, which shows that there is no significant association between high preference taking non vegetarian and knowledge scores of women.

www.ijmer.in 101



11. Discussion

The discussion of the present study is based on findings obtained from descriptive and inferential statistical analysis of collected data. It is presented in view of the objectives of the study.

The first objective of the study was to assess the knowledge on role of iodine in prevention of Iodine Deficiency Disorders .The study was conducted by using the structured questionnaire and the collected data was analyzed. The total knowledge of women regarding role of iodine in prevention of Iodine Deficiency Disorders, was 47(78.33%) had inadequate knowledge, 12(20%) have moderate knowledge and 1(1.67%) have adequate knowledge. The second objective was to compare the effectiveness of structured teaching programme on role of iodine in prevention of Iodine Deficiency Disorders. Structured teaching material was prepared from Review of Literature, Books, Journals, WHO reports and guidance from experts. The teaching strategy used was lecture cum discussion method. Instructional aids were used in the form of flex boards, flash cards, flip charts and booklet. Based on the objectives, structured teaching and booklet were validated by experts and found to be appropriate for use.

Post test was conducted after structured teaching, which revealed overall mean percentage of the selected urban women on role of iodine in prevention of Iodine Deficiency Disorders, was 88% had adequate knowledge, 10% had moderate knowledge and 2% had inadequate knowledge. This shows that there is a definite gain of knowledge after structured teaching on role of iodine in prevention Iodine Deficiency Disorders.

The obtained posttest mean for different variables were in general information on iodine 13.150, in iodine deficiency disorders 10.517, in Diet 11.133, in Additional iodine, 2.600 and in Follow up 5.533. The overall mean was 41.783 (67%). These results clearly show that there was an improvement in knowledge levels of selected urban women on role of iodine in prevention of Iodine Deficiency Disorders.

Pre and posttest knowledge levels were compared by using paired‘t’ test. It was found that‘t’ value obtained was 27.999 which was statistically significant at P<0.01 level for all the variables on role of iodine in prevention of Iodine Deficiency Disorders. The results indicate that there is significant difference between pre and posttests knowledge

www.ijmer.in 102



levels of selected urban women, before and after structured teaching. Thus the null hypothesis (Ho1) which states that there was no significant difference between the pre and posttest level of knowledge on role of iodine in prevention of Iodine Deficiency Disorders among select urban women, was rejected.

The third objective of the study was to determine the association of demographic variables with posttest knowledge of women on role of iodine in prevention of Iodine Deficiency Disorders.

The demographic variables like age, religion, marital status, type of family, family history, past medical history, and type of diet have no significant association with posttest knowledge scores of women on role of iodine in prevention of Iodine Deficiency Disorders. A few variables such as education, occupation and annual income showed that there were statistically significant at P<0.01. Thus the null hypothesis (H02), which states that there is no significant association between the posttest knowledge scores of women with respect to their selected demographic variables, was rejected.

12. Conclusion

The dissertation concluded that majority of women had inadequate knowledge regarding role of iodine in prevention of iodine deficiency disorders. After the administration of the structured teaching on role of iodine in prevention of iodine deficiency disorders along with a booklet there was an improvement of knowledge scores in posttest with this knowledge. They could incorporate the preventive strategies into their practice, which in turn leads to improve the quality of their lives.

13. References

1. Arelene L polaski, Suzanne E Tatro, (1990). Luckmann’s core principles and practice of Medical surgical Nursing, Philadelphic, W.B.Saunders Company, 1206-1212.

2. B.T. Basavanthappa (2007). Nursing Research, 2nd Edition, New Delhi, Jaypee Brothers Medical Publishers (P) Ltd, 130-146.

3. B.T. Basavanthapaa (2007), Nursing Theories, 2nd edition, New Delhi, Jaypee Brother Medical Publishers (P) Ltd, 122-125.

www.ijmer.in 103



4. Barbara Kozier, Glenora Erb, et.al (2007). Fundamentals of Nursing, 7th edition, London Pearson education Inc, 1264-1272

5. Betty M Johnson, (2005). Theory and reasoning in Nursing, 2nd edition, Philadelphia, Lippincot Williams and Wilkins, 48-56

6. Betty R kirl Wood (1998). Medical Statistics, USA Black well scientific Publications, 113-116.

7. Brunner and Suddarths. Medical Surgical Nursing, 10th edition, Philadelphia, Lippincott Publications, 1133-1134.

8. Carol Taylor, Carol hillis, et.al (2008) Nursing the Art of Science of Nursing care, 6th Edition, Volume-I, New Delhi, Williams Wolters Klumar Pvt,154-155.

9. Coral West Suitor et.al (1999).Nutrition Principles and Application in Health promotion, 2nd edition, USA, Lippincott Company, 186-192.

10. David Son’s (1999) Principles and Practice of Medicine, 18th edition London, Churchill living Stone publication, 199-204.

11. Denise F. Polit, Cherly Tanto Beck (2008).Nursing Research Generating and Assessing Evidence for Nursing Practice, 8th Edition, Philadelphia, J.B.Lippincott publication, 11-24.

12. E.J, Underwood and N.F. Suttle (1999). The Mineral Nutrition of Live Stock, 3rd edition, London, CABI Publishers, 154-158.

13. Francis S. Green Span, et.al (1994). Basic and Clinical Endocrinology, 4th Edition, USA, Prentice Hall International Inc, 1988-2000.

14. Gupta and Gupta (2004). Pocker Nurses Dictionary with illustrations, Delhi, AITBS Publications.

15. Helen M. Barker (1996). Nutrition and Deities for Health Care, London, Churchill living stone, 144-148.

www.ijmer.in 104



16. Henry G. Burger, et.al (2001). Endocrinology, 14th edition, volume 2, Philadelphia, W.B. Saunders Company, 178-182.

17. John F. Lay Cock, et.al (1983). Essential Endocrinology, 2nd edition, Hongkong, English Language Book Society, 1666-1678.

18. Joyce M. Black, Esther Malessasin Jacobs (2007). Medical Surgical Nursing Clinical Management for Positive outcome, 7th edition W.B. Saunder’s Company, 1897-1900.

14. Journals

1. Abuye C, Berhane Y, et.al. The role of changing diet and altitude on goirtre prevalence, East African Journal of Public Health. 2008, 5(3): 163-168.

2. Akhil Bandhu biswas, Indranil Chakraborthy et.al. Assessment of iodine deficiency disorder. Journal of tropical pediatrics, 2006, 52(4): 288-292.

3. Angermayr L, Clar C; iodine supplementation for preventing iodine deficiency disorders in children. Journal of Indian Pediatrics, 2004, 38(2), 381-.389.

4. Arun Mallik, K.Anand. Knowledge, belief and practice on iodine deficiency disorders. Indian Journal of Pediatrics,,12(5):115-120

5. Basil S. Hetzel, Eliminating Iodine Deficiency Disorders – The role of the international council in the global partnership. The journal of Nutrition, 1998, 138(2); 922-926.

6. Chaouki ML, Benmiloud M. Prevention of iodine deficiency disorders by oral administration of lipiodol during pregnancy. European journal of endocrinology, 1994, 130 (6): 545-551.

www.ijmer.in 105



OPINION DEPENDENT ASPECT BASED SENTIMENT

ANALYSIS

Bala Bhoomeshwar Department of Computer Science

& Engineering Mettu University , Mettu, Ethiopia

Kadurka Raja Shekar

Department of Computer Science & Engineering

Bahirdar University, Ethiopia

Abusha Tsegaye Department of Computer Science

& Engineering Mettu University , Mettu, Ethiopia

Abstract

Sentiment analysis has been emerging research field in Computational Linguistics, Text Analysis and Natural Language Processing (NLP). This is the computational study of people’s opinion towards entities and their aspects. Entities refer to individuals, events, topics, products and organizations. Aspects are attributes or components of entities. Presently the social media has become an excellent source to express and share people’s opinion on entities and their aspects. In the form of comments, reviews, blogs, tweets, status updates, etc., it is harder for

people to analyze all opinions at a time to make good decisions. So there is a need for effective automated systems to evaluate opinions and generate accurate results.

Keywords: Sentiment Analysis, Emotion, Analysis, Subjectivity

Detection, Polarity detection, Text Analysis

I. Introduction

Textual information in the world can be broadly classified into two types: Facts and Opinions. Facts are objective expressions about entities, events and their properties. Opinions are usually subjective expressions that describe people’s sentiments, appraisals or feeling toward entities, events and their properties.

www.ijmer.in 106



The concept of opinion is very broad; we will focus on opinion expressions that convey people’s positive or negative sentiments. Much of the existing research on textual information processing has been focused on mining and retrieval of factual information, e.g., information retrieval, Web search, text classification, text clustering and many other text mining and natural language processing tasks. Little work had been done on the processing of opinions until only recently. Yet, opinions are so important that whenever we need to make a decision we want to hear others’ opinions. This is not only true for individuals but also true for organizations.

One of the main reasons for the lack of study on opinions is the fact that there was little opinionated text available before the World Wide Web. Before the Web, when an individual needed to make a decision, one has to typically ask for opinions from friends and families. When an organization wanted to find the opinions or sentiments of the general

public about its products and services, it conducted opinion polls, surveys, and focus groups. However, with the Web, especially with the explosive growth of the user generated content on the Web in the past few years, the world has been transformed.

II. Approaches in Aspect Based Sentiment Analysis

A. Sentiment and subjectivity classification Two important sub-topics are useful while analyzing

sentiment analysis they are: (1) classifying an opinionated document as expressing a positive or negative opinion, and (2) classifying a sentence or a clause of the sentence as subjective or objective, and for a subjective sentence or clause classifying it as expressing a positive, negative or neutral opinion. The first topic, commonly known as sentiment classification or document-level sentiment classification, aims to find the general sentiment of the author in an opinionated text. For example, given a

www.ijmer.in 107



product review, it determines whether the reviewer is positive or negative about the product. The second topic goes to individual sentences to determine whether a sentence expresses an opinion or not (often called subjectivity classification), and if so, whether the opinion is positive or negative (called sentence-level sentiment classification).

B. Feature-based sentiment analysis

This model first discovers the targets on which opinions have been expressed in a sentence, and then determines whether the opinions are positive, negative or neutral. The targets are objects, and their components, attributes and features. An object can be a product, service, individual, organization, event, topic, etc. For instance, in a product review sentence, it identifies product features that have been commented on by the reviewer and determines whether the comments are positive or negative. For example, in the sentence, “The battery life of this camera is too short,” the comment is on “battery life” of the camera object and the opinion is negative. Many real life applications

require this level of detailed analysis because in order to make product improvements one needs to know what components and/or features of the product are liked and disliked by consumers. Such information is not discovered by sentiment and subjectivity classification.

C. Sentiment analysis of comparative sentences

Evaluation of an object can be done in two main ways, direct appraisal and comparison. Direct appraisal, called direct opinion, gives positive or negative opinion about the object without mentioning any other similar objects. Comparison means to compare the object with some other similar objects (e.g., competing products). For example, “The picture quality of this camera is poor” expresses a direct opinion, while “The picture quality of this camera is better than that of Camera-x.” expresses a comparison. Clearly, it is useful to identify such

www.ijmer.in 108



sentences, extract comparative opinions expressed in them and determine which objects are preferred by the sentence authors (in the above example, Camera-x is preferred with respect to the picture quality).

D. Opinion search and retrieval

Since the general Web search has been so successful in many aspects, it is not hard to imagine that opinion search will be very useful as well. For example, given a keyword query “gay marriage”, one wants to find positive and negative opinions on the issue from an opinion search engine. For such a query, two tasks need to be performed: (1) retrieving documents or sentences that are relevant to the query, and (2) identifying and ranking opinionated documents or sentences from these retrieved. Opinion search is thus a combination of information retrieval and sentiment analysis.

E. Opinion spam and utility of opinions

As opinions on the Web are important for many applications, it is no surprise that people have started to game the system. Opinion spam refers to fake or bogus opinions that try to deliberately mislead readers or automated systems by giving undeserving positive opinions

to some target objects in order to promote the objects and/or by giving malicious negative opinions to some other objects in order to damage their reputations. Detecting such spam is very important for applications. The utility of opinions refers to the usefulness or quality of opinions. Automatically assigning utility values to opinions is useful as opinions can then be ranked based on their utility values. With the ranking, the reader can focus on those quality opinions. We should note, however, that spam and utility are very different concepts.

www.ijmer.in 109



F. Opinion Lexicon Generation

In the research literature, opinion words are also known as

polar words, opinion-bearing words, and sentiment words. Positive opinion words are used to express desired states while negative opinion words are used to express undesired states. Examples of positive opinion words are: beautiful, wonderful, good, and amazing. Examples of negative opinion words are bad, poor, and terrible. Apart from individual words, there are also opinion phrases and idioms, e.g., cost someone an arm and a leg. Collectively, they are called the opinion lexicon. They are instrumental for sentiment analysis for obvious reasons.

Opinion words can, in fact, be divided into two types, the base type and the comparative type. All the examples above are of the base type. Opinion words of the comparative type are used to express comparative and superlative opinions. Examples of such words are better, worse, best, worst, etc, which are comparative and superlative forms of their base adjectives or adverbs, e.g., good and bad. Unlike

opinion words of the base type, the words of the comparative type do not express a direction opinion/sentiment on an object, but a comparative opinion/sentiment on more than one object, e.g., “Car-x is better than Car-y”. This sentence tells something quite interesting. It does not express an opinion that any of the two cars is good or bad. It just says that comparing to Car-y, Car-x is better, and comparing to Car-x, Car-y is worse. Thus, although still it is possible to assign a comparative word as positive or negative based on whether it represents a desirable or undesirable state, it is also not possible to use it in the same way as an opinion word of the base type. Opinion words can, in fact, be divided into two types, the base type and the comparative type. Opinion words of the comparative type are used to express comparative and superlative opinions. Examples of such words

www.ijmer.in 110



are better, worse, best, worst, etc, which are comparative and superlative forms of their base adjectives or adverbs.

G. Feature-Based Sentiment Analysis

Although classifying opinionated texts at the document level or at the sentence level is useful in many cases, they do not provide the necessary detail needed for some other applications. A positive opinionated document on a particular object does not mean that the author has positive opinions on all aspects or features of the object. Likewise, a negative opinionated document does not mean that the author dislikes everything. In a typical opinionated text, the author writes both positive and negative aspects of the object, although the general sentiment on the object may be positive or negative.

Document-level and sentence-level classification does not provide such information. At the feature level, the mining task is to discover every quintuple (oj, fjk, ooijkl, hi, tl) and identify all the synonyms (Wjk) and feature indicators Ijk of feature fjk. It is necessary to focus on two key mining tasks: 1. Identify object features that have

been commented on. For instance, in the sentence, “The picture quality of this camera is amazing,” the object feature is “picture quality”. 2. Determine whether the opinions on the features are positive, negative or neutral. In the above sentence, the opinion on the feature “picture quality” is positive.

III. Aspect Based Sentiment Analysis Tasks

The most important objective of Aspect Based Sentiment Analysis is to identify the aspects of the given target entities and sentiment expressed for each aspect. The objectives of Aspect Based Sentiment Analysis can be done through the following tasks. The first task is the extraction of aspect terms and grouping aspect terms into aspect categories. The second task is about identification of polarity of

www.ijmer.in 111



the aspect terms and polarity of the aspect categories of each sentence. The above tasks are divided into four sub tasks namely: Aspect Term Extraction (ATE), Aspect Term Polarity (ATP), Aspect Category Detection (ACD) and Aspect Category Polarity (ACP).

Fig.1. Aspect based sentiment analysis task

A. Aspect Term Extraction The work of first sub-task Aspect Term Extraction (ATE)

is also known as information extraction task is to identify all the aspect terms given in each review sentence. There can be multiple aspects, in a sentence and every aspect need to be extracted. The aspect in the aspect terms of the sentence can be expressed by a noun, verb, adverb and adjective. It is well known that 60% - 70% of aspect terms are explicit nouns. The aspect terms can also consist of multiword entities such as “screen size”. These multiword entities and their aspects are considered to be much critical than single word aspects. The researchers

have used various processes for extracting aspect terms, like Word N-grams, Bigrams, Word cluster, Casting, POS tagging, Parse dependencies, Relations and Punctuation marks. The various Methods used for extracting aspect terms , such as

www.ijmer.in 112



Conditional Random Fields (CRF), Support Vector Machines (SVM), Random trees and Random Forest.

The method of Hu and Liu (2004) extracts all the different nouns and noun phrases from the reviews of each dataset and consider them as candidate distinct aspect terms. In a co-occurrence based method [12] for category discovery a dictionary based sentiment classification algorithm is used through which aspects can be identified by annotation process. On the other hand, by using the training set to count how frequently each word appears within an aspect, a simple probability should be computed , which specifies the chance that this word is an aspect word or not. The above probability is also used for filtering a set of noun phrases, such that the noun phrases remaining will have at least one word. The aspect probability for the noun phrases holding the value greater than

or equal to 0.05 and the noun phrases with the probability below 0.05 are removed. This process will remove some of the determiner words from the initial noun phrase, as those are excluded.

B. Aspect Term Polarity

The second sub-task is aspect term polarity is that, within a sentence for a given set of aspect terms, the task is to determine the polarity of each aspect term: positive, negative, neutral or conflict (i.e., both positive and negative). Here in the identification of Aspect term polarity different features like Word N-grams, Polarity of neighboring adjectives, Neighboring POS tags and Parse dependencies and relations have been widely used by researchers. The sentiment of aspect in [12] is computed by using sentiment value of each n-gram and distance between the n-gram and the aspect. In [13] Aspect lexicon based on additional information such as POS for polarity identification

www.ijmer.in 113



was developed by the author. In [14] a new class called conflict has been introduced along with they developed a method called RFC (Random Forest Classification. They have used many futures in this classification like local context, POS, chunk, prefix and suffix. In [15] aspect term polarity, they have extracted it by using various features like word N-grams, polarity of neighboring adjectives, neighboring POS tags and parse dependencies and relations.

In [16] the author reusing the generated Word2Vec model, developed a polarity lexicon for the corresponding domain with the perception that a polarity word in a domain should be more "similar" to a set of "very positive" words than to a set of "very negative" words, and vice versa. This is engaged the in-domain generated Word2Vec models since the polarity of words may differ between domains and wanted to detain the

polarity for each particular domain. In [17] the words that affect the sentiment of the aspect term are assumed to be close in most of cases and thus used a context window of 10 words in both directions around the target aspect term.

Aspect Category Detection

The third sub-task is Aspect Category Detection, in which the task is to identify the majority of categories that are discussed in each sentence. Aspect categories are usually difficult to find than the aspect terms as defined in Aspect Term Extraction, and at times they do not even occur as terms in the sentence. Aspect category detection [17] is based on a set of binary Maximum Entropy classifiers. The final decision is merely calculated from decisions of various individual classifiers.

Aspect category classification [11] is based on a set of available binary classifiers, one classifier for each category found

www.ijmer.in 114



in the training set. To create a training example each sentence in the training set, the extracted features from all words in the sentence is taken. The co-occurrence based algorithm [12] is used for category detection. The algorithm is a co-occurrence matrix that captures the frequency of the co-occurrences between words in the sentence and the annotated aspect category, gives mapping from words to aspect categories. Aspect category detection [15] is considered as multi label classification problem. In a given instance, it should predict all labels that instance fit into. In [18] Aspect category detection the authors have used supervised classification approach and each task is done by identifying every entity E and attribute A pair E#A towards which an opinion is expressed.

C. Aspect Category Polarity

The final sub-task is Aspect Category Polarity is which it takes the information from the previous task (Aspect Category Detection) to determine the polarity of each aspect category

discussed in review sentence. The sentiment of aspect category [12] is computed by calculating the distance between n-gram and the corresponding aspect. The aspect category polarity has been detected using just unigram and bigram features in [15].

In aspect category polarity detection [17], the whole sentence is taken into account, and maximum entropy classifier is used to distinguish one category with other. In [18] for sentiment polarity classification, authors have extracted Bag of Words and Word net Synset features from both train and test data and implemented them on variety of classifiers (like Stochastic Gradient Descent, SVM, Adaboost) multiple times and stored the confidence scores obtained from decision functions of each of these classifiers.

www.ijmer.in 115



IV. Conclusion

All the sentiment analysis tasks are very challenging.

Understanding and knowledge of the problem and its solution are still limited. However, there has been a significant progress over the past few years. This is evident from the large number of start-up companies that offer sentiment analysis or opinion mining services. There is a real and huge need in the industry for such services because every company wants to know how consumers perceive their products and services and those of their competitors. It clearly shows Sentiment analysis is the key to future events and predicting future outcomes of public opinions.

References

1. Handbook of Natural Language Processing, Second Edition, (editors: N. Indurkhya and F. J. Damerau), 2010

2. International Journal of Computer Applications (0975 – 8887) Volume 106 – No.3, November 2014, Aspect-based Opinion Mining: A Survey

3. International Journal of Innovative Research in Computer and Communication Engineering Volume 5,Issue 4,April 2017, A Survey on Opinion based Mining

4. International Advanced Research in Computer Science and Software Engineering Volume 6,Issue 4,April 2016, A Comprehensive Survey on Aspect based Sentiment Analysis

5. International Journal of Current Engineering and Technology Volume 5,Issue 6,Dec 2015,Aspect based Opinion Mining and Ranking: Survey

6. Bing Liu(2012).”Sentiment Analysis and Opinion Mining”, Synthesis Lectures on Human Language Technologies, Morgan and Clay pool Publishers

7. M. Hu and B. Liu, “Mining Opinion Features in Customer Reviews,” in Proceedings of the 19th National Conference on

www.ijmer.in 116



Artificial Intelligence (AAAI 2004). AAAI, 2004, pp. 755–760. “Mining and Summarizing Customer Reviews,” in Proceedings of 10th ACM SIGKDD International Conference on Knowledge Discovery and Data Mining (KDD 2004). ACM, 2004, pp. 168–177

8. C. Scaffidi, K. Bierhoff, E. Chang, M. Felker, H. Ng, and C. Jin, “Red Opal: Product-Feature Scoring from Reviews,” in Proceedings of the 8th ACM Conference on Electronic Commerce (EC 2007). ACM, 2007, pp. 182–191

9. Z. Li, M. Zhang, S. Ma, B. Zhou, and Y. Sun, “Automatic Extraction for Product Feature Words from Comments on the Web,” in Proceedings of the 5th Asia Information Retrieval Symposium on Information Retrieval Technology (AIRS 2009). Springer, 2009, pp. 112–123

10. P.T Ngoc and M.Yoo. “The lexicon-based sentiment analysis

for fan page ranking in face book”, In Information Networking(ICOIN),2014,International Conference on IEEE,2014,pp. 444448

11. Toh, Zhiqiang, and Jian Su. "NLANGP: Supervised Machine Learning System for Aspect Category Classification and Opinion Target Extraction."

12. Schouten, Kim, Flavius Frasincar, and Franciska de Jong. "Commit-p1wp3: A co-occurrence based approach to aspect-level sentiment analysis." Proceedings of the 8th International Workshop on Semantic Evaluation (SemEval 2014). 2014.

13. Zhiqiang, Toh, and Wang Wenting. "DLIREC: Aspect Term Extraction and Term Polarity Classification System." (2014).

www.ijmer.in 117



14. Gupta, De1epak Kumar, and Asif Ekbal. "IITP: Supervised

Machine Learning for Aspect based Sentiment Analysis." SemEval 2014 (2014): 319.

15. Malhotra, Nishtha, et al. "SAP-RI: A Constrained and Supervised Approach for Aspect-Based Sentiment Analysis." SemEval 2014 (2014): 517.

16. Garcıa-Pablos, Aitor, MontseCuadros, and German Rigau. "V3: Unsupervised Aspect Based Sentiment Analysis for SemEval-2015 Task 12."

17. Brychcın, Tomas, Michal Konkol, and Josef Steinberger. "UWB: Machine Learning Approach to Aspect-Based Sentiment Analysis." SemEval 2014 (2014): 817.

18. Guha, Satarupa, Aditya Joshi, and Vasudeva Varma. "SIEL: Aspect Based Sentiment Analysis in Reviews." SemEval-2015 (2015): 759.

www.ijmer.in 118



AN ISTORYA NI BOTOY: A PHENOMENOLOGICAL STUDY ON THE LIFE OF “FOR RENT” BOYS

Edgar Julius A. Lim Eastern Samar State University

Borongan City, Eastern Samar Philippines

Abstract

The main objective of this study was to describe the life experiences faced by ‘for rent’ boys. A phenomenological approach was employed in this study to understand the roots of young boys’ prostitution. A total of 8 participants were involved. All participants

were encountered at the park of Baybay Boulevard, Borongan City. Results of this study revealed the following themes: money problem, attention of parents, history of family violence, early sex experiences, family influence, and peer influence.

Keywords: phenomenology, boys for rent, sex worker, prostitution

Introduction

“Ask anyone what the oldest profession in the world is and the odds are they will answer: prostitution” (Derpoel, 1992). Nevertheless, prostitution is not usually regarded as a real profession and is more likely to evoke moral connotations, the more so if not women, but men are involved. According to Perkins & Bennett, (1997) (as mentioned by Bimbi , 2007), history has documented that the prostitution is the oldest profession in the world wich also has been practiced by males since the Romans and Greeks periods up to the present.

In the global scene, sexual exploitation and prostitution knows no gender. According to Davis (2015) one in every six boys are sexually abused before reaching adulthood. Because of the need to be aware of

www.ijmer.in 119



vulnerability of males to sexual abuse and prostitution, in Asian countries, issues of male sexual abuse have not been given attention. Boys as they are, they are expected protect themselves and the existence of male sexual abuse and even male-to-male sexuality is often not given much attention.

For the past ten years, the problem of child prostitution has caught the attention of concerned people in Asia and other parts of the world. Economic, political, cultural factors have been identified. But in spite of all the attention and efforts to deal with the problem of child prostitution the problem seems to have worsened in the past years. (Carandang, et. Al., 1999)

Few studies have been conducted in the United States on male prostitutes, and most include qualitative interviews with male prostitutes from urban cities (Vandiver, 2007). Both male prostitution and female prostitution were problematized during the nineteenth

century as negations and transgressions of gendered norms. In the twentieth century, male prostitutes came to be depicted as young, innocent victims of older, predatory perverts. (Scott, 2003)

Bagley (2016) said that in a TV documentary shown in Britain (Carlton, 1995) featured an Irish priest who claimed to have discovered networks of child prostitution involving both boys and girls up to the age of 12 in the northern island of Luzon (which includes metropolitan Manila).

Watkins & Bentovim (1992) (as mentioned by Davis, 2015) within the Philippines, the sexual abuse of boys is a reality that is similarly left unspoken. As in other parts of Southeast Asia, boys are often presumed to be innately “tough” and able to protect themselves. If a young male “allows” himself to be prey to others, it is common that he will be blamed for not living up to his masculine expectations

www.ijmer.in 120



Sison (2000) pointed that in the Philippines, the common denominator of sexually exploited children.is the breakdown or disintegration of their basic family unit. The sexual satisfaction though is not the primary concern of these children but the financial rewards they are able to derive from it. Their attention is diverted to the money that they will obtain after services rendered. These material gains further strengthen the motivation for them to continue in the trade,

There might have been few discreet male prostitution in the City of Borongan in the previous years, but recently the pellucid act of male prostitution has been rampant in the locality. It is in this light that this study is conducted.

Statement of the Problem

This study determined the roots of young boys’ prostitution in the City of Borongan, Eastern Samar province.

Specifically, the study sought to answer the following questions;

1. What are the reasons of these boys in turning to prostitution?

2. What are the lived experiences of these “for rent” boys?

Theoretical Framework

This is study is guided by Erving Goffman’s theory on Dramaturgy with emphasis on the “front and back stage” (Calhoun, 1988). This is the idea that life is like a never-ending play in which people are actors. The young male prostitutes are just playing roles for them to earn a living. We certainly do not know what is inside their hearts and minds. We the community are the one in the back stage, we don’t act, we don’t pretend, we easily judge people.

www.ijmer.in 121



Scope and Limitation of the Study

This study is conducted in City of Borongan. The participants of

the study were identified by accidental sampling until saturation of responses.

Definition of Terms

Anal sex. This refer to a form of sex where the penis is inserted

in the anal part of the partner.

For rent boys. In this study, this refer to the participants of

the study who are fifteen to eighteen years of age who are offering sex services to projected customer in Baybay boulevard of Borongan.

Oral Sex. This refer to the type of sex where the penis is

inserted into the mouth of the partner.

Sex services. In this study, this refers to the services offered by

the participants – receiving and giving oral sex and giving anal sex.

Methodology

Research Design

The study adopted qualitative research design. To give meaning and depth to the data that will be gathered, the key informant interview (KII) approach was used to collect information on the life of the ‘for rent boys’.

Research Locale and Participants of the Study

The participants of this study were eight young boys, identified until saturation of their responses. The study was conducted in the city of Borongan, Eastern Samar.

www.ijmer.in 122



Sampling Technique

To be able to gather the desired information, accidental

sampling was used, a non-probability sampling that involved samples close to hand.

Research Instrumentation

To gather the needed information an unstructured interview was used for the participants. All questions were based on the problems of the study,

Data- Gathering Procedure

The researcher and enumerator asked permission from the prospected participants of the study at the Borongan Park in Baybay boulevard.

After convincing the participant with the promise to make the interview be kept confidential, the interview followed stating the purpose of the study and emphasized that they may not answer questions which they don’t want to answer.

Data Analysis

The analysis of data and information generated from the participants followed Creswell’s (1998) six key steps in data analysis for qualitative research – (1) data managing, (2) reading / memoing, (3) describing, (4) classifying, (5) interpreting, and (6) representing / visualizing. The Collaizi’s (1978) Seven Step Method of

Phenomenological Inquiry were also considered to guide the research process – (1) Transcribing all subjects’ description, (2) Extracting significant statements, (3) Creating formulated meanings, (4) Aggregating formulated meanings to theme clusters, (5) Developing an exhaustive description, (6) Identifying the fundamental structure of the phenomenon, and (7) Returning to participants for validation.

www.ijmer.in 123



Results and Discussion

Reasons for Turning to Prostitution

Money and Material things. Hundred percent of the participants

said that primary reason why they are into prostitution is because of monetary problem and things that are given to them.

“Maupay it nanmamayot kay nakakakwarta kami. Tapos

danay kahuman nam mag-otin nanngangaon pa kami”

“We are given money when we have sex with gays. Sometimes after we have sex we eat together”

“Maka usa ngani gintagan pa ak hin bado nga ak ginliwnan kay nahulos kami han uran tipakdto ha ira”

“Once, I was given a shirt for me to change coz we got wet on our way to his place”

“Danay ginpapainom pa kami upod ak barkada antes kami magsex, tapos pag medyo hubog na nagsesex na samtang ak barkada nag iirignom pa”

“Sometimes we drink first with my friends before we have sex, then if we are already a bit drunk we will start having sex while my friends are still drinking”

Attention of Parents. Some of the participants mentioned that their

parents have no time for them and that they are always out in the streets.

“Sus hira tatay wara hit labot ha ak kay ako daw malas hit am pamilya. Wara hit niya intindi kon nauli ak or deri”

“My parents don’t actually mind me at all, according to them I’m the blacksheep of the family. They don’t really care if I come home or not”

www.ijmer.in 124



Family Violence. Participants confirmed that either them or their mother are physically harassed by their fathers..

“Nalolooy ak danay kan mama kay hubog ngani hi papa kastigado gud kami pati ak manghud nga babaye, wara ko man nahihimo nalayas nala ak”

“I pity my mother when my father is drank, he would physically castigate us even my younger sister, since I can’t do anything to protect them, I just go out and leave”

“Maupai nala it kabayotan kay aatamanon ka pa, hi tatay ginlalambahan la ak perme hit iya paha”

“I prefer to be with gays, they take good care of me, my father is always hitting me with his belt”

Early Sex Experience. Three out of the 8 participants mentioned

that they were sexually abused at a very early age.

“Nahinumdum ak an grade 4 nga ak gin uwat ak han am neighbor nga bayot, tinagan ak hin baynti tapos iya ak ginshoom nahadlok ngani ak hat ky bangin mautod an ak otin hahaha..”

“I remember when I was still in fourth grade, I was lured

by our gay neighbor with a twenty peso bill for him to suck my penis, I was so afraid then that my penis will be detached hahaha..”

“Han bata pa ak, deri pa ada ak hat naiskoyla, kinita ko an ak bata nga bugto ni tatay didto han kwarto nga ginkikinaputan an iya otin, iya ak gintawag tinagan ak hin dulsi ada at or chocolate tapos iya ginpinakapotan ha ak an iya otin, pinamomolmolan ngani at ha ak, pero wara ak karuyag deretso ak dinalagan. Pero naliwat at nga hitabo sinugad hiya ng

www.ijmer.in 125



igpapalit ak ice cream asya nga naruyag ak pagmolmol, deri man ak hat maaram nga shoom na ngay an at”

“When I was still young, I guess I wasn’t in school yet then, I saw my uncle (father side) in his room playing with his penis, he called me and gave me candy if not chocolate then he asked me to hold his penis, he even asked me to suck his penis, I didn’t and ran away. But that incident happened again, he promised to buy me ice cream so I did suck his penis, I didn’t know that time that it was oral sex already”

Peer Influence. Many of the participants confirmed that their friends

are the ones who influenced them with their activities.

“Han una naupod la ak hat han ak mga barkada pagkakalakat ngadto ha baybay, tapos mayda kabayotan nag naduok ha am, shoshoomon daw an am barkada tatagan hiya hin singkwenta pesos danay syen. Pag iha naiipa ak kay hira myda kwarta ako la an wara, nagtesting ak, marasa man ngay an myda pa kwarta”

“Before, I was just joining my friends roaming around in baybay, then, there were gays who would call or approach us, they wanted to suck the dick of our friends in exchange of fifty pesos, sometimes a hundred. After some time, I was envious with my friends, they have money I was the only one who don’t have so I tried, I realized it was good and there is money in it”

“Igin upod ak han ak barkada kay mayda irignom daw, pag kadto nam ha barbekyuhan mayda na didto tulo nga kabayotan tapos lima kami. Kahuman kinadto kami hit may Serenada kay asya an medyo masirom. Hi Mark ngan han usa nga bayot kinadto han baybayon. Hi kami ngahi Osep gin upod han magasa nga bayot ngadto may cottage. Kinaptan han bayot

www.ijmer.in 126



an otin, maupay nala naka maong ak naka atras ak deretso. Hi Osep nagtitinawa han shinoshoom na hiya han bayot, ambot kon keano inutgan ak, naiipa ada ak, dinuok nala ak ha ira, shinoom na daman ak han bayot duha na kami ni Osep nga iya shinoom. Kahuman tinagan la kami hin syen tag singkwenta la daw kay wara niya kwarta”

“I was once invited by my friend to a drinking spree, when we arrived at the bbq stall in baybay, there were already 3 gays there and there were 5 of us. After few bottles of beer, we all went to the dark spot near Serenada. Mark and the first gay went to the shore. Osep and I were brought by the thin gay to the nearby cottage. The gay attempted to hold my penis but I was able to move back at once. While the gay was giving Osep a blowjob, Osep was laughing. I don’t know why I get a hard on, I guess I also wanted to be sucked, so I approached them and the

gay gave me also a blowjob. After what happened, the gay gave us one hundred pesos and told us just to split that in two because he doesn’t have money anymore.

Experiences of Prostitution

The Customers. All of the participants said that almost all of their

customers are gay – discreet, non-discreet, professional and non-professional.

“Kinadak-an it naduok or amon dinuduok kabayotan la, bata, tigurang, iba iba la basta bayot”

“Mostly only gays are the ones who approach us or we approach, younger ones, older gays, anybody as long as they are gay”

“An shinoom na ha ak ubos la kabayotan, may teacher ha comprehensive, mayda natrabaho ha munisipyo, mayda daman ha

www.ijmer.in 127



capitolyo pero it damo mga baru bata pa nga kabayotan nga haglaba it buhok”

“Those whom I have sex with are all gays, there was a teacher from Comprehensive, there were employees in the City Hall and Provincial Office, but mostly are young cross dressers with long hairs”

The Oral Sex. Some of the participants have experiences of giving a

blowjob to their customers.

