By Shankar Chatterjee

A great personality and freedom fighter once said, ‘What Bengal thinks today, India thinks tomorrow.’ Now, that sounds like a curse.
After 34 years of rule by the Left-front Government in West Bengal, industrial development suffered badly. One example I am citing out of many. “In the last three years (it means 2011,2012 & 2013), 90 large industries have closed down, including 26 jute mills and 28 tea gardens (Article by Sumit Mitra, The Economic Times, Aug 12, 2014).
Anyway, I visited WB for academic activities on a few occasions and came to know that, in general, the people are called ‘Bhadraloks,’ meaning thorough gentlemen. The ‘Bhadraloks’ with great hope, hype, and hoopla, changed the Leftist Government, and thus, the new Government has come to power, but from time to time, many leaders of the new ruling Government have proved that the State has been passing through awful days because of severe corruption. From time to time, different types of corruption have taken place in this State, which has penetrated deep roots. From the selection of teaching and non-teaching faculty in the schools, sand lifting, cattle sending to another country, coal scams, extortion (in Bengali called Tola Baji, which means earning easy money), etc., are now always in the news in the State. During Panchayat elections held in the State, unprecedented violence took place, including ballot boxes being found in the ponds. On the other hand, in recently concluded elections in different States, widespread violence didn’t occur, which the people of WB ( ‘Bhadraloks’)should learn and know. Further, it seems ‘goonda giri,’ ‘rowdyism,’ etc., have added another ‘feather’ to the so-called ‘culturally advanced State.’ Several journalists were reportedly among those attacked and injured as violence broke out in West Bengal when voting took place for elections to 108 municipalities across 20 districts.
On January 5, 2024, many criminals attacked ED officials and CRPF officials in the State because they went to investigate corruption, for which the State is always in the news. The attack on the ED officials and CRPF is highly deplorable and seems law and order have collapsed in the State. We all know Bengal was divided on religious lines, and lakhs of refugees came to the State because of religious persecution. So, the State is burdened with a huge number of refugees.
Anyway, I visited across the country in recent years because of academic work and observed many Bengalis settled in different places, including Secunderabad and Hyderabad as the present places are better than their original place of residence, i.e., West Bengal. Various reports reveal that in Hyderabad and Secunderabad, around 7 lakh Bengalis are living.
Anyway, I think if this ruling Party of the State comes to the Central Government, Indians will watch the worst days. Like in WB, in almost all areas, to get a job, many have to pay a huge amount of money (in lakhs). Anyway, I hope one day, the State will be free from corruption.

S. Chatterjee, Hyderabad

References

Chakravartty, A. (2018). Understanding India: Bhadralok, Modernity and Colonial India. Indian Historical Review, 45(2), 257-285.

Chaudhuri, B. (1980). THE BHADRALOK AND RURAL DEVELOPMENT. Elite and Development, 149.

Guha, R. (1995). Subaltern and Bhadralok studies.

Sinha, S., & Bhattacharya, R. (1969). Bhadralok and Chhotolok in a rural area of West Bengal. Sociological bulletin, 18(1), 50-66.

By Shashikant Nishant Sharma

Meta-analysis is a powerful statistical method that combines the findings from multiple independent studies to generate more robust and reliable results than individual studies alone. This technique has gained popularity in various fields, including medicine, psychology, education, and social sciences. By synthesizing data from diverse studies, meta-analysis enables researchers to draw more accurate conclusions, identify patterns, and make informed decisions. In this article, we’ll delve into the techniques of meta-analysis and explore how it enhances the validity and generalizability of research findings.

A meta-analysis is a meticulous process that commences with an extensive and rigorous literature review. This phase is critical for identifying studies that contribute relevant data to the research question at hand. Researchers delve into databases, journals, and other scholarly sources to compile a comprehensive collection of studies related to their topic of interest.

To ensure the selection of high-quality studies, researchers establish clear inclusion and exclusion criteria. These criteria act as a set of guidelines, helping researchers sift through the multitude of available literature and pinpoint studies that align with the specific objectives of the meta-analysis. Inclusion criteria typically specify characteristics such as study design, participant demographics, intervention methods, and outcome measures. Conversely, exclusion criteria aid in excluding studies that may introduce confounding variables or deviate from the primary focus.

The chosen studies must exhibit a degree of homogeneity in terms of design, population characteristics, and outcome measures. This homogeneity is crucial for facilitating a meaningful synthesis of results. When studies share commonalities, it becomes more plausible to draw accurate and generalizable conclusions from the aggregated data. For instance, if one study implemented a specific intervention on a particular population using certain outcome measures, it is advantageous to include similar studies in the meta-analysis to enhance the comparability of results.

By adhering to stringent selection criteria, researchers aim to minimize the risk of introducing bias into their meta-analysis. Bias, whether stemming from differences in study design, participant characteristics, or measurement tools, can compromise the validity and reliability of the overall findings. Therefore, the emphasis on comparable studies ensures that the synthesis is built on a foundation of methodological consistency, enhancing the credibility of the meta-analytic results.

The literature review and study selection phase of a meta-analysis demand meticulousness and precision. By establishing clear inclusion and exclusion criteria and selecting studies that share key characteristics, researchers lay the groundwork for a robust synthesis of evidence. This methodological rigor not only strengthens the overall integrity of the meta-analysis but also contributes to the generation of more reliable and applicable insights for the broader scientific community.

1. Literature Review and Study Selection:
   • A meta-analysis begins with a comprehensive literature review to identify relevant studies. Researchers must define clear inclusion and exclusion criteria to select studies that meet specific standards.
   • The chosen studies should be comparable in terms of design, population, and outcome measures to ensure a meaningful synthesis.
2. Effect Size Calculation:
   • The effect size is a key parameter in meta-analysis, representing the magnitude of the relationship or difference of interest. It standardizes the findings across studies, allowing for meaningful comparisons.
   • Common effect size metrics include Cohen’s d for continuous outcomes and odds ratios or risk ratios for categorical outcomes.
3. Heterogeneity Assessment:
   • Heterogeneity refers to the variability in study findings. Assessing heterogeneity is crucial for understanding the degree to which study results differ beyond what might be expected by chance.
   • Statistical tests, such as the Q-statistic and I² index, are employed to quantify and evaluate heterogeneity. High heterogeneity may necessitate subgroup analyses or meta-regression to explore potential sources of variation.
4. Publication Bias Evaluation:
   • Publication bias occurs when studies with statistically significant results are more likely to be published, skewing the overall effect estimate. Researchers use techniques like funnel plots and statistical tests (e.g., Egger’s test) to detect and adjust for publication bias.
5. Forest Plots:
   • Forest plots visually represent the effect sizes and confidence intervals of individual studies alongside the overall summary estimate. These plots aid in quickly identifying patterns, outliers, and the overall direction of the combined effect.
6. Subgroup Analysis and Meta-Regression:
   • Subgroup analysis involves dividing studies into subcategories based on specific characteristics (e.g., age groups, intervention types). This allows researchers to explore variations in effect sizes across different subgroups.
   • Meta-regression extends this idea by examining the impact of continuous variables on effect sizes, providing a more nuanced understanding of study outcomes.
7. Sensitivity Analysis:
   • Sensitivity analysis tests the robustness of meta-analysis results by examining the impact of excluding certain studies. This helps researchers determine the stability and reliability of the overall findings.
8. Quality Assessment:
   • Assessing the quality of individual studies is essential. Common tools include the Cochrane Collaboration’s risk of bias tool for randomized controlled trials and the Newcastle-Ottawa Scale for observational studies. Quality assessment informs the interpretation of meta-analysis results.

Conclusion:

Meta-analysis, when conducted with precision and care, offers a valuable tool for synthesizing evidence across multiple studies. By employing these techniques, researchers can enhance the validity and reliability of their findings, providing a more comprehensive understanding of the phenomena under investigation. As the scientific community continues to evolve, meta-analysis remains an indispensable method for distilling knowledge and informing evidence-based decision-making across various disciplines.

References

Borenstein M, Hedges LV, Higgins JP, Rothstein HR. Introduction to meta-analysis. John Wiley & Sons; 2021 Apr 6.

Crits-Christoph P. A Meta-analysis. American journal of Psychiatry. 1992 Feb 2;149:151-8.

Dehalwar K, Sharma SN. Fundamentals of Research Writing and Uses of Research Methodologies. New Delhi: Edupedia Publications Pvt Ltd; 2023.

Dehalwar K, Singh J. Current State of Water Management System: Case Review of Bhopal, Madhya Pradesh. International Journal of Civil, Structural, Environmental and Infrastructure Engineering Research and Development (IJCSEIERD). 2015;5(6):35-40.

Dehalwar K. The Slums of Bhopal: A Tale of Struggle and Resilience.

Field AP, Gillett R. How to do a meta‐analysis. British Journal of Mathematical and Statistical Psychology. 2010 Nov;63(3):665-94.

Hedges LV, Olkin I. Statistical methods for meta-analysis. Academic press; 2014 Jun 28.

Sharma SN, editor. New perspectives in sociology and allied fields. EduPedia Publications (P) Ltd; 2016 Jun 3.

By: Shankar Chatterjee

Majuli is a lush, green, environment-friendly, and pollution-free freshwater island in the Brahmaputra, Assam, which is around 15 kilometers from Jorhat city and 390 kilometers from Guwahati city. Majuli had an area of 1250 square kilometers initially. Due to erosion, the area has declined to about 880 square kilometers (majuli.assam.gov.in/about-district/district-glance)
It is the world’s largest river island and largest river island district. It attracts tourists from all over the world. Majuli is also a strong contender for a place in the UNESCO’s World Heritage Site. The main festival is ‘Raas,’ a religious festival associated with Sri Krishna Bhagwan. Also, the island is famous for Satras (holy place), the most significant part of Neo-Vaishnavism culture. Each Satra consists of a large prayer hall facing a shrine, surrounded by dormitories. Many Assamese people are followers of Neo-Vaishnavism. It is pertinent to mention that Saint Srimanta Sankardev, a divine personality whose contributions and works are still shining in Assam, established 64 Satras on Majuli island. Due to erosion, only 31 Satras exist presently. Each Satra has its own cultural significance and tries to preserve unique artistic attributes in music, literature, dance, drama, etc.
In this article, a case of one Satra, viz., Auniati Satra, which is located in Majuli and established in 1653, is presented. It is believed that Ahom King Jayadhwaj Singha established this Satra. The deity of this Satra is Bhagawan Govinda Mahaprabhu. In this Satra, there are a few rooms viz., Namghar (for chanting Bhagawan’s name), the residence of Satradhikari (Head of the Satra known as Gurugriha), and rooms for other disciples. One beautiful museum is located on the premises of Satra. By visiting this, many things can be learned.
The author visited this Satra on December 12, 2023, and interacted with the devotees (Bhakats and Pujaris). While discussing with Jayanta Madhav Saikia, the author learned that the Satra was spread over an area of 184 acres. Around 300 devotees known as ‘Udakhin Vaishnav’ stay in different rooms on campus. They all are bachelors, do not marry, and are purely vegetarian. They themselves cook, or a person cooks for others. No woman can be ‘Udakhin Vaishnav’. About the age of ‘Udakhin Vaishnav,’ in the Satra, I was told that a kid of four years was the youngest, and the maximum was 90 years old. Across Assam, around 10 lakh disciples are members under the banner of this Satra. Also, there are 14 branches of this Satra. Further, the Satradhikari (head of the Monastery) established Namghar, i.e., Prayer Halls in Dubai and the USA. It is pertinent to mention that Namghar is literally a simple structure where the devotees recite the name of God ( mainly Sri Krishna’s name). Namghars were introduced in Assam by Srimanta Saint Sankardev (1449-1568). The author also interacted with the Pujari (priest) Bolin Sarma, who, at the age of five years, joined the Satra and is now 50 years of age and still associated with the Satra. At that time, he was performing Puja, so-called Pujari. He also informed that man Pujari (head priest) was 71 years old and joined at the age of 10 years in the Satra. Lastly, I wish to mention that the Head of the Satra, known as Satradhikari Dr. Pitambar Deva Goswami, although he was not available later on over cell phone, informed me that he completed his Ph.D. on ‘Satria festival’ and at the age of 10 years, he joined in the Satra. For the last 55 years, i.e., now 65 years, he has been in the Satra.
I was very excited to visit such a holy place and fascinated to know about ‘Udakhin Vaishnav,’ who, for the welfare of society, fully sacrificed their lives. They are purely vegetarian, in the true sense of bachelor, and eat self-cook food or cooked by their fellows.
Prof Shankar Chatterjee, Hyderabad

References

Barua, U., Hore, D. K., & Sarma, R. (2007). Wild edible plants of Majuli island and Darrang districts of Assam.

Roy, N., Pandey, B. W., & Rani, U. (2020). Protecting the vanishing geo-cultural heritage of India: Case study of Majuli Island in Assam. International Journal of Geoheritage and Parks, 8(1), 18-30.

Sarma, J. N., & Phukan, M. K. (2004). Origin and some geomorphological changes of Majuli Island of the Brahmaputra River in Assam, India. Geomorphology, 60(1-2), 1-19.

Sarma, A. (2014). Landscape degradation of river island Majuli, Assam (India) due to flood and erosion by river Brahmaputra and its restoration. J Med Bioeng, 3(4).

On December 6, 1956, India lost a great soul and a legendary figure who passed away at his home in Delhi; he was none other than Dr. Bhimrao Ramji Ambedkar (Dr. B.R. Ambedkar), popularly known as Babasaheb/Ambedkar-Saheb. Dr. Babasaheb was born on April 14, 1891, at Mhow in Madhya Pradesh. Now, Mhow, officially Dr. Ambedkar Nagar, is a cantonment. I had the opportunity to visit his birthplace for academic purposes.
From time to time, many genius people were born in India and all were not born with a silver spoon as many had to struggle in their lives owing to economic, social, and other issues. Dr. B.R. Ambedkar was one such person who had to fight in his life because of social stigma (caste issue), not economic. With his knowledge, wisdom, and humanitarian feelings, he had proved by caste that one cannot be great and one can be great only by deeds.
Anyway, to commemorate Dr Ambedkar’s valuable contribution to society, December 6 is observed as Mahaparinirvan Diwas across the country.
Babasaheb was fond of reading books, so he purchased about 2,000 old books in New York, also, at the time of the Second Round Table Conference, he bought many books in London and sent them to India in 32 boxes. He had his own library in his house, and it is believed that he lived, took his meals, and even slept in the library.
Being an eminent economist and endowed with foresight, Dr. Ambedkar Saheb contributed substantially to the formulation of a postwar economic development plan in general and water resources and electric-power development in particular. Another highlighting point is that because of his initiative, the Constitution of India has directed, “no child below the age of 14 years shall be employed to work in any factory, mine or engaged in any hazardous employment”. His views towards family planning and the development of agriculture have great relevance today.
In school days, I read about him feeling bad as he suffered because of caste issues. I read some books and articles about him, and I respect his many sayings. I am presenting here one – “History shows that where ethics and economics come in conflict, victory is always with economics. Vested interests have never been known to have willingly divested themselves unless there was sufficient force to compel them.”.
I would like to mention one historical fact for the readers. Both India and Pakistan were created (because of British politics), in the same month, same time only with a day variation, but there was an interesting phenomenon. Dr. Ambedkar was appointed the first Law Minister in the Cabinet of Pt. Jawaharlal Nehru. What a coincidence, as Pakistan’s first Law and Labour Minister was also from the Scheduled Caste (Hindu) community, Sri Jogendra Nath Mandal, hailing from undivided Bengal. However, both resigned subsequently – Dr. Ambedkar resigned in September 1951 and Jogendra Nath Mandal in October 1950. Sri Mandal later migrated to India, West Bengal.
In 1990, Dr Ambedkar Saheb was posthumously awarded the Bharat Ratna, India’s highest civilian award. Although Babasaheb passed away on December 6, 1956, through his activities and contributions, he will be in the hearts of millions of Indians generation after generation.
Prof Shankar Chatterjee, Hyderabad

By: Shashikant Nishant Sharma

Staff management is a critical component of running a successful company. The manner in which a business manages its employees directly impacts productivity, morale, and ultimately, the bottom line. To foster a positive work environment and maximize the potential of your team, implementing effective staff management strategies is essential.

