RNI No. : MPMUL/2012/58335

Postal Regn. No. : MP/IDC/1481/2014-16

December 2015Volume - IV, Issue - 3

Impact Factor5.007

Impact Factor5.007

Online Circulation in more than 95 countriesOnline Circulation in more than 95 countries

Dayananda KeppetigodaPsychology, Srilanka

Dr. Renalde HuysamenPsychology & Criminology, University of Orange, South Africa

Dr. Prakash DeshpandeDirector, International Institute of Management Studies, Pune

Dr. R. Ganapathi Asst. Prof., Directorate of Distance Education, Karaikudi. (TN)

Dr. Padma Shankar, Former Principal at Shri Shasun Jain College, Chennai

Dr. Md. Motiur RahmanQassim University, Qassim, Kingdom of Saudi Arabia

Dr. Veena Tewari NandiMajan College, University College, Muscat, Oman

Dr. N. HariharanSenior Fellow, Faculty of Accountingand Finance, Botho University, GoboroneBotswana

Dr. Sanjay JainHOD, Pol. Science Dept., Govt. Arts & Commerce College, Indore

Prof. B. P. SapkotaSociology, Chairperson, Sundar Nepal Sanstha, Nepal

Dr. Reshmi Manna,

Faculty, IBS, Gurgaon

Prof. Dr. Yashpal SinghDirector, K.L.S.Institute of Engg. & Technology, Chandok, Bijnor, U.P.

Dr. Arun Kumar BeharaProf. of English, Sri Sathyasai Institute,Banglore

Dr. R. B. SharmaSalman Bin Abdul Aziz University, Al Kharj, Kingdom of Saudi Arabia

Dr. Abha HolkarPhilosophy, D.A.V.V., Indore

Dr. D. P. PandeyTechnical Assistant, Archaeology Department of M. P., Indore

Dr. Rajani JairamProf. & Dean, Student WelfareJain University, Bangalore

Dr. Varsha SurveyAsst. Prof. History, D.A.V.V., M. S. D. Girls College, Indore

Dr. Avtaar RahiAssociate Professor, Government

College of Education, Bhiwani

Dr. Sanjay RaneProf. Govt. Girls P. G. College, Khandwa

Dr. Bhavesh VanpariaProfessor, Tolani Institute of Management Studies, Bhuj

Prof. Lokanath SuarG. M. Law College, Puri, Odisha

Dr. Parmeshwar Gangawat Asst. Prof. English, Jaipur National University, Jaipur

Volume - IV, Issue - 3

31 December 2015

Price - INR 60.00

International Journal of Social Science & ManagementCirculation in more than 95 countries

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RNI No. : MPMUL/2012/58335

Postal Regn. No. : MP/IDC/1481/2014-16

ContentsS.No. Particulars Page No.

1. To Make Teaching A Career of Challenges, Innovations and Aspirations 1 - 7Dr. Rajani Jairam, Udoshi Basavaraj, Bangalore

2. Evolution and types of Organizational Culture: A literature study 8 - 12 Sadashib Padhee, Pune

3. Green Marketing : An Analysis of Consumer's Awareness, Attitude 13 - 17 and Purchase Intentions - Dr. Ramesh Chouhan, Jodhpur

4. Quality Concerns in Teacher Education with Special Reference to 18 - 21National Curriculum Framework for Teacher Education (NCFTE-2009-10)Dr. Mitima Sachdeva, Lucknow

5. An Assessment of the Responsible Pilgrimage Initiative at Sabarimala 22 - 26Temple, Kerala - Dr. Vineeth. K. M., Ernakulam

6. Role of Environmental Communication in Raising Community 27 - 30Awareness, Improving Actions and Justifying Behaviour Dr. Avtar Singh Rahi, Ambala

7. OPC - One Person Company : A Revolutionary Concept in Indian Scenario 31 - 33Shilpa Garg, Hisar (Haryana)

8. Indian Rural Marketing - Issue and Challenges - Jatin, Hissar 34 - 38

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11. oS’ohdj.k dk tutkrh; leqnk;ksa ds iztuu LokLF; laj{k.k 47 - 49O;ogkjksa ij izHkko & MkW- r`fIr eka>h] tcyiqj

Abstract :

A teacher fondly called as a ‘Preceptor’ who dispels the dullness of intellect and leads one to the path of enlightenment has been looked upon with awe and inspiration from times immemorial. As the needs of the learner has become more and more expansive and demanding now the teacher has multiple roles to play and is needed to have multi-faceted skills to live up to the expectation of the learner. Formerly teaching was chosen as a career with interest and teacher was revered as a respectable citizen of the society. There was a stop gap when teaching became a forced vocation if one did not get a better opportunity.

Now with education becoming more and more holistic there is need for teachers who are facilitators, mentors and multi-talented. The paper examines the changing role of a teacher who has a multi-dimensional approach to his/her profession. The paper looks at how teaching in the current scenario is gaining momentum as a sought after career with better scope for expanding the ‘Knowledge Horizon’. Great teachers are made because of their expertise w.r.t knowledge, domain, attitude, dedication, sincerity, accountability and transparency. Their roles are not limited to class room teaching but go much beyond that as men and women of grit who shape the youth to become globally competent to face the real challenges of the world and extend their helping hands in ‘Nation Building’. Real life examples of great teachers would be included in the paper as case studies to show how ‘Teaching Profession was given a new and exciting dimension by these icons.’

Key Words : Teachers, Learners.

Introduction :

In the current scenario certain practices followed in teaching and learning has guided the ethos of a good teacher. A teacher is no more an enigma but a facilitator, motivator, mentor, guide, friend and philosopher to the learner. He is engaged in building a cordial relationship with the main stakeholders i.e., the students. In the present days the institution lays more thrust on building a

conscientious student community by creating a student centric campus. Timely and optimum feedback is obtained to improve the quality of teaching and institute time managerial skills. In order to fulfill the high expectations from the stakeholders towards career orientation identification of slow learners and advanced learners towards strategy development is adopted. Students are counseled on academic matters and preparatory classes are conducted to bridge the knowledge gap. Use of modern teaching aids as innovative parameters, participative and experiential learning for holistic development continuous, fair and transparent evaluation system, transparent and merit based admission process emphasis on enhancement of knowledge through qualification up-gradation and timely solution to student grievances should be a part of expansion of knowledge horizon. In the wake of all these it becomes very important for a teacher to be a motivator, a challenger, an inspirator and an innovator. No compromises can be drawn w.r.t the multiple roles that a teacher has to assume.

Teacher as a motivator :

Good many teachers feel honestly that they motivate pupils through tests, revision tests and grades to get rid of the fear of failure. No doubt, tests can be valuable tools for self-evaluation. But tests are not the only means, which are used for self-evaluation, and the results are not always precisely the ones desired and authentic. Some pupils work hard burning their mid-night oil to achieve what is expected of them; others become disillusioned and give up; many more develop vengeance and look for ways to retaliate against a system that makes them irritable and uncomfortable. When competition is insisted upon, cooperation and mutual agreement among pupils are not likely to develop.

Many teachers inform that they try to motivate the pupils by encouraging the results that are satisfying and pleasurable. Teachers, who try to make learning satisfying, use a wide range of tools for recognition and appreciation of work well done. Praise is their main forte. Sometimes

To Make Teaching A Career of Challenges, Innovations and Aspirations

Dr. Rajani Jairam, Dean (SW),Jain University, Bangalore

Udoshi Basavaraj, Asst. Prof.,PESIT (South Campus), Bangalore

they shower with more concrete rewards. Marks are treated as symbols of rewards rather than as producers of fear. However, praise from an unpopular teacher may have a negative and undesired result. Praise perceived as insincere or unearned is also ineffective.

In many classrooms, Children are forced to sit and listen for period after period, except for the teacher's voice, peace and tranquility reigns. Teachers often deliver words at the speed of a bullet train, talk endlessly and listen little. Classrooms are always dominated by this kind of teacher talk. Teachers, who try to motivate by applying either carrot or stick policy, are largely engrossed with their own goals. But child exerts himself only as he sees some concrete gain extracting from the enterprise. Trying to motivate by pressures or pleasures is an attempt to short cut this process. But the learner must see a goal ahead if he is to put forth.

A teacher, who mechanically assigns each hour's work without guiding learners to see the larger sequence of which it is a part, can serve dooms and will usually have little intrinsic appeal. This is the teacher who then feels a need for the carrot or the stick. He deprives students of opportunity to carry their existing motivations into the classroom in ways that could help their learning.

It is clear that an accurate understanding of the main motivators of a class could inform the way in which a teacher approaches a subject. A student with extrinsic motivation, for example, will be keen to hear about lucrative careers and will want to learn the very latest "in demand" skills. On the other hand, achievement motivation would lead a student to concentrate solely on those activities that were perceived to lead to high marks, and a desire that the teacher would dwell on these. Such a student would not necessarily want to "learn".

The second factor is closely related to those already identified; it is the reason why a student values success. In the present context this might be future employment, high marks, and so on – it matters not why a student values success as long as they do. In this context it is important that a teacher also appreciates that different students will have different views of what constitutes success; some may be content to pass, some may demand first class results. A teacher’s job should be to ensure that each student can achieve success, defined in the student’s own terms.

As a motivator rather than just a teacher, the role is now very different. Teacher must understand why the students are taking this programming course, and he must exploit this to make them value the outcome. At the same time, he must ensure that they expect to succeed in whatever terms they choose to define. he must make sure that the assessment I devise gives them every chance of success but does not distract from the most important aspect – the learning.

Teachers gives motivation and spirit to their students that can build the confidence from the students. A teacher as did not give a punishment if their student made a mistake in answering or doing exercise. But the teacher will continue to support and motivate students to repair the mistake. Teachers must be able to build the character their students through a variety of activities that can enhance student creativity in building self-motivation in students. Teachers should always be constructive to adopt innovative new methods to motivate students to learn the children by placing their students as a center of learning, meaning the extent to which the material presented is not depends on the teachers and the curriculum but it depends on the students.

Teacher as Challenger :

Teaching is a challenging career in that one doesn't just provide academic support to students; a teacher also provides personal guidance. Providing guidance to students requires me to understand every individual student’s personality, learning ability, and needs. Trying to understand each student's needs--particularly in a class of 80 to 150 students--is no easy task. It takes lot of patience and dedication to monitor them closely and provide assistance. Guiding talented, interested students is generally easier, as they often exhibit the same enthusiasm and passion as their lecturers. It is also easier to provide information and stimulating questions to generate their interest in the subject.

But we strongly believe that students who are weak in their learning can perform just as well provided they get clear teaching, simplified enough to cater to their learning ability, with a personalised touch. Therefore, we try to make all the lessons suitable for all students regardless of whether they are strong or weak in their learning. We muster as much enthusiasm as possible to

make lectures interesting and clear.

Being a teaching professional entails a great deal of responsibility, which must be exercised with extreme care and dedication. It also involves imparting emotional and moral values and polishing the character of these individuals. Teaching and moulding young minds is the small contribution to society, in return for all the enriching experience received through ones own education.

Teaching is a challenging job with many unique frustrations, but the rewards of teaching are numerable. Some of the many benefits include the following.

- Experience the Joy of Making a Difference : Teachers get incredible joy in seeing the difference they make as students gain new insights, become more interested in a subject and learn about themselves. Every day, teachers mold the future through impacting their students’ views and understandings. Teachers foster creativity, develop character, give students lenses with which to view the world and provide students with the skills they need to reach their potential and lead productive lives. Many individuals are attracted to teaching by a sense of service, because they want to make a clear, tangible difference in the lives of others. As a teacher, you see the fruits of your efforts everyday as you use your intelligence and creativity to help students become excited about and learn about the science in their lives.

- Have a Vocation, Not a Job : For many people, their work is a means to an end. They work for a paycheck in order to live their lives. But those called to teach have a true vocation. To those with whom you interact most during your day of teaching - the students - you are not an employee but a friend, a mentor and a guide to the world. A teacher makes a difference in the world by enabling each of his or her students to fully maximize their talents, imagination, skills and character.

- Enjoy Interpersonal Interaction : Teaching science provides those people who want to work in science the ability to do so while also enjoying a high level of interpersonal interaction. Teachers interact with their students, other teachers and community members regularly. Many students decide to pursue

teaching over other science careers for this personal interaction.

- Benefit From Variety : Many people cringe at the idea of doing a job that involves repetition of a specific task over and over. Teaching is a job that offers a great deal of variety. Each year, teachers get to work with a new group of students with unique personalities, experiences and ideas. Teachers can introduce new topics into the courses, change the way they teach a particular topic or design new classes to teach to keep things new and exciting each year.

- Be a Lifelong Leaner : You will never learn a topic better than when you start to teach it. Students always ask the most interesting questions, prompting you to dig deeper and learn more about the aspects of science they are most curious about. Teaching science allows you to be a student of science throughout your career as you incorporate new research findings, technologies and science events into your classroom.

- Laugh Every Day : Adolescents are both easily amused and very amusing so working with them provides many opportunities for laughter. Sometimes it will be silly jokes you will make up as you teach that will make your students laugh. Sometimes it will be funny statements that your students share with you that make you laugh. A day of teaching when you do not laugh at least a couple times will be quite rare.

- Have a High Level of Autonomy : While required classes have mandated curricula that teachers are expected to follow, it is the teacher who decide what will happen in the classroom each day. Teachers teach their curriculum in very different ways depending on their knowledge, personality and beliefs. Not many jobs provide an individual with so much room to be creative and autonomous each day.

- Spend More Time With Your Family : One of the great perks of a teacher’s schedule is that it matches up with a child’s school schedule. While you will likely bring some work home with you, you will be able to be home with your children in the afternoons. If you teach in the same school system that your children attend, you will have the same vacation schedule and will be able to spend your summers home with your children. Speaking of vacation….

- Enjoy Lots of Vacation : While some

schools have moved to a year-round schedule, where teachers’ vacation is divided up throughout the year, most teaching jobs allow you to have a couple of months off in the summer where you can choose to get another job, teach summer school, or just relax and revamp for the next year. In addition to summers off, teachers typically get two weeks off during the winter and one week during the spring.

Teacher as Inspiration :

Teachers not only assist students in the classroom, but also act as friend who can provide inspiration to their students. Here, teachers have an important role in building strong character in their students as a teacher trying to construct a strong building with sound foundation Therefore students thought the teacher should be an inspiration which can be an inspiration for the others.

Based on Student Centered Learning, the teachers should be facilitators, motivators, and inspirators for students who can construct students creativity and their understanding.

Role of a teacher as inclusiveness :

“The most important reason to include all students in the mainstream is that it is the fair, ethical, and equitable thing to do ...It is discriminatory that some students, such those "labeled" disabled, must earn the right to be in the regular education mainstream or have to wait for educational researchers to prove that they can profit from the mainstream, while other students are showed unrestricted access simply because they have no label. No one should have to pass anyone's test or prove anything in a research study to live and learn in the mainstream of school and community life. This is a basic right, not something one has to earn” ( Stainback and Stainback, cited in Mastropieri & Scruggs, 2004).

Furthermore, disabled people have the same rights and the same equality as other people in any society in terms of basic needs (physical needs), psychosocial needs and participation on the political level (Alison Harris & Enfield, 2003). Behind the evolution of treating the people who have disabilities, there are socioeconomic and cultural factors. Following World War II, in the western countries unemployment influenced the population and people with disabilities struggled to alter their live demands, revolution

in industries and economic sectors, which reflect positively in their daily lives. In affluent society, the people became concerned of changing their live of all the members of society and looking for success. Thus raised the idea of making the education system compulsory, which led to the demand that children with disabilities should participate with their peers in the regular classroom, from civil rights perspective (Clark, Dyson, & Millward, 1995).

In Salamanca, Spain in 1994 more than 300 people representing 92 governments and 25 international organizations came together under the Spainish Government and UNESCO organization. The conference was about "Special Needs Education: Access and Quality". In the final report (Salamanca statement) the Participants proclaim that:

* Every child has a fundamental right to education, and must be given the opportunity to achieve and maintain an acceptable level of learning,

* Every child has unique characteristics, interests, abilities, and learning needs,

* Education systems should be designed and educational programmes implemented to take into account the wide diversity of these characteristics and needs,

* Those with special educational needs must have access to regular schools, which should accommodate them within a child-centered pedagogy capable of meeting these needs,

* Regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all; moreover, they provide an effective education to the majority of children and improve the efficiency and ultimately the cost-effectiveness of the entire education system.

(UNESCO, 1994 par 2)

This evolution in the education of students with special education needs has progressed from isolation to mainstream to integration and recently to inclusion. This shift over such a short time period must has some disadvantages, reflecting on the extent the teachers, peers and

parents accept this evolution and adapt themselves to it. Nevertheless inclusive educations coming in a strong way as a reckoning benefactor of equal opportunity leaving.

Effective Teaching in an Inclusive Classroom :

Teaching students with disabilities in an inclusive classroom may be regarded, as a challenge for teachers accustomed to teaching in the regular classroom; therefore teachers should require the basic characteristics of effective teaching. To be a successful teacher in inclusive classrooms is not easy, because usually in such cases the teacher is dealing with different abilities. Most of the effective teaching evidence comes from the research which involves the classrooms directly using several different techniques (Westwood, 1995). Westwood, in his review of the literature on the effective teacher, found the effective teacher should be a good classroom manager, focusing on academic skills, with good expectation, enthusiasm, using effective strategies to keep students on task and using variety of teaching and resources styles, covering the material content. Also the effective teacher uses easy presentation of material, is direct in teaching, explains and outlines instruction clearly, frequently observe what students are doing taking into account differences between the students and re-teaching when necessarily, gives frequent feedback for all students and checks for understanding by using probing questions (Westwood, 1995).

Stanovich and Jordan indicate that effective teachers who are able to monitor the classroom and the students’ behaviour in their class also demonstrate the alibility to use body language. Further more they are able to manage the instruction time for the students and themselves and have good expectations for the lesson. In terms of academic ability, the effective teacher has the ability to review the previous days lesson, before start a new lesson which is important in connecting the previous and the new knowledge for the students, also ensuring their understanding by using questions and monitoring students progress frequently (Stanovich & Jordan, 1998).

Teachers behaviour has a significant link to students achievement (Englert, 1983; Westwood, 1995). Englert - in an study about teacher effectiveness - found that effective teachers had a

high level of presentation and corrected student responses in a short time, also following the students error responses and informing the students of the correct response by giving the suitable feedback (Englert, 1983).

Shanoski and Hranitz indicated that an effective teacher: enthusiasm in their work, take care of the students and work cooperatively with parents. In terms of professional development, the effective teacher usually is interest in following the education journals and books, attending and presenting in conferences, and workshops in their field. Effective teachers are interest in participating on most committees in the school.

The right of students with special needs to be educated in an inclusive classroom rather than educating them in an isolated environment has been a main concern raising, issues and interest for educators, policy-makers and researchers in recent times and eventually became the basic issue in terms of teaching students with special needs. Effective school and teachers characteristics influence positively students’ achievement or outcome in an inclusive classroom, school characteristics such as: qualified leadership, learning environment, high expectation, positive reinforcement, monitoring student’s progress and parent-school co-operation. Teacher characteristics such as: efficient use of time; good relationships with students; provides positive feedback; has a high student success rate; and in general provides support for the students with and without disabilities.

Teacher as an Innovator :

The role of a teacher does not limit itself to inspiration, challenge and motivation. To be desired and loved by the teaching community per se, he should be not only a store house of knowledge but also a repository of talent, a treasure house of innovative ideas which mould a student to strengthen the hands of nation builders. A teacher should certainly be an agent of change who not only elevates his own mind but also elevates the minds of all those who interact with him, more so the students who look upon him for idealism, opportunity, growth and future. In the wake of all these he needs to be holistic in approach, thinking ever and anon of ways and means of handing over new and innovative ideas, which enhance the value of both the learner and

the teacher. This value addition to both the people involved will help them to grow with both intrinsic and extrinsic values.

It may be noted that in the conventional method of teaching most of the courses have pre-dominantly lecture oriented method of teaching. But if the teaching – learning process is made highly participative and interactive the learner is exposed to varied and multiple nuances of learning and the learner can be benefited form multifarious perspectives. Teaching – learning should cater wholly to the needs and aspirations of the learners. Ample opportunities are given to students with innovative approaches like case study analysis, projects, presentations, workshops, exhibitions, role plays, CEO talks, topical presentations, group activities, industrial projects, quiz and technical lectures. All the said activates need complete facilitation from both the students as well as the teachers. These engaging activities are highly innovative in both context and content. Audio visual learning and critical reasoning skills nurture the creative skills of both the teacher and the learner. An innovative teacher makes use of modern methods like multimedia projectors, laptops, internet, animated technical programmes and other documentaries. With this use of technically advanced aids like EDUSAT and virtual classrooms have made the job of teachers more innovative and challenging.

Counseling and mentoring have been taken up voluntarily by many teachers to enhance their competitive skills and establish themselves as more competent and relevant and accept teaching as a challenging and innovating career coupled with excitement and increased interest. Teachers as counselors and mentors act as academic and personal guides to their students. They play a significant role in enhancing the academic performance of the student. These teachers who are trained take care of academic problems of the students. The training programmes facilitate the development of self-knowledge, educational and occupational exploration and career planning. Teacher as counselors and mentors strive hard to sustain and enhance the overall development of the student. Faculty members keep themselves abreast with latest development in their chosen fields through presentations, projects, research publications, attending and organizing seminars, conferences and workshops and accessing reference materials.

Conclusion :

Thus the role of a teacher in the educational sector of today is not limited to teaching and completing the syllabi. It extends to various role-plays like facilitator, mentor, guide, inspirator, challenger innovator and the like. Great seats of learning like Nalanda and Takshashila have always advocated experiential learning for character building and man-making. Teachers mere them who dispelled the dullness of intellect and illuminated the young and curious minds. They explored, experienced, rooted themselves and then handed over their experiences through tradition from generation to generation. There was never ever an alternative to the sanctity attached to a teaching career. However in the race for career and money ‘Teaching’ was made more a stop-gap arrangement and let loose like water-tight compartments. Through global perspectives and holistic approach slowly we are inching towards making teaching a career of challenges, innovations and aspirations. We draw our inspiration from the teachers of yore who were knowledge disbursers in the truest sense of the word. For:-

‘Assimilation of knowledge is a special skill of some. Transfer of knowledge is a special skill of some others. He who assimilates and transfers knowledge in the right perspective should be placed foremost among the teachers’

Bibliography :

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iv. Borich, G. D. (2000). Effective Teaching Methods (4 ed.). New Jersey: Prentice - Hall,Inc.

v. Brophy, J., & Good, T. (1986). Teacher Behavior and Student Achievement. In M. Wittrock (Ed.), Handbook of Research on Teaching (Third Edition ed., pp. 328-375). New

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viii. Hattie, J. (2002). Distinguishing Expert Teachers From Novice and Experienced Teachers:What are the Attributes of Excellent Teachers? Paper presented at the New Zealand Council for Educational Research Annual Conference on : Teachers Make A Difference: What is the rsearch Evidence? University of Auckland.

ix. K a l i d a s a ( u n d a t e d ) P u b l i c a t i o n ‘Malavikagnimitram’ ML BD: NewDelhi: India : Revised edition : 2003. –Translated by M.R.Kale.

x. Mastropieri, M., & Scruggs, T. (2004). The Inclusive Classroom: Strategies for Effective Instruction (Second Edition ed.). Ohio: Pearson: Merrill Prentice Hall.

