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READING HABITS AMONG THE
PRIMARY SCHOOL CHILDREN IN
GANDHINAGAR, GUJARAT
DR.NIHARIKA UDANI
LIBRARIAN-CHILDRENS UNIVERSITY-GANDHINAGAR
KEYWORDS: READING, PRIMARY SCHOOL, HABITS.
SUBJECT : LIBRARY SCIENCE
ABSTRACT:
Librarians have always been searching for the ways to develop children’s interest in reading. They
generally focus more on the books being read by children as compared to their act of reading.
Children’s reading habits have been a source of study for more than a century. A modern saying
says, “ Today’s readers are tomorrow’s leaders”. One should read more books and other reading
materials to acquire knowledge. Unless one reads and get in touch with the mass media, it is difficult
to know what is going on around us. Not only that , a student has to read book other than their text
books, so that the area of thinking and acting will become broader. If the reading habit is not
included among the students community, the school of knowledge will go in vain. The hour is come
for the student community to rise up and read books. So it looks necessary to study about the
reading habit of primary students in Gandhinagar. Government and Private schools are included. It is
found in the study that the reading habit among Government and Private school’s students shown a
progressive improvement which is far sure a positive sign for a developing nation like India
INTRODUCTION :
It is fact that for a better future of a country, children require to be raised properly. The role of
reading habit in one’s personality growth is well established and needs no debate. Lust for reading is
regarded as a psychological attitude of one’s personality. Sharma & Singh (2005) Reading habit
develops good comprehension and communication skills. Pfau (1967) stated, “The psychology of
habit formation suggests that interest in reading must stem in formative years. Children get multidimensional benefits out of reading habit”. It may transform an average student into bright one.
Sometimes a void is created by disinterest in the learning at school. This void may best be filled by
concentrated reading on a certain area of child’s interest.
READING :
Reading is an art of interpreting printed and written words. It is a basic tool of education. Reading is
process decoding symbols in order to find meaning. It also refers to the material being read. This is
not only limited to people with sight because even bind people can read by touching the symbols. In
other words, reading is an art of deciphering written, verbal or physical codes for understanding. We
not only read books, but we read lips, body language and street signs. The reading habit is one of the
powerful and lasting influence in the promotion of one’s personal development in particular and
social progress in general. Regular and systematic reading sharpens the intellect, refines the
emotions, elevate tastes and provide prospective for one’s living; and therby prepares him for an
effective civilized force tending to unite social groups through the dissemination of common
experience. According to Robinson H.M. (1964), “Reading ability is the ability to perceive and
interpret the sounds and symbols.
Two parameters are directly concerned with the development of reading habit among children: the
reading material itself and the people dealing with children i.e., parents, teachers, publishers and
government. Children must have (should shows a certain degree of ambivalence) interesting reading
materials for utilizing their free time productively. It nurtures their reading habit. The interest in a
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particular topic or subject can motivate them to start ‘reading’. To build reading habit, it is necessary
to give due attention to their choices. There is need to identify children reading choices, to make
those materials produced and accessible to them, in order to stimulate their reading habit in the
present era, when they have a lot of access to other fun activities.
BENEFITS OF READING:
Swami Vivekananda said; “All knowledge that the world has ever received comes from the mind; the
infinite library of the universe is in our own mind. The impact of reading in people’s leaves is extra
ordinarily widespread. A reader can learn new skills, can be introduced to new facts, can become a
more knowledgeable person of the whole world and he can be stimulated to both thought and
emotion. Reading has an unique power of transforming readers. It sometimes said, “We are what we
read”. The primary school library should create the reading habit among children, because this will in
turn help them to make the best use of college, university and public libraries in future. The
collection in a school library must include story books of panchtantra, hitopdes, Upanishad, Vedas,
fantasy, adventures, animals, ghost, historical, scientific, graphic novel and what not!
RESEARCH DESIGN AND SCOPE OF THE STUDY:
Survey method of descriptive research was used for data collection. The population of the study
consisted of primary students (male/female) of Gujarat. At first stage purposive sampling technique
was used for the selection of schools. Eight schools, where majority of children of middle socioeconomic class were expected, were selected. The sample of schools was obtained from the list of
schools affiliated with Board of Primary Education, Gandhinagar. Out of these schools five were
government schools and two semi government and one private school located in the different areas
of Gandhinagar district. In government and semi government schools, the medium of instruction
was Gujarati, in private school students were from both medium i.e. Gujarati and English. At the
second stage, all the students of std. 5th, 6th, 7th and 8th were selected respondents. Total collected
samples of eight schools consisted of 2,095 students.
In this study, the researcher presented the details related to the level of reading habits. Their ideas
and views about reading also been presented. The data presented based purely on the subjective
report of the school teachers. Thus these studies are based on the Descriptive Research Design and
by using statistical package for the social sciences and percentage were taken out to reach at
conclusions.
OBJECTIVES OF THE STUDY:
The researcher framed the following objectives:
1.
To know whether the students read books other than their text books,
2.
To know the total time spent in the school library,
3.
To know the students will be able to participate in both oral and written story building,
4.
To know the students will be able to deliver speech on particular subject,
5.
To know the students will be able to write at least five sentence about character,
6.
To know the students will be able to identify sight words,
7.
To know the students will be able to construct meaning.
The information sheets were personally administered in eight schools during August-2014.
This study was conducted by Children’s University, Gandhinagar.
DATA ANALYSIS AND DISCUSSION:
Table: - 1 List of Targeted Schools
No School Name
5th std. 6th std. 7th std. 8th std. Total
1
Mount Carmel School
148
142
160
183
633
2
Lekavada School
18
19
21
18
76
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3
4
Isanpur (Mota) School
Swaminarayana School,
Sec-23
5
Nandanvan School, Sec-13
6
Govt. School, Sec-20
7
Borij School
8
Govt. School, Sec-2
Grand Total
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24
187
38
178
41
185
31
170
134
720
27
17
26
16
463
30
22
97
22
548
37
25
94
10
573
26
83
511
94
90
300
48
2095
Reading Activities Extracurricular reading was expected to be done in leisure time. Therefore, first of
all the respondents were asked whether they like to read or not in their leisure time. The response
is shown in Table:-2.
Table:-2 Children Reading Pattern
Children like 5th std.(%ge) 6th std.(%ge) 7th std.(%ge) 8th std.(%ge) Total
To read
407(88%)
499(91%)
521(91%)
429(84%)
1856(88.5%)
No reading
56(12%)
49(9%)
52(9%)
82(16%)
239(11.5%)
Total
463(100%)
548(100%)
573(100%)
511(100%)
2095(100%)
It shows that an overwhelming majority of children (88.5%) prefers to read material other than
textbooks in their leisure time. Only 11.5% of students expressed that they do not like to read in
their leisure time. It shows that majority of respondents are inclined towards reading. The findings of
the study support the research of Kumar and Kumar et.al. (2008) and Alexander & Filler et.al. ( as
cited in Kush & Watkins (1996, p.316) who reported, “Younger children read more than older
children. Trend towards reading is positive in younger age and decline with passage of time.”
LANGUAGE USED FOR READING:
School teachers were asked for the preferred language of reading. Usually the reading materials
available in school libraries are in Gujarati (the state language of Gujarat), Hindi (the national
language of India) and English. All the students of Gujarati medium preferred Gujarati language and
English medium students preferred both language, English and Gujarati. So, comparison was only
possible to make between English and Gujarati languages. Table:3 shows the findings.
Table: 3 Preferred reading language
Language Frequency Percentage
Gujarati
1604
76.5%
English
491
23.5%
Total
2095
100%
This research project was conducted by Children’s University, Gandhinagar. CU provided 100 reading
books to each school, which was in Gujarati and English language according to their medium of
teaching. The result shows that students preferred reading material in Gujarati and
students
preferred reading material in English language. Majority of students prefer to read material in
Gujarati compared to English. Researcher personally asked the librarians. It appeared that literature
in English was in less quantity as compared to Gujarati. But Mount Carmel School and Omkar
International School have more English literature than Gujarati. Further, there is a general trend for
improving English language in our country. So it can be assumed that the abundance of English
reading material (in English medium schools) and pressure from parents and teachers to improve
English language inclines children towards English reading materials.
Table: 4 Times Spent
Time spent
Total Percentage
15-30 minutes
482
23%
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30-60 minutes
1089 52%
More than 1 hr. 524
25%
2095 100%
The result shows that 482 (23%) students like to read up to 30 mins. And 1089 (52%) students like to
read up to 60 mins. But some students means 524 (25%) preferred to read more than 1 hour.
Table:5 Frequency Distribution & Percentage of students Ability.
Ability
Percentage Frequency
1 Participate in oral story building
95%
1990
2 Participate in written story building
67%
1404
3 Deliver their speech on particular subject
41%
859
4 Write at least five sentence about read book 100%
2095
5 Identify sight words
8%
168
6 Construct meaning
3%
63
Most of the students were able to participate in oral story building compared to writing story
building. Reading habit is useful in discussion, debates, elocution competition etc. Very few students
could identify sight words (8%) and construct meaning (3%) from stories or other information. It is
seen from above table that 100% students write at least five sentences about read book. Librarian
also play an important role in helping children read books other than text books. In spite of other
entertainment media like, TV, Internet games, video games, children still like to read story books
other than their text books.
CONCLUSION:
Findings of the study indicate that primary school children in Gandhinagar like more locally
published reading materials. Very few children like to read English books.
References
1.
Sharma, A.K. & Singh, S.P. (2005). Reading habits of faculty members in natural sciences: A
case study of the University of Delhi: Annals of Library and Information Studies, 52, p-119-123.
2.
Pfau, D.W. (1967) Effect of planned recreational reading programs. The reading Teacher,
2(1), 34-39.
3.
Wikipaedia.
4.
Robinson, H.M. (1964). Reading: Seventy five years of progress, University of Chicago Press.
5.
Devrajan, G. (1995). Library and Information Users and Use Studies, New Delhi: Bacon Books,
251-253.
6.
Guruswamy, N.N. (1989). Library Service for the disadvantaged-, New Delhi: Ess Ess
Publication, 75-79.
7.
Kumar, R.S. & Kumar, A.S. (2008). Reading Habits Among the School Children in Northern
District of Tamilnadu, India. College Science in India, 2(1), 34-89.
8.
Kush, J.C. & Hatkins, M.W. (1996). Long-Term stability of children’s attitude towards reading.
The Journal of Educational Research, 89(5), 315-319.
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A COMPARATIVE STUDY OF LIFE
SATISFACTION AMONG EMPLOYED
WOMEN AND HOMEMAKERS
NIDHI GANDHI
SAURASHTRA UNIVERSITY, PSYCHOLOGY DEPARTMENT, GUJARAT.
KEYWORDS: Life Satisfaction, Employed Women, Homemaker, Education.
SUBJECT : PSYCHOLOGY
ABSTRACT
Life-satisfaction is the degree to which a person positively evaluates the overall quality of his/her life
as-a-whole as defined by W. E. Veenhoven, R. Scherpenzeel, A.C. & Bunting B. This study aims to
shed some light on life satisfaction among different types of women. As women play very crucial role
in nurturing a family, her psychological wellbeing greatly affects other family members. Life
satisfaction is one of the major determinant of psychological wellbeing and general health. For this
reason it is important to evaluate women’s life satisfaction in relation to her employment status and
education. Life satisfaction scale (L-S scale) by Dr. Promila Singh and George Joseph has been used to
measure life satisfaction. The study was confined to Ahmedabad district, Gujarat State, India. Study
sample consisted of 200 women, divided into both employed and homemakers, 100 each. This
sample was further equally distributed between educated and uneducated women. The employed
sample was collected from various corporate organizations based in Ahmedabad city. Two way
Analysis of Variance (ANOVA) as a part of statistical analysis was employed, in order to examine the
impact of employment and education on life satisfaction. Results showed highest level of life
satisfaction among employed educated women. And comparatively lower levels of satisfaction
among unemployed women, both graduate and undergraduate. Thus results revealed that
education and employment together contributes positively to create life satisfaction.
INTRODUCTION
Life satisfaction is defined as having a favorable attitude towards one’s life as a whole. Lifesatisfaction is the degree to which a person positively evaluates the overall quality of his/her life asa-whole. In other words, how much the person likes the life he/she lives? (W. E. Veenhoven, R.
Scherpenzeel, A.C. & Bunting B.). Studies have shown that people who are satisfied with their lives
are positive about other aspects of their lives such as their health. So it is important to examine the
factors that can lead to life satisfaction. Life satisfaction depends on various factors like religion, age,
health, personality, values, education, marital status, employment status and income etc. The most
elementary use of life-satisfaction data is to estimate apparent quality of life with in a country or a
specific social group. Most research on life satisfaction has not been directly focused on the
experiences of women; however there are few studies that aim women. This study especially
focuses on women and their life satisfaction.
REVIEW OF LITERATURE
An Assessment of Life Satisfaction among Women, study by Muzamil Jan and Tasia Masood (2008)
reveals that women have average level of life satisfaction at all age levels. It is found that with an
increase in age, the overall life satisfaction decreases; whereas, with an increase in personal income,
the overall life satisfaction increases. Moreover, with an increase in family income, the overall life
satisfaction of women also increases.
Lal Bahadur Singh and Arun Kumar Singh 1997) conducted a survey over life satisfaction of
educated, employed and unemployed, youth. The findings, on the whole, indicated that, the
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unemployed as compared to their employed counterparts were less, though only to a moderate
degree, satisfied with their lives.
Agarwala and Surila (2001) made an effort to analyze how and in what direction employment
status, working or not working, affects the life-satisfaction of women. The results indicated
significant difference in the life satisfaction of working and non-working women. Life-satisfaction is
found to be higher among non-working women.
Jadhav and Aminabhavi (2013) investigated life satisfaction among working women and
housewives. The study sample comprised of 50 working women and 50 housewives, selected from
Dharwad city. The results of the study showed that the working women and housewives are not
differing significantly from each other in their life satisfaction. Incidentally it is found that age,
educational level and number of children are not significantly associated with their life satisfaction.
Caycedo and Rollins (1989) collected a broad literature regarding life satisfaction among women in 9
European countries. Their study focused on various variables (physical health, children and marital
and employment status) and its effects on life satisfaction of women in Europe. Results showed
greater life satisfaction for employed women.
Paula R. Pietromonaco, Jean Manis and Hazel Markus investigated the relationship of employment
to self-perception and wellbeing in women who held two different cognitive orientations toward
paid work (career oriented and not career oriented) and who also varied in the degree to which their
current employment status realized their view of paid work. The results indicated that careeroriented women who were employed full time were happier with themselves and their lives than
those employed part time or not employed. Findings also suggest that the psychological benefits of
employment are likely to be accrued only by women who regard paid work as a meaningful selffulfilling activity.
RATIONALE OF THE STUDY
Modern life is fast paced and competitive. Everyone is looking for success, money, fame and glory.
To cope with these ascending standards of life it becomes inevitable for both the partners to earn in
order to make the ends meet. The survey conducted in 2009- 2010, the share of females employed
on usual status basis was 26.1% in rural area and 13.8% in urban area. More women these days look
forward for higher education. And educated women now seek employment in the sectors which
were pre-dominated by men. However irrespective of her employment status our society still
visualizes her as primary carriers of children and family members. Thus a woman who is working has
to play dual role, as a home maker and also as an employee of the organization. Working women
often have to shoulder household responsibilities and often at the same time child rearing ones.
While fulfilling these dual responsibilities a women faces problem with time management to do
adequate job as wife, mother, and handling difficulties on the job as an employee which results in
role conflict. This research was conducted with a motive to ascertain if employment and educational
revolution has been successful in improving life satisfaction or not. Most of the literature discussed
above supports positive effect of employment and education on life satisfaction. However there
exist some results which seem to contradict this evaluation.
OBJECTIVES
Our aim in this paper is to discover whether employment and educationamong the selected sample
influence their life satisfaction or not. With this point of view we shall describe objectives of the
study as-:
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1.
To study and compare life satisfaction between employed and unemployed women.
2.
To study and compare life stress between educated and un-educated women.
3.
To study interaction effect between employment of women and educational level of women
with regards to life satisfaction.
HYPOTHESES
1.
There will be no significant difference between Employed and unemployed women with
regards to life satisfaction.
2.
There will be no significant difference between educated and uneducated women with
regards to life satisfaction.
3.
There will be no significant interaction effect between Employment and Education of
women with regards to life satisfaction.
MATERIALS AND METHOD
Sample
The sample consisted of two hundred employed and unemployed women; educated and
uneducated women. The sample was selected randomly from various areas of Ahmedabad and
gandhinagar district. The age of this sample ranged from 25 to 45 years. Total sample was