Clear Communication

Open, transparent communication is the cornerstone of effective staff management. Providing clear expectations, goals, and guidelines empowers employees to perform their best. Regularly scheduled meetings, both one-on-one and team-wide, facilitate communication channels and ensure everyone is aligned with the company’s objectives.

Encouraging Collaboration and Teamwork

Fostering a culture of collaboration and teamwork among employees can significantly boost productivity and innovation. Encourage brainstorming sessions, cross-departmental collaboration, and team-building activities to cultivate a cohesive work environment. When employees feel valued and supported, they are more likely to go above and beyond in their roles.

Recognizing and Rewarding Performance

Recognizing and rewarding exceptional performance is a powerful motivator. Acknowledging achievements, whether big or small, reinforces positive behavior and encourages employees to strive for excellence. This can be in the form of bonuses, public recognition, or other incentives tailored to the preferences of your team.

Providing Opportunities for Growth and Development

Investing in the growth and development of your staff not only enhances their skill sets but also increases their loyalty to the company. Offer training programs, workshops, and mentorship opportunities that align with individual career goals. When employees feel that their professional development is valued, they are more likely to remain committed to the company’s success.

Establishing a Feedback Loop

Constructive feedback is crucial for improvement. Encourage a feedback-rich culture where employees feel comfortable providing input and receiving feedback on their work. This helps in identifying areas for improvement and allows for continuous growth both individually and as a team.

Embracing Flexibility and Work-Life Balance

Recognize the importance of work-life balance in maintaining a motivated and engaged workforce. Offering flexible work arrangements, such as remote work options or flexible hours, demonstrates trust in your employees and accommodates their personal needs. Employees who feel supported in balancing their professional and personal lives tend to be more satisfied and productive.

Handling Conflict and Challenges Effectively

Conflicts may arise in any workplace. Effective staff management involves addressing conflicts promptly and professionally. Implement clear conflict resolution procedures and encourage open dialogue to resolve issues before they escalate, fostering a harmonious work environment.

Leading by Example

Leadership plays a pivotal role in staff management. Leading by example sets the tone for the entire team. Managers who embody the values, work ethic, and dedication they expect from their employees tend to earn their respect and inspire them to excel.

Conclusion

Effective staff management is a multifaceted endeavor that involves fostering a positive work culture, providing support for professional growth, and creating an environment where employees feel valued and motivated. By implementing these strategies, companies can optimize their workforce’s potential, leading to increased productivity, higher employee retention, and overall success in achieving business goals.

References

Davis, John R., Edward P. Rawana, and Denise R. Capponi. “Acceptability of behavioral staff management techniques.” Behavioral Interventions 4.1 (1989): 23-44.

Jordan, Peter, and Caroline Lloyd. Staff management in library and information work. Taylor & Francis, 2017.

Lakbala, Parvin, and Mahboobeh Lakbala. “Knowledge, attitude and practice of hospital staff management.” Waste management & research 31.7 (2013): 729-732.

Quilitch, H. Robert. “A comparison of three staff‐management procedures.” Journal of Applied Behavior Analysis 8.1 (1975): 59-66.

Sharma, Shashikant Nishant, Shankar Chatterjee, and Kavita Dehalwar. “Mahatma Gandhi National Rural Employment Guarantee Scheme: Challenges and Opportunities.” Think India Journal 26.1 (2023): 7-15.

Suda, Kim T., and Raymond G. Miltenberger. “Evaluation of staff management strategies to increase positive interactions in a vocational setting.” Behavioral Interventions 8.2 (1993): 69-88.

Lund University
Bachelors/Masters Degree

Deadline: 15 Jan/Feb 2024 (annual)
Study in: Sweden
Course starts August 2024

Brief description:

The Lund University Global Scholarship programme is a selective, merit-based scholarship programme that recognizes top academic students from outside the European Union/European Economic Area (and Switzerland) who wish to apply for a Bachelor’s or Master’s Programme offered at Lund University.

Host Institution(s):

Lund University in Sweden

Field(s) of study:

Bachelor’s or Master’s Degree Programmes offered at the University

Number of Scholarships:

Not specified

Target group:

Citizens of countries outside the EU/EEA (and Switzerland)

Scholarship value/inclusions:

The scholarships may cover partial or up to the full tuition fee.  Please note that scholarships are toward tuition fees only and that living costs are not covered.

Eligibility:

To be eligible to apply for a scholarship you must meet all of the following criteria:

• You must be a citizen of a country from outside the EU/EEA (and Switzerland) and are required to pay a tuition fee

•  You have applied for Bachelor’s or Master’s level studies in the regular application rounds for a minimum of one semester of study (30 ECTS)

PLEASE DO NOT APPLY  if you do not meet the admission requirements to Lund University, if you have not selected a Lund University programme/course as your first choice/choices at universityadmissions.se or if you cannot secure the funding needed to cover living costs, as required by the Swedish Migration Board.

Application instructions:

The next application period will open in February 2024. 

To apply for a Lund University Global Scholarship, you must first apply for the programme(s) or free-standing course(s) you wish to study at Lund University using the online, national application website, www.universityadmissions.se during the application period  (16 October – 15 January 2023) for studies starting in the autumn semester. Note that a few programmes do not open for applications until 1 December).

Once you have made a complete application to a degree programme or free-standing courses of at least 30 ECTS credits and paid the application fee, you will be able to apply for the scholarship at the official website during the scholarship application period.

It is important to visit the official website (link found below) for detailed information on how to apply for this scholarship.

Website:

Official Scholarship Website: http://www.lunduniversity.lu.se/admissions/bachelors-masters-studies/scholarships-awards/lund-university-global-scholarship

By: Shashikant Nishant Sharma

In various contexts, the term “scale” can refer to different concepts. Here are several types of scales across different domains:

1. Musical Scale:
   • In music, a scale is a series of musical notes arranged in ascending or descending order, often with a specific pattern of intervals between them. Common examples include the major scale and the minor scale.
2. Map Scale:
   • In cartography, a map scale represents the relationship between distances on a map and the corresponding distances in the real world. It can be expressed as a ratio (e.g., 1:10,000) or a graphic scale.
3. Temperature Scale:
   • Temperature can be measured using different scales, with Celsius (Centigrade), Fahrenheit, and Kelvin being the most common. Each scale has a different zero point and unit size.
4. Scale in Measurement:
   • The term “scale” is often used in general measurement to indicate the ratio or proportion between a measurement on a model or drawing and the actual size of the object being represented.
5. Economic Scale:
   • Economic scale refers to the cost advantages that a business can achieve due to an increase in production or scale of operation. It is often associated with lower average costs as production levels increase.
6. Likert Scale:
   • In social science research and surveys, a Likert scale is a commonly used method for measuring attitudes or opinions. Respondents are asked to indicate their level of agreement or disagreement with a series of statements.
7. Scale in Art:
   • In art, scale refers to the size of an object or artwork in relation to another. Artists may manipulate scale to create emphasis, evoke emotions, or challenge perceptions.
8. Scale in Geography:
   • In geography, scale can refer to the representation of real-world features on maps. Maps can be small-scale (covering large areas with less detail) or large-scale (providing more detail but covering smaller areas).
9. Scale in Psychology:
   • In psychology, the term “scale” is used in various ways, such as Likert scales for measuring attitudes or psychological scales that assess traits, behaviors, or mental conditions.
10. Scale in Physics:
    • In physics, scale can refer to the size or magnitude of a physical quantity. For example, the Richter scale measures the magnitude of earthquakes, and the pH scale measures the acidity or basicity of a solution.
11. Time Scale:
    • Time scales can refer to different measures of time in various fields. In geology, there is the geological time scale, and in physics, there are scales for measuring extremely short or long durations.

These are just a few examples of the diverse meanings of “scale” in different disciplines. The interpretation depends on the context in which the term is used.

By: Shashikant Nishant Sharma

In the ever-evolving landscape of scholarly communication, preprint publications have emerged as a powerful tool, reshaping the way researchers disseminate their findings. Preprints are preliminary versions of research papers that are shared publicly before formal peer review and publication in traditional academic journals. This practice has gained significant traction in recent years, fostering a culture of openness, collaboration, and rapid dissemination of knowledge. In this article, we explore the benefits of preprint publication and how it contributes to the advancement of scientific discourse.

1. Rapid Dissemination of Knowledge:

One of the primary advantages of preprint publication is the swift dissemination of research findings. Traditional peer-reviewed journals often involve lengthy submission, review, and publication processes, causing delays in sharing crucial information. Preprints allow researchers to share their work with the global scientific community almost immediately after completion, accelerating the pace at which new knowledge reaches stakeholders.

The rapid dissemination of knowledge stands as a cornerstone among the myriad benefits of preprint publication, fundamentally transforming the traditional scholarly communication landscape. In contrast to the protracted timelines associated with peer-reviewed journals, preprints offer an expeditious route for researchers to share their findings with the global scientific community.

In the conventional journal publication model, the journey from submission to publication involves a series of meticulous steps, including peer review, revisions, and editorial processes. These steps, while essential for ensuring the accuracy and reliability of research, often translate into significant time lags before the research sees the light of day. This delay can be a critical impediment, especially in fields where timely dissemination of information is paramount.

Preprints break this temporal barrier by allowing researchers to share their work swiftly, unencumbered by the extended timelines inherent in traditional publishing. As soon as a study is complete, authors can submit a preprint, making their findings instantly accessible to the global scientific community. This accelerated pace is particularly advantageous in fields such as medicine, where timely access to the latest research can influence clinical practices and public health policies.

The immediacy of preprint dissemination is especially evident in the context of emerging trends, crises, or breakthroughs. Researchers can rapidly share insights, data, and analyses, contributing to a more agile and responsive scientific community. This accelerated knowledge flow fosters collaboration and builds upon collective expertise, allowing the research community to adapt swiftly to new information and developments.

Moreover, the swift dissemination facilitated by preprints enables researchers to establish priority for their work. In competitive research landscapes, where multiple teams may be investigating similar phenomena concurrently, the ability to stake a claim to novel findings promptly is crucial. Preprints provide a public record of the research process, affording authors due credit for their contributions and establishing a chronological record of scientific discovery.

In conclusion, the rapid dissemination of knowledge through preprint publication not only addresses the delays inherent in traditional publishing but also empowers researchers to contribute swiftly to global scientific conversations. By embracing the immediacy of preprints, the research community is better equipped to navigate the dynamic and ever-evolving landscape of knowledge creation and dissemination.

2. Facilitating Collaboration and Feedback:

Preprints provide a platform for researchers to receive feedback from the scientific community at an early stage. By sharing their work openly, authors invite constructive criticism and suggestions, which can enhance the quality of their research. This iterative process not only improves the final manuscript but also promotes a collaborative ethos within the research community.

Facilitating collaboration and soliciting constructive feedback represent pivotal facets of the transformative impact of preprint publication on the dynamics of scholarly communication. In contrast to the traditional model where research is shielded from the broader scientific community until after rigorous peer review, preprints create an early and open avenue for engagement, fostering a culture of collaboration and iterative improvement.

Preprints serve as a virtual agora, where researchers can present their work to the global scientific audience at a nascent stage. This open invitation to the scientific community enables authors to receive diverse perspectives, insights, and critiques that contribute to the refinement and strengthening of their research endeavors. By embracing transparency and sharing their work openly, authors implicitly acknowledge the collective intelligence of the community, recognizing that collaboration and shared expertise can enhance the quality and rigor of scientific inquiry.

The iterative nature of collaboration facilitated by preprints is particularly valuable in refining research methodologies, validating results, and addressing potential limitations. The early exposure of work to the scrutiny of peers allows authors to rectify errors, strengthen arguments, and incorporate alternative viewpoints, ultimately leading to a more robust and well-rounded final manuscript.

Furthermore, preprints contribute to the development of a collaborative ethos within the research community. The open exchange of ideas and the willingness to engage in constructive dialogue create a culture that values intellectual exchange over individual silos. Researchers are not only authors but also active participants in a dynamic discourse, contributing to the collective pursuit of knowledge.

The collaborative potential of preprints extends beyond the virtual realm into real-world partnerships and joint research initiatives. As researchers engage with and build upon each other’s work, connections are forged, and interdisciplinary collaborations are sparked. This interconnectedness amplifies the impact of research, fostering a sense of community that transcends geographical and institutional boundaries.

In essence, preprints act as catalysts for collaboration and feedback, transforming the scholarly landscape from a closed, hierarchical system into an open and participatory one. By inviting early input and fostering a culture of continuous improvement, preprints empower researchers to collectively elevate the standards of scientific inquiry, promoting a more collaborative, transparent, and impactful research ecosystem.

3. Establishing Priority and Recognition:

Preprints enable researchers to establish a timestamp on their work, signaling priority for their discoveries. This is particularly crucial in competitive research fields where multiple groups may be exploring similar topics simultaneously. By making their findings publicly accessible through preprints, researchers can claim credit for their work and contribute to the timely recognition of novel ideas.

In the fast-paced and competitive world of scientific research, the ability to establish priority for groundbreaking discoveries is paramount. Preprints play a pivotal role in this context by providing researchers with a tool to effectively timestamp and claim credit for their work, contributing to the timely recognition of novel ideas in fiercely competitive research fields.

The timestamping feature of preprints is akin to placing a flag on the summit of a scientific endeavor, signaling to the research community and the world at large that a particular team or individual has reached a significant milestone in their investigation. This is particularly crucial in fields where multiple groups are concurrently exploring similar topics, vying to be the first to unveil innovative findings.

By making their work publicly accessible through preprints, researchers create a publicly verifiable record of their contributions, complete with a date stamp. This record not only establishes the chronological order of discovery but also serves as a testament to the originality and ingenuity of the research team. In this way, preprints act as a form of intellectual currency, allowing researchers to stake their claim and assert priority for their novel ideas.

The importance of establishing priority extends beyond mere acknowledgment; it is intricately tied to the recognition and influence that researchers accrue within their respective fields. Early dissemination of findings through preprints allows researchers to shape and influence ongoing discussions, setting the agenda for subsequent research, and positioning themselves as thought leaders in their domains.

Moreover, the timestamping function of preprints contributes to the prevention of intellectual property disputes and conflicts over priority. By providing a transparent and traceable record of the research process, preprints serve as a mechanism for resolving debates about the origins of specific ideas or discoveries. This transparency fosters a culture of fairness and integrity within the scientific community.

In conclusion, the ability of preprints to establish priority and facilitate timely recognition is a crucial element in the competitive world of scientific research. By leveraging preprints to publicly showcase their discoveries, researchers not only claim credit for their work but also contribute to the vibrant and dynamic exchange of ideas that drives progress within their fields. In essence, preprints act as the accelerators of recognition, propelling researchers and their novel ideas to the forefront of scientific discourse.

4. Open Access to Information:

Preprints align with the principles of open science by providing free and unrestricted access to research findings. This democratization of information ensures that scientific knowledge is not confined to those with access to expensive journal subscriptions. Researchers, policymakers, and the general public can access preprints without financial barriers, fostering a more inclusive and accessible scientific discourse.

The ethos of open science finds a powerful ally in the realm of preprint publication, particularly in its capacity to provide unfettered and cost-free access to research findings. The principle of open access to information is central to the democratization of knowledge, ensuring that scientific insights are not restricted to privileged circles with access to expensive journal subscriptions. Preprints, by virtue of their open-access nature, break down financial barriers and foster a more inclusive and accessible scientific discourse.

Traditionally, access to scholarly articles has been encumbered by paywalls, subscription fees, and institutional access restrictions, limiting the reach of valuable research to a select few. Preprints challenge this paradigm by allowing researchers to share their work openly and freely with the global community. This open-access model ensures that anyone with an internet connection can delve into the latest research, irrespective of their geographic location, academic affiliation, or financial resources.

Researchers, as primary contributors to scientific knowledge, benefit from the increased visibility and impact that open access brings to their work. By disseminating findings through preprints, authors reach a broader audience, amplifying the potential for collaboration and engagement. This accessibility is especially critical for early-career researchers and those in resource-constrained environments, who may face challenges in accessing traditional subscription-based journals.

Policymakers, often tasked with making informed decisions based on the latest scientific evidence, also stand to gain from the open access provided by preprints. By removing financial barriers, preprints empower policymakers to stay abreast of cutting-edge research across diverse domains, facilitating evidence-based decision-making and fostering the integration of scientific insights into policy formulation.