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Abstract :

Values have a strong influence on employee behaviour which in turn results in organizational performance; It is the values and believes of employees which form the organizational culture. Organizational culture is still a relatively new concept but fast taking pace with the growing corporate world. Because of its growing ro l e i n o rgan i sa t i ona l pe r fo rmance , organizational culture has become one of the most preferred areas of study among academicians and researchers.

In this paper the researcher wants to study, evolution process of organisation culture to take the present shape. The paper taking clues from various multinational organizations, tries to figure out different types of organizational culture. The data for the paper is largely drawn from secondary sources, primarily from internet.

Introduction :

Culture refers to an arrangement of assumptions, values, and beliefs that forms a person’s behaviour. These values have a strong influence on and determine the way a person behaves. This is equally true in case of employee’s behaviour in an organization. With the changing role and form of organization in global village, more and more need to understand employee’s behaviour was felt. It was then thought that the employee’s behaviour has a major part to play in organisational performance. By late 70’s and early 80’s more and more attention was been attracted towards how employee behaves in an organization. It was then thought that an employee’s behaviour is a work of the values and believes that an organization follows.

The term organizational culture got popular in 1980s with the popularity of the best selling book “In Search of Excellence” in which the writer Peters and Waterman argued that “a company’s success can be attributed to its organizational culture. Since then, organizational culture made its own place in the world of human resource research. Organizational can be customer-oriented, empowering, or people-oriented”. Although the concept of organizational culture is still in its introductory stage, it has carved its niche among the factors responsible for corporate performance.

Conceptual Framework: Work culture refers to all work related activities performed within the framework of norms and values defined by the organization. Thus Work culture can be said to include values attached to all work related activities it cognitions and the affect.

The concept of work culture has been, studied by different researchers, some important views are listed here; Pettigrew (1979) spot “work culture as the system where people collectively accept meanings of work in the same sense, operating for a given group at a given time’. Peters and Waterman (1982): are of opinion that “Work culture is defined as a system of ‘shared values’, which results in high performance in organizations”. Whereas Singh (1991) finds work culture as a common prevalent pattern, feeling and behaviour in an organization”. Sinha (1990) on the other hand looks work culture in totality of various levels of interacting forces around the focal concern of work”.

Culture and Marketing:- Recently practitioners have started giving importance and to recognise the role of organizational culture in the marketing management as a function. It started with Weitz, Suajan, and Sujan (1986) when they introduced the concepts of organization culture in the development of their selling effectiveness model. Parasuraman and Deshpande(1984) insisted upon the need of paying more attention towards organizational culture and structure, which should be explained properly for the management to work effectively. Waler and Ruekert (1987) highlighted the need to develop customer orientation within organisations especially organisational culture.

Types of Cultures: Before entering into the whole world of organisational cultures one needs to understand that any company can fall into two categories of cultures i.e. strong culture and weak culture. A strong culture is one in which, employees have a sense of empowerment and understanding of the company’s goals, regulations and philosophy. Such a culture motivates employees to be self- driven and to feel respected which ultimately benefits the overall health of a company. Whereas weak organizational culture does not provide any

Evolution and types of Organizational Culture: A literature studySadashib Padhee, Vice President (HR)Kirloskar Pneumatics Ltd, Pune

incentive for motivation rather creates a kind of fear among employees.

Charles Handy in the beginning years designed a framework of four different types of culture that can be seen as foundation of organisational culture:

• Power culture: It’s a culture in which reins of power remains in the hands of one or few people of the organization generally at the top. The head is responsible for taking all decisions of the organization. This type of culture is most suitable for smaller organizations, where decisions need to be taken quickly.

• Role culture: The beauty of this culture is that it is very much predictable, as the structure and operations are predefined. Generally this creates a functional structure, where individual’s jobs are well defined, so as to avoid any kind of ambiguity this results in efficiency and accuracy.

• Task culture: Such cultures rely on teams to do jobs and to solve problems. Power is derived from membership in teams that have the expertise to execute a task. Members of the team feel special and devote their 100% to fulfil the given task, though a matrix structure remains common.

• Person culture: This type of culture have horizontal structures where all are treated same. Each individual is seen as valuable and more important than the organization itself. Sometimes it poses difficulties, as the organization may suffer due to competing people and priorities.

There are many other ways to divide culture. With changing employee requirements, in the modern corporate world each company has adopted its own unique style of handling employees. Some give them more challenging atmosphere, some are offering them freedom, and other allows its employee to be innovative in its own area. Whatever style company adopts the ultimate aim is superior performance. The modern corporate world is working on the mantra of keeping employees happy so that it results in better performance. Here are some examples of organizational cultures adopted by different companies which are giving better workplace to its employees.

Academy Culture :

This is the culture which largely depends upon

highly skilled employees. It looks for more studious type of people who are open and ready to improve their own skills with continues training and developmental activities organized within the organization. It offers intense training for employees being brought on board and ongoing training for the employees already there. Organizations following this culture are very particular about their hiring process; they basically look for candidates who are ready aptitude towards growth. This culture ensures low turn-over rates and high employees commitment.

Zappos the online shoes retailer can fall under this category. Zappos hire employees only after rigours interview which is mainly focussed on candidate-culture-fit, the interview carries half the weight of whether the candidate is hired. Once a candidate being hired doesn’t assure any job security, he/she needs to prove its job fit within a week else doors are shown with a compensation amount of $2,000 that too just after the first week of training. A handsome amount is kept reserved for employee’s team building and culture promotion.

Zappos give more importance to its value system which it needs to be nurtured in each employee working there. Zappos approach to company culture -- when you get the company culture right, great customer service and a great brand will happen on its own.

Normative Culture: A dry type of organisational culture, having stringent regulations and rigid guidelines. Employees are not allowed to deviate from their daily routines, they are not allowed to break rules or innovate the task performance. This type of organizations doesn’t suit to everyone. Not many organisations adopt such type of work culture but it is certainly suitable for people loving routine jobs and who doesn’t look for challenges. Modern organization doesn’t prefer such culture but it can be seen prevailing in many government and publ ic sec tor organizations.

Pragmatic Culture: Organisations run to earn profit and profit comes from customers, this is the very mantra of pragmatic culture “the customer is always right”. The customer or client comes before anything or anyone else. Because every customer is different, this type of work places are very opposite of the normative culture environment as employees don’t adhere to strict

rules. Whatever the customer wants, the customer gets (within reason, of course).

Taking in consideration the job requirement Southwest Airlines also has adopted the pragmatic culture. Southwest isn’t new in the field. It’s been in operation for around half a century. All these time the company is successful in communicating its goals and vision to employees in a way that makes them a part of an integrated team. Not only this, Southwest also allow its employees to take their own decision to delight the customers and empower them to do what they need to do to meet that vision.

Club Culture : The best type of culture to work in is club culture. Although it requires employees to be very skilled and competent in their role of work, it offers a great time to its employees at workplace. As this culture gives utmost freedom to its employees, educational qualifications, prior work experience and even personal interests are well consider at the time of hiring employees. Club culture can be seen in organizations like FBI, commercial pilots and specialty branches of military.

An example of club culture is REI it’s a company which offer its employee great benefits. REI consider employees as a “life blood to their purpose,” strongly attributes company success to employees, REI, a cooperative where profits benefit its member-owners. Employee sees it as a place where greatness happens, Its mission is to prepare both customers and employees for the outdoors, It not just offer fun to employees but also in promote hard workers for their job. The environment in REI is so that the employee could get benefits anywhere

Needless to say, adopting such a culture goes for an intense hiring process, requiring multiple layers of selection procedure. The best thing of club culture is hard work get paid off. These types of employers often reward hard work with promotions but with frequent appraisals workload increases within the company.

Baseball Team Culture: This is the culture most liked by the employees. This culture contrary to the pragmatic culture emphasise more on employee wellbeing rather than customers. But it doesn’t mean that such cultures ignore the customers. Rather this culture organization opines that “as long as the people are happy, comfortable and feel respected, the work will surely get done in a proper manner” this culture

ensures employees loyalty towards organization by offering them wide variety of benefits. Google is a good example of a baseball team culture.

Google has been known for its employee friendly culture since years, and has become the role model for many. A company with gives ample perks and benefits in form of Free meals, employee trips and parties, financial bonuses, gyms, a dog-friendly environment etc. is also known for its top class employee talented in the industry.

Google today stand among the top best workplaces to work at. But with the changing needs and expansion of businesses, it is increasingly difficult for googlers to sustain baseball team

Base ball team culture allows employees to be creative in their work and to give best to their organization in their own unique way. One more example of Baseball team culture can be seen in Facebook. Just like Google, Facebook is a company that has grown leaps and bounce in a short span of time and is the second name of employee oriented culture.

Similar to many other modern companies, Facebook also offers food, stock options, open office space, on-site laundry, etc. Facebook management believes more in teamwork and open communication an atmosphere that promote personal growth and learning at the same time which is typical to baseball team culture.

Needless to say that such cultures on one hand are highly successful in small organization but start creating chaos when the organization grows. With the changing demand of growing organisation, it becomes difficult to sustain and to retain the organizational culture unchanged. Horizontal organizational structure needs much flexibility which is difficult for bigger organizations to adopt.

Fortress Culture :

In contrast to baseball culture, fortress culture could be seen as the worst for employees. These organizations understand the language of numbers only. One can assume job security only till he or she is performing and adding up numbers to turnover. Termination and retrenchment is very nature of such organizations, performance based incentives and promotions are offered to employees. Its best suited for hard workers or we can say one get paid for its hard work.

A good example of such a company is WorldStrides and more specifically their sales department. Similar to many other companies’ sales department, here also salesmen are liable to get and retained the clients. Salesmen are immediately replaced by others in case of poor performance or complaint from client. Another dark side of this type of work culture is the wastage of time and money. It cost heavily to the organization in the form of recruitment and training. The process of recruitment is whole year business of such organizations However; good performers can expect long term relations and promotions with such organizations.

Tough Guy Culture: Tough guy; a culture which has a minute eye for details. Employees get step by step guidance and are monitored at every step. Unfortunately this organizational culture fails to foster creative and innovative skills of the employees because of tight control over their doings.

An example of tough guy culture would be seen in customer service roles. Where stray a single word can change the entire meaning of the sentence. Even calls are recorded for quality check and feedback is taken from the client about employee’s behavioural aspects. Such a culture requires continuous review of employee’s performance to ensure that they adhere to the protocol. These organisation go to the extent of terminating employee’s service in case he/she do not correct the mistakes pointed out in review This they called as “three-strikes-you’re-out practice”.

It’s difficult to keep a vigil on each and every employee but this is their way of ensuring consistency and commitment to their customers. Thus they shape employees in that manner.

Process Culture: As the name suggests it is a process oriented culture, where there are set regulations and procedures that the employees need to follow. Many times it gets confused with normative culture. Unlike normative culture process culture does not have bullet-pointed list of do’s and don’ts which employees need to adhere to. Employees have fairly good idea of when they sign-up and are often self-starters. Process culture doesn’t require micro management of employees working, as was in case of tough guy culture and rarely go for performance review. Reviews are generally done on an annual basis to assess the work at a larger

scale. More often, government agencies run and operate under the process culture.

Bet Your Company Culture: Rarely practiced, this culture is meant for the patient risk-takers. Organizations that follow this culture are known to literally bet the success or failure of their company on single decisions of which the outcome is completely unknown. At times working with such companies becomes risky as one doesn’t know what he is heading towards. It’s just like a gamble one is not sure about wining or loosing, the decision taken may leads to prosperity or to devastation also.

Modern companies are following their own distinct culture as per their product and employee requirements. With the increased role of organizational culture, companies are paying more attention towards their employees and to employees welfare some such companies those who have make marked in the minds of its own employees which cannot be clubbed under one particular head of culture type are as follows:

The direct marketing pioneer Warby Parker has been into the business of making and selling prescription glasses online since 2010. Warby parker gives the credit of its success to its team dedicated to culture. The event loving company, make sure that there should be some upcoming event to which employees can look forward. This makes employees motivated and thus it ensures participation from all.

Twitter, the most admired company for its world class services, has maintained same level of appreciation and love from its employees as well; the credit again goes to its organizational culture. Rooftop meetings, friendly co-workers and a team-oriented environment in which each person is motivated by the company’s goals have inspired that praise are few distinct features of twitter’s culture. It offers unlimited vacations for chosen some; free lunches at San Francisco headquarters are common for twitter’s employees. Twitter develop a sense among employees of doing something that matters in the world, and it is that feeling that doesn’t allow twitter employee to leave a job until it’s completed. That is why employees at twitter don’t want to leave a friendly and cooperative team.

SquareSpace, A successful start-up is regularly voted as one of the best places to work in New York City. The company promote a culture which

is “flat, open and creative.” A flat organization approach is more common among and is suitable for start-ups; this culture is used as a trick by Square Space to maintain and to grow the company larger.

SquareSpace also offers plenty of benefits and perks, including 100 percent coverage of health insurance premiums, flexible vacations, attractive office space, catered meals, stocked kitchens, monthly celebrations, relaxation spaces and periodic guest lecturers. Solid benefits such as these help a culture, but are not the sole instigator of successful culture. Down-to-earth leaders and direct access to management have a great deal of impact.

Adobe on the other hand is a company that give its employees challenging projects to keep them motivated at the same time provide the required support to help them meet those challenges; this is Adobe’s way of showing trust in its employees. Adobe employees enjoy all the benefits and perks like any modern creative company, but are not micromanaged by the authorities. This ensures employees trust in Adobe’s management.

Adobe products are known for its creativity, only because of free environment and trust shown by the company in the employees. They can deliver as per the company’s expectations. There is no rating system in Adobe to establish employee’s ability rather giving them free hand is the style of management here. Managers are more like coaches, who motivate employees to reach their goal and determine how they should be assessed. Employees are given stock options so to make them a part of company’s success story. Continues training and free organizational culture promotes risk taking without fear of penalty is the key to its success.

Conclusion :

Organizational culture evolved from the management thought of giving importance to human resource to make them perform better for the organization. With the change of time and expansion of business there arise needs of adopting various styles of organizational cultures. Organizational Culture is not only important from human resource point of view but also it is gaining importance in all aspects of business processes, like marketing management financial management etc.

Earlier culture was divided in broader categories

of strong and weak cultures then with the passage of time researcher found more appropriate and concise division of culture, further there felt the need to more in-depth into the cultural aspects of the company.

Now in the modern age companies design their own unique culture depending upon their product and employees requirement. There are many different types of culture that get developed within a company. It is also common that a company practice more than one culture. The bottom-line is to make employees happy satisfied and committed while ensuring the customers happiness and satisfaction.

References :

i. Barton A. Weitz, Harish Sujan and Mita Sujan, Journal of Marketing, Vol. 50, No. 4 (Oct., 1986), p p . 1 7 4 - 1 9 1 B o u n d l e s s . “ Ty p e s o f O rg a n i z a t i o n a l C u l t u r e . ” B o u n d l e s s Management. Boundless, 21 Jul. 2015. Retrieved 03 Nov. 2015 from https://www.boundless.com/ management/textbooks/boundless-management -textbook/organizational-culture-and-inno vation-4/culture-33/types-of-organizational-culture-187-3936/

ii. http://www.entrepreneur.com/article /249174

iii. h t t p : / / w w w. l e a r n m a n a g e m e n t 2 . c o m / culture.htm

iv. h t t p : / / w w w. l e a r n m a n a g e m e n t 2 . c o m /culture.html

v. https://www.mindtools.com/pages/article /newSTR_86.htm

vi. Parasuraman, A., & Deshpande, R. (1984). The cultural context of marketing management. AMA Educators' Proceedings, Series, 50, 176-179.

vii. Peters, T. J., Waterman, R. H., & Jones, I. (1982). In search of excellence: Lessons from America's best-run companies.

viii. Pettigrew, J. D. (1979). Binocular visual processing in the owl's telencephalon. Proceedings of the Royal Society of London B: Biological Sciences, 204(1157), 435-454.

ix. Ruekert, R. W., & Walker Jr, O. C. (1987). Marketing's interaction with other functional units: a conceptual framework and empirical evidence. The Journal of Marketing, 1-19.

x. Singh, J. V. (1991). Organizational environments and the multinational enterprise. Academy of Management review, 16(2), 340-361.

xi. Sinha, J. B. (1990). Work culture in the Indian context. SAGE Publications Pvt. Limited.

Abstract :

Green is the ‘innovative’ word that has now evolved to become the soul of every market. This revolution has given a rise for the different kind of green activities in the normal course of life, be it personal or professional. Companies are trying to adopt green in their business activities, be it production; product; services; or packaging, consumers are also not behind for the perseverance of environment and natural resources. Consumers are day by day becoming more aware towards environmental issues, purchasing eco-friendly products, and adopting a green lifestyle. This paper examines the growing awareness of consumer towards green initiatives, products, campaigns run by the companies, and their attitude, and purchase intentions for the same. Therefore, the purpose of this research paper revolves around describing the present state of green activities in business era, and to know the awareness and attitude of consumer in Jodhpur city.

Keywords : Marketing, Green Marketing, Attitude, Purchase Intentions, Awareness

1. Introduction :

Sustainability is what dominates every sphere of business. With the emerging need of sustainable developments, environmental issues are considered as pertinent problems in any business process. In order to safeguard and protect the limited resources and natural environment, green products and services are center of attraction for both the marketers and the consumers. Many businesses want to be seen as being ‘green’, either for marketing or ethical reasons. Production and consumption of goods all over the world has led to the appearance of a huge number of ecological problems. Consequently, modern corporate world is emphasizing on green marketing and are manufacturing eco-friendly or green products that have less detrimental effects on the environment, than the conventional products (Sen, 2014).

Companies these days have to incorporate suitable green strategies into their functioning

activities, product development processes, and marketing activities to attain a competitive advantage in the drenched markets (Sen, 2014). Consumers are also not untouched with the changing need of environment and sustainability issues. They are equally concern for the safeguard of environment. The needs of the consumers are developing and brand loyalty is being endlessly redefined (Sen, 2014). The basic ideas behind sustainability utter that businesses have responsibilities that go beyond the production of goods and services. It includes emphasizing on perseverance of natural resources, creating awareness for the same among the citizens of the country, inculcating the green initiatives in their business processes, and educating consumers to be more concerned about environment and to protect the natural resources. Companies such as McDonald’s, Wal-Mart, Procter & Gamble, and Du Pont recognize that the environment must be protected and improved for economic growth to take place, and have taken accomplishment towards that aim (Hemantha, 2012). Thus the present study aims to identify the awareness level, attitude of consumers for the green initiatives taken by the companies and their purchase intentions for the green products and services.

2. Literature Review :

All around the world become more concerned with the natural environment; this concern has resulted in either personal motivation or through government legislations. And this was followed by organizational activities aiming at modifying the organizational behaviour to adapt with these social trends (Hemantha, 2012). Green marketing came into prominence in the late 1980s and early 1990s. The first book titled Ecological Marketing was the outcome of first workshop on “Ecological Marketing”, held by American Marketing Association (AMA) in 1975. Green marketing acquired an eminent status since early 1990s. There has been occurring about green consumers and green consumerism in 1970s and 1980s (Bhatia & Jain, 2013).

Green or environmental marketing includes all

Green Marketing : An Analysis of Consumer's Awareness, Attitude and Purchase Intentions

Dr. Ramesh Chouhan, Asst. Prof.,Jai Narain Vyas University, Jodhpur

activities intended to create and make possible any exchange proposed to gratify human need or wants, such that the satisfaction of these needs and wants occurs, with least unfavourable impact on the natural environment (Polonsky, 2007). Green or environmental marketing initiatives is an outcome of mandating due to governmental forces and pressures of ecological groups have changed to real efforts to perform in an eco-responsible behaviour and advance sustainable marketing tactics (Polonsky and Rosenberger, 2001). Other researchers have defined environmental marketing as '' the holistic management process responsible for identifying, anticipating and satisfying the requirement of customers and society, in a profitable and sustainable way”. Mintel (1995) found a major gap between consumers concern and actual green purchasing. It has been observed that still there are substantial hurdles towards the dispersion of more economically oriented consumption styles.

Consumers are equally concern and their purchasing decisions are also affected by green marketing activities and products. Chan (2004) has stated that, customers seek more genuine and actual product information from these advertisements to guide them in their purchasing decisions. Consequently, marketers should advertise environmental information effectively (Sen, 2014).

3. Objective of the Study :

The main objectives of the proposed study are as under :

• To know the awareness level of consumer towards green marketing practices.

• To identify consumer’s attitude towards green or eco-friendly products and company’s initiatives.

• To identify consumer’s purchase intentions for such activities.

A number of specific research questions and issues emerged and were further refined in the course of developing the research design.

4. Methodology :

Research design selected for the study is descriptive in nature, where the objective is to describe the awareness level of consumer present state of green activities in business era, and to know the attitude and purchase intentions of

consumer in Jodhpur city. The methods for data collection selected according to Descriptive research design includes questionnaire. The questionnaire was consisting of open and close ended question asking the regular questions related to usual buying behaviour of consumer such as their income level, awareness towards promotional and different offers, green concept for product development, marketing, packaging, and distributions, and purchase behaviour. The samples selected for the study are the consumers who were involved in buying decisions. The selection of the sample was based on the random sampling, where the responses were collected random basis. In the primary mode of Data collection structured interview with the help of questionnaire has been taken from around 100 buyers.

5. Analysis & Findings ;

The part of the research analysis the responses taken on random basis from consumers involved in the buying decisions. The responses were collectd with the help of structured questionnaire and were filled by the researcher itself. Thus the method was questionnaire cum structured interview of the respondents.

Descriptive Analysis :

This part of the analysis of the research portrays descriptive statistics for the sample selected for the study.

5.1 Awareness Level - Consumer’s awareness level towards the green marketing concept has been shown in the figure 1.

Figure 1 Consumer’s Awareness Level towards Green Marketing

From Figure 1, it can be observed that 72 percent respondents are aware about the green marketing initiatives, whereas 28 percent do not have knowledge about the same.

5.2 Perception towards Green Marketing Concept -

Figure 2 Consumer’s Perception towards Green Marketing Concept

According to figure 2, it can be stated that 44 percent of the respondents have a positive perception towards the green marketing initiatives done by companies. Percent respondents states somewhat positive perception towards the same. Only d percent respondents are neutral for this idea. None of the respondents exhibited negative perception for green marketing concept.

5.3 Perception towards the Company -

Figure 3 Consumer’s Perception towards the Company

Figure 3 states consumer’s perception towards the companies doing green marketing activities. 34 percent respondents stated their positive perception, whereas 44 percent respondents observed these companies somewhat positive. 2 percent respondents were not sure for these companies, thus rated their perception as somewhat negative.

5.4 Everyone’s Responsibility -

Figure 4 Green Concept is Everyone’s Responsibility

Figure 4 states that 42 percent respondents are

strongly agree and 40 percent agree on this concept that perseverance of environment is everyone’s responsibility. None of the respondents were disagree on this point.