categorized as under.
Table no.1
Sample Distribution
Employment
Grand Total
Education
Working
Non-working
Educated
50
50
100
Uneducated
50
50
100
Total
100
100
200
TOOLS
Life satisfaction scale (L-S scale) by Dr. Promila Singh and George Joseph has been used to measure
life satisfaction. The scale measures life satisfaction on 5 dimensions- 1) taking pleasure in everyday
activities, 2) considering life meaningful, 3) holding a positive self-image, 4) having a happy and
optimistic outlook, 5) experience of success in achieving goals. The scale is available in both Hindi
and English language and easy to score. It covers 35 items based on the dimensions described above.
Each item has 5 response categories specifically; “always”, “often”, “sometimes”, “rarely” and
“never”. All these responses have a numerical weightage on 1-5 scale in descending order; where
“Always” is rated 5 and “never” as 1 respectively. Scoring of responses can be done by summing up
the individual response weights and interpreting it against norms; which indicate scores ranging
from 136-175 as high, 81-135 as average and 35-80 as low life satisfaction. Its test retest reliability is
0.91 and validity compared to Life satisfaction scale of Alam and Srivastava (1971) is 0.83; also it has
content and face validity since every item was judged by experts.
The scale has been standardized on 600 employees; both executives and non-executives with the
age ranging from 25 to 55 years. As the standardization sample suggests it is more appropriate for
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the working population but in our study we have used it on the non-working group as well. However
use of this scale has been done in many analogous studies like comparison of life satisfaction among
retired working and non-working women from rural and urban background (Syed Ishfaq Ahmad
Shah, Gowher Ahmad Bhat(2012)) and the life satisfaction of working and non-working married
women (Agarwala and Surila (2001)). Also it has been used over totally non-working samples; study
on employment and marital status of women in relation to their self-esteem and life satisfaction
(Hasnain, Ansari and Sethi (2011)) and Assessment of Life Satisfaction among Women, study by
Muzamil Jan and Tasia Masood (2008). Thus it seems appropriate to use this test for this research.
PROCEDURE
Two hundred women were selected randomly from various areas of Ahmedabad and gandhinagar
district. The sample was equally divided in to employed, unemployed, educated and uneducated
women. Special attention was paid to keep other variables as consistent as possible. The working
women were employed in government and non-government organizations like Banks, Educational
institutes, Sachivalay etc. homemakers comprised of those Women not involved in any kind of paid
jobs or employment and not generating any fees, salary or wages from any source independent of
the family income. Educated sample included Women who had completed their education and had a
diploma or bachelor’s degree in any discipline and those who did not possess bachelors belonged to
uneducated group.
After establishing rapport; each participant was given the life satisfaction scale in individual
setting.All the instructions mentioned in scale were strictly followed. After completing data
collection; responses of each participant on the scale were scored by scoring key given in the
manual.
STATISTICAL ANALYSIS
To analyze the obtained data two way analysis of variance was used to find out main and interaction
effect of two independent variables, 1) employment status of women and 2) level of education, on
scores of life satisfaction.
ANOVAresults of life satisfaction of women belonging to various groups.
Table no. 2
Source of Variable
Sum of
df
Mean
F Ratio
Level of
Squares
Squares
Significance
Employment
2429.045
1
2429.045
10.170
0.01
Education
2820.005
1
2820.005
11.807
0.01
Employment X Education
1485.125
1
1485.125
6.218
0.01
Error
46809.7
196
238.825
Total
53543.875
199
MEANS
Table no. 3
Mean scores of life satisfaction of variable Employment of Women
Employed
Unemployed
M
141.16
134.19
N
100
100
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Table no. 4
Mean scores of life satisfaction of variable Education of Women
Educated
Uneducated
M
141.43
133.92
N
100
100
Table no. 5
Mean scores of life satisfaction of variable Employment X Education of Women
Employed
Unemployed
Educated
M
147.64
135.22
N
50
50
Uneducated M
138.68
132.92
N
50
50
Figure no. 1
Employed
Unemployed
141.16
150
145
140
135
130
125
134.19
Employed
Unemployed
Figure no. 2
Educated
Uneducated
141.43
150
145
140
135
130
125
133.92
Educated
Uneducated
Figure no. 3
Employed Educated
Employed Uneducated
Unemployed Educated
Unemployed Uneducated
147.64
150
138.68
140
135.22
132.92
130
120
Educated
Uneducated
Employed
Educated
Uneducated
Unemployed
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RESULTS
Table no.2 shows ANOVA results of life satisfaction of women belonging to various groups. The table
shows F ratio for life satisfaction of employment status of women is 10.17 which is significant at 0.01
level; this means, employed women differ significantly on life satisfaction as compared to
unemployed women. By the same point of view table no. 3 shows the mean scores of employed
women are 141.16 and the mean scores of unemployed women are 134.19. It can be clearly said
that significant difference exist between employed and unemployed women on life satisfaction it
can be seen in figure1.
F ratio for life satisfaction of level of education is 11.80 which issignificant at 0.01 level; this means,
educated women differ significantly on life satisfaction as compared to uneducated women. By the
same point of view table no.4 shows that mean scores of graduate women are 141.43 and the mean
scores of under-graduate women are 132.92. Thus it can be clearly said that significant difference
exist between graduate and under-graduate women in life satisfaction which can be seen in figure 2
F ratio for life satisfaction of interaction effect between employment status of women and level of
education of women (AXB) is 6.21 which is significant at 0.01 level; this means significant interaction
effect exists between employment of women and education level of women with regard to life
satisfaction. By this same point of view table no. 5 shows that mean scores of employed educated
women are 147.64, mean scores of employed uneducated women are138.68, mean scores of
unemployed educated women are 135.22 and mean scores of unemployed uneducated women are
132.92. Thus it can be clearly said that significant interaction effect exist between employment
status of women and level of education in regard to life satisfaction which can be seen in figure 3
DISCUSSIONS
The major conclusions inferred in this study show that Employed women experience greater life
satisfaction then unemployed women. Also Educated women experience greater life satisfaction
then uneducated women. Employed educated women have greatest life satisfaction. And
unemployed uneducated women are least satisfied with life. Thus employment and education both
create positive effects on life satisfaction of women in the selected sample.
Our findings are consistent with the results of Caycedo and Rollins (1989), a study in Europe that
suggested employment enhances life satisfaction of women.however other literature that suggest
no relation or negative effects of employment and education on life satisfaction seems to be less
relevant in this sample.
References
Kousha M, Moheen N 2004. Predictors of Life Satisfaction among Urban Iranian Women: An
Exploratory Analysis. Journal of Social Indicators Research, 40(3): 320-357.
Vidya kasture; 2012. Occupational stress and life satisfaction among executives in Aurangabad
district: Excel Journal of Engineering Technology and Management Science volume I no. 2
Syed Ishfaq Ahmad Shah, Gowher Ahmad Bhat(2012). LIFE SATISFACTION OF RETIRED WORKING
AND NON WORKING WOMEN ON RURAL AND URBAN BACKGROUND. World Rural Observation
2012;4(3):38-45]. ISSN: 1944-6543 (Print); ISSN: 1944-6551
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Lal Bahadur Singh and Arun Kumar Singh (1997) Educated Unemployed and Employed Youth in India:
Their Level of Life Satisfaction. Indian Journal of Industrial Relations, Vol. 39, No. 4 (Apr., 2004), pp.
505-516
Aryee, Srinivas and Tan, (2005), “Rhythms of life: Antecedents and outcomes of work-family balance
in employed parents,” Journal of Applied Psychology, 90(1), 132-146.
Archana Kaushik Panda life satisfaction among elderly females in Delhi, Journal of GerontologyPsychological Sciences,
Hasnain, Ansari and Sethi (2011) Life satisfaction and self-esteem in married and unmarried working
women.Journal of the Indian academy of applied psychology, vol 37 no.2 316-316.
Patricia Freudiger, Life Satisfaction among Three Categories of Married Women. Journal of Marriage
and Family, Vol. 45, No. 1 (Feb., 1983), pp. 213-219Published
Muzamil Jan and Tasia Masood (2008) An Assessment of Life Satisfaction among Women.
MadhuAnand and DiptiArora Burnout, Life Satisfaction and Quality of Life among Executives of
Multi-National Companies Journal of the Indian Academy of Applied Psychology, January 2009, Vol.
35, No.1, 159-164.
Diener C, Fujita F 1995. A Study on Life Satisfaction.In: L Sousa, S Lyubomirsky. Life Satisfaction. New
Jersey, Prentice Hall, pp. 56-89.
George LK, Okum MA, Landerman R.1979. Age as a Moderator of the Determinants of Life
Satisfaction. Journal of Psychology of Women, Quarterly3(3): 241-247.
JULIO C. CAYCEDO and BOYD C. ROLLINS Brigham Young University. EMPLOYMENT STATUS AND LIFE
SATISFACTION OF WOMEN IN NINE WESTERN EUROPEANCOUNTRIESInternational Journal of
Sociology of the Family, Vol. 19, No. 2
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Challenges Facing K-12
Environmental Education
NIRAV H. BHATT
KEYWORDS:
SUBJECT : EDUCATION
Some have been with us for a very long time, while some are more recent, and few relate only to
environmental education. My list of challenges is extensive, but because of time and space
constraints I will discuss only a few of them of them here.
EDUCATION REFORM
During the past twenty years concern has grown across the country regarding the quality and
relevance of education to the needs of society and the demands of a changing economy and world
order. Reform efforts of varying types and degrees are evident in every state. Components of the
reform movement include: constructivist thinking and conceptual understanding, cooperative
learning strategies, interdisciplinary approaches, problem-solving and higher-order thinking skills
and processes, the use of authentic assessment, and recognition of the value of multicultural
education. In my judgment, these have been, for the most part, positive steps in the right direction.
But… the BIG national movements, initially imposed by state legislators and then seized upon by the
education community itself, are for standards and statewide testing.
What does this mean for education in general, and specifically for EE? The activities of the past few
years can be described as “frenzied” as state education agencies have been, with the help of teacher
organizations, busy generating lengthy lists of what children should know in the various disciplines
and developing tests to determine how much of it they actually do know. Meanwhile, school districts
have been scurrying to articulate their curricula with the new standards and statewide testing
schedules. A lot of time, and many education dollars, have gone into this movement, in the hope of
demonstrating the effectiveness of the education we are providing for children.
I personally characterize this effort with the proverbial tale of the emperor’s new clothes; we keep
trying to justify, via paper and pencil tests, that we really are educating our youth. I’ll have more to
say about this later.
In any case, I see two challenges here. The first is that few of these statewide standards include EE,
and fewer still have included EE in the tests– assuming that the tests are valid in the first place. But if
EE is valuable it should, like other educational programs, be treated the same way. EE standards, and
questions dealing with EE, should be– must be– included in the standards and testing programs
across the nation.
Educators will also be challenged to teach children for “meaning and understanding”, and not simply
coach them to pass the test. Many of the statewide tests are, in my judgment, generating a lot of
needless anxiety on the part of children, their teachers, school administrators, and parents– for
political, rather than sound educational, reasons. Thus, I see getting past teaching “to pass the test”
as the second major challenge.
If historical patterns hold true, the pendulum will in a few years swing the other way and the push
for standards will probably go away, to be replaced by some other scheme. What comes next? I
believe that we will once again strive to put real meaning back into our educational processes.
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Perhaps this is only wishful thinking. But as my colleague and good friend Frank Gallagher likes to
say, “It’s good to be able to read, it’s better to understand what you have read, but it’s best to know
where the paper came from that made the page you have just read.”
ASSESSMENT OF LEARNING
We simply have to find better ways of determining if and when learning has taken place. We have
made significant progress in assessing learning; authentic assessment has the potential for quite
accurately measuring learning outcomes in very meaningful ways.
So the methodology for more meaningful and accurate assessment is already here, and to rely on
simple paper-and-pencil tests is, in my judgment, pure folly. One challenge for K-12 educators is to
supplement the older and more established methods of assessment with some of the newer
techniques and strategies. The new Project Learning Tree has made significant progress in this area,
but there remains a long way to go. The techniques are there, but (once again) we must strive to
break our old habits.
A MATTER OF RESPECT
Another big challenge is to legitimize EE for K-12 education. Despite years of effort on the part of
well-meaning environmental educators, despite all the research evidence regarding global
deterioration, despite all the warnings, we have not been able to make EE a basic and important part
of the curricula of our schools. To paraphrase Rodney Dangerfield, “EE just doesn’t get any respect.”
We are still too often viewed as a bunch of “tree huggers” and our field is relegated to after-school
activity status, or a club activity, or an elective course in high schools. We need to find ways to make
EE an integral part of the K-12 curriculum, to be infused into every subject area K-12, and to be
accepted as a legitimate area of inquiry, along with science, social studies, English, math, etc. I have
been in this business for more than thirty years, and unfortunately am not particularly optimistic
about this becoming a reality.
WHOSE JOB IS IT?
The interdisciplinary nature of EE presents a “damned if you do, damned if you don’t” quandary.
First of all, American education does not lend itself very well to interdisciplinary studies because
everything in our schools is neatly compartmentalized.
At the high school level that’s very obvious; we have separate classes for math, English, science– no,
correction: we even have separate classes for each of the sciences like biology, chemistry, physics,
geology, and even more separate classes for the special classes, like ecology, ornithology, physical
chemistry, organic chemistry, etc. Even at the elementary school, in self-contained classrooms, the
day is compartmentalized according to academic subjects. American education seems to like to take
the world apart; EE likes to put the world back together. In most schools where it is believed that EE
is truly interdisciplinary, the position is taken that all teachers should teach EE, no matter what
subject they are assigned to teach. That sounds good. But in reality, when something is everybody’s
job it turns out to be nobody’s job.
For EE to be successful at the elementary level, not only is teacher preparation crucial, but EE
concepts, activities, etc., must be built into the curriculum itself. This is not a new idea; John Dewey
in 1914 proposed a core curriculum that focused on the environment. In Dewey’s curriculum,
reading was taught using books with environmental themes, science looked much like what we now
call EE, math was taught using environmental problems, etc.
At the secondary level, REAL team teaching needs to be practiced. By real team teaching, I mean
that various subject matter specialists need to be in the classroom together, each adding his/her
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perspective to the exploration of the environmental topic under discussion. This does NOT mean
that the science teacher presents his point today, the social studies teacher tomorrow, etc. Rather,
all are in the same classroom interacting with each other and with the students at the same time.
The EE curriculum must, moreover, be carefully designed and made available to all teachers so that
each will know what the others are teaching at each grade level. It should be sequential, with each
succeeding year’s EE concepts and experiences building on the previous year’s work, much like the
“spiral curriculum” recommended by Jerome Bruner many years ago.
While the excellent national programs such as Project Learning Tree, Project WILD, Project WET,
etc., are extremely valuable and important to our schools, they do not in themselves constitute a
curriculum. They are activity guides that certainly can be used as parts of a well-designed curriculum.
However, they are not in and of themselves a curriculum as I would define the term.
CONCLUSION
The concerns discussed above are by no means an exhaustive set of challenges facing EE in the K-12
sector, nor does my discussion do full justice to any of them; this is a short presentation, not a full
course, and not the dialog that must be part of serious attempts at resolution. Though not presented
here, additional concerns that are very much on my mind include: teacher recruitment and
education, curriculum, competition from technology, overcoming the opposition, developing
partnerships, and urbanization.
There are many others, but these appear to me to be among the more prominent, some of the more
difficult with which to deal.
The challenges are there, and it is our task, individually and organizationally, to meet them head on,
to resolve them as best we can, and to move on from there. We will achieve more if we confront
them together, as professionals working cooperatively in a professional organization.
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CHALLENGES FOR ENVIRONMENTAL
EDUCATION: ISSUES AND IDEAS
FOR THE 21ST CENTURY
DR.SHARADA V. RATHOD
M.A.,B.ED.,M.PHIL.,PH.D
KEYWORDS:
SUBJECT : EDUCATION
As we enter a new century and millennium, environmental educators must come up with new
knowledge and techniques that address the demands of a constantly evolving social and
technological landscape, while ensuring that environmental education stays relevant to the needs
and interests of the community. These challenges to environmental education require that we
reexamine the way we do research and train environmental professionals and educators, as well as
the way we communicate environmental information to the general public.
Great strides have already been made in strengthening environmental education for the general
public. This is particularly true in terms of defining environmental education and its objectives
(Ruskey and Wilkie 1994). In the past few years, the North American Association for Environmental
Educators has spearheaded an effort to develop mechanisms both to strengthen standards for
environmental education and to make it possible to achieve them. A solid base for environmental
education already exists. In the United States, there are many leaders in the field, and these
individuals have had an extraordinary impact on environmental education. There is also a plethora
of organizations and material available for all age groups and most learning situations (see the box
on p. 287), which can be incorporated in broad-based environmental education efforts to meet
diverse needs. As scientists and educators, we have the opportunity and the responsibility to utilize
and expand this resource base.
The way we plan today for public education on the environment will have dramatic effects on the
