Geet Chawla

Lecturer, S.R.S.M.M., Rohilkhand University, Bareilly

             Women play a major role in a country’s political, social cultural, educational and economic development. Empowering or entrusting power upon them means allowing and accepting their full participation in all realms of life for better families, society and nation. But the scene has not always been the same. In ancient times, women enjoyed equal status and respect in the society. Vedas are proof to the fact that women were scholars and sages, and enjoyed power and equal status in the vedic age. However, the Brahmanic age saw a setback in the status of women, which further deteriorated during the Muslim rule. Evil practices and discrimination were seen in the form of purdah system, sati, child marriage, denial of education to girls, besides many others. Again, female  inferiority was preached during the British rule. But with the dawn of freedom, an urgent need for feminine emancipation was felt. It was established that without the support  and strength of women folk, political, economic, domestic and educational upliftment of the country was not possible. Therefore educating women became one of the priorities of free India.

            As Pt. Jawaharlal Nehru put it ‘If you educate a man, you educate a individual, however if you educate a woman, you educate a whole family. Women empowered means mother India empowered’. Education is one of the most important means of empowering women with knowledge, skills and self confidence. This holds special significance for women as it brings about a positive influence upon families and generations. It helps eradicate poverty, health problems, rigid views and positively improves the family atmosphere. Educating women also helps in spreading across the message of smaller families, healthy habits, equal status and justice. Thus the impact can be seen in the form of economic growth, peace, good nutrition and reduction in mortality rate. Education also plays a crucial role in helping the women to make personal achievements and build a career to the best of their skills and capacities.

            Education also helps in bringing down atrocities against women as they have the strength and knowledge to fight for justice and their rights.

            Women were earlier confined to playing roles of child rearing, teaching children, maintain households, carry out family chores etc. But the newer policies and directions of government have created their space in various fields such as business, banking, education, industry and defence. The government has played a significant role in providing education to women. Ever since independence, the strategies of the Government have been to provide social development, economic empowerment  and gender justice. These are kept in mind while formulating the five year plans. It has focussed on various areas that may facilitate empowerment such as self employment, vocationalisation, reservation in tution fees and studies and special quota in jobs, social security, legal protection and professional training.

            For educating girls 2180 residential Kasturba Gandhi Balika Vidyalaya Schools have been sanctioned and are providing elementary education to 1,82,000 school girls. The National Policy on Education 1986 triggered the Mahila Samakhya programme which aimed at women empowerment. Operation Blackboard, national policy on education, navodaya and Kendriya Vidyalaya are efforts of the government to provide free education to the girl child. The efforts since then have shown a tremendous increase in the literacy rate all over the country ever since. For vocational training, community polytechnic, shramik Vidyaiths etc. are set up. The UGC encourages institutions to take up research projects in the area of women’s studies by providing necessary funds. Women’s studies centres are set up in various universities and colleges.

            A greater focus has been given to issues  relating to women through creation of an independent ministry of women and child development. Special welfare schemes for women’s welfare have been rising every year. It is ensured that 33% of the beneficiaries of all government schemes are women and girl children.

            The 73rd amendment in our constitution ensures reservation of not less than one third of seats in the panchayat. The womens reservation Bill  2010 also aims in giving more political space for women and allows them to actively participate in the process.

            As per the world bank Report Women accounted for 94% of total employment in dairy sector, 51% in forest based small scale industries and 48% in the agriculture sector. This does ensure that empowerment of women and financial independence is on the rise. Even within the defence forces, all women officers can hold ranks and the short service commission tenure has been increased.

            Swashakti, Swayamsiddha, Swawlamban, STEP, construction of womens hostels, rehabilitation centres, counseling cells, Women technical training institutes, Mahilla Samridhi Yojna, Indra Mahila Yojna, Rashtriya Mahila Kosh are a few of the many schemes monitored by Government to facilitate empowerment of women.

            Now that women have regained their status and glory, their contribution can be seen in all areas. The success stories around us, make us to believe that women are gaining the right to take decisions. Their role in all the sectors is visible and their participation in the countries economic, social cultural educational development can be felt.