5.5 Buying Preferences -

Figure 5 Consumer’s Buying Preference

Figure 5 states that 26 percent respondents strongly agree and 46 percent respondents agree to buy eco friendly products which are marketed through green concept or green brands. Only 2 percent denies buying such products.

5.6 Readiness for High Prices -

Figure 6 Consumer’s Readiness to pay High Prices

According to Figure 6, it implies that 30 percent agree and only 8 percent strongly agree to pay high prices for the green brands or products manufactured by the green concept. 46 percent are neutral for the same, whereas 12 percent and 4 percent disagree to pay high prices.

5.7 Word of Mouth -

Figure 7 Word of Mouth Awareness

Figure 7 states that 40 percent agree and 20 percent strongly agree to advise others to purchase such products to promote green initiatives. Only 10 percent disagree for the same. 30 percent are neutral regarding advising others for green initiatives.

5.8 Statistics -

Table 1 : Statistical Table for consumer’s attitude and Purchase Intentions for Green Marketing

Mean Median Standard Variance Std Min Max SumDeviation Error

ofMean

Consumer’s 4.28 4 .730 .532 .103 3 5 214 Perception for Green Marketing

Consumer’s 4.10 4 .789 .622 .112 2 5 205 Perception towards such Companies doing Green Marketing

Consumer 4.24 4 .744 .553 .105 3 5 212 agree that It is Everyone’s Responsibility

Consumer 3.96 4 .781 .611 .111 2 5 198 prefer to buy such Products

Consumer 3.26 3 .922 .849 .130 1 5 163 ready to pay premium prices

Consumer 3.66 4 1.002 1.004 .142 1 5 183 advise others to adopt and contribute to protect the environment

The above statistical table 1 presents descriptive statistics to measure consumer’s attitude and purchase intentions for eco-friendly products or green marketing initiatives. Mean value presents strong interpretations for the insights of consumer’s attitude and purchase intentions.

6. Interpretations :

On the basis of above statistical analysis following interpretations can be made:

• Consumers are aware about the green marketing concept. It is actually the outcome of the marketing communication about go green, adopted by the modern corporate world. The marketing communication regarding green practices need to focus more on theme and message in order to create more awareness (Bhatia & Jain, 2013).

• According to table 1, mean score of 4.28 states that consumers perceive such campaign and eco-friendly products positive for the environment. Therefore it is observed that consumers are very much concerned about the environmental issues..

• Consumer’s perception towards companies doing green marketing or selling and promotion green brands is also positive. Mean score of 4.10 states consumer’s positive perception and such companies are appreciated by the consumers. Because of improved awareness and concern consumer may favour green products over usual products to preserve the environment. Thus more and more companies are going green.

• Consumers were also asked about the responsibility of protecting the environment. Mostly opinion were rated on agree to strongly agree points of scale with mean score of 4.24. Consumer state that perseverance of environment and protecting natural resources is the responsibility of not only of government, non-governmental organizations, business organizations, but also it is the responsibility of common citizens.

• Table 1 also states consumer’s preference to buy such products with the mean score of 3.96. Thus consumers are ready to buy such products. As green marketing is different from the marketing in traditional way, marketers need to know the factors that persuade the consumer to buy the green products (Bhatia & Jain, 2013).

• The mean score of 3.26 states low agreeableness towards paying high premium prices for the green brands or eco-friendly products. Mostly consumers are unsure about paying high prices for such products. Although the interpretations may vary according to income level and social class of respondents. That leaves further scope in this research area.

• Mean score of 3.66 states that consumer would like to advise others to adopt and contribute to protect the environment by buy ing such p roduc t s . Thorough understanding of the implications of green marketing activities, consumers as a citizen

of the country would like to contribute to preserve the environment.

7. Conclusion :

With the alarm of global warming, it is tremendously significant that green marketing becomes compulsion for every business organization. Ultimately, consumers, industrial buyers and suppliers need to compel effects on minimizing the nega¬tive effects on the environment. Green marketing assumes even more importance and relevance in developing countries. Rising concerns over environmental hazards, eco-friendly packaging, carbon emissions, waste reduction targets specified by different countries and the trend towards 'Green Marketing' are the factors likely to boost the market for sustainable and green environment solutions.

References :

i. Bhatia, M., & Jain, A. (2013). Green Marketing: A Study of Consumer Perception and Preferences in India. Electronic Green Journal, 1(36). Retrieved May 25, 2015, from https://escholarship.org/uc/item/5mc39217

ii. Hemantha, Y. (2012, September). Green marketing-an exploratory research on consumers in bangalore city. Abhinav: national monthly refereed journal of reasearch in commerce & management, 1(9). Retrieved April 12, 2015, from http://www.abhinavjournal.com/images /Commerce_&_Management/Sep12/9.pdf

iii. Kothar i , C. R. (2007) . Research Methodology: Methods & Tehniques (2nd Edition ed.). New Delhi: New Age International Ltd.

iv. Lutz W (1982). Sampling: how to select people, households, places to study community health, 3rd ed. International Epidemiological Association. Edinburgh.

v. Malhotra, N. K. (2007). Marketing Research: An Applies Orientation (5th Edition, Delhi: Pearson Education.

vi. Munjal, A., Kumar, A., & Narwal, P. (2011). International Journal of Engineering & Management Sciences. 2(3), 156-162.

vii. Polonsky, Michael (2007). An introduction to green marketing, electronic green journal, Vol.1. Issue 2

viii. Polonsky, M. J. & Rosenberger, P. J. (2001). Reevaluating green marketing: a strategic approach. Business Horizons, 44(5), pp 21-30. Sen, R. A. (2014, April-September). A Study of the Impact of Green Marketing Practices on Consumer Buying Behaviour in Kolkata. International Journal of Management and Commerce Innovations, 2(1). Retrieved May 25, 2015, from http://www.researchpublish.com/ download.php?file=A%20Study%20of%20 t h e % 2 0 I m p a c t % 2 0 o f % 2 0 G r e e n % 2 0 Marketing%20Practices -309. pdf&act=b

Abstract :

People in this country have been slow to recognize that education is a profession for which intensive preparation is necessary as it is in any other profession”. This concern expressed in the University Education Commission (1964-66) proferred, “the destiny of India is now being shaped in her classrooms.”So did the National Policy on Education 1986 emphasize: “The status of the teacher reflects the socio- cultural ethos of the society; it is said that no people can rise above the level of its teachers”. Such exhortations are indeed an expression of the important role played by the teachers as transmitters, inspires & promoters of man’s eternal quest for knowledge. Should this role expectation be not taken as rhetoric but as a goal to be constantly striven for, the urgency is to address ourselves seriously to examine the issues related to the preparations of teachers as well as to prune the theory & practice of teachers education.

The NCFTE, 2009-10, elaborates the context, concerns and vision underscoring that teacher education and school education have a symbiotic relationship and development in both these sectors mutually reinforce the concerns for qualitative improvements of the entire spectrum of education including teacher education as well. This framework has a bearing on transforming the very dynamics of teacher education.

One reform that could achieve a breakthrough to vitalize teacher education & through it the process of learning& teaching is to break the isolation of teacher education institutions from the University life from the schools & from one another. The framework reiterates in unequivocal terms the need of this reform.

Since a major area of weakness in the existing teacher education preparation programmes is the quality & experience of those who have the responsibility of training young entrants to the profession of teaching, a fresh perspective of preparation of teacher educators is dealt with in detail. This framework is visualized to act as a catalyst to change the profile of teacher education so that the teacher education institutions become active centers not of research but also of practical experiments directed to the improvements of

educational methods and curricula. It is a matter of conviction that if teacher education institutions could be organized on right lines and become dynamic centers of progressive educational movements, the whole task of educational reconstruction would be greatly facilitated.

Key Words : Quality, Teacher Education, NCFTE 2009-10.

Introduction :

“People in India have been slow to recognize that education is a profession for which intensive preparation is necessary as it is in any other profession”. This concern expressed in the University Education Commission (1964-66) preferred, “the destiny of India is now being shaped in her classrooms.”So did the National Policy on Education 1986 emphasize: “The status of the teacher reflects the socio-cultural ethos of the society; it is said that no people can rise above the level of its teachers”. Such exhortations are indeed an expression of the important role played by the teachers as transmitters, inspires & promoters of man’s eternal quest for knowledge. Should this role expectation be not taken as rhetoric but as a goal to be constantly striven for, the urgency is to address ourselves seriously to examine the issues related to the preparations of teachers as well as to prune the theory & practice of teachers education.

The NCFTE, 2009-10, elaborates the context, concerns and vision underscoring that teacher education and school education have a symbiotic relationship and development in both these sectors mutually reinforce the concerns for qualitative improvements of the entire spectrum of education including teacher education as well. This framework has a bearing on transforming the very dynamics of teacher education.

One reform that could achieve a breakthrough to vitalize teacher education & through it the process of learning& teaching is to break the isolation of teacher education institutions from the University life from the schools & from one another. The framework reiterates in unequivocal terms the need of this reform.

Since a major area of weakness in the existing teacher education preparation programmes is the

Quality Concerns in Teacher Education with Special Reference to National Curriculum Framework for Teacher Education (NCFTE-2009-10)

Dr. Mitima Sachdeva, Assistant Professor, Amity University, Lucknow

quality & experience of those who have the responsibility of training young entrants to the profession of teaching, a fresh perspective of preparation of teacher educators is dealt with in detail. This framework is visualized to act as a catalyst to change the profile of teacher education so that the teacher education institutions become active centers not of research but also of practical experiments directed to the improvements of educational methods and curricula. It is a matter of conviction that if teacher education institutions could be organized on right lines and become dynamic centers of progressive educational movements, the whole task of educational reconstruction would be greatly facilitated.

India has made considerable progress in school education with reference to overall literacy, infrastructure and universal access and enrollment in schools. Right to education act 2009 has increased the demand manifold for qualified elementary and secondary teachers.

The NCF 2005 places different demands and expectations on the teacher, which need to be addressed both by initial and continuing teacher education The importance of competent teachers to the nation’s school system can in no way be overemphasized. It is well known that the quality and extent of learner achievement are determined primarily by teacher competence, sensitivity and teacher motivation. It is common knowledge too that the academic and professional standards of teachers constitute a critical component of the essential learning conditions for achieving the educational goals. The length of academic preparation, the level and quality of subject matter knowledge, the repertoire of pedagogical skills the teachers possess to meet the needs of diverse learning situations, the degree of commitment to the profession, sensitivity to contemporary issues and problems as also to learners and the level of motivation critically influence the quality of curriculum transaction in the classrooms and thereby pupil learning and the larger processes of social transformation.

Teacher quality is a function of several factors: teachers’ status, remuneration, conditions of work and their academic and professional education. Initial teacher education especially, has a major part to play in the making of a teacher. It marks the initiation of the novice entrant to the calling and as such has tremendous potential to imbue the would-be teacher with the aspirations, knowledge-base, repertoire of pedagogic capacities and humane attitudes.

A teacher functions within the broad framework of the school education system – its goals, curricula, materials, methods and expectations from the teacher. A teacher education curriculum framework needs to be in consonance with the curriculum framework for school education. A teacher needs to be prepared in relation to the needs and demands arising in the school context,

to engage with questions of school knowledge, the learner and the learning process. The teacher must be equipped not only to teach but also to understand the students and the community of parents so that children are regular in schools and learn. The Act mandates that the teacher should refrain from inflicting corporal punishment, complete the entire curriculum within the given time, assess students, hold parent’s meetings and apprise them and as part of the school management committee, organise the overall running of the school3.

The Act, vide section 29 (2), emphasizes upon the following areas while laying down the curriculum and evaluation procedures:

• Conformity with the values enshrined in the Constitution.

• All round development of the child.

• Building the child’s knowledge, potentiality and talent.

• Development of physical and mental abilities.

• Learning through activities, discovery and exploration that are child friendly and child-centered.

• Medium of instruction as far as practicable, shall be in child’s mother tongue.

• Making the child free of fear, trauma and anxiety and helping the child to express his views freely.

• Comprehensive and continuous evaluation of the child’s knowledge and the ability to apply the same.

These areas are significant particularly to the professional development of teachers at all stages, i.e. initial and in-service training.

In addition, the NCF recommends a teacher to be a co-constructor of knowledge i.e. to participate in the construction of syllabi, text books and teaching learning material. Teachers need to be looked at as crucial mediating agents through whom curriculum is transacted and knowledge is co-constructed along with learners. There is a

need to connect knowledge to life outside the school.

With this viewpoint the training of teachers is a major area of concern at present both pre-service and in-service training in order to achieve coordinated development of teacher education, the NCTE took up a number of initiatives. It joined hands with the NAAC to foster quality assurance and sustenance and with Distance Education Council (DEC) to ensure integrated development of in-service teachers education under the open and distance learning (ODL) mode. It also entered into collaboration with the RCI in 2002 and 2005 to develop curriculum on inclusive education and make it a part of the general teacher education programme.

It is important to develop a broad framework that can address some of the crucial issues common to teacher education across different levels.

Reforms of teacher education has been one of the abiding concerns in the reports of major commissions and committees and the National Policy on Education (1986), the NPE Review Committee(1990) and the National Advisory Committee on learning without Burden (1993). These have drawn attention to the need for qualitative reform of teacher education and suggested various measures. These policy recommendations have been taken cognizance of while preparing the present draft of NCFTE.

The NCF has described the current concerns of teacher education as follows:

• The curriculum, syllabi and textbooks are never critically examined by the pupil teacher or the regular teachers which is required to create engagement with the curriculum.

• The existing teacher education programmes do not recognize the importance of language in the curriculum.

• There is very little scope for pupil teachers to reflect on their experiences in the teacher education programmes.

• There is no relation of practice and theory in the professional training of teachers.

• T h e e l e m e n t o f c o n t i n u o u s a n d comprehensive evaluation in the teacher education programmes is missing.

• There is no opportunity for pupil teachers to reflect on their own biases and beliefs and experiences.

• Conceptual and pedagogical aspects in the existing teacher education programmes need to develop attitudes, dispositions, habits and interests in a teacher. The present evaluation system has no place for evaluating the above qualities in the pupil teachers.

NCFTE (2009-10) on Teacher Education Reforms :

1. Inclusive Education - There are two kinds of exclusion prevalent in schools largely because of an inadequate preparation of teachers to address diversity in the classroom. The first is the exclusion of the children with disabilities of different kinds and learning difficulties. Neither does the teacher understand their needs nor what s/he can do to make learning possible for them. The Persons with Disabilities (PWD) (Equal Opportunities, Protection and Full Participation) Act, 1996 has stated free and compulsory education up to the age of 18 years for all children with disabilities. To implement this the teacher education institutions need to reframe their curriculum to include the perspective, concept and strategies of inclusive education.

The second and more insidious pattern of exclusion is the social exclusion of children coming from socially and economically deprived backgrounds like Scheduled Castes (SCs), Scheduled Tribes (STs), minority and other communities, girls and children with diverse learning needs. There is an urgent requirement to equip teachers to overcome their biases and to develop professional capacities to address the challenges of inclusive education.

2. Perspectives of Equitable and Sustainable Development - To develop the quality of citizens who promote equitable and sustainable development for all and respect for all, it is necessary that the citizens be educated through perspectives of gender equity, values for peace, respect for the rights of all, and respect and value work. Education has a crucial role to play in promoting values of peace based on equal respect of self and others. The NCF and subsequent development of syllabi and materials provide a direction in this regard. For this, the teachers need to be equipped to understand these issues and incorporate them in their teaching. The new teacher education curriculum framework needs to integrate these perspectives in its formulation.

3. Role of Community Knowledge in Education - It is important for the development of concepts in children as well as the application of

school knowledge in real life that formal school knowledge is linked with community knowledge. The community knowledge increases the relevance of education as well as the quality of learning. So it is required to link the school knowledge with real life. Therefore the perspective that promotes the inclusion of locally relevant content in the curriculum as well as pedagogy should be added in the teacher education curriculum. The teacher should be equipped to bring the community experiences to the classroom.

4. ICT in Schools and e-learning - ICT and e-learning has become more of a fashion in spite of its potential to make learning liberating; its implementation is often not more than cosmetic. So in order to utilize it to the fullest, the teacher education curriculum needs to orient and sensitize the teacher with its academic support quality.

5. Professionalization of Teacher Education - Teaching is a profession and preparing teachers is an arduous task and it involves action from multiple fronts and perspectives. Therefore due emphasis is to be given in developing reflective teachers with positive attitudes, values and perspective, along with skills for the craft of teaching.

6. Preparing Teacher Educators - Preparing teacher educators is perhaps the weakest link in the teacher education programme. This calls for capacities and understanding of a different kind, in addition to the skills required for actual school teaching. It deals in showing how things are done at school and classroom levels, explaining the ‘reason why’ of things and the basic theory and principles behind classroom practices.

7. Research and Innovation - University departments and research institutions need to undertake researches on educational practices, classroom teaching so that these can be included in the body of knowledge available for study to pupil teachers.

8. Open and Distance Learning (ODL) in Teacher Education - ODL or Open Education/ Distance Education needs to get diffused to the extent possible so that it can meaningfully translate its boundaries with direct human engagement. It has to have a modular approach to the development of teacher education curriculum along with a focus on independent learning involving interactive modes of learning that modify its evaluation and assessment approaches so that it can indeed have a potential to reach the unreached.

9. Health and Physical Education - Physical health and yoga constitute an important part of

the core curriculum at the school level. So it should be considered in the framework of teacher education curriculum as it helps in the physical and psycho-social development of the child.

10. Vocationalization of education - The implementation of vocational teacher preparation requires serious thinking A design has to be worked out in coordination with professional institutions dealing with engineering and technology, agriculture, health and paramedical, and Technical Teacher Training Institutes (TTTIs) to take the responsibility of designing the pedagogy of vocational education.

Futuristic Vision of Teacher Education :

Multi-cultural education and teaching for diversity are the needs of contemporary times. Teacher Education should acknowledge the existence of diversity in learning space and curriculum apart from the classroom. Pedagogical knowledge needs to constantly undergo adaptation and up gradation to meet the needs of diverse contexts. The teacher education needs to build capacities in the teacher to construct knowledge. Thus teacher education, in the times to come should be a source of rejuvenating teaching and learning. It should be liberal, humanistic and responsive to the contemporary demands.

References :

i. Aggarwal , J. C. ,( 2009),Teacher And Education In A Developing Society, 4E, Vikas Publishing House, PVT, LTD, Noida.201301.

ii. http://ncte-india.org/ncte_new/

iii. National Curriculum Framework for Teacher Education, Towards Preparing Professional and Humane Teacher, (2009-10) , National Council for Teacher Education New Delhi ,National Council for Teacher Education, Published by Member-Secretary, National Council for Teacher Education, Wing II, Hans Bhawan, 1, Bahadur Shah Zafar Marg, New Delhi-110002, Printed at Document Press, HS-14 Kailash Colony Market, New Delhi-110048.

iv. Singh, U.K., Sudarshan ,K.N., ( 2003), Teacher Education, Discovery Publishing House, New Delhi. 110002.

v. Srivastava, R.C. , ( 1997), Teacher Education in India: Issues & Perspectives, Regency Publications, New Delhi, 110048

Abstract :

For effective waste management and environmental protection at Sabarimala Ayyappa Swami Temple administered by the Travancore Devaswom Board, District Administration had introduced Punyam Poonkaavanam, a responsible pilgrimage initiative. Increased awareness in the younger groups is supplementing the orderly conduct of the pilgrimage season. The present plastic free initiative is strengthened with different possible options including oath taking for responsible pilgrimage, replacing plastic covers for cloth bags and so forth. The awareness and satisfaction of the pilgrims in this respect were enquired into in this assessment.

Keywords : responsible pilgrimage, pilgrim awareness, pilgrim satisfaction

1. Introduction :

Presence of holy shrines, ancient temples and mosques also provide an opportunity for promoting spiritual tourism in Kerala. Pilgrimage destinations in Kerala offer a wide range of sacred places with religious and historical significance. Sabarimala Sree Ayyappa Swamy Temple under the Travancore Devaswom Board is one among the most famous pilgrimage location of South India.

Online presence of religious institutions and devotional offerings made through online mode is of recent origin. Many institutions have gone further with online transactions also. The immense popularity of the temple and its location poses significant challenges to the management of the system. Temples are tradition bound institutions. Therefore, some alternatives to resolve pilgrim waiting line are feasible and some are not. There exist some hard constraints which may not stand the test of logic. (Ravichandran & Subbarao, 2005) For effective crowd management at Sabarimala Ayyappa Swami Temple administered by the Travancore Devaswom Board, Kerala Police had introduced

online booking of time slots for devotees. The better literacy levels and widespread of web access made it possible to get a viable response and result of the effort. This paper presents the findings of an enquiry into the basic awareness and satisfaction of the beneficiaries i.e. devotees who visit the temple.

The methodology adopted was descriptive in nature supported with responses and inferences arrived at from structured interviews with the devotees selected using multi stage sampling from Ernakulam and Palakkad Districts of Kerala. The samples consisted fully of male devotees as females between the age of 9 to 50 are not allowed to Sabarimala premises for pilgrimage. Hence, let it be the girl child or the senior female are accompanied by male devotees in their pilgrimage.

1.1 A Note on Sabarimala Temple - Sabarimala is a Hindu pilgrimage centre located at the Periyar Tiger Reserve in the Western Ghat mountain ranges of Pathanamthitta District, Perunad grama panchayat in Kerala. It is one of the largest annual pilgrimages in the world, with an estimated 50 million devotees visiting every year. (Bhaskar, 2011) Ayyappan is one of the most popular deities in Kerala and in South India as a whole: every year millions of pilgrims from the southern states of Kerala,Tamilnadu, Karnataka, and Andra Pradesh visit Sabarimala. Moreover, both the number of pilgrims and temple income are increasing, according to temple administrators, every year. (Osella & Osella, 2003)

Sabarimala is linked to Hindu pilgrimage, predominantly for men of all ages. Sabarimala pilgrims can be identified easily, as they wear black or blue dress. They do not shave until the completion of the pilgrimage, and smear Vibhuti or sandal paste on their forehead. Females who menstruate (usually between the ages of approximately 12 and 50) are not allowed to enter the temple, since the story attributed to Ayyappa prohibits the entry of the women in the menstrual

An Assessment of the Responsible Pilgrimage Initiative at Sabarimala Temple, Kerala

Dr. Vineeth. K. M., Asst. Prof. (Commerce)Maharaja’s College, Ernakulam, Kerala

age group. This is because Ayyappan is a Bramhachari (celibate). The temple is open for worship only during the days of Mandalapooja, Makaravilakku or "Makar Sankranti" and Maha Vishuva Sankranti, annual festival and the first five days of each Malayalam month.

The imperative message given at the temple is the ultimate knowledge that each individual is a God unto himself/herself, Tat Tvam Asi in sanskrit meaning "That is you". Due to this pilgrims call each other Swami. Tat Tvam Asi, meaning "That Thou Art" is the message that is given out by the Lord. It means, in short, you are part of the Universal Soul (in Sanskrit "Paramatma") which is the essence of Advaita philosophy. It also means for reaching Paramatma or Universal Soul. this mahavakya suggested by swami chinnmayananda(1916–1993) in end of 70s.