future quality of life. Effective and meaningful environmental education is a challenge we must take
seriously if we and future generations are to enjoy the benefits of our natural heritage. This article
identifies some of the current and future challenges to environmental education in the United States
and offers suggestions on how best to address them. Although some of the examples and education
models involve freshwater systems, the concepts behind the educational strategies can be applied
to most other environmental settings. Some of the information presented here may be applicable in
other countries struggling with the challenges of environmental education.
MANAGING COMPLEXITY AND VALUING SCIENCE
Environmental problems have become increasingly difficult to understand and to evaluate, yet
environmental issues are more often expressed in “sound bites” than explained by sound reasoning.
Moreover, reasonable treatment of environmental concerns often falls prey to the political agendas
of those who have a vested interest in an unsustainable, resource-extractive approach to economic
development. The challenge, then, is to express the complexity of modern environmental issues in
ways that are understandable and inviting, and at the same time to ensure that science continues to
play an important role in explaining and evaluating environmental issues and in forging solutions to
environmental problems.
For example, there is a large gap between what members of the general public hear and what they
understand about environmental problems related to aquatic resources. Everyone knows that
Americans are concerned about safe drinking water. However, a survey conducted by the National
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Environmental Education and Training Foundation (NEETF) showed that only “about one in four
American adults knows that the leading cause of water pollution is surface water running off the
land, from farm fields to city streets” (NEETF 1997). In referring to “Consumer Confidence Reports”
that will soon be provided by water companies and utilities, NEETF reports that “even if the billpayer reads the report, its technical nature may be daunting” (NEETF 1997).
Nor does the gap narrow for other environmental issues. Some measure of scientific acuity is
necessary for comprehending these issues, and there is some evidence that the United States lags
behind other industrialized countries in science and math education. As an article on the “ABCs of
Science Education” reports, “Even our best and brightest are falling behind—the top scoring 20% of
US eighth graders are taught what seventh graders are taught in high-scoring nations” (Tibbets
1997–1998..
Moreover, at times there have been efforts to “dumb down” the existing scientific underpinnings of
environmental knowledge as a means of advancing an agenda that depends on an unsustainable,
resource-extractive approach to economic development. This movement attacks environmental
education almost across the board, claiming that the loss of biological diversity, declining health of
aquatic resources, and human-induced climate change, among other issues, are not worth worrying
about. The general thrust of these contrarian attacks is that there is no science behind the
environmental concerns shared by a majority of the American public; additionally, the argument
goes, environmental education materials that fail to point this out are unduly biased (Manilov and
Schwarz 1996–1997). Although this anti-ecoeducation movement has abated somewhat, it will
always be a critical factor in shaping environmental education in the United States.
Environmental education must teach about science itself and about the use of the scientific
method—an important supplement to belief systems and value judgments—to help evaluate and
respond to environmental threats. Educational materials that omit the important role of science and
the general rules of scientific inquiry are damaging to the field of environmental education.
The need to include science in educational efforts does not, however, excuse educators from the
obligation to communicate in an understandable way that invites further inquiry from those who
might be intimidated by scientifically complex subjects. The case of Pfiesteria is a good example.
When the first reports came out about the effects of Pfiesteria on fish stocks and humans in and
around the Chesapeake Bay and coastal North Carolina, this toxic organism quickly became a hotbutton issue discussed in the form of sound bites in a variety of media sources. Those who knew the
most about the subject (including JoAnn Burkholder, internationally recognized expert on Pfiesteria)
struggled valiantly both to express the problem in understandable terms and to identify areas of
certainty and uncertainty. The National Wildlife Federation also became deeply involved in the issue;
coverage in the organization's magazine and in activist materials was objective, backed by science,
and communicated in understandable terms and, perhaps most important, in ways that invited
further inquiry (Broad 1997, Carroll 1998, Davis 1998, Dolan 1998).
This last aspect of the Federation's involvement with the issue—the production of materials that
both explain scientific inquiry and provide mechanisms for further exploration—is a critical
component of environmental education. Various materials evidence this kind of approach, but two
that deserve special mention are the National Wildlife Federation's NatureScope volumes Diving into
Oceans and Wading into Wetlands (Braus et al. 1989a, 1989b). These publications describe activities
that can help sharpen scientific learning skills and provide resources and suggestions for obtaining
further information about aquatic resources. An extraordinary array of leading experts in the
scientific community contributed to both volumes through the peer review process and editorial
comment.
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Science has provided the greatest evidence, to date, of the damage we have done and are doing to
the planet. The need to rely on science to support environmental education programs and materials
continues nonetheless, obligating scientists to learn new skills for communicating and making
complex subjects understandable to the public.
RESPONDING TO DEMOGRAPHIC CHANGES
Obviously, planning for environmental education must take into account significant demographic
changes in the United States. What are those demographic trends, and how will they most likely
affect the nature of environmental education? First, minority populations dominate population
growth; the number of non-Hispanic whites is expected to begin declining in the third decade of this
century. Another noteworthy demographic change, in addition to greater cultural diversity, is that
the number of aging but active baby boomers will increase over the next several decades. A third
important societal shift concerns the nature of the family—namely, changes in its traditional
constitution and in the amount of time that family members spend with one another (Crispell 1995,
Kate 1998).
An increasingly diverse society, larger numbers of older Americans, and family life that is geared
around schedules rather than free time all have important implications for environmental education.
Clearly, environmental education must be of interest to, and available to, diverse audiences.
Fortunately, some pioneering efforts show how this process might be initiated. One of the nation's
leading environmental education organizations, the National Audubon Society, has built a
partnership with the United Negro College Fund and the CSX Corporation to create a scholarship
program for minority students who wish to become more involved in environmental programming
(CSX Corporation 2001). The Earth Tomorrow program of the National Wildlife Federation is targeted
specifically at inner-city, largely African–American, student populations, and a recent edition of the
Federation's National Wildlife Week was issued in both Spanish and English (Flicker 1998, Rogers
1998, Tunstall 1998). The Roots & Shoots program of the Jane Goodall Institute has adapted a
curriculum packet for diverse audiences with the help of numerous local organizations in Los Angeles
with a particular focus on at-risk and culturally diverse communities (McCarty et al. 1998).
Designing programs for diverse audiences is not an easy process. It involves much more than mere
linguistic translation, although language is important. It requires the involvement of the potential
audiences in program design. Moreover, programs must be designed to be sustainable within the
communities they seek to involve.
Other trends in US demographics—the rapidly aging population of the country and the harried
nature of family life—also need to be addressed. The Environmental Alliance for Senior Involvement
(EASI) takes an interesting approach: It enlists senior citizens as well as young people to monitor the
quality of aquatic resources in Pennsylvania and other states by appealing to their commitment to
volunteerism and to the environment. (The EASI Web site is shown in the box on p. 287.)
In terms of reaching families, one of the strategies employed by the National Wildlife Federation is
to create opportunities for parents and other caregivers and adult family members to interact with
children through the NatureLink program, which was developed in conjunction with the Canon Clean
Earth Campaign. Often associated with fishing and other uses of aquatic resources, the program has
produced Natural Fun, a guide that suggests nature education activities that allow families to spend
time together (NWF 1997). What these and other outdoor-oriented programs share is an
understanding that the constitution of families and the nature of “family time” have changed.
Outdoor education programs in particular must be designed to provide opportunities for families
with increasingly crowded schedules to spend time together. Most important, these programs have
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to be fun and engaging to compete with other demands on families' time, and their outcomes must
be both obvious and rewarding to the program participants.
Demographic changes in the United States in the 21st century will dramatically change the potential
audience for environmental education. If environmental education keeps pace with this changing
audience, the overall environmental movement will benefit by staying relevant to future generations
and by inspiring individuals to take action to conserve natural resources and protect the
environment. Lessons learned in the United States may well prove useful in the growth of
environmental education in other countries as well, particularly those concerning materials and
programs that effectively reach ethnically and culturally diverse populations.
RESPONDING TO THE NEW “GEOGRAPHY OF CHILDHOOD”
In our childhood, it seems to today's adults, we had more opportunities than today's children to
interact with nature directly, rather than through “virtual realities.” Yet today's child probably has
access to more information about the environment than we did, through televised nature shows,
IMAX films, and computer games and graphics. As Nabham and Trimble (1994) pointed out, In a
1992 survey of fifth and sixth graders in the United States, 9 percent of the children said that they
learned environmental information from home; 31 percent reported that they learned from school;
and a majority, 53 percent, listed the media as their primary teacher. Such media-inspired children
may become fierce in their desire to save condors and whales. In Santa Fe, New Mexico, for
example, each May the children of as politically correct a group of yuppie parents as one is likely to
find don the costumes of endangered animals for All Species Day and parade proudly through the
downtown streets.... Contact with even common wild creatures has become rare for most American
children.
The challenge this pattern presents is not to supplant newer information sources but to complement
them with a menu of linked opportunities that promote a continuum of experience, as well as
learning that incorporates outdoor education and hands-on activities.
In addition to serving the ends of environmental education, making an extra effort to promote
outdoor experiences to a generation whose first encounter with a mouse is likely to be with the one
sitting next to the computer is important for significant developmental reasons. Mary Rivkin (1995),
an expert in early childhood development and author of The Great Outdoors: Restoring Children's
Right to Play Outside, believes that children have to experience nature directly in order to learn and
develop in healthy, appropriate ways. The variety and richness of natural settings all contribute
more than do manufactured indoor environments to physical, cognitive, and emotional
development (Rivkin 1995).
In short, the changed geography of childhood means that environmental education programs must
provide a continuum of experiences from online to hands-on. The Animal Tracks program of the
National Wildlife Federation (NWF 2001) is one good example. A recently issued kit on water quality
issues provides online resources, but it also suggests various activities, including the creation of
aquatic habitats at schools that encourage hands-on, inquiry-based learning. This approach does not
denigrate the newer sources of information; it merely ensures that they are part of a continuum that
incorporates learning in nature as a necessary way of learning about nature. This philosophy is also
evident in the programs of the Massachusetts Audubon Society (see the box on page 287), which
couples its online and media-focused programming with more hands-on activities, such as those
promoted in its Pondwatchers guide, a brochure about aquatic systems in the northeastern United
States (Massachusetts Audubon Society n.d.). This generation of children also gets more knowledge
about nature from television documentaries than from actual experience of the natural world. That
kind of change in the geography of childhood should not be taken as cause for attacking some
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incredibly valuable forms of educating people about the environment, including IMAX films,
programming by the Discovery Channel and others, and online resources such as Jubilee's Journey, a
CD-ROM available from the Jane Goodall Institute. Instead, there is ample opportunity for ensuring
that educational materials relating to, say, aquatic resources couple traditional cognitive learning
materials with hands-on experience, whether it involves water quality testing, restoration of
streamside habitat, or the creation of wetlands as part of a schoolyard habitat project. Two
organizations involved in this kind of work are the Izaak Walton League and the National Wildlife
Federation.
ACTIVITY-BASED LEARNING
One of the greatest challenges for education generally is to produce measurable results.
Unfortunately, reaching this goal is neither easy nor devoid of the politics of testing and the endless
philosophical debates over what constitutes marked increases in learning and knowledge.
Environmental education, though not exempt from these issues, provides some exciting
opportunities for enhancing learning, sharpening observation and problem-solving skills, and
producing measurable outcomes.
A clear understanding of what we are educating our children for will give us guidelines on the
structure of educational programs. There is a fair consensus among all involved in debates about
educational reform that one of the principal goals of education is to enhance the ability of children
to become productive members of society, as well as to advance a variety of skills that are
productive for the development of children. It is in teaching children to become responsible and
productive members of society that we are most likely to find significant and tangible benefits from
environmental education.
In many school systems across the United States, students must devote a certain amount of time to
community service as a prerequisite for graduation. This requirement is not something that is added
to the learning experience for purely altruistic reasons, but rather because community service is part
of the learning-by-doing philosophy that has guided US education for almost a century. Likewise,
teaching about the environment is most effective if it incorporates activities that seek to produce
tangible results.
For example, a number of organizations, including the Izaak Walton League, the Missouri
Conservation Foundation, the Riverwatch Network, and GREEN (see the box on p. 287), have
developed programs that involve children and adults in monitoring the environmental quality of
streams and other bodies of water. Although testing water quality by itself does not directly enhance
the environment, inevitably these programs lead to other results, such as streamside restoration,
improved industrial practices, and policy changes, all of which deliver measurable and effective
outcomes (Middleton 1998). One very successful and widely used program for stream protection,
restoration, and education, sponsored by the Izaak Walton League of America, is called Save Our
Streams (Middleton 2001).
Other programs, such as Cascadia Quest, which is based in Seattle, Washington, are even more
closely focused on service activities. Indeed, Cascadia Quest students have restored salmon habitat,
replanted eroded slopes, worked on urban streams, and made other improvements to water
resources in and around the Pacific Northwest and elsewhere in the world. The Roots & Shoots
program of the Jane Goodall Institute also is service oriented: It requires participants to undertake
activities to protect animals, enhance the environment, and help develop their local community.
Activities in these three areas have helped enhance the quality of local aquatic resources on behalf
of people, wildlife, and the environment (Cascadia Quest 1997). This kind of activity-based learning
often produces economic as well as environmental benefits. For example, the Campus Ecology
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program of the National Wildlife Federation published a study entitled “Green Investment, Green
Return.” The study lists projects undertaken on college campuses across the United States that both
improve the environment and save money. These campus “greening” activities address problems
ranging from water conservation to reductions in the use of pesticides and other toxic substances in
landscaping and other campus activities. To reiterate, if one of the goals of education is to nurture
the growth of productive members of society, then these kinds of programs are most certainly viable
and valuable (Keniry and Lyon 1998).
Effective education requires the recognition of appropriate and meaningful strategies to help
students discover more about the natural world, assemble information and facts, and solve
problems. Detailed analyses are needed to more fully evaluate different learning styles and different
areas of knowledge. Howard Gardner, a professor of education at Harvard University, posits several
distinct types of intelligence, including one that relates directly to intelligence about the natural
world. He therefore asserts the need to create different approaches to evaluate the impact of
educational programs on these distinct forms of learning and knowledge.
Problem solving, for example, is an important, requisite objective of the educational process, and
research by Gardner and others suggests that hands-on environmental activities are an effective
means of enhancing problem-solving skills (Knox 1995). Moreover, William Hammond, an
environmental education expert, adds that a new approach to education and action “does not
require the abandonment of technology and scientific rationality. It permits the blending of the best
of the industrial modern world with the most useful and constructive post-industrial thought. When
students are invited to move their education beyond the walls of the classroom and engage in
genuine action, they are given the opportunity to synthesize knowledge, skill, and character; to test
their preconceptions and misconceptions against real experience; and to learn both to follow and to
lead as members of a learning organization” (Hammond 1997).
As Hammond suggests, the positive benefits of hands-on learning can enhance students' ability to
become more conversant with the array of new technologies now being developed. There are many
exciting and successful programs already in place. The Roots & Shoots program provides recognition