References :

1. Chhaya Goel and Devraj Goel, Woman Empowerment in India : Stereotyping and Modernity, University News (Vol. 52, No. 25) June 23-29, 2014.
2. Arundhati Chattopadhyay, Women’s Empowerment Across Indian States, Yojana, June 2012.
3. R.K. Rao (2001) Women and Education, Kalpaz Publications, Delhi.
4. http://zenithresearch.org.in.

Soniya Yadav

Research Scholar, N.K.B.M.G. (P.G.) College Chandusi

Abstract: Women education is a big opportunity for India to be developed socially and economically. Educated women are the weapon who yield positive impact on the Indian society through their contribution at home and professional fields. They are the reason of improved economy in the country as well as society. An educated woman has capability to handle her home and professional life. They can effectively contribute in controlling the population of India as they would like to marry at a later age in comparison to the uneducated woman.  Women should be given equal opportunity in education like men and they should not be isolated from any development activities. Women covers almost half population of the country means if women are uneducated the half country is uneducated which bring poor socio-economic condition. Through the women education the social and economic development will be faster in India. To spread the importance and improve the level of women education all over the country, countrywide national propaganda and awareness programmes are very necessary. An educated woman can educate her whole family and thus whole country. Bringham Young also said about women education – ” You educate a men ; you educate a men. You educate a women; you educate a generation. “

 Dr. Bhumika Bansal

Asst. Prof. RDKM, Sector-61, Noida, Uttar pradesh

Abstract

This study attempts to assess the psychological stress and its relationship with achievement among senior secondary science students of Jawahar Navodaya Vidhayalayas. A sample of students was randomly selected from different Jawahar Navodaya Vidhayalayas in Ghaziabad. They were administered Psychological Stress Scale for Science Students developed by researchers themselves which measures 12 dimensions of psychological stress. Results show that the examination and achievement have been emerged as the major factor causing stress, while  health as the least causing factor for stress. Negative and significant correlation with achievement was observed for all dimensions of psychological stress except science teachers and society.

1. Dr. Vijayshri Bhati

Asst. Prof. RDKM

Sector-61, Noida, Uttar pradesh

 

ABSTRACT

The purpose of this study was to investigate differences among boys and girls in terms of the relation between different aspects of creativity. A sample of 50 boys and 50 girls studying in two secondary schools of Delhi city was randomly selected. The investigator had personally met the participants and administered the tool Torrance Test of Creative thinking (Verbal Form A) designed by E. P. Torrance (1968) was used. Mean S.D.S and T-test were calculated to analyse the data. The findings reveal that boys do not differ significantly in all the variables of verbal creativity, except the measures of originality from the girls.

Introduction

“Creativity is thinking and responding process that involves connecting with our previous experience, responding to stimuli (objects, symbols, ideas, people, and situations) and generally to at least one unique combination.”

Pames (196325)

A nation’s progress, greatness depends not only on its material achievements but also upon its great thinkers, artists and scholars that are regarded as creative genius. And in fact, historical records provide evidence that cultures have collapsed because of failure to utilise, intelligent and imagination methods for solving their problem.”

Torrance (1962)

Guilford (1966) has pointed out that. “Creativity is the key to education in its fullest sense and to the solution of mankind’s most serious problems.”

