Archieved Data

The research study presented has been done on the effect of the locus of control on the educational achievement of students living in secondary and urban level rural environments. This study has been done on 320 urban and rural students studying in class-11 in schools recognized by Bihar School Examination Committee located in Muzaffarpur district of Bihar state. The result of the study was found to have a moderate meaningful correlation between the locus of control of academic achievement of urban students and the high median effect of locus of control on the academic achievement of students in the rural environment and control of academic achievement of female students in the rural environment. Moderate effect of Bindupath was found. On the whole it was found that students want urban environment Area locus of or control over the rural environment influences their academic achievement.

Educational Achievement, Point of Control, Secondary Level Students.

1. Tripathi, Kumud (2004): A Study of the Impact of Secondary Level Students' Achievement Motivation on Educational Achievement, Indian Journal of Education Research, Year 23, Issue-1, January-June. 2. Dubey, Bhavesh Chandra (2011), Impact of Educational Motivation and Adjustment on Educational Achievement of Students, Indian Modern Education, January, pages 91-95. 3. Berger, Majid (2011): The Relationship Witness Learning Style, Locus of Control and Academic Achievement in Iranian Students, Second International Conference on Education and Management Technology, IPEDR, Volume-13, I.A. AC, ST Press Singapore. 4. Hasnain, N. & Joshi, D. D. (1992): Manual for locus of control scale (LCS) Ankur Psychological Agency, Lucknow, p. 1-7. 5. Tiwari, PSN (1990): Manual for Tiwari Achievement Motive Scale, (TAMS) National Psychological Corporation, Agra, p-1-5. 6. Nodation, Mo. Ali Salmani (2012): The Impact of Locus of Control on Language Achievement, International Journal of Language Studies, Volume-6 (2) Page-123-136. 7. View, Taine View (1995): Children सेक्स Sex, Locus of Control and Academic Achievement, Bulletin of Education Psychology, Volume-8, pages 107-114, Journal of Department of Education Psychology, National University, Taiwan. 8. Kumar, Jagdish (2015): Obstacles in the Education of Scheduled Tribes: A Study, The General of Education and Indian Perspective, Volume-II Number-2 Page 33-36 Journal of Department of Education, Mahatma Gandhi Kashi Vidyapeeth, Varanasi, Uttar Pradesh. 9. Dubey, Aama and Nair, Soumya (2016): Role of Locus of Control in Academic Achievement of Science Students, International Journal of Education and Science Management, Volume-6, Number-4, page-416. 10. Kumar, Sachin (2014): The Effect of Learning Style on the Educational Achievement of Urban and Rural Students, Educational Science Review, Volume-6, No. 0-122, Page-97-103. 11. Kumar, Sachin (2016): Effect of learning style and locus of control on students' academic achievement, Educational Science, Review, Volume-8, No. 0-122, Page-58-64. 12. Vaishnav, S. Rajshree (2011): Learning Style and Academic Achievement of Secondary School Student, Voice of Research, Volume-2, IGU-4, March.

Although the term curiosity is very familiar but it is very difficult to define it precisely and explain its nature and characteristics accurately. Maw & Maw (1964) is really very correct when he says that ‘Nowhere in the literature is there a precise statement as to the nature of curiosity Bindra (1959) has also remarked that attempts to discuss the nature of curiosity have taken recourse to hypothetical constructs that provide “redundant” descriptions, not systematic explanation. However, Fowler (1965) has attempted to define curiosity in terms of behaviour “that has the sole function of altering the stimuli that imping on the organism. But he has also pointed out that this concept is unsatisfactory because altering the organisms’ stimutus field seems characteristic of all behaviour. He has made it obvious that exploratory behaviour is the overt manifestation curiosity. I of Fowler has further referred to Berlyine who happens to be the chief theorist in the field of curiosity Berlyne (l 963) incourse of explaining the concept of curiosity makes a distinction between exploratory and non-exploratory behaviours. According to him the non exploratory and non-exploratory behaviours are accompanied by biologically important effects on tissues other than the sense organs and the nervous system. Thus curiosity and the resulting exploratory behaviour may refer to a great variety of events that possess little in common other than “our failure to recognise a specific biological function that can be associated with them”. Curiosity enough curiosity has been defined not in terms I conditions under which it takes place , rather in terms of the absence of certain conditions. Berlyne has drawn a distinction between the two kinds of exploration, intrinsic and extrinsic. This distinction has helped in clarifying the concept of curiosity.

Behaviour, curious adolescents and their certain factors, curiosity.

1. Ainley, M. Hidi, S., & Berndorff, D. (2002). Interest, learning, and the paychological processes that mediate their relationship. Journal of Educational Paychology, 94, 545-561. 2. Arnstinc, D. (1966)Curiosity, Teachers College Record, 3. May. Ashbaugh, E.J. (1929) Curiosity, School and Society. 4. Averill, L.A. (1949), the Psychology of the elementary school child, New York, Longmans Green. 5. Barto, A. (2013), Intrinsic motivation and reinforcement learning in G. Baldassarre and M. Mirolli, eitors, Intrinsically Motivated learning in Natural and Artificial Systems, pp, 17-47, Springer. 6. Berlyne, D.E. (1950), Novelty and Curiosity as determinants of exploratory Behavior. British Journal of Psychology. 7. Berlyne, D.E. (1957), Conflict and information – Theory variables as determinants of human perceptual curiosity. Journal of Experimental and Psychology. 8. Berlyne, D.E. (1958), The influence of complexity and novelty in visual figures on Orienting responses, Journal of Experimental Psychology. 9. Berlyne, D.E. (1960), Conflict arousal and curiosity. New York, Mc Graw – Hill. 10. Berlyne, D.E. (1963), Motivational problem raised by exploratory and epistemic behavior. In S. Koch (Ed) Psychology : A study of Science, Vol – 5, New York, Mc Graw Hill.