to clubs that work on substantial projects in three different areas—protecting the environment,
caring for animals, and helping communities. The NatureLink program at the National Wildlife
Federation calls for participants to complete an “Earth Pledge,” and the Federation's Schoolyard
Habitat program measures its success in terms of the number of schools that create habitats on
school grounds.
Environmental educators should embrace the need for results as a particular strength of
environmental education, especially those programs that can produce materials and experiences
that cover a broad range of hands-on learning. Environmental education can—must—lead from
awareness to action. That message should be reflected in program design and implementation, as
well as in the way environmental education is defined and valued.
SIDESTEPPING THE PSYCHOLOGY OF DESPAIR
Learning more about the environment generally means learning more about what we have done to
the environment rather than what we have done to care for it. Although environmental education
certainly requires learning about the resilience of nature, it is the catalog of harm that will seem
most evident to educators and students over the next several decades. The danger is that this
catalog of harm will contribute to a psychology of despair—a loss of hope for the future and a sense
that we as individuals cannot make a difference. The danger of despair is especially true for wouldbe educators who have been in the environmental trenches fighting for years, even decades.
Without underestimating the magnitude of the environmental challenges that we face globally as
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well as locally, and while noting the limits to what can be accomplished in the short run, we must
realize there are ways to sidestep the psychology of despair. One is to recognize those who are
making a difference in the world, especially young people, and to celebrate their accomplishment.
Two of the most socially responsible (and profitable) corporations that are doing just that are
Stonyfield Farm of Manchester, New Hampshire, and Tom's of Maine. The Planet Protectors
program of Stonyfield Farm recognizes the achievement of individuals who have made substantial
contributions to environmental protection. Tom's offers a Lifetime Achiever's Award to individuals
who benefit the environment.
Another important way to avoid the psychology of despair is to promote the belief that individual
responsibility and action can make a difference. Certainly the extent of environmental harm that the
world-renowned Jane Goodall has witnessed firsthand over the last 40 years would give her ample
excuse to be downcast and pessimistic about the future. Nevertheless, while fully acknowledging the
challenges before us, it is her message of hope that is one of the most effective and best
remembered parts of her frequent lectures. In public venues around the world, Dr. Goodall
demonstrates her point by offering examples of individuals who have made a difference. JoAnn
Burkholder is a great example of the kind of person Dr. Goodall cites. Despite threats and
intimidation from those who opposed her efforts—agricultural and other interests—Dr. Burkholder
uncovered threats to aquatic resources through her codiscovery of Pfiesteria, a deadly bacterium.
Burkholder continues to educate people across the country about this dangerous organism and the
man-made pollution that allows Pfiesteria to flourish. Dr. Goodall's overall message is one of hope.
She offers four forces that provide hope for the future: the power and creativity of the human brain
to solve problems; the resiliency of nature once we approach it from a position of respect; the
strength and vitality of young people around the world; and the indomitable human spirit (Goodall
1999).
To become involved in respecting nature and protecting the environment over the long term, people
need to have a sense of hope and gratification from environmental education. Building programs
that merely catalog harm without advancing the sense that accomplishments can be made will not
offer the kind of fun and enriching learning environment that creates a sustainable commitment to
environmental protection. While the study of nature would be incomplete without discussing the
threats to the natural world, an appreciation of nature should not be lacking in environmental
education programs. It is teaching about the miracles of the natural world, more than anything else,
that will engender a sustainable and creative learning environment.
CONCLUSION
Although great strides have been made in protecting aquatic resources, human population growth
and industrial use will continue to pose significant challenges to the protection of these basic
resources. While environmental education is sometimes characterized as “soft” and gets less
attention than other aspects of environmental protection, it is through environmental education
that future environmental advocates and problem solvers are created. To generate new leaders in
the environmental field over the new century, and to foster the general public's knowledge and
concern for the environment, environmental education should recognize and begin responding
effectively to several major challenges. These include changes in demographics and experience,
effective integration of newer sources of information with experiential learning opportunities, the
effective communication of environmental issues to the public, and the avoidance of the psychology
of despair.
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RABINDRANATH TAGORE
GITANJALI
PROF. NEEHARIKA RAWAT
K.O.SHAH ARTS AND COMMERCE COLLEGE-DHORAJI
KEYWORDS:
SUBJECT : LANGUAGE
INTRODUCTION
A few days ago I said to a distinguished Bengali doctor of medicine, `I know no German, yet if a
translation of a German poet had moved me, I would go to the British Museum and find books in
English that would tell me something of his life, and of the history of his thought. But though these
prose translations from Rabindranath Tagore have stirred my blood as nothing has for years, I shall
not know anything of his life, and of the movements of thought that have made them possible, if
some Indian traveller will not tell me.' It seemed to him natural that I should be moved, for he said, `I
read Rabindranath every day, to read one line of his is to forget all the troubles of the world.' I said,
`An Englishman living in London in the reign of Richard the Second had he been shown translations
from Petrarch or from Dante, would have found no books to answer his questions, but would have
questioned some Florentine banker or Lombard merchant as I question you. For all I know, so
abundant and simple is this poetry, the new renaissance has been born in your country and I shall
never know of it except by hearsay.' He answered, `We have other poets, but none that are his
equal; we call this the epoch of Rabindranath. No poet seems to me as famous in Europe as he is
among us. He is as great in music as in poetry, and his songs are sung from the west of India into
Burma wherever Bengali is spoken. He was already famous at nineteen when he wrote his first
novel; and plays when he was but little older, are still played in Calcutta. I so much admire the
completeness of his life; when he was very young he wrote much of natural objects, he would sit all
day in his garden; from his twenty-fifth year or so to his thirty-fifth perhaps, when he had a great
sorrow, he wrote the most beautiful love poetry in our language'; and then he said with deep
emotion, `words can never express what I owed at seventeen to his love poetry. After that his art
grew deeper, it became religious and philosophical; all the inspiration of mankind are in his hymns.
He is the first among our saints who has not refused to live, but has spoken out of Life itself, and that
is why we give him our love.' I may have changed his well-chosen words in my memory but not his
thought. `A little while ago he was to read divine service in one of our churches---we of the Brahma
Samaj use your word `church' in English---it was the largest in Calcutta and not only was it crowded,
but the streets were all but impassable because of the people.'
Other Indians came to see me and their reverence for this man sounded strange in our world, where
we hide great and little things under the same veil of obvious comedy and half-serious depreciation.
When we were making the cathedrals had we a like reverence for our great men? `Every morning at
three---I know, for I have seen it'---one said to me, `he sits immovable in contemplation, and for two
hours does not awake from his reverie upon the nature of God. His father, the Maha Rishi, would
sometimes sit there all through the next day; once, upon a river, he fell into contemplation because
of the beauty of the landscape, and the rowers waited for eight hours before they could continue
their journey.' He then told me of Mr. Tagore's family and how for generations great men have come
out of its cradles. `Today,' he said, `there are Gogonendranath and Abanindranath Tagore, who are
artists; and Dwijendranath, Rabindranath's brother, who is a great philosopher. The squirrels come
from the boughs and climb on to his knees and the birds alight upon his hands.' I notice in these
men's thought a sense of visible beauty and meaning as though they held that doctrine of Nietzsche
that we must not believe in the moral or intellectual beauty which does not sooner or later impress
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itself upon physical things. I said, `In the East you know how to keep a family illustrious. The other
day the curator of a museum pointed out to me a little dark-skinned man who was arranging their
Chinese prints and said, ``That is the hereditary connoisseur of the Mikado, he is the fourteenth of
his family to hold the post.'' 'He answered, `When Rabindranath was a boy he had all round him in
his home literature and music.' I thought of the abundance, of the simplicity of the poems, and said,
`In your country is there much propagandist writing, much criticism? We have to do so much,
especially in my own country, that our minds gradually cease to be creative, and yet we cannot help
it. If our life was not a continual warfare, we would not have taste, we would not know what is good,
we would not find hearers and readers. Four-fifths of our energy is spent in the quarrel with bad
taste, whether in our own minds or in the minds of others.' `I understand,' he replied, `we too have
our propagandist writing. In the villages they recite long mythological poems adapted from the
Sanskrit in the Middle Ages, and they often insert passages telling the people that they must do their
duties.'
I have carried the manuscript of these translations about with me for days, reading it in railway
trains, or on the top of omnibuses and in restaurants, and I have often had to close it lest some
stranger would see how much it moved me. These lyrics---which are in the original, my Indians tell
me, full of subtlety of rhythm, of untranslatable delicacies of colour, of metrical invention---display
in their thought a world I have dreamed of all my live long. The work of a supreme culture, they yet
appear as much the growth of the common soil as the grass and the rushes. A tradition, where
poetry and religion are the same thing, has passed through the centuries, gathering from learned
and unlearned metaphor and emotion, and carried back again to the multitude the thought of the
scholar and of the noble. If the civilization of Bengal remains unbroken, if that common mind which--as one divines---runs through all, is not, as with us, broken into a dozen minds that know nothing of
each other, something even of what is most subtle in these verses will have come, in a few
generations, to the beggar on the roads. When there was but one mind in England, Chaucer wrote
his Troilus and Cressida, and thought he had written to be read, or to be read out---for our time was
coming on apace---he was sung by minstrels for a while. Rabindranath Tagore, like Chaucer's
forerunners, writes music for his words, and one understands at every moment that he is so
abundant, so spontaneous, so daring in his passion, so full of surprise, because he is doing something
which has never seemed strange, unnatural, or in need of defence. These verses will not lie in little
well-printed books upon ladies' tables, who turn the pages with indolent hands that they may sigh
over a life without meaning, which is yet all they can know of life, or be carried by students at the
university to be laid aside when the work of life begins, but, as the generations pass, travellers will
hum them on the highway and men rowing upon the rivers. Lovers, while they await one another,
shall find, in murmuring them, this love of God a magic gulf wherein their own more bitter passion
may bathe and renew its youth. At every moment the heart of this poet flows outward to these
without derogation or condescension, for it has known that they will understand; and it has filled
itself with the circumstance of their lives. The traveller in the read-brown clothes that he wears that
dust may not show upon him, the girl searching in her bed for the petals fallen from the wreath of
her royal lover, the servant or the bride awaiting the master's home-coming in the empty house, are
images of the heart turning to God. Flowers and rivers, the blowing of conch shells, the heavy rain of
the Indian July, or the moods of that heart in union or in separation; and a man sitting in a boat upon
a river playing lute, like one of those figures full of mysterious meaning in a Chinese picture, is God
Himself. A whole people, a whole civilization, immeasurably strange to us, seems to have been taken
up into this imagination; and yet we are not moved because of its strangeness, but because we have
met our own image, as though we had walked in Rossetti's willow wood, or heard, perhaps for the
first time in literature, our voice as in a dream.
Since the Renaissance the writing of European saints---however familiar their metaphor and the
general structure of their thought---has ceased to hold our attention. We know that we must at last
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forsake the world, and we are accustomed in moments of weariness or exaltation to consider a
voluntary forsaking; but how can we, who have read so much poetry, seen so many paintings,
listened to so much music, where the cry of the flesh and the cry of the soul seems one, forsake it
harshly and rudely? What have we in common with St. Bernard covering his eyes that they may not
dwell upon the beauty of the lakes of Switzerland, or with the violent rhetoric of the Book of
Revelations? We would, if we might, find, as in this book, words full of courtesy. `I have got my
leave. Bid me farewell, my brothers! I bow to you all and take my departure. Here I give back the
keys of my door---and I give up all claims to my house. I only ask for last kind words from you. We
were neighbours for long, but I received more than I could give. Now the day has dawned and the
lamp that lit my dark corner is out. A summons has come and I am ready for my journey.' And it is
our own mood, when it is furthest from `a Kempis or John of the Cross, that cries, `And because I
love this life, I know I shall love death as well.' Yet it is not only in our thoughts of the parting that
this book fathoms all. We had not known that we loved God, hardly it may be that we believed in
Him; yet looking backward upon our life we discover, in our exploration of the pathways of woods, in
our delight in the lonely places of hills, in that mysterious claim that we have made, unavailingly on
the woman that we have loved, the emotion that created this insidious sweetness. `Entering my
heart unbidden even as one of the common crowd, unknown to me, my king, thou didst press the
signet of eternity upon many a fleeting moment.' This is no longer the sanctity of the cell and of the
scourge; being but a lifting up, as it were, into a greater intensity of the mood of the painter,
painting the dust and the sunlight, and we go for a like voice to St. Francis and to William Blake who
have seemed so alien in our violent history.
We write long books where no page perhaps has any quality to make writing a pleasure, being
confident in some general design, just as we fight and make money and fill our heads with politics--all dull things in the doing---while Mr. Tagore, like the Indian civilization itself, has been content to
discover the soul and surrender himself to its spontaneity. He often seems to contrast life with that
of those who have loved more after our fashion, and have more seeming weight in the world, and
always humbly as though he were only sure his way is best for him: `Men going home glance at me
and smile and fill me with shame. I sit like a beggar maid, drawing my skirt over my face, and when
they ask me, what it is I want, I drop my eyes and answer them not.' At another time, remembering
how his life had once a different shape, he will say, `Many an hour I have spent in the strife of the
good and the evil, but now it is the pleasure of my playmate of the empty days to draw my heart on
to him; and I know not why this sudden call to what useless inconsequence.' An innocence, a
simplicity that one does not find elsewhere in literature makes the birds and the leaves seem as near
to him as they are near to children, and the changes of the seasons great events as before our
thoughts had arisen between them and us. At times I wonder if he has it from the literature of
Bengal or from religion, and at other times, remembering the birds alighting on his brother's hands, I
find pleasure in thinking it hereditary, a mystery that was growing through the centuries like the
courtesy of a Tristan or a Pelanore. Indeed, when he is speaking of children, so much a part of
himself this quality seems, one is not certain that he is not also speaking of the saints, `They build
their houses with sand and they play with empty shells. With withered leaves they weave their boats
and smilingly float them on the vast deep. Children have their play on the seashore of worlds. They
know not how to swim, they know not how to cast nets. Pearl fishers dive for pearls, merchants sail
in their ships, while children gather pebbles and scatter them again. They seek not for hidden
treasures, they know not how to cast nets.'
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BUSINESS LIFE CYCLE
TAJUDDIN SIRAJUDDIN SHAIKH
LECTURER, M. K. COLLEGE OF COMMERCE, BHARUCH.
KEYWORDS: Business Life Cycle, Start Up, Growth, Maturity & Decline, CRM systems
SUBJECT : Commerce
ABSTRACT
This article is based on the different types of business phases, which are the things that entrepreneur
should know when his business is in the different stages.
SOME IMPORTANT QUESTION WE NEED TO ASK AT THE TIME OF LAUNCHING NEW BUSINESS
•
Will this be profitable on a longer run?
•
Is this business scalable at the level where I would achieve my dreams?
•
Will I be able to manage funds for future growth?
•
Do I have the necessary knowledge to run this business successfully? Or at the least am I
open to new Learning’s (am I a student of life?)
Many of the business fail to adapt to changing requirements as per their growth cycle and the
reason. Many are so focused on the day-to-day operational challenges that they do not look at the
market and customer trends and patterns, and how to change their businesses to better meet
customer demands.
WHAT IS BLC?
As a human we are facing the different types of phases in our life, same in the business, there are 4
phases: Start Up (Introduction), Growth, Maturity & Decline.
Most of the businesses are passing from the 4 phases: But in some cases, some businesses are that
types of business where they pass from only two phases: Introduction & Decline e.g., I pod, Pager. In
the I pod & pager cases, after Introduction phase, they faces the decline phase. Let’s see the 4
phases:
1)
Phase One: Start Up
A start-up begins its life with a business plan. But, many organizations do not even get this far before
the day to day running of the business takes over. This counts for poor business practice.
There is a saying, “2 hrs extra spent for planning can save 20 days of extra labor” but “74% of the
businesses do not have the time to plan their business strategy.”
ATTITUDE REQUIRED AT THE START UP STAGE
Money is a by-product. Business growth, turnover, bottom line is a byproduct of what your heart
and head want you to do. Find something you want to do, that you are passionate about and Paisa
To Koi Na Koi Dega. Unless it’s a stupid idea!
The main goal for this phase is to survive and stay in business.