“Han una deri gad ak nashoom ht kabayotan kay deri man ak bayot, dapat hira la mashoom ha ak. Pero han pag uruiha nah an wara na naruruyag nga mashoom la, naruyag nala ak nga shomoom ha ira total han bata pa ak naka eksperyensya naman ak hit”

“Before, I don’t give my gay customers a blowjob for the reason that I’m not gay, they should be the ones doing it. But after some time when nobody wanted that they will just be the ones giving the blowjob, I gave in to their request anyway I have

done that when I was younger”

The Anal Sex. Although some of the participants said that some of

them gave their customers an anal sex, hundred percent of them confirmed that they haven’t agreed that they would be given the anal.

“Mayda kasi bayot nga it ira karuyag boboboton hira, han una naderi gad ak hat kay pareho hin mahugaw, bangin mayda uros, hehehe, pero maupay man ngean pareho la hit puday”

“There are some gays who would prefer that I will give them anal, before, I could not accept that idea, as if it was very dirty heheh, however, when I tried it, it was just like fucking a vagina”

www.ijmer.in 128



The AIDS. All of the participants are afraid of AIDS. They said that it is their greatest fear in what they are doing. They don’t even know any

precautionary measures.

“It ak la kinahahadlokan ngin magka AIDS, pero mag-aano man ak, deri man ngani ak hit maaram kon paano ko it maiiwasan nga sakit”

“My only fear is to have AIDS, but what can I do, I don’t know how can I prevent the disease”

“Nahuhulop la ak ngin maka tayming ak hin bayot nga mayda AIDS, di ba han una mayda na hat namatay nga taga Oras dara hin AIDS?”

“What I am worried about is if I get to have sex with a customer with AIDS, I guess there was one from Oras who died because of AIDS, right?”

Summary, Conclusions and Recommendations

Summary

This study was conducted to determine the roots of young boys’ prostitution in the City of Borongan, Eastern Samar province.

The study adopted qualitative research design. To give meaning and depth to the data that will be gathered, the key informant interview (KII) approach was used to collect information on the life of

the ‘for rent boys’.

The study was conducted in the city of Borongan, Eastern Samar. The participants of this study were eight young boys, identified until saturation of their responses. To be able to gather the desired information, accidental sampling was used, a non-probability sampling that involved samples close to hand. To gather the needed information

www.ijmer.in 129



an unstructured interview was used for the participants. All questions were based on the problems of the study,

The researcher and enumerator asked permission from the prospected participants of the study at the Borongan Park in Baybay boulevard. After convincing the participant with the promise to make the interview be kept confidential, the interview followed stating the purpose of the study and emphasized that they may not answer questions which they don’t want to answer (some were scheduled on a different date).

Findings

Based on the information gathered, the results of this study revealed the following themes on the Reasons for turning to prostitution. (1) Money and Material things. Hundred percent of the participants said one reason why they are into prostitution is because of monetary problem and things that are given to them. (2) Attention of Parents. Some of the participants mentioned that their parents have no time for them and that they are always out in the streets.(3) Family

Violence. Participants confirmed that either them or their mother are physically harassed by their fathers. (4) Early Sex Experience. Three out of the 8 participants mentioned that they were sexually abused at a very early age. (5) Peer Influence. Many of the participants confirmed that their friends are the ones who influenced them with their activities.

The following themes were formulated on the Experiences of Prostitution. (1) The Customers. All of the participants said that almost all of their customers are gay – discreet, non-discreet, professional and non-professional. (2) The Oral Sex. Some of the participants have experiences of giving a blowjob to their customers. (3) The Anal Sex. Although some of the participants said that some of them gave their customers an anal sex, hundred percent of them confirmed that they haven’t agreed that they would be given the anal.

www.ijmer.in 130



(4) The AIDS. All of the participants are afraid of AIDS. They said that it is their greatest fear in what they are doing. They don’t even know any precautionary measures.

Conclusions

Based on the findings, the following conclusions were formulated; the participants have several and varied reasons why they turn into prostitution. Some varies from the other for some reasons but all of them confirmed that money is the primary reason. Experiences of the participants are similar with each other, catering to gay customers only. Some of them are giving oral sex but everybody disagreed on receiving anal sex. Everyone is also afraid of AIDS.

Recommendations

Based on the conclusions cited, the following recommendations are offered; everyone, not only the sex workers must be informed and educated about preventions and precautions of AIDS; the ‘for rent boys’ must also learn to be choosy on their customers; the community must not judge people who are in this oldest form of profession; the Department of Social Welfare and Development (DSWD) must help this young boys to avoid this form of earning money; and Health

professionals should not keep the names of positive AIDS carrier for everyone to be conscious and cautioned on who are they going to have sex.

References

Bagley, Christopher (1999), Adolescent Prostitution in Canada and the Philippines Statistical Comparisons, an Ethnographic Account and Policy Options, Sage Publication: London

Thousand Oaks, CA and New Delhi.

www.ijmer.in 131



Bimbi, David S (2007), Male Prostitution: Pathology, Paradigms and Progress in Research, Journal of Homosexuality.

Calhoun TC (1988). Theoretical Considerations On The

Entrance And Stabilization of Male Street Prostitutes. PH.D. Thesis, University of Kentucky, DAI vol. 50-04A.

Carandang, Ma. Lourdes, PG Fernando, and BAL Sison (1999),

Pagkatao, Pagkababae at Pagkalalaki (How Prostituted Children View Themselves, Their Sexuality and Their Experience of Prostitution), Ateneo de Manila University.

Collaizi, PF (1978), Existential-phenomenological Alternatives

for Psychology. New York, NY Oxford University Press.

Creswell. JW (1998), Qualitative Inquiry and Research Design:

Choosing Among Five Traditions. London, Sage.

Davis, Jarrett and Glenn Miles (2015), “They didn’t help me; They shamed me.” A Baseline Study on the Vulnerabilities of Street-Involved Boys To Sexual Exploitation in Manila, Philippines, Phnom Penh, Cambodia.

Der Poel, Sari Van (1992), Professional Male Prostitution: A

Neglected Phenomenon”, Kluwer Academic Publishers, Netherlands.

Scott, John (2003), A Prostitute’s Progress: Male Prostitution

in Scientific Discourse, Carfax Publishing, Taylor and Francis Group.

Sison, Beatrix Aileen L. (2000), The Inner World of the Boy-

Child Prostitute: A Phenomenological and In-depth Clinical Study, Ateneo de Manila University.

Vandiver, Donna M. and Jessie L. Krienert (2003), An

Assessment of a Cross-National Sample of Men and Women Arrested for Prostitution”, The Southwest Journal of Criminal Justice.

www.ijmer.in 132



IMPERATIVE OF CUSTOMER ACQUISITION AND RETENTION FOR BUSINESS VALUE ENHANCEMENT

Endale Alemu Hora

Lecturer Department of Management


Shiferaw

Lecturer Department of Management


Dr.U.Kanaka Rao

Associate Professor Department of Management

METU University, Metu, Ethiopia Abstract

This paper provides an insight in to beneficiaries of the competition, being consumers; the marketers in today’s environment are required to design and deploy customer-centric strategies not only to grab a share in the market but also to sustain in the market in the long-run. The players have realized the importance of constant service-quality delivery to the customers for long-run sustainability. Customers are becoming harder to please. They are smarter, more price conscious, more demanding, less forgiving, and they are approached by many competitors with equal or better offerings. It is not enough, however, to attract new customers; the company must keep them for a long time

and increase its business. Many companies suffer from high customer churn and customer defection. It is like a adding water to leaking bucket.

The challenge to the companies is not necessarily to produce satisfied customers ;several competitors can do this . The challenge is to produce delighted and loyal customers. Companies seeking to expand their profits and sales have to spend

www.ijmer.in 133



considerable time and resources searching for new customers. Customer relationship signifies identifying the needs of the customers and stretching out ways and means to satisfy them. To be precise, it means achieving higher customer profitability—customer revenues over and above customer costs, which demands matching customer expectations with customer satisfaction. The high cost of customer acquisition is making today’s businesses to understand the importance of CRM.

Key words: customer-centric, long-run sustainability, constant

service-quality, customer churn rate, customer profitability, customer acquisition.

Prelude:

In simple words the term intelligent enterprise refers to any business which has got the ability of having wealth of information and strategic use of that to take wise decision at the right time. This intelligent enterprise is not the new concept, but it is given more importance today because of the above said characteristics of today’s business enterprise into intelligent enterprise by using technology enabled CRM strategy coupled with the implementation of effective

business intelligent system.

“One estimate is that attracting a new customer can cost five times as much as pleasing an existing one. And it might cost sixteen times as much as to bring new customer to the same level of profitability as the lost customer. Customer relation is thus more important than customer attraction”

- Phillip Kotler

Why CRM:

Few reasons for the need of CRM in today’s context are given bellow

www.ijmer.in 134



Acquiring a new customer can cost five times more than the cost involved in satisfying retaining existing customers

80 percent of the revenues are only from 20 percent of the

customers

Customer profit rate tends to increase over the life of retained

customers

The average company loses 10 percent of its customers every

year

Satisfied customers will act as unpaid brand ambassador

Dissatisfied customers will cause more numbers of defections in

the customers base

Low satisfaction, but customer stays with the organization

This is possible in the following situations.

Non availability of alternatives

High cost of switching

Dominant brad equity

High satisfaction, but customer stays with the organization

This is possible in the following situations.

No difference among alternatives

Low customers involvement

Low cost of switching

All these above reasons help us to realize the importance of CRM in today’s concept.

Evolution of CRM:

CRM is not a new concept. In the pre industrialization era, developing direct customer relationship was the only means to carry

www.ijmer.in 135



out business transaction. This was due to the fact that economy was agricultural driven. Farmers, artisans, trader’s laborers’ etc were customers of each other, which led to direct relationship building. After the industrial revolution the transaction based trade relationship came into existence then, 1960s was the area was mass marketing during 1970s the focus was on segment marketing, during 1980s niche marketing and 1990s relationship marketing. With advent of information and communication technology the relationship between customer and supplier is again tuning into its antecedent phase if direct relationship with the new conceptualization named customer relationship management

Need and significance of CRM:

This is the process of managing detailed information about individual customers and carefully managing all customer “touch points “to maximize customer loyalty. customer touch point is any occasion on which a customer encounters the brand and product-from actual experience to personal or mass communications to

casual observation.

Customer relationship management enables companies to provide excellent real – time customer service through the effective use of individual account information. Based on what they know each valued customer, companies can customize market offerings, services, programs, messages, and media.CRM is important because a major driver of company profitability is aggregate value of the company’s customer base.

Customers are becoming harder to please. They are smarter, more price conscious, more demanding, less forgiving, and they are approached by many competitors with equal or better offerings.

www.ijmer.in 136



The challenge to the companies is not necessarily to produce satisfied customers ;several competitors can do this . The challenge is to produce delighted and loyal customers. Companies seeking to expand their profits and sales have to spend considerable time and resources searching for new customers. To generate leads, the company develops advertisements and places them in media that will reach new customers. It sends direct mail and makes phone calls to possible new customers, its sales people participate in trade shows where they might find new customers.

It is not enough, however, to attract new customers; the company must keep them for a long time and increase their business. Many companies suffer from high customer churn and customer defection. it is like a adding water to leaking bucket. In Cellular carriers, customers are plagued with spinners, customers who switch carriers at least three times a year looking for the best deal.

Unfortunately, much marketing theory and practice centers on the art of attracting new customers, rather than on retaining and cultivating existing ones. Emphasis traditionally has been on making sales rather than building relationships; on pre- selling and selling rather than caring for the customer afterward.

Some companies think they are getting a sense of customer satisfaction by tallying complaints ,but 96 percent of dissatisfied customers don’t complain; they just stop buying .the best thing a company can do is to make it easy for the customer complain .suggestion forms toll free numbers ,web sites ,and E-mail addresses allow for quick ,two –way communication.

Long-term relationship with valued customers, distributers, dealers and suppliers are accomplished by promising and delivering high quality goods and services at fair prices to the other parties over

time. Relationship marketing cuts down on transaction cost and time,

www.ijmer.in 137



and transactions move from being negotiated each time to being routinized. The ultimate outcome is the building of a unique company asset called marketing network consisting of the company, consumers, suppliers, distributors with whom it has build solid dependable business.

To development of strong relationship requires an understanding of the capabilities and resources of different groups, as well as their needs, goals and desires. A growing number of companies are now shaping separate offers, services, and messages to individual customers. These companies collect information on each customer’s past transactions, demographics, psychographics, and media and distribution preferences. They hope to achieve profitable growth through capturing a larger share of each customer’s expenditures by building high customer loyalty and customer lifetime value.

Role of CRM:

The role of CRM in managing the business is vital as mentioned in the following:

1) Managing Customer “touch points”:

This is the process of managing detailed information of individual

customers and carefully managing all customer “touch points “to maximize customer loyalty. Customer touch point is any occasion on which a customer encounters the brand and product-from actual experience to personal or mass communications to casual observation. Customer relationship management enables companies to provide excellent real – time customer service through the effective use of individual account information. Based on what they know each valued customer, companies can customize market offerings, services, programs, messages, and media.CRM is important because a major

www.ijmer.in 138



driver of company profitability is aggregate value of the company’s customer base.

2) Managing Tough Customers:

Customers are becoming harder to please. They are smarter, more price conscious, more demanding, less forgiving, and they are approached by many competitors with equal or better offerings. The challenge to the companies is not necessarily to produce satisfied customers ;several competitors can do this . The challenge is to produce delighted and loyal customers. Companies seeking to expand their profits and sales have to spend considerable time and resources searching for new customers. To generate leads, the company develops advertisements and places them in the media that will reach new customers.

3) Customer acquisition and retention:

It is not enough, however, to attract new customers; the company must keep them for a long time and increase its business. Many companies suffer from high customer churn and customer defection. It is like a adding water to leaking bucket. In Cellular carriers, customers are plagued with spinners, customers who switch carriers at least three

times a year looking for the best deal. Unfortunately, much marketing theory and practices centers on the art of attracting new customers, rather than on retaining and cultivating existing ones. Emphasis traditionally has been on making sales rather than building relationships; on pre- selling and selling rather than caring for the customer after sales.

4) Addressing the customer grievances:

Some companies think that they are trying to get a sense of customer satisfaction by addressing the customer grievances, but according to a study, there are 96 percent of dissatisfied customers

www.ijmer.in 139



do not complain; but they just stop buying .The best thing a company can do is to make it easy for the customer to complain, to suggest from toll free numbers, web sites, and E-mail addresses allow for quick, two –way communication. Long –term relationship with valued customers, distributers, dealers and suppliers is accomplished by promising and delivering high quality goods and services at fair prices to the other parties over time. Relationship marketing cuts down transaction cost and time, and transactions move from being negotiated each time being routinized. The ultimate outcome is the building of a unique company asset called marketing network consisting of the company, consumers’ suppliers, distributors with whom it has build solid dependable business.

5) Development of strong relationship:

It requires an understanding of the capabilities and resources of different groups, as well as their needs, goals and desires. A number of companies are now shaping separate offers, services, and

messages to individual customers. These companies collect information of each customer’s past transactions, demographics, psychographics, and media and distribution preferences. They hope to achieve profitable growth through capturing a larger share of each customer’s expenditures by building high customer loyalty and customer lifetime value. Every business works for its customers and ensures success and growth. They need to focus on the needs of the customers. CRM is the tool that helps you organize and analyze customer data and thereby helps you to understand customer preferences. Understanding their likes and dislikes is the key to build lasting relationships and also to gain new customers.

www.ijmer.in 140



By storing all customer related data securely in a central location, CRM tools provide easy access of information anywhere anytime. This kind of customer-centric method helps in building better customer relationships and thereby maximizes customer retention, which helps to improve business ROI.

Every business works for its customers and to ensure success and growth, we need to focus on the needs of the customers. CRM is the tool that helps you organize and analyze customer data and thereby helping you to understand customer preferences. Understanding their likes and dislikes is the key to build lasting relationships and also to gain new customers.

By storing all customer related data securely in a central location, CRM tools provide easy access of information anywhere anytime. This kind of customer-centric method helps in building better customer relationships and thereby maximizes customer

retention, which helps to improve business ROI.

It also helps in managing various business activities such as:

Sales and Marketing

Billing and Expense

Project Management

Human Resources

Elements of CRM strategy:

Contact Audit: An audit is amongst customers regarding nature of

contact they have with the organization needs to be conducted to understand the exact nature of contacts as perceived by customer. The contact should be smooth, easy and quick that result showed in the bottom line.

www.ijmer.in 141



Understanding customers: who are the customers and with whom the relationship should be created and managed. What are those needs,

wants expectations behaviors and perceptions. How far do present policies meet their needs today what are their expectations in future.

Channels for CRM: e-mails, call centers, direct response ads, mobile

service, loyalty cards, data mining and data warehousing.

Personalized service: there is a need to offer and monitor

individualized service and individual experience of consumers are considered to very important to build customer loyalty.

Information and service: Every information and transaction should

be enabled through as many channels and means as possible. This could entail contact and working using: Ubiquitous agents (such as courier service agents); 24-hour call centers that actually enable transactions; Mobile service vans equipped with cell phones and pagers.

Easy and quick procedure: the customer is not expected to call up

variety of offers, fill up a numbers of forms etc. make using a product or service very easily and quickly. How about just taking a signature only by an insurance agent.

Proper solution: CRM unable a complete Relationship with

customer is provided, you must offer them true value to them .if only quality of service and customer is expected to run around the town for the rest of the solution, there’s to be a short fall of relationship.

Value for money: consumer is smarter, with easy access of

information they find out better rates that they are purchasing from their vendors. The one who offers them value for money they are going to get more customer data base.

Life time service and quick: customer must get support for the

entire life of the product, otherwise relationship will be cut because of non- service.

www.ijmer.in 142



The CRM process:

CRM starts with in depth knowledge of customers, their habits,

desires and their needs by analyzing their cognitive, effective behaviors and attributes. CRM applies this knowledge to develop and design marketing strategies to develop and design marketing strategies to develop and cultivate long lasting mutually beneficial relationship. CRM creative’s a value chain in the organization as shown in the following figure.

The CRM process process generally involves a number of activities. They could be

1) Acquiring and retaining customers 2) Understanding the present and future needs of the customers. 3) Segregating them identifying the most profitable customers 4) Understanding their buying behavior 5) Interacting with them and serving them in the best possible way 6) Providing differential service to high value customers

Technology in CRM:

Information technology has grown in various directions in the recent years. One natural evolutionary path has been the development

of the database and its functionalities. Data collection, Data creation, Data Management (including its storage and retrieval, database transactions processing) and data analysis and data understanding has been the way in which it has progressed so far.

Lot of information is produced in this world. Information is sometimes produced by international Organizations in such a great extent that it is difficult to read it even through a lifetime. Information explosion has caused a problem in many fields from medicine, to manufacturing & marketing.

www.ijmer.in 143



Data Warehouse: Data Warehousing Technology is becoming essential for effective business intelligence, business strategy

formulation and implementation. In a globally competitive environment, large amount of data is processed faster and facilities in management decision-making.

Data Mining: Data mining is also known as Knowledge Discovery

Databases (KDD). It is defined as nontrivial extraction of implicit, previously unknown and potentially useful information from data. It uses machine learning statistical and visualization techniques to discover and present knowledge in a form, which is easily comprehensible to humans.

CRM is a process which aims at keeping long term profitable

relationship with the customers. Hence the basic technology in RM is to collect all data related to customers from each point of contact. All these data are collected and stored in a place from which every authorized person in the enterprise can derive out of these stored data. This is done with the help of the latest software tools like data warehousing data mining etc. the tools, which are used in CRM, can be classified into operational and analytical tools.

www.ijmer.in 144



The operational CRM provides the software support for business that requires customers contact. It is aimed at providing information to employers and documenting all customer interactions across channels such as personal contact, through telephone, electronic and wireless. For example, if an important customers dials to a bank’s call center, the operational CRM can alert the call centre by providing the customer’s account status and other details.

Analytical CRM helps the enterprise make sense of the

information collected. It is aimed at utilizing the customer’s potential to the maximum. It helps tracking the activities the activities of the customer on a real time basis. For example, if there is a regular monthly debit of a certain amount in the customer’s account by means of cheques in favour of some other bank. It is an indication that the customer is having loan with that bank; analytical CRM can trace this

activity and the banker can offer him a loan with better benefits and in the process benefit himself

Tips for getting CRM application for your business:

Choosing the right business CRM solution may not be easy. The key to selecting the right CRM is to analyze and identify your needs. Here are

few tips help you choose the best CRM application for your company

Look for a CRM solution that is risk free and gives you value for money

Make sure that the software suits your marketing needs, whether it can effectively generate reports, evaluate customer trends, preferences etc

Choose an application with all the necessary features to manage your business and tools to improve customer relationship.

www.ijmer.in 145



For a small or medium business an online CRM may be the best solution

Customization and scalability are few important features to look for

Make sure that your tool is user-friendly

Check if the software allows upgrades or add-ins according to your requirements.

Conclusion:

The challenge to the companies is not necessarily to produce satisfied customers; several competitors can do this . The challenge is to produce delighted and loyal customers. Companies seeking to expand their profits and sales have to spend considerable time and resources searching for new customers. Customer relationship signifies identifying the needs of the customers and stretching out ways and means to satisfy them. To be precise, it means achieving higher customer profitability—customer revenues over and above customer costs, which demands matching customer expectations with customer satisfaction. The high cost of customer acquisition is making today’s

businesses to understand the importance of CRM.

Reference:

Devesh Mishra,Madhurima Deb, prof Kalyan Kumar guin and prof gowtham sinha, “Customer relationship Marketing (CRM) in context of food Marketing-A fuzzy logic approach”,Indian journal of marketing,January,2007, pp16-25.

Dr.N.K .Sehgal, Relationship Marketing: A source of

Competitive Advantage, Indian Journal of Marketing 2007, pp-6-8.

Cher Aniza Bintichewel, Jamil Boje,”Determining Relationship

Marketing Instruments”, ICFAI University Journal of marketing, Aug-Nov-2009, pp-25-41.

www.ijmer.in 146



Harbhajan Babsal and Komal Smriti “Relationship marketing”: A conceptual Analysis, Indian journal of marketing, july-2004, pp.33-37.

P.V Rao, ‘Customer Experience Management’, business vision,

jan-march, 2010, pp.97, 98.

B.C.Saraswathy,”CRM- A new Dimension of marketing”, Indian

journal of marketing,February,2006,pp-9-11.

V.Murugaiah and Radhika vishvas,”Customer acquisition and

retention strategies in the service Industry-A case study, Indian journal of marketing,November,2010,pp-22-27.

P.K.Chopra and Prof.P.K.Mishra, “Customer Relationship Management With Reference to products of high Customer

Involvement”, Indian journal of marketing, April ,2010,pp-27-39.

Sandeep Ghosh, Hazra, Kailash ,B.L.Srivastava,”Impact of service quality on customer loyalty,commitment,and trust in indian banking sector”, ICFAI University Journal of marketing, Aug-Nov-2009, pp-74-95.

S. Sundararajan, A.Mahadevan,”Impact of ERP in Service organization –A case study of BSNL”, Organizational Manegement, Oct-Dce2010,pp.40-44.

www.ijmer.in 147



AN ASSESSEMENT OF EFL TEACHERS’ CHALLENGES IN IMPLEMENTING COOPERATIVE LEARNING: WITH REFERENCE

TO ILU ABA BOR ZONE, FIVE SELECTED PREPARATORY SCHOOLS

Melisew Tibebu Amare

Lecturer Department of English Language &

Literature Mettu University Mettu, Ethiopia

Yohannis Joressa Lecturer

Department of English Language & Literature

Mettu University Mettu, Ethiopia

Dereje Negeri

Lecturer Department of English Language &

Literature Mettu University Mettu, Ethiopia

Abstract The purpose of this study was to assess preparatory school English language teachers’ challenges in implementing cooperative language learning strategy in improving students’ language competence. The study was conducted in five selected preparatory schools in Ilu Aba Bor Zone. The participants of this study were English language teachers and students of the schools in the year 2016/17.Quota sampling was used to choose teachers for questionnaire, interview, and classroom observation. Besides, simple random sampling and purposive sampling were used to select students for questionnaire and interview respectively. To conduct the study, both quantitative and qualitative research designs were employed. To gather relevant and reliable data questionnaire, interview and classroom observation were used. The data collected through questionnaire were analyzed and interpreted quantitatively using percentage and frequency. Besides, the results of the interviews, open-ended questionnaires, and classroom observations were analyzed and reported qualitatively. The results of the study revealed that the participants of the study have positive perception about the potential benefits of CLLS in the teaching learning process. In spite of this, they were not found implementing CLLS effectively and their involvement in implementing it was very low and inconsistent. Furthermore, challenges that could minimize the active involvement of the teachers and students in implementing the strategy effectively were identified. Among these lack of practical training about its implementation and its benefits was the major one. Moreover, teachers and students awareness, lack of sufficient materials, lack of students’ interest

www.ijmer.in 148



in learning the language cooperatively, large class size, inconvenient seats, lack of classroom discipline, shortage of time, lack of teachers’ dedication, and teachers’ exposure to traditional teaching strategies were additional impediments that hindered the effective implementation of CLLS. Finally, necessary conclusions and recommendations were drawn based on the research findings and relevant recommendations were forwarded.

1. Introduction Teaching English as a foreign language (EFL) has developed and registered various achievements in recent years all over the world, including Ethiopia. As opposed to other approaches such as grammar-translation, audio-lingual, natural approach and total physical response, cooperative language teaching and learning approach has dominated the field of English language teaching at different times. Currently, in the international arena, cooperative language teaching has been widely used for language teaching purpose since the late 1990s to the present (Richards, 2006: 6). However, in Ethiopia, the traditional approach (grammar translation) to classroom teaching still seems the dominant approach practiced by most of English language teachers. In this approach, teachers are the dominant actors who spend much of their time lecturing grammar. Due to this, the learners spend much of their time memorizing grammatical rules provided by the teacher. And this does not motivate learners for real life communications. In support of this view, Tesfaye (2008:38) states that the traditional language teaching approach is the dominant approach that made language teachers dominant by talking much time in the classroom in which their major attention is mainly to let learners master certain pronunciations and grammatical patterns in highly structured and controlled manner. As a result, most of the Ethiopian learners’ at different grade levels have difficulties in communicating both in spoken and written English language well even though they have been learning the language as a subject for several years. Similarly, FDRE (2002, as cited by Niggussie, n.d) claimed that because of the teaching methodology used by EFL teachers in Ethiopia, the educational policy makers have become dissatisfied with learners’ language abilities. Learners are not well taught in a way that helps them to develop communicative competencies even if English is taught for many years as a formal and modern education since the 19୲୦century. Therefore, to minimize the drawbacks of traditional methods, many scholars and researchers have investigated more productive approaches such as cooperative language learning to develop learners’ language proficiency. For instance, Johnson and Johnson (1999), as cited in, David &Roger (2000:2) argue that “Cooperative learning is one of the most remarkable and fertile area of theory, research, and practice in education, and it exists and becomes effective when students learn the language together to accomplish common learning outcomes.”Unlike traditional method, cooperative learning method

www.ijmer.in 149



gives much opportunity to learners to learn cooperatively for a common goal and for their language development. In this approach, teachers are considered as facilitators, organizers, monitors, and they should give feedback to their students and design authentic tasks that fit the learners’ need. Moreover, it adds much opportunity to the learners to practice and use the language in real life context. Likewise, Colorin (2007:2) believes that cooperative learning promotes peer interaction and develops respect among peers which helps the progress of language and the context and content of the subject matter; students learn to express themselves freely with full confidence when working in small groups. As a result, cooperative language learning (CLL) has become a popular and indispensible method particularly to EFL classroom in many countries in the world. However, in the Ethiopian situation, only attempts have been made to implement cooperative language learning through one-to-five grouping. It is a recent phenomenon that has been introduced to shift away from the traditional approach to a modern language teaching. But the way in which students have been organized in groups are not the same in all sections. Some teachers attempt organizing students in small groups for a particular lesson whereas, the others group their class based on mixed ability of students which often exists for a semester or a year to make students work cooperatively and the majority of teachers let students sit in pairs around their desks for different subjects. Therefore, the way students are organized in groups formally and structurally might be a problem with in a particular school. Thus, in order to attain quality education in Ethiopian primary, secondary and tertiary education in the country, the Ministry of Education launched the one-to-five cooperative learning in 2011.This method is applied throughout the country’s secondary and preparatory schools and even in tertiary levels. This method was designed with the assumption that an academically good performing student becomes a leader and helps other mixed ability students to achieve common goals in their learning. However, the researchers’ personal experience and observation indicates that teachers face enormous challenges in their endeavor to implement cooperative learning. Besides, status of the implementation and the challenges of one-to-five grouping strategy have not yet been evidenced empirically locally. As a result, this study focused on assessing preparatory schools English language teachers’ challenges in implementing cooperative learning with reference to five selected preparatory schools in Ilu Aba Bor Zone.

2. Statement of the Problem It is believed that the purpose of teaching English language is to make the learners communicate with the language in real life situations and develop their linguistic competencies. However, as the researchers have experienced for many years as English language teachers, most EFL teachers in our context are still observed failing to implement cooperative learning strategies

www.ijmer.in 150



in their classroom. Instead, most of them use teacher-centered and teacher-directed instruction that does not provide much opportunity for learners to use the language for real communications. Learners are required to listen to lectures passively and encouraged to memorize grammar rules and vocabularies. Teachers mostly tend to give attention to contents that appear in national examinations, and this practice will have a negative wash-back effect on students’ learning. As a result, learners at various levels have difficulties in using the four language skills: listening, speaking, reading and writing for real life communication with their peers and group mates, even though, English language has been taught as a subject from primary to university levels. To address this difficulty pragmatically, it seems necessary to introduce cooperative learning in our EFL classes.

3. Objectives of the Study 3.1. General Objective

This study mainly focused on assessing preparatory school English language teachers’ challenges in implementing cooperative language learning with reference to Ilu Aba Bor zone, five selected preparatory schools.

3.2. Specific Objectives More specifically this research intended: 1. To explore preparatory schools EFL teachers and students perception

about cooperative learning strategy in English classes. 2. To assess the effectiveness of preparatory schools EFL teachers in

implementing cooperative learning strategy in EFL classroom and their coping strategies for the challenges they encounter.

3. To identify challenges which preparatory schools EFL teachers face in implementing cooperative learning in their English classes.

3.3. Research Questions In accordance with the general and specific objectives, the researchers proposed the following research questions: 1. How do preparatory schools EFL teachers and students perceive

cooperative learning in their English Classes? 2. To what extent are preparatory schools EFL teachers effective in

implementing cooperative learning in their English g classes? 3. What are the challenges preparatory schools EFL teachers face during

the implementation of cooperative learning in EFL classroom and how do they cope challenges?

4. Review of Related Literature CLL is one of the most famous and compatible instructional method in the field of EFL learners as it creates great opportunities for them to interact using the target language, express their feeling and share ideas in a meaningful learning environment. Scholars believed that EFL learners learn

www.ijmer.in 151



the language in a better ways when they interact actively and work cooperatively with their peers to achieve common learning outcomes than listening the teacher’s lecture alone. Hence, researchers have been investigated the positive effect of CLL that maximize students’ academic achievement, social skills and avoid individualistic learning experience after they compare students result. According to Jonson and Jonson, CL is an instructional method which engages students working cooperatively to accomplish individual and group success under the condition that involves: positive interdependence, individual accountability, face-to-face interaction, promote appropriate use of collaborative skills and group processing (Richard M., Felderl, et al, 2007). Similarly, Olson and Kagan (1992, as cited in Richards and Rogers, (2001) define CLL is group learning activity in which students are organized and structured in small heterogeneous cooperative group where learners get the possibility to exchange information among the group members. In such group organization learner develop a sense of accountability for his or hers own learning and is motivated to increase the learning of others. Moreover, Coelho (1994) defines CLL as a small group activity that provides students with opportunities to investigate facts and internalize ideas among their peers and keep the information for a long period of time. Furthermore, Soraya (2010) defines CLL as one of the most prominent of all language teaching and learning instructional methods in a EFL classroom which provides students with the opportunity to use the language in a more meaningful and real life context. Above all, most of the scholars and researchers define CLL and shared the same thoughts that all agreed that it is a small group learning in which learners are organized in small heterogeneous group type which increase students’ motivation towards language learning. Therefore, CLL can be defined as a newly flourished instructional approach to EFL learners that provides the exposure and contexts to interact with each other’ and use the target language and meet common learning out comes successfully. A cooperative group activity provides EFL learners with the opportunities to learn from their peers and become more confident in their abilities to learn on their own. Hence, to implement effective cooperative learning, teachers should be aware of how they can best assed individual and group effort in the same learning environment. Consequently, teachers are expected to consider individual accomplishment in the group work and assess them carefully so that group members feel confidence that individual contribution to the group has been evaluated adequately (Richard M., Feldler, et al, 2007).On the other hand, Sharan (2010) adds, teachers’ believe continuous evaluation and follow up in cooperative learning strategy is a boring activity that they feel it made them too busy. However, Johnson, Johnson, and Smith (1991) recommend that individual student performance should be assessed so that the groups

www.ijmer.in 152



know how their members are doing, become aware who needs more assistance in completing the assignment, and members need to know they cannot let others do all the work while they sit back. Therefore, if the teachers have absence of information how to assess learners individually among the group and the group as a whole might be a great challenge teachers have confronted. But if they believe there is a certain mechanism to assess, they can structure learning well and minimize the burden of their challenge though they cannot eradicate for a life time. 5. Research Design and Methodology 5.1. Research Design The researchers used a mixed research design. This research design was used because it was appropriate method and technique in researching challenges that affect preparatory school English language teachers’ implementation of cooperative language learning in their classrooms. It also provides opportunities for the researchers to collect and describe numerical and non-numerical data. Moreover, qualitative approach helps to collect data through observation and in-depth interview and quantitative approach enables the researchers to collect larger amount of data from questionnaire (Abyet al. 2009:37). Generally, this approach enabled the researchers to observe the way EFL teachers conduct their lessons and students interact during cooperative language learning and it can increase the reliability and applicability of research conclusions. 5.2. The Research Site The schools are found in south west Oromia Region, Ilu Aba Bor Zone, particularly in five woredas namely Alge, Nono Sale, Darimu, Yayo, and Bure. According to Creswell (2003) it is possible to take one third of the total population as a sample. Therefore, the researchers selected five woredas out of the total of 14 woredas in the aforementioned zone. Each of the selected woreda has preparatory school. The schools which were taken from these woredas were selected because of their accessibility and proximity to the researchers. 5.3. Population and Sampling As stated earlier, the main concern of this study was to assess preparatory school English language teachers classroom challenges in implementing one to five cooperative language teaching and learning in improving students language competence. Thus, English language teachers could provide the researchers with the data needed for the study. Accordingly, the participants of the study were teachers of English language and students at Alge, Nono Sale, Darimu, Yayo, and Bure preparatory schools. The researchers believed that the teachers could give relevant data to the study in depth. And the participants have been teaching in preparatory schools and their teaching experience ranges from 7-17 years. In order to collect

www.ijmer.in 153



data that are representative of the population, sampling is a very good method that enables the researchers to study relatively small units. The participants of the study were preparatory school English language teachers and students in those particular schools. The total number of English language teachers who were participated in this study was 10. The researchers used quota sampling to take teachers from each woreda. Therefore, two teachers were selected from each woreda using simple random sampling technique. Preparatory school English language teachers were preferred because they have ample time to engage students in one to five cooperative learning and all of them are degree holders that they might have an insight about how language methodologies are used and implemented for a better goal achievement. Moreover, in preparatory schools, students naturally are very egger to work together either with their friends or with school mates as they are preparing themselves for the entrance exam of tertiary education. This might create ample time for the researchers to observe and assess how and in what way they are learning English language in their classroom. Sampling was used to determine teachers and students for interview. 10 EFL teachers who were teaching English language in the year 2016/17 G.C in the schools were selected for interview by using simple random sampling techniques. Moreover, 10 classes were selected for classroom observation by using simple random sampling. Similarly, the students sample size which was taken from each preparatory school from 900 students was 15% for questionnaire as recommended by Mertler (2005) and Singh (2007) as cited by Kibrewosson Gebeyehu (2011). The students were selected randomly. Besides, purposive sampling was used to select 30 students who ranked 1-3 from each grade level in each preparatory school for interview. 6. Instruments of Data Collection In order to gather valuable information for the study, the researchers used questionnaire, interview, and classroom observation as instruments for data gathering purpose. 6.1. Questionnaire Questionnaire is important data gathering tool because it can help to collect data from a large number of participants. Hence, to assess challenges and effectiveness of preparatory school English language teachers’ classroom implementation with respect to one to five cooperative learning in EFL classrooms, both open-ended and close-ended formats were prepared. Then, the questionnaire was administered for both teachers and students in different times. Before preparing and administering the questionnaire, pilot testing was carried out. Based on the information obtained, the questionnaire was reorganized and got ready for final distribution to gather large amount of data.

www.ijmer.in 154



6.2. Interview The purpose of using semi-structured interview as data gathering instrument was to get teachers’ and learners’ perceptions about cooperative learning method, to examine the effectiveness and challenges of implementing cooperative language learning in EFL classes, and to triangulate the data obtained through questionnaire. Confirming this idea Cathrine (2007:45) asserted that the main reason of using interviewing is to obtain participants’ attitudes, perceptions, values, and behaviors and experiences and their views about the subject in a more detailed ways. 6.3. Observation In addition to questionnaire, direct classroom observation was used to get real information about what has been happening in the EFL classroom and to see how preparatory schools English language teachers implement one to five cooperative language learning and to identify challenges they face and to what extent they were effective in implementing the method. Besides, the observations mainly focused on teacher- student interaction in relation to one to five cooperative teaching and learning, classroom facility, student numbers in the classroom and the way students interact in their team. Moreover, this tool was also appropriate to collect qualitative data that allow the researchers to crosscheck what has been responded in the questionnaire and what has been actually taking place in the actual EFL classroom. While observing the ten selected classes, the researchers used standardized observation checklist to keep the researchers on the right track and observe specifically. The randomly selected classes were observed two times in different periods in the actual teaching and learning classrooms. This was purposefully done to see and check how EFL teachers implement the methods for different language skills. After sufficient data was collected, the researchers transcribed the data qualitatively. 7. Procedures of Data Collection After developing the research instruments as presented above based on the research objectives and research questions, the researchers followed various procedures to gather reliable and valid data for the study. First, the questionnaires were distributed to the sample populations (teachers and students) at different times. Colleagues were invited to help the researchers in collecting the questionnaire from sample populations. After that, interviews were conducted with those selected sample populations. With this process, all the information was recorded in note form. Finally, classroom observations were employed two times with the help of observation check-list.

www.ijmer.in 155



8. Methods and Procedures of Data Analysis After the data were gathered using the instruments, the data were analyzed by taking the basic objectives and research questions into account. The data gathered through open-ended questionnaire were analyzed qualitatively in words and the data gathered from close-ended questionnaire were organized and analyzed by using quantitative data analysis method using (percentage and frequency).Whereas the data gathered through classroom observation, open-ended questionnaire and semi-structured interviews were organized and analyzed using qualitative method of data analysis (using words and statements). Moreover, with respect to their characteristics, the data were organized by tables and charts. 9. DATA PRESENTATION, ANALYSES AND DISCUSSIONS This chapter deals with the data presentation, analyses and discussions. Therefore, respondents’ perception about cooperative language learning strategies, challenges they confront and their understanding about cooperative learning are presented below.