Certain customs are to be strictly observed if one has to undertake a pilgrimage to Sabarimala. A pilgrim attending the Mandalapooja should observe austerities for 41 days. During this period, the pilgrim should abstain himself from non vegetarian food and carnal pleasures. Pilgrims set out in groups under a leader, and each carry a cloth bundle called Irumudi kettu containing traditional offerings. Unlike certain Hindu temples, Sabarimala temple has no restrictions of caste or creed. The temple is open to males of all age groups and to women who have either passed their fertility age and those before reaching the stage of puberty.

To enter the Sabarimala temple, the pilgrim has to pass Pathinettampadi (holy eighteen steps). The holly eighteen steps that lead to the shrine have been figuratively called Ponnu Pathinettampadi, 'Ponnu' being an epithet to denote the holy touch of lord's feet. But now 'Ponnu' has become literally true because the steps have been covered with Panchaloham. Each of these eighteen holy steps represents a desire one must conquer in life. There is a place near the temple; east to Sannidhanam, dedicated to the Vavar (a sufi and friend of Lord Ayyappa) which is called 'Vavarunada', an epitome of religious harmony.

Sabarimala Sree Ayyappa Temple, the mountain shrine situated in the Sahyadri Hills, within the Periyar Tiger Reserve, attracts millions of devotees every year. The hill temple can be

reached only by trekking a four kilometer steep path through the forests. Pilgrimage to the temple, followed by the arduous walk after crossing River Pampa, becomes a source of spiritual cleansing and chastisement for the devotees, who undertake the pilgrimage year after year driven by divine magnetism.(Master Plan For Development of Sabarimala & Associated Ares, 2012)

1.2 A Note on the VirtualQ System - SabarimalaVirtualQ is an Online Portal for Devotees to book a slot on the separate Queue maintained by Kerala Police. This helps devotees to reach Sannidhanam [holy place of worshipping deity] without waiting in the long queue usually formed at Pampa. The system generates fixed number of coupons for every hour, devotees can plan to reach Pampa on the specified time, and enter on to the queue without any waiting. This dedicated queue will be manned by Kerala Police exclusively for those coming with the VirtualQ coupon. The coupons and ID card will be verified by Kerala Police, before allowing them to enter the Queue.

The availability of slots can be searched by entering the number of Devotees, and the preferred time slots for a month. The slots will be opened on a weekly basis. The search results will show a calendar view of the month with the dates in Green colour box, if slots are available. By clicking on the date, available slots for that particular day will be displayed on right side; Devotee can choose a slot from the list. The availability will be displayed here. After this, if the devotee wish to book that slot, Sign up and createprofile and book the slot or add other devotees profile and add them to a group by creating an new Group or add to an existing group than have been created.When a slot is booked, the devotee can print the Coupon, also a coupon will be send to the registered email.

1.3 ‘Punyam Poonkaavanam’: Responsible Pilgrimage - The success of the Plastic-Free Sabarimala campaign during the previous Mandalam-Makaravilakku pilgrim season has prompted the district administration to launch its expanded version, Mission Green Sabarimala, this time around. According to District Collector S. Harikishore, the objective of Mission Green

Sabarimala is to promote “responsible pilgrimage” at the sacred grove of Sabarimala situated in the Periyar Tiger Reserve. It envisages various pilgrim-friendly schemes to check throwing of plastics, clothes, and other waste into the Pampa river and surrounding forests. The administration would keep 200 red and blue bins at different points from Pampa to the Sannidhanam to collect degradable and non-degradable waste. A signature campaign is on canvas near the Ramaswamy Mandapam at Pampa Manalpuram is planned to propagate the message of keeping Pampa and Sabarimala clean. A video CD on Mission Green Sabarimala would be made for distribution in tourist buses carrying pilgrims to Sabarimala. There is also a plan to open counters at the railway stations at Ernakulam, Chengannur, Kottayam, and Thiruvalla to spread green mission awareness among Sabarimala pilgrims. Awareness campaign against plastic waste would be carried out at Laha and Kanamala with the help of Kudumbasree workers. The service of eco guards in the forest areas would be availed this year too. The administration have also made arrangements to provide cloth bags to pilgrims in exchange of plastic carry bags. (Kuttoor, 2015)

2. Results :

Pilgrims from all over the country reach the hill station pilgrim centre of Sabarimala. Usually they reach the foothill known as ‘pampa’. The mode of transport is mainly road through the Ghats. Rail connectivity is available from the district hub ‘Chengannur ’ and airline connectivity at the far airports. Devotees often opt for road travel in tourist / self-owned vehicles. Public transport system through road is also available during the season for pilgrimage. Devotees often for a more adventurous way of walking all the way down from their home and a good number take the traditional hill-track walk through ‘Erumeli’.

The ability to manage the traffic volume is a function of processing rate (darshan time) at the temple and the darshan time available per day. The system was introduced and made popular during the last season. Better awareness promotion and education of devotees are made to see that they are completing their pilgrimage at

possible most convenience. (Ravichandran & Subbarao, 2005)

The steady increase in response shows that the devotees, especially those coming from far-off places, prefer to use the facility so that they could avoid spending endless hours in queue. Effective crowd management to ensure hassle-free darshan to devotees is the biggest challenge during the two-month-long pilgrimage. The virtual queue system has proved a great help to achieve this end. (Business Standard, 2012)

The virtual queue has been successfully implemented in Tirumala Tirupati Devasthanam, another major pilgrimage destination in the country. But the trekking requirement for a minimum of 4 kilometers from the hill bottom ‘pampa’, from where vehicles are not allowed to proceed further poses yet another constraint in the waiting line management at Sabarimala. The average time taken by devotees to climb up the hill way is also taken into account herewith. The devotees are allowed to check in at the ‘pampa’ virtual counter 2 hours before the scheduled darshan time booked at ‘sannidhanam’, located at the top of the hill. After verifying the identity, a darshan token is issued to each devotee from this counter to be used for their special entry at ‘nadappanthal’ at ‘sannidhanam’.

2.1 Awareness of Beneficiaries/Devotees - Awareness i s the key to successfu l implementation of any scheme or project. The queue management system at Sabarimala administered by the Kerala Police has been well popularized through media. Being a service offered through the electronic regime, the beneficiaries are yet to fully equip with the facility especially in the rural areas.

With respect to the awareness, out of the 300 respondents forming the sample, the study inferred that vast majority of the respondents were aware of the system. The awareness was higher in the district of Ernakulam which is dominant in IT literacy in the State. Pilgrims in the younger age groups had shown almost cent per cent awareness of the system. The promotion team of the District Administration has also worked well to make maximum awareness of the campaign.

Chart 1 Awareness of Respondents

Source: Compiled from Primary Data

2.2 Satisfaction of Beneficiaries/Devotees - Satisfaction is important to successful destination marketing because it influences the choice of destination, the consumption of products and services, and the decision to return though in such a purely religious place, people are sure to make revisit. The authorities are to make sure that they are doing this wonderful pilgrimage in the most convenient way so as to facilitate the same for the millions who amass at the same place.

With respect to satisfaction, satisfaction was higher with respondents from the rural regions. A positive accord was notable throughout the respondents. Pilgrims from the older age groups were happy with a well planned pilgrimage. Their satisfaction with respect to the cleanliness of the holy hills were visible in their responses.

Chart 2Satisfaction of Respondents

Source: Compiled from Primary Data

3. Conclusions :

The new innovative system was widely accepted by the devotees. Devotees from far locations are benefitted much by a better planned pilgrimage especially during the peak hours. Increased awareness in the younger groups is supplementing the orderly conduct of the pilgrimage season. The actual number of pilgrims

visiting the temple is much large as a continuous effort shall be ensured for lasting success of the programme. During busy schedules, it was found that the enormous number of devotees formed in large queues throughout the hill track making it difficult to plan the campaign in full extent.

4. Discussions :

Sabarimala being in the threshold of acceptance as a national pilgrim centre, needs better planning and administration to manage the increasing number of devotees during the stipulated period. When the devotees from almost all states of the country visits the holy hill station, crowd control in inevitable to facilitate a pleasant pilgrimage to the devotees. VirtualQ has been a successful intervention herewith giving the devotees an advantage of a well planned pilgrimage. Though a positive accord is witnessed throughout the devotees, concerns on ambiguity and security needs attention. Above all a pilgrimage is meant for peace of mind and not for tension. The present system of plastics free and responsible pilgrimage facilitates a sense of peace of mind to devotees at least with respect to the timing of the pilgrimage.

End Notes :

• The opinions and conclusions expressed in this document are of the author in his individual capacity. They do not represent the view of the institution (Travancore Devaswom Board), District Administration or of the Government.

References :

i. Business Standard,. (2012). Virtual Q Spares Sabari Pilgrims of Inordinate Waiting. Retrieved from http://www.business-standard.com/article/pti-stories/virtual-q-spares-sabari-pilgrims-of-inordinate-waiting-112112400189_1.html

ii. http://travancoredevaswomboard.org/

iii. http://travancoredevaswomboard.org/ s a b a r i m a l a / s a b / s a b a r i m a l a - s r e e -ayyappaswami- temple h t tp : / /www .sabarimalaq.com/

iv. http://sabarimala.kerala.gov.in/

v. http://www.sabarimala.org/

vi. Master Plan For Development of Sabarimala

& Associated Areas. (2012) (1st ed.). Pathanamthitta. Retrieved from http://sabari malamasterplan.org/downloaddoc Action .action;jsessionid=001C745585384F5F39D8C5CF2ABD8296?pagename=sabrimamla+brochure+final.pdf

vii. Kuttoor, R. (2015). The Hindu. Retrieved from http://www.thehindu.com/todays-paper/tp-national/tp-kerala/a-mission-for-responsible-pilgrimage-at-sabarimala /article7779261.ece

viii. Osella, F., & Osella, C. (2003). ‘Ayyappan Saranam’ Masculinity and the Sabarimala Pilgrimage in Kerala Sussex.

ix. Ravichandran, N., & Subbarao, I. (2005). A Process Oriented Approach to Waiting Line Management in a Large Pilgrimage Center in India - A Case Study. Ahmadabad.

x. Why millions throng Sabarimala shrine. (2011). Dailybhaskar.in. Retrieved from http://daily.bhaskar.com/article/NAT-TOP-why-millions-throng-sabarimala-shrine-1755207.html

Appendix :

Table 1 : Profile of the Sample

Region Ernakulam Palakkad Total

Rural 75 75 150Urban 75 75 150

150 150 300

Table 2 : Awareness of Respondents

Region Ernakulam Palakkad Total Sample

Yes No Yes No Yes No

Rural 68 7 59 16 127 23

% of Region 91% 9% 79% 21% 85% 15%

Urban 75 0 69 6 144 6

% of Region 100% 0% 92% 8% 192% 8%

Total 143 7 128 22 271 29

% of district 95% 5% 85% 15% 90% 10%

Table 3 : Satisfaction of Respondents

Region Ernakulam Palakkad Total

Highly Somewhat Dissatisfied Highly Somewhat Dissatisfied Highly Somewhat DissatisfiedSatisfied Satisfied Satisfied Satisfied Satisfied Satisfied

Rural 50 10 5 45 6 5 95 16 10% of Region 76.90% 15.40% 7.70% 80.40% 10.70% 8.90% 78.50% 13.20% 8.30%

Urban 52 19 4 57 8 4 109 27 8% of Region 69.30% 25.30% 5.30% 82.60% 11.60% 5.80% 75.70% 18.80% 5.60%

Total 102 29 9 102 14 9 204 43 18% of district 72.90% 20.70% 6.40% 81.60% 11.20% 7.20% 77.00% 16.20% 6.80%

Abstract :

Environmental Communication refers to how humans interact with the environment and includes the study and practice of how individuals, institutions, societies and cultures craft, distribute, receive, understand and use messages about the environment. One green behavior that consumers encounter on nearly a daily basis is the choice to purchase environmentally-friendly consumable products. By using these products, not only does the consumer reduce personal risk associated with exposure to the product, but also uses a product that produces less waste or is more easily recyclable, which creates less waste in the long term. Environmental communication differs from other environmental actions as it constantly and consistently reminding and supporting environmental concerns that creates continuous action and changes the mindset of the society. As environmental issues have gained prevalence in everyday soc ie ty, the envi ronmenta l consciousness of individuals should also be grown. By creating a positive association between past and future behaviors, individuals’ intentions to adopt new behaviors could be increased.

Keywords : Environmental Awareness, Responsible, Development, Information, Pollution, Behaviour, Global Warming, Communication, Community

1. Introduction :

To communicate about environmental issues and affairs is Environmental Communication. It refers to how humans interact with the environment and includes the study and practice of how individuals, institutions, societies and cultures craft, distribute, receive, understand and use messages about the environment. It involves strategies for reaching audiences, developing messages and selecting and/or producing the appropriate resources and media. It can be classified as an activity or a phenomenon and a field of study. All the diverse forms of interpersonal, group, public, organizational and

mediated communication that make up the social discussion/debate about environmental issues and problems may be termed as activity or phenomenon and diverse synthesis of communication and environmental theory that examines the role, techniques and influence of communication in environmental affairs may be termed as field of study (Cox 2010). As an academic field, environmental communication emerged from interdisciplinary work involving communication, environmental studies, environmental science, risk analysis and management, sociology and political ecology.

I n t o d a y ’s s o c i e t y, e n v i r o n m e n t a l communication has seemed to be replaced by the pervasive buzzword ‘Green’. Companies are going green, institutions are going green, information technology is going green, consumers are individually trying to go green and even research is trying to go green. One green behavior that consumers encounter on nearly a daily basis is the choice to purchase environmentally-friendly consumable products. These environmentally friendly products have a variety of positive environmental benefits over traditional products, including reduced toxicity, increased biodegradability, reduced packaging and an increased ease of recycling after use (Green Seal 2007). By using these products, not only does the consumer reduce personal risk associated with exposure to the product, but also uses a product that produces less waste or is more easily recyclable, which creates less waste in the long term. However, it is likely that a majority of consumers, many of whom are generally environmentally-conscious, are not routinely making these purchases (Blake 1999). If consumers are environmentally-conscious but do not make the choice to purchase these types of products, what is holding them back from making that purchase? Does price, product effectiveness or confusion about the benefits of the product play a role? Here needs the Environmental Communication to bring Environmental Literacy and Consciousness.

Role of Environmental Communication in Raising Community Awareness, Improving Actions and Justifying Behaviour

Dr. Avtar Singh Rahi, Assoc. Prof.,Govt. Post-Graduate College, Ambala

Figure 1 : Shared Efforts to Increase Effectiveness for Protected & Conserved Environment

2. Literature Search :

As environmental issues have gained prevalence in everyday society, the environmental consciousness of individual has also grown. A survey by EcoAmerica (2006) found 86 percent of Americans concerned about environmental issues. Pelletier et al. (1998) cited that even people who are knowledgeable about an environmental issue and the steps needed to address it often do not take action to change their behavior. Blake (1999) illustrated that while environmental interest and concern has become more prevalent, few people take steps to alter their environmental behaviors in day-to-day life. Kollmuss and Agyeman (2002) emphasized this phenomenon a discrepancy between knowledge and understanding of environmental issues. It means simply providing individuals with information does not necessarily lead to improve actions and modify behavior. Research has shown that an attempt can be made to change habits by prompting an individual to actively think more about the actions they are taking rather than just repeating their usual habits (Hobson 2003). According to Barr (2004), the importance of one’s a t t i tude toward implementing the desired behavior is a significant part when it comes to environmental issues. Barr and Gilg (2006) found that individuals who are committed or mainstream environmentalists generally place a higher importance on environmental issues. However, Freestone and McGoldrick (2008) found that as consumers travel through the stages of change, their attitudes toward purchasing a product focus more on the benefits and less on any negative outcomes associated with making that purchase. While, Lindenberg and Steg (2007) refers to an individual’s perception of aids or barriers to

performing a specific action and the individual’s confidence that he can successfully perform the action. A study by Freymeyer and Johnson (2010) indicated that higher levels of education are correlated with higher participation in relatively simple environmental actions, such as making a financial contribution to an environmental organization or signing an environmental petition, the data did not support strong relationships based on age, gender, or residence.

Bonini and Oppenheim (2008) identified several barriers to purchasing environmentally friendly products include a lack of consumer awareness of the products, negative perceptions of the products, distrust of company claims about how green a product is, higher prices, and lower product availability. Young (2010) found that many consumers feel the cognitive effort related to researching environmentally friendly products is too great and that they prioritize other product characteristics above being green. Luchs et al. (2010) indicated that consumers often make inferences about a product based on its characteristics and the benefits the consumer desires from that product. Forkink (2010) found barriers like confusion about the environmental benefits of the product, product effectiveness, price, safety, accuracy of green product claims, availability and lack of information on the products for purchasing and using eco-friendly products.

3. Research Questions :

Environmental communication differs from other environmental actions as it constantly and consistently reminding and supporting environmental concerns that creates continuous action and changes the mindset of the society. It is a powerful tool in generating paradigm shift. It can revolutionize an environmental concept. It is a continuous web-like process. It is like an ecosystem. How important is focusing on environmental communication?

1. Environmental communication enhances the strength and favorability of eco-friendly products,

2. Environmental communication enhances the role of deciding sector in innovating new and alternate ways for protected and conserved environment,

3. Environmental communication enforces the social branding and marketing for better values and frames, and

4. Environmental communication simplifies the complexity of issues such as global warming, balanced energy choices, social factors, free market options, etc.

4. Methods and Procedure :

As environmental issues have gained prevalence in everyday society, the environmental consciousness of individuals should also be grown. It is not only the bio-physical environment and heritage resources but social, cultural, economic and political aspects also need to be considered for protect ion and environmental conservation. There require methods and procedure that go beyond simple approaches:

1. To develop the learners’ ability to move from current action to better action,

2. To encourage the interactive and active learners to participate actively in the learning process by asking questions, making contributions, investigating issues and developing solutions with others,

3. To Encourage critical thinking and a disposition to not take information at face value,

4. To Help learners solve problems and make informed decisions,

5. To Develop the ability to act with understanding,

6. To Address social and cultural values and commitments,

7. To Produce learning outcomes which include environmental consciousness, but also the commitment and capacity to act on environmental matters,

8. To Provide information, but also develop the ability to find, critically analyze and use information,

9. To D e v e l o p a n d i l l u s t r a t e g o o d environmental practice, along with analyzing problems and issues,

10. To Recognize the complexi ty of environmental issues and the need to

develop solutions collectively, in processes where everyone has something to learn and something to contribute,

11. To Empower po l i cy maker s and implementers to participate effectively in democratic change towards a better environment for all,

12. To Develop outcome indicators to assess progress towards and achievement,

13. To Monitor progress, quality and relevance of processes and deliverables,

14. To Evaluate quality, relevance, effectiveness and impact, and

15. To add and ensure thinking at all and each levels.

Figure 2 : How Environmental Communication can Boost Protection and Environmental Conservation

There are small changes an individual can make to reduce their individual impact on the environment. Better understanding individual characteristics and the social context in which environmental behavior occurs is more critical to ensur ing the adopt ion of ind iv idual environmental actions. By causing individuals to give more active thought to their actions, habits can sometime be changed and new behaviors adopted.

5. Discussion :

The primary objective of this study was to determine if environmental communication can change person’s evaluation regarding environmental issues. This study also tried to find that an individual’s environmental consciousness or past environmental purchasing behaviors had any moderating impact on their evaluation of an e n v i r o n m e n t a l l y f r i e n d l y p r o d u c t . Environmental communication definitely can play a deciding and constructive role in combating environmental destruction if community is well told the consequences of the activities, events or trends. Well explained eco-labeling of the products with environmental

impacts and effects can enforce individuals to think rationally to protect and conserve environment. It is the well directed approach and will power can build and conserve ecosystem.

6. Conclusion :

Consumers encounter a variety of barriers when considering the purchase of an environmentally friendly product, including the environmental benefits of the product, effectiveness, price, safety and accuracy of the green product claims, availability and lack of information on the product itself. Providing consumers with information alone is not enough to overcome these barriers but better understanding and insight on environmental communication practices may prove useful in overcoming the barriers. By creating a positive association between past and future behaviors, individuals’ intentions to adopt new behaviors could be increased.

7. References :

i. Barr S. 2004, Are we all environmentalists now? Rhetoric and reality in environmental action, Geoforum, 35, 231 – 249.

ii. Barr S. and Gilg A. 2006, Sustainable lifestyles: Framing environmental action in and around the home, Geoforum, 37, 906 – 920.

iii. Blake J. 1999, Overcoming the 'value-action gap' in environmental policy: Tensions between national policy and local experience, Local Environment, 4(3), 257 – 278.

iv. Bonini S. and Oppenheim J. 2008, Cultivating the Green Consumer, Stanford Social Innovation Review, 6(4), 56 – 61.

v. C o x R . 2 0 1 0 , E n v i r o n m e n t a l Communication and the Public Sphere (2nd ed.), Thousand Oaks: Sage Publications.

vi. EcoAmerica 2006, The American E n v i r o n m e n t a l Va l u e s S u r v e y , (http://www.ecoamerica.net)

vii. Forkink A. 2010, Perception, Awareness, and Acceptance of Green Kitchen Cleaners: G o G r e e n M a r k e t R e s e a r c h , (http://www.greenbook.org/Content/GoGreen/Green_Cleaners_report.pdf.)

viii. Freestone O.M. and McGoldrick P.J. 2008, Motivations of the Ethical Consumer, Journal of Business Ethics, 79, 445 – 467.

ix. Freymeyer Robert H. and Johnson Barbara E. 2010, A Cross-Cultural Investigation of Factors Influencing Environmental Actions, Sociological Spectrum, 30(2), 184 – 195.

x. Green Seal 2007, Green Seal Standard; GS-08 Cleaning Products for Household Use, (http://www.greenseal.org/GreenBusiness)

xi. Hobson K. 2003, Thinking Habits into Action: The role of knowledge and process in questioning household consumption practices, Local Environment, 8(1), 95 – 112.

xii. Kollmuss A. and Agyeman J. 2002, Mind the Gap: Why do people act environmentally and what are the barriers to pro-environmental behavior, Environmental Education Research, 8(3), 239 – 260.

xiii. Lindenberg S. and Steg L 2007, Normative, Gain and Hedonic Goal Frames Guiding Environmental Behavior, Journal of Social Issues, 63(1), 117 – 137.

xiv. Luchs M.G., Naylor R.W., Irwin J.R. and Raghunathan R. 2010, The Sustainability Liability: Potential Negative Effects of Ethicality on Product Preference, Journal of Marketing, 74, 18 – 31.

xv. Young W., Hwang K, McDonald S. and Oates C.J. 2010, Sustainable Consumption: Green Consumer Behaviour when Purchas ing Products , Sus ta inable Development, 18, 20 – 31.