The key qualities required –generating extra energy, excitement, innovation and plain hard
work.

You have to be able to sell your ideas to the bank manager, your staff and your clients
KEY CHALLENGE


Confidence
Patience
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
Test marketing. – checking your concepts acceptability

Funds

Lack of experience

Taking new risks
The challenge that many entrepreneurs face in that they often have to juggle many roles. This means
that their job is chaotic and as a result steps are missed in the process.
2)
Phase -2 Growth
You will recognize this by a sharp increase in sales. The important thing to do now is to make the
most of the competitive advantage you have.
You will probably make fairly major investments in more staff and the resources necessary to
support the increased sales volume.
When you are going for the growth it’s all about getting good people, aligning them to a larger goal
and making things work. When you have smart people, they will demand their space. They will
demand respect. You have to empower them and get out the way.
Get great people –sell them the vision, the idea and share the wealth, be generous with offering
returns.
To grow, you need people. Good people.
Scaling Up is also a lot about letting go. Get smart people. If they are truly smart and if they have
their self belief, they will create their own space and they will do stuff that may be you can’t do. Or
maybe you haven’t thought of. --- naukri.com (Stay Hungry Stay Foolish)
We can learn it from Subhiksha Story which is taken from Stay Hungry Stay Foolish book by Rasmi
Bansal.
If you had asked us 5-6 years ago, 1,000 stores would have been a shock. I would have said how can
we think of it? After eight years in business we had just had 140 stores.” So what it is the magic that
made it happen? - Ultimately, any business is done by manpower. And quality manpower. A lot of
senior management talent became available to us. And without that, this never would have been
possible.”
But as Subhiksha expanded, the company brought in very senior people to run the various regions as
business heads. “Managing their aspirations, getting the system to respond to them, taking
advantage of their experience and market knowledge –these were the new challenges.”
DON’T ASSUME THAT YOU KNOW IT ALL – KEEP PEOPLE ALONG WITH YOU (TAKE PROFESSIONAL HELP)
“I realized that I had some weaknesses. I am not a details guy. I am better at strategy, marketing and
networking then operations. In those days I believed I didn’t know finance also. So I said if you have
to do the business, let’s put together a group of like-minded people who also complement each
other’s strengths.”
Once a business has become established and it enters a growth stage, the customer strategies shift
from new customer acquisition to “selective” demand generation. That is, with a clear
understanding of the market drivers and increased competition, the growth company will begin to
target its product and service offerings to specific market opportunities.

As the product and service offering grows, systems and programs need to support
increasingly sophisticated customer processes and a deeper specialization of the sales and marketing
functions.

At this point, the growth organization should use CRM systems to begin to differentiate the
customer experience from competitors, focusing on a number of specific areas:
DELEGATION:Another challenge that companies experience when they begin to grow is that owner/managers are
often taken away from customers to do more operational elements of running the business. To
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reduce the impact this may have on customer relationships – because the customer no longer deals
with the owner or manager – then the ideal scenario is to have a CRM system that has captured all
previous customer information so that any new person joining the company can immediately
understand the customer’s background history, purchasing trends and potential future
opportunities. This means less disruption to the business and continued high level of customer
service. In essence, an owner will increasingly need to manage the process of delegation of
responsibilities to others so as to improve the managerial effectiveness of a fast growing and
increasingly complex operation.
DELEGATION CRISIS
By now it may also have become too big for you to manage on your own. Overwork and stress may
be leaving their mark on you. You may have a delegation crisis on your hands if you haven't made
the change over from being an owner- operator to that of owner-manager. Now you have to learn to
develop and implement management policies that will enable staff to work while you are away.
Learning how to delegate responsibility while retaining control is critical to the success of this phase.
You may need additional training in all aspects of Human Resource Development.
WHERE SHOULD YOUR ENERGY GO AT THIS STAGE?






Managing required funds
Systems development
Finding right people
New learning
Market expansion and sales growth
Networking - Investing time and effort in building investor relations is always a good idea.
KEY CHALLENGES

One new word to learn – Delegating

Managing funds for faster growth

You need more staff both in production, marketing and sales, more production, more
systems and all this require – extra funds

One word to forget - Cost cutting – wrong strategy

Professional help

More issue to handle extra staff, stop attrition, motivating the team, handle extra database,
accounts, check everybody’s performance, motivate and promote them, fire the non performer.
According to Jack Welch “Giving people self confidence is by far the most important thing that I can
do. Because then they will act.”
3)
3rd phase: Maturity
Eventually the rapid growth in sales evens out and you will enter the Harvest Phase. This will
probably last for some years and your dominant goal will be to make profits. Internal management
issues like cost control and efficiency will take more of your time. You may become so bogged down
with paper work, and day to day detail that you don't see new innovative things to do. You may
become bored or complacent.
COMPETITION INTENSIFIES:Where the business may have had first mover advantage or a new, compelling product that
propelled its revenue and growth, now there is competition. In addition, other external factors
become challenges such as new regulations or changing economic conditions that require careful
management. The bigger picture must be kept at the forefront of the organization. Indeed, a clear
vision and strategy are paramount so that every person in the company knows the direction to take.
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Giving every employee the power to make better decisions and to be more efficient and productive
is key to executing on the strategy. The company must expand the management force fast enough to
eliminate the inefficiencies that growth can produce and professionalize the company by use of tools
that can automate key business processes – and do this without stifling its entrepreneurial qualities.
Companies in the mature stage of the business lifecycle need to make decisions like this all the time
to drive costs out of the business, improve profitability but also to maintain customers. Indeed,
resting on one’s laurels is one of the perennial problems a maturing business experiences but this is
the time when competition and the marketplace are relentless and there really is no time to rest.
DECLINE PHASE
This usually coincides with the loss of the competitive edge. Sales start dropping and it is very hard
to look at new ways of doing things. It is easy to blame others for the loss of profit eg. the
government, when in fact, it is more usually boredom, inertia and lack of new ideas and skills. At this
stage you will have to decide whether you wish to revitalize the business, sell it or pass it on to
member of the family who can give it new life.
The company may look to reduce costs by minimizing the complexity of product design or
outsourcing some of the production or service processes. It may also seek to drive costs and
inefficiencies out of the sales and marketing processes to reduce the cost of sale.
CHALLENGE:
Businesses in the decline stage of the life cycle will be challenged with dropping sales, profits, and
negative cash flow. The biggest issue is how long the business can support a negative cash flow. Ask
is it time to move on to the final life cycle stage...exit.
FOCUS:
Search for new opportunities and business ventures. Cutting costs and finding ways to sustain cash
flow are vital for the declining stage. Energies would need to be redirected somewhere else.
“I think there is an ambition to grow larger as a corporation, as a business and that is a primary
motivation. Personal wealth doesn’t really matter.
4)
Last Phase: Exit
This is the big opportunity for your business to cash out on all the effort and years of hard work. Or it
can mean shutting down the business.
CHALLENGE:
Selling a business requires your realistic valuation. It may have been years of hard work to build the
company, but what is its real value in the current market place. If you decide to close your business,
the challenge is to deal with the financial and psychological aspects of a business loss.
FOCUS:
Get a proper valuation on your company. Look at your business operations, management and
competitive barriers to make the company worth more to the buyer. Set-up legal buy-sell
agreements along with a business transition plan.
THE NEW BEGINNING
Some important question we need to ask at the time of launching new business
•
Will this be profitable on a longer run
•
Is this business scalable at the level where I achieve my dreams
•
Will I be able to manage funds for future growth?
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•
Do I have the necessary knowledge to run this business successfully? Or at the least am I
open to new learning’s (am I a student of life?)
References