As presented in Table 1 above, regarding whether the respondents had the concept about CLLS or not, a large number of respondents (60%) of them replied that they had the awareness about it. The remaining 40% of the respondents did not have the concept in their stay in the schools. With regarding to item 1, respondents were also asked to give further explanations about their understanding through open-ended questions. Hence the majority of the respondents explained that CLLS is considered as one of the language teaching methods that enable teachers to organize students in groups or pairs so as to improve their language and social skills. This seems to indicate that the majority of the respondents were aware of about the substantial benefit of CLLS to improve students’ language competence. On the other hand, few of the respondents did not explain the open-ended item since they did not have any information about it. This indicated that all the teachers in the schools were not implementing the strategy consistently. Awareness about how to implement CLLS Teachers were asked to respond whether they used cooperative language learning strategy as one of the language teaching methods or not and their overall experience in implementing cooperative learning and the way they form students towards cooperative group work. Hence, the responses are presented in the following table.

www.ijmer.in 156



Item number 2 in the table above examines teachers’ experience in implementing CLLS as one alternative teaching method. Thus, majority of the respondents (70%) use it as one of the important teaching strategy. In contrast, few (30%) of them did not use in their classroom to teach the English language. Therefore, it is reasonable to generalize that these English language teachers had good experience that they were able to use cooperative language learning strategy in their classroom and fairly working in improving students’ English language competence. Because while working cooperatively students interact using the target language and this enables them to improve their communication skills and it helps them to achieve common learning goals (Rechards & Rogers, 2001). As it can be seen in item 3 in the table above out of the total of 10 English language teachers only (60%) of the respondents use CLLS strategy ‘sometimes’. The rest 20% of them use the strategy ‘always’ and the remaining 20% use ‘rarely’. Therefore, from the data shown above, it can be concluded that only few teachers used this strategy consistently and the majority of the teachers used it inconsistently. Hence, it was impossible to say that EFL teachers were effectively implementing the strategy because the data that were presented under item 2 and 4 were contradicted each other. The data showed that respondents understood the benefit of CLLS but they were not committed to implement it ‘usually’. The respondents were also asked ‘Why they did not use this strategy usually’. The majority of the respondents explained their reasons. The first one was absence of information about how to implement CLLS and their past teaching and learning experience highly influenced both the teachers and students. The second one was students’ wrong perception and interest towards CLLS. Moreover, inconvenient desks and seats and shortage of time were their justifications. Furthermore, students’ poor language background was the other deterrence during the implementation of the strategies. As presented in item 4 in the above table, regarding the teachers’ strategies to organize students to work cooperatively, a number of teachers who account

www.ijmer.in 157



(40%) organized students based on their sitting arrangements and friendship. Whereas, 20% of them grouped students based on their geographical area and interest to which they want to work with. On the other hand, (30%) of them organized students based on their academic abilities and ethnicity. Regarding this, teachers were also asked to reason out ‘why did they prefer this mode of organization to certain groups’ in open-ended question. The responses indicated that those teachers who organized students based on ‘option A’, reason out and explained that it saves them time and energy since students sat friendly together. Besides, when they organized with seating friendly together, students work freely and they did not complain and there would be less conflict among the group members. Moreover, the respondents who organized students based on academic ability and ethnicity were explained that students could have the opportunity to develop social skills and they can share knowledge and skills since the groups are heterogonous. In general, those teachers who organized based on their geographical area and interest believed that students could have the exposure to work together and students would be happier with it. The above figure seems to depict that the majority of the respondents organized students traditionally that lacks group heterogeneity which has a significant value in developing students’ social and language skills. It is suggested that students should be first organized based on academic ability, gender and ethnicity to different cooperative groups so that they can benefit from heterogynous group of English language learners together (Colorine, 2007)

Perception in learning cooperatively

Item 5, in the above Table 3, reveals that students perception towards CLLS. The majority of teachers (70%) confirmed that students did not have interest to learn cooperatively. The rest 30% of the respondents agreed that students had interest towards cooperative learning.

www.ijmer.in 158



Teachers’ response in item 6, in the above table, shows students level of interest towards cooperative learning. Here, more than half of the respondents (60%) replied that their students level of interest were ‘very low’. Whereas, 20% of them answered it was ‘medium’ and 10% of them claimed it was ‘low’. From the result above, we can understand that students did not have interest to learn cooperatively due to many reasons as it was presented under item three.

Challenges in implementing CLLS

As shown in the Table 4 above, the majority (80%) of the respondents responded that they faced challenges when they try to implement CLLS in their classrooms. On contrarily, 20% of them replied that they did not face any challenges. Concerning this, respondents were asked to list the types of challenges they were encountered using open-ended question. The data in this item showed that students perception and interest, irresponsibility of group members, poor background knowledge of the English language that students prefer to use their mother tongue, academic competition among the students, absence of information how CLLS can be implemented, past habits of teaching and learning experience in both teachers and students, shortage of time and immovable seats were among the many. Therefore, the data found from questionnaires, interviews and classroom observations revealed that English language teachers were facing various challenges that hindered their effective implementation of cooperative language learning strategies so as to improve the students’ language competence and social skills. Teachers related problems in implementing CLLS

www.ijmer.in 159



As it can be seen from the above Table 5 in item number 1, respondents were asked to express their agreement and disagreement for the statement presented for each option. Hence, the majority (40%) and (20%) of the respondents ‘strongly agree’ and ‘agree’ respectively. Whereas, 20% and 20% of the respondents answered ‘undecided’ and ‘disagree’ respectively. The data presented above, clearly indicated that half of the teachers ‘strongly agree’ and one fourth of them ‘agreed’ that students’ perception were possible hindrance for the effective implementation of cooperative learning strategies. Regarding item 2, in the above table, a number of teachers (50%) and (20 %) ‘strongly agree’ and ‘agree’ respectively. But the remaining 20% and others 10% answered ‘disagree’ and ‘strongly disagree’ respectively. This seems to indicate that the majority of the respondents did not have sufficient information about how CLLS could be implemented in language classroom. Concerning item 3, in the table above, the majority (70%) and (20%) of the respondents ‘strongly agree’ and ‘agree’ respectively that CLLS is time taking and required additional energy to prepare tasks and activities. On the other hand, 10% replied ‘strongly disagree’. Regarding this item the data from open-ended question also indicated that most of the English language teachers usually faced challenges related to time. As can be seen in the above table, item 4 which addressed issue about teachers and students ‘worry’ to cover the contents of the textbook, 60% of the teachers responded ‘strongly agree’ and 20% of them replied ‘agree’ whereas, the other 10% and the remaining 10% of the respondents responded ‘strongly disagree’ and ‘disagree’ respectively. This seems to indicate that majority of the teachers ‘strongly agree’ and ‘agree’ that they worried to cover the content of the textbooks as they prepare the students for the national examination.

www.ijmer.in 160



As indicated in the above table, item 6, more than half of the respondents (60%) replied that they ‘strongly agree’ and 10 % of the teachers responded ‘agree’. In addition less number of respondents (20%) replied ‘strongly disagree’ and 10% of them disagreed. This seems to reveal that most of the English language teachers perceived that implementing CLLS could be more challenging than other language teaching strategies. Concerning item 7, in the Table 5 above, out of the total number of the respondents, only (40%) and (30%) of the respondents replied ‘agree’ and ‘disagree’ respectively. The remaining which covers (10%) responded ‘strongly agree’ whereas, (10%) of the respondents replied ‘undecided’ and 10% of them ‘strongly disagree’. Therefore, it can be concluded that teachers past teaching experience could be considered as one of the possible impediments that imposed their effectiveness in implementing cooperative language learning strategy. Regarding item 8 above, most teachers (70%) and (10%) replied ‘strongly agree’ and ‘agree’ respectively for the presented statement. On contrary, 10% of the other respondents and the remaining 10% of them responded ‘disagree’ and ‘strongly disagree’ respectively. This seems to depict that teachers did not have clear idea about how students be assessed during cooperative learning in their English classes.

Teachers’ responses to item 9, in the above table, showed that 70% of the respondents replied ‘strongly agree’ and 10% of them replied agree. In addition 10% of them responded ‘strongly disagree’, and the remaining 10% of them responded ‘disagree’. Therefore, from this and the data gathered through open-ended questions indicated that most of the teachers agreed that students’ perception to learn in cooperative group was hindrance for them. Regarding item 10, in the Table 6 above, half of the respondents (50%) and (30%) responded ‘agree’ and ‘strongly agree’ respectively. On the other hand, few of them (10%) and the remaining (10%) of the respondents replied ‘disagree’ and ‘strongly disagree’ respectively. This data revealed teachers faced different challenges in the same way as it is discussed in item 7, in Table 4 above.

www.ijmer.in 161



As can be seen in the above table, item 11, which covers 60% of the respondents replied ‘agree’ and 20% of the respondents responded ‘strongly agree’ whereas, 20% of the participants replied ‘undecided’. This seems to imply that the majority of English language teachers agreed that when they assign students to certain cooperative group work students did not take responsibility.

Obstacles in implementing CLLS Table 7: Classroom Environment & other related impediments in the Implementation of CLLS

As shown in Table 7 above, in item 12, 30% of the respondents responded ‘strongly agree’ and ‘disagree’ about the statement. But the remaining 20% and 10% of the respondents answered ‘strongly disagree’ and disagree respectively. In addition 10% of them replied undecided. In the above figure, those English language teachers who responded ‘strongly agree’ and ‘agree’ were also requested’ why they strongly agree and disagree’ in the open-ended question, they reason out that the number of students in a single classroom can be considered as a possible impediment for them. As the respondents response in item 13 above, indicated, half of the respondents (50%) replied ‘strongly agree’ and (20%) of them responded they ‘agree’ and ‘disagree’ respectively. But 10% of the respondents replied ‘undecided’. Concerning this the majority of the respondents agreed that they usually desecrate their time in arranging students’ seat which is not convenient to organize. Due to this reason the teachers were not able to implement CLLS consistently. Item 14 in the table above, 20% and 50% of the teachers answered ‘agree’ and ‘strongly agree’ respectively that the allotted time which is ‘40'’ is not

www.ijmer.in 162



sufficient to organize students to learn cooperatively. The remaining 10% of them replied ‘undecided’ and ‘disagree’ and ‘strongly disagree’. The data gathered from open-ended questionnaire and the data presented above shows their trend. Regarding whether the contents of the textbook appeared interesting or not to implement CLLS for them in item 15, 40% and 20% of the respondents ‘strongly agree’ and ‘agree’ respectively with the item presented for them. But 10% and 20% of them on the other hand, replied ‘disagree’ and ‘strongly disagree’ respectively about the issue. Moreover, only (10%) responded ‘undecided’. This data reveals that the contents of the textbooks seem to appear not interesting and inviting to implement cooperative learning strategies. As shown in item 16 in the table above, few of the respondents (10%) and (20%) replied ‘agree’ and ‘strongly agree’ respectively that they did not see any supervision and follow up from the side of the school principals. On contrary, 40% and 20% of the respondents replied ‘disagree’ and ‘strongly disagree’, but the remaining 10% of them responded ‘undecided’. This implies that the majority of the respondents agreed that there were supervision and follows up from the school principals. But it is impossible to say it was very organized and sufficient as some of the respondents agreed in the same way in the open-ended questions and interviews. As indicated in item 17 in the above table, 20% and 60% of the teachers responded ‘agree’ and ‘strongly agree’ respectively. Whereas, the others 10% of the teachers replied ‘disagree’ and ‘strongly disagree’. This clearly indicated that English language teachers did not have enough resources that could be compatible to implement CLLS in their classroom. The data gathered from the open-ended item also revealed that the majority of the English language teachers replied they were encountered hindrance related to resources which could be compatible to be used as an input during cooperative learning. Concerning item 18 above, 40% and 30% of the respondents replied ‘strongly agree’ and ‘disagree’. 10% of the respondents responded ‘strongly disagree’ and the remaining 10% of them answered ‘undecided’ and 10% of them disagreed. Therefore, this figure shows that the majority of the respondents agreed that the rewarding mechanism were not fair and demotivating them not to work hard. The data gathered from the teachers’ interview also revealed the same facts. As can be seen in the above Table 7, in item 19,which assessed respondents’ experience if they had taken any training related to CLLS, 30% and 20% of the respondents responded ‘agree’ and ‘strongly agree’ respectively. But the remaining 20% and 10% of them replied ‘disagree’ and ‘strongly disagree’ respectively. And 20% of the respondents didn’t indicate their position.

www.ijmer.in 163



Therefore, the above data evidently shows that the majority of the respondents agree that they had never taken any training regarding CLLS. Students’ Response to the Questionnaire Students’ questionnaire was designed to diagnose their perception and awareness of cooperative group learning strategies in the English language learning classroom which pose challenges to teachers in their endeavors to implement cooperative learning strategies.

Learners Perception about CLLS Table 8: Students’ Response regarding their Perception about CLLS

The statistically presented data related to item 1 in the above table indicated that 58 (43%) of the students have the information about CLLS. Whereas, 77 (57%) of them did not have the information about what CLLS is meant before. Therefore, the above data implied that more than half of the respondents were not aware well about the concept of CLLS. However, some of the respondents

www.ijmer.in 164



were aware about it. The respondents were tried to explain what does it means for them and they defined CLLS is as a language teaching method in which the teacher organized students into one-to-five grouping or more than that in which one of the students becomes a leader that enable them to learn the language communicatively in a meaning full ways. So it seems impossible to say the majority of them did not aware about it. Concerning item 2 in the above Table 8, regarding assessing students’ leaning preference, the majority of the respondents that covers 71 (52%) revealed that they were happy when they learned in cooperative group. The other 21 (15.5%) of them preferred to learn being in pair .The remaining which covers 20 (15%) and 23 (17%) of them responded they preferred to learn being in role play and the teachers’ lectures respectively. This implies that many of the students had an interest to learn in cooperative groups to improve their language skills. Regarding item 3 in the table presented above, 30 (22%) of the respondents replied that they are better in their command of English language when they learnt with students in groups. However, some of the respondents 76(56.3%) responded that they are effective when they listened the teacher’s lecture attentively. 29 (21.5%) of them responded that they are effective when they studied and did tasks alone. It is possible to generalize that the majority of the students wanted to learn the language when the teachers taught them grammar since that makes them to prepare themselves for examination. The data from the teachers’ response reveal that many of the students did not consider as if they were the best teachers unless they were not lecturing them grammar. Assessing whether students like or dislike learning cooperatively or not in the above table item 4, the majority of the students 108 (80%) of the respondents did not have interest to learn cooperatively with other classmates. On the contrary, the other 27(20%) of them replied that they did not have an interest to learn with their fellow mate in cooperative groups. In general, it can be concluded that many of the students did not have interest to learn in cooperative group work though there was some who wanted to learn with it. As can be seen in the above table item 5, 27 (18%) of the respondents replied that they did not want to learn cooperatively as most of the group members did not have respect and responsibility. 13 (23%) of the respondents answered that few students dominated the group members as a whole that others did not have the opportunity to express their ideas or feelings during group discussion.10 (18%) of them complained that CLLS took them much time and energy. 6 (11%) participants were responded that helping other students seems to result them conflict. The above data clearly indicated that the majority of the students did not have positive attitude towards CLLS due to the reasons presented above. According to item 6 in the table above, 27 (20%) of the respondents responded that they were happy when they were organized in cooperative group based on

www.ijmer.in 165



their own interest. 58 (43%) of them replied that they were happy when they were organized based on different mixed abilities. The others which accounts 22 (17%) of them replied that they would be happy when the teacher assigned them in groups. The remaining 14 (10%), 8 (6%) and 6 (4%) of them replied that when they were organized ‘randomly’, ‘based on gender’ and geographical area’ respectively. This data seem to show that most of the students became happier when the teachers organized them based on the provisions of students’ interest with whom they want to work with. But few of the respondents agreed ability based seating arrangements were their preference. Challenges of learning in groups This section seeks information about the types of difficulties students encountered during cooperative language learning with their peers. Hence, the summarized data are presented in Table 9 below. Table 9: Students’ Response regarding to Challenges they encounter when they learn cooperatively

As presented in the Table 9 above, a large number 85 (63%) of the respondent faced different challenges when the teacher organized them to work cooperatively. The remaining 50 (37%) of them replied they did not encounter any challenges. Thus, it is possible to generalize that many of the students were encountered challenges when they were learning cooperatively. Similarly, the data gathered from open-ended item 10, showed that students encountered different hindrances when they have learned cooperatively. Among those, students’ interest towards CLLS was the major one. Many of the respondents explained that most of the students did not take equal responsibility and had no interest. Some of the group members raised another issue which was not similar; the others did other subjects; few of them wanted to laugh at the group leader or other members when they used English during discussion. Moreover, most of the students were not willing to work with whom they were assigned. They added that individual differences in English language abilities were the other hindrance. They elaborated that when few members are good at English they want to show that they are the only student who speak English and ignore the other members not to share their ideas and feelings. This individual superiority creates psychological impact on the other members and conflict raised afterwards.

www.ijmer.in 166



Furthermore, they discussed that shortage of time to discuss and number of students in each group which was unmanageable was hindrances. Finally, they indicated that students’ misbehavior, absenteeism and lack of sufficient information were among the problems they faced during cooperative learning strategies.

Executing CLLS Table 10: Students’ Response regarding Teachers’ Implementation of CLLS

As one can observe from the table above in item 8, more than half of the respondents 94 (69.6%) agreed that the teachers organized students to certain cooperative groups based on students’ interest. On the other hand, 11 (8.1%) of them disagreed that their teachers did not organize them based on their interest of students they want to work with. These data seem to contradict with the data presented in Table 8 item 6.In this item, the data revealed that 17% of the respondents replied that their teachers assigned them based on their interest, but here they replied that the teachers did not keep their interest. Based on the information in Table 10, 91 (67.4%) of the respondents replied that their English language teachers organized them to enable them learn in different cooperative groups. But 44 (32.5%) of them replied that their teacers did not organize them to learn cooperatively. This indicates that the majority

www.ijmer.in 167



of the English language teachers had been implementing CLLS whereas some of them seemed to implement other strategies to teach the language. Similarly, in item 10 in the Table 10 above,44 (32.5%) of the respondents replied that their teachers have implemented CLLS as one teaching strategy ‘sometimes’, 27 (20%) of them replied ‘rarely’ and the remaining 19 (14%) and 11 (8.1%) of them answered that they implemented ‘usually’, and ‘never’ respectively. Consequently, it seems reasonable to generalize that most of the English language teachers were not used and implemented the language teaching strategy effectively to work more on students’ language proficiency as they used sometimes and rarely in most cases. As it showed in item 11 above, nearly half of the respondents 68 (50.4%) answered that their language teachers gave tasks and clear instructions to engage them learn cooperatively ‘rarely’. On the other hand, 31 (22.9%) of them replied ‘occasionally’ and the other 24 (17.7%) and 12 (8.8%) of them responded ‘always’ and ‘not at all’ respectively. This implies that students were not given clear instruction and tasks that engaged them to learn cooperatively. Finally, regarding to item 12 above reveals that 11 (8.1%) of the respondents responded that the maximum number in each group member was 2-4. And 69 (51.1%) of them replied they were learning with 2-6 group members. The others which accounts36 (26.6%) of the respondents responded that they worked with 2-8 group members and 19 (14%) worked with 8 and above group members. This shows that the groups were scientifically structured. However, the data gathered from the interviews and the observations were not compatible. Results of Teachers’ and Students’ Interviews The researchers interviewed ten English language teachers who had been teaching English language in five selected preparatory schools and thirty (30) students out of the total population nine hundred (900) students who were learning in the selected Preparatory Schools. Both the teachers’ and the students’ interview took minimum eight and maximum eleven minutes. Therefore, the results of the interviews were summarized as follows to triangulate the data gathered from questionnaires and classroom observations. But the detailed data findings were attached in the (Appendix G). Data Obtained from the Teachers’ Interview The teachers were asked whether cooperative learning strategy (CLLS) helped their students to learn the language in a more relaxed and better environment or not, almost all (9) of the English language teachers agreed that CLLS is one of the most decisive teaching strategy that helps students to learn the language in a more practical ways which helped them to improve their communicative skills. They further elaborated that when students learn through this strategy, they can develop self-confidence and avoid anxiety to express their ideas with their fellow mate. Because the teacher taking time is

www.ijmer.in 168



limited that students have full exposure to interact with their peers using the English language. However, in responding to this question, only one teacher disagreed that it did not have a benefit. He justified and believed that with this language teaching strategy, the majority of group members became dependent. Because many of the activities and tasks were usually done by few group members and the others depend on them to get good marks since there are academic differences among students. Therefore, both the data gathered from the teachers’ questionnaire and interviews indicated that all the language teachers had the information about the benefit of the strategy in improving students’ language and social skills. The other question that the teachers were asked to give their evaluation whether CLLS is effectively implemented by the language teachers in their school or not, half of them (5) reported that they do not totally believe it is implemented effectively. Whereas, the other half (5) of the interviewees reported that they did not totally believe it was implemented effectively rather to some extent. However, all the interviewees agreed that they were not implementing in a more structured and formal ways. All of them replied that they simply organized students to a certain groups based on their sitting arrangement or students interest to engage them to do different activities and assignments. They were also asked to reason out why it is not implemented effectively, and all of them (10) said that large number of students in a single classroom, shortage of time which is 40' for one period, students interest, background information about CLLS and disciplines, and their own unfamiliarity with this strategy were the deterrence that hinders them not to implement effectively. The third question which was asked is whether teachers and students perceive CLLS positively or negatively. Almost all (9) of the interviewees reported that teachers and students did not perceive positively. On contrary, only one (1) interviewee replied that not all teachers and students were unwelcomed this strategy rather few of them. But when they reason out both in the interviews and open-ended questionnaires that all of the interviewees agreed on the same idea that the resistances had been developed from lack of experience and awareness that never worked hard before rather they were happy to implement it in their classroom to work on students language skills. The fourth question which was asked was whether they had the experience as English language teacher in implementing CLLS in their classroom to improve students’ language skills or not. The majority (6) of the teachers explained that they had the experience in implementing in their classroom as one of the language teaching strategy. The remaining few (4) teachers reported that they did not have the experience. Nevertheless, as it was triangulated with the data gathered through the interviews, teachers reported that they had the experience in implementing it sometimes and those who replied they did not have the experience elaborated that they had the same experience as they stated in the above section two.

www.ijmer.in 169



The fifth question which was asked to assess whether students are capable enough in their English language command during their engagement in cooperative learning strategy, all (10) of the interviewees replied that students were not capable enough to use the language during group discussions. They believed that this inefficiency and incapability was occurred due to lack of exposure from the students’ side in expressing their ideas in English at lower grade and the lower grade teachers did not wok much in teaching students the language in a communicative fashion. Moreover, most of them underlined that students do not have keen interest to learn the language because they believed that learning the language is something very difficult. However, few (4) teachers believed and suggested that if they made their lesson very smart and attractive and follow up them during cooperative group discussions, the students would be interested to use the language communicatively though several of them use Afan Oromo language. The interviewees were also asked whether they faced challenges when they tried to implement CLLS in their classroom or not. Here, all of (10) the teachers were facing challenge to implement in the language teaching- learning process. In asking them to list the types of challenges they faced, and they explained that students’ number and interest, lack of training, shortage of materials, etc. were the main impediments they usually faced (See Appendix G). Finally, the researchers interviewed teachers to give them their recommendations about the effective implementation of CLLS in the future. As a result, they recommend that to overcome the challenges and to implement the strategy properly, teachers capacity should be built well by giving them scientific and practical training about the implementation process. In addition to this, they suggested that the concerned bodies should work hard in creating clear awareness about the benefit and drawbacks of the strategy from both sides of teachers and students. Moreover, the class size and environment should be arranged in a way that scholars proposed to implement it effectively (See Appendix G). Data Obtained from the Students’ Interview Thirty (30) students were purposively selected from five preparatory schools for interview. To make the data more reliable, the researchers conducted the interviews in Afan Oromo language. This was done so as to create the opportunities for the students to express their ideas and feelings in elaborated manner. Moreover, like teachers’ interview, students’ interview took six to nine minutes. Hence, the results are summarized as follow. The more detailed data is attached in (Appendix H). Regarding question number one, students were asked to explain the different teaching strategies that their English language teachers used to teach them the language in their classroom. Thus, all of the interviewees reported that

www.ijmer.in 170



their teachers mostly used lecture method to teach them grammar. However, they replied that their teachers also organized them in groups based on their sitting arrangement to engage them to do different tasks and activities. The second question was asked to assess interviewees’ idea if CLLS benefited them to improve their language proficiency. All most all the interviewees said that they can get multiple benefits to improve their language skills. They said that CLLS helped them to improve their language and social skills. Besides, they agreed that it helped them to avoid language and social anxiety and it motivated them to develop confidence. The other question that the interviewees were asked was to explain their overall evaluation about the effective implementation of cooperative learning in their schools. The majority of the students replied that they did not believe it was implemented well. They complained that teachers used this strategy when they want to give them assignments and class activities. Besides, they assured that the seating arrangement was not comfortable. In asking the students whether they feel confident when they learn in cooperative group work with the students who had different learning experience and cultural background or not. Thus, the majority (25) of the students responded that they felt confident. Almost all confirmed that when they learnt the language cooperatively, they can develop confidence as it was very simple to give and take comments from peers than from the teacher. Moreover, the interviewees were asked about to what extent their language teachers give clear information about what to do and encourage them to play different roles in cooperative group work. A large number (15.1%) of the interviewees replied that the teachers gave them clear instruction and individual role that each student in a group to play was to ‘little extent’. Teachers only gave them oral warning that every one of them involved in doing the activities. They replied that they were shared different tasks based on the group members’ agreement. Whereas, only three (3) respondents asserted that as their teachers never used this strategy in the classroom. But few (5) of them reported that their teachers gave them clear instruction and roles that they were expected to play in their learning. The researchers also asked the students about the challenges they encounter when they learn cooperatively. The data that were gathered from the questionnaire and the interview revealed that they faced challenges like students’ absenteeism, discipline, interest and motivation, selfishness to share ideas, number of students and uncomfortable seat, shortage of time and teachers’ carelessness to follow up the group’s activities (See Appendix H). The last question that was asked was about their recommendations to overcome those challenges so as to implement CLLS effectively in the future. Thus, they recommended that teachers should be serious and strictly follow the group process. They should move around their seats to manage the class discipline. In addition to this, students should be aware of the benefit of CLLS.

www.ijmer.in 171



Moreover, schools and teachers should work hand in hand to enhance students learning by bringing interesting topics and activities that can engage them in learning cooperatively. Results of Classroom Observation As it was presented in the methodology, the researchers had been observed ten (10) classes for two (2) successive periods in each section. The data were collected with the help of observation checklist (See Appendix I). One checklist was used for one classroom observation and a total of ten (10) checklists were used. After the researchers arranged the periods with English language teachers, actual classroom observation was taken place focusing on teachers-related, classroom-related and student-related factors that challenge the English language teachers during the implementations of cooperative language learning. The teachers came to their classes with different teaching strategies that can be compatible with their own belief and style of teaching. Therefore, the data found from classroom observation proved that English language teachers did not organize students to certain cooperative learning groups. During two successive classroom observations, the researchers observed that the majority (80%) of the language teachers were not seen organizing students in a formal and structured ways of cooperative groups to teach different language skills. However, the researchers only found one teacher who attempted to organize students to cooperative group based on the students’ academic performance and limiting their numbers 6 to 8 and taught them the lessons though it is not properly structured. The above data and the data found from teachers’ questionnaire in Table 2 item 2 and interviews showed that the majority of the teachers replied that they used group learning as one teaching strategy in which they organized students based on their sitting arrangement and interest. Therefore, it can be concluded that the majority of the English language teachers organized students using the traditional ways of cooperative grouping strategies. In fact, this happened due to lack of awareness and training about how the strategy can be implemented because the data gathered from the teachers’ questionnaire and interviews confirmed that teachers did not have clear understanding and experience about the process of the implementation. On the other hand, the classroom observation also indicated that the majority (72%) of the observed teachers did not give students clear instructions on how they did it, why they did it, and when they presented or used it before they grouped students to learn cooperatively. The simply read the instructions provided on the students’ textbook and let them do the activities accordingly. But few (28%) of them do as opposed to the majority of the teachers. These teachers tried their best by giving clear instruction about what students are expected to do during group work so as to avoid confusion and draw their attention to cooperative work.

www.ijmer.in 172



The researchers have observed the extent to which English language teachers use different strategies to assign students to certain cooperative group work. The observation data depicted that from the ten observed classes the majority (92%) of the observed teachers did not employ different strategies to assign students to cooperative group work. Almost all of them organized students in groups or pairs based on their sitting arrangements and let them do activities and assignments. Moreover, teachers’ and students’ questionnaire and interviews also proved the above facts. The teachers responded that they sometimes organized students based on their sitting arrangement to give them activities and group assignment. Students also replied that their teachers organized them to certain groups based on their seats and interest. This fact indicates that the subjects had been organizing their students using traditional grouping strategies and they also seemed to have lack of experience in organizing students to modern cooperative group organization which is very heterogonous in its nature. The classroom observation result regarding teachers motivational strategies used and their role during cooperative teaching showed that the large number (85%) and (60%) of the English language teachers respectively did not use different motivational strategies to engage students learn cooperatively and make them active participant in their language learning. Teachers were not observed giving equal responsibility for each student rather they have been observed giving the chance for volunteer students to present what they have done by representing the whole group members. In most of their teaching periods, almost all the teachers were observed that after once they gave students certain activities from students’ textbooks, they simply wrote the instruction on the chalk-board or told them orally what students should do in the activities. The students’ questionnaire and interview confirmed this fact. Students complained that most of their teachers were not responsible in motivating them to work cooperatively rather they mostly focused on the actively participated students in most cases. This always discouraged them not to desecrate time in working cooperatively though they all have clear understanding about the benefit they could get from this strategy. While the students worked in groups, some of (40%) of the language teachers tried to act as a facilitator and coordinator by moving and encouraging around the students’ seat. However, the majority of the teachers kept themselves in front and observed students’ activities and watched their time again and again to stop the discussion. When the time is over, most of them let students answer the questions individually or in groups. This was in fact, because of large number of students and shortage of time. Both teachers’ and students’ questionnaire and interview confirmed that students’ numbers and shortage of time were the main impediment that results unwillingness to teach and learn cooperatively.

www.ijmer.in 173



Regarding item 6 of the observation checklist, the observation data indicated that almost all of the observed English language teachers did not bring different tasks and materials that could motivate students to learn the language and fit their levels and interest during cooperative learning. From the ten observed teachers only one attempted to use authentic materials and tasks that were compatible with students’ levels and interest. This teacher used audio tape and songs when he taught conditional sentences type two and three and passive and active voice. With this teaching style students were seen very active and interested to learn the language cooperatively. The researchers observed that students of this teacher were active participant in their groups than other teachers. Most of the teachers depended on the students’ textbooks and use it as the only materials that satisfy their students. This is due to the fact that, it was proven on the teachers’ questionnaire in Table 7, item 17, that they had scarcity of materials which were compatible with students’ level and interest in the schools. In observing teachers strategies in assisting students when difficulty arise during cooperative learning, among the observed classes all (100%) of the English language teachers tried to assist their students when they faced difficulties and need arise. This seems to depict that all teachers had courage to help the students though it was not well structured and lack consistency. The classroom observation data related to the teachers’ provision in evaluating students and strategies used to give feedback during cooperative learning, the researchers had observed and found that several (70%) of the English language teachers had been seen that they evaluated their students and gave feedback during each teaching period. The majority of them were seen giving the chance for few of the students who raised their hands and participated freely. Whereas, few 40% of the observed classes revealed that the teachers were providing the opportunity for students to give and take feedbacks from their peers as well as from their teacher. Why the majority of the teachers failed to do this was presented in Table 5, item 8.This seems possible to say that, the majority of the students did not get much benefit from such evaluation and error corrections and feedback provision to see their progress and performance. The classroom observation data regarding item 9 of the observation checklist which was intended to see whether teachers face challenges or not during cooperative learning and to triangulate the data found from the teachers and students questionnaire and interviews. The observation data clearly showed that all (100%) of the English language teachers faced many challenges when they attempted to implement cooperative language learning in their classroom. The type of challenges which were found from observation was compatible with the data found from teachers’ questionnaire in Table 4, item 7 and students’ questionnaire in Table 9, item 7 and the data from the interviews (See Appendix G).

www.ijmer.in 174



Therefore, we cannot generalize; cooperative language learning strategy is being implemented successfully by the English language teachers in these five selected preparatory schools. On the contrary, most of the observed teachers were seen having courage to cope up with those challenges they encountered as discussed above by giving advice about the benefit of cooperative learning and by setting different classroom regulations and giving a credit for each group activities. However, few of the observed teachers seem reluctant and carless in coping up with those challenges. As the teachers’ and students’ interviews data confirmed, some of the teachers were reluctant to implement cooperative language learning strategies as it required them additional effort in organizing students in group and prepare different tasks and activities. Regarding item 11 of the observation checklist, which was intended to observe factors related to classroom environment in related to cooperative learning, the classroom observation proven that all (100%) of the classroom physical arrangements and the lay-out were not inviting for teachers and students to implement cooperative learning strategy. Besides, the desks were not moveable and flexible, large class size which ranges from 60-70 in a single classroom was also observed as the main factors which hindered the teachers’ effectiveness in implementing the strategy. Similarly, the data found from both the teachers’ and students’ questionnaire and interviews clearly indicated that the respondents underlined and agreed on the same issues as presented in the above data. Regarding the classroom, it was well ventilated as the observation indicates. All the classrooms were not suffocated and had enough windows and doors. Finally, it is possible to conclude that classroom environment is considered as one of the key factors which hinder teachers to implement cooperative approach to language learning. The classroom observation data related to students-related factors, indicated that more than half of (52%) the students were observed that they had great interest to learn in cooperative group and work with their peers. When the teachers ordered them to form groups based on their sitting arrangement, the number of students were seen interested and active in participating in their groups. Whereas, nearly half (48%) of the observed students were seen unwilling and carless that they did not have the interest to learn cooperatively totally. When the teacher even encouraged and motivated them to join any group they like, they blacken their faces and act immorally. Moreover, after they joined the groups, they were not observed participating actively rather they were looking at unfriendly those students who discussed with them. The data gathered from both teachers and students confirmed that majority of the students did not have courage and interest to learn cooperatively that were a big challenge both for teachers and students in the implementations of cooperative learning. Students agreed that this was due to unstructured teachers follow-up and carelessness to involve students in cooperative groups.

www.ijmer.in 175



Students complained that few (active) students’ dominancy, anxiety, shortage of time, lack of awareness might be the root causes for their resistance. This depicted that students’ perception towards cooperative language learning strategy could be one sort of the impediment for teachers to successfully implement cooperative language learning. Related to students’ time management and the extent to which whether the allotted time is enough for them to complete certain activities in cooperative groups, the classroom observation proved that all (100%) of the students from all observed classes did not have enough time to complete the given tasks on time and complete them with the allotted time. They were also seen not completing classroom activities and presented them to their peers. Due to this and other factors, most of the teachers were observed using whole-class discussion to check and evaluate their students understanding of the daily lessons. Therefore, it seems reasonable to conclude that teachers did not get enough room to implement communicative approaches and work on students’ language improvement. Moreover, the classroom observation data which were focused on assessing whether students participated equally or there were few students dominancy during the implementation of cooperative group work revealed that few of the students had the chance to participate equally with their groups. But a number of the students had been observed that they did not have equal participation and few students were seen being dominant. The researchers observed that when students were ordered to be in group and did activities in groups, most of the group members from each group slept on the desk or sat looking at others uninterestingly. In the researchers’ successive observations, it was found that there were few and the same students were participating actively both in group and individual activities. This is in fact due to many reasons. The observation data assured that students misbehavior was considered as one of the challenges that minimize the students’ active participation as a whole in cooperative group learning. The data gathered from the observation sessions proved these facts. Many of the observed teachers were seen frequently reminding students to keep silent and do the activities and sometimes became offended and warned them. Furthermore, the data from teachers’ and students’ questionnaire and interviews also depicted that misbehaved students were the other challenges both for teachers and students that was difficult to manage. All in all, it is possible to say that the aforementioned classroom observation data presented above clearly showed the factors that minimize the effective implementation of CLLS from the three points of view: teachers, classroom environment and students.

www.ijmer.in 176



10. SUMMARY OF MAJOR FINDINGS, CONCLUSIONS &RECOMMENDATIONS

10.1. Summary of Major Findings Teachers’ and Students’ Perceptions about Cooperative Learning

Strategy The data gathered from the three research tools: questionnaire, interview and classroom observation indicated that:

Almost all English language teachers and students had good understanding about the potential benefits of CLLS. Both of them confirmed that organizing students using CLLS were observed improving students’ language and social skills. It also enabled them to teach and learn the English language in a more practical and real life context which had a positive effect in improving their communication skills. However, teachers were not seen using this strategy regularly to teach their lessons in their classrooms due to various reasons. They reason out that students’ lack of interest and motivation, shortage of time, classroom discipline, absenteeism and language background differences were their short comings that hindered their effectiveness in implementing CLLS. Besides, students also shared their teachers’ justification but they complained that the teachers’ carelessness and unstructured follow up during group learning made them to perceive it negatively. So it seems possible to generalize that teachers and students perceptions were not positive because their understanding and experience about CLLS implementation was quite different and incompatible.