Creativity and Sex DifferencesMany investigations conducted in India and abroad have revealed inconsistent results on sex differences in the test scores of creativity.Torrance (1963) while investigating on sex differences in creativity of the students from first grade to fourth grade has found that boys become increasingly superior on most of the measures of creative thinking. up to third grade. By fourth grade boys begin to lose their battle against conformity to behavioural norms showing a sharp measured decrement in most of these abilities [originality and flexibility). Torrance and Alotti (1969) found that girls were better than boys on the measure of creativity. Richmond (1971) has concluded that females scored higher than males. Flaherty (1992) investigated on the effects of a multimodal programme on self concept and cognitive and affective creativity on students in third grade and found that the girls in the experimental group made significant gains over the boys. In another study conducted by Boling and Boling (1993) found that first born males and later born females demonstrated the greatest creativity. With younger students prior to grade three, Kogan (1974) and Tegano and Moran (1989) found a tendency of girls to score higher than boys. However boys scored higher on originality in grade three. Coon (1969) and Warren, Luria (1972) found higher scores for girls in early adolescence on figural creativity. Torrance (1983) found that gender differences in divergent thinking ability have changed over time. In the 19505 and 1960s boys outperformed girls on measures of originality, whereas girls surpassed boys on elaboration and most measures of verbal creativity. Torrance (1962, 1965) and Harold’s (1968) results indicated that there are significant sex differences on several creativity variables with males being stronger than the females. Raina (1969) found that boys excelled on all the figural measures of creative thinking as well as some of the verbal measures. Nayana (1981) found that males excelled females on measures of verbal flexibility figural originality and figural elaboration. Singh (1982) made an extensive study and found that boys achieved significantly higher mean scores than the girls on the measure of creative thinking. Lau and Li (1996) also found that boys were more creative than girls. Statement of the problemThe present work is thus a comparative study of Creativity among boys and girls of Class VII.MethodologySample: A sample of 50 boys and 50 girls studying in two secondary schools of Delhi city was selected on random basis for the study. The sample was equal on age and social economic status.Design of the study: In the present study descriptive survey method was used.  Instrument of the study: Torrance Test of Creative Thinking (Verbal TTCT: Thinking Creatively with Words Form A) designed by E.P. Torrance (1968) was used. The test is appropriate for the kindergarten level (age 6) through the graduate level and beyond, and can be individual or group administered. It  requires 30 to 45 minutes of working time. Translated into over 35 languages, the Torrance Test of Creative Thinking is a test in which anyone could respond to regardless of previous experience. This test is recommended as the best standardised measure to use because of the preponderance of evidence of reliability and validity over time and in different cultures. The TTCT is the most widely used and studied creativity tests reffinger. 1985: Swartz, 1988; Johnson and Fishlain, i999}. These tests can be used not only for identifying the gifted, but also for discovering and encouraging everyday life creativity in the general population. The atmosphere in which the TTCT is administered is important. Torrance (1966) recommended the creation of a light atmosphere such as thinking or problem-solving to avoid the threatening situation associated with testing. His intent was to set the tone so that examinees would enjoy the activities. Examinees should be encouraged to have fun and should experience a psychological climate that is as comfortable and stimulating as possible (Ball and Torrance. 1984). The verbal forms of the test incorporate tasks which require the use of language. The subjects are required to provide written responses to the questions put to them. The verbal activities are of the following types: 1. Asking question type2. Guess causes type3. Guess Consequences type4. Product-improvement type5. Unusual uses type6. Just suppose typeActivity 1. Ask question consist of asking questions about the picture. Activity 2. Guess causes consist of guessing causes of the action in picture. Activity 3, Guess Consequences consist of guessing consequences, immediate or long term, about the picture. Subjects are allowed five minutes to complete each of these activities.
Activity 4. Product Improvement consists of showing an item, such as a stuffed animal, and asking for suggestions to improve it.Activity 5. Unusual Uses consists of thinking of alternative uses for a common object such as cardboard boxes or tin cans. Uses of the part of the object are acceptable. Fantastic or impossible uses beyond all possible reality are not counted. Activity 6. Just Suppose Hypotheses consist of thinking about an improbable situation. For instance, suppose we could transport ourselves anywhere we want with just a twitch of the nose or blink of the eye. What would be some problems benefits, etc. of this situation?All these activities are evaluated in terms of the creative abilities such as:Fluency [the ability to produce a large number of relevant ideas);Flexibility (the ability to produce large number of unrepeated responses, or the variety of ideas); and Originality [the ability to produce ideas that are unusual].To be original, a response must be given by fewer than 5 or 10 people out of every 100 who take the test. Fluency is the number of different responses. Flexibility is generally measured by the number of different categories of responses.  The Manual for Scoring and Interpreting results for the Verbal TTCT provides an easy to use scoring method for both beginners and experienced scorers. It includes national norms, standard scores and national percentiles within the grade for each score area. as well as national percentiles for average standard scores.The Verbal TTCT Norms Technical Manual includes norm tables with standard scores and national percentiles by grade and age for each score area.Reliability of the TTCT-Verbal scoring ReliabilityRosenthal DeMers, Stillwell, Graybeal, and Zins (1983) reported interrater reliability of 0.90 or higher scoring TTCT-Verbal tests of 125 gifted and 428 non-gifted elementary school children. Torrance (2000) reported inter rater reliability of 0.95 for flexibility to 0.99 for fluency between scores of TTCT Verbal.Test-retest ReliabilityThe test-retest reliability coefficients of the TTCT-Verbal and figural ranged from 0.59 to 0.97 (Torrance, 2000). Torrance believed that the creative thinking abilities including those measured by are susceptible to development through educational experience. In addition emotional, physical motivational and mental health factors also affect creative functioning and development and may contribute to a lowering of test, retest reliability. Treffinger [1985] concluded that given the complexity of creative thinking the TFCT can be seen as having reasonable reliability for group and research applications.Validity of the TTCT-Verbal Predictive ValidityAny creativity measurement is useless unless it has a known ability to predict performance. Preliminary studies established the validity of the TTCT and thereafter its ease of use fostered research on the [Swartz, l988).Thus the TT˜CT is more researched and analysed than any other creativity instrument (Treffinger, 1985; Swartz, 1988: Johnson and Fish kin, 1999). The TTCT has over 25 years of extensive development and evaluation (Millar. 2002). TTCT has shown high predictive validity (r > 0.57) for future career image and for academic and creative achievements. Torrance and Safter (1989) conducted a 22 year longitudinal study on the predictive Validity of this measure, which compared scores from various forms of the TTCT with later life creative achievements. Torrance (1990) states that the inter rater reliability among the scorers was greater than 0.90. Two decades of research establish the validity and reliability of the TTCT and demonstrate the appropriateness of including divergent measures in a multifaceted approach to assessing creativity (Kim. 2006). More than 1500 studies in 16 countries used these tests (Torrance, 1996) and tests have been translated into more than 35 languages since 1966 (Millar, 2002). Statistical studies concerning the language equivalency, reliability and validity of adapting test into Turkish have been developed by Asian (1999). Inter scorer correlation coefficient for subscales (0.95 to 1.00) demonstrated that TTCT could be implemented in Turkish culture as well (Yontar, 1992).statistical techniques used: Mean, S.D.S. and t-test were calculated to analyse the data.Results and discussion: The significance of the difference between the mean scores of the boys and that of the girls of Class VII was examined for each of the four measures of Verbal creativity: flexibility, originality and total creativity. The analysis of the results are given in  Table 1.Table 1