Abstract :

The concept of OPC in today scenario is a step towards the corporatization of small businesses or small trader. It gives opportunity to small traders and youth to enjoy a status of corporate body. OPC provide a platform to youth and small traders of India to show their abilities to the global world. Small traders can carry on their business in form of OPC with status of separate legal entity. The concept is good for small traders and youth with new ideas and ventures trying to explore the corporate world with minimum compliances and maximum benefits as exemptions. Various small traders and youth doing business as sole proprietors, might enter into the corporate domain through OPC. One Person Company has emerged as an ultimate solution to all the challenges faced by the corporate.

Keywords : Companies Acct 1956, Companies Act 2013, One Person Company

Introduction :

The companies act 2013 introduced a phenomenal concept of OPC in previous company law 1956 were required at least two directors and shareholders for the formation of a company OPC allow to a single person to own and manage business in India, the JJ Irani Expert Committee recommended the formation of one-person company (OPC). It has suggested that such an entity may be provided with a simpler legal regime through exemptions so that the single entrepreneur is not compelled to fritter away time, energy and resources on procedural matters. The first One Person Company was established by Mr. Vijay Kumar Sharma on 28th April at Delhi under Roc – Delhi jurisdiction and the company was registered by name as Vijay corporate solutions OPC private limited . OPC is a suitable form of business organisation especially for the small trader and youth.

According to section 2 (62) of the companies Act, 2013, ‘One Person Company (OPC)’ means a company which has only one person as a member.

Objective :

The objective of our study is to evaluate the impact of this new concept of OPC on small

business and on youth of India and to find out the prospect of OPC in Indian scenario.

Research Methodology :

This research paper is based on information collected from various secondary sources; articles website; journals; data available online and various books .this study is conceptual in nature.

Historical Background :

The concept of OPC exists in different parts of countries but for India OPC is new phenomenon introduced by ministry of corporate affairs. It is a subversive step taken by ministry of corporate affairs; United Kingdom is the first country, which introduced the concept of the one man company in its famous case Saloman v. Saloman& Co. (1897) Singapore given green flag to One Person Company in Companies Amendment Act of 2004. China introduced One Person Company in 2005. After then china UAE (United Arab Emirates) turkey follows the OPC.

Privileges Available to OPC :

Some of the privileges and benefits identified with OPCs are :

• OPCs would provide the start-up entrepreneurs with new business idea.

• OPC prov ides an ou t l e t fo r the entrepreneurial impulses among the professionals.

• The advantages of limited liability. The most significant reason for shareholders to incorporate the ‘single-person company’ is certainly the desire for the limited liability.

• OPCs are not proprietorship concerns; hence, they give a dual entity to the company as well as the individual, guarding the individual against any pitfalls of liabilities. This is the fundamental difference between OPC and sole proprietorship.

OPC - One Person Company : A Revolutionary Concept in Indian Scenario

Shilpa Garg, Asst. Prof., (Commerce), D.N. College, Hisar (Haryana)

• Unlike a private limited or public limited company (listed or unlisted), OPCs need not bother too much about compliances.

• Businesses currently run under the proprietorship model could get converted into OPCs without any difficulty.

• OPCs require minimal capital to begin with. Being a recognized corporate, could well raise capital from others like venture capital financial institutions etc., thus graduating to a private limited company.

• Mandatory rotation of auditor after expiry of maximum term is not applicable.

• The annual return of a One Person Company shall be signed by the company secretary, or where there is no company secretary, by the director of the company.

• The provisions of Section 98 and Sections 100 to 111 (both inclusive), relating to holding of general meetings, shall not apply to a One Person Company.

• A One Person Company needs to have minimum of one director. It can have directors up to a maximum of 15 which can also be increased by passing a special resolution as in case of any other company.

• For the purposes of holding Board Meetings, in case of a one person Company which has only one director, it shall be sufficient compliance if all resolutions required to be passed by such a Company at a Board meeting, are entered in the minutes-book, signed and dated by the member and such date shall be deemed to be the date of the Board Meeting for all the purposes under this Act. For other One Person Companies, at least one Board Meeting must be held in each half of the calendar year and the gap between the two meetings should not be less than 90 days.

• The financial statements of a one person company can be signed by one director alone. Cash Flow Statement is not a mandatory part of financial statements for a One Person Company. Financial statements of a one person company need to be filed with the Registrar, after they are duly adopted by the member, within 180 days of closure of financial year along with all necessary documents.

Steps to Incorporate One Person Company

(OPC) :

The following steps should follow for the formation of OPC :

1. Obtain Digital Signature Certificate [DSC] for the proposed Director(s).

2. Obtain Director Identification Number [DIN] for the proposed director(s).

3. Select suitable Company Name, and make an application to the Ministry of Corporate Office for availability of name.

4. Draft Memorandum of Association and Articles of Association [MOA & AOA].

5. Sign and file various documents including MOA & AOA with the Registrar of Companies electronically.

6. Payment of Requisite fee to Ministry of Corporate Affairs and also Stamp Duty.

7. Scrutiny of documents at Registrar of Companies [ROC].

8. Receipt of Certificate of Registration /Incorporation from ROC.

Benefits of One Person Company :

Separate Legal Entity: OPC enjoy a benefit of separate legal entity which available to private sector and public sector companies. Now small traders and youth can enter in to a corporate world through one-person company.

Limited Liability : The most significant reason of incorporation of one-person company is to enjoy the benefit limited liability. When doing business as a sole proprietorship firm, the personal assets of the proprietor can be liable in case of losses but it is not applicable in case for a One Person Private Limited Company. It means any loss or debts which is o business nature will not any kind of impact on personal assets of a shareholder.

Minimum Requirements :

• Only one Shareholder

• Only one Director

• Minimum Share Capital shall be Rs. 1 Lac (INR One Lac)

Easy Management : The management of one-person company is easy as compare to private and public companies. There is no requirement of holding annual or extra ordinary general meeting. The provision of section 174 of companies’ law will not applicable on one-person company.

Tax Benefits : In case of sole proprietors business proprietor and firm is same that’s why sole trader cannot make any contract with himself /herself because OPC enjoy the status of separate legal entity can make contract with shareholders or directors so as an director u can receive remuneration and as an creditor u can lend money to own company. Director’s remuneration and interest are deductible expense while computing taxable profits.

Identification status in society : OPC give opportunity to sole traders to doing business in corporate territory .the benefit of doing business under corporate territory is its provide prestige and good status in society .large business concerns preference to deal with the company in contrast of sole proprietorship firms so OPC get more attention and attraction of small traders and youth.

Benefit of micro enterprises : OPC have available all those benefits which available to micro industries like tax holidays; concessional loans; less formalities and other benefits under foreign trade policy etc.

Limitations :

Compliance Cost: Compliance cost other form of business organisation like sole proprietorship firm is very low compare to one-person company.

The word OPC suffixed: In case of one-person company we have required to suffix the word with the name of company. It generates bad impression sometimes.

Absence of professional management: OPC face the problem of professional management. A same person can be shareholder or director of OPC.

High Formation Cost : There is no requirement to any formation charges for sole proprietorship or partnership firms except registration for various laws like service tax, PF, VAT when required. But in OPC, there are high formation expenses we are also required to start the company with one lakh rupees.

Limiton maximum capital and turnover: OPC can have maximum share capital of Rupees fifty lakh or turnover of Rupees two crore. If it goes beyond above limit there is provision of automatic conversion of OPC in private ltd.

Single OPC formation is allowed: We can incorporate a single OPC (One Person Company). If we want to start other company as OPC, it is not allowed by law. In today’s fast life

more than one business can vary income and save you from huge losses. Only one source of income or business is risky nowadays. Having this condition is obstacle for small traders and youth.

Findings and Conclusion :

The concept of one-person company is new and submissive in India.It will take time but OPC have scintillating future in India. In upcoming days OPC will be most suitable or beneficial form of business organisation for a small traders and youth of a country. OPC attracts foreign direct investment without any using consolidation, joint venture, merger, acquisition type practices. The success of OPC is purely dependent upon its implementation but the concept is a necessity in the changing business scenario of the country where small traders are require taking risk & at the same time needs protection to cover up that risk. Indeed there are certain limitations and in long run if the company is achieving its targets and aim to grow bigger in terms of turnover and grab a proportional amount of market share it has to mandatorily convert itself into a private company or a public company but to start early without any hassles of finding a reliable partner which is one of the major problems faced by the small traders and youth, OPC is a boon for the corporate sector in India specially for the small traders and youth.

References :i. Singh, V. (2013). One Person Company - A

Concept for New Age Business Ownership

ii. Sharma J. P. (2012). “An Easy approach to corporate laws” Ane Books Pvt Ltd, New Delhi, India

iii. Bhandari, M. (2015). A Handbook on Corporate and Allied Laws (for CA Final) (17 ed.). Delhi: Bestword Publication Pvt. Ltd.

iv. Gower, Principles of Modern Company Law, 76 (IIIrd Edn., 1969)

v. Companies Act, 1956

vi. Companies Act, 2013

vii. http://articles.economictimes.indiatimes .com/2013-

viii. h t t p s : / / e n . w i k i p e d i a . o r g / w i k i / Companies_Act_2013

ix. http://www.onepersoncompany.in/

x. https: / /www.icsi .edu/Docs/Webmodules /ONE%20PERSON%20COMPANY.pdf

xi. https://www.linkedin.com/pulse/survey-one-person-company-2014-15-the-new-business-form-onkar-puri

Abstract :

The Indian rural market has huge potential which opens many profitable avenues for corporate world but approaching the rural markets is not an easy task. . Companies will have to face many problems and challenges. They will have to take serious efforts to explore rural markets profitably. This research paper reveals the concept of rural marketing in India, potentialities of rural markets and the challenges among rural marketers. There is a great opportunity for the marketers in the rural areas. Two-thirds of countries population live in rural area. Naturally the rural markets form an important part of the total market of India. Our nation have around 640 districts, and approximately 6,08,786 villages with different parameters such as literacy levels, accessibility, income levels, distances from nearest towns, etc. around, 833.5 million persons live in rural areas as per Census 2011, which was more than two-third of the total population, while 377.1 million persons live in urban areas.90% of the rural population is concentrated in villages with a population of less than 2000. Going rural can be said as the new marketing mantra.

Keywords : Rural Market, FMCG (fast moving consumer goods), Rural Consumers

Introduction :

Rural marketing is now a two-way marketing process. There is inflow of products into rural markets for production or consumption and there is also outflow of products to urban areas. The urban to rural flow consists of agricultural inputs, fast-moving consumer goods (FMCG) such as soaps, detergents, cosmetics, textiles, and so on. The rural to urban flow consists of agricultural produce such as rice, wheat, sugar, and cotton. There is also a movement of rural products within rural areas for consumption.The rural market has been growing steadily over the past few years and is now even bigger than the urban market. About 68.84 per cent of India’s population lives in villages. More than 800 million people live in villages of India. ‘Go rural’ is the marketer’s new

slogan. Indian marketers as well as multinationals, such as Colgate-Palmolive, Godrej and Hindustan Lever have focused on rural markets.

One of the closest definitions of Rural Marketing states Rural Marketing is the process of taking region specific goods and services to the rural market leading to exchanges between urban and rural markets simultaneously satisfying consumer demand and achieving organisational

Features of Rural Marketing :

Features of rural marketing are as follows :

1. Large and Scattered market:The rural market of India is large and scattered in the sense that it consists of over833.5 million persons live in rural areasacross 6,08,786 villages spread throughout the country.

2. M a j o r i n c o m e f r o m a g r i c u l t u r e : approximate 60% of the rural income is from agriculture. Hence rural prosperity is tied with agricultural prosperity.

3. Low standard of living:The consumers in the village area do have a low standard of living because of low per capita income, social backwardness, low savings, etc.

4. Traditional Outlook:The rural consumer values old customs and tradition. They do not prefer changes. Change is Continuous process but now most rural people accept change gradually.

5. D i v e r s e s o c i o - e c o n o m i c backwardness:Rural consumers have diverse socio-economic backwardness. This is different in different parts of the country.

6. Infrastructure Facilities:The Infrastructure Facil i t ies l ike roads, warehouses, communication system, and financial facilities are inadequate in rural areas. Hence physical distribution becomes costly due to inadequate Infrastructure Facilities.

Historical Background of Rural Marketing :

The term ‘rural marketing’ used to be an umbrella

Indian Rural Marketing - Issue and Challenges

Jatin, Asst. Prof., (Commerce), D.N. College, Hissar

term for the people who dealt with rural people in one way or other. This term got a separate meaning and importance after the economic revaluation in Indian after 1990. So, before venturing into the other aspects of rural marketing let us discuss the development of this area in different parts which is briefly explained here.

Part I (Before 1960):Rural marketing referred to selling of rural products in rural and urban areas and agricultural inputs in rural markets. It was treated as synonymous to ‘agricultural marketing’. Agricultural produces like food grains and industrial inputs like cotton, oil seeds, sugarcane etc. occupied the central place of discussion during this period. The supply-chain activities of firms supplying agricultural inputs and of artisans in rural areas received secondary attention. The local marketing of products like bamboo baskets, ropes, window and door frames, and small agricultural tools like ploughs by sellers like black smiths, carpenters, cobblers, and pot makers were emphasised in general. This was totally an unorganized market where allbaniasand mahajans(local business people) dominated this market.

Part II (1960 to 1990):In this era, green revolution resulted from scientific farming and transferred many of the poor villages into prosperous business centres. As a result, the demand for agricultural inputs went up especially in terms of wheat’s and paddies. Better irrigation facilities, soil testing, use of high yield variety seeds, fertilizers, pesticides and deployment of machinery like powder tillers, harvesters, threshers etc. changed the rural scenario. In this context, marketing of agricultural inputs took the importance. Two separate areas of activities had emerged- during this period ‘marketing of agricultural inputs’ and the conventional “Agricultural Marketing”. During this period, the marketing of rural products received considerable attention in the general marketing frame work. The formation of agencies like Khadi and Village Industries Commission, Girijan Cooperative Societies APCO

Fabrics, IFFCO, KRIBHCO, etc., and also the special attention government had paid to promote these products were responsible for this upsurge.

Village industries flourished and products like handicrafts, handloom textiles, soaps, safety matches, crackers etc. hit the urban market on a large scale from rural areas.

Part III (After Mid 1990s):The products which were not given attention so far during the two earlier phases were that of marketing of household consumables and durables to the rural markets due to obvious reasons. The economic conditions of the country were as such that the rural people were not in a position to buy these kinds of products. Secondly, our market was in a close shape and we never allowed companies (foreign) to operate in Indian market. But we lifted and opened up economy, consequently companies started flourishing in India. The small villages/hamlets were widely scattered making reach difficult and expensive consequently. Rural markets were seen an adjunct to urban market and conveniently ignored. However, since 1990s, India’s industrial sector had gained in strength and maturity. Its contribution to GNP increased substantially. A new service sector had emerged signifying the metamorphosis of agricultural society into industrial society. Meanwhile, due to the development programmes of the central and state governments, service organizations andsocially responsible business groups like Mafatlal, Tatas, Birlas, Goenkas and others, the rural area witnessed an all-round socio-economic progress. The economic reforms further accelerated the process by introducing competition in the markets. Steadily, the rural market has grown for household consumables and durables. Rural marketing represented the emergent distinct activity of attracting and serving rural markets to fulfil the needs and wants of persons, households and occupations of rural people. As a result of the above analysis, we are in a position to define rural marketing “Rural marketing can be seen as a function which manages all those activities involved in assessing, stimulating and converting the purchasing power into an effective demand for specific products and services, and moving them to the people in rural area to create satisfaction and a standard of living for them and thereby achieves the goals of the organization”.

Phase Origin Function Major Source Destinationproducts market market

I Before mid- Agriculture Agriculture Rural Urban 1960 (form marketing produceindependenceto green revolution)

II Mid – Sixties Marketing of Agricultural Urban Rural (Green agricultural inputs revolution inputs to Pre-liberalization period)

III Mid–Nineties Rural Consumables Urban Rural (Post marketing and durables & liberalization for Ruralperiod on consumption 20 century) & production

IV 21 century Development All products Urban Urban& services & Rural & Rural

Objective :

The objective of the study is to find out :

• To understanding about the concept of rural market.

• To analyse the Potential or attractiveness of Indian rural market.

• To know about the Challenges faced in rural market in India.

Research Methodology :

This research paper is based on information collected from various secondary sources; articles website; journals; data available online and various books .this study is conceptual in nature.

Potential or Attractiveness of a Rural Marketing in India :

1. Large Population: According to 2011 Census rural population is more than two third of total population and it is scattered over a wide range of geographic area.

2001 2011

States/ UTs 35 35 Districts 593 640 Tehsils 5463 5767 Towns 5161 7742 Villages 593732 608786 Households 194 240 EBs 19.82 lakhs 23.56 lakhs Population 1.03 Bn 1.20 Bn

2. Rising Rural Prosperity: Indian rural market has been growing at 3-4% per annum adding more than one million new consumers every year.

3. Higher GDP in rural regions: India’s per capita GDP in rural regions has grown at a Compound Annual Growth Rate (CAGR) of 6.2 per cent since 2000 .

4. Growth in per capita expenditure: India's per capita expenditure rose at a rapid pace during the last two years. Spending increased 19% annually in rural areas and 17% in urban areas, Latest data put out by the ministry of statistics and programme implementation show monthly per capita expenditure (MPCE), measured in terms of uniform reference period, for urban areas rising to Rs. 2,399.24 in 2011-12 from Rs.1,785.81 in 2009-10. Rural MPCE rose faster to Rs. 1,278.94 from Rs. 9, 27.70 during the same period .

5. Impact of green revolution: Green revolution has changed the face of rural market as well as raised the pace of development or increase in per capita income. Due to green revolution demand for quality agro-input has been raised which includes irrigation facilities and equipment Pesticide, high yield seeds, harvesters, pump sets and sprinkles. As the income of rural farmer has been increased the consumption of tea, toiletries, detergents, bakery products, shoes, textile, transistors, television sets, mopeds, basic furniture, bulbs, fans etc. electrical products for household purpose.

6. Government Initiativesand Development Programmes: The five-year plans have witnessed massive investments in rural areas in terms of number of development programmes implemented by the central and state Government. These programmes have generated incomes to ruralise and helped them to change their life-styles. Some of these programmes are:

• Intensive Agricultural District Programme (IADP- Package Programme)

• Intensive Agricultural Area Programme (IAAP)

• High Yielding Varieties Programme (HYVP- Green Revolution)

• Drought Prone Areas Programme (DPAP) • Small Farmers Development Agency

(SFDA) • Hill Area Development Programme • Operation Flood I, II and III (White

Revolution) • Fisheries Development (Blue Revolution) • Integrated Rural Development Programme

(IRDP) • Jawahar Rojgar Yojna (JRY).

These programmes are related with agriculture

and allied activities but there are certain other policies which are specifically meant to raise the standard of the rural people in the field of health, education, sanitation etc.

7. Change in life style and Demands: Life style of rural consumer changed considerably. There has been increase in demand for durables and non-durables like table fans, radios, mopeds, soaps, etc. by rural consumers. This provides a ready market for the producers. Rural market is expanding day after day. The real income of rural households is projected to rise from 2.8% in the past two decades to 3.6% in the next two. Higher incomes and exposure to urban lifestyles have also raised the aspirations of the rural populace, as they strive to improve their quality of life by gaining access to new technologies, products and services.

8. Market growth rate higher than urban:The growth rate of fast moving consumer goods [FMCG] market and durable market is high in rural areas. The rural market share is more than 50% for products like cooking oil, hair oil etc. , rural India’s consumption expenditure grew at a faster pace than urban India’s — for the first time since 1991. From 2007-08 to 2011-12, the monthly per-capita consumption expenditure (MPCE) in rural areas increased at a compound annual rate of 16.7 per cent, compared with 15.6 per cent in urban centres, shows the consumer expenditure survey of the National Sample Survey Organisation (NSSO). In the previous three years, rural consumption had risen at a CAGR of 11.4 per cent, against 11.8 per cent for urban areas .

9. Life cycle advantage: The products which have attained the maturity stage in urban market are still in growth stage in rural market.

10. Decision-making Units: Women in rural areas are beginning to make fast decisions for purchases. Studies reveal that 72.3% decisions are taken jointly in a family. With education and mass media, role of children in decision making is also changing

Problems in Rural Marketing :

The major problems faced by companies in rural marketing are as follows :

1. U n d e r d e v e l o p e d p e o p l e a n d

underdeveloped markets: The impact of agricultural technology is not felt uniformly throughout the country. Some districts in Punjab, Haryana and the Western U.P. where the rural consumers are somewhat comparable to their urban counter part; but there are large areas and grown of people who have repaired beyond the technological breakthrough. In addition, the farmers with small agricultural land holding are also unable to take advantage of the new technology.

2. Lack of power physical communication facilities: Nearly 50 percent of the villages in India do not have all weather roads; physical communication to the villages is highly expensive. Especially during the monsoon 4 months these villages become complete inaccessible.

3. In adequate media coverage for rural-communication: A large number of rural families own radio and TV sets, there are also community radio and TV sets. These have been used to diffuse agricultural technology to rural areas. However, the coverage relating to marketing is inadequate.

4. Many languages and dialects: The number of languages and dialects vary from state to state and region to region. This type of distribution of population warrants appropriate strategies decide the extent of coverage of rural market.

5. Other problems of rural marketing are natural Calamities: Of draught or examine rain, epidemics, primitive methods of cultivation, lack of printer storage facilities, transportation problem and inadequate market intelligence, including long chain of intermediaries between cultivator and farmer and wholesaler and retailers.

There are also problems of extending marketing efforts to small villages with 200-500 population. Vast cultural diversity, vastly varying rural demographics, poor infrastructure, low income levels and low levels of literacy often tend to lower the presence of large companies in the rural markets.

Future Projection of Rural Marketing in India :

The Fast Moving Consumer Goods (FMCG)

sector in rural and semi-urban India is estimated to cross US$ 20 billion by 2018 and US$ 100 billion by 2025. The rural FMCG market expanded at a CAGR of 13.2 per cent to US$ 100 billion during 2009–15. In rural markets, durables like refrigerators as well as consumer electronic goods are likely to witness growing demand in the coming years as the government plans to invest significantly in rural electrification.

Conclusion :

Rural markets offer growth opportunities. Rural market is the market of the new millennium. Marketers will have to understand the rural customers before they can enter into the rural markets.By looking at the challenges and the potential or attractiveness which rural markets offer to the corporate world, it can be said that the future is very promising for those who can understand the needs and wants of rural consumers and exploit them to their best advantage. A change in attitudes of marketers towards the vibrant and burgeoning rural markets is called for, so they can successfully impression the 833.5 million rural population spread over approximately 6,08,786 villages in India.

The rural market is very large in compare to the urban market as well as it is more challenging market. The consumer wants those products which are long lasting, good, easy to use and cheaper. The income level of rural consumers is not as high as the income level of urban consumers that’s why they want low price goods,

It is necessary for all the major companies to provide those products which are easy to available and affordable to the consumers. It is right that the profit margin is very low in the FMCG products, but at the same time the market size is much large in the rural area. The companies can reduce their prices by cutting the

costs on the packaging because the rural consumers don’t need attractive packaging. Rural market has an untapped potential like rain but it is different from the urban market so it requires the different marketing strategies and marketer has to meet the challenges to be successful in rural market.