The Practice of Cooperative Language Learning Strategy The analysis of the data found from the three research tools proved that:

The English language teachers were not seen CLLS as one language teaching method in their classroom ‘frequently’ to teach different language skills and improve their students’ language proficiency. Almost all the teachers were observed implementing this method ‘sometimes’ in a more traditional ways of group organization. The majority of the teachers organized students to different groups based on their sitting arrangement and interest to give them classroom activities and assignments on different language skills excluding grammar. Such mode of assigning students to cooperative group work is very unconventional and unscientific which lacks group heterogeneity.

Teachers were not also being observed using different authentic materials, tasks or activities that fit students’ interests and levels. Almost all of them were observed using the textbooks as the only resourceful materials to teach their lessons frequently.

The majority of the English language teachers were not playing their expected roles during the language teaching learning process. Most of them were observed standing in front; facing the students and observed

www.ijmer.in 177



them until the given minutes were over rather than playing different roles like provider, facilitator, coordinator, and motivator when students learn in cooperative groups as scholars recommended. Moreover, the teachers used whole class discussion, question and answer to evaluate students understanding and to give them feedback. When their lesson was grammar, all the language teachers were used lecture method in which the teachers gave note on the chalk-board and conducted controlled explanation in which students were paused to listen their teachers passively.

Impediments in the Implementations of Cooperative Language Learning Strategy

It is also found that the implementation of CLLS was affected by the following obstacles. Some of the obstacles are presented as follows:

The first and the main challenge was lack of sufficient information and training for both teachers and students about the practical implementation of CLLS. Almost all the participants agreed that they did not have clear information about the implementation of the newly introduce approach/method.

The second was teachers’ and students’ perceptions. Teachers did not perceive this strategy positively as they believed students did not have interest, it was time taking and it required additional energy in preparing authentic tasks. Similarly, students complained that shortage of time, classroom discipline, students’ absenteeism and teachers’ infirm follow up, etc. made them to develop negative perceptions about it.

The other one was large number of students (60-70) in a single classroom created difficulty to manage misbehaved students and check individual and group participation among the groups.

The other impediments that minimize the effective implementation of CLLS was inflexible seats (which accommodated three students together at a time) and sitting arrangements. The participants were underlined that arranging those seats for group work took them much time as the allotted time (40') was not sufficient even to give students different activities in a single teaching period.

The contents of the textbooks which do not trace the students’ culture, lack of sufficient reference materials to prepare different tasks and activities that draw students’ attention towards cooperative groups were the other challenges teachers were encountered.

Few students’ dominancy during group discussion made medium and low achieving students stayed passive receptive that de-motivate their participations in their group members.

Poor English language background of students which minimized their participation in group learning. The data indicated that students were not capable in their command of English that hindered them expressing their

www.ijmer.in 178



ideas and feelings to their group members. Due to this they preferred not to speak English or they used their mother tongue to express their ideas and feelings during group discussions.

Past habit of teaching and learning experience of the participants was also another challenge. The majority of the respondents admitted that they were mostly stick to traditional teaching approach. As the data indicated students did not even appreciate and like their teachers unless they taught them grammar using traditional (lecture) methods. They did this because both teachers and students were worried to cover the contents of the textbooks as students were preparing for the national exam.

10.2. Conclusions Based on the findings of the study, the following conclusions are drawn:

According to the findings, teachers and students had the concepts about cooperative language learning but the way teachers were implementing; the way the students were organized and the way they participated never compatible with CLL strategies. Almost all language teachers who participated in this study tried to organize students in group work which lacked group heterogeneity and formal structure. Therefore, it was impossible to conclude that CLLS was implemented effectively in the schools. But the fact that CLLS should be applied in a way that students learn cooperatively to accomplish shared learning out comes. When learners are organized to formal cooperative groups which are heterogeneous, learners seek outcomes that are beneficial to themselves and beneficial to all other group members. These days cooperative learning is becoming an accepted and highly recommended instructional procedure in the field of EFL learning (David& Roget, 2000).

Many of the English language teachers used CLLS as one alternative language teaching strategy ‘sometimes’ and ‘rarely’ depending on the types of activities they had designed. This implies that teachers did not have the skills of implementing CLL strategies though they had little concepts. If they had the skill of the strategy, CLL can be implemented for any kind of language skills. As Wondossen (2008) suggested, cooperative learning is presently implemented in schools and universities in every part of the world, in every subject area and with every age student.

Almost all of the teachers and students had not been given any awareness and practical training about the implementation of CLLS. This indicates teachers and students had a great gap to implement CLL effectively. As Wondesson (2008: 68), recommended that teachers need to be accurately trained both on the theories and methods of cooperative language learning strategies. He further recommended that teachers need practical knowledge and skills with practical examples because it is not enough to give teachers a textbook. So it can be concluded that among various impediments that challenge the effective involvements of English language

www.ijmer.in 179



teachers in implementing the approach, the following are taken as examples: lack of awareness, experience and training regarding to the strategy.

To be more specific, due to teachers’ and students’ misperceptions, large class size and lack of interest are the others main impediments that hindered its effective implementation.

Generally, it can be concluded that implementing CLLS was given little attention by many of the English language teachers and students though it is very crucial in improving students’ language skills. Because it is proved that it is vital in promoting students’ language competence and social skills. It also creates opportunities and exposures to discuss and argue with each other, to assess each other’s current knowledge and to fill gaps and each other’s understanding ( Soraya, 2010: 112).

10.3. Recommendations Based on the findings and conclusions of the study, the researchers would like to forward the following as possible solutions for the challenges EFL teachers encountered and for their effective implementation of CLLS in their language classes:

As it was found, the majority of the English language teachers were faced various challenges during the implementation of CLLS in their classroom. This was proved that due to lack of clear information and practical training before they implement it practically. These hindered the teachers’ effective implementation of cooperative learning. Therefore, teachers’ capacity should be improved by arranging short-term training which would be more scientific and practical. If this is so it would be easy for them to accept as it is one of the modern language teaching strategies and implement it practically with no or little difficulty. Otherwise, teachers become de-motivated and reluctant and stick to traditional ways of teaching the language.

Changing students’ misperception regarding CLLS is important. To achieve this, pre-hand information and awareness creation should also be given for students by the concerned bodies. Because, students’ misperceptions were observed as one of the deterrence for the successful implementation of the teachers. So that the students would be awarded and perceived it as an important and modern ways of learning the language so as to improve their language and social skills.

Moreover, much work should also be done in lower grade. If this strategy is implemented well at the beginning, students might become familiar and there should not be much resistance.

Teachers should be devoted by presenting the lessons meaningfully, preparing tasks and activities which fit students’ levels and interests by employing different language teaching methods like cooperative which

www.ijmer.in 180



gives students the opportunity to practice the language in an interactive ways among the groups.

The physical arrangement and the number of students were found as the other main challenges that teachers were encountered. Therefore, the classroom environment should be arranged in a way that can invite both teachers and students to learn the language in a cooperative manner. In addition to this, students’ number in a single classroom should be compatible with the class size so that teachers can manage and conduct careful follow up and evaluation on the progress of students.

The language curriculum and syllabus designers and textbook writers should evaluate the curriculum, syllabus and textbooks and made some kind of improvements to suit teachers’ and students’ interest to learn cooperatively and minimize the negative wash back effect on students and teachers at large.

To minimize students’ classroom misbehavior and make them more responsible to learn in cooperative groups, much work should be done by English language teachers. They should inform students clearly about what they do, how they do, why they do, when they do, for whom they do it before they are grouped cooperatively and let them involved in doing tasks and activities. As scholars suggested that teachers are expected to give clear directions and instructions clearly and precisely about what students are expected exactly to do before they are organized to learn and do tasks cooperatively (Cathrine, 2007).In addition to these, English language teachers should also motivate and create a room for students to prepare their own ground rules and let them share responsibilities to each group members so that conflict among them would be minimized and do things responsibly.

Furthermore, teachers should also act as facilitator, input provider, model, coach, and motivator so that students become serious and feel belongingness in their group learning. As many scholars recommended, teachers should play a role in providing questions for brainstorming, give directions, explain activities, clarify procedures on cooperative group activities and check students understanding (Slavin, 1995 ).

Generally, scholars recommended that the challenges of cooperative learning could be reduced to a great extent or even avoided completely if teachers are provided practical training to capacitate them before their engagement in implementing cooperative language teaching strategy (Freeman, 2002).

References Abebaw Andargie (2011).EFL Learners’ Attitude towards Group Work: The Case of

High and Low Achievers. Unpublished M.A Thesis. Addis Ababa University. Abebe Demtew (2007).Opportunities and Challenges of Group Work through Satellite

o Television (Plasma).Unpublished M.A Thesis. Addis Ababa University. Abdisa Guye (2011).The Practice of Teaching Speaking Skills. Addis Ababa University.

www.ijmer.in 181



Abiy Zegeye et al (2009). Introduction to Research Methods. Addis Ababa University: Graduate Study Research office.

Alice, Macpherson. (2007). Cooperative Learning Group activities for College. Available at:http//:www.1.umn.edu/ohr/prod/group/ohr/document/asset.ohr.

Ayele Kebede (2011).EFL Students’ Perceptions of Group Work. Unpublished M.A Thesis. Addis Ababa University.

Cathrine, D. (2007). A Practical Guide to Research Methods. (Third Edition) Oxford: How to Book Ltd. Available at http//: www.howtobook.co.uk..

Chien, Y. (2004). Incorporating cooperative learning in Taiwan EFL Classroom. Unpublished Doctoral Dissertation, University of Central Florida, Florida. The Journal of Human Resource and Adult Learning. Vo: 3, p. 2. December 2007.

Cohen, E. (1994). Designing Group Work: Strategies for the heterogeneous classroom (2nd Ed.). New York: Teachers College Press.

Colorín, C,(2007). Cooperative Learning Strategies. (Accessed July, 2014)From: http://www.Colorincolorado.Org/Educators/Content/Cooperative

Cornell, P. (2002). The Impact of Changes in Teaching and Learning on furniture and the Learning Environment. New Directions for Teaching and Learning. Available at http//: http//:www.1.umn.edu/ohr/prod/group/ohr/document/asset.ohr

David, J., Roger T., eta. (2000). Cooperative Learning Methods: A Meta-Analysis: University of Minnesota. Minneapolis: Cooperative Learning Center. (Retrieved June 23, 2014) from: http://www.co-operation.org/pages/cl-methods.html.

Dejene Mendero (2011).An Investigation of the Role of Cooperative Learning in Enhancing Students’ Writing Performance .Unpublished M.A Thesis. Addis Ababa University.

David W. Johnson and Roger T. Johnson (2009).An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning America Educational Research Association, Vol. 38 pp. 365–379 .Accessed From: http://www.edr.sagepub.com/cgi/content/abstract/38/5/365.

Freeman, D.L. (2002). Techniques and Principals in Language Teaching. New York: Oxford University Press.

Gebremehdin Ghidey (2011). Investigated Problem Related to Cooperative Teaching in English Classes. Unpublished M.A Thesis. Addis Ababa University.

Grundman, J. (2002). Cooperative Learning in English as a Second Language Classroom. Unpublished MA Thesis. Hamline University, Saint Poul, Minnesota.

Harmer, J. (2001).The Practice of English Language Teaching.(3rd Ed). London: Longman. Heather, Coffery.“Effective Cooperative Learning.” Performance Learning Theory and characteristics

o http://www.colorincolorado.org/educators/content/cooperative22 October 2 Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: OUP.

Shanghai: Shanghai Foreign Language Education Press. Johnson, D.W., & Johnson, R.T. (1986).Cooperation and competition: Theory and

research. Edina, MN: Interaction Book Company. Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1991). Cooperation in the Classroom.

Edina, MN: Interaction Book Company. (Retrieved July, 2014) from: http://www. tfsc.uark.edu/193.php.

Jacobs, G. M. (2004,). Cooperative learning: Theory, principles, and techniques. (Accessed August, 2014) From: http://www.clcrc.com/pages/qanda.html.

Johnson, D. W., & Johnson, R., (1999). Cooperation and Competition: Theory and Research. Edina, MN: interaction Book Company.

Johnson, D., & Johnson, R. (1999).Learning together and alone: Cooperative Competitive and Individualistic learning (5th Ed.). Englewood Cliffs, NJ: prentice-hall.

www.ijmer.in 182



Johnson, D., Johnson, R., & Smith, K. (1991), Cooperative Learning: Increasing College Faculty Instructional Productivity. Washington, DC: The George Washington University Press. Available at: http://www.tltgroup.org/resources/rmillis3.html

Johnson, D.W., & Johnson, F. (1991).Joining Together: Group Theory and Group Skills.(4th Ed.).Englewood Cliffs, NJ: Prentice Hall(Retrieved May, 2014) from: http://www.co-operation.org/pages/overviewpaper.html.

Linda, D., Hammond, K. A., Suzanne, O., & Daisy, M. (n.d). Learning from Others: Learning in a Social Context. Stanford University School of Education.

Long, M. H. (1996). The Role of the Linguistic Environment in Second Language Acquisition. San Diego: Academic Press. A Handbook of second language acquisition.Volume:7,p4(Accessed March 2004) from:http://www.teslej.org/wordpress/issues/volume7/ej28/ej28a1/retriver.

Saraya, B. (2010). Enhancing Students’ Oral Proficiency through Cooperative Group Work. Unpublished M.A Thesis. University of Constantine, Algeria.

Seid Mohammed (2012). Effects of Cooperative Learning on Reading Comprehension Achievement in EFL and Social Skills. Unpublished Doctoral Dissertation. Addis Ababa University.

Sharan, Y. (2010). Cooperative Learning for Academic and Social Gains: Valued Pedagogy, Problematic practice. European Journal of Education. V: 13, p 8.

Sobhani, A. (2012). The Impact of Cooperative learning on Oral Proficiency. Mediterranean journal Social Science. Vol:3, p1.

Slavin, R.E. (1990). Cooperative Learning: Theory, Research, and Practice. New Jersey: Prentice Hall.

Slavin, R.E. (1995). Research on Cooperative Learning and Achievement: What We Know, What We Need to Know. Center for Research on the Education of Students Placed at Risk: Johns Hopkins University

Tesfaye Geressu (2008). Perceptions and Practices of Active Learning in EFL Classes of Dilla.

www.ijmer.in 183



THE POWER OF YOUR SUBCONSCIOUS MIND BY DR

JOSEPH MURPHY AND ALFRED SCHUTZ’S STOCK OF KNOWLEDGE* ; A SOCIOLOGICAL PERSPECTIVE

Mohammad Imran Post Graduation in Sociology

Department of Sociology ,Kashmir University Baramulla, J&K, India

Abstract

The book “the power of your Subconscious mind” by Joseph Murphy. By title of book reflects on the view of Authors’ belief on subconscious mind. This is a classic book that has become a seminal text on how the subconscious mind solves our day to day problems we confront. He states that our subconscious minds work to correspond to the nature of thoughts, what you think about you bring you about. This works for both positive as well as negative thinking patters. In this Article important issue regarding Murphy’s Subconscious mind and Alfred Schutz’s Stock of knowledge, Typification have been addressed.

To conclude that neither subconscious mind is transcending over society, time and space, nor it has an innate traits it is normally outcome of society in which we live. Our subconscious mind receives direction and are conditioned by Schutz’s stock of knowledge that we inherited from society and start to working on what society imprints on it.

Key words: Subconscious mind, Joseph Murphy, Alfred Schutz, Stock

of knowledge and conditioning.

Introduction

It is now generally conceded by the best authorities that the subconscious mind has charge and control of the activities and functions of the physical body. Many of us have an occult that the

www.ijmer.in 184



physical organs run themselves like machine what positivist holds that humans like the subsistence that operates according to general laws. Subconscious and subjective interpretation of stimulus is rejected(1). but

case is not so, the fact of matter is we are subjective animals we react to

(*) Here it is important to know in this article I use schutz’s

typification and stock of knowledge interchangeably because in typification an individual use his stock of knowledge to categories each other and to adjust their responses to these typification and hence an individual can effectively deal with his world and I drew these two terms in general context not bound to face to face intimacy of Alfred Shutz(I.e. the more intimacy the more typified)

(1) (Here subjective interpretation means an assumption of phenomenologist but their assumption regarding interpretation of situation also comes to an end when we get conditioned by a continuous activity being repeated and our reactions to everything are a result of that behavioral conditioning but predominantly this process of conditioning is too relying on schutz’s typication)

situation not by an automatic modus operandi but as per our experiences. We call it “CHITTA” in Buddhist terminology means

thought that decided how we should react to our sense-experience or “ANUSAYA” is the doer the back seat driver that incessantly tries to dictate the knower. Both ANUSAYA and CHITTA (preconscious and subconscious) depends on Alfred Shutzs’ stock of knowledge than we experiences and understand it whom he called typification (In typification we use stock of knowledge) . Throughout a life a person gains experiences. The total of these individual experiences combined with knowledge inherited from our society forms a stock of knowledge. This typification not only enable us to recognize a what situation demands and choose right technique to deal but also plays an important role in development of our personality. In this Article

www.ijmer.in 185



important issue have been addressed I.e. the relevance of Dr Joseph Murphy’s Subconscious mechanism with Alfred Schutz’s stock of knowledge and highlight how our subconscious mind are conditioned by schutz’s typification. Second Dr Josephy Murphy and concept of anticipatory socialization and conditioning and third marital problems, social order and Dr Murphy.

Murphy’s subconscious mind and schutz’s stock of knowledge:

The book of Joseph Murphy “The Power of Your Subconscious mind” contains 20 chapters each with a different chapter title and various sub heading with each chapter. The book starts with thought provoking questions that create interest in the reader before embarking on chapter one. Thereafter each chapter addresses itself to the powerful role, wisdom and intelligence of the sub-conscious mind in human life. The whole of castle of Joseph Murphy was built on power of subconscious mind. Readers can easily infer that author when talked about subconscious it means something transcend over society and has an innate traits that solve our day to day problems we confront. But it

is not true subconscious mind has not an innate traits. Individuals are born without built in mental content and that therefore all knowledge comes from experience or perception called Tabula Rasa. Our subconscious mind are conditioned by this experiences what we early called Schutz’s Typification .In this context sociologists strongly refuted the assumption of mysticism that subconscious is transcend over culture time and space. It is simply outcome of process of collection naming, classifying, monitoring, judging and reflecting on the individual members of the group or society and an individual in a collection context learns to participate in discussions and discourse about themselves. That is society’s reflections on them, their appearance, their orientations and attitude, their strategies and conduct. An individual’s belief , attitude, biases, experiences, general perception that we store in stock of knowledge and construct

www.ijmer.in 186



typification are hardcoded in the subconscious mind, it normally act upon and get direction from what typification imprints on it. Subconscious mind is a fertile garden(Tabula Rasa) it not works on his own but actualized our stock of knowledge. I.e. why Murphy argued if we deposit peace, love, happiness and good seeds a good harvest would await you. sub conscious not comes from divinity it actually built den on our typification(Stock of knowledge) it is all about give and take process if you imparted negative thoughts in stock of knowledge you will experiences the same.

Apart from Alfred Schutz Murphy went one step extent and lead us to world of miracle. Schutz’s typification only helps us having an integral view of human nature how human beings understand others and deal with situation but Murphy argued whatever we imparted in our stock of knowledge, subconscious mind believe it and later it would happen. He gives an example we deposit evil and evil happens, we think good

and good happens, we think I am wealthy and I will be, he also gives several examples of patients who imparted optimistic view of their health and later they were healed. It heals us because we give it suggestions and convictions about our good conditions of health. Be seen our subconscious is not transcend over society but the law of subconscious mind is the law of convictions that we inherited from our society is how the subconscious mind works with the help of schutz’s typification and stock of knowledge.

Murphy in another chapter of the book mentioned that subconscious mind is always amenable to suggestions; it does not argue with you it fulfills your wishes irrespective evil and good. He gives an example it heals us because we give it suggestions and convictions about good health. These words of Murphy enable us to understand the nature of subconscious mind. Presume let it be accept subconscious mind is

transcend over society , time and space and has an innate traits than how it could be amenable to suggestions if it is an amenable than we

www.ijmer.in 187



can say our subconscious mind is controlled by conditioning of our surroundings, I.e. our stock of knowledge and understand it via typification. As the state of surrounding changes than not only the interpretation of reality changes but conditioning of subconscious also changes (I.e. our behavior, habit, priorities and the way we think).

Deconditioning , anticipatory socialization and joseph murphy:

An individual born as Tabula Rasa than via, process of socialization and internalization we developed Typification, I.e. attitudes, values and categories actions appropriate to individuals as member of a particular group and to understand others . The process of construct this Schutz’s societal Typification is responsible for conditioning of our subconscious mind and normally our reactions to everything are a result of this subconscious behavioral conditioning which continues throughout life. Although Alfred Schutz did not explain the technique by which can rid of this conditioning or to eliminate existing stock of knowledge and develop new typification but there are different techniques in social psychology for speeding up the process of changing our long held

typification and conditioning. we may call it Anticipatory socialization in sociology and deconditioning in psychology. One can also find these concepts in Chapter 7 “the tendency of the Subconscious mind” of Murphy’s book by saying feed new thoughts to eliminate previous one. He states subconscious mind does not differentiate between good and evil it adopts everything you feed in it, if we deposit negative views in our stock of knowledge than our subconscious mind actualized it in terms of melancholia, depression and anxiety, we should imparted peace, prosperity, happiness and good ideas and to eliminate negative thoughts these words of Murphy are akin to process of anticipatory socialization and deconditioning.

www.ijmer.in 188



Acknowledging And Admitting Problem And Stock Of Knowledge

In another chapter 8 of book “how to get the results you want” Murphy succinctly posits that not all prayers are answered because those who

pray don’t understand how it works scientifically. Your conscious mind must decide what it wants so that the intelligence of subconscious mind can start working on it. The author gives three steps to success in prayers, First, Admitting and acknowledging the problem. Secondly, turn the problem to the subconscious mind and third rest with a sense of deep conviction that it is done. However ironically, Murphy did not explain the nature of problem, who can decide it is problem and acknowledging it? It is Schutz’s stock of knowledge that we inherited from our society. On the basis of this Murphy’s mechanism power of subconscious mind start to working because our subconscious has not an innate traits, it needs conditions, it needs directions that not comes from divinity but get from our society in motif of typification.

Martial Problem and Stock of Knowledge:

Divorce a subject which was once a social stigma has become increasingly popular in recent years, it is seen that married couples are walking away from their marriage because of lack of mutual understandings. Murphy brings to attention in chapter 14 of book

“Your subconscious mind and marital problems” by saying that friction between husband and wife will end if both use the subconscious mind correctly. This is possible because the subconscious mind has the gift of love that can be used in marriage. It adds that we have to feed our mind with ideal wife and ideal husband before marriage therefore; we seek guidance from our subconscious mind. The Author adds that divorce begins in the mind and it advices that a nagging wife should be given attention and be appreciated by praising her good qualities. The brooding husband on the other hand needs to feed his mind with

www.ijmer.in 189



thought of peace and harmony. Be seen, the whole castle of solutions of marital problems given by Murphy depends on to feed mind with ideal husband and ideal wife and seek guidance from subconscious mind. Early said subconscious mind is not preloaded than how could it shows a predilection for divorce, though it becomes unaware about what actually divorce is, being born tabula rasa we are oblivious of any ideal image whether it may ideal husband/wife or any other physical object. Here comes to Schutz’s stock of knowledge received from society enable our subconscious mind to get aware of words of love, divorce, hate and to construct ideal image of husband and wife. So it is clear Without schutzs’ typification and stock of knowledge Murphy’s subconscious mind cannot work.

Forgiveness of Others and Order of Society:

To sum up the Murphy’s book by throwing light on chapter 17 “Use your subconscious mind for forgiveness”. He states that subconscious mind brings harmony because it allows for self forgiveness and forgiveness of others. Here an issue rise if subconscious mind is not

transcend over society and are conditioned by our experiences(typification) than these two qualities comes from where. The fact of matter is when an individual enter into social contract with society, an individual have consented, either explicitly or tacitly to surrender some of their freedom and submit to the decisions of a majority in exchange for protection of their remaining needs, this process conditioned our subconscious mind in a way to impart the quality of forgiveness because it brings harmony and maintain collective consensus of members of society as a result bring equilibrium in social system which are obliged to maintain order and stability in society

www.ijmer.in 190



Conclusion:

An individuals are born without built in mental content and that there

all knowledge comes from experience or perception. People acquire ideas and knowledge from the surroundings and from a store what Schutz called store of knowledge, than we experience and understand in terms of typification. The way we construct our typification not only unable us to understand and recognize a situation and choose right techniques to deal with others but also plays an important role to determine our subconscious mind in sense of conditioning as a result take charge and control of our behavior. We get conditioned by continuous experiences of stock of knowledge and typification being repeated, than our reactions to everything are a result of behavioral conditioning. It not works on his own but accelerated on the basis of our stock of knowledge and typification. If we deposit negative thought in our stock of knowledge our typification experiences it and subconscious mind start to actualize it as a result we get outcome in terms of melancholia, depression and Anxiety. Murphy states we should

imparted good seeds and a good harvest would await you. Although Alfred Schutz did not explain the techniques by which getting rid of existing stock of knowledge and typification and construct new one. But Dr Joseph Murphy argued that our subconscious mind is always amenable to suggestions. If it is amenable to suggestions than we can say our subconscious mind is controlled by our surroundings. As the state of surrounding changes our stock of knowledge, typification change, as a result conditioning of subconscious mind changes which governs our personality. Murphy states to feed mind new thought and to eliminate existing one , we should impart peace, happiness, prosperity and to replace or eliminate negative emotions and negative experiences, this process of eliminating is akin to process of anticipatory socialization and Deconditioning. Be seen overall Murphy’s subconscious mind is not over society and neither has it had an innate

www.ijmer.in 191



qualities. It is simply a societal reflection on individuals, their appearance, their orientations and attitudes, their strategies and conduct via stock of knowledge and Typification.

References

Berger And Luckmann, The Social Construction Of Reality, Doubleday And Co. Inc. New York, 1967.

Book Review: The Power Of Your Sub-Conscious Mind By Dr.

Joseph Murphy By Mohan Masaviru

Miracles Of Mind By Dr Joseph Murphy.

Schutz, Alfred, The Phenomenology Of The Social World,

Northwestern University Press ,

Evanston(1932).

The Subconscious And The Super Conscious Planes Of Mind

1909 William Walker Atkinson

The Power Of Your Subconscious Mind By Dr Joseph Murphy

www.ijmer.in 192



GEOTECHNICAL IMPACT ON “OFC LAYING TECHNOLOGY”

IN ETHIOPIA

Khalid Ali Khan

Faculty in department of Electrical and Computer

Engineering Mettu University, Ethiopia

Teshome Tolesa Bulo



Shoab Raza Khan

Faculty in department of Civil Engineering

CRRIT, New Delhi, India

Aravind Pitchai



Abstract

Optical fiber cable (OFC), a transmission medium offers various advantages over the other medium, when it is used in communication network. The existing wireless or fixed communication network in Ethiopia is either expensive or insufficient in their services to satisfy customer needs. Considering, remote areas in the country are scarcely connected to the telecom network with satisfactory Quality of Service (QOS). In Ethiopia, some low count fiber cables such as 8/12/24 non-metallic fiber cable are being used for local junction. But, in this paper, some methods for establishment of optical connectivity through the high count fiber (48F to 576F) to connect the remote areas and towns

are proposed under its geographical circumstances. The laying of high count fiber project will face a lot of geo-technical challenges, but as a result it will support the Gigabit Passive Optical Network (GPON)/Gigabit Ethernet Passive Optical Network (GE-PON), and Fiber to the Home (FTTH) equipment’s in current and future access technologies here.

www.ijmer.in 193



Key-words: QOS,GPON,GEPON,FTTH,HDD,DIT, Blowing, High density polyethylene(HDPE) pipe.

1-Introduction: The geographical condition of land as a hilly terrain, rocky plateaus, and presence of different type of forest in term of

“wood-land” and” bush land” of Ethiopia shows a unique gift by nature. This diversity because of, different types of rocks, different types of forest & its canopy over the hilly lands having different soils make the interesting challenge for project engineers as well as for research scholars during the underground boring project execution.

1.2 Rocky Soil and Forest in Ethiopia: Geological and

Geographical map of Ethiopia reveals that it is endowed with large variety of rocks, minerals and forest. The entire Ogaden Basin (South East Ethiopia) is situated over the Precambrian rocks [1], which contain variety of sedimentary, volcanic rocks and rich source of oil and gas [1].This basin is also recorded as afroalpine vegetation region [2] . Some western part of this vegetation region is covered by dry forest [3].Central part and northern area of the country is made up by sediments such as sandstone, lime stone and gypsum. These sediments are also called Mesozoic sediments or rocks [1] and this Central and northern part of the Ethiopia is covered by dry forest of plateau, humid mixed forest and dry evergreen forest respectively [3].But west- north

part of this country is partially filled with Combretum terminalia woodland and wooded grassland [2].The west and south-west part of the country is located over volcano plutonic rocks which are Cambrian and Cenozoic in type [1] and fully covered by upland rain forest(humid mixed/humid broad leaved) & low land evergreen forest[3].Southern Ethiopia domain (Adola Belt,Ababa River) including Rift basin have land of volcano plutonic & Metamorphic Rocks with metallic ore[1].in this part of land class A3 & B1 forest is found. The complete map of Ethiopia with its rocks and forest is depicted as fig-1 and fig-2 respectively.

www.ijmer.in 194



2- Methods in laying of PLB HDPE pipes for Optical Fiber Cable:

2.1 Horizontal Directional Drilling (HDD) operations – This

operation is also called as the trench less technology or micro tunneling technique. HDD may be deployed mainly within the heavily congested or dense populated areas having so many utilities like District Head

Quarters located in soft or non -rocky soil. This operation may also be used for the water canal crossings, highway crossings, railway crossings or any other obstruction comes across the root of connectivity as shown in fig 3. HDD operation is also more beneficial as PLB pipe coils of one Km length can be easily laid in less wastage through this deployment. Deployment of HDD may be the choice in congested roads where open trenching is not possible (mainly in District Head Quarters). In addition, in some locality, Pre-stressed Cement Concrete roads are made from end to end leaving no margin for PLB pipe lying by open trenching. Entire connectivity root will be covered in several segments via manholes. In between the root, manhole can be used as add/drop points to provide the connection to a particular corporate customers if located nearby the respective manhole.

www.ijmer.in 195



Fig1-Geological Map of Ethiopia Fig2-Forest Map of Ethiopia

A=Volcano plutonic Rocks ,B,D=Marine Sedimentary

A1=Dry Evergreen Forest of Eritria

C=Continental Sedimentary, A2=Dry Forest of Plateau

E=Plutonic& volcano plutonic Rocks

A3=Dry Forest of sidamu,Bale & Harerge

F=Volcano plutonic(Cambrian) Rocks

B1=Humid Mixed Forest

G= Volcano plutonic (Cenozoic) Rocks

B2=Humid broad leaved forest of S-E plateau

H= Volcano plutonic & Metamorphic Rocks

B3=River valley Forest, C=low land evergreen

www.ijmer.in 196



To get the proper depth at the manhole, the HDD machine (HDD M/C) must be stationed at the distance of 10 meter or more than it on the back side of the entry manhole. Separation between manholes and its Length, Breath & Depth will be decided as per operator demand and existing status of the location as well. Depth of bore path should be greater than 2.5 meter to be in safe zone by any other digging process to make a sewers line, water supply line, gas pipe line and underground high tension power line etc.

Fig -3 HDD Operation in non-rocky & plain area

Fig-4 Open trenching in rocky and hilly terrain

. Prior to the HDD operation, a survey regarding optical root and its laying must ensure that it has maximum number of business buildings, commercially important customers and with a good number of potential customers. Apart from it, the proposed rout can include various main exchanges/RSUs/RLUs/DLCs/GSM BTS sites/WLL sites/LAN Switches

www.ijmer.in 197



/DSLAMs/Broadband DLCs/STM-1 CPEs/Ethernet Media Converters etc.

2.1.2: Drill Rig, Process and locating: Horizontal directional

drilling machines are available in many sizes. Regardless of a machine’s size, it has three main functions — rotation, forward thrust/pullback and fluid flow.