Mahatma Gandhi, who was conferred with the titles of 'Father' and 'Father of the Nation', dominated the Indian political stage through his various movements from 1919 AD to 1942 AD through his means of truth, non-violence and satyagraha. This term of Gandhiji is termed as Gandhi era in Indian history. This era was an era of huge mass movement. During this period, the Indian people fought possibly the biggest mass struggles in world history and eventually the National Revolution of India prevailed. Gandhi's first satyagraha was inspired by Henry David Tharo's essay 'Civil Disobedience' and he first used it in opposition to the law to register every Indian in South Africa. When Gandhiji came to India, he used three forms of the instrument of the same Satyagraha in the freedom movement here, which he called the Non-Cooperation Movement, Civil Disobedience Movement and Personal Satyagraha. In the 'Non-Cooperation Movement', which took place in 1920-21 AD, Gandhiji called for non-cooperation by India in every field against the British Government. Under the civil disobedience movement (1930-34), Dandi March was made to break the salt law made against the public interest. 1940-41 A. Under 'Personal Satyagraha', every person was hurt for Satyagraha Satyagraha. The first such Satyagrahi was Vinova Bhave ji.

Truth, non-violence, satyagraha, mass movement, non-cooperation, nationalist, social, sect, currency.

1. Gandhi, MK, (1949), Autobiography The Story of My Experiments with Tooth, Navjeevan Publishing House, Ahmedabad, p.732 2. Kumar, Vijay, (2007), Gandhi the man his light and vision, Rizal Publication, New Delhi, p.50,63 3. Singh, MK, (2010), Mahatma Gandhi and National Integration, Rajat Publication, New Delhi, p.169, 223. 4. Jain, Kailash Chandra, (2006), National Movement of India, University Publication, New Delhi, p.382, 425. 5. Faruthi, R. Kay, (2008), Modern India 191–19–1939 AD, Arjun Publication House, New Delhi, p.26, 268. 6. Nanda, BR Prakash, (2008), Mahatma Gandhi A Biography, Oxford University Press, New Delhi, p.- 97103. 7. Pathak, Rashmi, (2010), English Raj in India, Arjun Publication House, New Delhi, p.382, 425. 8. Chandra, Vipin, (2015), History of Modern India, Galerius Printers New Delhi, pg-289, 329. 9. Dhawan, M. L., (2008), National Movement and Freedom Struggle of India 1857-1947 AD, Arjun Publication House, New Delhi, p.329, 289.

Social security is a wider concept that acts as a facilitator to the process of human development. Further, it provides opportunities for making various choices pertaining to the life of individuals, especially of the deprived sections of the society. In this regard, the responsibility of social assistance programme for the benefits of such people of the society who are socially, economically, physically or mentally weak lies not only with the state or the Government but also with the citizens or civil society. Under social assistance initiatives the support is provided to various sections of the society such as senior citizens, widows, disabled and abandoned women, so that they can live their lives with human dignity. In this study an attempt has been made to examine the various social security initiatives undertaken by the government of the Chhattisgarh state of India. This study considers the reports published by the social welfare department of the government of Chhattisgarh in analyzing the coverage of the socially security programmes in the state. The study concludes that an integrated approach is required for effectively addressing the various issues of the social security programmes in Chhattisgarh.

Social Security, Integrated approach, Disabled, Civil society.

1. https://sw.cg.gov.in/sites/default/files/ar-2018-19.pdf 2. https://sw.cg.gov.in/sites/default/files/cm-pensan-yojana.pdf 3. Study Report on A study of effectiveness of Social Welfare Programmes on Senior Citizen in rural Rajasthan, Chhattisgarh, Gujarat & Madhya Pradesh retrieved from http://planningcommission.gov.in/reports/sereport/ser/ser_shikshasamiti.pdf on 19/12/2019 4. Mahendravada Indira (2018), Do Social Policies Improve Choices for Women in India?, University of Mysore, Vol 16, No 2 retrieved from https://socwork.net/sws/article/view/580/1127 on 19/12/2019 5. State of pensions in India 2018 report,Helpage India, retrieved from https://www.helpageindia.org/wp-content/uploads/2018/10/State-of-Pensions-in-India-by-Pension-Parishad.pdf on 19/12/2019 6. Status of social security & social protection floors in India, (2019), Agewell Foundation, retrieved from https://social.un.org/ageing-working-group/documents/tenth/Social-Security-in-India-2019.pdf on 19/12/2019 7. Report of the steering committee on social welfare for the tenth five year plan (2002-2007) Planning commission, Government of India, retrieved from http://planningcommission.nic.in/aboutus/committee/strgrp/stgp_solwel.pdf

Our country is an agrarian country. Currently, about 60 percent of the country's population is directly or indirectly connected to agribusiness. The agriculture sector accounts for about 14.1 percent of the country's gross domestic product, and about 20 percent of the agricultural goods and 20 percent of the agricultural goods, ie 40 percent of the total exports of agriculture is the share of the country's people. The dependence on agriculture and the importance of agriculture for them can be understood from the fact that the participation of agricultural produce in the consumption budget of public resources is about 85 percent. Is a condition. The above analysis explains our country's dependence on agriculture, despite being a leader among third world nations, we are still an agricultural country even today, about 80 percent of the people of Chhattisgarh state are dependent on agriculture or agriculture based industries. About 37.46 lakhs of the state 75 percent of the farming families fall under the category of small and marginal farmers, which further increases the importance of agriculture.

