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.

Jannatul Ferdous

Lecturer, Department of Public Administration

Comilla University, Bangladesh

 A book review of “Dominant Executive and Dormant Legislature: Executive-Legislature Relations in Bangladesh” (Second Edition), by Mohammad Mohabbat Khan, published by A H Development Publishing House, Dhaka 2014, pp. 131, Price: Taka 500. ISBN: 978-984-91036-5-3

Legislative, executive, and judiciary: the three separate branches of government that is shared between. Each branch is independent of a separate function, and cannot usurp the functions of the other branches. However, branches are interrelated. They work together with each other, and also inhibit each other from endeavoring to adopt excessively ample supremacy.

This correlation is entitled as the principle of “checks and balances,” wherever the tasks of one branch assist to encompass and adjust the influence of the other. The framers of the constitution pursue to shield the country in contradiction of autocracy by this instrument. A deeper inspection of the Bangladesh constitution’s provisions shall make clear understanding that, in a real sense, the principle of “check and balance” devises been overlooked in the constitution. This, in its current form, only confirms the “ascendancy” in its place of “check and balance” of the executive control over the legislature.

Not very long ago, the legislative-executive relations literature was bisected. This exchange between the two, with very little work has evolved into two separate and independent bodies. A branch concentrated on parliamentary systems and the other focused on presidential systems, which remained deliberated to epitomize two entirely self-determining and unconventional means to shape the party-political sphere. That is the understanding about any of these systems had slight or certainly not any influence on whatever we got knowledge about the other. Each system was thought to have its own principles, from which there working possibly will be entirely assumed; and these ideologies just keen to infinitely diverse inducements for and, thus deeds by, political players. The doctrines of parliamentary and presidential system require doing, obviously, with the dependency or independency of the executive order by way of respect to the legislature. While parliamentary system is regarded as by a system of “reciprocal dependency,” and presidential system is regarded as by a system of “reciprocal independence”. This fundamental dissimilarity was taken to define together the nature of the correlation concerning the executive and the legislative authorities, and whether this correlation would be restricted to the boundaries enforced through the constitution: assistance and constitutional boundaries in the methods defined by reciprocal dependency; clash and extra-constitutional conduct in the systems well-defined by reciprocal individuality. The executive and the legislature, all together, were considered as integrated performers, challenging for impact over policy results. It is probable to say that nowadays in democratic regimes there present a more assimilated opinion of executive-legislative relations.

The present parliamentary practice of government in Bangladesh is embedded in the 1972 Constitution. There assimilated provisions were in the Constitution of Bangladesh with the purpose of creating the organization totally independent. Though, in 1972 the Constitution delivered a possibility, which redirected the distrust prevailing in the political ground. A member of the Parliament would evacuate his seat if he backed in contradiction of the party that voted him; Article 70 of the constitution specified that. It is mocking that the very political party which tried to institute the Parliament such as the ultimate law, constructing figure in the repercussion of the liberation War, far along took necessary steps to restrain its power with the starter and passing the bill on January 25, 1975 of the 4^th amendment of the Constitution which makes instantaneously converted the parliamentary structure into a one party pillar. The Parliament then turns into to a certain extent unproductive and rotated into a consenting instrument in the influence of the President. All Executive, Legislative and Judicial powers were concentrated in the hand of the President.

The “New Start” poised on the brink, but the government was overthrown by a military coup. From then until 1990, Bangladesh is a semi-parliamentary form of the package went through the authoritarian era. Bring back the restoration of democracy in 1991, the Government of Bangladesh Parliament. 12 amendments introduced the concept of the sovereign Parliament. The Constitution was enacted in 1972, the politicians and ministers of the cabinet, which is the responsibility of the joint responsibility to ensure that both were willing to set up an effective parliamentary system. In line with this vision, the methods used to enforce the rules of the accountability process, providing a detailed guideline. However, the political changes during 1975- 1990 the Parliament failed to fulfill this vision in such a way that led to the amendment of the Constitution. Introduced the concept of parliamentary democracy, although after the 12^th amendments, the controversial article in the constitution to remain in doubt whether the presence of the Parliament allowed to practice.