Fig- 5 Mini- HDD operation at a site Fig-6 Bore path Tracking During HDD

Horizontal directional drilling machines will bore under or around obstacles as seen in fig 5. Once the drill path is planned, an underground pilot bore is performed utilizing a series of drill rods connected to a drill head. After the pilot bore is completed, a back reamer is attached (in some cases only) to the drill string that enlarges the drill path to accommodate the product that will subsequently be pulled into place. Vermeer NAVIGATOR horizontal directional drilling machines can install product under roads, buildings, railroad tracks, streets, rivers, creeks and in congested underground areas.

www.ijmer.in 198



Steering refers to control of the direction of a drill path. The shape of a drill bit on the drill head allows an operator to change the drill path direction during a bore. When an operator points the drill bit downward to the 6 o'clock position and pushes the drill head forward, the drill head goes deeper. When the drill faces the 12 o'clock position, the drill head will rise. Pushed to the 9 o'clock position, the head goes left. Pushed to the 3 o'clock position, the head goes right. If no change in drill path is needed, the drill head and rod are rotated while thrusting

Prior to starting a bore, the drill head is equipped with a transmitter (sonde) that sends signals to an aboveground receiver (Digital track) during the bore. The drill head’s location must be tracked during a bore in order to provide steering position information to the HDD operator as shown in fig-6.

2.1.3 HDD Fluid Concept: Drilling fluid is a combination of water

and specialized additives (such as detergent powder) used in the drilling process. The aims of drilling fluid are cooling the drill head and

transmitter, lubricates the drill string and suspends drill path cuttings into slurry which flows out of the drill path as the product pipe is pulled into the bore path. Basic need of drilling fluid is the capability to stay in the drill path without dissipating into the surrounding soil. The type of drilling fluid used depends upon the type of soil at the HDD project site.

2.1.3(A) Soil Types: Soils can be placed into two general categories —

coarse and fine. Coarse soils consist of sands and gravels. Fine soils are comprised of clay. Coarse soils are non-compactable and allow water to flow freely into the formation. Fine soils will usually prevent water from flowing into the formation, but have a strong tendency to become sticky and swell when mixed with water. It is possible to have a soil type that is a mixture of these two general types.

www.ijmer.in 199



2.1.3(B) Fluid Additives: Depending upon work-site soil conditions, certain additives are mixed with the drilling fluid. Bentonite is added to

drilling fluid that will be used in coarse soil types. Bentonite forms a filter cake around the bore wall to prevent drilling fluid from dissipating into the surrounding soil. Other additives like Polymers and surface tents are used for fine soil types. Polymers reduce swelling of the soil and lubricate the drill path to reduce friction on the drill stem and product.

2.1.4: Types of pipe to be used for Optical Fiber Cable: Optical

Fiber Cables should be pulled or blown through 50mm/40 mm/32 mm (outer diameter) PLB HDPE pipes having strength of 10 kg/cm2[4]. The HDPE PLB pipe meets the specification as given in ASTM-2005[5,6], shall only be used for laying the OF Cable. Wherever GI pipes or R.C.C. pipes are used for protection, the two ends of the pipe should be properly sealed to protect HDPE PLB pipe from sharp edge of GI pipe and to bar the entry of rodents. For providing additional protection Split RCC/GI pipes should be used from top instead of full RCC / GI Pipes.

HDPE Telecom Duct provides the mechanical protection to the

Optic Fiber Cable and eliminates the need for armoured cable, which is more expensive. The combination of the un-armoured cable and the HDPE duct offers a better cable protection system as compared to the armoured configuration because Telecom Duct is an advanced pre-lubricated duct system. Lubricants are built in to a durable polymer base. Duct has a low coefficient of friction and the built in lubricants do not diminish with age.

2.1.4 Duct Integrity Test (DIT): Continuity of the pipe is to be

tested and ensured. It is quite possible that the pipe may get elongated and its bore may get reduced in the process of pulling up the pipe which may ultimately result into difficulty in pulling cables. The DIT should

www.ijmer.in 200



be conducted after the pipes are laid either in open trench method or in the HDD method for verifying this problem. The DIT involves two tests. In one test one side of the PLB pipe laid is sealed using the end plug. On the other side air compressor/blower is used to hold the 5 Kg/cm-cm pressure inside the pipe under test [4]. The pressure should be held for 1 hour without any leakage. In the second test a wooden bullet having 80% of the diameter of inner diameter of PLB pipe and having a length of 2 inches may be blown from one side of the PLB pipe [4]. The other side of the pipe shall be left open. The bullet should fly out without any blockage. Then the PLB pipe laying is successful. Care should be taken by covering the end of the PLB pipe with a nylon/wire mesh so that the flying bullet shall not hit anyone.

2.2 Open Trenching Operation: The areas as shown in fig- 4 which

are built over the rocky soil, steep terrain, or covered by long root trees have adverse nature toward horizontal boring activities inside it. HDD operation in this region is not economical and technically favorable, so it is necessary to take special care while laying optical fiber cables on

this region. The optical fiber cable shall be laid through PLB HDPE pipes at a depth of 1.0 m with a mechanical protection of conduit pipe. At some places where this depth can’t be meet because of some critical problem then at this situation depth may be 0.6m and additional protection by suing RCP/GI pipes shall be provided guided by ASTM C14 and AWWAC300[5].

2.2.1 Laying of HDPE pipes on bridges & culverts: Some special

technique with high durability can be adopted in following different cases,

If the bridge or culvert is broad and is having sufficient

cushioning, the pipes can be buried inside the cushioning

www.ijmer.in 201



If the bridges / culverts are provided with raised and hollow foot-

path, the pipe encased in GI can be buried inside the hollow foot-path.

If the supporting pillars are having projects and between pillars

the distance is less, then the pipes (HDPE) with GI encasing could be laid over the pillar projections.

2.3 Direct Over - Heading Operation for OFC laying: This is the

last method for deployment of OFC in those region where HDD operation and Open Trenching can’t be used because of its typical condition. In this operation optical cable is directly hanged with the support of vertical pillar at the height of 5 m or more than it like electric poles and wire. The major drawback of this method is concerned with its route security because it can be easily damaged

intentionally or by other means as it is in open.

3. Optical Fiber cable laying into HDPE pipe: Cable laying is

suggested either by Cable pulling method or by Cable blowing method.

Cable blowing method is based on the concept of consistent high- pressure airflow, equally distributed along the entire cable throughout the duct (HDPE pipe). The cable is mechanically fed into the pressurized space to overcome the pressure drop at the entry point. The additional pushing force at the entry point is important to increase the total blow able length. A cable jet-blowing machine is combination with an appropriate Compressor is essential for optimal blowing. For an effective Cable Blowing the average speed of 50-60 meter /min [4] is considered as a standard.

4. Bore Path Profile (Vertical Plane) Trajectory: The radius of

curvature of the drill rod path and the entry angle of the rod to the ground surface calculate the initial depth at the beginning of the bore path. Fig -7, illustrate HDD bore profile trajectory between near end access pit and far end access pit along the route which is treated as an

www.ijmer.in 202



example here.in order to get a specified depth at a particular point ,the front of drill rig must be setback an accurate distance from the point of entry. This angle is further calculated by rod entry angle which is depending upon the drill carriage angle. Typical HDD drill carriage permit an entry angle in between 50 to 250 [5].The bore path graph always figure out the complete information between Near end access pit (Pit-A) and Far end access pit (Pit-B) such as bore path length (guided by used rods), Depth of bore at respective length, location of each rods, and direction of bore path, etc. Here it can be easily seen that the maxim depth is approximately 3.0 m toward the path. which is helpful for future while making the another bore for other utilities in same route of same locality like, Domestic gas pipe line ,High tension power cable or Underground Metro rail project etc.

Fig-7 Bore path Trajectory graph

Conclusion: The detail study of Ethiopian lands in so many aspects

reveals that trenchless technology is not an easy task for optical fiber laying in remote as well as in urban areas at low investment. Some region around lowland part of southern and western Ethiopia has favorable condition for trenchless technology or HDD operation on high

www.ijmer.in 203



quality geotechnical survey. So, open trenching is the best option for OFC laying without any interruption of any local existing utilities in Ethiopia at low risk and at low cost. Locality in dry forest can be covered by overhead technique with special protection of OFC from forest fire as well as by other means.

References

[1] Solomon Tadesse “Mineral Resources Potential of Ethiopia” Addis Ababa University press.

[2] Forest Types in Ethiopia published by Forum for Environment (FIE) in May 2011.PO Box 10386, Addis Ababa, Ethiopia

[3] Ferris.I.1986. “The Forest Vegetation of Ethiopia” Acta Univversity Ups Symb.bot.ISBN 91-554-1956-9.

[4] BSNL (A Govt. of India enterprise) “Provision of Hand hole in case of HDD on OFC laying”TR/COFC/I-004.2011.Jabalpur.MP (India).

[5] Mohammad Najafi “Trenchless Technology Piping-Installation and

inspection” WEF press Virginia/Mc Graw Hill-New York.

[6] American Society of Testing and material (ASTM), www.astm.org

[7] American Water Works Association (AWWA), www.awwa.org

www.ijmer.in 204



www.ijmer.in 205



www.ijmer.in 206



www.ijmer.in 207



www.ijmer.in 208



PERFORMANCE OF HEAT PUMP UTILIZING

GEOTHERMAL ENERGY IN INDIA

Mohammad Arif Faculty of

Dept. of Electrical and Computer Engg. Dept. of Mechanical Engineering

Mettu University

Muse D Faculty of

Dept. of Electrical and Computer Engg., Dept. of Mechanical Engineering

Mettu University

Dr. Nasim Hasan Faculty of

Dept. of Electrical and Computer Engg, Dept. of Mechanical Engineering

Mettu University

Aravind P Faculty of

Dept. of Electrical and Computer Engg. Dept. of Mechanical Engineering

Mettu University

Khalid Ali Khan Faculty of

Department of Electrical and Computer Engineering, Department of Mechanical Engineering

Mettu University

Abstract

The objective of this paper is to utilize the potential of

geothermal energy available in India. A thermodynamic analysis is carried out on the thermal performance of heat pump driven by geothermal energy. The performance, as characterized by the coefficient of performance (COP), is determined for a variety of

refrigerants. It is found that R717 (Ammonia) results best COP when operating between two given temperature limits. The operating characteristics of ground source heat pump (GSHP) such as: coefficient of performance, electric power consumed by compressor, heat flow in condenser are determined and shown graphically.

Keywords: Coefficient of performance, geothermal energy, heat pump,

Indian geothermal provinces, refrigerants.

www.ijmer.in 209



TABLE I. Power sector of India- 2013

FUEL MW % age

Total Thermal Coal Gas Oil

153847.99 132,288.39 20,359.85 1,199.75

68.14 58.59 9.02 0.53

Hydro (Renewable) 39,623.40 17.55

Nuclear 4,780.00 2.12

Renewable Energy Resource (RES)

27,541.71 12.20

Total 2,25,793.10 100

I.INTRODUCTION

Due to the use of fossil fuels, the amount of greenhouse gases emitted into the atmosphere is increasing significantly, which results into climate change. Therefore, it is expected of people to reduce the use of fossil fuels to fulfil the demand of energy. This forced the search and exploitation of renewable energy resources which are environmentally friendly and cheaper as well. One of the renewable energy resources is geothermal energy, whose exploitation is becoming more and more competitive as the prices of fossil fuels rise. Earth geothermal energy originates from radioactive decay of minerals, from

volcanic activity and from solar energy absorbed at the surface. The geothermal gradient which is the difference in temperature between core of planet and its surface, derives a continuous thermal energy in the form of heat from the core to the surface. Geothermal energy is primarily used for heating buildings, green houses, fish farms and balneology and in industries. There are four major types of geothermal energy resources— (i) hydrothermal (ii) geo- pressurized brines (iii) hot dry rocks and (iv) magma.

www.ijmer.in 210



II. INDIAN ENERGY SCENARIO

From the present generation capacity of about 2, 25,793.10

MW, [1], [2], India has an ambitious program of increasing this capacity to bring India’s power demand to zero. The total electric generation capacities from different power sectors of India are listed in table. 1. To minimize the gap between demand and supply of energy, India’s ambition is quite impressive and encouraging since renewable energy resources (REs) can generate half the power demand.

III. INDIAN GEOTHERMAL POTENTIAL

India h a s r e a s o n ab ly good potential for geothermal; the potential provinces can produce 10, 600 MW of power. The

The various assessment studies and surveys undertaken so major potential sites are (i) Puga valley (J & K) (ii) Tatapani

Fig.1 Outline of India showing distribution major groups of hot and warm springs. Temperatures of the hot spring waters are indicated

www.ijmer.in 211



using symbols (see legend). Shaded regions (exaggerated scale) show the major clusters of hot springs.

(Chhatisgarh) (iii) Godavari basin Manikaran (Himachal Pradesh)

(iv) bakreshwar (West Bengal) (v) Tuwa (Gujrat) (vi) Unai (Maharashtra) (vii) Jalgaon (Maharashtra). The distributation of major groups [3], [4] of warm water and hot springs is shown in fig. 1. The various assessment studies and surveys undertaken so far have resulted in the identification of 340 springs across India. Direct utilization of this energy resource is in practice at Manikaran, Vasist in Himachal Pradesh and other provinces where thermal water is used for bathing and therapeutic purposes [4]. Only at Manikaran, rice is cooked in large vessel to feed thousands of pilgrims visiting the “Gurudwara”, the Sikh’s religious shrine [5].

IV. GEOTHERMAL HEAT PUMP

Low and moderate geothermal resources are found in most areas of the world. A very efficient way to heat and air- condition homes and buildings is the utilization of geothermal heat pump (also known as ground source heat pump), to obtain heat energy from low temperature geothermal resources. Geothermal heat pumps have

several advantages over air condition homes and buildings is the utilization of geothermal heat pump (also known as ground source heat pump), to obtain heat energy from low temperature geothermal resources.

Geothermal heat pumps have several advantages over air source heat pumps as: (a) they consume less energy to operate (b) they tap the earth and ground water, a more stable energy source than air. Their main disadvantage is the higher initial capital cost, being about 30-50 % more expensive than air source units. However (c) they do not require supplement heat during extreme low outside temperature (d) they have simpler design and consequently less maintenance. Once

www.ijmer.in 212



installed, the annual cost is less over the life of the system, resulting in a net saving [6].

Fig.1. Heating of building by geothermal vapour compression heat pump

To analyze the thermal performance of geothermal heat pump, seven different refrigerants are evaluated to find the best candidate for the vapour compression cycle; R717, R12, R22, R134a, R407C, R410A, R404A. In the present study R717, the best candidate for the cycle is selected which provides the highest coefficient of performance.

Also it is analyzed the extent of degradation of thermal performance due to the use of various refrigerants and identified the

refrigerants that is best suited. From fig. 3. Replacement of R717 by R12 degrades the system performance by 3.14 %, if system is operating between the temperature limits of 10°C and 45°C,

www.ijmer.in 213



while replacement of R717 by R134a degrades the system by 4.96 %. Therefore refrigerants should be selected appropriately according to the operating condition.

Fig. 3. COP vs. Refrigerants

V.RESULTS AND DISCUSSIONS

The thermodynamic course of operation for the pump is shown in

fig. 4. As the source of heat, exploited geothermal hot water outlet

with a temperature Tgo of 10°C is used for the calculations.

The results of calculation of a heat pump driven by geothermal energy are presented in the form of diagrams in fig. 5 and fig. 6. In

fig.5, the dependence of the heat flows in condenser (Qc) and

consumption of compressor power (P) depending upon the outlet temperature (Tgo) of geothermal water at different condensing

temperature (Tc) is shown.

www.ijmer.in 214



COP

Fig. 4. Temperature – Entropy (T-S) diagram of the cycle

Tc=50°C Tc=63°C Tc=76°C

16 14 12 10 8 6 4 2 0 10 15 e

20 25 30

GEOTHERMAL WATER OUTLET TEMPERATURE (°C)

www.ijmer.in 215



Fig. 5. Heat flow in the condenser (Qc) and power (P) needed by

compressor

Fig. 6. COP of a heat pump using refrigerant R717

It is obvious from the fig. 5 that power (P) needed by the compressor is relatively small in comparison to the extracted heat flow in condenser of the pump. From fig. 6, the COP of the heat pump is determined as 4.17, when the outlet temperature of geothermal water is 10°C and the temperature of the water needed for heating is 76°C.

www.ijmer.in 216



VI. CONCLUSION

The present calculation shows that use of heat pump is justifiable for every individual facility, where the heat of geothermal water is extracted. The COP of the pump is found 4.17 at a condensation temperature of 76°C when using geothermal outlet temperature of 10°C, using R717 as refrigerant. The coefficient of performance of the geothermal heat pump typically varies from 3.5 to 4.5.

VII. REFERENCES

[1] Energy statistics-2013, Central statistics office, National statistical organization, Ministry of statistics and program

implementation, Government of India, 2013 (Twentieth issue), www.mospi.gov.in.

[2] Power sector at a glance “All india” as on 30th June 2013, source OM Section, www.powermin.nic.in.

[3] Roy Sukanta, Gupta Harsh, Geothermal energy: an overview, Renewable energy, Akshay Urja, vol-5, issue- 5, April-2012.

[4] Chandrasekhram D. Geothermal energy resources in India: past

and present, Proceedings World Geothermal Congress 2005, Antalya, Turkey,24- 29 April 2005.

[5] Chandrasekhram D., Alam M. A. 2003, Direct utilization of geothermal energy resources- NW Himalayas, India GRC Trans, 27, 1-7. [6] Hepbasli Arif, Tolga Balta M., A study on modelling and performance assessment of a heat pump system for utilizing low temperature geothermal resources in buildings, Building and Environment 42 (2007), 3747-3756.

[7] Ibrahim Dincer, Refrigeration systems and applications, John Wiley & Sons, 2003.

www.ijmer.in 217



[8] Kairouani L., Nehdi E., Cooling performance and energy savings of

a compression absorption refrigeration systems assisted by geothermal energy, Applied thermal engineering 26 (2006) 288- 294.

[9] Gorozabel Chata F. B, Chaturvedi S. K, Almogbel A., Analysis of a direct expansion solar assisted heat pump using different refrigerants, Energy conversion and management 46 (2005) 2614- 2624.

[10]Mohd Arif1, Ashish Lochan2 and Manzer Hussain, Geothermal Energy: An Analysis in India,International Journal of Applied Engineering Research, ISSN 0973-4562, Volume 8, Number 18 (2013) pp. 2081-2086

[11] Ashish Lochan and Mohd Arif, Phase Change Materials and Potential Applications, International Journal of Applied Engineering Research.ISSN 0973-4562, Volume 8, Number 18 (2013) pp. 2115-2120

www.ijmer.in 218



INFORMATION TECHNOLOGY ENABLES THE CUSTOMER RELATIONSHIP MANAGEMENT (CRM)

Sulaiman Abdela

Senior Lecturer Postgraduate Dean


Bisrat Alebachew Lecturer, Dean

Faculty of Business &Economics METU University, Metu,

Ethiopia

Dr.U.Kanaka Rao

Associate Professor Department of Business Management


Abstract This paper throws a light on how information technology used to implement CRM practices which will help in retaining the customers for a long time. Information technology has grown in various directions in the recent years. One natural evolutionary path has been the development of the database industry and its functionalities. Data collection, data creation, Data management (including its storage and retrieval, database transaction processing) and data analysis and data understanding has been the way in which it has progressed so far. CRM is a business strategy to acquire and retain the most valuable customers. It is estimated that the cost of acquiring a new customer is four times the cost of retaining the existing one. The core concept behind marketing is the role of exchange. Exchange can take place between buyer and seller and it also not limited to money. It is just like as social interaction, which gives to the concept of relationship. Relationship between two parties continuous as long as parties get benefits. Data Warehousing Technology is becoming essential for effective business intelligence, business strategy formulation and implementation. In a globally competitive environment, large amount of data is processed faster and facilitates in management decision-making. E-Commerce has a significant impact on marketing activities viz. product promotion, physical distribution, customer service, brand image building, customization, advertising ordering systems, intermediation, long term value of customer and market Research.

www.ijmer.in 219



Key Words: Information Technology, Data- Mining, Data Warehousing, E-Commerce. Prelude:

Information technology has grown in various directions in the recent years. One natural evolutionary path has been the development of the database industry and its functionalities. Data collection, data creation, Data management (including its storage and retrieval, database transaction processing) and data analysis and data understanding has been the way in which it has progressed so far.

Data Mining (DM) is set of processes related to analyzing and

discovering useful, actionable knowledge buried deep beneath large volumes of data stores or data sets. This knowledge discovery involves finding patterns or behaviours within the data that lead to some profitable business action or to new discoveries in science. Obtained key variables can be used to build predictive models for decision making.

Data Mining is an analytical technique based on various disciplines machine learning, pattern recognition and visualization, modeling, evolutionary computation, statistical analysis etc. Data mining, also known as knowledge discovery, is a rapidly developing trend in knowledge management. Once been used by scientists, data mining has become a tool for manger, analysts and experts in commercial and government structures all over the world. Data mining techniques operate with large volumes of data. The accumulated information is placed into databases, also called data warehouses. Depending on the field of data mining application, the technique is defined as a data warehouse processing or as a set of processes, related to knowledge discovery.

In general terms ‘Data Mining’ is a process of ‘’extracting hidden information from the available databases and presenting that information in an organized and systematic manner. It will involve the use of sophisticated statistical and mathematical techniques such as cluster analyses, automatic interaction detection, predictive modelling, etc. to predict customer behavior and suggest information trends of customers.

www.ijmer.in 220



It is to be seen that the results of data mining are different from other data driven business processes. While in the case of customer data interactions, nearly all the results presented to the user are things that they knew existed in the database already. Data mining is an operational strategy, to promote market & sale of the company, one the Companies try to capture information from a customer every time he comes in contact with any of its departments.

Information access not only helps an organization realize new

opportunities and potentials, but also provides far reaching benefits from knowledge management. Organized collection of data generates a database, where each record is a set of data elements and facts. Organizing the data will lead to generation of information which is required in applying to customer’s centric decision making ‘’one manger may access this data base for knowledge discovery while the other may access this for knowledge deployment.

Data Mining –Knowing the Unknown:

Gaining insight to improve business functions remains a major concern of any manager or decision maker. The past two decades have seen a wide diffusion of information technologies in all business activities. The intensive use of new electronic devices such as point of sale, remote sensing devices. ATMs (automated teller machines) and the internet has contributed to the explosion of available data. It is similar to the gold rush. A new source of wealth was available to all kinds of miners. Suddenly, managers and decision makers became conscious of this wealth of data. It was natural to think about the best way to benefit from it. This is where data mining enters.

From a business point of view, DM has gained appeal,

as a field, it has yet to reach maturity. The many definitions of data mining show lack of consensus among the business community. Even the term data mining is subject to controversy. Other than data mining, the literature uses knowledge discovery from data bases (KDD), information discovery, information harvesting, data archeology, and data pattern processing, has mostly been used by artificial intelligence and machine learning researchers. In contrast, statisticians, data analysis, and the MIS community have used the term DM. There is

www.ijmer.in 221



actually no difference between the two, although DM is not restricted to the mechanism of discovering knowledge.

Business Intelligence is a global term for all processes, techniques, and tools that support business decision making based on information technology. The approaches can range from a simple spreadsheet to an advanced decision support system. Data mining is a component of BI. The positioning of different BI technologies used at different levels management and for different purposes, including tactical, operational and strategic decisions. Business Decision Support System through Data Mining:

Presentation to user for Decision –making

Data Mining

Online Analytic Processing

Date Warehouse

Data Source Customer Relationship Management (CRM): CRM is a business strategy to acquire and retain the most valuable customer relationship. It is estimated that the cost of acquiring a new customer is four times the cost of retaining the existing one. The core concept behind marketing is the role of exchange. Exchange can take place between buyer and seller and it also not limited to money. It is just like as social interaction, which gives to the concept of relationship. Relationship between two parties continuous as long as parties get benefits.

www.ijmer.in 222



Data Mining Process or Steps in Knowledge Discovery System: Data Cleaning; Removal of Noise and Inconsistent data Data Cleaning: It is a combination of multiple sources of data Data Selection: Data relevant for analysis is retrieved from the database Data Transformation: The consolidation and transformation of data into forms appropriate for mining Data Mining: Use of Intelligent methods to extract the pattern from data Pattern Evaluation: Identification of patterns that is interesting Knowledge Presentation: Visualization and Knowledge representation techniques are used to present the extracted or mined knowledge to the end user. Components / Architecture of Data Mining: Databases or Date Warehouse: A set of databases and data warehouses spreadsheets and other kind of information repositories where data cleaning and integration technology may be employed. Data Warehouse:

Data Warehousing Technology is becoming essential for effective business intelligence, business strategy formulation and implementation. In a globally competitive environment, large amount of data is processed faster and facilitates in management decision-making. Database or Data Warehouse Server: Retrieving or Fetching the data as per requisition made by user. Knowledge Base: Domain knowledge employed for finding interesting patterns. Data Mining Engine: Functional modules that are used to perform tasks such as Classification, Association, Cluster Analysis etc. Patten Evaluation Modules: Interesting measures are used to focus search towards interesting pattern Graphical User Interface (GUI): This module interfaces the end user and data mining system, allowing user to interact with the system by specifying a data mining task or a query through a GUI. Data Mining for Customer Relationship management (CRM): There has been a great of hype regarding data mining since its emergence during the late 1980’s because many people expected that

www.ijmer.in 223



data mining will become an essential tool for deriving knowledge from data, to help business executives make strategic decisions to sharpen the competitive edge of a business conducted on the web. E-commerce is the venue for data mining as more and more companies collect large amount of data from e-stores set up on the web (also called web stores) Data mining can help you reduce to-to-market costs and increase profits. It can be a powerful tool for customer Relationship Management as well as many other business applications. Here are just a few examples of CRM and non-CRM applications.

Analysis of Data Mining:

Data Mining will surely help company executives a great deal in understanding the market and their business. Since more and more data is being made available on the web or possible on your own disks, it is likely you will need data mining to understand the data you can access to benefit your work and daily life. More ever, in the years to come it is expected that more and more powerful user friendly, diversified and affordable data mining systems on components will be made available here. One can expect that everyone will have needs and the means for data mining. In other words, it unlikely that data mining will remain reserved for today’s traditional knowledge workers consisting of managers and business analysts. Instead, data mining will become increasingly available to everyone. ‘But, what could we do at home with data mining?” Data mining can have multiple personal users for example you might like to mine your family’s medical history, identifying patterns relating to genetically related medical conditions, such as cancer, chromosome abnormalities. Such knowledge may help making decisions about your life style and health. In the future, you may be able to mine the records of the companies you deal with in order to evaluate their service to you as a customer, or to choose the best companies to deal with based on customer service. You could apply content based text mining to search your email messages, or automatically create classification systems to help organize your received messages. You could mine data on stocks to find the best deal on a particular item or type of vacation. Thus, as data mining crosses the chasm and becomes more affordable, and with the increased availability of personal computers and data on the web it

www.ijmer.in 224



is expected that data mining will become increasingly accessible to the general public and will eventually become a handy too for everyone. Data Mining: The Process of Finding Hidden Patterns and Relationships in the Data Analyzing data involves the recognition of significant patterns. Human analysis can see patterns in small data sets, but specialized data mining tools are capable of finding patterns in large amounts of data as well. These tools are also used to analyze significant relationship that exists only when several dimensions are viewed at the same time. Users can ask data questions with standard queries when they know that they are looking for. But if the users questions are vague and general in nature, then data mining is the only answer. Data mining uses machine learning, statically and visualization techniques to discover and present knowledge in a form which is easily comprehensible to humans. Analytics represent an advance stage in the natural evaluation of CRM. As the volume of the customer data grows, it is natural to seek to use the data to provide decision support in organizations. The role of analytic CRM is to embed intelligence within data heavy operational CRM systems, with the aim of enabling organizations to close the CRM loop by interrogating past activities to determine future actions. Data Mining and Relationship Building:

Data mining has acquired immense significance in the contemporary insurance in the relationship building. The concept of customer Relationship Management involves use of knowledge and analyses about customers with a view to effectively sell them more and more goods and services, and facilitate enhanced customer satisfaction. It is the CRM function,. Measuring customer profitability requires data that relate to both revenue generation as well as the costs of serving the product or service.

It is a fact that in the organization that ushers in improvements in customer service to facilitate long term sustained customer satisfaction and paves the way for repeat purchase, improved customer loyalty, reduced customer switch over and of course greater profit and revenue for the firm.

www.ijmer.in 225



Virtually every company knows that 80% of its revenues are coming from 20% of its customers. In insurance, industry, with high policy lapsation, it is to be found on an average over 45% of customers as unprofitable. Measuring customer profitability requires data that relate to both revenue generation as well as the coats of serving the product or service.

Imagine that you are the marketing manager for an insurance company. You are responsible for managing the relationship with the company’s existing customers. One of your immediate concerns is churning of business and maximizing customer retention.

In this business of insurance you understand that the cost of keeping existing customers around is significantly less than the cost of getting new customers, so you need to figure out a cost-effective way of managing this problem.

Applications of a Database in CRM functions

Efficient customer service enhances the insurer’s reputation for taking good care of its customers and in a way creates a relationship bonding which helps and assists agents in making further sales. We understand that customer service is that crucial part of insurance administration that helps maintain important contractual and business connections between the insurer and its customers. There is a astute relationship between customer service and policy conservation. An insurer that establishes and maintains superior customer service enhances business in a number of ways. Data mining is one part of a much larger series of steps that takes place between a company and its customers. The way in which data mining impacts the relationship building process depends on the total organizations’ vision and mission and not only the data mining process The customer database can however have broad range of applications. Data Mining and Customer Relationship Management

Customer relationship management (CRM) includes the mechanism and technologies used to manage the interactions between a company and its customers. Database marketers were the early adopters of CRM software, used to automate the process of customer interaction. CRM implementations can be characterized as operational or analytical. Operational CRM includes sales force automation and call

www.ijmer.in 226



centers. Most global companies have implemented such systems. The goal of operational CRM is to provide a single view and point of contact for each customer. On the other hand, analytical CRM uses DM techniques to uncover customer intelligence that serves to better understand and serve the customer.

1. Integrate the customer viewpoint across all touch points. Because many CRM solutions combine infrastructure components such as enterprise application integration (EAI) technology and data warehouses, as well as OLAP and DM. The CRM promise is to build an integrated view of the customer, to understand the customer touch points and resulting customer intelligence that enables organizations to better recognize and service the needs of the customer.

2. Respond to customer demands in ‘’Web time.’’ Because the Web has changed the dynamics of decision making, and competitive environments require organizations to react to increasingly complex customer requests at faster speeds. Also the analysis and interpretation of Web data can be used to enhance and personalize customer offerings. Analysis of Web data can uncover new knowledge about customer behavior and preferences, which can be used to improve Web site design and content.

3. Derive more value from CRM investments. Because Dm analysis can be used to perform market segmentation studies that determine what customers could be targeted for certain products, to narrowcast (send out target e-mails) customers, and to perform other related studies such as market basket analysis.

The first step in the CRM process involves identifying customer market segments with the potential of yielding the highest profit. This step requires sifting through large amounts of data, to find the ‘’gold nuggets’’ –the mining promise. CRM software auto-mates the DM process to find predictors of purchasing behaviours. In addition, CRM technology can typically integrate the solution of the DM study into campaign management software is to effectively manage the planning, execution, assessment, and refinement of myriad marketing campaigns at an organization. Campaign management software is used to manage and monitor a company’s communications with its customers, including

www.ijmer.in 227



direct mail, telemarketing, customer service, point of sale, Web interactions, etc.

In CRM applications, the DM prediction models are used to calculate a score, which is a numerical value assigned to each record in the database to indicate the probability that the customer represented by that record may behave in a specific manner. For example, when using DM to predict customer attrition, or the likelihood that the customer may leave, a high score represents a high probability that customer will indeed leave. The set of scores is then used to target customers for specific marketing campaigns. Conclusion

Data mining has acquired immense significance in the contemporary insurance in the relationship building. The concept of customer relationship management involves use of knowledge and analyses about customers with a view to effectively sell them more and more goods and services, and facilitate enhanced customer satisfaction. It is the crm function,. Measuring customer profitability requires data that relate to both revenue generation as well as the costs of serving the product or service. Customer relationship management (crm) includes the mechanism and technologies used to manage the interactions between a company and its customers. Database marketers were the early adopters of crm software, used to automate the process of customer interaction. Crm implementations can be characterized as operational or analytical. Operational crm includes sales force automation and call centers. Most global companies have implemented such systems. The goal of operational crm is to provide a single view and point of contact for each customer. On the other hand, analytical crm uses dm techniques to uncover customer intelligence that serves to better understand and serve the customer. References: 1. Prof. Sudhakar V., “Electronic Customer Relationship Management”, Indian Journal of Marketing, December, 2009, pp. 33-39. 2. Devendra Arore and Loveleen Gaur, “Date Mining: -An Emerging Technique for Customer Relationship Management (CRM)”, Indian Journal of Marketing, March, 2006, pp. 23.

www.ijmer.in 228



3. Dr. Rejesham Ch., Raghava D., “Relationship Marketing through E-Commerce”, Prakarsha, January, 2005, pp. 107-111. 4.Madhavi Latha k.,” Analytical CRM”, Marketing Master Mind, ICFAI University Press, Jan ,2004, PP. 57-60. 5. Ashish Barua Dr., “Building Customer Relationship management through Data Mining”, The Insurance Times, June, 2011, pp.25-27. 6. Veenapani A., “Using Information Technology to Enhance Customer service”, Indian Journal or marketing, June, 2006, pp. 36-38. 7. Shweta Puneet , “Business Value Enhancement through Technology in CRM”, Marketing Master Mind, ICFAI University Press, March, 2007 ,PP. 11-13. 8. Dr. Munusamy K., “Role of IT in Business Services Management (BSM)”, PR communication age, September, 2011, pp. 17-18. 9. Dileep Kumar M., “Effect of e-CRM on Business Opportunities: A Study with Reference to Small and Medium Scale Enterprises in India “,Pratibimba – The Journal of IMIS, July-December ,2010,pp. 37-57.

www.ijmer.in 229



EDUCATIONAL CONTRIBUTION OF Dr B.R AMBEDKAR

Pulla Navya Rani

Research Scholar Department of Law Osmania University

Hyderabad

Abstract Ambedkar chose Education and Industrialisation as two important tools. He had been emphasizing on importance of education to ameliorate conditions of the poor from the very beginning of his public life. Who spent major part of his life as a student, teacher and scholar which he became the pioneer of a subject called “ Economics of Education”. Ambedkar made clear that “the object of primary education is to see that every child that enters the portals of primary school does leave it only at a stage when it becomes literate and continues to be literate throughout rest of his life. Contributions of Ambedkar to the education sector are considered to be more significant than his social and political works as the former is going to deliver long –lasting and permanent benefits to community. It is appearing in the educational studies of Ambedkar have not attracted the much- desired attention of scholars and activist, though most of his followers still chant the three charanas of “educate, organise and Agitate. It is clear from these words that Ambedkar has given significant and primary education than to other activities. Key Words: Social Transformation, Uplift of untouchables, Social Evils, Depressed Classes, Dalita Bahujan Perspective, Development of Education concern. Introduction

“Be Educated, Be Organised and Be Agitated” Dr.B.R.Ambedkar

In this paper, an endeavour is made to assess Ambedkar’s ideas

on education and also how education influenced his outlook and action contemporary Indian Society. Dr.Bhimrao Ramji Babasaheb Ambedkar (1891-1956) was one of the greatest builders of modern

www.ijmer.in 230



India. He was savior of the down trodden, chief architect of India’s constitution1. He was a renowned scholar, masterly statesman, powerful debater, and valiant upholder of human rights, social reformer. He was a eminent economist, renowned democrat, a committed patriot, dedicated educationist who was also known for a high quality of character and integrity2. He was always known to the world as a social thinker, jurist, economist, constitutionalist3. He was conferred with several doctorates. The Osmania University was first Indian University to award honorary doctorate to Dr.Ambedkar in 1953. It acknowledged the achievements of Dr.Ambedkar in its citation of great eminence, high attainment and distinguished service, one of the ablest lawyers, a prominent legislator, champion of backward and downtrodden people of India4.

Dr.Ambedkar was born in 1891 in a Mahar family of central India. His father a subedar major, was burdened with 14 children and Ambedkar was the last one. His father did not have financial means to support Ambedkar’s studies5.