Alain Bernard, Serge Tichkiewitch (2008). Methods and Tools for Effective Knowledge Life-CycleManagement.
 Arturo Molina, Jose Manuel Sanchez, Andrew Kusiak (1998). Handbook of Life Cycle Engineering:
Concepts, Models, and Technologies.
 François Vernadat (1996). Enterprise Modeling and Integration: Principles and Applications.
 Hitt, Michael A., R. Duane Ireland, and Robert E. Hoskisson. Strategic Management:
Competitiveness and Globalization Fourth Edition. South-Western College Publishing, 2001.
 Jeffrey O. Grady (2006). System requirements analysis
 Peter Bernus, Laszlo Nemes, Günter Schmidt (2003). Handbook on Enterprise Architecture.
 Porter, M. Competitive Strategy. Free Press, 1980.
 Porter, M. E. "Towards a Dynamic Theory of Strategy." Strategic Management Journal. 1991.
 Wang, Zhu. "Learning, Diffusion, and Industry Life Cycle." Federal Reserve Bank of Kansas City,
Working
Paper
04-01
Available
fromwww.kansascityfed.org/PUBLICAT/PSR/RWP/NBERWangPaper.pdf 15 January 2006.
 Wansink, Brian, and Jennifer Marie Gilmore. "New Uses that Revitalize Old Brands."Journal of
Advertising Research. March 1999.
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GUIDE TO DISABILITY, SPORT AND PE
The context of disability and its
relationship to sport and physical
education:
DR.MILAN B. BHAYANI
SHREE MAHILA B.B.A. COLLEGE-JOSHIPURA-JUNAGADH
KEYWORDS:
SUBJECT :PSYSICAL EDUCATION
The increasing international emphasis on individuals with disabilities entitlement to high quality
physical activity was crystallised through the Salamanca Statement (United Nations Educational
Scientific and Cultural Organisation [UNESCO], 1994) which was signed by 92 governments and 25
international organisations. It established a set of beliefs and proclamations that every child has
fundamental rights to education and identified core principles of providing children with the
opportunity to learn, an education system designed to take account of diversity, access to regular
child centred education and the acceptance of inclusive orientation as a means of combating
discrimination and building an inclusive society.
Indeed, the Salamanca Statement (UNESCO, 1994) has according to Farrell (2001) led to a plethora
of legislation, policies, and practices internationally (Booth et al 1998) that focus upon children and
adults with disabilities and their access to all aspects of society including physical activity
Furthermore, the 2nd World Summit on Physical Education (International Council for Sports Science
and Physical Education, 2005) identified the distinctive focus of Physical Education (PE) on learning
processes and pedagogical approaches whilst reaffirming its mission to support the inclusion of all
children whatever their backgrounds and/or abilities.
This disability ruff guide by Professor Philip Vickerman, sets out to provide a theoretical and practical
overview of the issues, challenges and rewards of supporting children and adults with a disability in
relation to their entitlement and accessibility to all aspects of physical activity. It will explore
definitions and models of disability alongside identifying strategies for facilitating engagement and
participation of disabled people in physical activity.
MODELS OF DISABILITY:
Bee and Boyd (2006) suggest interpreting issues of disability and inclusion can be both complex and
diverse. They encompass a range of issues related to the tensions and challenges of approaches to
supporting disabled people to access physical activity. According to Cameron and Murphy (2007),
individuals with a disability lie upon a continuum in which there is often no clear cut distinction
between those who need additional intervention and those who do not. Conceptualising differences
of disability upon a continuum is therefore complicated and fraught with difficulties due to the many
contrasting, and often opposing views as to what counts as a disability (Dyson and Millward 2000) and more importantly how (if at all) these relate to physical disability.
The World Health Organisation (WHO) (2009) suggest 'disability is a complex phenomenon,
reflecting an interaction between features of a person's body and features of the society in which he
or she lives'. As such Burchardt, (2004) suggests that 'social models of disability' note systemic
barriers, negative attitudes and exclusion by society (whether intentionally or unintentionally) are
the central factors in defining who is disabled or not. Additionally, according to Reindal, (2008)
whilst some people have physical, sensory, intellectual, or psychological variants which may cause
individual functional limitation or impairments, these do not have to lead to disability. Reiser and
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Mason (1990) note therefore that 'social models of disability' do not deny that some individual
differences lead to limitations but rather that these are not the cause of individuals being excluded.
INCLUSION IN PHYSICAL ACTIVITY FOR DISABLED PEOPLE
Inclusion in physical disability must focus upon individuals with disabilities unique needs and their
personal potential must be a key feature throughout all aspects of any definitions and
interpretations. In doing so, this will avoid any misunderstandings of quantifying achievement of
physical disability and/or attempts to establish baselines that are universally applied. In adopting
such an approach this upholds the notion of the individual uniqueness of human beings and how
they develop as embodied individuals (Whitehead 2007) within particular environmental contexts.
Thus, how individuals with disability interpret and develop their physical disability will be specific to
them - and at a pace and level that meets their specific needs (Wright and Sugden 1999). This is in
contrast to any attempts to measure any aspect of physical disability against any standardised
notions and expectations aligned to non disabled people.
LEARNING TO MOVE - MOVING TO LEARN:
According to Sugden and Wright (1998) individuals with disabilities like their non-disabled peers
need to experience physical movement, learning and development in a wide range of activities and
environments. The rationale for supporting the development of disabled people's fundamental
movement patterns is twofold: Firstly for individuals own physical development; and secondly it is
an essential aspect of social, emotional, intellectual and cognitive development.
For children and adults with a disability, opportunities to access physical activity enhances fitness,
fosters growth and development, and helps teach them about their world. Indeed, there is
considerable awareness (Vickerman 2007, Whitehead and Murdoch 2006) of the contribution PE
lessons have on the physical, social, emotional and intellectual development of children with a
disability. However, PE has an even greater role to play in the overall growth and development of
children becoming physically active. As such the relevance and importance of learning through
physical activity cannot be over stated. In relation to PE, Sugden and Henderson (1994) suggest
therefore the need to modify and adapt their practices to cater for individual disabled people's
needs which incorporate teachers being aware of facilitating a diverse range of movement
approaches.
In addressing this issue Seaman and Depauw (1989) suggest physical disability should be considered
as a universal developmental process that is inclusive of (dis)ability. They argue developmental
approaches to physical disability should employ a myriad of methods and techniques in
predetermined and systematic ways to facilitate growth and development among individuals with
'performance disorders'. In adopting such an approach, disabled individuals may approximate the
norm and achieve their maximum potential through which the universality of physical disability must
examine and take issue with 'normal' embodied experiences. In applying such methods this allows
for recognition of the individual as a unique embodied learner alongside identifying foundations for
understanding causes of 'atypical' (or unique) natural sequences of performance. Such personalised
approaches to physical disability and embodiment are therefore defined as 'non-categorical'; and
inclusive of the full diversity of disabled people's needs.
Another important point to consider in any discussion on ranges of disability though is that
according to Sugden and Wright (1998) not all will have difficulties. A child with emotional
behavioural difficulties for example could excel in physical activity or a child with learning difficulties
may be an excellent swimmer. Consequently, we should not assume that disability equals difficulty
in physical disability. In saying that though, disabilities generally do pose challenges for PE teachers
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and physical coaches and this is where having an open mind, high expectations and a willingness to
adapt practices are critical to success or otherwise.
Many disabilities can lead to a lack of confidence in managing their body/embodied dimension
which in turn leads to difficulties (See Weiss and Haber 1999) in gaining positive experiences and
being motivated to engage with physical activity (Wellard 2006). This is where PE teachers and
coaches are vital to the process of ensuring individuals with a disability do not feel they are being
limited in their activity experiences. It is also important that physical disability for individuals with a
disability are not seen purely in a 'physical context' as many activities according to Sugden and
Wright (1998b) present additional opportunities to develop social skills that can lead to a free
independent life that is relevant, real, pleasurable and creative. An exciting activity programme can
stimulate and motivate individuals who in turn are less likely to become frustrated or emotionally
disturbed and consequently they should be given every opportunity and encouraged to use these to
the best of their ability.
The aims of physical activity for individuals with a disability are no different to those of any other
person. They are entitled to a broad, balanced, progressive, differentiated and relevant programme
of activities. Clearly, some will have greater difficulties than others in terms of active participation
but it is important that provision be made for their inclusion alongside their non-disabled peers. It is
also important that should it be necessary for an activity or equipment to be modified or substituted
it maintains its integrity and in no way is presented as a tokenistic gesture. Individuals with a
disability by their very nature possess a wide range of personal and specific needs which have
enormous complexity and diversity. To offer a comprehensive PE and/or physical activity
programme that caters for such diversity may present considerable challenges for teachers and
coaches. However, the skills that are learned and experienced by disabled individuals will support
them and carry them forward throughout their life (Kasser and Lytle 2005) whilst assisting them
towards active and worthwhile roles within society.
THE RELATIONSHIP OF PHYSICAL DISABILITY TO PHYSICAL EDUCATION:
According to Talbot (1993) (cited in Whitehead and Murdoch (2006) PE aims to systematically
develop physical competence so that children can move efficiently, effectively and safely. Children
should progress from simple exploratory movements and performances by steadily increasing
competence, control, co-ordination and spatial awareness via a range of movement skills. Children
should also be able to refine, extend and perform skills with improved accuracy and consistency. In
relation to individuals with a disability Wright and Sugden (1999) suggest the goals of PE should be
the same and as such the development of physical disability should be an attribute that is open to
everyone. Naturally, in order to fulfil this it will have implications for the way in which PE is taught
and how children are supported in their learning and development in order to accommodate their
individual needs.In meeting the needs of those with a disability, physical disability should be
considered as a universal concept that relates to every human being. It is important to acknowledge
all individuals have the potential to grow and develop if appropriate environments and support are
provided (Vickerman 2007). Thus, whilst physical disability has fundamental principles, these should
be interpreted facilitated and demonstrated in different ways dependent on individuals lived
experiences. Whitehead (2001, 2007) suggests the capacity to be physically active should therefore
be characterised by a person's unique motile potential and embodiment through which difference
and diversity is celebrated as a strength and opportunity for all to access activity in ways and levels
that are appropriate to their particular contexts.
EXPERIENCES BEYOND PE
Whilst it is important to note physical disability is a fundamental component of PE, it also has a much
broader remit than just school contexts (Bailey 2005). Physical disability is an issue for all individuals
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whatever stage of life course they are at. As such Aitchinson (2003) argue a significant goal would be
to ensure individuals with a disability develop the motivation to engage in physical activity that is
premised upon enhanced self confidence and self realisation that all can experience success in
progressing towards becoming physically active throughout their lives. Indeed the World Health
Organisation (WHO) (1997) actively promotes health, well-being and physical activity amongst the
full diversity of society. The WHO suggest physical activity is an essential component of everyday life
and appears to be the single, most effective means whereby individuals can influence health and
functional ability including those with disabilities. Thus being physically active is important to all
individuals including those with a disability. Furthermore, with the development of the paralympic
games more and more disabled sportsmen and women are becoming recognised for their excellence
in sport as well as providing positive role models for others.
BARRIERS AND MODELS OF PARTICIPATION:
Barriers to individuals with disabilities becoming physical active have been subject to significant
debate by authors such as Fredrickson and Cline (2002), Crawford et al (2008), Nancy et al (2008)
and Reindal (2008). In acknowledgement of varying models of disability, Fredrickson and Cline
(2002) suggest a combination of individual differences; environmental demands and interactional
analyses have contributed to differing perspectives on inclusion (Ballard 1997).
Individual models of inclusion consider barriers to becoming physical active as being owned by the
disabled individual. Thus, barriers to learning and development in physical activity are created by the
diversity of individual's disabilities (Reiser and Mason 1990) and the challenges these create rather
than attributing exclusion or isolation to the environment such as restrictions applied by physical
activity coaches or PE teachers. Thus individual models perceive a person's disability as main the
barrier to becoming physically active alongside lack of attempts to accommodate these by
maintaining existing structures and systems.
Burchardt (2004) in contrast suggests environmental models adopt situation, rather than person
centred foci to supporting inclusive physical disability. Cole (2008) suggests barriers to learning and
access to high quality physical activity can only be defined in terms of relationships between what an
individual can do, and what a PE teacher or physical activity coach must do to enable success in any
given environment. Thus, the limiting factor for any individual with a disability being able to
physically develop rests with adopting flexible approaches rather than expecting people to fit into
existing structures. Thus, barriers to physical disability are considered to be created by the
environments lack of flexibility rather than any 'deficit' an individual may bring to the activity as a
result of their disability. As such, PE teachers and physical activity coaches play a significant role in
facilitating and/or constraining individual's abilities to become physically active.
In drawing the similarities and differences of individual and environmental models of disability
together, interactional models note impossibility in separating the learning and physical
competencies from the environment within which they live and function. Thus models of causation
and location of barriers to physical disability can be seen as a combination of complex interactions
between the strengths and weaknesses of individuals, levels of support available, and the
appropriateness of activities being provided. Thus neither environmental, nor individual models
exclusively describe the reality of inclusive physical disability. Rather, the central factor in supporting
unique embodied experiences should be premised upon concern for high quality physically active
experiences (See Rink and Hall, 2008), alongside the ability of PE teachers and physical activity
coaches to be equipped with the necessary knowledge, skills and understanding to support a wide
range of individual needs.
STRATEGIES FOR SUPPORTING PHYSICAL DISABILITY FOR INDIVIDUALS WITH A DISABILITY:
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In order to maximise opportunities to support the development of physical disability it is important
this is premised on addressing individual needs. Strategies to support physical disability should be
clearly planned, focused, and have a clear purpose of offering opportunities to experience success
and satisfaction. According to Mouratidis et al (2008) time should also be built into activities to allow
for repetition and raising self esteem of disabled individuals as embodied learners.
PE teachers and physical activity coaches also need to be sensitive to individuals with disabilities
specific needs whilst being non-judgemental and ready to recognise both effort and success. The
United Kingdom (UK) National Curriculum (Qualification Curriculum Authority, 2007) has set out
strategies which exemplify how this can be achieved through the principles of:
Setting suitable learning challenges: Here PE teachers and physical activity coaches should reflect the
diversity of physical disability by developing different objectives based upon individual needs. A child
who has a learning difficulty for example may find it difficult to verbalise a movement vocabulary but
they may be able to demonstrate competence through physical demonstration. In contrast a
physically disabled child may struggle to demonstrate a particular skill set and/or activity but may be
able to demonstrate verbal competence of what physical disability means for them. (See Vickerman,
2007). In setting suitable learning challenges, teachers and physical activity coaches can ensure
individuals with disabilities are stretched and challenged to progress and achieve at a level and pace
that meets their unique needs.
Responding to the diverse needs of pupils: This leads to the second requirement on those facilitating
physical disability to acknowledge difference and diversity whilst embracing interactional models of
disability (Fredrickson and Cline 2002, Reiser and Mason 1990) which seek to recognise the
uniqueness of each individual and as such modify activities as required. Thus, universal approaches
are not going to be appropriate to individuals with disabilities - rather acceptance and celebration of
difference and diversity is central to fostering positive experiences of physical activity (See Coates
and Vickerman 2008).
Differentiating assessment and learning to meet individual needs of pupils: If difference and diversity
is to be accepted by PE teachers and physical activity coaches this involves recognition that
individuals with disabilities are all on a continuum of learning and as such alternative methods of
charting progress which maximise opportunities for to demonstrate physical disability should be
facilitated. If different learning challenges are offered to support physical disability, then alternative
methods of demonstrating competence should also be facilitated which reflect different stages of
development and interpretation that individuals are at.
Consequently, in modifying and adapting physical disability practices as suggested through the three
principles above, any barriers or lack of success rest with PE teachers and physical activity coaches
rather than any 'deficit' of individuals with a disability. It is essential therefore we start from the
premise that everyone can learn and develop if the right opportunities are provided for them.
Sugden and Keogh (1990) support this view particularly well in suggesting movement outcomes are
determined by the interrelationship of three interacting variables of:
Thus individuals with a disability bring to any movement situation a set of resources which are in the
equation for becoming physically active. PE teachers and physical activity coaches need to therefore
ensure selection and breakdown of tasks are appropriate in order to maximise success and
achievement. Finally, the environmental context can make or break success so this requires
establishment of environments that are conducive to learning. In attempting to identify key
principles which promote development of physical disability many authors such as Fitzgerald (2005),
Whitehead (2001), and Whitehead and Murdoch (2006) have suggested strategies and models of
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inclusion all with the intention of supporting the unique needs of individuals with a disability. In
drawing this diversity together there are three common factors which re-occur and include: In
supporting progression in physical disability PE teachers and physical activity coaches should
consider how they can address the inter-related variables identified by Sugden and Keogh (1990)
alongside the learning and teaching methods noted above. These factors will now be discussed in
relation to how they can assist individuals with a disability to become proficient in 'learning to move
and moving to learn'.
THE LEARNING PROCESS FOR INDIVIDUALS WITH DISABILITY:
The World Health Organisation (WHO) (2009) suggest 'disability is a complex phenomenon,
reflecting an interaction between features of a person's body and features of the society in which he
or she lives.' The WHO (2009) suggests the term 'disability' is an umbrella term that encompasses
impairments, activity limitations and participation restrictions. They suggest 'impairment' is a
problem in body function or structure; whereas an 'activity limitation' refers to difficulties
encountered by an individual in executing a task or action. Finally, the WHO (2009) refers to
'participation restriction' as a problem experienced by an individual through involvement in life
situations.
In examining these interpretations, Sugden and Keogh (1990) suggest when learning a new task the
first operation on the path towards physical disability is to develop an understanding of the skill. An
essential aspect of this is for primary PE teachers to appreciate the unique movement patterns of
individuals with disabilities then create strategies to maximise learning and development. Central to
this process is helping individuals understand what is demanded of them along with an appreciation
by teachers and coaches to provide physical, social, emotional and intellectual support in order for
them to meet that demand. This is a critical aspect of the learning process and one that is often
overlooked. Consequently, during this part of the learning process it is vital demonstrations,
instructions and explanations are provided that offer clarity to situations that are being presented.
The second aspect of the learning process involves acquiring and refining skills whereby individuals
know what to do to engage with the physical process of learning and development. During this
aspect of learning PE teachers need to guide individuals with any refinement and correction of
techniques that may be required. As a primary PE teacher, observational skills are vital here in order
to provide immediate and constructive feedback whilst also recognising the unique movement
patterns of individuals with disabilities. Thus movement patterns that are observed will be unique to
individuals and it is vital PE teachers and/or physical activity coaches are cautious in expecting
'standardised' outcomes.
The third phase of moving towards becoming physically active involves individuals with a disability
automatising these skills. This is where they become increasingly competent and physically active
whilst performing without paying too much attention to it. Another aspect which permeates across
all stages is generalising the skill involving using the skills learned to date to support with any new
skills that are presented to them. Whilst these skills overlap with each other it is often not useful to
try to make definitive distinctions at this stage due to the unique movement patterns displayed by
individuals with a disability. Thus PE teachers and physical activity coaches need to adopt flexible
strategies to facilitate increasing proficiency in physical disability, whilst also being cautious in
encouraging standardised movement patterns.
It is often the case that individuals with a disability are classified according to the severity of their
particular conditions, however whilst this can appear to be logical in the first case, it is not the most
useful or productive manner in which to progress forward. For example there are some individuals
with complex physical conditions that only require minimal adaptations, whilst others with fewer
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and less complex need that require significant intervention. Indeed, the need to adopt interactional
approaches to disability by PE teachers and physical activity coaches is essential in order to construct
physical disability experiences around the individual, rather than expecting them to fit into preexisting environmental contexts.
CONCLUSION:
This ruff guide provides an overview and context to the term disability and its relationship to adults
and young people who are engaging in physical activity. The guide has set out to recognise that
'social models of disability' take as the fundamental standpoint society's rights and responsibilities to
modify and adapt activities in order to ensure disabled people have equal access and entitlement. It
is hoped that the models and strategies discussed within this guide will provide a basis for
considering what you consider to be the most effective strategy for inclusive physical activity.
References:
Aitchinson, C, (2003), From Leisure and Disability to Disability Leisure: Developing Data, Definitions
and Discourses, Disability and Society Vol 18, 7, pg 955- 969
Bailey, R, (2005), Evaluating the Relationship between Physical Education, Physical activity and Social
Inclusion, Educational Review, Vol. 57, 1, pg 71-90
Ballard (1997), Researching Disability and Inclusive Education: Participation, Construction and
Interpretation, International Journal of Inclusive Education, Vol. , 3, pg 243-256
Bee, H; Boyd, D, (2006), The Developing Child (International Edition), London, Pearson
Booth, T; Ainscow, M; Dyson, A, (1998), England: Inclusion and Exclusion, in a Competitive System, in
Booth, T ; Ainscow, M, (eds), From Them to Us : An International Study of Inclusion in England,
London, Routledge
Burchardt, T, (2004), Capabilities and Disability: The Capabilities Framework and the Social Model of
Disability, Disability and Society, Vol. 19, 7, pg 735-751
Cameron, l; Murphy, J, (2007), Obtaining Consent to Participate in Research: Issues Involved in
Including People with a Range of Learning and Communication Disabilities, British Journal of
Learning disabilities, Vol 35, 2, pg 113 - 120
Coates, J; Vickerman, P; (2008), Let the Children have their say: Children with Special Educational
Needs Experiences of Physical Education - A Review, Support for Learning, Vol. 23, 4, pg 168-175
Cole, R, (2008), Educating Everybody's Children: Diverse Strategies for Diverse Learners, Association
for
Supervision
and
Curriculum
Development,
Google
Books,
http://books.google.co.uk/books?id=ixmW-porsOAC
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A STUDY MEASURING
INTERRELATIONSHIP BETWEEN
EARNINGS AND DIVIDEND
*DR. MANOJ SHAH
** AVANI SHAH
*Associate Professor, School of Commerce & Management,Dr Babasaheb Ambedkar open University, Ahmedabad
** Assistant Profesor, National College of Commerce, Ahmedabad
KEYWORDS: DIVIDEND POLICY, DIVIDENDS AND EARNINGS.
SUBJECT : COMMERCE
ABSTRACT
Companies earning plays an important role while deciding dividend policy which has significant
effect on credit standing of the firm, its share prices and future growth. The objects of the study are
to know the relationship between Earnings per share and Dividends per share and stability of
dividend policy. The companies used under study are SUN PHARMA, DR REDDY LABORATORIES and
CIPLA LTD. Mainly secondary data is used for study analysis from 2009 to 2013 and graphical method
is used to test the relationship between dividend payouts and earnings and dividend behavior of the
firm. The finding of the study reveals that there is relationship between dividend per share and
earning per share since the companies have given either stable or increased dividends by following
stable dividend policies.
1.1 INTRODUCTION
Companies earning plays an important role while deciding dividend policy which has significant
effect on credit standing of the firm, its share prices and future growth.The valuation of any
company depends on its earnings. Shareholders are supposed to be the owner of the company and
expect to get the rewardof it.
It is the duty of the management to satisfy the shareholders by offering them a fair return on their
investment in the form of the dividend.Majority of the shareholdersexpect a high and quick returns
on their investment and it is a commitment on the part of the management to ensure the financial
stability of the corporation and to makethe corporation financially sound.
1.2OBJECTIVES OF THE STUDY
1) To identify the relationship between Earnings per share and Dividends per share.
2) To identify the stability regarding dividend policies of selected companies.
1.3 HYPOTHESIS
H0: There is no relationship between earnings per share and dividend per share.
H1 : There is relationship between earnings per share and dividend per share.
1.4 SOURCES,NATURE AND SCOPE OF THE DATA:Data used in this study are mainly from the secondary sources and from the annual reports of the
companies.A sample of three firms is taken for study for the period 2009 to 2013.
1.5 SCOPE OF THE STUDY AND METHODOLOGY USED
To test the above mentioned hypothesis of dividend policy and to understand the dividend behavior
of the firms under study graphical methodshave been used.
1.6LIMITATIONS OF THE STUDY
The study suffers from the following limitations.
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1) The data analyzed is small.The study has been conducted by taking data of only 3 companies for a
period of 5 years and historical trends are drawn on the basis of thesefindings.Based on this,the
dividend policy is analyzed.However 5years time period is very short and the number of companies
taken for the purpose of study is too small.
2) Thedividend policy of only one sector i.e.the pharmaceutical sector has been studied-A
comprehensive study of dividend policy requires sector wise analysis of dividend policies of various
companies.
1.7 LITERATURE REVIEW