Third world agriculture, small and marginal farmers.

1. Indian Economy - Rudradutt and Sundaram. 2. Manorama Year Book - 2017. 3. Indian Economy Overview - Ravindra Bhakkar. 4. Upkar Chhattisgarh Aged Reference - Sanjay Tripathi. 5. News Papaers.

“Right to equality” is the fundamental right under the Indian constitution. The purpose of the research paper is to explain and highlight those points which are admissible by our Indian constitution. “Right to equality” also helps to know why discrimination is not accepted under constitution law of India. Article 14 of Indian law given under Right to equality is one of the Indian citizen’s fundamental rights. It is not only right of Indian citizens but also right of non-citizens. Article 14 ensures and guarantees to every person the right to equality before law & equal protection of the law. Article 14 states that no one is above the law. All are equal in the eyes of law.

Equality, Article, Constitution, Law.

Books : 1. Sarswati, shashi Nath. (2002), Right to Equality in the Indian Constitution, Concept Publishing Company, Delhi. 2. Mittal, J.K. (2012), Right to equality in india: An introduction, Satyam Law International, New Delhi- 110002. 3. Jaiswal, J. P. (1995), Right to equality in the Constitution of India: With special reference to articles 14 & 15, Durga Publications, Hyderabad, 1st edition. 4. Article 14 of constitution of India,1949. Websites : 1. www.legalbites.in 2. www.reason.com 3. www.elections.in 4. www.legalservicesindia.com 5. www.humanrights.gov.au 6. www. indiankanoon.org 7. www.legallyindia.com

The research paper presented is a study of India's economic, socio-political situation during Bernier's travelogue. In which Bernier came to India during the Mughal period. At that time, Shah Jahan was in his last stop and held his hand in the reins of Aurangzeb rule and what was the political, religious social and economic situation at that time. This travelogue of Bernier is an important source in which information about socioeconomic political and religious situations of Shah Jahan and Aurangzeb is available. Shah Jahan and Aurangzeb's carpets from Bernier's treatise give information about some such things which are not available in other sources like the other country. Many scholars do not agree with Bernier's travelogue, but its importance cannot be ignored. It is known from Bernier's travelogue that there were more Hindus in India and Dutch French and other people also lived Hindus. Rajputs and Marathas had considerable power. Hindu Muslim astrologers are also discussed.

Light on social, economic, political and religious life.

1. Beni Prasad: Jahangir. 2. Babur: Finth Ali Travels. 3. Baburnama: Tujuke Babri. 4. Barbosa: The Book of Rate Barbosa. 5. Bernier: Travels in the Mughal Empire. 6. Banarsi Prasad Saxena: History of Shahjahan of Dehli. 7. Glomann: Aine Akbari. 8. Vincent Smith: Akbar the Great Mogul, A Short History of Fine Art in India and Ceylon 9. IH Qureshi: The Administration of the Sultanate of Delhi. 10. IH Qureshi: The Mughal Administration. 11. IH Siddiqui: The Novelty and the Khalji Sultans, Islamic Culture. 12. Ishwari Prasad: History of Medieval India, A History of Karoni Erks, The Life and Times of Humayun. 13. EB Hebbel: Indian Architecture. 14. Ishwari Prasad: Life and Times of Humayun. 15. Ishwari Prasad: Humayun. 16. Irwin: Letter Moguls.

Modernity is an aggregate of certain personality-cum-attitudinal traits which facilitate individual growth and development with social responsibility and make the individual an effective agent of socio-economic and political development (Singh, 1984 b). It consists of such personal qualities as openness to influence and mound one’s life, rationally and commitment. It covers such socio-culture attitudes as social equality, lack of religiosity, disapproval of caste system and traditional customs based on superstitions. Its political dimension covers secularism democracy, civic rights and political participation. In health area it Includes scientific attitudes to mental and physical illness and treatment. Thus modernity is related to the beliefs one has in the various and aspects of one’s life.

Modernity, Socio Culture, Attitude, Dependence Proneses.