Reference :

i. Singh, Awadhesh Kumar, Satyaprakash Pandey, "Rural Market ing Indian Perspective", New Age International Pvt Ltd.

ii. Richika, R., (2005). “Rural Marketing in India: Strategies and Challenges”, New Century Publication, pp. 78 - 90.

iii. Kumar A., Hagagi, S. (2011). Rural market in India: some opportunities and challenges. International Journal of Exclusive Management Research, 1(1), 1 - 15.

iv. Wath, M., Agarwal P. (2011). Rural marketing in Indian corporate world: issue and challenges. 1 (4), 750 - 755

v. Singh, P., Sharma, A. (2012). The Changing Face of Rural Marketing in Indian economy. A Journalof Economics and Management, 1(7), 47 - 60.

vi. http://censusindia.gov.in/2011-prov-results/paper2/data_files/india/Rural_Urban_2011.pdf

vii. https://relivingmbadays.wordpress.com /2012/12/21/scope-for-rural-marketing-in-india/

viii. http://www.ibef.org/industry/indian-rural-market.aspx#sthash.7R3ratho.dpuf

ix. http://www.business-standard.com/article / economy-po l i cy / ru ra l - i nd i a - tops -consumption-charts-114040300969_1.html

lkjka’k %

f’k{kk ,d ,slh xfr’khy izfØ;k gS tks izR;sd jk"Vª dh izxfr dk |ksrd gS A ,d jk"Vª rc rd viuh izxfr dh pje lhek ij ugha igq¡p ldrs tc rd mldk ÁR;sd ukxfjd f’kf{kr ugha gks tkrk gSA fo|ky;ksa esa e/;kg~u Hkkstu dk jk"Vªh; dk;ZØe] ,d ,slk egRoiw.kZ o egRodk¡{kh dk;ZØe gS ftlus xzkeh.k cPpksa dh d{kk esa nksigj esa Hkw[ks jgus dh leL;k dk fujkdj.k mUgsa Ldwyh f’k{kk ls tksM+us esa egrh Hkwfedk fuHkkbZ gSA izLrqr ’kks/k ek/;fed fo|ky;ksa esa e/;kgu~ Hkkstu dk;ZØe ds fujarjrk o Lo lgk;rk lewg }kjk e/;kgu~ Hkkstu dk;ZØe ds dk;Z fu"iknu ds fo"k; esa fo|kfFkZ;ksa ds n`f"Vdks.k ds v/;;u ij vk/kkfjr gSA ’kks/k v/;;u ds fu"d"kZ ;g crkrs gS fd fo|kfFkZ;ksa us e/;kg~u Hkkstu esa [kkus dh xq.koRrk esa lq/kkj djus ds lkFk gh Hkfo"; esa e/;kgu~ Hkkstu dk;ZØe ds pyrs jgus esa lgefr trkbZ o Lo lgk;rk lewg ds dk;Z fu"iknu ds fo"k; esa ldkjkRed n`f"Vdks.k n’kkZ;k gSA

'kCndq¡th % Lolgk;rk lewg] e/;kà Hkkstu dk;ZØe

ÁLrkouk %

izk;% xzkeh.k {ks=ksa esa ;g ns[kk tkrk gS fd xjhch ds dkj.k ekrk& firk }kjk vius cPpksa dks Ldwy ugha Hkstdj mUgsa NksVs & eksVs dke /ka/kks esa dekbZ djus ds fy, yxk fn;k tkrk gSA pwafd cPpsa ns’k dk Hkfo"; gksrs gSA blh ds en~nsutj Hkkjr ljdkj us ns’k esa f’k{kk dks tulkekU; esa QSykus o mlds prZqeq[kh fodkl ds fy, Lora=rk ds i’pkr~ vusd dk;ZØe izkjaHk fd,A mlesa ls ,d fo|ky;ksa esa e/;kgu~ Hkkstu dk;ZØe dk jk"Vªh; dk;ZØe gS ftlds tfj;s ljdkj ,sls cPpksa dks Ldwy ls tksM+uk pkgrh gS tks cgqr gh xjhc oxZ ds gksA 15 vxLr 1995 ls izkjaHk] e/;kg~u Hkkstu dk;ZØe Hkkjr ljdkj ,oa jkT; ljdkjksa }kjk

lapkfyr dh tkrh gSA e/;kg~u Hkkstu ds fy, jk’kh 75% dsanz rFkk 25% jkT; ljdkjsa lk>k :Ik ls miyC/k djokrh gSaA dsUnz jkT;ksa dks vukt] dqfdax dkWLV] dqd o gsYij ds osru lesr bUQzkLVªDpj ds fy, jk’kh iznk; dh tkrh gSA e/;kg~u Hkkstu dk;ZØe esa izkFkfed Lrj ds cPpksa dks 450 dSyksjh vkSj 12 xzke dk iks"kkgkj o mPp izkFkfed Lrj ds cPpksa dks 700 dSyksjh vkSj 20 xzke dk iks"kkgkj miyC/k djk;k tkrk gSA izR;sd fnu ds esU;w dh tkudkjh fo|ky; dh nhokj ij pLik gksrh gSA xzkeh.k {ks=ksa esa Lo lgk;rk lewg }kjk e/;kg~u Hkkstu rS;kj djok;k tk jgk gSA ljdkj dk mn~ns'; bl ;kstuk ds ek/;e ls fo|ky;ksa esa ukekadu c<+kuk] Mªki vkÅV dh nj dks de djuk] cPpksa dks d{kk esa Hkw[ks jgus ls cpkuk] 'kS{kf.kd ewY;ksa dk egRo le>kuk lkekftd o ySafxx lekurk dh Hkkouk dks fodflr djuk jgk gS ,oa dkQh gn rd bu mn~ns’;ksa dks izkIr djus esa lgk;d Hkh jgh gSA

v/;;u dh vko';drk %

orZeku esa ’kkyk Lrj ij e/;kg~u Hkkstu idkus dk dk;Z Lolgk;rk lewg }kjk laiUu fd;k tk jgk gSA Pk¡wfd e/;kg~u Hkkstu dk;ZØe dk Ykf{kr lewg fo|kFkhZ oxZ gh gS vr% e/;kgu~ Hkkstu dk;ZØe ds çfr o mlesa Lo lgk;rk lewg ds dk;Z fu"iknu ij fo|kFkhZ oxZ ds n`f"Vdks.k dks le>us ds fy, bl v/;;u dh vko';drk dks eglwl fd;k x;k rkfd e/;kg~u Hkkstu dk;ZØe ls okafNr ifj.kke çkIr gks ldsaA

'kks/k dh ifjdYiuk;sa %

1- fo|ky;ksa esa e/;kgu~ Hkkstu dk;ZØe fujarj pyrk jguk pkfg,A2- Lo lgk;rk lewg }kjk e/;kgu~ Hkkstu dk;ZØe ds dk;Z fu"iknu ls fo|kFkhZx.k larq"V gS A

mn~ns’; & fo|ky;ksa esa e/;kgu~ Hkkstu dk;ZØe ds

Ek/;kg~u Hkkstu dk;ZØe o Lo lgk;rk lewg ds dk;Z fu"iknu ij fo|kfFkZ;ksa ds n`f"Vdks.k dk v/;;u

'khry >k] ’kks/kkFkhZ] ¼lekt'kkL=½cjdrmYykg fo’ofo|ky;] Hkksiky

fujarjrk ds fo"k; esa o Lolgk;rk lewg }kjk e/;kgu~ Hkkstu dk;ZØe ds dk;Z fu"iknu ij fo|kfFkZ;ksa dsa n`f"Vdks.k dk v/;;u djukA

'kks/k leL;k dk lhekadu & izLrqr v/;;u Hkksiky ftys ds Qank&xkzeh.k fodkl[kaM ds ukS tuf’k{kk dsanz ds 107 ek/;fed fo|ky;ksas ds 20% vFkkZr 22 ek/;fed fo|ky;ksas rd gh lhfer jgk gSA

v/;;u fof/k & izLrqr 'kks/k leL;k ds v/;;u gsrq vuqla/kku dh losZ{k.k fof/k dk iz;ksx fd;k x;k gSA

lef"V o izfrn'kZ & bl v/;;u dh lef"V esa Qank& xzkeh.k fodkl[kaM ds ukS tuf’k{kk dsanz ds 107 ek/;fed fo|ky;ksa esa ls 22 ek/;fed fo|ky;ksas ls çfr ik¡p fo|kfFkZ;ksa dk vFkkZr dqy 110 Nk=&Nk=kvksa ds izfrn'kZ dks 'kks/k drkZ us vius 'kks/k ds fy;s pquk gSA ek/;fed fo|ky;ksas o fo|kfFkZ;ksa dk p;u nSo funZ’ku i)fr ls fd;k x;kA

'kks/k midj.k & 'kks/kdrkZ us ’kkyk Lrj ij e/;kgu~ Hkkstu dk;ZØe o layXu Lo lgk;rk lewg ds dk;Z fu"iknu ds lEcU/k esa fo|kfFkZ;ksa ls tkudkjh izkIr djus gsrq Lkk{kkRdkj vuqlwph dk iz;ksx fd;k gSA

iznRr ladyu fof/k & ÁkFkfed rF; lkexzh ds ladyu gsrq Lo lgk;rk lewg fo|kfFkZ;ksa ls ÁR;{k lk{kkRdkj vuqlwph ds ek/;e ls ,oa f}rh;d rF; lkexzh ds ladyu gsrq nLrkosth v/;;u L+=ksrksa ;Fkk foHkkxh; okf"kZd Á’kkldh; Áfrosnu] iwoZorhZ v/;;u o ’kks/k fjiksVZ o baVjusV o v[kckjksa ds ek/;e ls rF; ladyu dj ’kks/kdk;Z iwjk fd;k x;k gSA

mrjnkrkvksa dh lkekftd i`"BHkwfe % izLrqr v/;;u esa 110 Nk= &Nk=kvksa dks fy;k x;k ,oa ,d vuqlwph rS;kj dj lk{kkRdkj ds ek/;e ls lwpuk,sa laxzfgr dh x;hA lwpukvksa ds laxzg.k esa mŸkjnkrkvksa dh vk;q] fyax] tkfr vkfn lkekftd Lrj dks /;ku esa j[kk x;kA v/;;u esa lfEefyr fd;s x;s mŸkjnkrkvksa dh fofHkUu fo'ks"krk,sa fuEu izdkj Fkh &

rkfydk Øekad 1 % mRrjnkrkvksa dh fyax] vk;q lajpuk o tkfr laca/kh fooj.k %

fo|kfFkZ;ksa dk fyax] vk;q lajpuk o tkfr vk/kkfjr oxhZdj.k

Ø- fyax vko`fr Áfr’kr vk;q vko`fr Áfr’kr tkfr vko`fr Áfr’kr

1- Nk= 53 48-2 11 o"kZ 13 11-8 lkekU; 3 2-7

2- Nk=k 57 51-8 12 o"kZ 31 28-2 vtk 37 33-6

3- & & & 13 o"kZ 36 32-7 vttk 16 14-6

4 & & & 14 o"kZ 24 21-8 vfio 54 49-1

5- & & & 15 o"kZ 6 5-5 & & &

dqy 110 100 dqy 110 100 dqy 110 100

rkfydk Øekad 01 esa n'kkZ;k x;k gS fd dqy 110

fo|kFkhZ;ksa esa ls 53 Nk= o 57 Nk=k,as Fkh tks fd fun’kZ dk Øe’k% 48-2 o 51-8 izfr'kr FkkA vk;q lajpuk ds laca/k esa fo|kFkhZ;ksa dh la[;k esa ls 13&11 o"kZ] 31&12 o"kZ] 36 &13 o"kZ] 24&14 o"kZ ,oa 6&15 o"kZ rd ds vk;qoxZ ds fo|kFkhZ gSA dqy 110 mRrjnkrkvksa dh tkfr lajpuk ;g iznf’kZr djrh gS fd lkekU; tkfr & 2-7 Áfr’kr] vuqlwfpr tkfr &33-6 Áfr’kr ] vuqlwfpr tutkfr & 14-6 Áfr’kr o vU; fiNM+k oxZ & 49-1 Áfr’kr gSA

rkfydk Øekad 2 % mRrjnkrkvksa dk d{kkokj fooj.k

Ø- d{kk vko`fr Áfr’kr

1- 6 31 28-22- 7 36 32-73- 8 43 39-1

dqy 110 100

rkfydk Øekad 02 esa mRrjnkrkvksa dk d{kkokj oxhZdj.k n'kkZ;k x;k gS ftlesa dqy 110 fo|kFkhZ;ksa esa ls 28-2 izfr'kr fo|kFkhZ d{kk NBha ds] 32-7 izfr'kr d{kk lkroha ds o 39-1 izfr'kr d{kk vkBoha ds FksA

v/;;u ls izkIr vkdMsa+ % lk{kkRdkj vuqlwph ds ek/;e ls iwNs x;s fofHkUu iz'uksa ds ek/;e ls fuEu ifj.kke izkIr gq;s %Ø- Á’u gk¡@% dHkh dHkh ugha ;ksx

@% @% @%

1- vki e/;kà ds 110 0 0 110fo"k; esa tkurs ¼100%½ ¼0%½ ¼0%½ ¼100%½gSA

2- fo|ky; esa Lo 110 0 0 110lgk;rk lewg ¼100%½ ¼0%½ ¼0%½ ¼100%½

}kjk Hkkstu idk;k tkrk gSA

3- lewg }kjk 98 9 3 110jkstkuk fu/kkZfjr ¼89-1%½ ¼8-2%½ ¼2-7%½ ¼100%½le; ij Hkkstu forfjr fd;k tkrk gSA

4- lewg }kjk 110 0 0 110fu/kkZfjr ek=k ¼100%½ ¼0%½ ¼0%½ ¼100%½ds vuqlkj Hkkstu iznk; fd;k tkrk gS \

5- lewg }kjk 98 12 0 110fu/kkZfjr esU;w ¼89-1%½ ¼10-9%½ ¼0%½ ¼100%½vuqlkj Hkkstu iznk; fd;k tkrk gSA

6- lewg }kjk Hkkstu 0 0 110 110Hkkstu forj.k ¼0%½ ¼0%½ ¼100%½ ¼100%½esa fdlh izdkj dk HksnHkko fd;k tkrk gSA

7- vkids ekrk&firk 0 0 110 110nksigj dk Hkkstu ¼0%½ ¼0%½ ¼100%½ ¼100%½x`g.k djus ds fy;s vkidks euk djrs gSA

8- vki Hkkstu x`g.k 96 7 7 110djus ls iwoZ ¼87-2%½ ¼6-4%½ ¼6-4%½ ¼100%½lkcqu ls vius gkFk /kksrs gSA

9- lHkh fo|kFkhZa 110 0 0 110lkFk CkSBdj ¼100%½ ¼0%½ ¼0%½ ¼100%½Hkkstu djrs gSaA

10- nksigj esa Hkkstu 93 7 10 110feyus ds dkj.k ¼84-5%½ ¼6-4%½ ¼9-1%½ ¼100%½vkidk jkst Ldwy vkus dks eu djrk gS A

11- lewg }kjk Hkkstu 92 13 5 110cukrs le; ¼83-6%½ ¼11-8%½ ¼4-6%½ ¼100%½LoPNrk dk /;kuj[kk tkrk gSA

12- ’kkyk Lrj ij 6 0 104 110e/;kg~u Hkkstu ¼5-5%½ ¼0%½ ¼94-5%½ ¼100%½idkus ds çca/ku dh laiw.kZftEEksnkjh iqu% f’k{kdksa dks lkSaih tkuh pkfg,A

13- e/;kg~u Hkkstu 28 0 82 110esa [kkus dh ¼25-5%½ ¼0%½ ¼74-5%½ ¼100%½xq.koRrk esa lq/kkj gksuk pkfg;sA

14- vki lewg }kjk 88 18 4 110idk;s Hkkstu ¼80%½ ¼16-4%½ ¼3-6%½ ¼100%½ls larq"V gSA

15- Hkfo"; esa Hkh 110 0 0 110e/;kg~u Hkkstu ¼100%½ ¼0%½ ¼0%½ ¼100%½dk;ZØe pyrk jguk pkfg;sA

fu"d"kZ %

v/;;u ds vkdM+ksa ls çkIr fu"d"kksZ ds vk/kkj ij ;g dgk tk ldrk gS fd vf/kdka’k fo|kfFkZ;ksa ds n`f"Vdks.k ds en~nsutj ’kkyk Lrj ij e/;kgu~ Hkkstu ;kstuk ds fdz;kUo;u esa layXu Lo lgk;rk lewg }kjk Hkkstu idkrs le; fu/kkZfjr ekudksa o fu/kkZfjr esU;w dk vuqlj.k dj jgk gS o lHkh dks fcuk fdlh HksnHkko ds] le; ij Hkkstu forj.k fd;k tkrk gSA Nk=x.k Lo;a Hkh lkcqu ls vius gkFk /kksdj o lcds lkFk cSBdj Hkkstu x`g.k djrs gSA Lolgk;rk lewg }kjk idk;s e/;kg~u Hkkstu ls T;knkrj fo|kFkhZx.k larq"V gSA fo|kfFkZ;ksa us e/;kg~u Hkkstu esa [kkus dh xq.koRrk esa lq/kkj o LoPNrk dks /;ku esa j[kus ds fopkj ds lkFk gh Hkfo"; esa e/;kg~u Hkkstu dk;ZØe ds pyrs jgus esa lgefr trkbZA fo|kfFkZ;ksa us e/;kg~u Hkkstu dk;ZØe

esa Lo lgk;rk lewg ds dk;Z fu"iknu ds fo"k; esa ldkjkRed n`f"Vdks.k n’kkZ;k gSA

lanHkZ xzaFk %

1- m|ferk fodkl dsUnz] e/;izns’k ¼2002½] e/;kUg Hkkstu dk;ZØe] lewg gsrq ekxZnf’kZdk] lsMesi HkksikyA

2- eè;kà Hkkstu & ,d izzosf'kdk] izdk'kd % jksth&jksVh vf/kdkj vfHk;ku] lfpoky;] fnYyh prqFkZ laLdj.k % uoEcj 2007A

3- ?ku’;ke Hkkjrh] rsjg yk[k cPpksa ds vUunkrk] ;kstuk if=dk] vad uoacj 2012 ]ist ua 35A

4- flUgk euh"k dqekj] loZf’k{kk vfHk;ku % leUo; ls feysxh eafty] ;kstuk if=dk] vad flracj 2009] okY;we 53 ]ist ua 33 A

5- ’kqDy vk’kqrks"k] cky f’k{kk] ;kstuk if=dk] vad uoacj 2009 ]ist ua 25&26A

6- Lakikndh; ;kstuk if=dk] vad uoacj 2012 ist ua 5A

lkjka’k %

;ksx vksSj f’k{kk dk xgjk laca/k gS f’k{kk dk izeq[k mís’; O;fDr ds O;fDrRo dk iw.kZ fodkl djuk gSaA f’k{kk ds mís’; ds lanHkZ esa ;ksx dh Hkwfedk egRoiw.kZ gSA ge f’k{kk ds }kjk ckydks dks lqLdkafjr djuk pkgrs gS rFkk f’k{kk ds ek/;e ls mldk pfj= fuekZ.k laHko gS vr% ge ns[krs gS fd ;ksx vkSj f’k{kk dk xgjk laca/k gS D;ksafd nksuks dk mís’; ckyd ds O;fDrRo dk lokZxh.k fodkl djuk gSA f’k{kk es ;ksx dks LFkku nsuk vko’;d gSA ;ksx ls lacaf/kr f’k{kk esa ekufld fodkl esa lgk;rk feyrh gSA izR;kgkj] /kkj.kk rFkk /;ku ds vH;kl ckyd&ckfydkvksa ds ckSf)d fodkl esa lgk;d gksrs gSA blfy, ;ksxi)fr ls Kku izkfIr lgt LokHkfod :i ls gksrh gS vkSj bldk izHkko eu ds vUr%dj.k esa gksrk gSA vkt Nk=ksa esa O;kIr vlarks"k dh vfHkO;fDr le;&le; ij vusd izdkj vkanksyu ds :i esa gksrh gSA ;ksx f’k{kk ls Nk=ksa ds thou esa lnkpkj] la;e] vuq’kklu rFkk vPNs laLdkjksa dk fodkl gksxkA v/;;u ds fy;s fpŸk dh ,dkxzrk t:jh gSA fpŸk dh ,dkxzrk ds fy;s vko’;d gS fd f’k{kk esa v"Vkax ;ksx ds /kkj.kk vkSj lekf/k dk Kku djk;k tk;sA blls Nk=ksa dks dq’ky vkSj vkn’kZ ukxfjd cuk;k tk ldrk gSA

odhyksa dks Hkh ;ksx ls ykHk gksxk os ;ksx f’k{kk ds egRo] fo’ks"krk ,oa vko’;drk dks le>ksaxs rFkk vius cPpksa dks lokZxh.k fodkl gsrq ;ksxkH;kl djk;saxsaA Hkkjr ljdkj fo|ky;hu ikB~;Øeksa esa ;ksx f’k{kk dk lekos’k djus ij tksj ns jgh gSA

izLrkouk %

;ksx Lo;a ,d ifjiw.kZ f’k{kk gSA ftls lHkh cPpksa dks leku :i ls iznku fd;k tk ldrk gS D;ksfd fu;fer ;ksxkH;kl ls cPpksa esa ’kkjhfjd {kerk dk fodkl fd;k tk ldrk gSA ;ksxklu }kjk ’kkjhfjd rFkk ekufld fodkl fd;k tkrk gS] blds }kjk ekufld fLFkjrk izkIr gksrh gSA ;ksxklu ls ’kkjhfjd ds lkFk&lkFk lk/kd dh eukso`fŸk lkfŸod] ifo= rFkk vUrZeq[kh gksrh gSA O;fDrxr fu.kZ; {kerk ekSu] vklu] vH;kl vkfn ls KkusfUnz;ksa rFkk desZfUnz;ksa] lkfŸodrk ls fodlhr gksrh gS vkSj ;g lc ;ksx }kjk laHko gSA ;ksx

f’k{kk ls Nk=ksa ds thou esa lnkpkj] lap;] la;e rFkk vuq’kklu dk fodkl gksrkA ;ksx ds ek/;e ls laLdkj dks fodflr fd;k tk ldrk gSA vPNs laLdkj fo|kfFkZ;ksa esa fufeZr djus ds i'pkr~ muesa uSfrd ,oa O;fDrxr ewY;ksa dk fuekZ.k gksrk gSA

;ksx ’kCn dk vFkZ ,oa ifjHkk"kk %

;ksx ’kCn vR;Ur izkphu ,oa loZekU; gSA ;ksx ’kCn **;qt~** /kkrq ls cuk gS ftldk vFkZ gS **feyku ;k **la/kku**A ;ksx }kjk vkRek vkSj ijekRek dk ikjLifjd la/kku gksrk gSA