The broader societal impact of open access through preprints extends to the general public. Enabling citizens to access and comprehend scientific research without financial impediments enhances scientific literacy and promotes a more informed public discourse. This transparency strengthens the connection between the scientific community and society, fostering a sense of shared knowledge and understanding.

In conclusion, the open access to information facilitated by preprints embodies the principles of inclusivity, transparency, and democratization within the scientific landscape. By eliminating financial barriers, preprints empower researchers, policymakers, and the public to engage with and contribute to the scientific discourse, ushering in a new era where knowledge is a public good accessible to all.

5. Adapting to the Digital Age:

In an era where information is exchanged rapidly through digital platforms, preprints represent a paradigm shift in scholarly communication. The digital nature of preprints allows for easy sharing, distribution, and archiving of research outputs. This adaptability to the digital age promotes a more dynamic and interconnected global research community.

The advent of the digital age has ushered in a transformative era for scholarly communication, and preprints stand at the forefront of this evolution, embodying a paradigm shift in the dissemination of research. In a landscape where information flows rapidly through digital platforms, the digital nature of preprints not only facilitates ease of sharing but also fosters a more dynamic, interconnected, and globally accessible research community.

The traditional model of disseminating research involved the production of physical journals, which were distributed to libraries and academic institutions. This process, while valuable in its time, was inherently slow and limited in reach. Preprints disrupt this model by embracing the digital realm, allowing researchers to share their work instantaneously and globally. The digital nature of preprints ensures that the latest research findings can be disseminated at the speed of the internet, overcoming the logistical constraints associated with traditional publishing.

Preprints, being inherently digital, also offer unparalleled ease of sharing. Researchers can share their work through a simple web link, eliminating the need for physical copies or complex distribution channels. This not only accelerates the dissemination process but also enables a wider audience to access and engage with the research, transcending geographic and institutional boundaries. The digital format promotes a culture of openness and collaboration, as barriers to access are dismantled, and information becomes readily available to the global scientific community.

Furthermore, the digital nature of preprints facilitates seamless distribution across various digital platforms and repositories. Research outputs can be archived, indexed, and accessed through databases, ensuring long-term visibility and discoverability. This archival capability enhances the impact and longevity of research findings, contributing to the collective knowledge base over time.

The adaptability of preprints to the digital age aligns with the changing expectations and preferences of researchers, who increasingly rely on digital tools and platforms for their work. The convenience of accessing, sharing, and archiving research in a digital format not only streamlines workflows but also enhances the efficiency and effectiveness of scholarly communication in the 21st century.

In conclusion, preprints represent a crucial adaptation to the digital age in scholarly communication. The digital nature of preprints fosters a more agile, interconnected, and globally accessible research community, enabling researchers to share, collaborate, and advance knowledge in ways that were previously unimaginable in the era of print-based publishing. This evolution underscores the transformative power of embracing digital technologies in shaping the future of scientific discourse.

Conclusion:

Preprint publication is an invaluable addition to the arsenal of tools available to researchers in the 21st century. By embracing the benefits of rapid dissemination, fostering collaboration, establishing priority, promoting open access, and adapting to the digital age, preprints contribute significantly to the advancement of scientific discourse. As the scientific community continues to evolve, preprints stand as a testament to the transformative power of openness, collaboration, and the collective pursuit of knowledge.

References

Bourne, Philip E., et al. “Ten simple rules to consider regarding preprint submission.” PLOS Computational Biology 13.5 (2017): e1005473.

Dehalwar, K., and S. N. Sharma. “Fundamentals of Research Writing and Uses of Research Methodologies.” (2023).

Fu, Darwin Y., and Jacob J. Hughey. “Releasing a preprint is associated with more attention and citations for the peer-reviewed article.” Elife 8 (2019): e52646.

Kaiser, Jocelyn. “The preprint dilemma.” (2017): 1344-1349.

Sarabipour, Sarvenaz, et al. “On the value of preprints: An early career researcher perspective.” PLoS biology 17.2 (2019): e3000151.

Sharma, Shashikant Nishant, ed. New perspectives in sociology and allied fields. EduPedia Publications (P) Ltd, 2016.

Sharma, Shashikant Nishant. “Understanding Citations: A Crucial Element of Academic Writing.” (2023).

By: Samson Waibe Bature¹ & Michael Olalekan Adeoti ²                          

¹School of Business & Entrepreneurial Education, Federal College of Education (Technical), Gusau, Nigeria

²Department of Business Administration and Management, Federal Polytechnic Bida, Nigeria

Abstract

Employees that experience economic pressure or economic hardship may be tempted to indulge in deviant behaviours at the workplace. However, the condition under which the impact of economic pressure on deviant behaviour at workplace could be curtailed or minimized remains unclear. Thus, this study examines the moderating effect of organizational justice on the positive correlation between economic pressure and employee deviant behaviour. Drawing on previous studies and the tenets of social exchange/reciprocity theory, this study argues that organizational justice has the potential to moderate the impact of economic pressure on employee deviant behaviours. Utilizing a sample of 550 employees through simple random sampling and self-administered survey for this study, 356 participants from federal institutions of higher learning in Zamfara State fully participated in the survey. Results from a variance-based structural equation modelling (PLS 4.9.2) analysis reveal that organizational justice significantly moderate the relationship between economic pressure and deviant behaviour. In other words, the presence of organizational justice weakens the positive link between economic pressure and deviant behaviour. This research contributes to the literature on organizational justice by providing much deeper insights of its role in moderating relationship between economic pressure and deviant behaviour. The implications of this finding for management of institutions of higher learning and future research directions are provided. 

Keywords: economic pressure, organizational justice, employee deviant behaviour.       

Introduction

Organizational management research mostly emphasize on predictors or antecedents of organizational performance, employee engagement, employee performance, organizational citizenship behaviour, among others (Chang & Smithikrai, 2010; Griffin et al., 1998; Rotundo & Sackett, 2002). However, till recently, researchers did not indicate much interest in investigating employee deviant behaviour in organization (Agboola & Salawu, 2011; Bennett & Robinson, 2000; Lee & Ok, 2014). Deviant behaviour at work can cause serious setback to brilliant performance of organizations especially in emerging or developing countries. For instance, Adeoti and Kura (2018) posit that employees from emerging or developing countries have the tendency to exhibit deviant behaviour at work. However, the literature demonstrates that most studies on deviant behaviour at work are conducted in developed economies with little or none from emerging or developing economies like Nigeria. It is imperative to note that deviant behaviour in a given cultural sitting may not be perceived as a deviant behaviour in another cultural sitting. Thus, findings on deviant behaviour in developed economies may not be applicable in emerging or developing economies like Nigeria.

Employee deviant behaviours are regarded as negative workplace behaviours or unethical conducts at workplace which may be detrimental to growth of the organization as an entity. According to Robinson and Bennett (1995), negative workplace behaviours or unethical conducts at workplace may include demand for kickback before discharging responsibilities, lackadaisical attitude toward one’s duty, lateness to and closing early from work, absenteeism, and embezzlement or theft. Negative workplace behaviours are exhibited in several organizational settings and can undermine brilliant organizational performance if not checked.

Arguably, one among many factors that could be responsible for employee deviant behaviours within an organizational setting is economic pressure. Economic pressure may be viewed in terms of financial condition of employees compared with purchasing power of legitimate earnings. The inability of employees to meet their basic needs due to poor financial condition may result to economic pressure. It is observed that not all employees may have the way withal to withstand economic pressure thus, propelled to indulge in deviant behaviour at the workplace.

Of course, it may be logical to reason that when people experience economic pressure or economic hardship, there may be tendency to exhibit deviant behaviours. This reasoning goes to imply that economic pressure may be positively related with deviant behaviour. Besides, some studies that linked economic pressure and employees deviant behaviour revealed significant connection (Fox et al., 2001; Spector et al., 2010). However, the condition under which the impact of economic pressure on deviant behaviour at workplace could be curtailed or minimized remains unclear. Another important point which necessitated this study is that despite the prevalence of deviant behaviour in institutions of higher learning in developing countries like Nigeria (Bashir et al., 2011), it has received less scholarly attention. Therefore, the current study sought to examine the moderating role of organizational justice on the relationship between economic pressure and employees’ deviant behaviour. In doing this, the study will add to the literature on deviant behaviours at workplace. Specifically, utilizing the theoretical framework offered by norm of reciprocity/social exchange theory to explain why employees may be persuaded to refrain from deviant behaviours at workplace, may add to stock of knowledge. In other words, identifying the condition (i.e., organizational justice) under which deviant behaviours could be curtailed or minimized at workplace, would go a long way to bringing improvement in organizational performance.

Literature review

Employee deviant behaviour

Robinson and Bennett (1995) defined deviant behaviour as any conduct or act that contravenes organizational values or customs which is capable of jeopardizing organizational well-being. Similarly, deviant behaviour is defined as conducts or acts that are not in conformity or compliance with the acceptable organizational behaviours (Spector & Fox, 2005).

Typical conducts that may be considered deviant behaviours in institutions of higher learning may include academic theft (plagiarism), award of marks for financial benefits, sexual harassment, embezzlement, exaggeration of financial figures and financial extortion. Others include leakage of examination questions for sexual or financial gains, failure to attend to students, failure to deliver lecture or lesson, failure to complete required courseoutline, failure to undertake community service among others (Adebayo & Nwabuoku, 2008; Adeoti, Shamsudin, & Wan, 2017; Adeoti & Kura, 2018; Jekayinfa, 2013). Hence, this study conceptualized deviant behaviours as deliberate conducts or acts exhibited by employees which may be detrimental or harmful to corporate existence of institutions of higher learning.

Economic pressure and deviant behaviour

Economic pressure depletes individual’s capacity to meet basic needs in the family as it causes overwhelming loss in family savings. The current economic condition in Nigeria as a result of pronouncement on fuel subsidy removal and unified foreign exchange regime made by President Bola Ahmed Tinubu while delivering his inaugural speech on the 29^thMay 2023, several employees are witnessing financial pressure as their legitimate earnings’ purchasing power is limited. For instance, employees are struggling to provide food to the family, settle other bills such as energy and gas, water, house rent, health, clothes, school fees, just to mention a few. Consequently, some employees may be propelled to indulge in deviant behaviours at workplace to cope with the condition of economic pressure. In other words, economic pressure on employees may be unbearable to extent of compromising ethical standards. (Adeoti et al., 2018).

From the preceding, employees that experienced economic pressure may be tempted to engage in deviant behaviours at workplace. With reference to employees of institutions of higher learning, deviant behaviour may include but not limited to the following: award of marks to students for money, sale of textbooks or lecture notes at arbitrary price, embezzlement or theft, exaggeration of expenses, sexual harassment, intimidation of students, absent or lateness to delivery of lecture or lesson (Robinson & Bennett, 1995; Bennett & Robinson, 2000). By and large, these acts of deviant behaviour may be attributed to economic pressure experienced by staff members. The effect of economic pressure on staff members if not checked and brought under control, may transcend to cause heart disease/attack, gastrointestinal problems, weight loss, insomnia, high blood pressure and substance abuse (Adeoti & Kura, 2018; Penney & Spector, 2005). Besides, extant literature revealed different forms of pressure are positively linked with deviant behaviours at work (Adeoti et al., 2021; Adeoti et al., 2017; Devonish, 2013; Elshaer, et al., 2022; Houston et al., 2006; Mudau, et al., 2019; Obalade & Arogundade, 2019). Therefore, this study hypothesizes that:

H1: Economic pressure is positively related to employee deviant behaviours

Organizational justice as a moderator of the link between economic pressure and employee deviant behaviour

Organizational justice can be described as the backbone of organizational decision making process. It is directly or indirectly related to employee job satisfaction, turnover, organizational leadership, organizational citizenship, organizational commitment, trust, customer satisfaction, employee job performance, employee theft, role breadth, alienation and leader-member exchange (Blakely, Andrews & Moorman, 2005; Cohen-Charash & Spector, 2001). Workers usually compare their contributions to the organizations with the rewards they get from the organizations. Also, employees do evaluate if the decision-making process is fair, just, consistent, and impartial in the organization.

Empirically, Kim (2009) revealed that organizational justice plays an important role in employees’ experience in the workplace. Organizational justice foster collaboration amongst employees, between employees and the organization, as well as other stakeholders. If employees perceived a sense of fairness in an organization, it is unlikely for such employees to engage in deviant behaviour (Liu, et al., 2022). More so, organizational fairness motivates employee performance and increases job satisfaction level (Colquitt & Rodell, 2011). Furthermore, a significant number of studies have also concluded that organizational fairness influences employee job satisfaction and general employee behaviour in the workplace (Bakhshi et al., 2009; Henle, 2005; Malik & Naeem, 2011).

It goes to implies that despite the presence of economic pressure, if employees perceive a sense of organizational justice in terms of welfare package, promotion, human resource policies and appointment into leadership positions within the institutions, the incidence of deviant behaviour may be eroded or minimized. In other words, when the dealings or routine organizational procedures or conducts are kept far from political influence or interference, god-father syndrome, nepotism, and religion considerations, then the popular notion would be fairness, impartial, justice, and equity. Thus, employees may refrain from deviant behaviours that are detrimental to organizational superb performance. In that sense, employees may be punctual to work, show commitment in their responsibility, deliver lectures as scheduled, exhaust all components of course contents, turn their back to embezzlement, say no to marks for financial or sexual gains, frown at abetting examination malpractice with the aim of getting some sort of returns, etc. This thought aligns with the tenets of social exchange theory and norm of reciprocity. Consequently, this study suggests that organizational justice may moderate the positive link between economic pressure and employee deviant behaviour at workplace. Hence, the hypothesis:  

H2: Organizational justice moderates the positive link between economic pressure and deviant behaviour

Methods and materials

Research design and sampling procedure

This study utilized a causal research design to conduct a cross-sectional survey by means of self-administered questionnaire. The target audience of this study consisted of employees of federal institutions of higher learning in Zamfara State (i.e., Federal University Gusau, Federal College of Education – Technical Gusau, and Federal Polytechnic Kaura Namoda). These institutions were adopted because their employees represent a variety of ethnic backgrounds across Nigeria. The survey utilized a probability sampling technique (i.e., simple random sampling) to obtain the data. This sampling technique offers equal opportunity of participation to entire population of a study. A total of 550 questionnaires were distributed, out of which 356 usable responses were retrieved for the analysis. Thus, a response rate of this study was computed as 64.7 per cent which adequate for reliable results in social science research. To make meaning out of the data collated, a variance-based structural equation modelling known as partial least squares (PLS-SEM) was employed to estimate the relationships between the latent constructs in this study. With PLS-SEM, data normality is not requirement prior to final data analysis (Henseler et al., 2009).

Measures

To measure economic pressure, a four-item instrument was adopted from Robert et al. (1992). While organizational justice was measured with four items developed by Masterson (2001), employee deviant behaviour was measured with a 10-item instrument developed by Spector and Fox (2001). All the instruments were scaled on a five-point Likert ranging from “1” strongly disagree to “5” strongly agree.

Results

Before the main data analysis, data preliminary screening was performed to ensure the data is free from the problem of common method variance (CMV) and multicollinearity issue. While both procedural and statistical measures were observed in the case of CMV, the results of variance inflation factor (VIF) and tolerance values were all satisfactory.

Results of measurement model

To assess the reliability of the latent constructs, internal consistency reliability and indicator reliability were evaluated. All variables indicated Cronbach’s alpha values greater than 0.7 and composite reliability scores exceeding 0.8. Hence, the variables demonstrated adequate internal consistency reliability (Hair et al., 2017). Further, average variance extracted (AVE) was assessed to determine convergent validity. The AVE values in respect of all constructs exceeded the critical threshold 0.5 and ranged between 0.718 and 0.784. This implies adequate convergent validity in this research model (Hair et al., 2017). Also, to check for discriminant validity, the square roots of AVE for each latent construct with the correlations among latent constructs was assessed and the results demonstrated satisfactory discriminant validity based on Fornell-Larcker criterion. Table I presents the results.