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And Voroff, I.(1958). ‘Achievement themes in Folk Tales related to socialization practice’ (In J.W. Atkinson(ed.), Fantasy Action and Society- Dyane Nestor. 1958, pp.479-492. 9. Chirajee valu, (2000). Human Rights of women in India ISSN New frontiers in Education Vol-xxx No- 2 April, June 2000. 10. Cormack, M.L.(1961). He who rides a peacock : Indian students of socialchange. Bombay : Asia publishing House. 11. Dashora, R. and Warner, L.L (1951). Role of Tribal Women in Education Yojana June, 2003,pp.40-41 12. Dawson, J.L.M .(1967). Cultural and Psychological Influences upon spatial Perceptual Process in West Africa, Part I & II, International Journal of Psychology 2, pp.115-128. 13. Damle, Y.B.(1966), Communication of modern ideas and knowledge in Indian villages : Massachusetts : MIT Cambridge. 14. Damle, Y.B.(1966). Communication of modern ideas and knowledge in Indian villages. Massachusetts : MIT Cambridge. 15. Gadgil, D.R.(1965) Women in the working force in India, Bombay : Asia Publishing House. 16. George, E.I.(1971) Need and problems of students in P, Mehta (ed.) The India Youth : Bombay : Somaiya. 17. George, E.I.(1971). Needs and problems of students. In P. Mehta(ed.) The Indian Youth Bombay : Somaiy Publications. 18. Gore, M.S., I.P. Desai, and S. Chitnis (1970). Field Studies in the sociology of education. New Delhi: National Council of Educational research & Training. 19. Inkeles, A. and D.H. Smith(1974). Becoming modern: Individual changes in six developing countries. Massachusetts. Harvard University Press. 20. Inkeles, A. (1973). The school as context foe modernization a Brazilian study International Journal of Comparative Sociology, 14.180-202. 21. Inkeles, A. and Smith, D.H.(1974). Becoming modern Individual change in six developing Countries. Cambridge Harvard University Press. 22. Inkeles, A..(1975). Becoming modern Individual change in six developing Countries Ethos, 3,323-342. 23. Joyamathii, C.(2003). Role of Education and Social, changes, Yojana march, 2003.pp.15-16. 24. Jospin Nirmala, (2003). Employment of Women and its Impact on the quality of life, IASSI Quarterly, Vol-21, No-3 and 4,2003.pp.245-249. 25. Kaushik, S. (1955). Women in Education, Professional competency in higher education, Published by center professional development in higher education University of Delhi. 26. Kagan, J. Moss, H.a. (1959). Parental correlates of child’s I.Q. and height Gross validation of the Berkley Growth Study Results. Child Development, 1959,30,pp.325-332. 27. Khanna Girija, and Varghese, M.A.(1978). Indian Women today Vikas Publishing House P.(Ltd.) 28. Liverant, S. (1958). The use of Retter’s Social Learning theory in Developing personality inventory. Psychol. Monogar., 1958,72(2 whole ) p.445. 29. Lilly Kutty,(2003). Education and Empowerment of Women Enhances Quality of life IASSI Quarterly Vol-21, Nos, 3 and 4,pp. 234-241. 30. Mandelbaum, D.G.(1972). Society in India. Bombay: Popular Prakashan. 31. Maity, Anand Bhusan(1976). “Women in Employment”. The Modern Review.” July 1976, Vol-XXXX, No-1 Whole No-835, pp.49-53. 32. Mc. Clelland, D.C.(1952) -‘A cross cultural study if the relationship between child training practices and achievement motivation appearing in Folk Tales’. (In G.E. Swanson et.al.(eds.) Reading in Socialpsychology, New York : Holt. 33. Mc. Clelland, D.C., Atkinson, J.W., Clark, R.A. and Lowell, E.L., (1953)‘The Achievement Motive’. Appleton Century Crafts : New York. (In Encyclopedia Britannica, Vol. 15, p.923. 34. Mc. Clelland, D.C., Mukherjee, B.N. and Verma, S, (1966, 69) ‘A cross cultural comparison of judgments of social desirability for items of a forced-choice scale of achievement motivation, JI.of soc. Psycho. pp.337-378. 35. Mc Clelland, D. (1961), The Achieving Society, Allahabad Chug Publications. 36. Mishra, B.N.; Das, S.C. and Padhi, J.N. (1960). Influence of home environment on school achievement. JI. Voc. Edu. Guide (Baroda), pp.73-76. 37. Morrow, W.R. and Wilson, R.r. (1961). Family relations of bright, high achieving and under achieving high school boys. Child Dev., pp.501-510. 38. Murlidharan, Rajlakhmi and topa Venita (1970). Need for Achievement and independent training. Ind.JI. Psychol. 1970,45(1), Mar.pp.1-21. 39. Narula, U. (July 1967). “Indian Women in Changing Society Social Welfare No-4, pp.8 and 9” 40. Narula, U. (July1967) Indian women in Changing Society. Social welfare. No.4, pp 8-9. 41. Neelima, B.N. (2000). “Education : Key Factor in Women’s development” Social Welfare, No-46, Vol-12. March. 42. Neeta Anand,(2003). Working Women Issues and Problems, Yojana March, pp.11-12 43. Oraon, C.P. (1993), Education of Tribal women Attitude and Dynamics. Social Change. December, 78-79. 44. Pais, H. (1980). Employment of Women in India, Indian Labour Journal Vol-21, No-1 Jan 1980, pp.533-544 45. Pareek, U. (1968) Motivational and Planned Social Change. “International Social Science Journal; 20, 464-473”. 46. Preston, R.C. and Potel, N. (1952). The relationship of reading skill and other factors to the academic achievement of 2048 college students. JI. Exp. Edu. Psychol. 47. Rao, S.N.(1964). Problems of adjustment and academic achievement. JI.Voc. Edu. Guide(Bombay), 10,pp. 66-79. 48. Rao, P.K.(2000). Women and Education kalpaz publication Delhi pp.-166-175 49. Rao, S.(1969). Educated women as an Economic partner : A comparison with the west in religious Edited by, N.B. New Book Society in New Delhi pp. 130-39. 50. Ray (1997). Women Employment In the Organized Sector Yojana June 1997, Vol-41pp. 11-12. 51. Ray, John. J. (1973). Dogmatism in relation to sub-types of conservatism : some Australian data. European Journal of psychology, 51,212-220. 52. Raj, D. Sunder,(1999) “Whither women’s Education”. Socio Action, Vol-49, No-4, October-December. 53. Rosen, R.C. (1959). Race, Ethnicity and Achievement syndrome. American Sociology. Rev.,24, pp.43-60. 54. Rosen, B.C.(1962). Socialization and achievement motivation in Brazin. American Sociological Review. 27,612-624. 55. Santhi, K. (1955) Social Change, 24 (4), December. 56. Sachdev, J. (1974). Working mother : An Interview. Social welfare vol-21, No-2 May pp. 10 and 27 57. Sadik,. N. (2003) Women : The Focus of the Nineties. IASSI Quarterly. Vol. 21, No. 3&4. 58. Seeta Lakshmi, K. and Santhi, K.(1955). Social change December Vol-25 No-4. p.75 59. Shariff, A.(1990). Women workers; Gender Equality and Female Autonomy Social change Vol-20 No-2, June-pp. 44-51 Perspective classical publications. 60. Sharma, S.L. (1979). Modernising effects of University. New Delhi : Allied Publishers Pvt. Ltd. 61. Sharma, A. and Dashora, Rakesh, (2003). Role of tribal women in Education Yojana June pp. 210.41