Education being the key to all success in life, Dr.Ambedkar attached great importance to it6. He completed his matriculation examination in 1907. He completed his graduation from the University of Bombay in 1912. On June2 1915 he was awarded the degree of Master of Arts for his thesis Ancient Indian Commerce; later a year, in June 1916, his PhD thesis “National Divide of India :A Historical and Analytical Study ”was accepted by Columbia University and he was awarded the degree of Doctor of Philosophy on June 8, 19177. Ambedkar happened to be one of the few Mahar students who could go abroad for higher studies .With help of scholarship from Maharaja.Sayajirao Gaekward of Baroda8. The advent of the British opened a new era in the history of the daliths. During the British regime, various educational institutions began to admit untouchable students in schools and colleges. Some Indian reformers like Mahatma Jyothiba Phule, Vithal Ramji Shinde and princes sayojirao Gaikward and others had worked in this direction9. Dr.Babasaheb, after completing his education, started to work for people. First in 1919, he gave evidence before the Southborough Committee to constitute separate electorates for the untouchables. He started a weekly paper Mooknayak [Leader of the Dumb] on 31st January, 1920, to mobilize the untouchables for the struggle10.

www.ijmer.in 231



Ambedkar exhorted his followers to give proper education to

their children .In fact, he considered it the basis for a child’s destiny, and opined that parents could change the destiny of their children by getting them educated. The savior of the downtrodden attached so much importance to education that Ambedkar made ‘education’ the very first step of his tri slogan of action “Educate advanced sections of society11. Education is that alone in his opinion, would enable his followers to qualify for holding key positions in the administration. “Agitate and Organise”. He believed that education was the best and surest warranty of social changes, for changes primarily have to germinate in the minds of men. One more aspect of his life profile which glued him to education was his Mahar background. As a student he was not permitted to learn Sanskrit ,of which he was fond, in the school at satara where he had his early education .He experienced discrimination at the hands of fellow pupils Ambedkar was asked him to solve a problem in mathematics which other pupils had failed to solve, he attempted to solve the problem. But fellow students shouted against Ambedkar the ,instead of discouraging him this strengthened and fostered the iron will of Ambedkar for learning and education, Additionally he found a great compensation for his murky life experiences in books and public libraries, which were strewn which lofty ideas and fruitful lives12. Another important factor which had a great bearing on his involvement with education was his career development and professional experiences .His employment in the estate of Maharaja Sayajirao had deeply injured his being, nobody treated him as a human worthy of dignity. None of the degrees could alter his status, for he carried the social stigma of a Mahar with him13. For centuries the untouchables of India were denied of education. They were subjected to harsh punishments if they dared to read and write the Hindu scriptures .Even hearing of religious scriptures was out bounds for them. Ambedkar, education was the main key to open the door of light, vision wisdom. He said, “Education is something which ought to be brought within the reach of everyone .The object of primary education is to see that every child that enters the portlas of a primary school does leave it only at a stage when it becomes literate and continue to be literate throughout the rest of his life14. A part from his other measures, Dr. Ambedkar began to take a positive steps in the field of education in order to spread education

www.ijmer.in 232



among untouchables. At first, he started two hostels for Dalit Students at Solapur and Beligum in 1925. DR.Ambedkar believed that reading, writing, and arthematic Should not only be selected but also clubbed with general subjects. Subjects teaching character, behavior, organization, experience, realization and expression should be kept in the curriculum. He favoured science, technology and employment to give a concrete shape to his educational thoughts16.

He established the Depressed Classes Education Society to educate these people. He also appealed to the Bombay Government to help this society to establish hostels in which poor students could be accommodated. For this appeal, the Governor of Bombay declared that he would sanction a scheme for five hostels for secondary school students belonging to the depressed classes. In the year 1926 Dr.Ambedkar, in his first lecture on the Budget in Mumbai Legislative Assembly, emphasized on compulsory education by the government. As a member of the Bombay Legislative Assembly, Ambedkar tackled in the Primary Education Amendment Act1938 .He contended that through adoption of the Charkha [spinning wheel] rural masses would be lowered. As an economist and also as educationalist , perhaps Ambedkar is the first person in the country to calculate the costs and benefits of education. He accepted that all should get equal opportunity for education and there should be no differentiation on the basis of caste creed class and sex .He incorporated that in Constitution.

In 1936 Dr Babasaheb Ambedkar established the Independent Labour Party. The party contested the provincial elections of 1937, and explained its educational policy in its election manifesto. To stamp out illiteracy, he emphasized the need it in favour of free and compulsory education. It agreed to give scholarships to deserving candidates of the backward community for higher studies abroad. It intended to pass legislation to reorganize university education and establish teaching universities17. The most significant contribution of Ambedkar in his pragmatic approach to education which he learnt from his teacher John Dewey. He has practiced what he taught and popularized. We can find that he has started the people’s education movement with the establishment of several colleges and educational institutions by first inaugurating the Peoples Education Society. Ambedkar’s basic educational philosophy is seen in the two objectives which governed the inauguration of People’s Education Society. They are the search for truth and practice of humanitarian principles in

www.ijmer.in 233



one’s own life. This establishment of People’s Education Society was the greatest work that Dr.Babasaheb Ambedkar did propagating higher education ,among Dalits. The Society was established on 20th June 1946. Several groups of institutions have been started in all levels under the influence of this society, which still active18. Educational Contribution of Dr. Ambedkar

The advent of the British rule in India opened a new era In the history of the downtrodden. During the British regime, various educational institutions (Government and aided) began to admit Untouchable students in schools and colleges, Moreover, some Indian reformers like Mahatma Jotiba Phule, Vithal Ramji, Shinde, and princes like Chatrapati Shahu Maharaj, Sayajirao Gaikwad and others had also worked in this direction. Dr. B.R. Ambedkar, despite adverse condition, studied hard and acquired the highest degrees, Le., B.A (1912), M.A (Columbia, U.S.A, 1916), Ph.D (Columbia, U.S.A, 1917), M.Sc., (London, 1921), D. Sc., (In London, 1923) and Bar-at-Law (London, 1923). The Columbia University conferred on him a Degree of Doctor of Laws (Honorary) in 1952 and Osmania University the degree of Doctor of Literature (Honorary in 1953. The Government of India headed by Sri. V.P. Singh in the year 1990; posthumously conferred the Award Bharat Ratna on Ambedkar and a portrait of Ambedkar Was unveiled in the Central Hall of the Parliament. Subsequently the Government of India decided to celebrate Dr. B.R. Ambedkar Birth Centenary, from 14th April 1990 as the year of Social Justice.

Ambedkar was one of the modern thinkers of India. He was more a social philosopher than an academician. Ambedkar strived for the upliftment of untouchables throughout his life. He was known to the world as a social thinker, jurist, economist, and a constitutionalist. His philosophy of education was seen through his practice in his lifetime. His educational ideas or thoughts are reactions to the social structure of the time he lived. Ambedkar was very keen to make the Depressed Classes to avail of the opportunities in the public services. He could not devote sufficient time to give a form to his educational thought due to his relentless participation in the struggles of Oppressed Classes. This paper attempts to give a shape to his educational philosophy.

Dr. Ambedkar had viewed education as the means to open the hidden eyes of human beings to acquire knowledge and to cultivate the mind. This means was closed for the greater sections of the country due

www.ijmer.in 234



to traditional Varnasharama of the caste system creating graded inequality due to the accident of birth, giving privileges to a small section of the society and depriving the major section of the society of the same Ambedkar was mainly concerned about the uplift and political strength of the untouchables. He believed that education was necessary for them to shake off their mental lethargy and satisfaction with their plight. He demanded facilities for education; he demanded. that a certain percentage of seats be reserved, that hostels and schools be started and informal education be given to the untouchables. Ambedkar was of the opinion that education can be received through organisation and struggle. That is why he laid special emphasis on the education of the down trodden before any change in the society. In the conference of Kasara Dr. Ambedkar told the down-trodden, 'The question of bread and water for us is more important than the worship of God. We want equality in Hinduism and want to rootout the four classes. Whatever you have lost, the others have looted it. Difficulties and troubles are not predetermined but they are due injustice and exploitation of others. So first of all, be educated, keep far away from fate and be strong after being educated and at the same time have faith in your strength. In some other meeting he said, "struggle for your rights and get rid of illiteracy on account of which you were ruined and being ruined. Due to lack of education and self-confidence wise men cheat you and send you to your doom. You have to root out your slavery though education for the ends of the slavery does not depend on God or Super-God. Dr. Ambedkar gave three things to the Depressed Classes as "Be educated, be organised and be agitated".

Ambedkar wanted a society through education where there is no exploitation, where humanity may find equality, justice, love, progress, and merit, where work is more respected than caste, where class, caste, creed, colour and religion might not be dividing the humanity, where there is no touchable, no untouchable, no Brahmin, no non-brahmin, no rich or poor and where there is love among persons, justice in the society, spread of knowledge and progress everywhere. Dr. Ambedkar wanted a society with justice, equality and prosperity. Concept of Education towards People of Downtrodden

Ambedkar knew well that without education the downtrodden can't achieve a high standard of living in the Society. He saw that learned. Indians arranged for the training of cattle and birds but prohibiting the down-trodden from education compelled them to live a

www.ijmer.in 235



worse life than the cattle and the birds. Dr. Ambedkar was of the opinion that if the moon, sun, wind and water are meant for the use of all the living beings then why the education should be limited only to higher classes. Ambedkar's three principles, 'be educated, be organised and be agitated occupied not only the first place in process of education by chance but it generates reason and by education only men can be self- enlightened. Education initiates and instigates to the organised and an organisation is formed with interest and disinterest of the people. This can succeed in struggle to participate in the social progress. According to Ambedkar, "Education is that which make men fearless, teach unity, make understand their birth rights and teach men to struggle and fight for the freedom". Education is a revolution. If education can't serve these purposes, then such education is a dead one and better it should be burnt or set to fire.

According to Ambedkar that is not education which does not make men capable, doesn't teach equality and morality, but the true education is that which safeguards the interests of the humanity and provides bread, knowledge and feeling of equality in the society. True education really creates life in the society. In the philosophy of Ambedkar the place of self-respect and human pride was the greatest and most important. He, through education wanted to develop the qualities of justice, equality, brotherhood, freedom and fearlessness. He was in favour of making education able to provide employment. This education brings stability in the society. Good behavior and character depend upon reason and reason gets its due place due to education, experience and interview. He wanted that the curriculum should provide not only the teaching and learning facilities but it should also give the education of character, behaviour, organisation, experience, self-realization and self-expression. The nature of curriculum should be prepared in such a way as to create a feeling of self-dependence among the students. In the education of students more importance should be attached to the education of bread than the education of God. Ambedkar preferred vocational education to literature. He was in favour of a national language. The thought of National language establishes unity and equality in society. He wanted to teach the illiterates through pictures (photos) in our country and involve themselves in constructive work. He participated in the social activities from his very student life. The process of teaching-learning occurs in

www.ijmer.in 236



human association. This human association is possible through formal education. Formal teaching and training facilitate transmission of all resources and achievement in a complex society. Formation of character by an intercourse with others becomes an increasingly important task with every development of special schemes. What maturity and reproduction are to physiological life, education is to social life? Taking cue from Plato philosophical definition of slave, Ambedkar resounded that, call the slave as slave he rebels. “The peoples Education society s objective is not merely to give education in such a manner as to promote intellectual, moral and social democracy. This is what modern India needs and this is what all well wishers of India must promote.” Dr. Ambedkar named his first college in Bombay ‘Siddharth College of Arts and Science. ’Initially, the college was housed in temporary hutments situated nearthe Marie Lines Railway Station. He wanted the educational institutions to be free from any sort of political domination. Hundreds of poor and middle class students too were grateful to the founder for offering the facility of learning. The success of his very first college gave Dr. Ambedkar confidence and courage to expand his educational activities19. Later colleges of Law and commerce was added. He said he could have named his college after a multimillionaire by taking millions of rupees from him, but he named the college after the Buddha. The ideals of the disciples of Gautama the Buddha were emphasized by Ambedkar before starting Siddhartha College. Though he started Peoples Educational society, he held that greater responsibility for providing educational opportunities should be that of the government. Ambedkar was a great champion of Universal primary education. An amendment to the Educational Act in Bombay Legislative Assembly was brought forth by the Education Minister who sought to introduce the charka in the primary schools. The Charka Scheme drew its inspiration from Gandhi on the principle of earning while learning. Ambedkar contended that the Gandhian scheme would deprive the scheduled castes of the curiosity and adventure of learning for they were the poorest, and could be tempted to Earn a little more than learn unless education was made compulsory.

As an educationist where ever Ambedkar had gone to speak, he emphasized the need for education to bring among people awareness about their respect and rights ,and thus he motivated them for education .He criticized Hindus for not permitting the shudras and

www.ijmer.in 237



the untouchables to be educated. Constitutional Remedy- Not satisfied with progress made by the Dalits during the British rule in the area of mass education, Ambedkar has deliberately chosen to include the compulsory education for the age group of 6-14 in the Directive Principles of State Policy in the Constitution of India. It is mentioned in the Article 45 that the State shall endeavour to provide, within the a period of ten years from the commencement of this constitution, free and compulsory education for all children until they complete the age of fourteen years.” Article 29 envisages equal educational rights and prohibits every educational institution, run or aided by the state, from discriminating on the basis of caste, colour, language or religion. Article 350-A provides for education in the mother tongue. In respect of teaching in the colleges and universities, Ambedkar was unhappy with colonial system of education in British and post – independence India. He advocated recognition of subjects and courses to provide a wider exposure of knowledge to the pupils. Based on firsthand experience, he called for removal of inequalities of pay scales and status among academics involved either in teaching or research.

Dr. Ambedkar argued that boys and girls should be given the same education up to Matriculation, asking what use teaching Burke and Shakespeare to girls, would be of. Girls must be well-versed in home education. Dr.Ambedkar believed that the educational system could not produce good professors. So he advocated a system or grouping different subjects .Teaching and research must be the work of professors; and they all must receive equal pay, he said. Apart from the arguments that Ambedkar has made for the educational upliftment of the depressed classes, he was always in favour of providing education to all the people without any distinction of caste, creed or religion. Therefore, he used to argue for the diversion of more funds for education including the revenue collected through excise duty to education in his budget debates in the Bombay Presidency. He has convinced the members of the assembly that how expenditure on primary education is beneficial to the community. Summing up

There has been a passionate debate about the need for privatization and globalization of higher education to encourage innovations and diversity in knowledge systems nature of our society and the historical context in which the advanced countries are placed have not been brought out clearly in such debates. The higher

www.ijmer.in 238



education system in the USA is privately managed but the students get scholarships and studentships through government and other non governmental agencies. The dropout rate in higher education has been alarming in recent times. The list of job-oriented courses that are indicated above have emerged in the post-liberalization period and are not known to many dalits even in the urban areas. Some of the self financing courses that are offered in the private sector are not within the reach of the dalits. It requires lakhs of rupees to pay fees for an admission in a course that may fetch a job in the private sector. There are very few dalits who are capable of enrolling in the courses mentioned above. But, the future of higher education and the job market embellish in these emerging areas. The dalits need to understand this and develop their own educational strategies accordingly.

Further there are several academic and pedagogical problems with which the dalits suffer today. They need to overcome these deficiencies. For instance, computer literacy is a minimum qualification to survive in the modern world. But, many dalits, particularly those who come from rural background, do not have this knowledge. It is necessary to work hard to improve the knowledge, skills and abilities in the emerging areas through hard work and social networking, while arguing with the government to extend the affirmative action also to the private sector. References 1. Dr. Alaiah. K, Srinivas Naik. B – Article published Dr. Ambedkar –

Eminent Educationalist, Dr. B.R. Ambedkar’s vision of Dalit uplift & Its contemporary Relevance – Sree Bhagavan Publications Hyderabad 2006, 73.

2. Vinod Gali, Yesudasu.K, Venkataiah .S – Article Published Dr. Ambedkar – Eminent Educationalist, Dr. B.R. Ambedkar’s vision of Dalit uplift & Its contemporary Relevance – Sree Bhagavan Publications Hyderabad 2006, 81.

3. Dr. Alaiah. K, Srinivas Naik. B – Article published Dr. Ambedkar – Eminent Educationalist, Dr. B.R. Ambedkar’s vision of Dalit uplift & Its contemporary Relevance – Sree Bhagavan Publications Hyderabad 2006, 74.

4. Pani .G, Dr. Ambedkar as a Scholar and Educationalist Dr. B.R. Ambedkar’s vision of Dalit uplift & Its contemporary Relevance – Sree Bhagavan Publications Hyderabad 2006, 94.

5. Dr. Alaiah. K, Srinivas Naik. B – Article published Dr. Ambedkar – Eminent Educationalist, Dr. B.R. Ambedkar’s vision of Dalit uplift & Its

www.ijmer.in 239



contemporary Relevance – Sree Bhagavan Publications Hyderabad 2006, 74.

6. Vinod Kumar Gali, Yesudasu.K, Venkataiah .S – Article Published Dr. Ambedkar – Eminent Educationalist, Dr. B.R. Ambedkar’s vision of Dalit uplift & Its contemporary Relevance – Sree Bhagavan Pub lications Hyderabad 2006, 83.

7. Ramanath Kishan, Smt. Saroja .J, Article published Dr. B.R. Ambedkar’s Contribution to Education, Pg. No. 112.




11. Ambedkar - A Critical Study, W.N. Kuber, Page No.241. 12. K.S. Chalam, Modernization and Dalit Education, Page No.29. 13. Dr. Alaiah. K, Srinivas Naik. B – Article published Dr. Ambedkar –

Eminent Educationalist, Dr. B.R. Ambedkar’s vision of Dalit uplift & Its contemporary Relevance – Sree Bhagavan Publications Hyderabad 2006, 79.


15. K.S. Chalam, Modernization and Dalit Education, Page No.40. 16. Prabhakar .K, Indrasena Reddy .P, Ambedkar’s Efforts in Establishing

Institutions in India for the upliftments of Dalits Page No.140. 17. Prabhakar .K, Indrasena Reddy .P, Ambedkar’s Efforts in Establishing

Institutions in India for the upliftments of Dalits Page No.135. 18. K.S. Chalam, Modernization and Dalit Education, Page No.50. 19. Pani .G, Dr. Ambedkar’s vision of Dalit upliftment and its Contemporary;

97.

www.ijmer.in 240



OCCUPATIONAL MOBILITY AMONG MARATI NAIK TRIBES

IN DAKSHINA KANNADA DISTRICT: A SOCIOLOGICAL STUDY

Mr. Sandeep Kumar B.K

Research Scholar Department of Sociology

Mangalore University Mangalore

Dr. Govindaraju B.M Asst. Professor

Department of Sociology Mangalore University

Mangalore Abstract Occupational mobility refers to transition from one occupation to another. The Marati caste group which had been kept outside from the main stream of society have been able to produce number of officers and political leaders. These changes found because of constitutional provision of reservation. Because of tribal identity Marati Naiks got place in list of Scheduled Tribe in Dakshina Kannada and this community makes use of several constitutional provisions and government facilities for betterment in many fields like education, occupation. The occupational mobility of the marati community in Dakshina Kannada district in general has undergone a great change. Previously these people are engaged in kumri cultivation. But period of time they changed their traditional occupation and slowly shifted to agriculture and other occupations. Because of such rapid changes taken place in the life of tribes, I have made an attempt in this paper to find out the intergenerational occupational mobility taken place among the Marati Naiks and their opinion about the constitutional provisions in general. To assess the above mentioned objective I have chosen 50 samples from two taluks namely Sullia and Puttur in Dakshina Kannada with the help of semi structured questionnaire. Out of 50 samples, except few old age people, majority of them are workers in private company. Even girls also engaged in textile and factory work .All the respondents send their children to schools. Even among school going children, few of children joined to private schools, Out of the 50 samples there are around 20 per cent of the respondents engaged in private unorganised sector work .Day by day their occupational, economical status is becoming stronger. Many of them

www.ijmer.in 241



also have expressed that they want to educate their children as engineers, doctors or other some professionals; they do not want to send their children for coolly works or to any other lower grade work. They also remember that it is all have become possible because of reservation provided in constitution, if there is no reservation either in education or job it is very difficult to come up in this caste prejudiced caste based society. Introduction: Societies differ considerably in its depth, span, and shape of their systems of stratification. The study of social mobility is not an inseparable part of the study of social stratification. Sociologists are concerned with exploring origin, forms, and consequences of such stratification and mobility systems. People who are unequal in property, power and prestige always differ in their life chances, their institutional pattern of conduct, their life styles or cultural patterns and their attitudes, ideologies and beliefs.. Education is not only a layer for social mobility, but also opens the doors for modernisation of the people. Education has functioned as a magic or gods miracles among the tribal life of Dakshina Kannada in general and Marati Naiks in particular. Which the caste group had been kept outside the village, temple, and main stream of the society is having been produced, several educated persons and god number of officers in many departments. This all things have become possible because of the dream of our constitutional maker Dr.B.R Ambedkar had and tried to implement in the constitution. About the origin of Marati Naiks there are different stories, according to one story they are ancestors were in the army of Shivaji the king of Maratha’s in Maharashtra. When he was defeated by Mugal emperor and other rulers their soldiers had been captured and punished in different ways. As a result many of these people were escaped from that place flawed to different places. Because of that they are separated from civic society and settled in forest areas. By this way they are excluded from the main stream of society, and lead a forest life. Marati was mother tongue of these people; they are concentrated in some parts of the Karnataka state. This community was evidently tribalised, and has been notified as Scheduled Tribes with two different places. They speak marati among themselves and in Tulu and Kannada with others. The Kannada script is used by them. Rice is their staple food and urad are the pulses eaten. They rarely eat non-vegetarian food

www.ijmer.in 242



Coconut oil is the cooking medium. The men drink alcoholic beverages occasionally, which they purchase from the market. Presently most of these tribes have been settled in this district and professing agriculture work and making use of government facilities. As a result we can notice lot of changes in their life. Review of literature: Anjali Kurane (1999) “Ethnic Identity and Social Mobility” .In this book author says that ethnic identity and social mobility are interrelated. Ethnic identity plays a crucial role in bringing about social mobility of a community. Ethnic identity is a sense of belonging and has socio-cultural and political dimensions. Ethnic communities, that are locally segregated, develop their own ethnic associations and organizations which play a pivotal role in preservation of ethnic identity by simulating their culture and accelerating social mobility by promoting educational and occupational facilities and financial help to members of the community. These ethnic associations also fight for the democratic right and demands through collective action and political mobilization of the community members. Through an empirical analysis, the study demonstrates the relationship between ethnic identity of the Buddhists in Pune and their consequent social mobility. The role played by ethnic voluntary associations of the Buddhists in bringing about social mobility has also been highlighted. The study concentrates on the Mahars experience of their new ethnic identity arising out of their conversion to Buddhism and how this new identity becomes a strong basis for social mobility. Rajashri Majumdar (2012). Intergenerational Mobility in Education and Occupational Attainment: A comparative study of Social classes in India. This paper examines the extent of intergenerational mobility in both educational and occupational attainments for diverse social groups in India to understand the inertia of disparities prevalent. Results indicate strong intergenerational stickiness in both educational achievement and occupational distribution among the scheduled castes and tribes who have been discriminated against historically. Occupational mobility is lower than educational mobility indicating that educational progress is not being transformed to occupational improvement and bringing up the possibility of discrimination in the labour market. This also brings to the fore the fact that historical social exclusion has had a long-run effect and the inertia is quite strong.

www.ijmer.in 243



Mehtabul Azam (2012). Intergenerational educational mobility in India. In this paper author studied the extent of intergenerational mobility in educational attainment in India since1940s, and provide an estimate of how India ranks among other nations. He also documented this mobility across social groups, and states in India. And investigate the evolution of mobility in educational attainment across the two generations and whether this trend differs across social groups and state boundaries. He found that there have been significant improvements in educational mobility across generations in India, at the aggregate level, across social groups, and across states. Although most of the Indian states have made significant progress over time, in terms of improved mobility, there remains significant variation across states with some states faring worse than the others. Nandu, (1988) focuses his attention to the correlation of status mobility in caste and class structure. He believes that a study of social mobility in India in general and the scheduled castes in particular has to deal with status mobility in the caste structure as well as class structure because a person might have achieved high status in class structure, but have been ascribed with low status in caste structure. So as a consequence of social mobility, such discrepancy between the two types of status may create status anxiety for him. Santhakumari, (1976) “Impact of welfare measures on the backward classes, a study of the scheduled castes of Kerala” in this author says that there has been improvement in the educational level of the scheduled castes after the introduction of various concessions in the field of education like financial concession, and relaxation in the matter of marks for admission in colleges and schools. As observed from the study education has helped them to change the traditional customs and beliefs and for the decrees in the social barriers. But even those with better education, employment, and income are not readily acceptable to the higher castes whose style and pattern of behaviour are quite different from those of the scheduled castes. She also analyses the occupational mobility of the scheduled castes. She observes that there has been some occupational mobility among both the parents of the respondents and respondents them self. Seenivasa K.N.(2013)Occupational Mobility among the Kuruba’s in Karnataka: a sociological study, In this study author argues that the occupational mobility is one of the major indicator for to get achieved status. And this study focused on the motivating factors, which have

www.ijmer.in 244



resulted into occupational mobility among ‘Kuruba’ community. He finds out relatively more changes in occupation structure and marked deviations from traditional occupation. In the last decades this community is emerging as a numerically significant group and also gaining importance in economic and social sphere. Dhruva b jyothi(2013) ‘Occupational mobility among Havyak Brahmins: A case study of Yellapur taluk of Karnataka’, found that because of modern western education Havyak Brahmins are migrated and engaged in various jobs in IT-BT and petty business in Bangalore, Goa, Mysore and Southern parts of India. And Havyak Brahmins had aspiration towards higher education. But, some of the people are still continuing the traditional occupation because of their orthodox mentality. Moreover every Havyak Brahmin knows to utilise modern equipments like irrigation, tractors, and pesticides. Malli Ggandhi(2015) in his ‘Problems of education among scheduled caste, scheduled tribe, backward classes and minority children: opportunities and challenges’, aims to identify the gap and the serious issues, problems affecting the education of SC’s, ST’s, OBC’s and minority children’s. The study provides a road map to bridge the gaps and to provide better and quality education. This paper deals with the educational issues of scheduled caste ,their dropouts, various programs policies aimed at educational development of sc’s and major findings and recommendation of working groups for a better quality education. Here author also discussing about educational problems of scheduled tribe children. The broad focus of the paper is on certain aspects like problems faced by the Adivasi children in the school education scenario. Constitutional goals and aspirations, effective tribal education system, barriers that prevent the tribal groups from taking advantage of the schools offered issues relating to language, ashram, residential schools, tribal ethos, etc. Mihir kumar mallick and Kahan singh,(2015) made an attempt to understand the ‘Academic achievement of higher education students: influence of academic procrastination and self efficiency’. This study explores the academic procrastination and self efficacy of the higher education students and analyses their relationship with academic achievement of the higher education student. The study reveals that the higher education students possess moderate level of academic procrastination, self efficacy and academic achievement. Male students displayed higher level of academic procrastination than females.

www.ijmer.in 245



Students of commerce stream possessed low level of academic procrastination as compared to students of arts and science. Female higher education students have higher level of self efficacy and academic achievement as compared to the males. However the student’s in different streams possess similar level of self efficacy. In academic achievement students of science and commerce stream scored significantly high as compared to arts students. Significant positive relationship was found between academic achievement of the higher education students with academic procrastination and self efficacy. Objectives of the study:

1) To understand the occupational mobility of Marati Naiks in Dakshina Kannada district.

2) To find out socio –economic profile of Marati Naiks of Dakshina Kannada district.

Methodology: Researcher has collected 50 samples of different age, income and education, occupational groups of Marathi Naiks by using semi-structured questionnaire. To collect the data the questionnaire and observation method was used. Secondary data was used to fulfil the source of data such as, books, articles and magazines etc. Marati Naiks are dispersed throughout the state, but relatively large number of Marathi Naiks found in Dakshina Kannada district. Marati Population in Dakshina Kannada is 82,447. In this 40,954 are males and 41,493 are females, and the sex ratio is 1013, but child sex ratio is 958. According to 2013 statistical profile of scheduled tribes, total literacy rate among Marati Naiks is 80.9% in that male literacy is 87.0% and female is 74.9%. Conceptual framework Occupational Mobility: Occupational mobility refers change in occupations of individual in a given society, Dimension of time is significant in the measurement of social mobility. In the intergenerational occupational mobility, it should be examined whether father influences occupational position of the son or daughter. In the intergenerational occupational mobility, the respondents have changed their occupation compared to the occupation of their father.

www.ijmer.in 246



Findings; Table 1: Age group of the respondents: *source: primary data

Data shows that up to 25 year there are 10% respondents. Between 26 to50 age group there is 40% respondents. And age group above 51 is 50%. It tells us younger age groups are not engaged in occupation, they are the dependants of the family, But age group above 51 are more engaged in occupations. Reason is that up to the age of 25 they are doing study. Table2: Income of the respondents

Respondents income group

Number of respondents

Total percentage

1000- 10000 14 28% 10001- 20000 20 40% 20001-30000 12 24% 30001-40000 04 08%

*source: primary data Researcher collected 50 sample with questionnaires among them different income groups people are included. Income group 1000-10000 were 28%, 10001 to 20000 were 40%, 20001 to 30000 were 24%, and finally 30001 to 40000 were o8%. In this more number of respondents is found among income range between10000-20001. Table 3: Occupation detail of the respondents and their parents

Respondents occupation

Number of children’s

Number of parents

Total responden

ts

Percentage

Cooly 02 8% 10 40% 12 24% Agriculture 03 12% 06 24% 09 18% Private sector 09 36% 05 20% 14 28% Government sector 06 24% 02 08% 08 16% Professionals 05 20% 02 08% 07 14% Kumri cultivation 00 00 00 00 00 00

*source: primary data

Respondents age group

Number of respondents

Total percentage

Up to 25 05 10% 26-50 20 40% 51 above 25 50% Total 50 100%

www.ijmer.in 247



Data shows that in 50 sample questionnaires 24% respondents are doing Cooly for their livelihood and 18% of people working as a agriculturist, and 28% people are working in private sector .16% are in working under government and14% people are in professionals jobs. And no one person has engaged in traditional occupation, that is Kumri cultivation. The reason for this is sanskritisation, these people who are illiterates and did forest life had imitated the culture of Brahmins and other castes which had land ownership. Table4: Education of the Respondents

*source: primary data Data shows that 24% respondents had primary education and 30% peoples are completed their higher education .20% samples are perceived their pre university education and graduates are 16% and 10% samples had post graduation education. These data revels the information that more number of persons completed the high school level of education. They facing certain problems in education that they are living in forest areas which is far away from school and landlessness, poverty and unawareness about modern type of education and health problems are the main obstacles. Conclusion: The present study shows that the majority of the Marati peoples are changed their traditional (Kumri) occupation. Today most of the Maratis are working in a servicing sector as well as private sectors. These all are because of the attainment of the education. Due to the aware of education, the occupational mobility is found among the Marati Naiks of Dakshina Kannada. Many people opined that reservation is not useful for their mobility. Because, the majority of the beneficiaries of the reservation are the top layer members of the community and the people of bottom are not aware about these reservation benefits. But several Marati’s are used government fee

Respondents education Number of respondents

Percentage

Up to Primary 12 24% Up to SSLC 15 30% P.U.C or Equalent 10 20% Graduate 08 16% Post graduate 5 10% Total 50 100%

www.ijmer.in 248



concession for their educational achievement. Even though they had awareness that educational achievement is the main tool for getting higher status in the society. But lesser number of Marati Naiks are in higher level government jobs. It shows that educational mobility is not favour of occupational mobility for Marati Naiks of Dakshina Kannada. If we compare to other tribal people living in this area Marati Naik tribes have achieved higher occupational mobility. The educational attainment level of youths is not adequate to face challenges in the job market. It hinders upward movement in the occupational ladder since a substantial percentage of youths have obtained higher degree qualifications, opportunities for developing diversified skills in the field of technical and vocational education to suit the needs of present job market should be introduced. References

Anjali chakravarty(2012). Studying social mobility of the tribal and non tribal people in assam, IJCAES basic, applied and social sciences.

Dhruva B jyothi(2013).Occupational Mobility among Havyak Brahmins: A Case Study of Yellapur Talluk of Karnataka. International journal of scientific research.

Malli Gandhi(2015).Problems of education among Scheduled caste, Scheduled tribes,Backward classes and minority children: opportunities and challenges. Man in India Oct-Dec.

Nandu Ram(1988).The mobile scheduled castes, Hindustan publishing corporation, New Delhi.

Puttaraju(2016).Constitutional provisions and Draft national policy for tribal development in India, Journal of Development and social change, January to march 2016.

Rajashri Majumdar(2012).Intergenerational Mobility in Education and Occupational Attainment: A comparative study of Social classes in India.

Santhakumari R (1976), Impact of welfare measures on the backward classes, a study of the scheduled castes of Kerala, Ph D thesis, Kerala University, Trivandrum.

Seenivasa K.N, (2013) Occupational Mobility among the Kuruba’s in Karnataka: a sociological study, International journal of Humanities and social science invention.

tribal.nic.in/WriteReadData/userfiles/file/Statistics/StatisticalProfileofSTs2013.

www.ijmer.in 249



USE OF WIKIPEDIA BY THE STUDENTS OF UNIVERSITY OF

MYSORE: A STUDY

Mr. Satheesha H Lecturer

Mettu University Mettu, Ethiopia

Dr. Mallikarjun. Vadankere, Librarian

Pujya Dodda Appa College of Engineering

Abstract

This paper investigates the use of Wikipedia through a questionnaire based on the survey among P.G students in University of Mysore, Karnataka. Result shows an upward interest in Wikipedia among the users. Factors that may affect the use of Wikipedia are also discussed.

Key Words: Wikipedia, e- resource, uses of library, e library

Introduction

As a source of information, the Wikipedia has been a powerful feature in the information area since its inception in the last quarter of the 21st century. Though restricted in its initial stages of development, in the 2001 the content and use of the Wikipedia expanded to include many areas such as business, industry, education, government, entertainment etc. Opening the Wikipedia to common usage literally opened the floodgates of what has come to be known as the information superhighway. Currently, there is virtually no subject that cannot be found on the Wikipedia in one form or another. It serves as a backbone and connects to these sources of information irrespective of their locations. It is a live communication channel between computers and the people. Today ‘information’ is the most vital resource for any kind of activity. The Wikipedia has taken all the responsibilities of controlling the problems like collection, organizing, storing, retrieval, and dissemination of information. It has allowed the scientists, researchers, students, journalists, businessman and the common man to have an access to valuable resources scattered in various forms in different parts of the world.

www.ijmer.in 250



Visitors do not need to have specialized qualifications to contribute. Wikipedia's intent is to have articles that cover existing knowledge, not create new knowledge (original research). This means that people of all ages and cultural and social backgrounds can write Wikipedia articles. Most of the articles can be edited by anyone with access to the Internet, simply by clicking the edit this page link. Anyone is welcome to add information, cross-references, or citations, as long as they do so within Wikipedia's editing policies and to an appropriate standard. Substandard or disputed information is subject to removal. Users need not worry about accidentally damaging Wikipedia when adding or improving information, as other editors is always around to advise or correct obvious errors, and Wikipedia's software is carefully designed to allow easy reversal of editorial mistakes.

Because Wikipedia is an ongoing work to which, in principle, anybody can contribute, it differs from a paper-based reference source in important ways. In particular, older articles tend to be more comprehensive and balanced, while newer articles more frequently contain significant misinformation, un-encyclopedic content, or vandalism. Users need to be aware of this to obtain valid information and avoid misinformation that has been recently added and not yet removed. However, unlike a paper reference source, Wikipedia is continually updated, with the creation or updating of articles on topical events within seconds, minutes, or hours, rather than months or years for printed encyclopedias.

Objectives of the study

The following are specific objectives of study:

To know the places for browsing Wikipedia.

To find out the frequency of use of Wikipedia.

To study the purpose of the usage of Wikipedia.

To find out the time spent in accessing a particular information in Wikipedia.

To know the extent of access the content of Wikipedia by the students.