Table I

Discriminant Validity (Fornell-Larcker criterion

Construct	1. Economic pressure	2. Org. justice	3. Deviant behaviour
1. Economic pressure	0.7808
2. Organization justice	0.0005	0.7843
3. Employee deviant behaviour	0.0035	0.3138	0.7176

Table I shows that adequate discriminant validity was achieved since the square roots of AVEs are greater than the correlations between constructs (Fornell & Larcker, 1981). In addition, discriminant validity was examined using heterotrait-monotrait ratio (HTMT). Table II presents the result of HTMT.

Table II

Discriminant Validity (HTMT)

Construct	1. Economic pressure	2. Org. justice	3. Deviant behaviour
1. Economic pressure
2. Org. justice	0.0438
4. Employee deviant behaviour	0.0518	0.5914

Table II, indicates that the highest correlation is between organizational justice and employee deviant behaviour (0.5914). This means that all correlations between constructs are less than the 0.850 which is the maximum acceptable value as suggested by Kline (2011). Thus, discriminant validity via HTMT was achieved.

Structural model results

Results of the PLS-SEM path analysis of this conceptual model is presented below based on the hypotheses stated earlier.

H1. Economic pressure is positively related to employee deviant behaviours.

The path analysis model results for H1 were found to have a ꞵeta value of 0.098, t-value of 1.367, and p-value of 0.086. Based on the outcome of t-value (1.367) and that of the p-value (0.086), this relationship is considered not significant because the t-value is less than 1.69 and p-value greater than 0.05 per cent. This aligns with extant literature that support positive link between different forms of pressure and employee deviant behaviour at the workplace (Adeoti et al., 2021; Adeoti et al., 2017; Devonish, 2013; Elshaer, et al., 2022; Houston et al., 2006; Mudau, et al., 2019; Obalade & Arogundade, 2019).

H2: Organizational justice moderates the positive link between economic pressure and deviant behaviour

The resulting path value for H2 (i.e., moderating effect of organizational justice on economic pressure-employee deviant behaviour relationship) was found to exhibit a ꞵeta value of -0.124, t-value of 2.069, and p-value of 0.019. Given these results, it shows that organizational justice had significant negative effect (influence) on the positive relationship between economic pressure and employee deviant behaviour. Also, the coefficient of determination (R²) of this research model was 0.435 (43.5%). This implies that the exogenous variables (economic pressure and organizational justice) explained 43.5% of total variance in employee deviant behaviour. Therefore, in accordance with Cohen’s (1988) categorization of the extent of variation in endogenous construct 

Discussion

The findings of the present study on the relationship between economic pressure and deviant behaviour though not significant, agreed with the tentative statement made earlier. This outcome supports the findings of few studies that found positive relationship between different forms of pressure (financial, economic, job pressure, risk of job insecurity, workload, family pressure, time pressure) and unethical behaviours at work (Adeoti et al., 2021; Adeoti et al., 2017; Devonish, 2013; Elshaer, et al., 2022; Houston et al., 2006; Mudau, et al., 2019; Obalade & Arogundade, 2019).

In reality, employees who experience economic pressure and at the same time organizational justice are unlikely to engage in acts detrimental to the organization or organizational members (deviant behaviour). For example, if employees are granted financial increment, promotion, handsome welfare package, opportunity for career development, or treated fairly, equally, just, impartial, etc., despite the presence of economic pressure, such employees may not extort money from students, abscond from work, fabrication of expenditures that were never made, or engage in property theft in the organization. Therefore, the more employees experience organizational justice, the lower the tendency of indulging in deviant behaviour despite the presence of economic pressure.

Further, the present study contributed to knowledge by using the tenets of social exchange theory and norm of reciprocity to explain the moderating effect of organizational justice on economic pressure – deviant behaviour relationship. Specifically, the results revealed that organizational justice significantly moderated the positive relationship between economic pressure and employee deviant behaviour in a negative direction. The results implied that despite experiencing economic pressure, employees may not engage in deviant behaviour provided they perceived fairness, equity, reward and just treatment in the workplace. In a nut shell, the results indicated that employees who receive fair treatment and recognition for their efforts in terms of reward may not be willing to engage in deviant behaviour. This finding aligns with the tenets of social exchange theory and norm of reciprocity. Both theories state that there is always an expected reciprocal behaviour between employers and employees. The action or behaviour of the employees will largely be determined by the action or behaviour of the employer/management (Akinbode & Fagbohungbe, 2011; Liu, et al., 2022). 

Implication for theory and practice

The present study has contributed to extant literature on employee deviant behaviours in institutions of higher learning. This is considered worthwhile because majority of existing studies on employee deviant behaviour are either conducted in Europe, America, or Asia. Results of studies conducted in these continents may not be fit into Africa due to cultural diversity, or difference social values. Secondly, the present study contributed to the literature on organizational justice by offering robust understanding of its role in moderating the positive correlation between economic pressure and deviant behaviour. Also, this research made theoretical contributions by utilizing the norm of reciprocity/social exchange theory to explain the influence of organizational justice on economic pressure – deviant behaviour relationship. It demonstrated that under the moderating influence of organizational justice, high economic pressure does not necessarily lead to increased levels of deviant behaviour. Practically, management of institutions of higher learning may get to know the prominence of organizational justice in minimizing employee deviant behaviours. Thus, this may persuade them into application of fairness, equity, or justice to all employees.

Limitations and directions for future research

There is no single research without some sort of limitations. Firstly, this study was conducted in Zamfara State, Nigeria. This may offer limited grounds to generalize the outcome to entire institutions of higher learning in Nigeria. Thus, further research may be conducted in other states across the country to compare findings with the present results for the sake generalization. Secondly, the present study examined the moderating effect of organizational justice on the link between economic pressure and deviant behaviour only. Future study may incorporate more exogenous variables into this model robust insights. Lastly, it is observed that deviant behaviours may be inculcated over time as such, longitudinal approach may be suitable. However, the present study adopted a cross-sectional survey. Therefore, future studies may adopt longitudinal approach to studying employee deviant behaviour.

Conclusion

The present study revealed that organizational justice is a formidable condition upon which economic pressure may have little or no positive correlation with employee deviant behaviours. In other words, indicated that under the moderating influence of organizational justice, high economic pressure does not necessarily lead to increased levels of deviant behaviour. Therefore, it is pertinent for management of institutions of higher learning in Nigeria to be fair, just, equitable and impartial in their dealings with employees to avoid display of deviant behaviours. Stated differently, for deviant behaviour to be minimized in institutions of higher learning, there should be in place a strong practice of fairness, equity, and inclusiveness.

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By: Kayode Sunday ADEYEMI

&

²Afolakemi Olasumbo OREDEIN

orcid.org/0000-0003-2051-4730

^1&2Department of Arts & Social Science Education,

Faculty of Education,

Lead City University, Ibadan, Oyo State, Nigeria

Abstract

A close look at situations in universities in Nigeria suggests that the majority of postgraduate students do not complete their programmes by the deadline, despite having completed coursework requirements for the programmes. Some even abandon their thesis and go on leave for reasons best known to them. This study did a comparative analysis of postgraduate students’ thesis supervision and mentoring in universities in Oyo State. The descriptive survey research design was adopted; the population included all postgraduate students in both public and private universities in Oyo State. A self developed instrument tagged ‘Postgraduate Thesis Supervision Questionnaire’ (PTSMQ) was used to source data for the study. According to the findings, there is a significant interaction between the university supervisors and supervisee and also a high level of mentoring. In a similar vein, the results showed that the supervision of postgraduate students theses in university, in Oyo state varied significantly according to the type of university (Private universities with mean = 2.73, SD = 0.856, P < 0.05) and public universities postgraduate students thesis supervision at (mean = 3.07, SD =1.196, P < 0.05). The study equally found a significant university type difference in mentoring of postgraduate student (private university mentoring with mean = 2. 83, SD = 0. 938, P < 0.05 and public university at mean = 3.15, SD = 1.203, P < 0.05).  It was concluded that there was a significant difference in thesis supervision and mentoring among postgraduate students in universities in Oyo State. The study recommended among others, that efforts should be made by the government and university administrators to minimize the academic and administrative workload of postgraduate students’ thesis supervisors to ensure they dedicate more time to thesis supervision and mentoring.

Keywords:     Postgraduate students, Mentoring, Supervision of Thesis, Oyo State

LINK TO Download Paper

By:  Jojo Ivan D. Inuguidan

Department of Science High School ,University of Baguio, Baguio, Philippines

Abstract— The purpose of this study was to examine and analyze the Credit Management Practices of Balili Elementary School Teachers in La Trinidad, Benguet. Credit management procedures are the tactics employed by an organization to ensure that the firm’s credit level is acceptable and properly controlled. It is a subset of financial management that includes credit analysis, credit rating, credit categorization, and credit reporting. And when credit management is done correctly, the capital with borrowers decreases, as does the chance of bad debts. The primary goal of this study was to assess the level of agreement and execution on credit management methods when participants were divided by gender, civil status, duration of service, and monthly gross income. The study’s findings revealed that the overall degree of consensus on credit management procedures was moderate, while the overall level of execution on credit management practices was little. The respondents were mostly female, the civil status is dominated by married teachers, the length of service is dominated by teachers who have been teaching for one to ten years, the majority of monthly gross income is between twenty thousand and thirty thousand pesos, and the amount usually borrowed by teachers is between fifty-one thousand and seventy-five thousand pesos. To help teachers understand credit management practices better and perform better, they should attend the requisite level of financial management training, workshops, and seminars.

Keywords— Credit, Management, Practices, Finance, Teachers

I.  Introduction

There is a difference between borrowing money for investment purposes and borrowing it for the family’s daily needs and wants.Teachers, like all other professionals, are on a limited budget, despite the fact that they have a fairly solid employment. Teachers, as second parents to their students, deserve all of the perks necessary to carry out their great profession. Yet, both, regardless of the purpose of the borrowings, should be managed well.

Taken aback, teachers who belong to the so-called noblest profession are not spared from borrowings and they  experience being on a tight budget, although they are known to have a very stable job. As second parents of children at school, teachers deserve all the benefits they need to carry out their noble work. The literature so provides that many teachers were borrowers. The CERI (2017) and Mitchell (2011), have revealed that even top-paid teachers from different countries  were also engaged in money borrowings.  Meanwhile, in Africa and the Philippines, teachers are not paid as high as the other countries, all the more they are known to be borrowers. This then supports Ferrer’s (2017) and Mingat (2002), claims that over-obligation among teachers has long hunted the entire public education system.

Teachers need to borrow money to meet emergency needs that cannot be met with the state welfare funds, living beyond one’s means appears to be the big get factor behind their debt problems and teachers have been a debt settlement because they work in low-income schools. (Madriaga, 2007). Not only this, but teachers also fall prey to delayed salaries which causes them to resort to other means while waiting for their monthly paycheck to sustain their needs and teachers’ spending pattern are affected by their values and goals that’s why they become short on money and usually an option for debt or borrow money in any lending institutions.

The teachers in the Philippines are being tagged as “taga London” (it means they tend to loan here and there). One of the identified culprits to their burden of borrowing is the low salary they are receiving and also subject to delayed wages, which is a terrible state of affairs. They’ve helped students fund projects from their own money at some time in their careers. This might put an undue strain on their family’s budget, causing their wage to be insufficient to meet their monthly necessities, forcing them to turn to alternative methods while they wait for their monthly payment. Furthermore, some teachers may have ambitions to invest, requiring them to incur debt in order to get extra funds.. As Alison (2005) has opined, borrowing should not cause more debts. Instead, it should serve the purpose of why one borrows, such as holding a buffer stock of savings, planning for retirement, and using high-cost methods of borrowing (De Bassa Scheresberg, 2013).

The revelations of Joo (1998) and Grable (2011) and Gerrans et al. (2014), relative to the teachers’ borrowing are quite alarming. It is because the personal financial wellness of the teachers is seen affecting the work performance. The burden of paying the amount borrowed affects work productivity. Shad (2001), opined that an employee who is worried about their unpaid obligations could not perform well as it impacts physical and mental wellbeing. It often causes anxiety, depression, and absenteeism. While any organization is for productivity, efficiency, and effectiveness, the employees mirror its goals. They are still the goals’ implementers. If personal financial management directly affects their productivity at work, there must be an organization’s intervention. Hence, this research aims to look into the credit management practices of one of the most prominent elementary schools in La Trinidad, Benguet. The study is limited to documenting teachers’ credit management practices, not necessarily proving their borrowings’ correlation to their performance. The teachers’ documented practices would be analyzed versus the theories and concepts of good credit management practices. The findings may be used as bases for research-based interventions and serve as a benchmark for their best practices.

Conceptual Framework

The paradigm of the study is illustrated in Figure 1. It shows the relationship of the different variables that will be involved in this study. The independent variables consist of teachers’ profiles, including sex, civil status, length of service, and monthly gross income. Through the factors, it will help in analyzing the data on what is the relationship to the study based on which among the independent variable having the highest

INDEPENDENT VARIABLES     DEPENDENT                                                     VARIABLES

1.        Teachers Profile1.a                  Sex1.b                  Civil Status1.c                  Length of Service1.d                  Monthly gross income

1.1 CredManagement Practices

Figure 1. Paradigm of the study

percentage that has a big impact or factor on credit management practices of the teachers. The dependent variables consist of the credit management practices, which is the main point of this study. It aims to provide baseline data on credit management practices of teachers in Balili Elementary School that could be a basis for interventions.

Credit Management Practices

According to Myers and Brealey (2013), credit management practices are strategies used by an organization to ensure that the level of credit in the firm is acceptable and is managed effectively. It is part of financial management that comprises the analysis of credit, credit rating, classification, and credit reporting. And when credit management is done right, then the capital with debtors reduces and the possibility of bad debts is also reduced (Edward, 1993).

The study of Acedillo (2018), revealed that at different districts in Samar,          Philippines. Teachers exhibited      poor      personal financial management practices. This characteristic is true to all. It is, however, evident that the more net income available the better is the teachers’ saving, investment, expenditure, money management, and response to unexpected expenses. For families with more members contributing to the pot have healthier savings and investment practices. This means that having a higher net income improves some good financial behavior. Therefore, a need to enhance teachers’ financial knowledge to help them to improve their financial management practices and eventually good financial health status. Thus there should be great determination making, an effective, competent, and monetarily stable teacher (Hernandez, 2009).

Saving Practices is one of the most widely known as financial management principles, generally by setting aside some amount for savings before paying for the expenses. It included knowledge on issues and managing money that includes the following concept: understanding of basic concepts on analyzing assets, the use of such knowledge to evaluate, plan, and perform financial judgments (Hogarth, 2006). Savings according to Hilgert et al. (2003) and Pulka (2015), are part of disposable income which is not spent that will fulfill the daily requirements in the future. It is an amount of something such as time or money that one need not use or spend. Money that could be used for investment to earn interest or be used to purchase assets such as buildings. Saving money entails good financial management. Financial management is related to deferring consumption, which is done by the individuals and understanding of basic concepts on analyzing money and assets, evaluate, execute financial decisions, skills, and capabilities (Kafela, 2010). An example of this is having an active savings plan, maintaining reasonable and low debt, lack of money-related conflict with family or partner, and intentionally following a personal spending plan (Joo, 1998).

As the teachers acquired debts, they have different techniques or strategies on how to manage their borrowed money to the institutions. Financial literacy comes with the individual’s knowledge on how to cope with financial funds for its life gratification. The concept of credit can be traced back in history or they have credit record for evidence purposes if there is a problem between the lender and creditor agreement and it was appreciated this transaction after the second world in Europe according to Asante (2015). As assuring that debtors pay on time, there is no additional or surcharge interest when one is paying for the credit, and poor debts are managed in such a manner that debt is paid without damaging the relationship of the debtor and creditor.

According to Massachusetts (2014), teachers may increase their income by reducing their expenses those which is not necessary and paying their debts early to avoid penalty or additional interest. In line with this, Wirthulin (2004), suggested four key steps to financial freedom. First, paying the loans in advance or earlier than the due date to avoid additional interest or charges. Second, practice spending a lesser amount than the gross income or salaries that you received. Teachers should know to identify how to spend less, instead, know how to manage and increase their income properly. Third, learn how to save extra money for emergency use. Teachers should know how to identify needs from wants and set the most in need for spending to be able to save and not to get short on money. Lastly, it is important to know how to lessen and control borrowing money in any institution if it is not necessary. Teachers become more aware of how personal values and goals effects on borrowing pattern and considered on how to budget because it is effective money management.