Gandhi's personality is very important in Indian history and he has the status of Father of the Nation. Proponents of the Gandhi school of thought give Gandhiji the status of a nation builder and social reformer, his critics give him the status of a general statesman, and display him as a decision-maker by keeping himself at the center of the situation and situation. Yes. This is the basis of our study that in fact, Gandhiji has played the role of a thinker or a politician in building India.

Moderate parties, Garam Dal, Non-cooperation movement, Roelkt Act, Congress party.

1. Netaji, the forgotten hero: directed by shyam benegal. 2. Pal, Vipin Chander, indian freedom struggle, page 124. 3. E-vinston, indian struggle of freedom. 4. Jain Dr. Various Causes of Political Science, page 262. 5. Varma, Lal Bahadur, (January 2019) Wagarth, p. 71. 6. Gandhi, Mohandas, My Experiments of Truth, Autobiography, Gujarat Vidyapeeth, Vol. 7. Gandhi, Mohandas Karamchand, Hind Swaraj.

Under the environment, things in our surroundings or surrounding neighborhoods, animals etc. are included. There is a deep and close relationship between mankind and the environment. The environment present on earth is the best boon of nature. Ethics is considered to be the proper and improper conduct of mankind. The word broadly means custom, practice or habit. The manner, practice or habits are the deeds of mankind that it has practiced. The practical form of ethics in contemporary times is called applied ethics. Today’s human is facing many problems on the global level, such as environmental problem. Applied Ethics attempts to address similar burning issues by studying them. The relevance of environmental studies in the modern era cannot be disputed. Due to the kind of manipulation that mankind has been doing with the environment and ecology in the past and present, it has made its existence in jeopardy. Measures and efforts to prevent weathering and degradation of the environment are being considered under environmental management. The sole goal of all these efforts of mankind is to make the environment sufficiently conducive for life and development of present and future generations.

Environment, Ethics and Philosophy, Environmental Problems, Solution.

1. R. DesJardins, Joseph, (2012), Environmental Ethics: An Introduction to Environmental Philosophy, Wadsworth Publishing Co Inc (5th edition), 2. Brady, E. (2014), ‘Aesthetic Value, Ethics and Climate Change’, Environmental Values, 23: 551–70. 3. Callicott, J. Baird, and Ames, Roger T., (1989), Nature in Asian Traditions of Thought, Albany: State University of New York Press. 4. Clark, S.R.L. (1977), The Moral Status of Animals, Oxford: Oxford University Press. 5. Collins, S. A, (1974), Different Heaven and Earth, Valley Forge: Judson Press. 6. Dasgupta, P, (2001), Human Well-Being and the Natural Environment, New York: Oxford University Press. 7. Diesendorf, M. and Hamilton, C. Human Ecology, (1997), Human Economy, St Leonards, NSW: Allen and Unwin. 8. Dobson, A., (1990), Green Political Thought, London: Harper Collins. 9. Dryzek, J.S., (1997), The Politics of the Earth: Environmental Discourses, Oxford: Oxford University Press. 10. Eckersley, R., (1992), Environmentalism and Political Theory, London: UCL Press. 11. Elliot, R. and Gare, A. (eds), (1983), Environmental Philosophy: A Collection of Readings, Milton Keynes: Open University Press. 12. Fraser, C., (2009), Rewilding the World: Dispatches from the Conservation Revolution, New York: Metropolitan Books. 13. Gaard, G. (ed), (1993), Ecofeminism: Women, Animals, Nature, Philadelphia, PA: Temple University Press.