Dobrovolsky made a study of dividend in the manufacturing sector. He found that the net
income as a main determinant of retained income and he estimated the retained income equation
and converted it to establish a relationship between dividend and net income.
S. P. Dobrovolsky 1951

Lintner John states that “Dividend represent primary and active decision variable” whole
retained earnings are “largely a by-product of dividend action taken in terms of well established
practices and policies”.
Lintner John 1956

Britain John tried to examine the effect of tax on dividend and argued that cash flow (Profit
plus depreciation) was more appropriate variable to represent capacity to pay.
Britain John A. 1966

Kumar S. and Khurana P. K. in the study made by them on determinants of dividend
policy in chemical industry in India reveals that both dividend and retained earnings decision
variables are of equal importance in financial management. Most of the companies under the
study followed target payout dividend policy and paid stable dividend to their shareholders.
Kumar S. And Khurana P. K. , 1979

Dr. Rita Sharma, in her study made an attempt to develop a theoretical framework to
approach dividend problem and identify whether shareholders and management accord same
importance to dividend and retained earnings. It was found that retained earnings were always
given more importance.
Dr. Rita Sharma
1.8 GLOBAL SCENARIO
Global pharmaceutical industry has been growing at a rapid rate.Though there are thousands of
pharmaceutical companies,about 50 of them controls two third of the global pharmaceuticalmarket.
Among them U.S.is the largest market for pharmaceuticals,accounting for overall one-third of global
sales.
1.9 INDIAN SCENARIO
The Indian pharmaceutical industry,the largest in terms of number of companies andhaving an 8%
share in the global pharmaceutical market,has been growing at a rapid rate during the last 5 years.At
the time of independence in the 1950s,there was virtually little or no manufacturing activity in the
country,the large multinational companies engaged mainly in trading.Multinational Pharma
companies held a market share of more than 75% prior to the introduction of the policy guidelines in
the 70s.
Indian pharmaceutical industry has evolved significantly in the last 50 years since
independence.The year 1970 particularly proved to be a revolutionary year for the Indian Pharma
industry.
1.10 DIVIDENDS AND EARNINGS
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A number of studies have been under taken in the past in an attempt to examine the relationship
between dividends and earnings.Lintner's model1 suggests dividend payment depend on current
earningsand past earnings.Researchers have examined dividend changes by corporations and found
that they are positively correlated with subsequent earning changes-Healey and
Palepu2,(1988);Aharony and Daton3(1994) also found that dividend changes are positively correlated
with subsequent unexpected earnings.Using data from 1025 US companies Benzartzis,Michaely R
and Thaler R4 found thatwhen there is a rise in dividends there is a significant drift upwards in
earnings over the next three years and concluded that dividendincreases indicate past successes,
and that dividend increases signal that the current earnings increases is permanent.
The dividend announcement provides to shareholders information about current earnings upon
which their estimation of the firm's future(expected) earnings is based.5
1)Lintner J., 1956, “ Distribution of incomes of corporations among dividends retained earnings and
taxes”, American Economic Review,46,May 1956,97-113
2) Healey, Paul M., and Palepu, Krishna G. “ Earnings and information conveyed by Dividend
Initiations And Omissions.” Journal of Financial Economics 21,1988,p .149-175.
3) J. Aharony and A. Dotan, “ Regular Dividend Announcement ands and Future Unexpected
Earnings: An Empirical Analysis”, The Financial Review, 29, February 1994,p. 125-151.
4) Benzartzi S Michaely R and Thaler R, ‘Do changes in dividends signal the future or the past ?’
Journal of finance July 1997 52(3), p.1007.
5) Miller, Merton, and Kevin Rock, “ Dividend Policy Under Asymmetric Information,” Journal of
Finance, vol 40, September 1985, p.1031-1051.
1.11 DIVIDENDS AND EARNINGS:-A STUDY OF INTERRELATIONSHIPS
(EARNING PER SHARE AND DIVIDEND PER SHARE)
A fundamental comparison of the earnings per share and dividends per share of the sample
companies has been made to examine the interrelationship between the two:
1)
SUN PHARMA
YEAR
2009 2010 2011 2012 2013
DPS (RS) 13.75 13.75 3.50 4.25 5
EPS (RS) 61.09 43.39 13.36 16.39 4.99
2)
DR REDDY LABORATORIES
YEAR
2009 2010 2011 2012 2013
DPS (RS) 6.25 11.25 11.25 13.75 15
EPS (RS) 33.29 50.11 52.78 53.81 74.51
3)
CIPLA LTD
YEAR
2009 2010 2011 2012 2013
DPS (RS) 2
2
EPS (RS)
13.47 11.96 14
9.99
2.80
2
2
18.77
Table showing interrelationship between EPS and DPS
SUN PHARMA LTD
100.00
0.00
2009
2010
DPS (RS)
2011
2012
2013
EPS (RS)
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DR REDDY LABORATORIES LTD
100.00
50.00
0.00
2009
2010
2011
DPS (RS)
2012
2013
EPS (RS)
CIPLA LTD
30.00
25.00
20.00
15.00
10.00
5.00
0.00
2009
2010
DPS (RS)
2011
2012
2013
EPS (RS)
Graph showing interrelationship between EPS and DPS
1.12 ANALYSIS OF THE STUDY:
It can be observed from above graph of SUN PHARMA, that for the period 2009 to 2013 there is
positive relationship between companies earning per share and dividend per share. Inspite of
decrease in EPS from 61.09 Rs. to 4.99 Rs, firm continue to provide dividend and thereby
maintaining stability.
For Dr Reddy Laboratories, for the time duration from 2009 to 2013, with the increase in EPS from
33.29/- Rs. to 74.51/- Rs, there is remarkable increase in DPS from 6.25/-Rs. to 15/- Rs. , thereby
proving the stability of company.
Similarly for Cipla Ltd, for the time duration from 2009 to 2013, with the increase in EPS from 9.99/Rs. to 18.77/- Rs, company continues to provide consistent and stable dividend per share. Here it is
found that even though the Earning per share for the company is increasing, company continues to
provide stable dividend. This is because the management might not have felt confident that it would
be able to maintain such a high level of earning and thereby maintain the increase in DPS, and that is
why the level of rise in dividends has become stable inspite of increase in EPS.
1.13FINDINGS:
The companies have tried to maintain stable dividends irrespective of high variations in earnings.
Dividends of selected companies, however do track changes in earnings but this change is gradual,
maybe because dividend increases are generally made if the management is confident of a
permanent increase in earnings.
The study reveals that though dividend do not react quickly to negative shocks in earnings, a
significant positive change in earnings is generally followed by with an increase in dividends for the
companies selected.
Under certain scenario’s, no relationship is observed between dividends and earnings, but these
changes in earnings must have been transitory. It cannot be stated that no relationship exists
between permanent earnings and dividend changes, as a permanent shift. Hence the relationship
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between earnings and dividends is positive. H0= There is no relationship between earnings and
dividends……….is not accepted.
1.14 SUGGESTION:
Companies should tried to maintain stable dividends irrespective of high variations in earnings.
1.15CONCLUSIONS:
Theresults of the study have provided some interesting insights regarding dividend policy
and earning behavior. The companies selected are observed to have continuous dividend payment
records, and a general trend observed is that the dividends have either remained constant or
increased; instances of decline in dividends have been very rare. Variations in dividends per share
have lagged behind variations in earnings per share as the companies have tried to follow a stable
dividend policy.
REFERENCES:

M.Y. Khan & P.K. Jain, Financial Management (Text & Problems), Tata Mcgraw Hill Publishing
Co. Ltd., Fifth reprint 1995, Page No. 543.

T.S. Grewal, Sultanchand & Co. Ltd. 1982 Page No. 544.