To know the users satisfaction in the use of Wikipedia.

www.ijmer.in 251



Methodology

In order to collect the comprehensive and relevant data for the study, the questionnaire tool was used. List of questions were formulated keeping in view the objective of the study, 275 questionnaires were personally distributed to the user. Of them 250 questionnaires were received and the same were used for analysis.

Analysis of data

In this article the analysis and interpretation of data collected through the questionnaire is analyzed. The main purpose of the questionnaire is to collect details about the attitude of users towards the Wikipedia use by the students of Manasagangotri, P.G. Campus of the University of Mysore, Karnataka state of India. The questionnaire was distributed to the users and the responses received from them are presented in table1.

Table 1

Distribution of the sample and details of questionnaires distributed and received

Category of user

No. of questionnaires distributed

No. of filled in questionnaires received

Percent of response

Male 170 135 79.41 Female 130 115 88.46 Total 275 250 90.91

It can be seen from the table 1 that 275 questionnaires were distributed to the students community, wherein 250 (90.91%) filled in questionnaires were received. Out of 250 respondents, 135 (54 %) were male and 115 (46%) were female.

Places of Browsing of Wikipedia

People browse the Wikipedia sitting at different places depending upon their convenience and comfort ability. The preference of browsing in a particular place is mainly depends on the speed of access, price and distance and convenient hours etc. The responses received are analyzed and presented in table 2.

www.ijmer.in 252



Table 2

Places of Browsing of Wikipedia

Place of Browsing

Category of users Total (n=250) Male

(n=135) Female (n=115)

Departments 67 (49.63%)

46 (40.00%)

113 (45.20%)

University library

31 (22.96%)

52 (45.21%)

83 (33.20%)

Departments & University library

24 (17.18%)

27 (23.48%)

51 (20.40%)

Departments, University library & Cyber café

20 (14.81%)

13 (11.30%)

33 (13.20%)

Cyber café 17 (12.59%)

12 (10.43%)

29 (11.60%)

Home 12 (8.88 %)

5 (04.34 %)

17 (06.80 %)

Friends/Relatives House

8 (5.92 %)

0 (00.00 %)

8 (3.20 %)

The above table 2 shows that among 250 respondents, 113 (45.2 %) respondents access the Wikipedia based information resources in their own departments. 83(32.2%) respondents access at university library, 51(20.40%) respondents access in their departments and university library, 33(13.20%) respondents access in their departments, university library and cyber café, 29 (11.6 %) respondents access at Cyber Café, and 17 (3.2%) respondents access in their home. Remaining 8 (3.2 %) respondents access Wikipedia in their friends/relatives house.

Frequency of Use of Wikipedia resources

Students use Wikipedia whenever they require information related to their work. There are different factors like time, price, distance etc. This may affect the frequency of using Wikipedia. Respondents were asked a question about how frequently they make use of Wikipedia. 85 (34.00 %) were indicated that they use Wikipedia weekly, while 79 (31.06 %) respondents use Wikipedia once in a week

www.ijmer.in 253



and 23 (9.2%) respondents use Wikipedia once in a 2 days, and 22 (8.8%) respondent’s use Wikipedia once in a month. The remaining 17 (6.8%) respondents use Wikipedia occasionally.

Table 3

Frequency of Use of Wikipedia resources

Frequency Category of users

Total

Male Female Weekly 39

(28.88%) 46 (40.00%)

85 (34.00%)

Twice in a week 57 (42.22%)

22 (19.13%)

79 (31.06%)

Once in a two weeks 12 (08.88%)

11 (09.56%)

23 (09.20%)

Once in 2 days 08 (05.92 %)

16 (13.91 %)

24 (09.60 %)

Once in a month

13 (09.62 %)

09 (07.82 %)

22 (08.80%)

Occasionally 06 (04.44%)

11 (09.56%)

17 (06.80%)

Total 135 (100.00%)

115 (100.00%)

250 (100.00%)

Purpose of Use of Wikipedia

In this era of information, every individual should know what purposes the students use Wikipedia. There are different ways through which one can learn the use of Wikipedia. A question was asked about the different purposes to learn the use of Wikipedia. The responses received from the respondents are presented in table 4.

www.ijmer.in 254



Table 4

Purposes of Use of Wikipedia

Purposes Category of users Total N =250

Male N = 135

Female N = 115

To get latest information on subject(s)

97 (71.85%)

51 (44.35%)

148 (59.20%)

To prepare seminar papers 64 (47.41%)

45 (39.13%)

109 (43.60%)

To write project work 52 (30.37 %)

43 (37.39 %)

95 (38.00 %)

To acquire knowledge 50 (37.02%)

36 (31.30%)

86 (34.40%)

To share/contribute 24 (17.78 %)

18 (15.65 %)

42 (16.80%)

Table 4 shows that 148 (59.20%) of respondents use Wikipedia to get latest information on subject(s), 109(43.6 %) respondents use Wikipedia to prepare seminar papers and 95 (38.00%) respondents use Wikipedia to get materials for their project work, 86 (34.40%) respondents use Wikipedia to 02 (00.8 %) use Wikipedia for to share/contribute article.

Time Spent in Accessing a Particular Data

Students use Wikipedia for accessing a particular data/information related to their work. There are different factors how much time is spent in accessing a particular data. This may affect the frequency of using Wikipedia. The table 5 exhibit that 79 respondents (36.60%) out of 250 said that they have spent 10-20 minutes in accessing a particular data/information from Wikipedia. Whereas 63 (25.20%) respondents spent 20-30 minutes for accessing, for 39 (15.60%) the obtained information less than 10 mentis spent for accessing, and 14 (05.60%) respondent less than 40-30 min spent for accessing, the data and 13 (5.20%) respondents 30-40 min spent for accessing the data. Remaining 33 (13.20%) respondents spents 50-60 min for accessing very few users 09 (03.60%) respondents spent more

www.ijmer.in 255



than 1 hour for accessing the particular data/information from Wikipedia.

Table 5

Time Spent in Accessing a Particular Data

Time spend for accessing

Category of users Total

Male Female Less than 10 minutes

23 (17.03 %) 16 (13.91 %) 39 (34.00 %)

10-20 min 56 (41.48 %) 23 (20.00 %) 79 (31.06 %) 21-30 min 17 (12.59 %) 46 (40.00 %) 63 (09.20 %)

31-40 min 03 (02.22 %) 10 (08.69 %) 13 (09.60 %)

41-50 min 06 (04.44 %) 08 (06.95 %) 14 (08.80 %)

51-60 min 21 (15.55 %) 12 (10.43 %) 33 (06.80 %)

More than an hour 09 (06.66 %) 00 (00.00 %) 09 (100.00%)

Total 135 (100.00%) 115 (100.00%) 250 (100.00%)

Extent of Satisfaction about the Use of Wikipedia

The table 6 shows that most of the users are satisfied with the use of Wikipedia. Out of 250 respondents 105 respondents (42.00%) are satisfied with the use of Wikipedia. 78 respondents (31.20%) are moderately satisfied, 42 (16.80%) are fully satisfied and 25 (10.00%) are not satisfied with the use of Wikipedia.

Table 6

Extent of Satisfaction about the Use of Wikipedia

Extent of satisfaction

Category of users Total Male Female

Fully satisfied 29 (21.48 %) 13 (11.30 %) 42 (16.80 %) Satisfied 56 (41.48 %) 49 (42.60 %) 105 (42.00 %) Moderately satisfied 32 (23.70 %) 46 (40.00 %) 78 (31.20 %) Not satisfied 18 (13.33 %) 07 (06.08 %) 25(10.00 %) Total 135(100.00%) 115(100.00%) 250 (100.00%)

www.ijmer.in 256



The table 6 shows that most of the users are satisfied with the use of Wikipedia. Out of 250 respondents 105 respondents (42.00%) are satisfied with the use of Wikipedia. 78 respondents (31.20%) are moderately satisfied, 42 (16.80%) are fully satisfied and 25 (10.00%) are not satisfied with the use of Wikipedia.

Information content in Wikipedia

The table shows that 105 (42.00 %) respondents use as Wikipedia not better than print version their favourite, 48 respondents (16.80 %) opined it as better than print version, 78 (31.20 %) of them found it same as that of print version, 25(10.00 %) No opinion.

Table 7

Information contents in Wikipedia

Ways to learn the use of Wikipedia

Category of users Total Male Female

Same as that of print version

32 (23.70 %) 46 (40.00 %) 78 (31.20 %)

Better than print version 29 (21.48 %) 13 (11.30 %) 42 (16.80 %) No opinion 18 (13.33 %) 07 (06.08 %) 25 (10.00 %) Total 135(100.00%) 115(100.00%) 250

(100.00%)

Reasons for the Dissatisfaction with the Use of Wikipedia

Since the Internet is full of of abundant information there is lack of organized information and also there are other reasons like too much of information etc. So a question was for the dissatisfaction of users towards the use of Internet. The table 8 shows that 19 respondents (36.80) are not satisfied with the use of Wikipedia because of Lack of relevant information. 61 respondents (24.40%) are not satisfied because of lack of information 50 respondents are not satisfied because of lack of organized information. And 44 (17.60%) respondents are not satisfied because of Too much of information. Remaining very few respondents i.e. 03 (01.20%) are not satisfied because any other information.

www.ijmer.in 257



Table 8

Reasons for the Dissatisfaction with the Use of Wikipedia

Reasons Category of Users Total Male Female

Too much of information 17 (12.59 %) 27(23.47 %) 44 (17.60 %) Lack of information 38 (28.14 %) 23(20.00 %) 61 (24.40 %) Lack of organized information 11(08.14 %) 39(33.91 %) 50(20.00 %) Lack of relevant information 66 (48.88 %) 26(22.60 %) 92(36.80 %) Any other 03(02.22 %) 00(00.00 %) 03(01.20 %) Total 135

(100.00%) 115 (100.00%)

250 (100.00%)

Conclusion

Thus Wikipedia is a vast ocean of information pertaining to almost all subjects. The present study indicates that a majority of users use Wikipedia as one of their sources of information. The study also indicates that most users are satisfied with the information available on Wikipedia. The pace with which Wikipedia is growing, the world over is witnessed by its doubling rate is less than 6 months. One of the major factors that have limited the expansion of Wikipedia in the country is the poor infrastructure. We are yet to reap all the potentialities of well facilitated medium of access and communication on Wikipedia. The library should provide hands on training in using these resources effectively.

Bibliographical References

1. Ayers, P., Klein, S., Matthews, C., & Yates, B. (2004). How Wikipedia Works. San Francisco: No Starch Press.

2. BOOKCASE: The Wikipedia Revolution: How a bunch of nobodies created. (2009, May 1). New Zealand Management, 32-42.

3. Barrett, D. (2008). MediaWiki. Sebastopol: O'Reilly Media, Inc..

4. Broughton, J. (2007). Wikipedia: The Missing Manual. Sebastopol, CA: Pogue Press.

5. Bruns, A. (2008). Blogs, Wikipedia, Second Life, and Beyond: From Production to Produsage (Digital Formations). Bern: Peter Lang Pub Inc.

6. Caddick, S. (2006). Wiki and other ways to share learning online. Nature, 442(7104), 744-744.

www.ijmer.in 258



7. Lee, T. (2008). Big data: open-source format needed to aid wiki

collaboration. Nature, 455(7212), 461-461.

8. Lih, A. (2009). Wikipedia Revolution, The: How a Bunch of Nobodies Created the World's Greatest Encyclopedia. New York: Hyperion.

9. O'Sullivan, D. (2009). Wikipedia: A New Community of Practice?. Aldershot: Ashgate Pub Co.

10. Plummer, M., Plotnick, L., Hiltz, S., & Jones, Q. (2008). A Wiki that knows where it is being used: insights from potential users. SIGMIS Database, 39(4), 13-30.

www.ijmer.in 259



INFLUENCE OF INTERNET ON THE COMMUNICATION

PATTERNS OF THE UNDERGRADUATE COLLEGE STUDENTS OF TRIVANDRUM DISTRICT

Remya Hariharan. L Research Scholar

Loyola College of Social Sciences Sreekaryam, Trivandrum

Abstract

We are living in an era where internet, computers and mobile phones are easily accessible. These digital communication facilities have revolutionized all aspect of life. Among the wide spread applications of these digital communication facilities, internet have got much popularity that it resulted in an unprecedented change in the way of communication. The teenagers and college students are identified as the main users of internet and social networking sites. They can use it for academic purposes, for entertainment and other activities. More and more people are becoming dependent on the

changing communication patterns. Communication between peoples, especially the present generation is changing gradually from face to face communication to digital media dependent communication. Thus the present study is an attempt to analyze the changes happened in the communication patterns of the college students due to the increasing dependency towards internet and other social media sites.

Key Words: Internet, Social Networking Sites, College Students,

young adult, digital communication, interpersonal communication, youngsters, Information Communication Technology.

www.ijmer.in 260



Introduction

Internet-the network of networks is an innovation or invention that

was well received across the globe. It can even be termed as the most important invention of our modern times. Today even in developing nations, internet is easily accessible through mobile phones. It will not be an exaggeration to state that for a significant section of the world population, today internet has become one of the very basic necessities. Youngsters are the major population who are accessing the services that internet is offering especially the various social networking platforms which enable them to share their photos, videos, ideas, opinions to their friends and the world. These social networking sites also help them to stay in touch with each other. The arrival of internet, social networking sites, android mobile phones and other modern technologies resulted in an unprecedented change in the pattern of communication. Now a days information access is not a problem. People can access a lot of information at any time and also can share lots of things and which was not possible for the previous generation.

Social Networking Sites

Social Networking Services provides an online platform which

facilitates the building of social relations among people who like to be socially connected and express themselves. It enables people to communicate with their families, friends, relatives and so on. It also helps to share ideas, opinions, perceptions, Images, videos etc. The main breakthrough happened in the field of communication is as a result of internet along with the influence of social networking sites. Social networking sites showed a rapid and fast growth immediately after its birth stamping its authority in the society. The existing trend is that the adolescents and the college students forms the main users of these internet and Social Networking Sites prefer to communicate over these platforms instead of face to face communications even if it is

www.ijmer.in 261



personal communication or academic conversations. A study by Griffiths and Kuss reveals that 55 percent to 82 percent of the teenagers and young adults use social networking sites on a regular basis and there are more than 500 million users are active participants of the facebook community (Griffiths and Kuss, 2011).

A lot of incidents are reporting through the print media about the overuse /abuse of Social Networking Sites and lack of communication with parents or family members. Such youngsters are spending a lot of time even in the midnight in front of the mobile phone or computers. Their relationship with outside world is meager and shapes a particular type of personality characteristics. Thus the present study is an attempt to elicit the influence of internet on the changing communication patterns of the undergraduate college students of Trivandrum District.

Methodology

Objectives of the study

To examine extend of access of internet by the

undergraduate college students.

To analyze the changes happened in communication

patterns of the undergraduate college students.

The study is descriptive in nature. The population of the study covers all the college students who are using internet. The study conducted in Trivandrum district (the capital of Kerala and the educational hub of Kerala). Purposive Sampling was used for selecting the respondents for the study. Purposive sampling is also called judgemental sampling that the sample is selected based on the knowledge of a population and the purpose of the study. Rural urban differentiation was taken of the study. One college from rural area and one from urban area were selected randomly. From the total population

www.ijmer.in 262



120 college students were selected, 60 students from rural area and the other 60 from urban area. The undergraduate students studying in Arts and science subject were selected as sample. Two disciplines from Arts subject and two from Science subject were taken from each part randomly. Both male and female respondents were selected for the study. Data were collected through questionnaires. The study uses both quantitative and qualitative methods (observation, focus group discussions). Secondary data were collected from books, journals, newspapers and internet.

Analysis and Interpretation

Socio-economic characteristics of the respondents

The study covers undergraduate college students of the age group 18-20. Of the total respondents, half are male and the other half female college students. In considering the place of residence of the students, 45 percent of the students are from Panchayath area, 32.5 percent from Municipal area, and 22.5 percent from Corporation area. Monthly income of the parents reveals that 18.3 percent have income below 10,000, 34.2 percent have income between 10,001-20,000 and 27.5 percent have income 20,001-30,000 and 20 percent have income above

30,000. The following table describes the usage of mobile phones by the youngsters.

www.ijmer.in 263



Table I : Mobile Phone Usage of the college studetns

The table (I) describes the use of mobile phones. Above 80 percent of the college students uses mobile phones as a means of communication. Android mobile phones and iphones which are available now have the same applications like computers. It is very easy to carry, so the use of mobile phones is at an increasing rate in Kerala. A mobile phone with

an internet connection is an enormous flow of information. As per the data provided by Telecom Regulatory Authority of India (TRAI) Kerala has a highest mobile penetration and Internet penetration and Kerala is among the top five states as per teledensity is concerned. There were no considerable differences seen among the students based on place of residence because of the availability of cheap broadband connections, mobile data and so on. Also government has taken various initiatives for reaching this facility to the general public.

College students Usage of Internet

Most of the college students are using mobile phones as a means of instantaneous communication. They uses internet mainly through their smart phones for educational purposes, entertainment purposes, surfing through various sites, online shopping etc. Also it was found that 48 percent of the mobile internet users are between the age group 18-24 (Digital India, 2014)

Mobile phone use

Frequency

Percentage

Yes 97 80.8 No 23 19.2 Total 120 100

www.ijmer.in 264



Table II: College Students Internet Usage

Internet Usage Frequency Percentage Regular user 57 47.5 Moderate Use 13 10.8 Infrequent 17 14.2 Need based 12 10.0 Not Using 21 17.5 Total 120 100

College students uses internet for various purposes. The table (II) shows that above 80 percent of the respondents’ uses internet in various ways and almost half of the respondents use it regularly. A higher level of internet use is associated with decline in face to face relationships with friends and family members (Sanders, Field, Diego and Kaplan, 2000). Most of the respondents use internet for using different social networking sites and the most used social networking sites are face book and whatsapp. They use social media sites for chatting, for sharing images, videos, sharing attitudes and opinions etc. According to their opinion it is a platform for self expression. Those who have shyness to talk in public will get a chance to express their view and ideas through social Networking Sites. They are members of various whatsapp groups – friends group, teachers group, family group, relatives group, etc and through it they can have contact with old

friends and new friends. The following table describes the duration of being an internet user.

Table III: Duration of being an internet User

Duration of being an internet user

Frequency Percentage

less than 1year 9 7.5 1-2 Years 15 12.5 more than 2 year 75 62.5 Not Using 21 17.5 Total 120 100

www.ijmer.in 265



The table (III) describes the duration of being an internet user. A majority of the respondents that is 62.5 percent have been using internet for more than two years that is from their school classes onwards and a total of 82.5 percent of the students uses internet. The penetration capacity of internet and social media sites are such that people became more dependent on it. The information communication technology applications are available at low costs that now people can afford it. Thus it can be said that undergraduate college students are the active users of internet.

The activities doing through internet

The most common activities done by the undergraduate college students through internet are that social media and entertainment related activities (55%), educational activities (10%), other activities like internet surfing, online shopping etc., (7.5%). Those who are doing all these comprise (27.5%) of the total respondents. Thus their primary objective of checking the internet is for checking the social media sites. A survey conducted by Pew Research Centre, 2015 reveals that 72

percent of the high school and 78 percent of the college students spend time on face book, Whatsapp, Twitter, Instagram etc. which indicates the high level of youngsters participation in social networking sites and the student users are increasing every year. As of the fourth quarter of 2017 face book, the world’s largest social networking platform has 2.2 billion active users and in each year the number is increasing not lowering (Statista, 2018)

Changes happened in the communication patterns

Man is a social animal and communication an inevitable process. In real life communication, the words are exchanged directly from our mouth and our facial expressions, gestures all make an effect on the person on the other side that is the hearer. This will make an effect in the communication process. The service internet has a wide spread

www.ijmer.in 266



popularity and the prevalence of social media sites resulted in getting even more popularity to internet. Communication field has changed a lot through internet that it increased the speed of communication. The speed and cost effective nature of internet gained popularity among the general public and especially among the young adults. The high quality communication of the modern times resulted in a decrease in the face to face mode of communication and increasing written or verbal communication through new mode of communication devices. The following table describes the college students’ habit of watching messages and texting during the meal time.

Table IV: Habit of watching messages and texting during meal time

The table (IV) shows that more than 60 percent of the respondents have the habit of watching messages and texting during the meal time. Family meals are the time of interaction too. During meals family members will discuss their daily happenings, chitchats will be there. These all will become outdated with the intervention of smart phones along with internet and social media platforms. They even don’t have time for chit chat because of the over influence of mobile phones. It is a common tendency among the youngsters that they are keeping mobile along with them as like a companion and will check the chat messages regularly. Early in the morning immediately after wake up, during day

times, meal times, before going to bed, while interacting with friends, family members, neighbours etc., there will be an interference that is

Watching &Text messaging during meal time


Yes 78 65.8 No 41 34.2 Total 120 100

www.ijmer.in 267



chat messages. Instead of real life communication they gradually fall in to this type of communication. Gradually the youngsters become addictive to these messages that there is a tendency of checking these messages as soon as it comes. It will affect studies, real conversations etc.

Table V: Time of checking internet for social media messages

Time of using internet for checking social media messages


Morning 12 10.0 Noon 8 6.7 Evening 19 15.8 No particular time 63 52.5 No response 18 15.0

The table (V) reveals that the respondents will check the internet for

social media sites at any time immediately when the message comes. During college hours also if an opportunity is getting they will definitely check it. But in some colleges the use of mobile phones is strictly banned. So after college hours they can have access. In some other colleges restriction is there but no ban so they can have the access in between college hours. In colleges it is a common scene that friends’ joins together and will do chitchat and now smartphones also have a place among this chitchat and taking selfies have become a common phenomenon.

Sharing daily activities with parents

In traditional days parents used to exert more control over their children in their studies and the matters of selecting friends only. Youngsters’ in this digital era are more prone to online predators, cyber bullying, pornography etc. So parents must give proper attention to

www.ijmer.in 268



their children’s digital media usage. They must check regularly their children’s mobile and internet use.

Table VI: Sharing the happenings of daily activities with parents

Sharing daily activities with parents


Always 21 17.5

Sometimes 81 67.5

Never 18 15.0

Total 120 100

The table (VI) describes the students reduced exposure to parents. Here 67.5 percent of the respondents reveal that they sometimes only share their daily happenings with parents. They like to share their things with friends than parents because of the fear that parents will scold them and will take action against their doings. Digital era is characterized by diminishing relations and decreased exposure towards people. So this should be take in to consideration by the parents and should find proper time to talk with their children about their daily activities.

They are using internet and social media sites for academic

purposes, for searching books and educational materials on line and through social media sites they can clear their doubts by discussing with their friends, and teachers, also can send and receive notes of the absent classes and so on. Thus according to students the service internet is a gift.

www.ijmer.in 269



Parents’ attitude towards their children’s internet and mobile use

Mobile phones are the most convenient handy device which helps a lot in instantaneous communication. According to the parents Mobile

phones have been given to their son/daughter for keeping contact with them whenever necessary. But most of the time they are on phone while studying, eating and even sleeping also it will be along with them. According to their opinion they exert some sort of control over their children’s mobile internet use. One of the parents says that “As a parent I am worried about my son’s mobile use. But I can’t exert much pressure on him to stop the use because I am scared about his reaction”. Parents are of the opinion that internet connection will kill their children’s valuable time. They don’t have enough time to talk with us. Social media sites will take their children’s whole day. Today’s children spend most of their time with their mobile phones not with their parents, peers or at the school. The opinion of the parents reveals that their disagreement in using internet is because of the over concentration of their children towards this application. Thus we can infer that youngsters are more attracted towards this than anything

else.

Conclusion

The service internet has gained its popularity among all aspect of life of the youngsters and its usage is at an increasing rate. The study shows that internet have influenced the day to day activities of the undergraduate college students of Trivandrum district. Majority of them are members of social media sites and which has considerable impact on their life. Their communication pattern have changed a lot with the arrival of internet and social media site usage and they use it mainly for chatting with their friends and for entertainment purposes. They give prime importance to these applications than anything else.

www.ijmer.in 270



So there should be proper care from the part of parents and teachers regarding the student’s mobile use especially internet use. The mobile usage should be banned strictly in colleges by the authorities. Parents must keep watching their children during their mobile use while at home. Our youngsters are our next generation so they should be in the right path for the betterment of the society.

References

1. Zeddi Anal.2016.’Youth and Future Generation’, Rally, Vol: 94:3, August.

2. SinghaRoy K Debal, (2014), “Towards a Knowledge Society”: New Identities in Emerging India. Cambridge University Press, 2014.

3. Daria J Kuss and Mark D Griffiths, (2011), “Excessive online social networking”: Can Adolescent becomes addicted to Facebook?, Education and Health, Vol 29 No4.

4. Manjunatha,S,(2015), “The Usage of Social Networking Sites among College Students in India, International Journal of Social

Sciences, Vol 2, No. 4. 5. Keval. J. Kumar, (2010): “Mass communication in India”,

Mumbai: Jaico Publishing House.

Online Resources

1. http://indianexpress.com/section/technology/(22 February, 2017).

2. http://www.statista.com/topics/1164/socialnetworks. 3. http://www.digitalindia.gov.in/(20 August, 2014). 4. http://www.pewresearch.org/topics/social-media/(28 December,

2017).

www.ijmer.in 271



EFFECT OF SUBSTITUTION OF Zn and Sn ON STRUCTURAL

AND ELECTRICAL PROPERTIES OF BaFe12O19

M. S Subbaraju Sr.Lecturer in Physics

Mrs. A.V.N .College Visakhapatnam, AP, India

Abstract: The substituted barium hexaferrite BaFe10.4Zn+2.8Sn+4

.8O19

was synthesized by solid state diffusion method. A single phase

hexagonal structure of the newly formed compound is obtained with substituents distributed in the structure according to their site preferences. The identification of the compounds is done by X-ray diffraction (XRD). The XRD show purely crystalline nature of the sample and thus conduction must be taking place by hopping mechanism. Hence electrical conductivity with change in temperature is studied. This study shows the semiconducting nature of the sample. The activation energy of the compound is also calculated.

Keywords: Magnetoplumbite, BaFe10.4Zn+2.8Sn+4

.8O19 , XRD,

electrical conductivity , activation energy.

I. Introduction

Ferrites are magnetic materials with Fe3O4 as main constituent. They are divided into two categories as “soft” and “hard” on the basis of magnetic properties. Soft ferrites have low coercivity and hence can be easily demagnetized. Whereas hard ferrites require large coercive force to demagnetize and hence can be used as permanent magnets, magnetic recording media etc. The cubic and tetragonal ferrites have spinel and distorted- spinel structures with general chemical composition as XY2O4. While for hexagonal ferrites several chemical compositions with different unit cells are possible. They differ in many aspects such as

www.ijmer.in 272



structure, chemical composition, electrical and magnetic properties. But in general all the ferrites have high resistance, chemical stability, wide applications in recording media and transformer cores [1-3, 8]. Depending on the structure there are different types of ferrites known as X, Y, M Z, W, U etc.

The present work is done on M-ferrites which are also called as magnetoplumbites. These are hard ferrites with low value of lattice constant c and least molecular weight. These M type hexagonal ferrites are characterized as ceramic and magnetically hard substances and thus at times are called as ceramic magnets or hard ferrites.

Magnetoplumbites are compounds with hexagonal structure having general chemical formula XY12 O19 where X ( Ba, Sr, Pb etc.) is usually divalent and Y is trivalent cation In the present study BaFe12O19 is taken as parent compound. It is found that many researchers have studied this compound by making some substitutions in it. The trivalent Fe ion can be partially or completely substituted by another trivalent ion like Al or by combination of divalent and tetravalent ions together by maintaining the stoichiometry. The substitution changes the properties of the parent compound and the newly formed compounds also have intensive applications [4-6, 9].

An attempt has been made in the present work to study the stoichiometric effect of substitution on BaFe12O19. Here the substitution is effected by partially replacing trivalent Fe ions by half divalent zinc ions along with quadrivalent Sn in equal proportions. Thus there is no

charge imbalance in lattice. The present work is done to see the effect of double substitution on structural and electrical properties of the compound. Thus the compound BaFe10.4Zn+2

.8Sn+4.8O19 was synthesized

by solid state diffusion method and studied further [6].

www.ijmer.in 273



II. Experimental techniques

In the present work the compounds BaFe12O19 and BaFe10.4Zn+2

.8Sn+4.8O19 are prepared from analar grade or highly pure

oxides. The reacting oxides are first heated in oven to remove the traces of moisture. After cooling them to room temperature they were finely ground and mixed in proper molar ratio. After grinding them thoroughly in acetone, they are heated at about 11000C for about 120 hours. These samples were used for further study.

Using the X-ray diffraction, following study was undertaken.— (1) Calculation of values of interplaner distances (d) with respective( hkl) planes (2) Measurement of the lattice parameters ‘a ‘and ‘c’ (3) X-ray density for the said compounds.

Pellets of samples were prepared using polyvinyl acetate in acetone as binder in a clean stainless steel die of diameter 1.28 x 10-2 m under a pressure of 5000 psi in a hydraulic press .This binder was evaporated by heating the pellets at 2600C. The two surfaces of pellets were silvered . Using digital LCR meter, the resistance of the pellets was measured at various temperatures (T). A graph was plotted between conductivity (ln σ) versus 1/T. Further the activation energy is also calculated.

III. Results and Discussion

XRD Study

For hexagonal system the interplanar spacing ‘d’ is related to unit cell dimension by the following relation

1 4(h2 + hk + k2 ) l2

-------- = ---------------------- + ----- ------------ ( 1 )

d2 hkl 3a2

c2

www.ijmer.in 274



where dhkl is interplanar spacing , ‘a’ and ‘c’ are lattice parameters and hkl are Miller indices of the crystal plane. The possible combinations of h and k are considered and values of a2 are deduced. Knowing ‘a’ and using equation (1) the value of ‘c’ is calculated. The X-ray diffraction results are summarized in the following table 1.

The hkl values of the newly formed compound matches fairly with the standard hkl values of BaFe12O19 sample. This shows that the sample formed is purely crystalline in nature and the substituents Zn and Sn have taken place of Fe ion. Like barium hexaferrite this newly formed compound BaFe10.4Zn+2

.8Sn+4.8O19 may be having grain like

structure where each grain is conducting in nature. The grains are separated by poorly conducting grain boundaries [7]. The grains are in the form of hexagonal platelets.

Table 1: X-ray diffraction results of BaFe10.4Zn+2.8Sn+4

.8O19

d(observed) d(calculated) 1/d2 ( hkl ) X10-10 m X10-10 m 2.92 2.99 0.1164 106 2.89 2.89 0.119 111 2.75 2.71 0.1316 113 2.65 2.69 0.1419 107 2.62 2.58 0.1451 114 2.52 2.52 0.1568 200 2.49 2.46 0.161 202 2.29 2.29 0.1894 116 2.01 2.01 0.2469 118 1.68 1.67 0.3536 301 1.57 1.59 0.4023 0014 1.48 1.48 0.4514 0015 1.46 1.47 0.467 1113 1.39 1.39 0.5126 1114 1.3 1.31 0.5887 316

www.ijmer.in 275



Electrical conductivity study

The electrical conductivity σ was calculated using the relation σ = t /RA (Ώ-1 cm-1) where t is thickness, A is area, R is Resistance of sample, measured with LCR bridge with change in temperature T(K). The variation of conductivity (ln σ ) with variation in temperature (1/T x 10-3) is as shown below in Fig. 1. The activation energy of sample is found to be 1.475 eV = 2.36 x 10-19 J.

Fig. 1 variation of conductivity with temperature

As the structure is in the form of well formed grains, according to Koop’s theory [5], there is hopping of electron between Fe2+ and Fe3+ ions. While moving through the crystal these electrons may accumulate near the poorly conducting grain boundaries. But with increase in temperature these electrons gain energy and cross the barrier. Thus with increase in temperature, there is increase in the conductivity. This is observed form graph also. Thus the compound BaFe10.4Zn+2

.8Sn+4.8O19

shows semiconducting behavior.

www.ijmer.in 276



IV. CONCLUSION

The compound BaFe10.4Zn+2.8Sn+4

.8O19 was synthesized by solid state diffusion method. XRD study shows crystalline nature of the compound. The trivalent Fe ion is partially replaced by divalent Zn and tetravalent Sn ion to maintain the stoichiometry. Lattice parameters a and c are calculated. As the compound may have well formed grains separated by grain boundaries, the conduction takes place when electrons hop between Fe2+ and Fe3+ ions. These electrons may get accumulated near the poorly conducting boundaries but with increase in temperature they cross the barrier and conduction takes place. Thus the electrical conductivity study show that with rise in temperature there is increase in conductivity through the sample which also shows

semiconducting nature of the sample.

References

1. Kittele C. Introduction to solid state physics

2. Adelskold V Arkiv Kemi, Min. Goel. 12 A, no. 29 1 -1938

3. Wartewig, P., Krause, M., Esquinazi, P., Rosler, S., Sonntag, R. 1999. Magnetic properties of Zn- and Ti- substituted barium hexaferrite. Journal of magnetism and magnetic materials 192,83-99.

4. Dube, C., Kashyap, S., Pandya, D., Dube, D., 2009. Dielectric and magnetic properties of Zn-Ti substituted M-type barium hexaferrite. Physics Status Solidi A 206, 2627-2631.

5. Koops C., 1951. On the dispersion of resistivity and dielectric constant of some semiconductors at audio frequencies, Physical Review 83, 121-124.

6. Soman V. V., Nanoti V. M., Kulkarni D. K., Dielectric and magnetic properties of Mg-Ti substituted barium hexaferrite, Ceramics

international 39 (5), 5713 – 5723.

www.ijmer.in 277



7. Wagner K., 1913. Ann. Phys. (Leipzig) 40, 817.

8. Ahmad, M., Aen, F., Islam, A., Niazi, S., Rana, M., 2011.Structural, physical magnetic and electrical properties of La- substituted W type hexagonal ferrites. Ceramics International 37,3691-3696.

9. Mallick, K. Shepherd, P., Green, R. 2007. Dielectric properties of M-type barium hexaferrite prepared by co-precipitation. Journal of European Ceramic Society 27, 2045-2052.

www.ijmer.in 278



Wild Edible Plants Utility in Subsistence by Indigenous

People in Ghimbi District, Western Oromia, Ethiopia

Etana Tolesa

M.Sc in Botany Addis Ababa University &

Department of Biology, Nekemt Teacher Education Oromia , Ethiopia

Abstract This work documents ethnobotanical knowledge of wild edible plants and their subsistence value in combating food insecurity for inhabitants of Ghimbi district, western Oromia, Ethiopia. Ethnobotanical data on a total of 23 wild edible plants belonging to15 families were compiled. This study revealed that local people of Ghimbi district were quite linked to the consumption of the commonly cultivated cash crops and fairly utilizes wild edible plants. The very frequent challenge reported by the informants was that fruits on the some trees are sky-scraping and hence unreachable. In focus discussions some informant argued that rejuvenation of cultivation of cash crop (Coffee arabica, in English coffee, and Catha edulis, in English khat) contribute much for the decline of interests toward Wild edible plants. The present study showed that dependence on wild edible plants is prevalent in family groups with lower economic status. This study represented a gateway in establishing basic notion of Wild edible plants utility in subsistence and optimistic remarks that enhance the family trust on utilization of Wild edible plants.

Key words: Bulbils, Herbs, Indigenous knowledge, Threat, Wild,

1. INTRODUCTION

Ethiopia is a country with a great geographic diversity with its topographic features ranging from the highest peak 4,550m above sea level dawn to 110m above sea level. The country has about 6000 higher plant species of which about 10% are endemic. Forests, grasslands, riverine environments and wetlands are home to numerous Wild edible plants in the country (Asfaw Zamade, 2009). Local communities in Ethiopia are endowed with diverse indigenous knowledge, related to the rich biodiversity of the country. Despite the wide availability and utilization of wild edible plants in Ethiopia,

www.ijmer.in 279



ethnobotanical information on cultural, socio-economic and nutritional values of Ethiopian plants is limited.

Wild edible plants have formed part of human diet since time of immemorial with nearly 75,000 species of plants believed to be edible (Walters and Hamilton, 1993). It is estimated that humans have domesticated about 200 species as food crops but around 30 only contribute 95% of the world’s plant food intake (FOA, 1996). However, despite the primary reliance of agricultural communities on conventional crop plants, the tradition of eating wild plants has never disappeared (Balemie and Kebebew, 2006). Kassim (2009) stated that information about the contribution of wild-food plant species to world nutrition is still very limited. This is despite their domestication being an important source of human food and nutrition in these times of climate change. Kalemba (2007) adds that the promotion of utilization and commercialization of indigenous wild-food plant species, especially in the arid and semi-arid areas of Africa could provide a viable alternative to sustainable livelihood and community food security.