The history of Gwalior state has been very ancient, this state has been mentioned since the Mahabharata period. The mention of this state is also found in other Puranas such as Skandapuran and Harvansha Purana, the history of the Maurya period is first known as the history known in Gwalior. Emperor Ashka had lived in Ujjayini before becoming king and he married the goddess of Vidisha along with the goddess who believed in religious religion. In Vidisha some portions of the stupa have been received and a stupa of Ashaka has also been received from Ujjain. The remnants of the fortress have been found in Dhanel village in Gwalior. Ashoka's reign lasted from 274 BCE to 232 BCE. After the reign of Ashoka, there was no such powerful kingdom again and gradually the empire began to decline, which had been ruling for almost two centuries. His reign in the last reigning ruler Braudrath was from 191 to 184 BC He was assassinated by his commander Pushyamitra Sunga (185 BCE) and the Gwalior kingdom went under the Sunga dynasty. Pushyamitra Sunga made Vidisha his second capital, which at that time came under the state of Gwalior. During the period of Rangjeb, the people of this family made great progress and Rangjeb granted them mansabdari. When the Marathas fought with the Mughals for independence, the Nemaji Sidhiya of the Scindia family also joined those wars. But also conquered. They also attacked Malwa under the Mughals and they were counted as powerful Maratha chieftains. Sambhaji's son Sahu was imprisoned here and he was married only by Rangzeb, one of them being the daughter of Sidhia clan of Kanher Kheda Patel family.

Gwalior, Sindhiya and administration system

1. Administration of the Gwalior State - Alijah Durbar Press, 1907, 1910-11, 1916, 1932-33. 2. Mishra, Dr. Anand, (1996) - Rajput Jagirdar Indian History Committee of Gwalior State, Madhya Bharat, Bhopal, publication of Gwalior State's economic history etc. Bhopal. 3. Tiwari, Dr. Pratyush Kumar, (2011) - Contribution of Bundela rulers in religious ordination. 4. Tiwari, Dr. Sarita - Revenue administration of Scindia rulers of Gwalior. 5. Niranjan, Dr. Critical study of the religious policy of the Awadhesh Kumar-Scindia rulers.

The main objective of the research presented is to study work satisfaction among teachers of government and non-government schools. A person is not interested in every field or occupation until he has experienced work satisfaction. In order to increase the efficiency of any person or to do a good job, it is necessary that he should cooperate with this action with his full strength, for this work satisfaction has been considered as a special factor. For the study presented, the selection of female and male teachers working in the government and non-government schools of Little Andaman is done by the probable Nyadarshi method. The Work Satisfaction Measurement Scale created by Dr. Meera Dixit has been used to measure work satisfaction of teachers. For statistical analysis of the data obtained, mean, norm deviation and T-test are used. As a result of the study, it was concluded that there is a significant difference in the work satisfaction of the teachers working in government and non-government schools.

Government and non-government schools, teachers, work satisfaction.

1. Raj,Tilak and Lalita.(2013).Job satisfaction among teachers of private and government school :A comparative analysis.International Journal of Social Science & Interdisplinary Research,2(9),151-158. 2. Shama,Rashmi.(2013).Teacher’s job satisfaction in teaching profession. International Journal of Education and Psychological Research,2:100-104. 3. Yadav, Rajkumar and Gupta,Goldi.(2017).A study of effect of job satisfaction on marital adjustment of working women.International Journal of Multidisplinary Education and Research, 2:21-24. 4. Arora, Rita and Marwaha, Sudesh. (2008). Psychosocial Foundations of Learning and Learning. Education Administration, Jaipur. 5. Baghela, HS (2007). Learning and teaching psychosocial basis. Rajasthan Publications, Jaipur. 6. Mangal, S. K. (2007). Essential of Education Psychology. Printing Hall of India Pvt. Ltd., New Delhi. 7. Sharma, R.A. (2003). Education research. Surya Publication, Meerut.

The plateau terrain of Chotanagpur, which is known as 'Jharkhand', in the north-east of India, holds its unique place in comparison to other states in terms of geographical structure. Being located almost in the middle of India, geologists have defined it by the noun of 'Merunda' of India. The region stretches from the hilly terrain of Odisha to the hilly terrain of the central region in the west. Jharkhand is a part of mountain ranges. The region that we know today as Jharkhand has been famous by various names in various Yugos of history. The history of Jharkhand is very ancient like the history of India. To know its history, there is an attempt to present the details of the status of monuments and important resources of architecture under archaeological literary sources.

Picturesque, Taraway, Substantial.

1. Reid, J. A., (1912), Final Report of the Survey and Settlement Operations in the District of the Ranchi, 1902-10, Government Press, Calcutta, p. 142. 2. Diwakar RR, (1956), Bihar through the Ages, Orient Longmen. 3. Mahato, P., (1990), Panchpargania language, Tribal Research Institute, Ranchi. 4. Minj, Father Alex, (1994), Jharkhand Heritage, Ranchi. 5. Sharma, Vimala Charan & Kirti, Vikram, (1997), Geography of Chotanagpur, New Delhi. 6. Kumar, Lalendra, (1997), Naxalism - Emergence and Development, Amar Ujala Publication, New Delhi. 7. Anuj, Bhubaneshwar, (2001), Ancient Monuments of Chotanagpur, Nagpuri Institute, Ranchi. 8. Birotam, B., (2001), Jharkhand: History and Culture, Bihar Hindi Granth Academy, Patna. 9. Hemant Jharkhand, (2004), Prakashan Sansthan Dayanand Marg, Daryaganj, Delhi, ISBN : 81-7714-106-6 10. Tiwari, Rajkumar, (2006), Profile of Jharkhand, Shivangan Publications, Ranchi. 11. Pagel, Ashok, (2007), Archeology and History of Jharkhandi Heritage, Publications Institute, New Delhi. 12. Sudhir and Ranendra (No.), (2008), Jharkhand Encyclopedia, Vani Prakashan, New Delhi. 13. Dutt, Balbir, (2014), Story of Jharkhand Movement, Spark Publication, New Delhi. 14. Kumar, Shyam, (2015), Jharkhand - A General Study, Spectrum Publication, New Delhi. 15. Singh, Sunil Kumar, (2016), Jharkhand Varsha, Krone Publication. 16. Ranjan, Manish, (2017), Jharkhand General Studies, Krone Publication. 17. Sahay Sachchidanand, Bindeshwari Prasad Sinha, History of Temple Architecture, Publisher, Bihar Hindi Granth Academy, Patna-800016 18. Ojha Devendranath, Cultural Study of Records of Jharkhand, Publisher, Shivalik Publications, Delhi Geeta Printers, ISBN : 978-81-88803 19. Shyamacharan Dubey, Human and Culture, Rajkamal Publications, New Delhi, Subhash Marg, Daryaganj. 20. Nema Manju, Dev idols of Sirpur, BS Sharma and Brothers, Agra. 21. Jharkhand Jharokha, First Edition 2015, Ranchi, Jharkhand.