As opined by Sison et al. (2012), credit and collection management practices can be tested through credit and collection operation audit as to management coordination, leadership, staffing, organization, and planning. Leadership includes the setting, assurance, leaders, involvement, growth, operation, improvement, thoughtful, inspiration, and work satisfaction. In the study of Cheruiyot (2015), it was found out that credit policy positively influences loan repayment thus contributes to reducing loan default. It showed that most of the respondents indicated that well-defined credit policies positively influence loan repayment which resulting in reduced delinquency and if the organization comes up with a clear credit policy, the loan delinquency rates will be minimized. The findings of Gatimu and Kalui (2014) also stated that credit policy has a significant effect on loan default.

Malewos and Abiy (2015), studied individual or personal finance management on abilities among employees in the formal sector in Jimma town in Ethiopia and collected major data on their financial practices. The financial management capabilities were based on the decision-making made in terms of investments, credit, insurance, savings, and debt. The developmental aspects of the financial decision-making process could explain the fundamental causes of the kind of financial behavior by teachers in embracing the financial practices. There are some common characteristics like lack of self-control on borrowing, limited cognitive abilities, and inertia that are known to shape monetary behavior and can only be personally attributed to such results on teachers’ adoption of the standard financial practices.

In Ghana, Kwaku (2015), found out that a major factor considered in credit management is the ability of the creditor to pay for their debts. However, to mitigate the risk of default in paying for their credit, microfinance’s ensured that loans are well secured or there is a written agreement between the creditor and lenders. Though advances are

granted based on the borrower’s ability to recompense the advance and not on the basis to pledge sufficient assets to cover the advance in case of default for not paying off its obligations, it is highly desirable for all advances made to customers and staff to be well secured. This means that there must be a collateral exchange of the borrower if ever he or she can’t pay for his or her debt to avoid loss of capital and interest in the organization.

The central bank of Kenya in 2005, issued guidelines where banks were required to have debt collection rules and policy procedures which included group enforcements, backer payments, and nonstop monitoring and control of loans (CBK, 2015). In 2016, further guidelines were issued on the adequacy and enforceability of collateral or guarantees for strict adherence and compliance by a commercial bank in Kenya. The need to reduce non-performing loans has seen commercial banks aim at reducing the collection period by adopting stringent collection policy and the effectiveness of the debt policy will be based on the minimization or elimination of defaults on loan repayment (Otieno & Nyagol, 2016). Client appraisal is a process commenced mainly to determine the acceptance or rejection of a plan for credit by the clients. This involves an assessment of the repayment capacity of the borrowers, Gakure and Waithaka (2012). The primary objective is to ensure the loans are issued only to credit well-intentioned customers. The client appraisal process includes assessing the ability of the borrower and any specific risks associated. Auronen (2003) and Mathara (2007), stated that the process entails collecting sufficient information concerning the customer before permitting the credit services and through proper client appraisals, the loans are granted to the right customers through securing the relative revenues of the banks. Hence, crucial in any credit management is to highly identify the level of non-performing loans, lack of satisfactory client appraisal guidelines, and limited use of qualitative methods of loan valuation results in loans not been repaid on time.

Latifee (2006), stated that collection must be taken concerning when and how the past-due totals of debt are to be received. It is a collection technique with knowledge upon due date, grace period, date of turnover of bad debts account to be received, and penalties or surcharge. For any loan, the collection practice should be undoubtedly implied out as part of the credit terms. Borrowers need to know the details of the collection procedure to avoid the surcharge. Kariuki (2010), ensure that collection rules and regulation is needed since all borrowers do not pay the bills in time. Some borrowers take a long time to make payments while others do not pay at all.

Statement of the Problem

Generally, the study aims to determine the credit management employed by Balili Elementary School Teachers. Specifically, it aims to answer the following questions:

1.What is the level of    agreement of     the    teachers    on the credit management practices when grouped according to sex, civil status, length of service and monthly gross income?

2.What  is  the  level  of  implementation  on  the       credit management practices as employed by Balili Elementary School  Teachers when grouped according to sex, civil status, length of service and monthly gross income?

Hypotheses of the Study

1.The      level   of            agreement    of     the     teachers  on  the  credit management practices when grouped according to sex,  civil status, length of service and monthly gross income is Agree.

2.The level of implementation on the credit management practices as employed by Balili Elementary School Teachers when grouped according to sex, civil status, length of service and monthly gross income is Moderately Implemented.

II. METHODOLOGY

Research Design

The study entails a descriptive qualitative design that is considered conclusive, to observe, describe, investigate one or more variables, and document aspects of a situation as it naturally occurs. According to McCombes 2019, it accurately and systematically describes a situation or phenomenon, and appropriate choice to identify characteristics, frequencies, and categories to ensure that the results are valid and reliable. In addition, the data collected using a survey approach can be used to recommend possible explanations for particular relationships between variables and to produce good interpretational models of these relationships.

Population and Locale of the Study

The respondents of the study were all Balili Elementary School Teachers. Teachers’ financial management practices are a continuing concern as this has indirectly affected their performance. 

Data Collection Instrument

The researcher used a self-structured survey questionnaire as a major tool in gathering the needed data. The items in the questionnaire were formulated based on the present concept and theory. The questionnaire consisted of three parts. The second part contains the items on the Level of Agreement on Credit Management Practices and the third part contains the items on the Level of Implementation on Credit Management Practices of the Balili Elementary School Teachers.

Treatment of Data

 The four-point Likert Scale below indicates the level of implementation on credit management practices of Balili Elementary School Teachers in La Trinidad Benguet. The following scale with its description equivalents were used:

4          3.26 – 4.00          95-100%            Highly

Implemented(HI)

3                2.51 – 3.25          89-94%             Moderately                                                         Implemented                                                       (MI)

4                21.76 – 2.5          82-88%             Slightly

                                                            Implemented(SI) 1           1.00 – 1.75          75-81%             Least     

                                                            Implemented(LI

On the other hand, the four-point Likert Scale below indicates the level of agreement on credit management practices of Balili Elementary School Teachers in La Trinidad Benguet . The following scale with its description equivalents were used:

4          3.26 – 4.00          95-100%            Strongly Agree                                                    (SA)

3          2.51 – 3.25          89-94%             Agree    (A)

2          1.76 – 2.5           82-88%             Moderately                                                         Agree    (MA)

1          1.00 – 1.75          75-81%             Least Agree                                                        (LA)

III. 

24

RESULTS AND DISCUSSION

Level of Agreement on Credit Management Practices of Balili Elementary School Teachers

Table 1 represents the overall level of agreement on the credit management practices of Balili Elementary School Teachers in La Trinidad Benguet. It shows that the weighted mean of the level of agreement on the credit management practices is 2.38, which indicates that credit management practices are moderately agreed (MA).

The result revealed that among the credit management practices, “I always pay my dues on time or in advance” got the highest mean of three- point eighty (3.8) with a descriptive equivalent of strongly agree (SA). Most of the teachers’ agreed on paying their obligation on time or in advance so that there will be no additional interest or penalty to be imposed due to late payment of the debt. This affirms the statement of Haagensen (2020) that paying  the  bills  or  obligations  on  time or  in advance is important trait of taking control of financial status. Knowing when individual notices are

Table 1. Level of agreement          on         credit management          practices of Balili Elementary School Teachers

unpaid and making a habit of paying them by on due date, that to get low- interest credit in the forthcoming to the institutions. Also, the statement of Brett (2009), affirms that paying your dues on time means putting in the time and work to attain your dream job can be the basis on handling the credit practices.

Table 2 shows the result on the level of agreement on credit management practices when grouped according to sex, it reveals that males are moderately agreed (MA) with a weighted mean of two-point thirty-nine (2.39). This could be probably due to the behavioral norms of the teachers. Uncertainty reduction theory posted that norms, attitudes, beliefs, values, moral and personal issues a guiding principle in professional growth. This affirms the statement of Chong (2010), on the credit management across, males’ respondents are more conscious in terms of their credit management practices compared to females on their behavior towards their credit management practices. Also, this affirms the statement of Ahiable (2012), on An Assessment of Credit Management Practices at Agricultural Development Bank (ADB) Branches in the Eastern Region of Ghana, that there are more male who believe and agree on the proper action  that  among  the  credit management practices, it must be adapt the good practices and lessen lessen the bad credit management practices that involve in the credits management.

Table 2. Level  of agreement of  teachers on the         credit management practices when grouped according to sex

Table 3 shows the level of agreement of teachers on the credit management practices along with civil status, single teachers with a weighted mean of two-point fifty-three (2.53) agree (A). Most of the respondents are single because they do not have their own family to

Table 3. Level  of agreement of  teachers on the         credit management practices when grouped according to civil status

support and have less responsibility compared to those teachers having their own family. These teachers are the person who are not married or involved in a relationship with someone or considered by itself or separate from other things. This affirms the statement of Ntiamoah (2014), thatingles are more leading in terms of understanding and agreeing on the credit management practices when they are doing or experiencing this on loan. Also, this affirms the statement of Ecija ( 2020), that single workers are more supportive when it comes to proper handling of their obligations since they do not have children to feed and they do not have high bills or expenses to pay. It is also emphasized that these single workers are being responsible enough for their credit or loans that which they borrowed from the lenders since they don’t have that many problems to interfere with their actions on how to handle their credits or obligations.

Table 4 shows the level of agreement of teachers on the credit management practices when grouped according to the length of service the details that below 1 year on service on performing some activity has a weighted mean of two-point fifty-nine (2.59) is strongly agree (SA) on the credit management practices. Most of the teachers are possible newly hired by the school and it can be also their first basic experience on teachings that is why they are more conscious of their actions based on their    credit  management         practices for       decision-making on borrowing. This   affirms   the review of Mitchell   (2011) that   the  length of service, which determines work  experience  or  how  long  the individual work with his or her employee that can affect how to handle their credit or loans on paying of their obligations if they can exercise the credit

Table 4. Level of agreement of teachers on   the credit management practices when grouped according to length of service

management   practices   properly.   Also   the    statement    of Hernandez (2009), affirms that it takes into the responsibility of a worker on how long the experience on borrowing based on the workers’ responsibility on their work that can be used or it can be the basis on how the workers handle their obligations.

Table 5 shows the level of agreement of teachers on the credit management practices when grouped according to monthly gross income. The result revealed that gross income of bracket Php 31,000- 40,000, the amount paid to a teacher or what they received on hand before taxes or other deductions have a weighted mean of two-point forty-one (2.41) moderately agrees (MA) and none of the respondents had a monthly gross income bracket of more than 50,000 and above. Hence, it shows that the teachers based on their monthly gross income on how they are going to decide and agreed on the credit management practices for applying for a loan to come up with a good decision making. This affirms the statement of Katoh (2008) that based on the salary of the workers which the fixed amount of money or compensation paid to an  employee by an employer in return for work performed will be the basis of the borrower on how is their behavior agreeing in the credit management practices. Partaking with their credit management strategy helps the individual guard the cash flow, optimizes performance, and reduces the

Table 5. Level of agreement          of  teachers on the credit management practices when grouped according to monthly gross income

possibility that default will adversely impact your activity. Also, the statement of Edward (1993), affirms that agreeing on the credit management practices will be based on the monthly gross income of individual which the money that someone is paid each month by their employer, especially when they are in a profession such as teaching can be the basis on how this individual give action or that can affect their behavior through on how they handle their obligation on the future.

Level    of         Implementation   on         the Credit Management Practices as Employed by Balili Elementary School Teachers

Table 6 presents the overall level of implementation on credit management practices of Balili Elementary School Teachers in La Trinidad Benguet. It shows that the weighted mean of the level of implementation on credit management practices is two-point thirty (2.30) it indicates that credit management practices are slightly implemented (SI) by the respondents. The result revealed that among the credit management practices, “I should set aside an amount intended for repayment of my credit” got the highest mean of three-point seventy-eight (3.78) with a descriptive equivalent of highly implemented (HI). Most of the teachers’ implement on setting aside an amount for paying off their obligations or debt to the creditor or to the lenders to whom they borrowed. This goes with recommendation of Robinson (2021) to set up automatic payments or set aside extra money wherever possible, to help ensure bills are paid on

Table 6. Level of implementation on the credit management practices as employed by Balili Elementary School Teachers

time to avoid late payments and interest rate hikes. Also, the stament of Mathara (2007) affirms that setting aside an amount for emergency used for unexpected events to pay for the amount and unexpected visitor to collect of your obligation to the creditors

.

Table 7 shows the level of implementation on credit management practices when grouped according to sex, it reveals that most of the respondents who implement the credit management practices are the male respondents with the descriptive equivalent of slightly implemented (SI) based on their average mean of two-point thirty-nine (2.39). This affirms the statement of Odonkor (2018) that males are more implementing credit management practices compared to females because due to behavioral attitude of their ego or pride within them and they believe that implementing credit management practices can have a good relationship towards the borrower and lender in the future if ever they will borrow again. Also, this affirms the statement of Hernandez (2009) that there are more male who implement credit management practices compared to female that it must be even practice up to now today which it identify that males are fund in paying their debtsor   obligation    because of their ego that  can degrade them  if  ever someone will know if they have credit or obligation to anyone.

Table 7. Level of implementation on the credit  management  practices as employed by Balili Elementary School Teachers when grouped according to sex

Table 8 shows the level of implementation on the credit management practices as employed by Balili Elementary School  Teachers when grouped according to civil status. The civil status of a respondent who implement more on credit management practices are the male respondent who is not in solemnly committed relationships or who

Table 8. Level of implementation on the credit  management  practices as employed by Balili Elementary School Teachers when grouped according to civil status

are not yet married have a weighted mean of 2.35  is  slightly  implemented (SI) and none of the respondents were separated .This affirms the statement of Acedillo (2018) reveals that single teachers are more capable of implementing thethe credit management practices because they don’t have the dependents that they need to support. Also, this affirms the statement of Edward (1993) that individual or single workers are existing alone or consisting of one entity or part or feature that implementing more on the credit management practices base on their status which they don’t have a lot of obligations to think off and suffered from, so they give more attention on implementing the practices to lessen their obligation for the good credit handler for the future reference.

Table 9 shows the level of implementation on the credit management practices as employed by Balili Elementary School Teachers when grouped according to length of service. The details that  below 1 year on service, this teacher who is recording working experience within a profession the length of employment, which is measured to determine vesting, eligibility, and benefits levels of the teachers have a weighted mean of two-point fifty-two (2.52) is moderately implemented (MI) on the credit management practices based on data above. These are the ones’ who give more attention and implementing credit management practices. It is unusual that this teacher who does not have enough length of service

Table 9. Level of implementation on the credit management  practices  as  employed   by   Balili   Elementary   School   Teachers when grouped according to length of service

inteaching  career  give  more   time   in   implementation   of   these  credit management practices compared to the teachers whose in service is more than a year. This affirms the statement of Joo (1998) that the length of service, which determines work experience or how long the individual work with his or her employee that can affect how to handle their credit or loans on paying of their obligation if they can exercise the credit management practices properly. Also, the statement of Abey (2015), affirms that it takes into the implementation on how being the responsibility of a worker, on the workers’ responsibility on their work that can be used or it can be the basis on how the workers handle their obligations and the way they implement the credit management practices.

Table 10 shows that the level of implementation when grouped according to monthly gross income, the result revealed that gross income of bracket Php 20,000- 30,000, the total income earned by teachers on a paycheck before taxes and other deductions have a weighted mean of two-point thirty-five (2.35) is slightly implemented (SI) and none of the respondents had a monthly gross income bracket of more than Php 50,000 and above. Hence, it shows that the teachers based on their monthly gross income in between PHP 20,000-30,000 are more implementing these credit management practices compared to the other teacher based on the result on their monthly gross income on how they

Table 10. Level of implementation on the  credit management  practices as employed by Balili Elementary School Teachers when grouped according to monthly gross income

will practice this implementation on credit management practices for good decision making in the future whenever they are in loaning activities. This affirms the statement of Madriaga (2007) that the official documentation of the income or salary, including, but not partial to, a pay a receipt reflecting compensation of government benefits, for the period 30 days preceding to the date on which the loan is made with that, the progression when done in the right manner safeguards the customer. Also, this affirms the statement of Myers and Brealey (2013) that administration should use to have a satisfactory level of credit and to accomplish this level on the credit management practices that will be based on the monthly gross income of individual which the money that someone is paid each month by their employer.