Variables	boys N=50		Girls N=50		‘t’ value	Level of significance
	Mean	S.D.S.	Mean	S.d.S.
Fluency	37.57	10.55	37.32	12.83	0.14	N.S.
Flexibility	32.65	6.89	31.67	7.90	0.58	N.S.
Originality	6.84	8.01	5.07	6.32	2.14	0.01
Total Creativity	72.53	21.22	71.94	25.52	0.17	N.S.

 As can be seen from Table l the mean scores of the boys and the girls on the measure of fluency were found to be 37.57 and 37.32 and their corresponding S.D.S. were found to be 10.55 and 12.83 respectively. The ‘t’ value was found to be 0.14 which is in significant.  The result thus clearly shows that there was no significant difference between the boys and girls on the measure of fluency.On flexibility the mean score of the boys was 32.65 and of girls 31.67 while their S.D.S were 6.89 and 7.90 respectively. The difference between the two means was insignificant as the ‘t’ value was 0.58. It may be concluded that boys and girls were similar on credibility once again. Comparison between boys and girls on originality shows significant difference between the two groups. The mean scores of boys and girls were 6.84 and 5.07 and S,D.S. were 8.01 and 6.32 respectively. The ‘t’ value was 2.14 which is significant at 0.01 levels, As such. it may be concluded that boys with their significantly higher mean score possessed significantly greater originality than girls. As can be seen from Table 1 on the measure of total creativity the mean scores of boys and girls were 72.53 and 71.94 and their respective S.D.S was 21.22 and 25.52. When the ‘t’ value was calculated to find out the significance of difference between the mean scores of the two groups. the ‘t’ value was found to be 0.17 which is insignificant. The result thus clearly shows that there was no significant difference between the boys and the girls on the measure of total creativity.ConclusionThe findings reveal that boys do not differ significantly in all the variables of verbal creativity, except the measures of originality, from the girls. The results of the present study are in agreement with the findings of Torrance (1963), Razik (1967), Raina (1969), Torrance and Aliotti (1969), Richmond (1971). Singh [I982]. Tegano and Moran (1989), Lau and Li (1996). who found the existence of significant sex differences between boys and girls in the test scores of creative thinking ability on which boys scored significantly higher scores than girls.However the findings may be logically reasoned in that girls in our society have been encouraged to confirm, whereas boys are expected to be active and dominant risk takers [Block1983]. Furthermore, Davis and Rimm [1989] acknowledge that most boys are provided with toys such as trucks, Logos and models that enhance their visual spatial abilities. While Lever (1976) notes that the games of girls are often highly structured requiring turn-taking and rules. SuggestionsAdditional studies are necessary to investigate gender differences in creativity across all grade levels. Furthermore, the impact of interventions or specialised programmes to enhance creativity needs to be integrated.At a time when there is an emphasis on the basic skills of literacy and numeric it is crucial to remind ourselves of the importance of creativity and imagination in their own right and in the contribution they make to other areas of learning. We need to resist any attempt to curtail or limit the development of creativity and imagination in the early years and beyond. If we do not ensure plenty of opportunities for learning that are first hand, that encourage children to think for themselves: to play and to take risks, we will raise a generation who, to quote Oscar Wilde, “Know the price of everything and the value of nothing (Wilde 1969 Lady Wlndenneres Fan. Act III).Through a curriculum rich in creative and imaginative opportunities young children have the opportunity to develop skills, attitudes and knowledge that will benefit all the areas of their learning and development. If our wishes for the children are to become reality we must plan provision for young children that encourages and develops creativity and imagination. We need to find ways to promote what we value and make our beliefs real.Creativity and imagination come from the human ability to play and civilisation rests on this ability. It is essential that we foster the human capacity for creativity and play, if we do not we will be left copying old ideas. Involvement in creative and imaginative experiences should be essential for the life.