A home or family is a unit of society. It is the most basic social group. It usually consists of spouses and their children. Sometimes the parents of the spouse also live with them. In some ancient societies, servants were also considered members of the family. Family environment refers to the group of individuals who form a household linked by bonds of marriage, blood, or adoption. Spouses, parents, sons and daughters, brothers and sisters influence each other through their social work. They behave and have relationships and build and maintain a common culture. Students living in hostels have a different nature. They study apart from family. Hostel facilities are not available in the family. How the students studying in the family and studying in the hostel can adjust themselves in the school gave rise to the problem presented by this curiosity, so the researcher studied the school level of the students studying in the family and hostel.

Family and hostel environment, student and school adjustments.

1. Asthana, Mohan, Swaroop (1998), Education and Students, Sangam Publications, Ghaziabad. 2. Barne and Lehner, (1953), "Unusual Psychology", Motilal Banarsidas, Delhi. 3. Rai, Krishna Chand, (2001), Children and Hostel Environment, Moral Publication, Meerut. 4. Mishra Dr. Mahendra, (2009), ‘Adjustment Psychology’ Arjun Publishing House 483124, Prahlad Gali Ansari Road, Daryaganj, New Delhi. 5. Mishra, Anju: (2007), Development of learning class and teaching learning process, University Book House. 6. Bhargava, Mahesh, (2010), Modern Psychological-Testing and Measurement, H.P. Bhargava Book House 19th ed. 7. Bhatnagar, Suresh, (1991), "Education Psychology", Atalantic Publishers, Delhi.

The Ganga Basin is the largest river system in the Indian subcontinent. It created vast plains of fertile land which sustains about 540 million of the Indian population and also harbours a rich aquatic biodiversity. In the second half of the twentieth century various kinds of technical interventions in the form of construction of dams, barrages, embankments, hydro-electric projects etc posed a great challenge to the maintenance of ecological integrity of the river ecosystem.

Tourism, Ganga, River

1. Ajmal, M.; Khan M.A. and Nomani Z. A. (1987): Monitoring of heavy metals in the water and sediments of the Ganga river, India; Water Sci and Tech. 19 : 107. 2. Chandrashekharan, G. E. and M. Muthukumar : Statistical analysis of parameters of river water of Tikara and Brahmanl near the proposed sugar super thermal power plant site at Talcher. Ind. J. Env. Protect. 17 : (4)A. 3. Hammer, Joshua. (Nov. 2007): “A Prayer for the Ganges.” Smithsonian.com. Smithsonian Magazine, . Web. 22 Dec. 2014. 4. Jhingran, A. G. (1988) : Impact of man induced environmental modification on productivity potential and energy dynamics of river Ganga. J. Inl. Fish. India. 20 (2): 43 - 53. 5. Krishnamurti, C. R., K S. Bilgrami; Das, T. M. and Malhar, R. P. (1991): The Ganga : A scientific study. Northern Book Centre, New Delhi, 1 - 245.

The Guru Shishya tradition has existed in the society since ancient times. In this period, the disciples used to study in the Gurukul and Gurumata used to arrange food for them and in the Gurukul, the disciple had to perform all the moral works which were ultimately related to education apart from education. The education imparted in Gurukul was completely different from modern education and no place of exchange of money etc. came in the way of this education. The disciples used to study while staying in the company of the Guru and served the Guru. After entering the Gurukul, the Guru took full care of his student's mental, moral and physical development. His clothes used to arrange food, residence, entertainment etc. in the same way as parents do for their son. In fact, the disciple used to come into the Guru's family and become like the Guru's son.

Gurukul, education, disciple.