Hence, there is still a need for documentation, nutritional analysis and domestication of wild edible plants to assist in the nationwide effort to combat food insecurity and ensure dietetic diversity. In the study area at hand no ethnobotanical documentation regarding subsistence role of wild edible plants has been done so far. This study was with intention to show the situation of subsistence utilization of wild edible plants in the Ghimbi district.

2.2 Methodologies

Ghimbi district/woreda, with the main city called Ghimbi, is situated in the Oromia Regional State in west Wellega zone, western Ethiopia (Fig.1). The district is found at 441 km west of Addis Ababa. A reconnaissance survey was conducted from January 2014 to December 2015 in Ghimbi district (Fig. 1). Thirty two informants, with the age ranges from 34-89, who have lived in the area for very long times (>15 years) were selected as they supposed to have adequate knowledge of the Wild edible plants in the area. The methods employed in the data collection were focus group discussions, group discussions, semi-structured interviews, Preference ranking and market survey. Identification of specimens was made by specimen comparison carried out at Addis Ababa university herbarium, using published

www.ijmer.in 280



literatures and assistance of botanists from Nekemte teacher education.

Figure 1: Map of Ghimbi district

3. Results and Discussion

3.1. Indigenous Knowledge associated with Wild edible plants

Majority of interviewees (about 91%) reported that they acquired the knowledge of using wild edible plants as a food from their own community through different level of livelihood interactions. About 9% of them reported that they acquired the clue of eating wild edible plants from the community groups called ‘Gumuze’ adjacent to the study area. This finding revealed that the free flow of information among communities is the base for using wild edible plants as food.

3.2 Diversity of Wild edible plants in the study area

By this work, a total of 23 plant species belonging to 15 families were documented (Table 1). Regarding species diversity, Rubiaceae stands first with 13% (with three species); followed by

Moraceae, Arecaceae Myrtaceae, Flacourtiaceae, Dioscoriaceae & Rosaceae each consisting 8.7% (two species each) and the rest namely,

www.ijmer.in 281



Poaceae, Capparidaceae, Appocynaceae, solanaceae, Fabaceae, Polygonaceae , Resedaceae and Euphorbiaceae each consists 4.3 % (one species each) (Fig. 2). The wild edible plants multiplicity around Ghimbi district matches closely with findings of earlier investigators on the African continent: For instance; 41 species belonging to 17 families in the Manang District of Central Nepal, (Bhattarai, 2009), 67 species belonging to 30 families in the Nhema communual area, Midlands province of Zimbabwe, (Maroyi, 2011), 66 species in 34 families in Derashe and Kucha districts of South Ethiopia (Balemie & Kebebew, 2006) and 62 species in 31 families in Bunyoro-Kitara, Uganda (Agea et al., 2011 ).

www.ijmer.in 282



Figure 2: Family allocation of wild edible plants.

www.ijmer.in 283



Table 1: Comprehensive ethnobotanical information of wild edible plants reported in study area.

S.

no

Scientific name Family Local name(afan oromo)

Habitat Habit Parts used

Availability

Mode of consumption Season to collect the

Plant part

1

Oxytenanthera abyssinica (A.Rich.)Munuro Poaceae Shimalaa Wild Herb Stem

Most common

The inner stem very close to the root is edible. To be eaten, this part is cut, peeled and cooked heavily.

Januar - March

2 Borassus aethiopum Mart. Arecaceae Meexxii

Wild

Tree Fruit Rare

Ripe fruit that attained the brown color is edible. No need of caring out any treatment to it and eaten raw.

January - March

3 Carissa spinarium L. Appocynaceae Agamsa

Wild Shrub

Fruit common

Fresh ripe fruits are eaten raw.

January - March

4 Cassia petersiana Bolle Fabaceae Raamsoo

Wild

Shrub

Fruit common Fresh ripe fruits are eaten raw or pounded in water and the filtered liquor is drunk.

January - March

5 Cordia africana Lam. Rubiaceae Waddessa

Wild Tree Fruit Most common

Fresh ripe fruits are eaten raw.

January - March

6

Dioscorea schimperiana Kunth Dioscoreaceae Qoccinee

Wild & home garden

Climber

Bulbils Rare

Fresh ripe bulbils are cooked or roasted to be eaten with bread or alone.

October- December

7

Dovyalis abyssinica (A.Rich.) Flacourtiaceae Koshimii

Wild

Climber

Fruit

Rare

Fresh ripe fruits, which are bigger, are eaten raw. The shorter ones are unattractive. March- May

8 Ensete Musaceae Warqee Wild Herb Fruit Rare Fresh ripe fruits are eaten October-

www.ijmer.in 284



ventricosum (Welw.)Cheesman

raw. December

9

Dioscorea quartiniana A. (Rich.) Dioscoreaceae Burii

Wild

Climber Root Rare

The root is detached, it’s soiled and hairy skin is removed thoroughly. To be eaten, the cleaned root is cooked and served.

May – June

10 Ficus ovataVahl. Moraceae Qilxuu Wild Tree Fruit

common Fresh ripe fruit is eaten alone raw.

February - March

11 Ficus sur Forssk. Moraceae Harbuu Wild Tree Fruit common Fresh ripe fruit is eaten

raw. February - March

12 Flacourtia indica (Burm.f.) Flacourtiaceae Akuukkuu

Wild Tree Fruit Rare

Fresh ripe fruit is eaten raw.

January - March

13

Gardenia ternifolia schumach and Thonn. Rubiaceae Gambeela

Wild

Tree

Fruit Rare Fresh ripe fruit is eaten raw.

February - March

14 Physallis peruviana L., Solanaceae Awutii

Wild & home garden

Herb Fruit

Rare Fresh ripe fruits are eaten raw.

November- December

15 Phoenix reclinata Jacq. Arecaceae Meexxii Wild Tree Stem

Most common

Fresh soft inner shoot, locally called ‘Mollo’ is edible. This part is cut in small pieces, roasted and eaten alone.

January - March

16 Psidium guajava L. Myrtaceae Roqaa Wild Shrub

Fruit Common Fresh ripe fruits are eaten raw.

January - March

17

Bridelia micrantha (Hochst.) Baill.

Euphorbiaceae Galaano Wild Tree Fruit

Common Fresh ripe fruits are eaten raw.

January - March

18 Rubus apetalus Poir.

Rosaceae Goraa Wild & home

Shrub Fruit Common Fresh ripe fruits are eaten raw.

February- March

www.ijmer.in 285



garden

19 Rubus steudneri Shweinf.

Rosaceae Goraa Wild Shrub

Fruit Common Fresh ripe fruit is eaten raw.

February- March

20 Rumex abyssinicus Jacq. Polygonaceae dhangagoo

Wild Climber

Leaf, root

Common Fresh green leaves cooked with cultivated cabbage and served with bread. Its root is also used as condiments in liquefying butter.

June- February

21

Sysygium guineense (Willd.) DC . Myrtaceae

Baddeessa/Goosuu

Wild Tree Fruit Most common

Fresh ripe fruit is eaten raw.

July- August

22 Vangueria apiculata K. Sch Rubiaceae Buruurii

Wild Shrub

Fruit Common Fresh ripe fruit is eaten raw.

February- March

23

Caylusea abyssinica (Fresen.) Fisch & Mey. Resedaceae Reencii

Wild & home garden

Herb Leaf Common Fresh green leaves cooked with cultivated cabbage and served with bread. July-

August

www.ijmer.in 286



3.3 Growth habit and habitat of Wild edible plants in the study area

From the 23 wild edible plants documented, trees take up major portion, 39.1% and followed by shrubs and climbers, each occupy 21.7 % and herbs stand last by 17.39% (Fig.3). Regarding the habitat, four of them (17.4%) were not only found in the wild but also found in the home garden.

Figure 3: Growth habit of Wild edible plants in the study area.

3.4 Edible parts and mode of consumption

For wild edible plants in the study area, fruits stand at the top with 73.91%, followed by leaf consisting 8.69 % and each of the rest 4.31% (Fig.4). This finding was also available in the work of Asfaw Zemede (2009) Ethiopia. This finding exposed that parts of the wild edible plants consumed by people of the study area is very diverse. In relation to pattern of consumption, all edible parts are used in fresh form, but followed different mode of preparation. The leading mode of preparation was eating raw, 78.26% (Table 1). This means that the local people have various indigenous experiences in utilizing wild edible plants.

www.ijmer.in 287



Figure 4: Parts of Wild edible plants used as a food

3.5 Accessibility and Availability of Wild edible plants in the study area

Regarding accessibility, the very frequent challenge reported by informants was that fruits on the some trees are sky-scraping and hence unreachable. Because of this challenge informant reported that fruits of tall trees such as S. guineense and F. indica were inaccessible. This finding showed that access is one factor to influence consumption of wild edible plants in the study area. This finding agrees with the work of Ladio (2001).

During field visit it was discovered that of the 23 wild edible plants species 4(17.4%) of them were most common in the study area (Table 1). The popularity of the four plants: S. guineense, P. reclinata, C. africana and O. abyssinica is associated with their apparent traditional importance of economy to the community of the study area. In particular S. guineense, O. abyssinica and C. africana provide prominent economic income as timber and wood material production in the study area. P. reclinata, on top to its subsistence value, provides local mat for poor family. FAO (1998) stated that accessibility and multipurpose nature of the species also make them more popular than others among the community.

www.ijmer.in 288



3.6 Subsistence role of wild edible plants

In the study area considerable species of wild edible plants were recorded. In focus discussions some informant argued that rejuvenation of cultivation of cash crop (Coffee arabica, in English coffee, and Catha edulis, in English khat) contribute much for the decline of interests toward wild edible plants. In their work, Ekué et al. (2010) state that the ease of access of local communities to industrialized products induces losses of knowledge and traditional practices related to natural resources. Indeed, most informants responded that under stress full conditions, say during times of the year when the family crops stocks’ shrinks away, some family engaged in purposive collection and consumption of wild edible plants. This finding showed that dependence on wild edible plants is prevalent in family groups with lower economic status. Similar finding was also revealed in Arias et al. (2007).

3.7 Preference ranking of Wild edible plants based on their subsistence value

As shown in Table 3, S. guineense stood first among the five wild edible plants species followed by D. abyssinica in preference ranking conducted to know rank of wild edible plants loved most in subsistence. This indicated that the indigenous people through life experience have identified and prioritized the best wild edible plants from any other plant that can be used for food. This result matches with works of Fentahun and Hager (2008).

3.8 Market survey of wild edible plants

Finding marketed wild edible plants is very seldom in the study area. In surveys made in two local markets (called Tolee and Jogir), out of the 23 wild edible plants recorded in the area, only one species S. guineense (local name, Goosuu) was observed. From this, we learn that there is knowledge gap in the area in using the wild edible plants for economic income. The same finding was reported by Camden (2009).

www.ijmer.in 289



Table 3: Preference ranking of six Wild edible plants with subsistence role (1=Least; 2 = Good; 3=Very good; 4 = Excellent).

4. Conclussion

This study made a useful documentation on wild edible plants and a traditional knowledge associated with them in study area at hand. The surveillance of the study has revealed that wild edible plants are vital in subsistence during the periods of the year when house hold crop stocks decline. This study is imperative to offer awareness to the local administrators/ government bodies, the society leaders and community knowledge-holders to plan strategies and mechanisms of promoting knowledge of community members to realize the subsistence and income generating share of wild edible plants.

Conflict of interest

The author has not declared any conflicts of interest.

Acknowledgement

I am thankful to the indigenous communities of Ghimbi district for sharing their implausible knowledge of the wild edible plants in the area. Without their involvement, this study would have been impracticable.

5. References

1. Agea J, Obua J, Waiswa D, Okia CA, Okullo JBL. (2010). Farmers’ attitudes towards on- farm cultivation of indigenous fruit trees in

Wild edible plants

Respondent A_H

Total

Rank

A B C D E F G H

P. peruviana 4 2 4 4 3 3 4 3 27 2 nd

S. guineense 4 4 3 4 4 3 4 2 28 1st

R. steudneri 1 2 2 2 1 1 2 2 16 3rd

P. reclinata 1 1 3 3 2 2 1 1 14 5th

C. africana 2 2 2 3 1 3 1 3 17 4th

www.ijmer.in 290



Adwari Sub- County, Lira District, Uganda. Ethnobot Leaf. 14:366–380.

2. Agea JG, Okia CA, Abohassan RAA, Kimondo JM, Obua J, Hall J, Teklehaymanot Z. (2011).Wild and semi-wild food plants of Bunyoro-Kitara Kingdom of Uganda: growth forms, collection niches, parts consumed, consumption patterns, main gatherers and consumers. Environ Res J. 5(2):74–86. doi:10.3923/erj.2011.74.86. [Cross Ref].

3. Asfaw Z. (2009). The future of wild food plants in southern Ethiopia: Ecosystem conservation coupled with enhancement of the roles of key social groups. Acta Horticulturae. 806: 701-707.

4. Arias-Toledo B, Colantonio S, Galetto L. (2007). Knowledge and use of edible and medicinal plants in two populations from the Chaco forest, Córdoba Province, Argentina. J. Ethnobiol. 27:218–232. doi: 10.2993/0278-0771(2007)27[218:KAUOEA]2.0.CO;2. [Cross Ref]

5. Balemie K. and Kebebew F. (2006). Ethnobotanical study of edible wild plants in Derashe and Kucha districts, South Ethiopia. J Ethnobiol. 2:53. doi: 10.1186/1746-4269- 2-53. [PMC free article] [PubMed][Cross Ref]

6. Bhattarai S, Chaudhary RP, Taylor RSL. (2009). Wild edible plants used by the people of Manang district, Central Nepal. Ecol Food Nutr. 48:1–20. doi: 10.1080/03670240802034996. [PubMed] [Cross Ref]

7. Camden M. (2009). Biodiversity, nutrition and livelihood in Southern Africa. Biodiversity. 12 (2): 34-42.

8. Ekué M, Sinsin B, Eyog-Matig O, Finkeldey R. (2010). Uses, traditional management, perception of variation and preferences in ackee (Blighia sapida K.D. Koenig) fruit traits in Benin: implications for domestication and conservation. J Ethnobiol Ethnomedicine. ; 6:12. doi: 10.1186/1746-4269-6-12. [PMC free article] [PubMed] [Cross Ref]

9. Friis, I. (1992). Forests and forest trees of northeast tropical Africa: their natural habitats and distribution patterns in Ethiopia, Djibouti and Somalia. Kew Bull. Additional series, No. 15. Pp. 1-306.

18. Fentahun. T and Hager H. (2008). “Exploiting, locally available resource for food and nutritional security enhancement: wild fruits diversity, potential and state of exploitation in the Amahara region of Ethiopia,” Food Security, vol. 1, pp. 207–219 View at Publisher · View at Google Scholar.

19. FAO (1996). Report on the State of the World’s Plant Genetic resources. Leipzig, Germany: International Technical Conference on Plant Genetic Resources; pp. 17–23.

20. GWSPMFRDA (2004). Document of Ghimbi Woreda Strategic Plan and Management for Rural Development and Agriculture. 11 pp.

www.ijmer.in 291



21. Getahun Amare. (1974). “The role of wild plants in the native diet in

Ethiopia,” Agro- Ecosystems, vol. 1, pp. 45–56. 22. Heywood, V. (1999). Use and potential of wild plants in farm households.

FAO Farm Systems Management Series. Food and Agriculture Organization, Rome, Italy. [online] URL: http://www. fao.org/docrep/003/w8801e/w8801e00.htm.

23. Hunde D., Njoka, J., Asfaw Z., and Nyangito, M. (2011). Wild Edible Fruits of Importance for Human Nutrition inSemiarid Parts of East Shewa Zone, Ethiopia: Associated Indigenous Knowledge and Implications to Food Security. Pakistan Journal of Nutrition 10 (1): 40-50.

24. Kalemba P. (2007). Wild Plants and Tradition in East Africa. Unpublished Manuscript, Department of Botany, University of Kinshasa, DRC.

25. Kassim S. (2009). Wildlife and Food Security. Paper prepared for the Forestry Department. Rome, Italy: Food and Agriculture Organization.

26. Ladio A, Lozada M, Weigandt M.( 2010). Comparison of traditional wild plants use between two Mapuche communities inhabiting arid and forest environments in Patagonia, Argentina. J Arid Environ. 69:695–715. doi:10.1016/j.jaridenv.11.008. [Cross Ref]

27. Ladio A. (2010). The maintenance of wild edible plant gathering in a Mapuche community of Patagonia. Econ Bot. 55:243–254. Doi: 10. 1007/BF02864562. [Cross Ref]

28. Lykke AM. (2000). Local perceptions of vegetation change and priorities for conservation of woody savannah vegetation in Senegal. J Environ Manag. 59:107–120. doi:10.1006/jema.2000.0336. [Cross Ref]

29. Ladio A. and Lozada M. (2000). Edible wild plant use in a Mapuche community of Northwester Patagonia. Hum Ecol.; 28:53–71. doi: 10.1023/A: 1007027705077. [Cross Ref]

30. Maroyi A. (2011). The gathering and consumption of wild edible plants in Nhema Communual Area, mid lands province, Zimbabwe. Ecol Food Nutr. 50(6):506– 5225. doi: 10.1080/03670244.2011.620879.[PubMed] [Cross Ref]

31. Medeiros P, Almeida A, Ramos M, Albuquerque U. (2000). A variation of checklist interview technique in the study of firewood plants. Funct Ecosyst Commun. ; 2(Special Issue 1):45–50.

32. NBSAP (2005). Natural Biodiversity strategy and Action plan. Government of the Federal Democratic Republic of Ethiopia. IBCR, Addis Ababa, Ethiopia.

33. Sharma, P., Agnihotry, A., Sharma, P. P and Sharma, L. (2013). Wild edibles of Murari Deviand surrounding areas in Mandi district of Himachal Pradesh, India. International Journal of Biodiversity and Conservation. 5 (9): 592-604

www.ijmer.in 292



34. Tariku B. and Eyayu M (2017). Study on the Diversity and Use of Wild

edible plants in Bullen District Northwest Ethiopia. Journal of Botany 5:2

35. Tesfaye Awas. (2007). Plant diversity in western Ethiopia. Ecology, ethnobotany and conservation [Ph.D. thesis], Faculty of Mathematics and Natural Sciences, University of Osla, Norway.

36. Warren, D.M. (1992). Indigenous knowledge, biodiversity conservation and development. Pp. 1-12 in International Conference on Conservation of Biodiversity in Africa: Local initiatives and institutional roles, 30 August-3 September. Nairobi.

37. Walters M & Hamilton A. (1993) .The Vital Wealth of Plants. Switzerland.

www.ijmer.in 293



^^vU/kk ;qx dk ;q;qRl** vkt dk lp

MkW0 iadt flag ,lksfl,V izksQslj

fgUnh foHkkx dkyhpj.k ih0th0 dkyst pkSd] y[kuÅ

lkfgR; lekt dh ekufldrk dks gh ugha vfHkO;Dr djrk gS] oju~ lekt dh

ekufldrk dks fufeZr Hkh djrk gSA og lekt dks fn'kk&funsZ'k Hkh nsrk gS fd gesa dSlk lekt pkfg,\ thou ds fofHkUu igyqvksa ls ,d gh thou esa ls xqtjuk laHko

ugha gS ysfdu lkfgR; ds lkgp;Z ls tqM+k O;fDr thou ds vf/kdka'k igyqvksa ls ifjfpr gks tkrk gSA thou ds fofHkUu jax lkfgR; esa fc[kjs gq, gksrs gSa] blh lUnHkZ

esa /keZohj Hkkjrh dh jpuk ^^va/kk ;qx** vR;Ur egRoiw.kZ gS] ;g thou dh ;FkkFkZrk ls vfHkUu gS] blesa tks dqN Hkh jpk x;k gS] og thou dk vax gSA

fgUnh lkfgR; esa /keZohj Hkkjrh th dk LFkku vxz.kh lkfgR;dkjksa esa ls ,d gSA /keZohj Hkkjrh th dk ^xqukgksa dk nsork* miU;kl ;qok fnyksa dh /kM+du gSA izR;sd

O;fä ftlds thou esa izse dk vadqj QwVk gS] og bl miU;kl ls vo'; izHkkfor gqvk gksxkA Hkkjrh th dks jksekafVd o Hkkoqd jpukdkj ds :i esa ge mUgas ;kn djrs

gSaA vU/kk ;qx* dfy;qxh lekt ls eqBHksM+ gSA dfy;qx esa tSls&tSls dkyq"; dk izdksi c<+rk tk jgk gS oSls&oSls va/kk;qx dh lkFkZdrk c<+rh tk jgh gSA vU/kk;qx dkO;

ukVd esa ikSjkf.kd ,oa ,sfrgkfld ik=ksa ds gksus ls ;g ,d izkphu dFkkud dk izxfrdj.k yxrk gS fdUrq ik= vo'; ,sfrgkfld o ikSjkf.kd gS ysfdu vkt lekt

esas ,sls gh ik= fopjrs gq, fn[kkbZ iM+ jgs gSa tks lnSo nwljksa ds gd ij dCtk tek;s gq, gSa ;k dCtk djus dh tqxqr esa "kM;U=ksa ij "kM;U= djrs tk jgs gSaA nq;ksZ/ku]

v'oRFkkek] ;q;qRl] Hkhe] /krjk"Vª] lat; lHkh vkt psgjk cny&cny dj gekjs pkjksa rjQ fo|eku gSaA ;s ik= vkt ds lekt ds thrs&tkxrs izrhd gSaA lEiw.kZ jk"Vª esa

pgq¡vksj va/kdkj dk okrkoj.k cuk gqvk gSA ;ksX;rk ds LFkku ij v;ksX;rk o 'kfDr lEiUurk dks egRo feyrk fn[kkbZ ns jgk gSA /krjk"Vª vkt ds lekt ds jktusrkvksa

dk izrhd gS tks vius LokFkZ ds fy, fu;e] dkuwu ,oa lafo/kku dh e;kZnkvksa dks

www.ijmer.in 294



rkd ij j[kdj dke dj jgk gSA vius LokFkZ vkSj fut ikfjokfjd lnL;ksa ds fgrksa ds fy, ekuork dh leLr gnksa dks ikj djus esa mls tjk Hkh ladksp ugha gSA og

lRrk ds en esa bruk vf/kd pwj gS fd vius fgrksa o LokFkksZa ds vfrfjä mls fdlh vkSj dk gd fn[kkbZ gh ugha ns jgk gSA gd o lp dks ikus ds fy, O;fDr dks fdruk

vf/kd la?k"kZ djuk iM+ jgk gSA ;g dkO; ukVd esa Li"V fn[kkbZ iM+ jgk gSA

lekt ds fonzwi :i dks ns[kdj dfo ds eu dh O;kdqyrk vR;Ur rhoz gks tkrh

gS mls lekt ds foJa[ky gksrs fu;e dkuwuksa ls cM+h Bsl igq¡prh gSA mls ;g eglwl gksrk gS fd lgtrk ls thou ;kiu djuk dfy;qx esa laHko ugha gSA

va/kksa ls 'kksfHkr Fkk ;qx dk flagklu] nksuksa gh i{kksa eas foosd gh gkjkA

nksuksa gh i{kksa esa thrk va/kkiu] Hk; dk va/kkiu] eerk dk va/kkiuA

vf/kdkjksa dk va/kkiu thr x;k] tks dqN lqUnj Fkk] 'kqHk FkkA

dkseyre Fkk] og gkj x;k] }kij ;qx chr x;kAA1

dfy;qx esa lp dk lkeuk >wB ls gksuk gh gS] vkLFkk dk vukLFkk ls la?k"kZ lqfuf'pr gSA 'kqHk dks v'kqHk ls Vdjkuk gh iM+sxk] dkseyrk dks dBksjrk ls la?k"kZ

djuk gh gksxk] D;ksafd jk"Vª esa vU/kksa ls lq'kksfHkr gS flagkluA ftlds vk¡[kksa ij LokFkZ dh iV~Vh ca/kh gqbZ gSA mlds fu.kZ;ksa esa i{kikrh gksus dk ladsr feyrk gS] mlds vkns'kksa

esa fucZy euq";ksa dks nckus dh cw vkrh gSA ekuoh; fu.kZ;ksa ds fo#) lnSo mlds fu.kZ; vkrs gSa] rHkh rks ,d izgjh dgrk gS fd ^va/ks jktk dh iztk dgk¡ rd ns[ksA**

vFkkZr~ ekxZn'kZd Js"B gksuk pkfg, ;ksX; o izfrHkkoku gksuk pkfg,A

va/kk;qx ds ek/;e ls ge jktdkt dh dk;Z iz.kkyh ij vxj utj Mkyrs gSa rks

izgfj;ksa dk ;g dFku ,dne lkFkZd izrhd gksrk gS &

gedks vukLFkk us vHkh ugha >d>ksjk]

D;ksafd ugha Fkh viuh dksbZ Hkh xgu vkLFkkA

geus ugha >syk 'kksd] tkuk ugha dksbZ nnZ]

lwus xfy;kjs lk lwuk ;g thou Hkh chr x;kA

www.ijmer.in 295



D;ksafd ge nkl Fks] dsoy ogu djrs Fks vkKk,a ge va/ks jktk dh]

ugha Fkk gekjk dksbZ viuk [kqn dk er] dksbZ viuk fu.kZ;AA2

jk"Vª dk lEiw.kZ nkf;Ro ,sls O;fDr ds gkFkksa esa gksuk pkfg, tks nwj nf"V ls ;qDr] U;k;h o ijksidkjh ds lkFk&lkFk iztk ds fgrksa dks loksZifj j[krk gksA ,sls jktk ds

ekxZ&funsZ'ku esa gh jkT; dh iztk [kq'kgky gks ldrh gSA /krjk"Vª dh LokFkZfyIlk us u dsoy vius ifjokj dks gh xg;q) esa >ksad fn;k oju~ viuh LokFkhZ euksdka{kk

dh iwfrZ ds fy, leLr jk"Vª dh iztk ds fgrksa dks nkao ij yxk fn;kA blfy, cM+s nkf;Ro laHkkyus okys dk O;ogkj] pfj= ,oa U;k;fiz;rk jk"Vª ds fy, vR;Ur egRoiw.kZ

gSaA blfy, bruh cM+h ftEesnkjh dk ogu djuk lkekU; ckr ugha gSA lRrk dk en lj p<+dj cksyrk gS] ,slk dkSu izk.kh gS tks lRrk ds en ls izHkkfor u gksA foosd'khy]

fpUru'khy ,oa iztkoRly jktk dks lnSo lRrk en ij fu;a=.k j[kuk pkfg,A rHkh og iztk ds fgr ds lUnHkZ esa dqN dj ldsxkA

dkek;uh esa egkdfo t;'kadj izlkn us dgk gS fd &

^^vius esa lc&dqN Hkj dSls O;fDr fodkl djsA

;g LokFkZ egkHkh"k.k gS viuk gh uk'k djsAA**

dsoy vius LokFkksZa ds fy, gh thus okyk O;fDr Lo;a viuk uk'k djrk gSA vU/kk

;qx ek= dkO; ukVd gh ugha gS vfirq ;g dy;qxh lekt dk vkbZuk gSA ;g thou esa LokFkksZa dk nq"ifj.kke crykrk gS fd vko';drk ls vf/kd LokFkhZ gksus ij O;fDr

nwljksa dk uqdlku rks djrk gh gS lkFk gh lkFk nwljksa dk gd Hkh Nhurk gSA lkFk&gh&lkFk viuk ,oa viuksa dk loZuk'k djrk gSA tgk¡ va/kdkj dk gh lkezkT;

gksxk ogk¡ mtkys dh dgk¡ xqtkb'k \ tgk¡ dk 'kkld vk¡[k dk va/kk gh ugh cfYd cqf) ls Hkh va/kk gks pqdk gS] ogk¡ U;k; laxr dk;ksZa dh laHkkouk gh lekIr gks tkrh

gSA ml ns'k dh iztk jktk ds Lofgr ds na'k dh Hkkxhnkj curh gSA

esjk Lusg] esjh ?k.kk] esjh uhfr] esjk /keZ fcYdqy esjk gh oS;fDrd Fkk

mlesa uSfrdrk dk dksbZ okº; ekin.M Fkk gh ughaA

www.ijmer.in 296



dkSjo tks esjh ekalyrk ls mits Fks os gh Fks vafre lR;

esjh eerk gh ogk¡ uhfr Fkh] e;kZnk FkhAA3

;g /krjk"Vª LohdkjksfDr gSA tc O;fDr nq%[k ds {k.kksa esa gksrk gS rks ,slh okLrfod LohdkjksfDr djrk gSA D;ksafd og vius ls ckgj fudyrk gh ugha gSA vius LokFkZ

ls vyx dqN lksprk&le>rk gh ugha gSA nqfu;k dk L;kgiu ns[kuk gS rks va/kk;qx ls vPNk dkO; ukVd <w¡<+uk eqf'dy gSA dfy;qx ds Hkwr orZeku ,oa Hkfo"; ds n'kZu

gksus yxrs gSaA ;g dkO;dfr ekuoh; fpRrofRrksa dks vfHkO;Dr djrh gSA blh dkj.k ls va/kk;qx dkyt;h dfr gSA ;g le; ds lkFk&lkFk pyus okyk vkbZuk gSA

yksdra= esa ljdkjsa cnyrh jgrh gSa fdUrq deZpkjh rks gj ljdkj ds lkFk&lkFk dke djrs gSaA blfy, mudk dksbZ otwn ugha gksrk og ljdkj ftldh gksrh gS mldh

vkKk dk ogu djrs gSa muds dksbZ fopkj ugha gSA muds fopkjksa dh dksbZ ekU;rk ugha gSA vFkkZr~ os dsoy vkKkikyd deZpkjh gh jg tkrs gSaA fu.kZ;drkZ dh Hkwfedk

esa os ugha vk ldrs gSA os fu.kZ;ksa dks cnyokus esa l{ke Hkh ugha gSaA os ek= vkns'kksa dk ikyu djus okys gSa muls ;g eryc ugha fd vkns'k 'kqHk ds fy, gS ;k v'kqHk

ds fy, gS os flQZ ikyu djus okys gSaA lR;&vlR;] >wB&Qjsc] 'kqHk&v'kqHk dk fu.kZ; muds gkFk esa ugha gS os ek= dBiqrfy;k¡ gSaA jktlRrk ds gqDe dks ek= fØ;kfUor

djus okys gSaA dkSjoksa dk ,d HkkbZ ftldk uke gS ;q;qRl] ;q;qRl ml O;fDr dk izrhd gS tks lR; dk lkFk nsrk gSA tks nzks.k] Hkh"e dh rjg vU;k; o vR;kpkj dks ekSu

jgdj ewdn'kZd cudj ns[krk ugha gS mlds vUnj ihM+k gS] lEosnuk gS] lp dk lkFk nsus dh fgEer gSA ;qq;qRl dh laosnuk dk irk bl dFku ls yxk;k tk ldrk gS&

esjk vijk/k flQZ bruk gS lR; ij jgk eSa n<+

nzks.k Hkh"e lcds lc egkjFkh ugha tk lds nq;ksZ/ku ds fo#)A

fQj Hkh eSaus dgk i{k eSa vlR; dk ugha ywaxk

eSa Hkh gw¡ dkSjo ij lR; cM+k gS dkSjo oa'k lsAA*4

lR; dk lkFk nsus ds dkj.k og ek¡ xka/kkjh ds ?k.kk dk ik= curk gSA mls HkkbZ;ksa dk lkFk u nsus ij mldh viuh ek¡ gh mls frjLdr djrh gS] bl vieku o ?k.kk

www.ijmer.in 297



dks ;q;qRl Lohdkj ugha dj ikrk gSA og eu gh eu lksprk gS fd D;k lR; dk lkFk nsdj eSaus vijk/k fd;k gSA og vius O;fDrRo dk Lokeh gS mldk otwn o tehj

lR; dk lkFk nsdj ftank gSA vUrr% og Lohdkj djrk gS fd &

lg ysrk ;fn lc mPNa[kyrk nq;ksZ/ku dh

vkt eq>s bruh ?k.kk rks u feyrhA

vius gh ifjokj esa ekrk [kM+h gksrh]

ck¡g QSayk;s pkgs ijkftr gh esjk ekFkk gksrkAA5

ek¡ xka/kkjh ds O;aX; ok.kksa dks ;q;qRl lgu ugha dj ikrk gS] tc ek¡ xkU/kkjh us mlls

;g dgk fd

Hkqtk,a ;s rqEgkjh ijkØe Hkjh Fkdh rks ughaA

vius cU/kqtuksa dk o/k djrs&djrs \6

bl frjLdkj dks ;q;qRl lgu ugha dj ikrk gSA vDlj ;g ns[kk x;k gS fd lR;

dy;qx esa lnSo frjLdr tku iM+rk gS] O;fDr bZekunkjh o drZO; fu"Bk ls ;gk¡ vius drZO;ksa dk fuokZg ugha dj ikrk gS] jkg esa brus jksM+s vkrs gS fd vUr esa lR;

dk i{k/kjrk ;q;qRl Hkh vUrr% ;g lkspus ij etcwj gks tkrk gS fd &

dj ysrs ;fn rqe le>kSrk vlR; ls

rks vUnj ls ttZj gks tkrsA7

fonqj dk ;g dFku ;q;qRl dks >d>ksj nsrk gSA fdUrq ;q;qRl dks vc ;g

vuqHko vR;Ur ihM+knk;d eglwl gksus yxk gS vkSj og vR;Ur grk'k] ijs'kku] cspSu] mRihM+u] gksdj ;g ekuus yxk gS fd lR; dk lkFk nsdj dgha mlls dksbZ Hk;kud

xyrh rks ugh gks x;hA

vc ;g ek¡ dh dVqrk

?k.kk iztkvksa dh D;k eq>dks vUnj ls cy nsxh \

vfUre ifj.kfr esa nksuksa ttZj djrs gSa

www.ijmer.in 298



i{k pkgsa lR; dk gks vFkok vlR; dk !

eq>dks D;k feyk fonqj] eq>dks D;k feyk \8

dfy;qx esa lR;kuqxkeh izR;sd iq#"k vUr esa vius lUnHkZ esa ;gh lksprk gS fd eq>dks D;k feykA tks Hkz"V] csbZeku] iFkHkz"Vd] nqcZqf) okys O;fDr Qy&Qwy jgs gSa] lR;

ds ekxZ ij pyus okyk O;fDr lekt esa fdukjs ewdn'kZd dh Hkk¡fr [kM+k gS mlds ikl fdlh izdkj dk oSHko ugha gSA vkt ds ;qx dk bZekunkj ;q;qRl ijs'kku gS]

ihM+koku gS fd esjh bZekunkjh] lR;fu"Bk dk izfrQy eq>s D;k feyk \ ;g iz'u vkt gekjs le{k iqu% mlh rjQ [kM+s gSa tSls egkHkkjr ds le; esa ;q;qRl ds le{k [kM+s

FksA mls vius HkkbZ;ksa dkSjoksa ds lkFk&lkFk ik.Moksa ds }kjk Hkh viekfur gksuk iM+kA ,sls esa lR; ds vuqxkeh ;q;qRl dk iru] vkt ds ;qok dh lcls cM+h cspSuh gqbZ gS]

ftldk lek/kku vHkh Hkfo"; ds xrZ esa gSA

lUnHkZ xzUFk lwph

1- Hkkjrh /keZohj % va/kk ;qx] fdrkc egy] bykgkckn] laLdj.k&2002] ISBN-81-225-0102-8, i"B&3

2- Hkkjrh /keZohj % va/kk ;qx] fdrkc egy] bykgkckn] laLdj.k&2002] ISBN-81-225-0102-8,

i"B&17

3- Hkkjrh /keZohj % va/kk ;qx] fdrkc egy] bykgkckn] laLdj.k&2002] ISBN-81-225-0102-8, i"B&9


i"B&40&41


i"B&41


i"B&43


i"B&44


i"B&44

www.ijmer.in 299

Date post:	13-Jul-2020
Category:	Documents
Upload:	others
View:	14 times
Download:	2 times

Volume 7, Issue 4(1), April 2018 International Journal of...

Documents