REFERENCES ·

• BALL. O.E. AND TORRANCE. E. P. 1984. Streamlined Scoring Workbook, Figural A Torrance Test of Creative Thinking Bensenville. I. L: Scholastic Testing Service, Inc.·
• BLOCK, J.H. 1983. Issues, problems, and pitfalls in assessing sex differences: A Critical review of ‘The Psychology of Sex difference Merrill-Palmer Quarterly. 22 (4). pp. 283-308.·
• Boling, S.E. AND Bonus, J .L. 1993. Creativity and birth order/ sex differences in children. Education, 114 (2). pp. 224-226. ·
• CHASE. C. I. 1985. Review of the Torrance Test of Creative Thinking. In J. V. Mitchell Jr. (Ed), The Ninth Mental Measurements Yearbook, pp. 1631-1632. Lincoln. NE: University of Nebraska, Burros Institute of Mental Measurements.·
• Coone, J.G. 1969. A Cross Cultural Study of sex differences in the development of selected creative thinking abilities. Dissertation Abstracts International. 29. 4828B.·
• DAVIS, G.A. AND Rum, S.B. 1989. Education of the gifted and talented (2nd Ed.) Englewood Cliffs, N.J: Prentice-Hall Inc.·
• Flaherty. M.A. 1992. The effects of holistic creativity programmes on me self concept and creativity of third graders. The Journal of Creative Behaviour. 26(3), pp. 165-171.·
• Gulford, J .P. 1966. Creativity. Yesterday. Today and Tomorrow. The Journal of Creative Behaviour. p.13. ·
• HAROLD,O.1968. The Concept of Creativity in Art. The British Journal of Aesthetics, 19(3). pp. 1-11.·
• HERBERT. T. P, CRAIVIOND. B, NEUMEISTER. KLS. MLLLAR. G AND SILVLAN, A. F. 2002.  E. Paul Torrance. His life. Accomplishments, and Legacy. Stores, CT. University of Connecticut, National Research Centre on the Gifted and Talented (NRC / GT).·
• Johnson. A. S. AND Fish, A. S. 1999. Assessment of Cognitive and affective behaviours related to creativity. In A.S. Fish kin. B. Cramond and Polszewski Kubilius [eds.] Investigating Creativity in Youth: Res arch and Methods. pp. 265-306 Cresskill. NJ: Hampton Press, Inc.