1. Taitriya Upanishad 1.11 Upanishad Decision Sagar Press, Bombay Geeta Press, Gorakhpur. 2. Manu. 2.36 Bombay, including Kulluk Bhatt's commentary, 1946. 3. Chandogya Upanishad 6.2.1. 4. Apastamb Grihasutra: Mysore Government Sanskrit Library Series, 2001, with commentary by Sudarshanacharya. 5. Vishnupuran 3.10.12 Bombay 1889: Wilson, 5 London 1864-70 Geeta Press, Gorakhpur, no. 2009. 6. Chandogya Upanishad, 6.1.1–3. 7. Parskar Grihasutra: Gujarati Press edition 1917. 8. Ashwaleyan Grahasutra, 1.20.4 Decision of Narayan with commentary Sagar Press Bombay, 1894. 9. Chandogya Upanishad 2.23.1. 10. Vishnu Purana 3.10.12 Bombay 1889 Bilsen Five Part London 1864-70 Gitapress, Gorakhpur, 2009. 11. Matsyapurana 26.1 Anandasrama Sanskrit Series Poona 1907. 12. Ramayana 6.123.51 2.55.9-11, Madras 1933, Geetapress Gorakhpur. 13. Mahabharata 3.271.48 1.70.18 Poona with Neelkanth commentary 1929-33 Geetapress Gorakhpur. 14. Manusmriti 2.69 Bombay 1946 with commentary by Kulluk Bhatt. 15. Mahabharata 5.44.6 Poona with Neelkanth commentary 1929-33 Geetapress Gorakhpur. 16. Chandogya Upanishad 4.10-15. 17. Chandogya Upanishad 4.4.5. 18. Jataka 6, page 32: Editor Foulsboll 1877-97 Cambridge translation 1895-1913 Hindi translation, Bhadanta Anand Kaushaliyan. 19. The Anglican Bodies Page 371 Editors R. Morris and E. Hadi London 1883–1900. 20. Majjhim Bodies, 2,133–134. 21. Fleet: Corpus Inscriptions Indicarum, Part 3, Inscription 56. 22. Eleventh-century India Page 168, 1992.

In the current era of globalization, the communication revolution has made the media an integral part of human society. From various aspects in the life of man, from the contexts of understanding, the media has dominated. The rapid impact of the communication mediums is also evident on the changing economy, privatization etc. The entire globe is now readily available for the spread of information, knowledge, entertainment, etc. in front of the media. At the same time, one-way communication is capturing the ideological energy of the public. Be it the business world or the question of linguistic identity or the flow of infinite information, all these make the task of communication-resources challenging.

Communication, medium, energy.

1. Media Writing and Mass Communication, Dr. Sanjeev Kumar Jain p. 149, Kailash Pustak Sadan-Bhopal. 2. Media carpet Hindi, Dr. Arjun Chavan, p. 39, Radhakrishna Publications Delhi. 3. All Journalism, Dr. Arjun Tiwari, p. 402, University Publications- Varanasi. 4. Media Writing and Mass Communication, Dr. Sanjeev Kumar Jain, p. 9, Kailash Pustak Sadan, Bhopal. 5. E-Journalism, Arjun Tiwari, p. 15 Sanjay Book Center, Varanasi. 6. Journalism Theory and Format, Dr. Sanjeev Kumar Jain, p. 24. 7. Information Technology and Newspaper, Ravindra Shukla, p. 93 Radhakrishna Publications-Delhi. 8. Information Technology and Newspapers, Ravindra Shukla, p. 93 Radhakrishna Publications-Delhi. 9. Media, Hindi, Dr. Arjun Chavan, p. 57, Radhakrishna Publications, Delhi. 10. New Dimensions of Hindi Journalism, Dr. Manjula Sanga, Dr. Siddheshwar Kashyap, p.10 Jayasthi Prakashan-Allahabad. 11. Media Writing and Mass Communication Sanjeev Kumar Jain, p. 149, Kailash Pustak Sadan- Bhopal.

Skill and Innovation is consciously exploiting new ideas, or new uses for old ideas, to add social or economic value. India is home to the world‘s largest youth population called youth windows. This demographic dividend presents a tremendous opportunity for India to become skill hub and thus manufacturing hub of the world leading economic power. The process of LPG (liberalization ,privatization and globalization) and market reform in India since 1991 has brought about intense competition for MSMEs both in domestic and international markets. This has made it imperative for Indian MSMEs to overcome the challenges. Achieving lower cost , improved quality, diversification in product choices, innovative measures and up-gradation of technology has become essential for MSMEs to become competitive. MSMEs cannot compete with the established players having immense resources in their captivity. However, MSMEs have challenged established players by adopting new skill, innovation in their existing product as well as in their service, process and developing their own business model. This paper focus on the possible link between startup and skill development methodology as well as innovation methodology. although the level of technological innovative entrepreneurship is increasing over time, the primary model of MSMEs remains rather stable. To improve the product and service quality, the entrepreneurs have to recognize the role and importance of skill development and technological innovation that has to take place at all levels both inside and outside the business firm. This paper also emphasizes on importance of diversified technological innovation methodologies in MSMEs in relation to success and growth of business firm and over all development of Indian economy.

Technological innovation, LPG, MSMEs, Economy, Development, Growth.

1. Pareek Ashish, shivani teena, Goel Vrinda Goel,bhargava swati, “innovation in entrepreunership ; Astudy of SMEs, Entrepreunership Business review, vol 1 no 2 page no 24-37. 2. Gupta. A K (December 2007 – january 2008) “ Innovation and the SMEs”. 3. Bitzer B. “ innovation management in industry” south westphalia university of applied sciences campus, EU project. 4. Raju K.D “ Small and medium enterprises” ; past, present and future in india. 5. Chandra. N (2008) , entrepreneurship and economic development in a Developing country;Acase study of india. The journal of entrepreneurship ,published by SAGE 6. Desai Vasant; Dynamics of Entrepreneurship development and management, Himalayan publishing house, Mumbai. 7. Economics Times, Business standard (News paper) 8. Times of India ( News Paper) 9. Entrepreneurship report published by Jharkhand govt. 10. www. Innovation.com 11. www. Laghu-udyog.com