We have already seen an image of this throughout the term of the previous four elected government bodies, where the Prime Minister, the cabinet and the bureaucracy introduced a huge quantity of bills. Executive ascendancy is diligently linked to the authority and position of the post called Chief Executive, specifically, the Prime Minister. Actually, the transference from the presidential form of Government to parliamentary form of government takes to a large degree simply predestined the transference of the complete power from the President’s hand to the Prime Minister. The 12^th amendment of the Constitution has been strictly analyzed as it permitted an imperfect alteration from a presidential form to a parliamentary form of government. The post of the Prime Minister as reestablishment of democracy has developed tremendously dominant. Parliamentary accountability mechanisms have also failed to work properly and key policy assessments are taken several times outside of the Parliament. They very also rarely talk over in the Parliament.

The necessary prerequisite of an operational Parliament is to checking Executive dominance, keeping regime continuance, constructing up the harmony amongst the political parties and so on. Both formal and informal ways of executive authority has persisted – with harmful results for the country as a result of unproductive parliament. First, it backs to the ruling parties and the opposition party did not take into account. Second, deficiency of control on Executive role turned the role of the legislators dictatorial. Third, policy decisions were taken by the cabinet and the politicians failed to interpret the law properly. Fourth, this Executive dominance culminated in deep political tension where the opposition clearly exhibited their disinterest in joining parliamentary meetings. Lastly, an unproductive parliamentary government give the opportunity of undue influence on policy decisions has allowed donors.

The book under review is written by Professor Mohammad Mohabbat Khan, emphases on the lack of supremacy of the legislature in Bangladesh, that resulting ascendancy of the executive.  This is principally as a consequence of ineffective and lower position of the legislature vis-a-vis the executive. The executive is playing a dominating role and the legislature is dormant in Bangladesh. There are a number of causes of this state of doings.  These are included executive regulations on the legislative program, the particularly authoritative standing of the prime minister, insufficient discussion on policy. Some variations are recommended in this book to overcome the issue of the executive dominance over the legislature. These changes are: modifications in the approaches of the political leaders, consolidation of the parliamentary committees, active and well-organized research on the parliament, formation of organization of the Ombudsman and essential variations in the procedures.

The book tracks an organized and classy exploration idea to ensure fairness to this significant extent. Various chapters of this book have been organized theme wise to deliver a perfect image to bookworms and forthcoming academics. The practice of Bangladesh obviously demonstrates the style and degree of ascendancy of the legislatures by the executives.

The book is divided into eleven chapters. More definitely, in chapter 1 the author presents his idea of study, stipulating characteristically the study aims and objectives, together with the organizational preparation of his book. Chapter 2 encompasses debates on such thoughts such as constitution, executive, legislature, and governance pertinent to the working of the parliamentary government in all-purpose. Chapter 3 inspects the basic features and extents of executive-legislature affairs sketch profoundly on the practices of parliamentary systems functioning in the England and other European states. Chapter four is considered as a relating chapter. At this point, the aim is to analysis the nature of the legislative-executive relations throughout the colonial rule of the era of the British and Pakistan. This chapter is vital as it delivers historical development of in relation between the two organs of the rule. Chapter five investigates the features of legislature-executive affairs between 1972 and 1990. This chapter is preceded by a transitory argument of political progresses in Bangladesh since the initial ties of liberation to early ’90s. Chapter six contains a conversation of parliamentary elections of 1991, initiating of Khaleda Zia regime to deliver an experience for succeeding exploration of legislature-executive relations throughout 1991- 1996 concentrating on such significant variables such as constitutional modifications, executive domination, confines to government domination, anticipatory role of the opposition party and the part of government backbenchers. Chapter seven defines and examines the nature, aspect and distinctions of legislature-executive affairs throughout the rule of the second regime of Awami League government that approached to rule in mid-1996 and accomplished its five- year tenure in mid-2001. The variables investigated in this chapter contain executive domination, confines of government domination active part of the opposition party and the part of government backbenchers. Chapter 8 encompasses studies of the dated concerning 2001 and 2005 that in operation get into the light the existing and shifting executive-legislative relations under the BNP-led four-party alliance government. In this chapter, the construction and working of the third caretaker government and the 2001 parliamentary elections are also deliberated. Chapter 9 describes the radical disorder and proclamation of control by military assisted caretaker government that acquired place afterward the exit of BNP led government in the last portion of 2006. This chapter besides deliberates how the executive ran the country in the absenteeism of the legislature. Chapter ten delivers the reader through the study of the executive – legislature relation throughout the period of 9^th parliament. The 9^th parliamentary elections were inescapable to renovate democratic status in Bangladesh.