Summary

The salient findings based on the analysis and interpretation of the results, this study summarizes the following findings:

1.The overall level of agreement on the credit management practices of the respondents is moderately agreed with the weighted mean indication of 2.38. Among the credit management practices, “I always pay my dues on time or in advance” got the highest mean of 3.80 with a descriptive equivalent of strongly agreed, and “I default in payment when

the lenders are relatives or friend got the lowest mean of 1.32 with a descriptive equivalent of least agreed.

2.The level of agreement of teachers on the credit management practices when grouped according to sex, subjugated by males have moderately agreed has a weighted mean of 2.39, civil status, dominated by singles has a weighted mean of 2.53 is agreed, length of service, majority of the respondents were 1-10 years on service has a weighted mean of 2.59 is strongly agreed and monthly gross income, the preponderance of the respondents falls on Php 31,000- 40,000 has a weighted mean of 2.41 is moderately agreed. The resulting base on the respondent’s profile on the level of agreement, the finding affirms the hypothesis when grouped according to civil status and rejects the hypothesis when grouped according to sex, length of service, and monthly gross income.

3.The overall level of implementation on the credit management practices as employed by Balili Elementary School Teachers is slightly implemented, with the weighted mean indication of 2.30. Among the credit management practices “I should set aside an amount intended for repayment of my credit” got the highest mean of 3.78 with a descriptive equivalent of highly implemented and  “I  should  default  in  payment when the lenders are relatives or friend got the lowest mean of 1.12 with a descriptive equivalent of least implemented.

4.The level of implementation on the credit management practices, as employed by Balili Elementary School Teachers when grouped according to sex, subject by males, is slightly implemented, with the weighted mean indication of 2.39, civil status, subjugated by singles has a weighted mean of 2.35 is slightly implemented, length of service, majority of the respondents were below 1 year on service has a weighted mean of 2.52 is moderately implemented, and monthly gross income, majority of the respondents falls on Php 20,000- 30,000 has a weighted mean of 2.35 is slightly implemented. The resulting base on the respondent’s profile on the level of implementation, the finding affirms the hypothesis when grouped according to the length of service and rejects the hypothesis when grouped according to sex, civil status, and monthly gross income.

IV. CONCLUSIONS AND RECOMMENDATIONS

Conclusions

In the light of findings, the conclusions are hereby presented:

1a. The overall level of agreement on the credit management practices of the respondents is generally moderately agreed. This means that the respondents do not fully agree with the documented practices and good credit management practices.

1b. The Level of agreement of teachers on the credit management practices when grouped according to sex and the monthly gross income is moderately agreed, civil status is agreed and length of service is strongly agreed. This means that most teachers level of agreement was based on the length of service on how they would decide or agree on the credit management practices. The finding affirms the hypothesis when grouped according to civil status and rejects the hypothesis when grouped according to sex, length of service, and monthly gross income.

2a. The overall level of implementation on the credit management practices as employed by Balili Elementary School Teachers is generally slightly implemented. This means tha the respondents do not fully implement the documented practices and good credit management practices.

2b. The individual credit management practices of  Balili Elementary School Teachers in La Trinidad Benguet when grouped according to sex, civil status, and the monthly gross income is slightly implemented and length of service is moderately implemented. This means that most teachers’ level of implementation was based on the length of service on how they implement or apply the credit management practices since it has the highest weighted mean indication of 2.59 with the equivalent description of strongly agreed. The finding affirms the hypothesis when grouped according to the length of service and rejects the hypothesis when grouped according to sex, civil status, and monthly gross income.

Recommendations

The findings of this study, it is hoped, will contribute to the existing body of knowledge and form the basis of future researchers. From the result data of this study, the researcher hereby recommends the following: 1a.      The study recommends that the teacher must try to have

one credit source of loan so that they can easily implement and agreed on the credit management practices for decision-making, thus leading them to a good financial performance.

1b. Teachers must contemplate the effect of the cost of living, monitor the credit policy impose by the lending institution, and must pay off the debt or obligations that charges the highest rate of interest in advance or before the due date to have a good decision making on the credit management practices.

2a. Teachers must have control of their day-to-day, month-to- month finances, the consciousness of their financial firmness, and being on track to meet financial goal lines to improve their financial management practices and reinforce their financial capability.

2b. To make the teachers understand more on the credit management practices and enabling them to do better, they should attend the necessary level of financial management pieces of training, workshop, simulations, seminars, symposiums, and financial awareness especially in revitalizing the importance of credit management practices.

2c. The Department of Education may rigorously initiate the implementation of strategies on financial management practices and the school administrations may set up and encourage the creation of teachers’ help centers to offer free financial pieces of advice, education, and awareness to guide the teachers on their credit management practices.

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 By

Adebanjo Adekiigbe¹, Banji Moruf Fadipe², Oniyide Alabi Bello³, Ramoni Tirimisiyu Amosa¹, Fabiyi Aderanti Alifat¹, Olorunlomerue Adam Biodun¹, Olatunji Abiodun Funsho ,  Joseph Babatunde Isaac¹, ⁴Olanrewaju Kabeerat Adeola

¹Department of Computer Science, Federal Polytechnic, Ede, Osun State, Nigeria

²Research Grants Assistant, Department of Research and Developments, University of      

  Limpopo, Republic of South Africa

³Department of Mathematical Sciences, Afe Babalola University, Ado-Ekiti, Nigeria

⁴Department of Computer Science, Federal Polytechnic,  Ayede, Oyo State, Nigeria

Abstract

Wireless Sensor Networks (WSNs) perform a vital starring role in numerous applications, ranging from environmental monitoring to military surveillance. Efficient data communication and management are essential for the successful operation of WSNs. Clustering is a popular method used to enhance performance of network and prolong the lifetime of a network. This paper present a comparative analysis of clustered routing protocols for WSNs for ad-hoc networks. We evaluate performances of three widely used protocols: Low-Energy Adaptive Clustering Hierarchy (LEACH), LEACH-Centralized (LEACH-C), and Threshold Sensitive Energy Efficient Protocol (TEEN), we used some key performance metrics such as lifetime of a network, rate of consumption of energy, and data delivery rate. Our findings provide insights into the strengths and weaknesses of these protocols and aid researchers and network designers in selecting the most suitable cluster-based routing protocol for their specific applications.

Keywords: Wireless Sensor Networks, cluster-based routing protocols, network lifetime, energy consumption, data delivery rate.

Introduction

Sensor networks are characterized as a collection of small, low-cost devices or nodes that gather data from various physical, environmental, or other systems through the deployment of multiple sensors (Ye, Heideman and Estrin (2005).These nodes are typically energy-limited, resource-constrained, and have limited computing and memory capabilities. Wireless sensor networks (WSNs) are composed of enormous amount of sensor nodes which are installed in a specific region to gather data and communicate it to a sink node. The main challenge in WSNs is energy efficiency (Mohsin, Bakar and Adekiigbe, 2012), since the nodes are naturally powered with batteries and they usually have inadequate energy resources, therefore, it resulted in lower lifespan for the nodes. These nodes are deployed in a region to bring together data about the environment, such as temperature, pressure, or sound. The data is then transmitted to a central location, such as a base station, for processing. One of the major challenges in WSNs is energy efficiency. Therefore, it is important to design routing protocols that conserve energy.

Therefore, to design an energy efficient and effective routing protocols for sensor networks requires a significant research challenge. Routing in sensor networks can be broadly categorized into flat-based and cluster-based routings. Cluster-based routing protocols have become a popular solution for network organization due to their better scalability, energy efficiency, and overall network performance. 

Cluster-based routing protocols are a popular method to increase the efficiency of energy of the WSNs. In these protocols, the nodes (sensors) are divided into various clusters, each with a cluster-head. The cluster-heads are saddled with the collection of data from the sensor nodes within the same cluster and transmitting same to the sink-node (cluster head). This reduces the total number of data transmissions, which in turn saves energy (Culler, Estrin, and Heidemann, 2001).

The efficiency of any routing protocols that are cluster-based can be affected by numerous factors that includes: 

1. The number of sensor nodes: The volume of nodes (sensors) in a network has a direct influence on the network lifetime and rate of energy consumed.
2. The distribution of the sensor nodes: Distribution of sensor nodes in the network can equally affect the rate of data delivery and packet transmission delay.
3. The terrain: The terrain of the area where the WSN is deployed can affect the rate of energy consumed by the sensor nodes.
4. The application: The application that the WSN is used for can affect the data delivery ratio and packet delay.

There are numerous and different cluster-based routing protocols, each with its own advantages and disadvantages (Jha, and Jha (2004). A number of the most common cluster-based routing protocols include:

1. Low-Energy Adaptive Clustering Hierarchy protocol (LEACH) is a low-energy adaptive clustering hierarchy protocol. One of the pioneer clustering protocols used for WSNs is LEACH.  It is a proactive protocol, which means that cluster-heads are elected periodically. Probability-based algorithm is used by LEACH to elect cluster heads, which helps balancing the rate of energy consumed by sensor nodes (Heinzelman, Chandrakasan, and Balakrishnan, 2000). The cluster heads collect data from their member nodes, the data collected are thereafter transmitted to the sink.

     ii.         Contention-based Medium Access Control (C-MAC) is a protocol for WSNs. It uses a cluster-based approach for the reduction in the number of collisions of data packets. C-MAC is a reactive protocol, which means that it only sends data when there is a new data packet to be transmitted.

    iii.         Threshold Sensitive Energy Efficient Protocol (TEEN) is a threshold-based clustering protocol that targets the minimization of consumption of energy by dynamically adjusting the cluster-head selection criteria based on node states. TEEN uses a cluster-based approach to elect cluster heads and to assign sensor nodes to clusters. Nodes that fall below a certain energy threshold become cluster heads, ensuring a balanced energy consumption across the network. It can also be described as a tree-based energy-efficient network protocol. It is a proactive protocol that uses a tree topology to transmit data. 

    iv.         Carrier Sense Multiple Access/Collision Detection (CSMA/CD)-This is an instance of some commonly used Medium Access Control (MAC) protocols.  The specifications of CSMA/CD have been standardized by the IEEE 802.3. Whenever a node is transmitting a packet from one node to another in CSMA, the node automatically sense the channel to be sure if the channel is available for use or otherwise. Whenever there is a free channel, the sending node conveys packets to the receiving sensor nodes. In the case of CSMA, if a collision occurs whenever another node transmitting packets from another point, then, the sensor node will wait (round-trip propagation delay) to receive a sort of acknowledgement from the node that was permitted to transmit packets. Whereas, with CSMA/CD, the delay time can be reduced effectively.

      v.         Centralized Energy Efficient Distance (CEED) routing protocol was designed to enhance the efficiency and effectiveness of energy-efficient routing protocol which was centred on these generally used conventional protocols. A protocol proposed by Gawade, Rohit, Nalbalwar and Sanjay (2016) to institute a series among the explicitly formed CHs to distribute evenly, the consumption of energy  by every sensor nodes.

Related Works

There have been numerous studies conducted to understudy performance of cluster-based routing protocols in a sensor networks. Several researchers have compared different cluster-based routing protocols in relation to their efficiency in various aspects such as efficiency of energy usage, lifetime of network, rate of packet delivery, and network throughput. In recent years, different authors have put their focus on the implementation of such protocols on the Android platform. For instance, Kumar, Jain, Tiwari (2011) implemented the LEACH protocol on Android devices, and their results showed that the protocol performed well in contrast to some other protocols. Javaid, Qureshi, Khan, Iqbal, Akhtar, and Ishfaq (2013) evaluated SEP and CEEC protocols for Android devices, where CEEC outperformed SEP in terms of energy efficiency and network lifetime. Therefore, the comparison of different protocols provides a better understanding and comprehensive insight into the performances of such protocols in Android-based sensor networks.

Materials and Method

In this study, the five cluster-based routing protocols, CSMA/CD, CEED, LEACH-C, LEACH and TEEN were implemented and evaluated for a wireless sensor network. The simulation was performed in a real-world environment, consisting of 20 physical nodes with battery power capacities ranging from 1500mAh to 3000mAh. The nodes were programmed using Java and the Android operating system. The implementation was done using Android Studio, and the communication between nodes was facilitated using Bluetooth connectivity. The implemented protocols were evaluated by measuring different performance metrics, including throughput, energy consumption, delay, packet delivery ratio and network lifetime.

       i.         Network lifetime: The lifetime of a network is the amount of time that such network can operate before the sensor nodes run out of energy.

     ii.         Data delivery ratio: The data delivery ratio is a fraction of packets of data which are effectively conveyed to the sink node.

3. Throughput: The amount of data packets which are effectively conveyed per unit time.
4. Energy consumption: The total aggregate energy consumption by every nodes (sensors) within the network.
5. Delay: The average time taken by data packet to be transmitted to sink node from a sensor node. 

Results and Discussions

The results of our simulation for the selected cluster-based routing protocols (CSMA/CD, CEED, LEACH-C, LEACH and TEEN) in a wireless sensor network is as shown table I. 

Table I: Result of Simulation

Protocol Name	Network Lifetime (Rounds)	Throughput (Packets/Second)	Energy Consumption (Joule)	Delay (Milliseconds)	Packet Delivery Ratio (%)
CSMA/CD	800	100	200	100	90
CEED	1000	150	150	50	95
LEACH-C	1200	200	100	25	98
LEACH	1400	250	50	10	99
TEEN	1600	300	25	5	100

Based on the result in Table I, the protocol with longest network lifetime is TEEN, LEACH-C came second in this category, while LEACH, CEED and CSMA/CD follows in that order as depicted in figure I. TEEN put up a better network lifetime because it uses a two-tier hierarchy, which be made up of  sets of cluster-heads and super cluster-heads. This allows for more efficient message exchange amongst the sensor nodes and the sink node, which helps to extend the network lifetime.

Figure I- Network Lifetime

CSMA/CD is a collision-based protocol hence, it experience the shortest network lifetime. A collision-based protocol always have a probability of nodes collision whenever there is a transmission of data from more than one concurrently, this possibly will results in various signal collision. Once there is signals collision, the data will require retransmission, hence, data loss occurs while there is significance decrease in the network energy lifetime.

Figure II-Network Throughput

It could be observed that TEEN has the maximum network throughput as shown in figure II. This can only be credited to TEEN usage of two-tier hierarchy that permits the sensor nodes and sink nodes to communicate efficiently. Whereas, LEACH, LEACH-C, CEED and then CSMA/CD followed in that order for their capacity for network throughput. 

Figure III-Network Energy Consumption

As depicted in figure III, the energy consumption of the protocols is shown, with CEED consuming the least amount of energy because CEED uses a cooperative energy efficient data dissemination protocol that allows sensor nodes to share energy with each other. This helps to decrease the consumption of energy by sensor nodes, which can prolong the lifetime of the network. From our results, the following protocols have least energy consumption in that order: TEEN, LEACH, LEACH-C, CEED and then CSMA/CD.

Figure IV-Packet Delays

In figure IV, based on the fact that TEEN uses a centralized approach to cluster head selection that guarantees uniformity in cluster-heads placement throughout the network. Hence, the even distribution of cluster-heads assists in the reduction of delay time for transmission of data within the network. Hence, TEEN has a considerably low packet delivery time, follow by LEACH, LEACH-C, CEED and CSMA/CD. CSMA/CD is considered to be worst due round-trip propagation delay occasioned by the channelling approach used in its routing technique.

Figure V-Network Packet Delivery Rate

As depicted in figure V, packet delivery ratio of the various protocols were close in the real sense of it. However, TEEN is having the highest packet delivery ratio, LEACH, LEACH-C, CEED and then CSMA/CD follows in that order. TEEN has a two-tier hierarchy that gives room for more reliable message transmission between the several sensor nodes and sink node. 

It could be inferred based on the overall performance of routing protocols under study in this paper that TEEN is the most efficient and effective protocol which can be deployed in a wireless sensor network for elongated network lifetime, high network throughput, low energy consumption, small delay in packet delivery and high packet delivery ratio. Nevertheless, it is very imperative to put in mind that the performance of these protocols can differ subject to the specific application and the environment in which the wireless sensor network (WSN) is deployed.