Divya¹, Agarwal Shalini²

Student and Assistant Professor

Department of Human Development and Family Studies, School for Home Sciences,Babasaheb Bhimrao Ambedkar University,Lucknow-226025, Uttar Pradesh, India

 

Abstract: Postural discomfort is common in workers who work in Bank sector. A exploratory research design was conducted to assess the postural discomfort among bank workers. The study focused on Identification of postural discomfort among bank workers. The sample size of the study was 120 and sample was collected through random sampling through interview schedule along with standardized scale. It was observed that bank workers worked continuously in one posture. Consequently, they suffered from discomfort in different parts of their body, specifically in the shoulders, knees, back, lower back, and upper back, which mainly prevented them from continuing their work. This study also revealed that bank workers had work in congested work areas with many difficulties.

Keywords: Bank workers, Body Mapping scale, Postural discomfort, Posture, working hours, gender.

Dr Chung Chin-Yi

Research scholar. National University of Singapore

The priest is likened to Christ as Julius Caesar’s initials like Jesus Christ are J.C. and there is the reference to the feeding of the five thousand with the references to fish and their multiplication. Hence despite all evidences to the contrary, the lieutenant has failed to eliminate faith from Mexico as the priest lives on in the boy’s mind and seems to be resurrected as an image of martyrdom and sacred magic. The priest has come alive perhaps not mortally but as an image of sacred mystery and miracles in the imagination of the young boy and hence as Christ does is resurrected in the hearts and minds of his followers as an indwelling leader through the holy spirit which lives on in the minds of the followers of Christ even though he is not physically present on earth. Thus Greene has examined the nature of the inexhaustibility of the Church though the lieutenant has strived to eliminate all physical traces of the church the church is ultimately transcendental and lives on as a spiritual presence and an image of Christ that lives on in the minds and hearts of his followers even though Christ is no longer physically present on earth.

Keywords: Graham Greene, salvation, mortal sin, redemption, persecution

Dr. Aruna Mehta

Asstt. Prof. Psychology, JCMM Assandh, KNL (Haryana)

Abstract:- The word Suicide or suicidal are used in everyday life to refer to self behaviour. Suicide Potential refer’s to cognitious that can vary from fleeting thoughts that life is not worth living, via very concrete well thoughts out Paris for killing one self to an intense delusional Preoccupation with self destruction (Goldney. 1989). According to Dr. Anjli Sharma Suicide Potential refer’s to any deliberate act with non Latal outcome that might cause or actually causes self harm. That consists of ingesting a substance in excess of its generally recognised or prescribed therapeutic dose. Suicide is a style of death that is the direct or indirect result of a positive or negative Act by the victim. Knowing the act will produce this result (Maris, 1991). In the most of cases a warning is given before committing suicide. Often the warning had been given to more than one Person (Robins, 1959) about one in Six people committing suicide, Leaves notes (Barrac Lough 1974).

Dr Chung Chin-Yi

Research scholar, National University of Singapore

Abstract: In this survey of secondary sources on phenomenology I have located the problematic of an aporia that lies at its center. Phenomenology has divided itself itself into transcendental idealism or empirical idealism and non-philosophy. In both these incarnations of phenomenology, Husserl’s transcendental idealism and the radical empiricism in the philosophies of Heidegger, Levinas, Ricoeur, Blanchot and Merleau-Ponty, lies a form of theoretical essentialism and blindness to the meta-condition that structures phenomenology. It is differance, the space or interval between the transcendental and empirical which conditions and produces both the transcendental and empirical through the retrospective movement of the trace. Derrida’s contribution to phenomenology, as I will argue in this paper, is his discovery of the quasi-transcendental, or the interval between the transcendental and empirical which determines phenomenology.

Keywords: Transcendental, Empirical, Phenomenology, Quasi-transcendental

Ang Kean Hua

Department of Science and Technology Studies,

Faculty of Science, University of Malaya, 50603 Kuala Lumpur, Malaysia.

Abstract

Environment are natural consists of all living and non-living things living together on Earth. Due to human demand and greedy towards the environment, various alternatives applied in human, namely science in law, science and policy, science and technology, sustainability science, ethic in science, etc.; in controlling human activities and maintain the environment from being continuously destructed. However, the ideas for environmental solution are not resolved in overall and the religious perspective is taking part in environmental destruction prevention. So, the religious are very concern on human attitude that should be applied and implement ‘love’ for every action taken to prevent harm towards the natural environment. Therefore, religion in Islamic, Buddhist, Christian, and Hindus perspective are the most successful to become a major role in sustaining the environment for coming future.