**;ksx deZlq dkS’kye~A** & Jhd`".k] Jhen~Hkxor xhrk

vFkkZr~ deksZ ds djus esa tks dq’kyrk gS] mlh dk uke ;ksx gS A

**;ksx fpro`fŸk&fujks/k%A** & egf"kZ iratfy

vFkkZr~ fpŸk dh o`fŸk;ksa dks jksduk gh ;ksx gSA

;ksx dk lkekU; vFkZ gS feykuk ;k tksM+ukA vk;qosZn esa vkS"kf/k;ksa ds feykus dks ;ksx dgk x;k gSA xf.kr&’kkL= esa nks ;k nks ls vf/kd la[;kvksa ds tksM+ dk ;ksx dgk tkrk gSA T;ksfr"k ’kkL= esa ;ksx] xzg.k dk ;ksx xzgksa dk ;ksx] HkkX; dk ;ksx vkfn ’kCnksa dk iz;ksx fd;k x;k gSA

vkSfpR; %

;ksx Hkkjrh; laLd`fr dh egRoiw.kZ /kjksgj gSA ;ksx dsoy Hkkjr dh gh ugha oju~ fo’o dh vusd lkaLd`fr;ksa dk vk/kkj LraHk gSaA ;g ,d izkphu fo|k gSA ftldk mís’; ’kjhj eu vkSj vkRek dh ’kfDr;ksa dk ;Fkksfpr leUo; dj mfpr pfj= dk fuekZ.k ,oa vkn’kZ lekt dh jpuk djuk gSA LoLFk ’kjhj esa LoLFk efLr"d dk fodkl gksrk gSA ;ksx gh ,d ,slk l’kDr ek/;e gS tks O;fDr dks LoLFk cukrk gSaA vr% ;ksx f’k{kk O;fDr dh vko’;drkvksa dh rjg egRoiw.kZ gSA bl izdkj dh ;ksx f’k{kk dk v/;;u djuk vko’;d gSA

1- leL;k dFku & **;ksx f’k{kk ds izfr lekt ds fofHkUu oxksZ dh vfHkn`f"V ,oa vfHker dk v/;;uA**

2- ’kCnks dk ifjHkk"khdj.k & ;ksxf’k{kk vfHko`fŸk

;ksx f’k{kk ds izfr bUnkSsj ’kgj ds fofHkUUk oxksZ dh vfHko`fŸk ,oa vfHker dk v/;;u

MkW- ’;ke lqUnj iky] ;ksx izf’k{kd]ekrqJh vfgY;knsoh VhplZ ,T;wds’ku bafLVV~;wV] bUnkSj

ekiuh ds fy;s loZizFke lacaf/kr lkfgR; ls vfHko`fŸk dh ifjHkk"kkvksa dk v/;;u fd;k x;kA fofHkUu euksoSKkfudksa (Edwards, 1957: Gergen, 1974: Sears

et.al. 1991) }kjk vfHko`fŸk dks ifjHkkf"kr fd;k x;kA bl ifjHkk"kkvksa ds vk/kkj ij vfHko`fŸk &

& fof’k"V oLrqvksa ds izfr O;ogkj djus dh izo`fŸk gSaaaA

& fdlh oLrq ds izfr laxr :i ls vuqdwy ;k izfrdwy izfrfØ;k djus dh izo`fŸk gS`A

& LFkk;h izfrfØ;k izo`fŸk gSA

& blesa laKkukRed] HkkokRed ,oa O;ogkjkRed la?kVd 'kkfey gksrs gSA

vfHko`fŸk ls lacaf/kr mijksDr fcUnqvksa dks ;ksx f’k{kk ls lacaf/kr djrs gq, ;ksx f’k{kk vfHko`fŸk dks bl izdkj ifjHkkf"kr fd;k x;kA

& ;ksx f’k{kk ds izfr O;ogkj djus dh izo`fŸkA

& ;ksx f’k{kk ds izfr laxr :i ls vuqdwy ;k izfrdwy izfrfØ;k dh izo`fŸkA

& ;ksx f’k{kk ds izfr LFkk;h izfrfØ;k izo`fŸkA

& ;ksx f’k{kk vfHko`fŸk dks laKkukRed] HkkokRed ,oa O;ogkjkRed la?kVd ds :i esa ns[kuk A

mís’; %

&• lekt dk fofHkUu oxksZ dk ;ksx f’k{kk ds izfr vfHko`fŸk dk v/;;u djukA

& lekt ds fofHkUu oxksZ dk ;ksx f’k{kk ds izfr vfHker dk v/;;u

& lekt ds fofHkUu oxksZ dk ;ksx f’k{kk ds vuqiz;ksx leL;kvksa ds lanHkZ esa vfHker dk v/;;u djukA

ifjdYiuk,¡ %

& lekt ds fofHkUu oxksZ dk ;ksx f’k{kk ds izfr vfHko`fŸk ds Qykadksa esa lkFkZd varj ugha gsSaaA

& lekt ds fofHkUu oxksZ dk ;ksx f’k{kk ds izfr vfHker esa lkFkZd varj ugha gsSA

& lekt ds fofHkUu oxksZ dk ;ksx f’k{kk ds vuqiz;ksx leL;kvksa ds lanHkZ esa vfHker lkFkZd varj ughaa gSA

ifjlhek,¡ %

U;kn’kZ gsrq bUnkSj ’kgj ds lekt ds f’k{kk ds {ks= ls izR;{k lacaf/kr oxZ ¼MkWDVj] f’k{kd] odhy ,oa

fo|kFkhZ;ksa½ dks lfEefyr fd;k x;kA

lkfgR; iqjkoyksdu %

1- Naveen, K.V; & et.al (1997) “yoga breathing

through a Particular nostril increases spatial memory scores without lateralized effects,

2- Raghuraj, P; & et.al. (1997) 'Pranayama

increases grip strength without lateralized effects.

3- Sakthi, G.D.(1998). Effect of continue running

yoga pranayama and combination of continuous running and yogic pranayama exercise on cardio respiratory endurance selected psychological variables.

4- Durgapal, S.(1999). Samkhya aur yog darshan ke

darshnik, shaikshik tatha samajik swarup ka vivechanatmak adhyayan.

5- Bhanot, P. & Shankar, G,(1995) – Need for

integrating yoga in education.

miyC/k lkfgR; dk v/;;u djus ls Li"V gksrk gS fd ;ksx f’k{kk dh vfHko`fŸk ,oa ;ksx f’k{kk ykxw djus ij vfHker ij dksbZ v/;;u ugha fd;k x;kA lekt ds fofHkUu oxkZs tks f’k{kk ls izR;{k :i ls lacaf/kr gS ;Fkk MkWDVj] f’k{kd] odhy ,oa fo|kFkhZ dh bl laca/k esa vfHko`fŸk tkudj mudh ;ksx f’k{kk ykxw djus ij vfHker ysdj dk;Z djus dh vko’;drk eglwl dhA

’kks/k dk izdkj & izLrqr ’kks/k dk izdkj losZ{k.kkRed v/;;u gsSA

U;kn’kZ & iznŸk laxzg gsrq bUnkSj ’kgj ds lekt ds fofHkUu oxZ ¼ MkWDVj] f’k{kd] odhy ,oa fo|kFkhZ½ dks U;kn’kZ gsrq lfEefyr fd;k x;k gSA U;kn’kZ fooj.k rkfydk fn;k x;k gSA

U;kn’kZ gsrq lekt ds fofHkUu oxksZ dk fooj.k

lekt ds fofHkUu oxZ ;ksx

MkWDVj 25odhy 25f'k{kd 25fo|kFkhZ 25

midj.k ekiuh %

;ksxf’k{kk vfHko`fŸk ekiuh %

;ksx f’k{kk dh vfHko`fŸk dk ekiu LofufeZr vfHko`fŸk ekiuh ls fd;k x;kA blesa 30 dFku dks lfEefyr fd;k x;k gSA bu 30 dFkuksa esa 15 /kukRed vkSj 15

_.kkRed dFku gSA rhu fLFkfr;ksa esa vuqfØ;k nsuh Fkh& lger] vfuf’pr rFkk vlgerA ekiuh dh fo’oluh;rk v)Z foPNsn fof/k ls 0-19 ik;h xbZA ekiuh dh oS/krk fo"k; oLrq oS/krk ij mPp ik;h xbZA

;ksx f’k{kk vfHker ekiuh %

;ksx f’k{kk vfHker dk ekiu LofufeZr vfHker ekiuh ls fd;k x;kA ;ksx f’k{kk ds lanHkZ esa fo"k; fo’ks"kKksa ds ekxZn’kZu esa vfHker 30 dFkuksa esa ;ksx f’k{kk lgefr ds 2 dFku] ;ksx f’k{kk ds ykHk ds 12 dFku] ;ksx f’k{kk ykxw djus esa vkus okyh leL;kvksa ds 8 dFku rFkk lq/kkj gsrq lq>ko ds 8 dFku fy;s x;sA izR;sd dFku ds fy, gkW ;k ugha esa vuqfØ;k yh xbZA

iznŸk ladyu izfØ;k

Ø- iz'kkflr midj.k vuq'kkflr le;

1- ;ksx f’k{kk vfHko`fŸk ijh{k.k 30 feuV 2- ;ksx f’k{kk vfHker ijh{k.k 20 feuV

rkfydk Øekad 1 ds vuqlkj lekt ds fofHkUu oxZ ¼MkWDVj] f’k{kd] odhy] ,oa fo|kFkhZ½ ls vuqefr ysus ds i'pkr~ ;ksx f’k{kk izi= }kjk vfHko`fŸk ,oa vfHker ekiuh dh iz’ukoyh iz’kkflr dh xbZaA iz’ukoyh dks iw.kZ djus ds fy;s lekt ds fofHkUu oxZ ¼MkWDVj] f’k{kd] odhy ,oa fo|kFkhZ½ dks vfHko`fŸk ijh{k.k ds fy;s 30 feuV vkSj vfHker ijh{k.k ds fy, 20 feuV dk le; fn;k x;kA

lkaf[;dh; fo’ys"k.k %

izkIr iznŸkksa dk fo’ys"k ,d fn’kh; izlkj.kksa dk fo’ys"k.k (One way Analysis of Variance – ANOVA) rFkk izfr’kr Vh&ewY; }kjk fd;k x;kA

ifj.kke rkfydk ,oa fo’ys"k.krkfydk

oxZ la[;k e/;eku Ekkud Ekud CR O;k[;kfopyu =qfV

0-5 0-1

odhy 25 28-84 7-545 1-50MkWDVj 25 22-38 1-0327 0-20 0-958 2-015 2-685

mijksDr lkj.kh ij n`f"V Mkyus ls Li"V gksrk gS fd blesa dqy 25 odhy $25 MkWDVj gSA vr% Lora=rk dh dksfV 25 $ 25 &2 ¾48 vk;sxh 48 dk eku Vh& Vscy esa ns[kus ls 2 -015 ¼0-05 fo’oluh;rk Lrj ij½ rFkk 2 -68 ¼0-01 fo’oluh;rk Lrj ij vkrk gS tks izk;ksfxd eku ¾ 0-945½ ds iz;ksfxd eku ls vf/kd gS vr% ;gkW Nk=&Nk=kvksa ds e/; e/;ekuh esa lkFkZd varj ugha

gSA vr% ;gkW ’kwU; ifjdYiuk Lohdkj dh tkrh gSA

rkfydk

oxZ la[;k e/;eku Ekkud Ekud CR O;k[;kfopyu =qfV

0-5 0-1

v/;kid 25 25-52 6-020 1-2041 4-855fo|kFkhZ 25 36-48 6-911 1-4335 2-015 2-685

mijksDr lkj.kh ij n`f"V Mkyus ls Li"V gksrk gS fd blesa dqy 50 U;kn’kZ ftlesa ¼25 v/;kid $ 25 fo|kFkhZ½ gSA vr% Lora=rk dh dksVh ¼25$24&2½ ¾ 48 vk;sxh 48 dk eku Vh Vscy esa ns[kus ls 2 -015 ¼0-05 fo’oluh;rk Lrj ij½ rFkk 2-685 ¼0-01 fo’oluh;rk Lrj ij vkrk gSA½ dks izk;ksfxd eku 4 -855 ds iz;ksfxd eku ls vf/kd gS vr% ;gkW Nk=&Nk=kvksa ds e/; e/;ekuh esa lkFkZd varj ugha gSA vr% ;gk¡ ’kwU; ifjdYiuk Lohdkj dh tkrh gSA

rkfydk

;ksx f’k{kk ls gksus okys ykHk ds lanHkZ esa izfr’kr vuqlkj vfHker dk fooj.k %

MkWDVj f'k{kd odhy fo|kFkhZ

88% 90-4% 82-4% 82-8%

Rkkfydk Øekad ds vuqlkj ;ksx f’k{kk ls gksus okys ykHkksa ds lanHkZ esa f’k{kdksa dk vfHker 90-4% gS] tks lokZf/kd gS] ftlds ckn MkWDVj dk vfHker dk izfr’kr gS ¼88%½ odhyksa ds vfHker dk izfr’kr 82-4% rFkk fo|kfFkZ;ksa ds vfHker dk izfr’kr 82-8 yxHkx cjkcj gSA

;ksx f’k{kk dks izHkkoh cukus ds fy;s fn;s tkus okys lq>ko esa izfr’kr vuqlkj vfHker dk v/;;u %

**;ksx f’k{kk dks izHkkoh cukus ds fy;s fn;s tkus okys lq>ko esa lekt ds fofHkUu oxksZ dk vfHker ysuk** FkkA blds vUrxZr ;ksx f’k{kk ds fy;s fn;s tkus okys lq>ko tSls vyx ikB~;Øe dks vko’;drk] lS)kafrd f’k{kk ds lekfo"V djuk] le; lkj.kh esa cnyko] vH;kl dh vko’;drk] ;ksx fo’ofo|ky; dks vfLrRo esa ykuk] ;ksx izf’k{k.k izkIr f’k{kdksa dh vko’;drk] vkfFkZd ’kqYd j[krs ij tksj] x.kos’k dh vko’;drk dks lfEefyr fd;k x;kA rkfydk

;ksx f’k{kk dks izHkko cukus ds fy;s fn;s tkus okys lq>ko ds lanHkZ esa izfr’kr vuqlkj vfHker dk fooj.k

MkWDVj f'k{kd odhy fo|kFkhZ

79% 72% 74% 73%

Rkkfydk Øekad ds vuqlkj ;ksx f’k{kk dks izHkkoh cukus ds fy;s fn;s tkus okys lq>ko ds lanHkZ esa MkWDVjksa dk vfHker 79% gS] tks lokZf/kd gS] ftlds ckn odhyksa dk vfHker dk izfr’kr gS 74% gSA fo|kfFkZ;ksa ds vfHker dk izfr’kr 73% rFkk f’k{kdksa ds vfHker dk izfr’kr 72% gSA

;ksxf’k{kk ds vuqiz;ksx leL;kvksa ds lanHkZ esa izfr’kr vuqlkj vfHker dk v/;;u %

izLrqr v/;;u dk r`rh; mi mís’; **;ksx f’k{kk ds vuqiz;ksx dh leL;kvksa ds lanHkZ esa lekt ds fofHkUu oxksZ dk vfHker ysuk** FkkA blls vUrxZr ;ksx f’k{kk ds vuqiz;ksx dh leL;k;sa tSls ;ksx f’k{kd dh vuqiyC/krk] lHkh laiznk; }kjk ;ksx f’k{kk dks Lohdkj ugha djuk] ikB~;Øe dh jpuk esa dfBukbZ] Nk=kvksa dk lgHkkxh u gksuk] lHkh fo|ky;ksa ds ikl ;ksx f’k{kk laca/kh vko’;drkvksa dh vuqiyC/krk fd’kksj fo|kFkhZ dh fgpfdpkgV] orZeku ifjfLFkfr;ksa ykxw djuk dfBu] f’k{kdksa ij dk;Z dk cks> c<+kus dks lfEefyr fd;k x;kA

rkfydk

;ksx f’k{kk ds vuqiz;ksx dh leL;kvksa ds lanHkZ esa izfr’kr vuqlkj vfHker dk fooj.k %

MkWDVj f'k{kd odhy fo|kFkhZ

73% 72-5% 62-5% 77%

Rkkfydk Øekad ds vuqlkj ;ksx f’k{kk ds vuqiz;ksx dh leL;kvksa ds lanHkZ esa fo|kfFkZ;ksa dks vfHker 77% gSA tks lokZf/kd gS] mlds ckn MkWDVjksa dk vfHker dk izfr’kr 77% gSA f’k{kdksa dk vfHker dk izfr’kr 72.5% rFkk odhy ds vfHker dk izfr’kr 62.5% gSA

;ksx f’k{kk tksM+us izfr lgefr ds lanHkZ esa izfr’kr vuqlkj vfHker dk v/;;u %

izLrqr v/;;u dk prqFkZ mi mís’; **;ksx f’k{kk tksM+us izfr lgefr ds lanHkZ esa lekt ds fofHkUu oxksZ dk vfHker ysuk** FkkA blls vUrxZr ;ksx f’k{kk izfr lgefr tSls ;ksx f’k{kk dh mi;qDrrk] fo|ky;ksa esa ;ksx f’k{kk dks tksMuk dks lfEefyr fd;kg x;kA

rkfydk

;ksx f’k{kk tksM+us izfr lgefr ds lanHkZ esa izfr’kr

vuqlkj vfHker dk fooj.k

MkWDVj f'k{kd odhy fo|kFkhZ

100% 92% 92% 88%

Rkkfydk Øekad ds vuqlkj ;ksx f’k{kk ds tksM+us izfr lgefr ds lanHkZ esa MkWDVjksa dks vfHker 100 % gSA tks lokZf/kd gS] mlds ckn f’k{kdksa dk vfHker dk izfr’kr 92% rFkk odhyksa dk vfHker dk izfr’kr 92% cjkcj gS vkSj fo|kfFkZ;ksa ds vfHker dk izfr’kr 88% gSA

fu"d"kZ %

¼1½ lkj.kh Øekad 1 ds vuqlkj izkIr eku t = 0-958 lkj.kh }kjk izkIr Lora=rk dh dksfV ds eku 48 (0-5 =

2-015) rFkk (0.1 = 1.96) ds eku ls de gS vr% gekjs }kjk yh xbZ ifjdYiuk Lohd`r gksrh gS A

¼2½ lkj.kh Øekad 2 ds vuqlkj izkIr eku t = 4-855 Lora=rk dh dksfV ds eku 48 (0.5 = 2.015) rFkk (0.1 =

1.96) ds eku ls de gS vr% gekjs }kjk yh xbZ ifjdYiuk Lohd`r gksrh gSA

& lekt ds fofHkUu oxksZ dh ;ksx f’k{kk ds izfr vuqdwy vfHko`fŸk;k¡ ik;h xbZA

& lekt ds fofHkUu oxksZ dh ;ksx f’k{kk ds izfr vfHko`fŸk esa dksbZ lkFkZd varj ugha ik;k x;kA

& ;ksx f’k{kk ds ykHk ds izfr vfHker esa f’k{kdksa dk lokZf/kd izfr’kr (90.4%) ik;k x;k vFkkZr~ lokZf/kd f’k{kdksa us ;ksx f’k{kk ds ykHk ds laca/k esa vf/kd vfHker fn;sA

& ;ksx f’k{kk ds vuqiz;ksx ls vkus okyh leL;kvksa ds izfr fo|kfFkZ;ksa dk izfr’kr (77%) lokZf/kd ik;k x;kA ;ksx f’k{kk tksM+us ij fo|kfFkZ;ksa }kjk leL;k eglwl dh xbZA

& ;ksx f’k{kk dks izHkkoh cukus ds fy;s fn;s tkus okys lq>ko ds izfr MkWDVjks dk izfr’kr (79%) lokZf/kd ik;k x;k vFkkZr lokZf/kd MkWDVjksa us ;ksx f’k{kk ykxw djus ij vfHker fn;kA

& ;ksx f’k{kk tksM+us ds izfr lgefr ds vfHker esa MkWDVjksa dk izfr’kr (100%) lokZf/kd ik;k x;k vFkkZr lHkh MkWDVjksa us ;ksx f’k{kk tksM+us dh vuq’kalk dhA

’kks/k dh mi;ksfxrk %

& ;ksx f’k{kk vfHko`fŸk ds vk/kkj ij lekt ds fofHkUu oxksZ dh ;ksx f’k{kk ds izfr Kku] :fp ,oa

dk;Z dh tkudkjh fey ldrh gSA

& ;ksx f’k{kk ykxw djus ls lacaf/kr leL;kvksa dks igpku dj nwj fd;k tk ldrk gSA

& ;ksx f’k{kk ykxw djus ls lacaf/kr lq>koksa dks viukdj ;ksx f’k{kk dks izHkkoh cuk;k tk ldrk gSA

& ;ksx f’k{kk ykxw djus ls lacaf/kr vuq’kalk ds vk/kkj ij ;ksx f’k{kk ykxw dh tk ldrh gSA

& ;ksx f’k{kk ds ykHkksa ls fo|kfFkZ;ksa dks ifjfpr djkdj ;ksx djus ds fy;s vfHkizsfjr fd;k tk ldrk gSA

vkxkeh v/;;u gsrq lq>ko %

& izLrqr v/;;u esa v/;;u gsrq lekt ds fofHkUu oxZ ¼MkWDVj] f’k{kd] odhy ,oa fo|kFkhZ½ dks gh fy;k x;k gSA blh rjg lekt ds vU; oxksZ dh vfHko`fŸk ,oa vfHker dk Hkh v/;;u fd;k tk ldrk gSA

& izLrqr v/;;u esa dsoy bUnkSj ’kgj dks gh ’kkfey fd;k x;k gSA blh rjg ;g v/;;u xzkeh.k oxksZ dks Hkh /;ku esa ysdj fd;k tk ldrk gSA

& izLrqr v/;;u esa lekt ds fofHkUu oxksZ dks ’kkfey fd;k gSA blh izdkj fo|ky;ksa ds fo|kfFkZ;ksa dk Hkh p;u fd;k tk ldrk gsSA ckyd ,oa ckfydkvksa dk rqyukRed v/;;u Hkh fd;k tk ldrk gSA

& ;ksx f’k{kk dks vU; euksoSKkfud pjksa ds lkFk tksM+dj Hkh fd;k tk ldrk gSA

& ;g v/;;u losZ{k.k izdkj dk gSA ;ksx f’k{kk ds laca/k esa izk;ksfxd v/;;u Hkh fd;k tk ldrk gS rFkk vU; euksoSKkfud pjksa ij blds izHkko dks ns[kk tk ldrk gS A

lanHkZ xzaFk %

1- vk;axj] ch-ds- ,l-] ¼1944½ ;ksx nhfidk] ubZ fnYyh] vksfj;aV ykaXesu fyfeVsMA

2- flag] v:.k dqekj ¼1991½ lekt euksfoKku dh :ijs[kk] fnYUyh] eksrhyky cukjlh nklA

3- vkuUn] v:.kk ¼1982½ izk;ksfxd ;ksx f’k{kk] ubZ fnYyh] vkuUn izdk’kuA

4- HkVukxj lqjs’k] ¼1982&83½] f’k{kk euksfoKku] ubZ

fnYyh] baVjus’kuy ifCyf’kax gkÅlA

5- ’kekZ] ih-Mh- ¼1884½ ;ksxklu&izk.kk;ke dhft, vkSj fujksxh jfg,] eaqcbZ] uouhr ifCyds’kuA