C. R. Kothari , Research Methodology, methods and techniques, new age international
publishers.

Advanced Auditing, C.A. Final Module.

www.moneycontrol.com
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Role of RBI and Commercial
Banks
In Education of india
SONERI SURESHKUMAR JAYESHBHAI
LECTURER, VIDYANAGARI M.ED. COLLEGE-HIMMATNAGAR
KEYWORDS:
SUBJECT : EDUCATION
Now, I would like to dwell upon the role played by Reserve Bank of India (RBI) and the banking
system in India in strengthening education system. Realizing the importance of education for the
economic development and the overall living standards, the RBI is involved in formulating
progressive and proactive policy guidelines for lending to education by the banking system.

The RBI, in view of the importance of education and the need to bring more students under
the category of ‘education loans’, has classified such loans and advances granted to individuals for
educational purposes up to Rs. 10 lakh for studies in India and Rs. 20 lakh for studies abroad, under
‘priority sector’.

In June 2004, the scope of definition of ‘infrastructure lending’ was expanded to include
construction of educational institutions. Accordingly, schools and colleges can now avail bank
finance for improving their infrastructure. The available figures (covering about 63 per cent of banks
under the category of ‘infrastructure’), indicate the share of outstanding loans to educational
institutions in the total infrastructure lending of commercial banks was 1.5 per cent for end-March
2011.

RBI has been liberalizing foreign exchange rules for acquiring education from institutions
abroad. A student can draw foreign exchange equivalent to USD 10,000 under private visit quota at
the time of going abroad. The limit of USD 30,000 for education abroad on declaration basis was
enhanced to USD 1,00,000 since July 17, 2003. In addition, a student can also draw foreign exchange
equivalent to USD 2,00,000 for education purposes under liberalized remittance scheme before
leaving the country i.e. before he/she gains the status of non-resident. Students can avail loan from
a bank abroad for study purposes on the basis of counter guarantee given by an Indian Bank under
approval route.

With a view to facilitate banks, the Indian Banks’ Association has brought out a model
scheme for educational loan in the year 2001 which was again revised in January 2010 and got
circulated to all member banks for implementation. This would facilitate economically weaker
sections of the society to avail educational loans from scheduled banks with modified easier norms.
In recent years, there has been a remarkable spurt in the disbursal of educational loans by
commercial banks. The educational loans outstanding amounted to Rs.27,709 crore as at end March
2009 which increased to up to Rs.42,808 crore as at end-March 2011 (Table 2).
Table 2: Educational Loan of Scheduled Commercial Banks
Particulars
Mar-09 Mar-10
Mar-11
Amount Outstanding ( in Rs Crore)
27709.5 36359.7
42808.1
No of Accounts (In Lakh)
16.3
19.7
22.8

We have nominated a nodal officer at the Central office of the RBI for the purpose of all
educational loan issues/grievances.

Apart from policy formulation, as an institution also, RBI undertakes activities to educate
students relating to central banking, banking and financial system. Illustratively, to educate young
scholars, a scheme has been introduced in which every year RBI selects a good number of scholars
from different region of the country. In addition, RBI has set up research and training institution for
banking technology.
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Way forward
Innovations required
The challenge of educating millions of young people implies that we need to scale up our ducational
efforts multi-fold despite having the largest number of higher education institutes in the world. Mr
Shantanu Prakash has established one more institute today but we need to create many more such
centres. Scaling up is not possible unless the students become successful, create value in the society
and contribute back to their alma-mater or, better still, start new institutes of global standards
themselves.
The curriculum of some of the colleges/universities is more or less obsolete and do not equip
students with the necessary skills or impart latest knowledge. If a student passes out of a chosen
course, he or she should be employable as a work force. Unfortunately, given the phenomenal share
of lack of technical knowledge in the courses of education, students are found wanting in the desired
skills and technical soundness. To address this issue, we may think of strengthening the vocational
streams in schools/colleges. I urge the universities/schools/colleges to regularly revisit their
curriculum by involving experts from different fields so that the curriculum can lead to knowledge
development. Further, why can we not use the available infrastructure more intensely? For instance,
why cannot a second stream of courses, say vocational, be run in the evening/night so that the
available /created infrastructure is better utilized.
Teachers are the most important factors for any innovative society because teachers’ knowledge
and skills not only enhance quality and efficacy of education, but also improve the potential for
research and innovation. Given the higher level of GER to be achieved by 2020, a large number of
teachers would be required to educate the growing young population. Maybe, students could be
used as teachers, especially good students coming from lower income groups so that they can be
partly be compensated. Further, barring some leading schools/universities/autonomous educational
institutions, many of the teachers of colleges/universities need to hone their skills/talent. There is a
need to encourage teachers to participate by presenting research papers in
seminars/workshops/conferences and receive periodic trainings for updation of knowledge/skills. It
is equally important that a feedback mechanism from students is introduced in universities/colleges
to assess and evaluate teachers’ role in the institutional developmental process.
QUALITY OF EDUCATION
Given that we need to compete globally in the 21st century, our education system should adopt
certain benchmarking techniques for improving instruction models and administrative procedures in
universities/colleges to move forward. I suggest that we need a thorough study and evaluation of
models implemented elsewhere and work out strategies to adopt such models in our system.
Benchmarking in my opinion would provide benefits to our education system in terms of
reengineering, setting right objectives, etc.
The country is showing consistency in economic growth pattern, leading the world in terms of
information and technology, modernization various economic activities and pushing for higher share
of industries and services sectors of the economy but there is one area which needs reform is
‘education system’. While it is true that some investments are taking place in the country’s higher
education system, we are yet to establish world class research facilities, recruiting profound
academicians in universities/colleges/research institutions, etc. to sustain and forge lead in
economic development. It is important to understand that countries like China, Singapore, South
Korea, etc. are moving fast in investing in education system. Therefore, it is imperative that our
educational institutions are equipped with the desired quality and standards which are essentials for
transforming the younger workforce into productive ones. Needless to reiterate that in the higher
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education system focus on use of technology for effective learning by students also need to be
encouraged to have cutting edge over our competitors in the globalised world.
MAKING EDUCATION AFFORDABLE
In India, if education has to reach all deserving students, it should be made affordable. The fee
structure in Government owned/sponsored institutions is inexpensive in India. However, in some
private sector institutions, which have the freedom to prescribe fee structure and despite broad
guidelines from certain state governments, fees are beyond the capacity of poor and deserving
students. Ideally, the fee structure should vary for such economically weaker students. I would urge
the educators to keep in mind that education should not become prohibitively expensive and ensure
that no deserving candidate is denied admission just for the fact that he or she does not possess the
necessary financial resources.
ETHICS IN EDUCATION
In my opinion, the most important objective of any educational institution is to equip the students
with ethical values besides imparting knowledge and skills. Today, I find that this basic human quality
is slowly eroding. Illustratively, while the RBI as well as Government of India is formulating
progressive policies to ensure funds do not pose a major problem for education, I observe some
disturbing trend in respect of repayment of loans by students. It may be noted if the loans are not
repaid after it falls due, the non-performing assets of banks will increase and in the process, banks
are likely to be skeptical in sanctioning educational loans. It is, therefore, important that the
repayment schedules are adhered to by those students who have taken loans. It is understood that
to encourage banks to give educational loans to all deserving students, the Government is looking
into the issue of setting up of a system of insuring educational loans. To reduce default of education
loans, I strongly feel that the School Alumni Association of students can become active in inculcating
ethics and values among students. They can provide the required synergies and linkages in
addressing challenges relating to non-payment of outstanding education loans.
In the same coin, as education has to be made affordable to all deserving and poor students, there is
a strong need for educational institutions not to over-commercialize education but to uphold ethics
in the business of education as well. It is not anyone’s case that the business has to be run
unprofitably but the business must be carried out with ethical values for sustenance of educational
institutions. Over exploitation should be avoided. Profit cannot be the sole motive for undertaking
this business. It must be driven by an unflinching commitment to society which in turn will benefit
the business in the long run.
CONCLUSION
To sum up, we need to recognize that the knowledge, skills and productivity of our growing young
and dynamic work force forms the backbone of our economy. To reap the benefits of such a young
work force, we need to implement the reforms in the education system and also bring forth new
factors of production, namely knowledge, skills and technology which have the ability to unleash the
productive frontiers of the economy in the most efficient and dynamic way. Besides, taking a leaf
from the western hemisphere, India should try to become ‘knowledge economy’ to promote
inclusive growth. I, therefore, would like underline three major areas to be focused to ensure that
our education system is sustainable and meets global standards:
i.
Quality of Education – in terms of infrastructure, teachers, accreditation, etc.
ii.
Affordability of Education – ensuring poor and deserving students are not denied education.
iii.
Ethics in Education – avoiding over-commercialization of education system.
Let me take this opportunity to again wish JRE Group of Institutions in establishing JRE School of
Management which I am sure will play an important role in the 21st century in the Indian education
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system by providing world class education at an affordable cost to the young students and achieve
success in all frontiers of educational activities.
Thank you.
Annex 1
Gross Enrolment Ratio (GER) for Higher Education
Source: chinaeducenter.com, UNESCO Global Education Digest 2009; EY Analysis
Annex 2
Capacity Utilization
Source: Maharashtra DTE, AITCE; EY Analysis
Annex 3
Student-Teacher Ratio (2008)
Source: 'Higher Education in India', UGC Report, 2008; UNESCO Institute for Statistics 2010; EY
Analysis
1
Address by Dr K. C. Chakrabarty, Deputy Governor, RBI at JRE School of Management, Greater
Noida on August 5, 2011. Assistance provided by Shri S. Arunachalaramanan in preparation of this
address is gratefully acknowledged.
2
Ernst & Young – EDGE 2011 Report
3
C P Chandrasekhar and Jayati Ghosh, “ The Hindu Business Line” , 2006
4
Statistics of Higher Technical Education, 2008-09
5
Ernst & Young – EDGE 2011 Report
http://rbi.org.in/scripts/BS_SpeechesView.aspx?Id=588
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FINANCIAL MANAGEMENT
AND ITS SCOPE IN
BUSINESS
DR. CHETNABEN H KAKKAD
LECTURER IN,SMT. J.J.KUNDALIA COMMERCE COLLEGE, RAJKOT.
KEYWORDS:
SUBJECT : COMMERCE
ABSTRACT:
In the organizations Finance is the blood of life, without finance the formation,
establishment, production, functioning or operating of big, medium or small business enterprise is
not possible. Finance is defined as the art and science of managing money. The major areas of
finance are 1) financial services and 2) financial management. Financial Services consists the design
and delivery of products to individuals, business and government within the areas of financial
organizations, personal financial planning, investments, real estate, and so on. Financial
management is concerned with the duties of the financial managers in the business firm. The subject
of finance is traditionally classified into two classes
1) Public Finance and 2) Private Finance.
Public finance includes with the requirements, receipts, and disbursement of funds in the
government institutions like states, local self-governments and central governments. Whereas the
private finance concern with the requirements, receipts and disbursement of funds by the individual,
a business organization and non-business organization. The private finance from the above we can
once again classified into personal finance and business finance and finance of non-business
organization.
DEFINITIONS OF FINANCIAL MANAGEMENT:
Financial management refers to that part of the management activity which is concerned
with the planning and controlling of firm's financial resources. It deals with finding out various
sources for raising funds for the firm.
According to Soloman, 'Financial Management is concerned with the efficient use of
important economic resource, mainly, Capital Funds.' According to Prather & Wert, "Business
finance deals primarily with raising administering and disbursing funds by privately owned business
units operating in non-financial fields of industry."
Wheeler defines Business Finance as "that business activity which is concerned with the
acquisition and conservation of capital funds in meeting the financial needs and administering the
funds used in the business." According to Guthmann and Dougall, business finance can be broadly
defined as the activity concerned the planning, raising, controlling and administering the funds used
in the business. According to James C. Van Horne 'Financial Management is concerned with the
acquisition, financing, and management of assets with some overall goal in mind.'
OBJECTIVES OR GOALS OF FINANCIAL MANAGEMENT :
Financial management is concerned with procurement and employ of finances. Its main aim
is to use business finance is such a way that value or earnings of the firm's are maximized. There are
various another ways of using business funds. The organization should go through the pros and cons
of each alternative way of using these business funds before final selection. The financial
management provides a framework for selecting a proper course of action and deciding a viable
commercial strategy.
The following are the objectives of financial management.
Profit Maximization Wealth Maximization, and Other objectives.
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SCOPE OF FINANCIAL MANAGEMENT:
Financial management is concerned with gaining, proper employment or allocation of these
funds. It is an activity concerned with the planning, raising, controlling and administering the funds
used in the business. Hence the finance manager have to concentrate on the following areas of
finance function.
1.
To Know The Financial Requirements: The finance manager has to know what would be the
short term and long-term financial requirement of his business. For this he has to prepare financial
plan for present as well as for future. He should make correct estimate of finance for purchasing of
fixed assets and current assets. The estimate should be accurate otherwise it leads to either excess
of funds or insufficiency both these situations will have adverse impact on the profitability of an
organization.
2.
To Make Decision For Capital Structure: The capital structure concern with the composition
and proportion of different securities for raising funds. After deciding the approximation of financial
requirements for fixed and current assets of his business the finance manager must decide what
should be work of long-term funds like capital and debt ratio. Then he has to plan what should be its
amount by taking in to consideration the cost of funds. Similarly for short-term funds.
3.
Selection of Source of Finance: After selecting the capital structure the finance manager
must select the sources of finance by considering the cost of capital and availability of funds in the
market.
4.
Selection of pattern of investment: After procurement of funds, he has to decide the
pattern of investment. He should decide about which assets should be purchased among fixed assets
and which is the method of selecting the fixed assets or capital budgeting techniques to be used and
cost analysis etc.,
5.
Proper Cash Management: Proper cash management is another important task of finance
manager. He has to assets the cash requirement of the organization like for purchasing of raw
materials, making payment to the creditors, wages, rent and other day-today expenses. He must
identify the sources of raising cash like from cash sales, collection of debts, short-term loans from
banks and so on. The cash in an organization neither excess nor shortage. overload cash will increase
the idle funds in the organization, whereas lack of funds or cash will affect the creditworthiness of
the company, hence it should be adequate.
6.
Implementing Financial Controls: Well-organized financial management requires
implementation of some financial controls like ratio analysis, return on capital employed, return on
assets, budgetary control, break-even analysis, return of investment, internal audit etc., to evaluate
the performance of various financial policies of the organization.
7.
Proper use of surpluses: Proper use of profits or surpluses is also essential for the expansion
and diversification plans and also protecting the interests of shareholders. Issue of bonus shares or
plugging back of capital etc., will increase the value of the shares of the company hence thoughtful
utilization of these surpluses is very important.
CONCLUSION:
In this paper financial management describes as the activity which is concerned with the
planning and controlling of firm's financial resources. Financial management deals with to find out
various sources for raising funds for the firm. There are three objectives of Finance management like
Profit Maximization, Wealth Maximization, and Other objectives. This paper also focuses on scope of
Finance management like to know the Financial Requirements, To Make Decision For Capital
Structure. selection of source of Finance management, selection of pattern of Finance management,
Proper Cash Management, Implementing Financial Controls, proper use of Finance management,
Proper use of surpluses.
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
KEYWORDS:
SUBJECT : LANGUAGE
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