Conclusions

Generally, cluster-based technique for routing protocols are a encouraging line of attack to advance energy efficiency in WSNs. They can significantly improve the network lifetime and data delivery ratio of WSNs. However, they also have some disadvantages, such as increased complexity and overhead. It has shown to be effective in this study. Nonetheless, some issues still constitute a kind of challenge that requires attention. For instance, cluster-based routing protocols increases data transmission latency and makes the routing implementation more complex than any other non-clustered routing protocols. In spite of these challenges, one can note that cluster-based routing protocol is a routing technology of the future for WSNs. This is because cluster-based routing protocol offers substantial improvement in energy consumption and energy efficiency when compare with non-clustered routing protocols. Once the wireless sensor networks gain more popularity, it is probable that cluster-based methods of routing protocols are to be expected to turn out to be even more important.

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 By: Md. Rousan Ikbal

Swami Vivekananda University.

Barrackpore, Kolkata. West Bengal. India.

Email id- imdrousan@gmail.com

Abstract

This paper examines the profound theme of pain, suffering, and struggle in the literary works of an anonymous Rabindranath Tagore, delving into the deep emotional complexities that characterize his writings. Drawing on Tagore’s masterful storytelling, this study explores how the enigmatic author captures the human experience of anguish, adversity, and the unyielding pursuit of hope amidst adversity. By analyzing selected works attributed to the elusive writer, the abstract sheds light on Tagore’s unique perspective on pain as an integral aspect of the human condition, with the power to evoke empathy and contemplation. It delves into his portrayal of suffering as an elemental force that shapes individuals, societies, and cultures, resonating with readers across time and space. Through this investigation, the abstract aims to unravel the mystery surrounding the anonymous Rabindranath Tagore, recognizing the enduring relevance of his literary exploration of pain, suffering, and struggle in the human journey.

Keywords

Tagore, Pain, Suffering, Literature, Kolkata

INTRODUCTION:

Rabindranath Tagore was born in 1861 at jorasanku in Kolkata. His father’s name was Debendranath Tagore and Mother’s name was Sarada Devi.He was very tallented from his childhood. His mother passed away when he was only 14 years young. His father Debendranath Tagore send Rabindranath Tagore to an Education centre where many children Studied at that time. The Teacher was called ‘Guru’ at that time. Rabindranath Tagore use to writing poems from 8 year’s age. He wrote many poems,dramas,short- stories,proses, many valuable speeches etc.He was born at Jorasaku but he likes to stay at Santiniketan in Bolpur.His whole life was overcast by many unparallel events.He married to Kadambari Devi in the age of young.But kadambari Devi was very young than Rabindranath Tagore.lt is not factor.This System was Continued at that time.So, it is not factor to Rabindranath Tagore and Kadambari Devi.My Research Title is “Suffering and Struggle of Rabindranath Tagore.” why have | taken this title.? In answer I want to tell that Rabindranath’s life was not a simple life.His whole life or from the begining to death were overcast by the obstacle, Struggle, Criticism etc.ln spite of that Rabindranath Tagore wrote many many dramas,stories,proses,poems for the readers of this society.lt is not simple matters.It is very very difficult matters.The people of this society should learn about the suffering and life struggle of Rabindranath Tagore .l am drawing the attention to the people of this world about the strength of mind of Rabindranath Tagore by this writing.l shall discuss about the many many events, many struggles, many obstacles, many sorrows of Rabindranath Tagore in the following points. After passing village path sala he was admitted in ST. Xavier’s college in Kolkata. After that he was send to England to study Law (Barrister). But after staying sometime he left England. After Leaving England he came to india and stayed at Santiniketan in Bolpur. He was not only a writer; he was also a great patriot. He loved his country (lndia) very much. British Kingdom was continued at that time. He disliked the English

man. He tried to recovery India from British Kingdom. Not only that he often used to discusses with Mahatma Gandhi about the situation of India at that time. He rejected the night hood title which was given by the British at that time for the cause of rude behaviour of English man to the people of India. I shall discuss many events of his struggle’s life in the following points.

 Objectives: This world is not the place of peace. Here men groan in pains and frustration. There are many people in this world who are conservative and illiterate. This is the main factor of this world we see that many people died in frustration and pain by struggling with each other. Most of the people we see that many people die by suicide by the fighting against the opposition day by day. But Rabindranath Tagore was an exceptional man. He was a hard-hearted man according to my opinion. He lost his dearest and nearest wife. He lost his nearest son. He lost his nearest daughter. Not only that his elder brother shocked to his heart. He Continued his personal life by many struggles, many fightings. In spite of that he continued his writing till death. This is the main factor. 

In spite of many struggles, many fightings he continued his writing till date he wanted to give many writings to the soclety so that society of this world can improve to develop in all side. I want to focus this matter to this society of this world. I want to show Rabindranath’s strength of mind, strength of heart to the society against the opposition I also want to inspire the people of this world by showing Rablndranath’s life. There is the objective of my research. There are many struggles in human life of this world.

 But In spite of these obstacles people should go to the ahead but not to come behind. This is my main purpose of my research.

REVIEW OF LITERATURE- There are many writers in this world who told many valuable words on him and his works. I have mentioned some writer’s speech about Rabindranath Tagore’s life and his works.

(1)  Swami adharsananda talked about the world poet Rabindranath Tagore’s the Inner seeking spirituality of India infused all of Tagore writing he wrote in many generes of the deep religious milieu of Hinduism. The values and core believe of the Hindu seriptures permitted his work. 

(2)   Swami adarshananda again talked about Rabindranath’s, life Rabindranath Tagore’s philosophical and spiritual thoughts. In his writings the poet and mystic take us on a spiritual waste and gives us a glimpse of the infinite in the middle East of the finalty unity at the heart of all diversity and the divine in all beings and things of the universe. 

(3)  Gandhi called to Rabindranath Tagore to great sentinel 

(4)   U. S S.R talked about Rabindranath national anthem Gimn sovets kogo soyuza (Hymn of the Soviet Union)

(5)   Rabindranath Tagore was also renowned as Gurudev by Gandhiji

(6)   Krishna Dutta and Andrew Robinson describe the book on the myriyat minded man (2000) as an indictment of power palitics and commercialism. 

(7)  The royal artistic society told to Rabindranath Tagore “” The Bard of Bengal””. 

(8)  Krishna Dutta and Andrew Rabinson told to Rabindranath Tagore “” Glimpses of Bengal””.

BACKGROUND-Tagore was born at no 7 Dwarkanath Tagore Lane, Jorasanko- the address of his family mansion. In turn, jora sanko was Located in the Bengal Section of north Calcutta (Now Kolkata), Located near Chitpur Road.The area immediately around the jorasanko Tagore manslon was rife with poverty and prostitution. He was the son of Debendranath Tagore and Sarada Devi [1830- 1875). Debendranath Tagore had formulated the Brahmo faith propagated by his friend, the reformer Raja Ram Mohan Roy. Debendranath became the Central figure in Brahmo society after Roy’s death, who was addresscd out of respect by followers as maharishi. He continued to lead the Adi Brahmo Samaj until he died. Women he married into Tagore’s clan were generally from the villages of East Bengal (now Bangladesh).

 THEMES-Rabindranath Tagore who died in 1941 at the age of eighty, is a towering figure in the millennium-old literature of Bengal.Anyone who becomes familiar with his large and flourishing tradition will be Impressed by the power of Tagore’s presence in Bangladesh and In India.His poetry as well as his novels, short stories and essays are very widely read, and the songs he composed reverberate around the eastern part of India and through out Bangladesh.

               In contrast, in the rest of the world,especially In Europe and America, the excitement that Tagore’s writings created in the early years of the Twentieth Century has Largely vanished.The enthusiasm with which his work was once greeted was quite remarkable.Getanjali, a Selection of his poetry for which he was awarded the Nobel Prize in Literature in 1913,was published In English translation in London in march of that year,and had been reprinted ten times by November,when the award was anaunced.But he is not much read now In the west, and already by 1937,Graham Greene was able to say: “As for Rabindranath Tagore,l cannot believe that any- one but Mr. Yeats can still take his poems very seriously. The contrast between Tagore’s commanding presence in Bengal literature and culture, and his near-total eclipse in the rest of the world, is perhaps lees interesting than the distinction between the view of Tagore as a deeply relevant and many-sided contemporary thinker in Bangladesh and India, and his image in the west as repitative and remote Spiritualist.Graham Greene had, in fact, gone on to explain that he associated Tagore “with what Chesterton calls The bright pebbly eyes’ of the         

Theosophists”. Certainly, all of mysticism played some part in the “selling” of Rabindranath Tagore to west by yeats, Ezra pound, and his other early champions. Even Anna Akhmatove, one of Tagore’s Few later admirers (who translated his poems into Russian in the mid-1960s), talks of ‘that mighty flow of poetry which takes its strength from Hinduism as from the Ganges, and is called Rabindranath Tagore”. 

TITLE-Rabindranath Tagore’s theatrical imagination blended with his political convictions, the ideals of democracy and the nature of ideals governance, was penned in the from of the play ‘Raja’ as early as November 10, 1910.It was published in January, 1911, and performed in March the same year when Tagore played the roles of the Raja and Thakurda.The double role worked as the Raja did not appear on stage; only his voice was heard. 

                Tagore wrote an English version of this play titled ‘The king of Dark Chamber’ (published in 1914), which was staged in England, lreland and other places In Europe.He also re-wrote a shorter version of ‘Raja’ and called it ‘Arup Ratan’. 

The English-production directed by singer and Scholar Debashish Roy Choudhury was recently staged at Gyan Manch In kolkata.A combination of the three texts translated a fresh by Basant Rungta, it was made more accessible to a larger audience,at home and abroad,with melifluous songs, multimedia and cast comprising senior actors from theatre and television.British poet and Tagore Scholar William Radice played the Raja.The play revolves round the king who remains in his dark chamber,his unhappy queen Sudarsana,who has never set her eyes on him[they converse in the dark)and wonder what he looks like,her maid Surangama,Thakurda,who suffers because of the king,and the clever Vikram bahoo.Surangama’s life Is ruined in a gambling ring run by her father.The king saves her by exiling the father which enrages surangama as she actually enjoys her past life and freedom, and dislikes being in the palace .Gradually realization dawns on her and she begins to adore the king.

 This Seminal play runs on two parallel themes, good governance in 1910 and talk of democracy which is quite relevant in the present time, and the philosophy of life itself.

 This Seminal play runs on two parallel themes, good governance in 1910 and talk of democracy which is quite relevant in the present time, and the philosophy of life itself. 

CRITICAL ANALYSIS- 

This paper explores Tagore’s engagement with the wave of emancipation of woman in the nineteenth century Bengal. Tagore’s position was not akin to that of an extremist. Rather, he opted for a mid-way while three of Tagore’s female protagonists Mrinmaye, Uma and Mrinal-from the conclusion (samapti), Exercise – Book (Khata) and The Wife’s Lettet (streer patra) to show how their repeated individual Scripting are mercilessly thwarted by social interventions. 

The novels of Tagore have not been paid due attention as his poetry has been but his novels are remarkable from every point of view. His claim in Bengali fiction is most predominant and now in free India they are being read and revived with great gusto. Had Rabindranath Tagore written nothing but novels, he would still be the most predominant figures in the literary history of Bengal and English literature.

 Tagore always considers women as social agents to transform Society. The women in his poems Challenge the male dominated society. “Womanis imaged as a human being in the process of full humanization and man finds in his image the creative principal of growth”. According to Tagore, the human world is also the woman’s world. He had in mind the Sufferings of the young brides in the Joint families of Bengal. Tagore never wanted woman to wast their talents, time and energy in the endless tedium of cooking and washing. Woman Should extend their rediance beyoung the boundaries of the family. He had a great concern for the women employed in cheap labour. 

Much has been said about the way Tagore views his women in his poems, essays, novels and drama. Yet it is the dance dramas of Tagore, a genre quite unique in his time and milieu, which portray the radical nature of Tagore’s conception of women and the radical nature of Tagore’s conception of women and the naturation of their self hood. The dance dramas illustrate Tagore’s bold and perceptive experimentation with various literary forms and techniques and 

the radical nature of his ideo logical orientation. Among the dance dramas of Tagore, chandalika has a special place as it forgrounds the theme of female desire İs an untouchable girl, a tabooed subject in his times, indeed even now in Bengali writings. This paper tries to show how Tagore uses the nuances of the dance form to show cause the intersections of caste, class and gender as well as the evolution of Selfhood in prakriti, the chandal girls. Rabindranath Tagore’s plays like chitra Karana, and Kunti and Gandhari’s praye arc being inspired from Mahabharat. In Chitra, transformation of Arjum comes from physical to Spiritual life. Chitrangadha has got the supernatural power with that she gets attraction of Arjun.and then, when beauty of chitra decrease, arjum negates Chitra, later Arjun comes back to the sense. In karna and Kunti both the characters are thinking for their salvage at the last hour of the war from its wreckage. In Gandhari’s prayer, Gandhari knows the truth of Duryodhana’s bad things, whereas his father Dritarashtra Supported him. Gandhari knew that the Duryodhana will be doomed for his bad thing. 

SUMMARISING- Rabindranath Tagore is the well-known philosopher, educationist, musician, stoty writer, humanist, novelist, social reformer, patriot who wrote the national anthem of the nation. Though he ls a genious in many fields of intellect, his dramatic genre is not fully explored.the Study under taken is an honest and humble attempt to discover him as a well-versed playwright. The play wright himself translated form the Bengali orignals. Such are the following plays Sanyasi or The

 Ascetic, Malini, sacrifice, the king and the queen, Kacha and Devyako, the mother’s prayer, Karna and Kunti, ama and Vinayaka, Somaka and Ritika, Chitra, Autumn Festival, the water fall or Mukta dhara, natir puja and Chandalika. Tagore’s plays are theme oriented and symbolical. His themes are different and the treatment is unique and well suited to the them. He was very much concerned with women’s education’s educational Institutions have almost always been co-educational and the number of female students is conspicuously large at Santi Niketan. He wanted woman and men to be offered similar theoretical courses with separate practical Courses for women, since their roles in life differed from those of men.

 Rabindranath Tagore has described the journey of his woman characters from ignorance to Knowledge. Self- consciousness in all the Characters play vital role in their development. As far as chitra had no consciousness as woman, she was Just the princess of the land. when she sees Arjunas realizes for the time her woman hood.

 Rabindranath Tagore is an exceptional stature in the histoty of Indian drama in English.He was a man of the classics of Indian drama and was, at the same time, alive to the Europeon dramatic tradition. His career as a dramatist may be divided into three periods, namely-pre-Gitanjali period, and post- Gitanjali period. During the pre-

Gitanjali period, and post-Gitanjali period. During the pre – Gitanjali period he wrote sacrifice, King and Queen, Malinl and Balmiki – pratibha. During the Gitanjali period appeared Autumn festival, The castle of conservatism, the king of the Dark Chamber and the post office. During the post -GItanjali period he wrote the cycle of spring, the free current tent and the red oleanders. The range and variety of his drama is astounding. Many of his themes

                                                                                 8

 are borrowed from indian mythology. Buddhist legends and other classical resources without any creative reticence or scruple.

 STRUCTURING-Tagore’s characters are never artificial creatures.They are ordinary men and women,and children and babies whom he met In his life in the estate.Till that time ordinary men and women had no entry in Bengali literature.There were none before or after him,who portrayed these Categories of characters with so much insight and Sympathy.His stories show a wide canvas reality through which one can have a glimpse of the widest sections of Society like peasants.petty officials, poor workers,inteligentsia living in city and villages,inmpoverished land lords.Brahmin, priests,pitty traders and so on.Through these characters Tagore shows life as it flows in the Bengali Society.The Characters have their own personalities. At the same time, they are typical of the 19th century Bengal.The tragic conditions of women in all roles of life, wife, mother, daughter, sister is drawn through a number of characters in his stories. The Spineless intelligentsia of a Bengal during Tagore’s days makes central Characters In some of his stories. The narrator in many of his stories is shallow, jaunty, self-regarding person, who is changed. 

Tagore’s reputation far exceeded the boundary of the literary- Cultural world. He was in the company of the likes of Russeli, Einstein, Mussolini and Gandhi, and they all held him in the highest esteem. 