6- dfiy] ,p-ds- ¼1988½] lkaf[;dh ds ewy rRo] vkxjk] fou; iqLrd efUnjA

7- lR;iky] ¼1988½ oSKkfud ;ksx ,oa LokLF;] xkW/khuxj] fdrkc ?kjA

8- ;ksxUnk] gfjd`".knkl] ¼2000½ iratyh ;ksx n’kZu xksj[kiqj] xksfoUn Hkou dk;kZy; xhrk izslA

9- ’kekZ f’ko dqekj ¼2006½ ;ksxklu vkSj ge] fnYyh] isij fyad ifCyf’kax dEiuhA

10- 'kekZ] fo’ofe=] ;ksxklu vkSj LokLF;] fnYyh] eukst ifCyds’kUlA

11- Lokeh] vkj- ;ksx lk/kuk ,oa ;ksx fpfdRlk jgL;] du[ky gfj}kj] fnO; izdk’ku A

'kks/k lkj %

oS’ohdj.k ds nkSj esa lwpuk] lapkj] vk/kqfud fpfdRlk izks|ksfxdh ,oa rduhdh iz.kkfy;ksa dk izlkj fo’o ds leLr jk"Vªksa dh lhekvksa ls ijs lkekftd&vkfFkZd :Ik ls fiNM+s xzkeh.k ,oa tutkrh; {ks=ksa rd gqvk gSA ftlus ijEijkxr fpfdRlk O;ogkj dks izHkkfor fd;k gSA tutkrh; efgykvksa ds iztuu LokLF; laca/kh lwpuk] Kku] O;ogkj] lk/kuksa dk mi;ksx] lzksr] O;fDr;ksa rFkk fo’ks"kKksa rd ig¡qp ,oa LokLF; laj{k.k O;ogkj ds fofo/k vk;keksa esa ifjorZu dks ^^fo’o esa lcds fy, LokLF;** ds oSf’od fØ;k ;kstuk ds lanHkZ esa oS’ohdj.k dh O;kid izfØ;k ds vUrxZr fy;k x;k gSA ftlesa lwpukvksa ds izokg ,oa izHkko dks egRoiw.kZ izfØ;k ds :i esa Lohdkj fd;k tkuk izklafxd gSA

oS’ohdj.k dh izfØ;k ds QyLo:i laiw.kZ fo’o ,sfdd lekt O;oLFkk dk :i /kkj.k djrk tk jgk gSA ifjorZu dk ;g :i ,d ,sls fo’o dh ifjdYiuk izLrqr djrk gS] ftlesa lHkh lhek,¡ mRrjksRrj lekIr gksrs gq, izrhr gksrh gSa] rkfd vf/kdkf/kd O;fDr vkSj laLd`fr;ka ,d nwljs ds ?kfu"V ,oa fudVLFk laidZ esa vk ldsaA ,d ,slh uohu psruk dk mn; gks jgk gS ftleas fo’o ds lHkh jk"Vª&jkT; ,d lkFk feytqy dj ekuo thou dh nq"dj leL;kvksa dks [kkstus rFkk thou dks vf/kdkf/kd csgrj cukus ds fy;s ,d nwljs ds lkFk feydj fu.kZ; djus yxs gSaA bu rhuksa izfØ;kvksa dks la;qDr :i ls ^^,y-ih-th-** (Liberalization, Privatization and Globalization) ds uke ls lacksf/kr fd;k x;k tkrk gSA oSf’od lekkt ds fofHkUu ns’kksa ds chp vkfFkZd ’khr;q) dks nwj djus ds fy, GATT (General Agreement on Trade and Tariff) ds vk/kkj ij vkfFkZd fodkl gsrq fofHkUu ns’kksa ds chp oLrqvksa vkSj lsokvksa ds [kqys vknku&iznku dh j.kuhfr;ka cukbZ x;h QyLo:i lu~ 1995 esa fo’o O;kikj laxBu WTO dk xBu gqvkA orZeku lanHkZ esa vkfFkZd fodkl ds lkFk gh lkekftd&lkaLd`frd] jktuhfrd i;kZoj.kh; ,oa LokLF; rFkk f’k{kk vkfn fofHkUu vk;keksa ij fo’oO;kih Lrj ij foLrkj dh bl izfØ;k dks oS’ohdj.k dk uke fn;k x;k gSA ,aFkWkuh fxMsUl ¼1990½ us fy[kk gS fd ^^fofHkUu yksxksa vkSj nqfu;k ds fofHkUu {ks=ksa ds chp esa c<+rh gq;h vU;ksU;kfJrrk ;k ikjLifjdrk gh oS’ohdj.k gSA**

iLz rrq ’kk/s ki= ea s o’S ohdj.k dh lkoHZ kkfS ed ifz d;k ds QyLo:i fM.Mkjs h ftys ds tutkrh; lenq k;ka s ea s

itz uu LokLF; ls lca f/kr lja {k.k O;ogkj ea s gkus s okys ifjoruZ ka s ds dNq vk;keka s dh O;k[;k iLz rrq dh xbZ gAS

bl vk/kkj ij fo’o LokLF; lxa Bu us itz uu LokLF; dks ofS ’od ifjn’̀; ea s bl idz kj ifjHkkf"kr fd;k ^^;g ,d ,ls h voLFkk gS ftlea s u dos y i.w krZ ;k ’kkjhfjd] ekufld o lkekftd LokLF; lfEefyr ga S cfYd chekfj;ka s vkjS :X.krk dk u gkus k ¼vHkko½ lkFk gh blea sitz uu r=a rFkk mlds dk;Z vkjS fof/k;ka Hkh ’kkfey gAaS ** blh rjg 1994 ds dk;jks ea s vk;kfs tr ^^tul[a ;k ,oa fodkl** ij vUrjk"Z Vhª ; vf/ko’s ku ea s itz uu LokLF; dks ofS ’od ifji{s ; ea s ifjHkkf"kr fd;k x;k gAS bl vk/kkj ij o’S ohdj.k ea s dos y vkfFkdZ ] lkekftd&lkLa df̀rd ,oa jktufS rd ilz kj gh ugh vfirq LokLF; dk vkda yu Hkh fo’o vk/kkj ij fd;k tkus yxk gAS

mn~ns’; & bl oSf’od LokLF; vo/kkj.kk dk izHkko Hkkjrh; ifjn`’; esa tutkrh; ckgqY; lektksa ij Hkh iM+k gS] ftlls buds LokLF; ds ijEijkxr fpfdRldh; O;ogkjksa esa O;kid ifjoZu dh laHkkouk,W gSaA fo"k;kUrxZr ’kks/k izi= ds izeq[k mn~ns’; fuEufyf[kr gSa&

1- tutkrh; LokLF; ds ijEijkxr izfreku tkuuk ,oa buds fofo/k i{kksa esa ifjorZu dh fLFkrh Kkr djukA

2- vk/kqfud laLFkkxr LokLF; lsokvksa dh Lohd`fr dks Kkr djus dk iz;kl djuk ftlds vk/kkj ij oS’ohdj.k dk tutkrh; LokLF; laj{k.k O;ogkj ij izHkko dks tkuk tk ldrk gSA

{ks= & izLrqr v/;;u Hkkjr o"kZ ds e/;izns’k jkT; ds tcyiqj laHkkx ds tutkrh; tula[;k ladsfUnzr fM.Mksjh ftys dk gSA bl ftys esa dqy tula[;k dh yxHkx 65-5 izfr’kr tula[;k tutkfr;ksa dh gSA

v/;;u fof/k & lpw ukvkas o rF;kas dks ,df=r djus ds mn~n’s ; f}rh;d leda kas dk iz;kxs fd;k x;k ftleas oSKkfud fof/k;kas dk vuqlj.k djrs gq, lkjf.k;kas dk fuekZ.k] l[a ;k o izfr’kr eas rF;kas dk izn’kZu] fo’y"s k.k djrs gq, izfrons u izLrqr fd;k x;kA

{ks= ifjp; & fM.Mksjh ftys esa eq[; :i ls xksaM] cSxk] fdlku] dksy] ij/kku vkfn tutkrh; leqnk; fuokl djus gSaA ;ss tutkrh; leqnk; orZeku ifjorZuksa ds QyLo:i Hkh viuh ekSfyd lkekftd&lkaLd`frd fo’ks"krkvksa dks v{kq.; cuk, gq, gSA ;gka ds tutkrh; leqnk;ksa ds fof’k"B thou

oS’ohdj.k dk tutkrh; leqnk;ksa ds iztuu LokLF; laj{k.k O;ogkjksa ij izHkkoMkW- r`fIr eka>h] vfrfFk O;k[;krk] jkuh nqxkZorh fo’ofo|ky;] tcyiqj

pdz ¼tUe] fookg o e`R;q½ ds laLdkj gSaA buesa thou ds leLr fØ;kdykiksa esa thooknh /keZ dk ikyu] nsoh&nsorkvksa ,oa izd`fr dh iwtk&mikluk] tknw&Vksuk&VksVdk] ra=&ea= vkfn thou ds vfHkUu vax gSaA lkFk gh bl {ks= ds tutkrh; lektksa us viuh fof’k"B yksdu`R;] yksdxhr] xksnuk] o/kqewY; izFkk] tkrh; iapk;r vkfn lkekftd ,oa yksd laLd`fr dh lkrR;rk dks orZeku le; esa Hkh v{kq.; cuk, j[kk gSA bl {ks= esa Hkys gh yksd lkaLd`frd le`f) gks ijUrq orZeku oS’ohdj.k dh lkekftd ,oa vkfFkZd vo/kkj.kkvksa esa ;gka dh tula[;k vR;ar fuEu thou n’kkvksa esa thou ;kiu dj jgs gSaA budh lkekftd&vkfZFkZd fiNM+siu ds izeq[k dkj.kksa esa vf’k{kk] vKkurk] va/kfo’okl rFkk lalk/kuksa dh deh rFkk i;kZIr voljksa ,oa lqfo/kkvksa dk vHkko gSsA

’kS{kf.kd Lrj & fM.Mksjh ftys esa lkisf{kd :i ls fuEu ’kS{kf.kd miyfC/k dk Lrj ik;k x;kA fL=;ksa dh rqyuk esa iq:"kksa dh ’kS{kf.kd miyfC/k va’kr% mPp gSA

vkthfodk ds lk/ku & v/;;u {ks= dh tutkrh; efgyk,a iw.kZ :is.k Jelk/; dk;ksZ esa layXu gSA vfu;fer etnwjh gh eq[; vkthfodk dk lk/ku gSA d`f"k esa layXurk ux.; gSA v/;;u {ks= dh lwpuknkf=;ksa ds ifr Hkh ewyr% bUgh O;olk;ksa esa lyXu gSaA vR;ar U;wu la[;k ’kkldh;@v’kkldh; lsokvksa ds fuEu inksa ij dk;Zjr gSA lkisf{kd :i ls budh vkfFkZd fLFkfr vkSlr okf"kZd vk; ds vk/kkj ij vR;ar fuEu gS rFkk vioknksa dks NksM+dj os xjhch js[kk ls uhps ds Lrj esa gSaA

iztuu LokLF; ls lacf/kr laj{k.k O;ogkj ij oS’ohdj.k ds izHkko dks fu:fir djus ds fy;s dqN fcUnqvksa dk p;u fd;k x;k] ;Fkk &

&• iztuu LokLF;] cky LokLF;] Vhdkdj.k vkfn esa ’kkldh; ;kstukvksa ,oa dk;ZØeksa ds izHkko dks Kkr djuk A

&• xHkkZoLFkk esa mipkj ds lzksrksa dks Kkr djukA&• izlo dk LFkku o ek/;e laca/kh fooj.k izkIr

djukA&• xHkZorh ,oa uotkr dk LokLF; ifj{k.k ,oa

Vhdkdj.k laca/kh tkudkjh izkIr djukA&• ifjokj fu;kstu lk/kuksa ds mi;ksx laca/kh

tkudkjh izkIr djukA

fM.Mksjh ftys esa ekr`e`R;q ,oa f’k’kqe`R;q laca/kh fooj.ko"kZ 2012&13 dqy izlo dqy ekr`e`R;q f’k’kqe`R;q

laLFkkxr izlo

e/;izns’k 1355173 1154334 573 14743fM.Mksjh 13934 8415 10 247

fM.Mksjh ftys esa izlo laca/kh fooj.ko"kZ 2012&13 e/;izns’k fM.Mksjh

vuqekfur izlo 1867073 21577

laLFkkxr izlo ’kkldh; 1054013 8415futh 100321 0

?kj ij izlo fpfdRld@ulZ@,-,u-,e- dh mifLFkfr esa 53551 405fpfdRld@ulZ@,-,u-,e- dh vuqifLFkfr esa 147288 5114

dqy 1355173 13934

izfr’kr 85 60

tutkrh; lekt esa lkeku;r% vLokLF;dj fLFkfr;ksa esa fpfdRlk ds ijEijkxr izfreku esa iwtk&ikB] tM+h&cwVh] ra=&ea=] tknw&Vksuk] VksVdk] eukSrh vkfn lfEefyr gSaA v/;;u {ks= dh tutkrh; tula[;k esa ledkfyd fLFkfr esa lwpuk&izokg ,oa ekuoh; gLrk{ksi ds dkj.k ijEijkxr fpfdRlk i)fr dh Lohdk;Zrk ds ckn Hkh ykHk u gksus dh n’kk esa vijEijkxr fpfdRlk dh vksj /;ku nsus dh lhek esa >qdko fn[kkbZ nsrk gSA

LokLF; dh oSf’od vo/kkj.kk ds vk/kkj ij laLFkkxr izlo dh loZekU;rk ,oa izksRlkgu gsrq vusd ;kstuk,a fdz;kfUor gSaA blds i’pkr Hkh tutkrh; {ks=ksa esa izlo dh ijEijkxr fof/k;ksa dks gh viuk;k tkrk gSA ftlds ifj.kke Lo:i ?kj esa xkao ds lalk/kuksa ds }kjk izlo dh la[;k laLFkkxr ;k fpfdRlky; esa izlo djkus dh rqyuk esa cgqr de ugha gSA ijUrq uohu lalk/kuksa rd tutkrh; tula[;k dh igqWp Hkh bl {ks= esa lwpukxzg.k] tkx:drk] Kku ,oa O;ogkj ifjorZu dh c<+rh izo`fRr Li"V dj jgh gSA

fM.Mksjh ftys esa xHkZikr laca/kh fooj.ko"kZ2012&13 dqy Lor% laLFkkxr dqy izfr’kr

iathd`r xHkZikr xHkZikr xHkZikr ¼dqy iath- xHkZ/kkj.k xHkZ/kkj.k ls½

e/;izns’k 1777102 24449 30884 55333 3-1fM.Mksjh 16431 289 89 378 2-3

fM.Mksjh ftys esa ca/;kdj.k laca/kh fooj.ko"kZ 2012&13 e/;izns’k fM.Mksjh

fofHkUu fof/k;ksa }kjk ca/;kdj.k 343167 3116izlo i’pkr ca/;kdj.k 24890 9dqy ca/;kdj.k 368057 3125y{; 700000 6700y{; izkfIr izfr’kr 52-5 46

lapkj ek/;eksa }kjk ifjokj fu;kstu lk/kuksa ds mi;ksx ds izfr yksxksa ds n`f"Vdks.k esa ifjorZu vk;k gSA tutkrh; ifjis{; es ijEijkxr ekU;rkvksa ,oa fpfdRldh; lzksrksa ij vkfJrrk bu lk/kuksa ds mi;ksx dh deh dks n’kkZrk gSS ijUrq Lohd`fr dh U;wu ek=k Hkh ckº; txr ds O;ogkj izfreku ds vuqdj.k dh izo`fRr dks Li"V djus esa lgk;d gSA

fM.Mksjh ftys esa izfrj{k.k laca/kh fooj.k %

o"kZ 2012&13 e/;izns’k fM.Mksjh

izfrj{k.k y{; 1774192 20204dqy izfrj{k.k 1408072 13876izfr’kr 79 69

tutkrh; lekt esa ledkfyd lanHkZ esa xHkZoLFkk esa rFkk izloksijkar uotkr ,oa cky LokLF; ds izfr psruk esa O;kid ifjorZu fn[kkbZ nsus yxk gSA iwoZ dh rqyuk esa LokLF; dsUnzksa esa ifj{k.k ds izfr’kr esa vk’kkrhr o`f) gqbZ gSA ijUrq vHkh Hkh iz;kl dh vko’;drk gSA fo’ks"kr% ;g n`"VO; gS fd tutkrh; tula[;k esa xHkZorh ,oa cPpksa ds Vhdkdj.k ds izfr vf/kd ltxrk n`f"Vxkspj gks jgh gSA

iztuu LokLF; dh vo/kkj.kk izFker% ekfldpØ ls lacaf/kr gSA ekfldpØ esa vLoPNrk dk rhoz O;kf/kdh; izHkko vkjksX; dh fLFkfr ij iM+rk gSA {ks= ds vUrxZr bl fo’ks"k vof/k esa LoPNrk O;ogkj vkSlru U;wu ik;k x;k gSA tutkrh; lekt dh efgykvksa esa vLoPNrk ls jksx gksus dk Kku rks gS] ijUrq lkekU;r% O;ogkj esa bls ykxw ugh fd;k tkrkA bl rjg lwpuk ds vfrizokg ls tkudkjh ds Lrj esa o`f) gqbZ gSA bl tutkrh; lekt esa uohu ;k vijEijkxr O;ogkj dk vH;qn; Lo;a esa ,d egRoiw.kZ iz?kVuk gS] ftldk lh/kk lEcU/k oS’ohdj.k dh izfØ;kxr lwpdksa ls curk fn[krk gSA

fu"d"kZ %¹v/;;u {ks= Hkh lwpuk ds foLr`r gksrs tky ds vUrxZr gSA foxr ’krkCnh ds izkjaHk esa fM.Mksjh ds ftyk cuus ds mijkar ;gka HkkSfrd lalk/kuksa ,oa v/kkS&lajpuk ds fodkl n`f"Vxkspj gSaA xzke iapk;rks dh lfØ;rk us lwpukvksa dks lqyHk cuk;k gSA

tutkrh; efgykvksa ds iztuu LokLF; laca/kh lwpuk] Kku] O;ogkj] lk/kuksa dk mi;ksx] lzksr] O;fDr;ksa rFkk fo’ks"kKksa rd igWqp ,oa LokLF; laj{k.k O;ogkj ds fofo/k vk;keksa esa ifjorZu dks ^^fo’o esa lcds fy, LokLF;** ds oSf’od fdz;k ;kstuk ds lanHkZ esa oS’ohdj.k dh O;kid izfdz;k ds vUrxZr fy;k x;k gSA ftlesa lwpukvksa ds izokg ,oa izHkko dks egRoiw.kZ izfdz;k ds :i esa Lohdkj fd;k tkuk izklafxd gSA mi;ZqDr rF; fo’ys"k.k ds vk/kkj ij dfri; fu"d"kZ izkIr gksrs gS &

lwpuk ds vfr izokg rFkk ekuoh; gLrk{ksi ds dkj.k iztuu LokLF; ds fofo/k vk;keksa ;k i{kksa ds izfr tkx:drk] lwpuk rFkk Kku esa o`f) gqbZ gSA ftldk izR;{k izHkko HkkokRed yxkko ,oa uohu O;ogkj izfreku ds izfr Lohdj.k esa o`f) ds :i esa Li"V gksrk gSA

ekfld /keZ ,oa izlo ds izfr vfHko`fRr ,oa LokLF;

O;ogkj esa uohurk fn[kkbZ nsrh gSA ;g ewy :i ls iztuu LokLF; ds Kku esa o`f) ds dkj.k gqvk gSA

xHkkZoLFkk ds le; LokLF; ds ijEijkxr rjhdks dks NksM+usa dh rhoz izo`fRr fn[kkbZ nsrh gS D;ksafd bls /kk=h ,oa xHkZLFk nksuksa ls tksM+k tkus yxk gSA vr% xSjijEijkxr rjhdksa dks viukus esa fo’ks"kKksa dh jk; yh tkrh gSA ijUrq izloksijkar uotkr f’k’kq ,oa cPpksa ds mipkj esa uohu izfreku dks mlds Hkfo"; ds izfr uqdlku nsg ekurs gq, de Lohdkj fd;k tk jgk gSA ;gka ;g egRoiw.kZ gS fd Vhdkdj.k ds izfr lwpuk izokg us tutkrh; efgykvksa dks lokZf/kd izHkkfor fd;k gSA

ifjokj fu;kstu lk/kuks dk mi;ksx Hkh vf’kf{kr] fu/kZu ,oa vdq’ky tula[;k esa lkisf{kd :i ls vf/kd gksuk u dsoy mudh ltxrk dk |ksrd gS cfYd lwpuk lekt ds ,d vfHkUu lwpd ds :i esa ;g iq"V djrk gS fd tutkrh; lekt esa iztuu ,oa cky LokLF; ds fofHkUu vk;keksa ij oS’ohdj.k dh izfdz;k dk izHkko n`f"Vxkspj gksus yxk gSA Hkfo"; esa bldh o`f) dh laHkkouk gSA

lgk;d xzaFk lwph %i. Mawar, N.- “Birth related practices among the

Tribals and Non-Tribal of MadhyaPradesh”, RMRC Report, ICMR, 1988

ii. Mawar, N. & Kumar, N - “An anthropological study of health seeking behaviour among the tribals of MadhyaPradesh” RMRC Report, ICMR, Jabalpur- 1988

iii. Tiwari, I.C. Udupa, K.N. - “Regarding Primary health care and development of a participatory communication process”, Indian Journal of public health, 1989

iv. Mawar, N. & Jain, DC - “Maternal and child hea l th in ru ra l and t r iba l a reas o f MadhyaPradesh”, Tribal Health Bulatin- 1997

v. W.H.O. - The World health report 1997, Report of the Director Genral W.H.O., 1997

vi. Hkkjr ljdkj] vkj- lh- ,p- lekpkj] vad&3] ubZ fnYyh] ifjokj dY;k.k foHkkx] 2001

vii. iztuu ,oa f’k’kq LokLF;] ifjokj dY;k.k foHkkx] LokLF; vkSj ifjokj dY;k.k ea=ky;] Hkkjr ljdkj] vDVwcj&fnlEcj 2003

viii. jk"Vªh; xzkeh.k LokLF; fe’ku] lwpuk] f’k{kk o LokLF; vkSj ifjokj dY;k.k ea=ky;] Hkkjr ljdkj] ebZ&twu 2007

ix. tktZ vk’kk] 2008] Hkkjr esa dukZVd jkT; ds dksIiy ftys esa ekr`e`R;q dh ?kVukvksa dh vf/kdrk% lsok,a nsus esa vkus okyh leL;k,a] izdkf’kr ’kks/ki=] ekr` e`R;q o :X.krk,¡ fjizksMfDVo gsYFk eSVlZ] vad 3]7 taxiqjk] fnYyh& 110014

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