The previous caretaker government prepared the 9^th parliamentary elections and all main political parties contested in that election. Chapter eleven encompasses clarifications refer to executive-legislature relationships in Bangladesh. It besides suggestions policy prescriptions carry about equilibrium in the relationships concerning the two branches of government. The recommendations of the author’s that identify methods in the direction of the aim of strengthening the position of parliament in Bangladesh, however, it would definitely be tough to get rid of them in total. He deserves praise for his meticulous determinations to assemble and organize all pertinent data, scrutinize them systematically and show disapprovals in anyplace required.

In 2006, the book was first published by South Asian Publishers, Delhi and A H Development Publishing House, Dhaka together. Subsequently then, seven years have passed and some significant expansions have taken place relating to executive-legislature relations in Bangladesh. The current edition covers the up-to-date facts concerning the executive – legislature relations in Bangladesh. Such progresses contain postulation of control by a military supported caretaker government and holding of the 9^th parliamentary elections.

Generally speaking, the book is very much instructive and informative. It makes an appreciated impact to the prevailing understanding about Bangladesh’s parliamentary form of government in its constitution, organizational and practical frameworks. The book gives an insightful picture of the evolution and progress of parliamentary form of government in Bangladesh. This book was knowledgeable to the teachers, students and researchers in the past, present and future as well. This book possibly will be a perfect guideline for the political leaders to establish a vision to create the forthcoming of the country, optimistic and make potential modifications in the governmental system. It is definitely an appreciated book accessible now at the prominent bookstores in Dhaka city.

Sajad Ahmad Mir

Research scholar in school of social sciences Department of political science DAVV Indore (M.P) India

Abstract:

India and Iran- the great civilizations of the world had close historical, cultural ties and linguistic and religious links for centuries. The end of the cold war in 1990s had given India a chance and traceableness to carry out its foreign policy in the region. Relations between them have been deepening with respect to the most issues, especially security, energy and transportation. The relations between the two have seen twists and turns in history where they have been close at times and share common interests. Iran holds a particular importance for India as it provides unique access to Afghanistan and Central Asia, but at the same time there are several constraints that restrict India’s reach into Iran. This article examines the key areas on which both countries can cooperate to strength their relations but at the same time, examines the factors that hinder their relationship.

Keywords: besieged, Chabahar, consultations, G-15, Gulf Cooperation Council, interest, nuclear, Syria,

*Anthony Andrew;**S. Mohankumar;

*Senior Lecturer, Department of Management, Eastern University, Sri Lanka. 

**Assistant Professor, Department of Business Administration, Annamalai University, India

Abstract

The survival of living being in the globe is importantly depend on the existence of organizations.Every organization in the world today has to abide by the ever increasing intense competitive global business conditions. Modern organizations in the business world today have to prepare themselves to face high competition, make quick decisions, introduce innovations and develop the will and competency to cope with constant change (D’Aveni, 1998, p. 183). Today, the ability of an organization to change drives its growth (Vakola, 2013, p. 96). Successful, organizations must be responsive to the needs of constantly evolving business environment (Leana&Barry, 2000, p. 754).The environment in which Organizations operate is increasingly critical and dynamic in nature. Due to increasingly critical and dynamic environment, organizations are continuously forced with the need to implement changes in strategy, structure, process, policies, operations, technology, and culture.

 

The principal constraint in implementing a change process is the resistance from employees. Recent interest in academics to study and understand the attitudes of employees’ towards change has been growing (Rafferty et al., 2013 p. 112; Caldwell, 2009, p. 20). One of the most discussed notions in organizational change is change readiness. It refers to employees` attitude towards a change initiative (Rafferty et. al., 2013, p. 121). One of the first scholars to discuss change readiness is Armenakis, and the most influential and referred to work about change readiness is by Armenakis et al. (1993) and Armenakis& Harris (2002).

 

The aim of this study was to examine the relationship between organizational culture and employee readiness for organizational change. The objectives were to investigate organizational culture and identify the influence of organizational culture on employee readiness for organizational change in Divisional Secretariat, Eravurpatru in Batticaloa District where various change reforms has been introduced recent past. This empirical study proceeded by a systematic review of literature that led to development of a conceptual model. The data was collected from a sample of 100 Employee from Divisional Secretariat, Eravurpatru in Batticaloa district by using a survey questionnaire. Data was analyzed using descriptive statistics. Results showed that organizational culture was positively and significantly correlated to employee readiness for organizational change. This study provides empirical evidence for employee readiness predictor variables for organizational change and may contribute to strengthen the literature on change management, particularly for Sri Lanka, and may assist the management, change agents and practitioners of human resources management to shape the organizational environment in assessing, designing, introducing and evaluating new or existing programmes for organizational change.