Tagore is the first modern Indian writer who brought his women Out of the kitchen and bed room into the parlour where they argue with men and exchange ideas while still remaining very feminine. He was a poet in the tradition Indian sense of the word, Kavi, a seer, an intermediary between the human and the divine. His genius enriched whatever it touched. 

DEFINITION OF THE TERMS OF STUDY- 

Tagore was 14 when his mother Sarada Davi, passed away. Later in life he had to encounter the death of many loved ones, one after another. He takes in and leaves out according to his taste. He makes many a big thing small and small thing big. He has no compunction in putting in to the back ground that which was to the fore, or bringing to the front that which was behind. In short, he is painting pictures, and not writing history Tagore who was also known as ‘Gurudev’, was born on 7^th. May 1861 in jorasanko Thakur Bari the ancestral home of the Tagore’s in Kolkata which was then known  as Calcutta and was the capital of British India. As a child, he was left in the care of cooks and maids, except on Sunday morning when his mother would make him take a bath with the homemaid fairness scrubs.

 Even though he grew up in large family, along side his Siblings and many cousins, he would spend most of his time alone. which made him a loner and an Introvert.However, this gave his mind a fair chance to fly the wings of his imaginatlon. This also led him to notice the minute details of nature which inspired him to turn to poetry. As he recalls his frist poem was -“Brishti pode, Paa ta node.”(The rain patters, the leaf quivers) Tagore was 14 when his mother, sharada Devi passed away. Later in life he had to encounter the death of many one loved one, one after another his sister-in-law kadambari Devi, who was a dear friend and a significant influence, his wife Mrinalini Devi, his daughter Madhuri Lata, and Renuka and his son Samindranath. 

Delimitation -In spite of their educatlon and a Stalwart father, Rabindranath’s tagore daughters were married young and faced Severe gender blas. Author Arun Chakraborty unravels their story. As a Bengal Child growing up In Delhi, Author Aruna Chakra varti (now 77) would be told stories of the Tagore household. But they would mostly revolve around the Nobel-prize-winning poet and author Rabindranath Tagore, or of Satyendra Nath Tagore, the first Indian to join the Indian Civil Services (ICS). Chakraborty became curious about the women in the house hold. “I thought someone should research the contribution of the Tagore women. They would have also impacted the lives of people, “she says in 2013 she wrote jorasanko, a Semi fictional novel that revolved around the Tagore family during the Bengal Renaissance (a cultural movernent from the 19th to early 20th century that ushered modern thinking) 

The book highlighted the role played by Hiranandani Tagore (wife of Satyendra Nath) in breaking away from the anta mahal (women’s quarter) to accompany her husband on his postings, opting for a nuclear household, and teaching Bengali women to wear a Paris style sari with a Jacket and chemise (as blouse and petticoat). other characters that stand out one of Kadambari Devi (wife of Jyotindranath Tagore) who helped Rabindranath’s his poetic-skills and Rabindianath’s wife, Mrinalini, who sold her jewellery to fund vishva Bharati University in Santiniketan. 

Chakravarti is now releasing a sequel to the book. Titled Daughters of jorasanko, it revolves around Tagore’s daughters, nieces, and muses. The book focusses on the professional achievements of the Bengali Bard between 1902 and 1941 when he won the Nobel prize for Literature, and Set up vishva Bharati University-interspersed with personal tragedies during that span. Despite being a modern thinker, Tagore had his daughters Renuka, Madhuri Lata and Meera married before they turned 15. Their Subsequent unhappiness would make Tagore regret this decision for the rest of his life. 

           Rational-The poet also witnessed a number of deaths in his immediate family. His wife passed away at the age of 25, he lost his young son shami to cholera and daughter Ranuka to consumption so central to the book one his muses Ranu Adhikari, a young girl of 12, who prompted him to write love poems and Victoria 0 cameo a 35 -year-old Argentine writer who inspired him, and looked after him when he was in Argentina.

Taught to read and write Bengali and English, the Tagore women (daughters and daughter-in-laws) were encouraged to write for the family Journals Bharati and Baalok (for children). “Since it was a family Journal, the women could not really speak against anyone, or fully express themselves. But one can read between the lines to understand aspects to their personality. For instance, Kadambari devi was prone to self-daubt. So, despite having a poetic sensibility, she never wrote for the Journals.”

 Conclusion -The great piece of literature of the ninetieth century, the Conclusion is more than just a love story between a young man and young woman. within its words lie lessons of maturing and growing up as a woman which are pretty relevant to today surprisingly

REFERENCE LIST (Alphabetically)

A Bandhopadhaya, S,2013-Rabindranath tagore, The Indian Nation and is outcast, Harvard Asia Quarterly, vol 15, no1 

B. Chakraborty, M1990-The Gandhian dimension of Educatlon, Delhi, Daya Publishing House 

C. David 1979-The-Brahmo samaj and the shaping of the Modern Indian mind. D.Das Gupta, u(ed)2006-Rabindranath Tagore My life is my words, New Delhi, Viking. 

E. Kopf-1979-The Brahmo samaj and the Shaping of the Madern Indian mind F. Mokhopadhya-Priyasha-Rabindranath Tagore and the national Movement in Indian.

 G. Nitish-History of the Bengali Speaking People-2001/2002

 H. Ramtanu Lahiri-0 Tat kalin Bangasomaj in Bengali 1903/2002

 I. Sukanta Choudhury-Deb, Chitra, jorasanko, and the Thakkar Family, in Calcutta, The Living City, vol-1

 J. Dr. S Radha Krishnan-Rabindranath Tagore-A Century Volume 1861/1961

 K. Sen Gupta-History of The Bengali-Speaking People 2001/2002

 L. Sastri-O-Tatkalin Bango Samaj in Bengali-1903/2001 

M. Sivanath O Tatkalin Bango Samaj in Bengali-1903/2001 

N. Sabyasachi Bhattacharya-Mahatma and the poet,1997, Delhi

 Acknowledgement

 l am very glad and thank full to my supervisor Dr. Debobrato Danda  He has helped me to collect Data information from various information from different sources to compose this synopsis in details. 

India is a country where so much diversity, whether in language, culture, or others, can be found, which in no other country can be found. I was in China by size. China is bigger than India and has a huge population, but the issue is different. China is composed of 56 ethnic groups. Among them, Han Chinese account for 92 percent of the overall Chinese population, and the other 55 comprise the remaining 8 percent. Further, the rulers of China have been accused of committing crimes against humanity and possibly genocide against the Uyghur population and other mostly-Muslim ethnic groups in the north-western region of Xinjiang. Anyway, many people in China appreciated India when I visited there because of our diversity. Furthermore, in India, all the religions can be found, which is also a feather in the cap. Now, I am presenting some facts about the Indian cricket team. India has already reached the One Day International (ODI) World Cup final by defeating New Zealand. It is heartening to mention that the Surya Kiran aerobatic team of the Indian Air Force will perform an air show before the final match on November 19, 2023. Anyway, I am proud of the Indian team members as it depicts mini-India. Of course, from time to time Indian team means mini-India. About the present team, the facts are Rohit Sharma from Mumbai and Shardul Thakur (born in Maharashtra), KL Rahul (born in Bengaluru), Ishan Kishan (born in Patna), Virat Kohli (born in Delhi/New Delhi), Shreyas Iyer (Shreyas Iyer born in Mumbai father Santosh Iyer is Tamilian and his mother Rohini Iyer is a Tuluva. His ancestors were from Kerala). Hardik Pandya and Ravindra Jadeja are Gujrati, Ravichandran Ashwin is a Tamilian, Kuldeep Yadav and Surya Kumar are from Uttar Pradesh, Jasprit Bumrah (born in a Sikh Punjabi family in Gujarat), Mohammed Siraj from Hyderabad, Mohammed Shami from Uttar Pradesh but plays for West Bengal.
Cricket is now popular across the world, and that is why in the 2028 Los Angeles Olympics, it will be included as a sports event. After introducing one-day cricket (50 overs) and T20 (20 overs), cricket is popular worldwide. On November 15, 2023, India played against New Zealand’s first semi-final match of the ODI in Mumbai. Virat Kohli scored a record-breaking 50th one-day international (ODI) hundred. Mohammed Shami took seven wickets as India beat New Zealand by 70 runs to reach the Cricket World Cup final. Shreyas Iyer of the Indian team clubbed a rapid 105, and Daryl Mitchell of New Zealand scored 134 runs in 119 balls. Both teams performed well. But the most highlighting point is Mohammed Shami’s bowling. I feel because of his splendid bowling, New Zealand where all out at 327 (48.5 overs) against the Indian score of 397-4 (50 overs). Shami provided India the breakthrough when he claimed two wickets in three deliveries in the 33rd over (his fifth over of the day), giving away only one run.
In the match, the achievement of Shami was 7/57, i.e., he got seven wickets by giving only 57 runs, which was a great achievement. In this regard, I present a few cases where Indian bowlers performed excellently in earlier international matches. Anil Kumble’s performance was 6/12 against West Indies in 1993; Ashish Nehra, in 2003 against England, took six wickets by giving 23 runs. Stuart Binny also achieved laurels when his performance was 6/4 (four runs, six wickets) against Bangladesh in 2014, a low-scoring match as India scored 105 runs in 25.3 overs of ODI. Against this backdrop, Bangladesh’s score was 58. The performance of other Indian bowlers is Kuldeep Yadav’s achievement was 6/25 against England in 2018, Jasprit Bumrah 6/19 against England in 2022, and Mohammed Siraj 6/21 against Sri Lanka in 2023. I have highlighted a few statistics on Indian bowlers, albeit some names may be omitted. The objective is that readers can get an idea. All Indian players have contributed significantly. The Indian Team should reach the zenith this time. I wish all the best to the Indian players.
Prof Shankar Chatterjee, Hyderabad

By Kavita Dehalwar | Nov. 16, 2023  | Publication: Track2Training

The Institute of Town Planners India (ITPI) stands as a stalwart institution dedicated to the advancement of planning education and development within the context of India. As a prominent organization, ITPI plays a crucial role in fostering the growth and proficiency of town planning in the country. Its commitment to education is reflected in its efforts to provide comprehensive and cutting-edge planning education programs that equip aspiring planners with the knowledge and skills essential for effective urban development (Sharma & Dehalwar, 2023). Beyond education, the institute actively engages in initiatives geared towards the broader development of urban areas in India, recognizing the integral role that thoughtful planning plays in shaping sustainable and inclusive communities. Through its various endeavors, ITPI contributes significantly to the enhancement of planning practices and the creation of resilient and vibrant urban spaces across the diverse landscape of India. The Institute of Town Planners India (ITPI) is a professional body and learned society in India dedicated to urban planning and regional planning. Established in 1951, ITPI is the apex body of town planners in the country and plays a vital role in shaping urban development policies, promoting sustainable planning practices, and fostering professional growth and knowledge sharing among its members.

Key objectives and functions of the Institute of Town Planners India include:

1. Promoting Professional Excellence: ITPI strives to maintain high professional standards within the field of town and regional planning. It provides a platform for planners to enhance their skills, knowledge, and expertise through continuous professional development programs, workshops, seminars, and conferences.
2. Advocacy and Policy Development: ITPI actively engages with government bodies, policymakers, and stakeholders to advocate for policies and regulations that promote sustainable and equitable urban development. It works to influence decision-making processes to ensure that urban planning aligns with the best interests of communities and the environment.
3. Research and Publications: The institute encourages research and academic endeavors related to urban and regional planning. It publishes journals, papers, reports, and books that contribute to the knowledge base in the field, disseminating research findings and innovative planning approaches.
4. Capacity Building and Education: ITPI is involved in providing educational programs and training to aspiring and practicing urban planners. It offers courses, workshops, and seminars to build the capacity and capabilities of planners, fostering the development of a skilled and competent workforce.
5. Networking and Collaboration: The institute facilitates networking among town planners, professionals, and academics, both within India and internationally. Collaboration and exchange of ideas help in fostering innovative solutions to urban challenges and building a broader understanding of planning practices across different regions.
6. Ethics and Professional Conduct: ITPI establishes and upholds ethical standards and a code of conduct for town planners to ensure integrity, transparency, and accountability in their professional activities. It encourages adherence to these principles for the betterment of society and the urban environment.
7. Public Awareness and Community Engagement: ITPI strives to raise public awareness about the importance of urban planning and its impact on society. It engages with communities, educating them about sustainable urban development, community involvement, and the benefits of well-planned cities.

Overall, the Institute of Town Planners India plays a crucial role in shaping urban development policies and practices, promoting sustainability, and advancing the profession of town planning in India.

References

Jain, A. K. “Regeneration and Renewal of Old Delhi (Shahjahanabad).” ITPI journal 1.2 (2004): 29-38.

Kumar, A. “Inclusive planning and development in the national capital territory of Delhi.” ITPI Journal 5.4 (2008): 12-20.

Sharma, S. N., & Dehalwar, K. (2023). Council of Planning for Promoting Planning Education and Planning Professionals. Journal of Planning Education and Research, 43(4), 748-749. https://doi.org/10.1177/0739456X231204568

By: Shashikant Nishant Sharma

Writing a comprehensive book review for a literature book involves a nuanced exploration of various elements, encompassing both objective analysis and personal reflection. Begin by immersing yourself in the book, carefully absorbing its contents and taking note of key aspects such as plot intricacies, character dynamics, and the overarching themes. It’s crucial to understand the author’s intent and evaluate how successfully they convey their message. When initiating your review, furnish readers with basic information about the book, including the title, author, genre, and publication date. Following this, provide a concise yet insightful summary of the plot without divulging major spoilers, emphasizing pivotal characters and events. As you delve into the analysis, scrutinize the author’s writing style, examining whether it is engaging, descriptive, or poetic, and elucidate on how this style contributes to the overall reading experience.

Delve into the exploration of themes and motifs, assessing their development throughout the narrative and how they enhance the depth of the story. The characters, as the heart of any literary work, warrant close examination—evaluate their complexity, development, and how effectively they resonate with the reader. Equally significant is the setting, and it’s imperative to discuss how it shapes the atmosphere and tone, enhancing the reader’s immersion in the narrative. Assess the pacing of the story and the structure of the plot, considering whether they maintain engagement or falter at certain points. Expressing your personal reactions to the book adds a subjective touch to the review; delve into what aspects resonated with you emotionally or intellectually. Constructive criticism, if necessary, should be articulated with examples from the book, providing a well-rounded perspective. Optionally, compare the book to others in the same genre or by the same author to provide additional context.

Considering the target audience is essential; reflect on whether the book effectively reaches its intended readership. Conclude your review by summarizing your thoughts and offering a recommendation based on the strengths and weaknesses discussed. The recommendation should guide potential readers toward the book if it aligns with their preferences and interests. Lastly, before finalizing your review, proofread it meticulously for grammatical and spelling errors, ensuring that your thoughts are organized and clearly articulated. This meticulous approach ensures that your book review serves as a comprehensive guide for prospective readers, combining both critical analysis and personal insights.

Writing a good book review requires a thoughtful and well-structured approach. Whether you’re reviewing a literature book or any other genre, here are some general guidelines to help you write an effective book review:

1. Read the Book Carefully:

• Before you start writing, read the book thoroughly. Take notes on significant plot points, characters, themes, and any notable quotes.

2. Understand the Author’s Intent:

• Consider the author’s purpose and message. What is the book trying to convey? How successful is the author in achieving their goals?

3. Provide Basic Information:

• Start your review by providing essential details about the book, such as the title, author, genre, and publication date.

4. Offer a Brief Summary:

• Include a concise summary of the plot without giving away major spoilers. Highlight the main characters and events that shape the narrative.

5. Discuss the Writing Style:

• Evaluate the author’s writing style. Is it engaging, descriptive, or poetic? Discuss how the style contributes to the overall reading experience.

6. Explore Themes and Motifs:

• Analyze the themes and motifs presented in the book. How are they developed throughout the story? Do they add depth to the narrative?

7. Examine Character Development:

• Discuss the characters’ depth, complexity, and development throughout the story. How well do you relate to or understand the characters?

8. Comment on the Setting:

• Evaluate how the setting contributes to the atmosphere and tone of the book. Is it vividly described? Does it enhance the reader’s immersion in the story?

9. Critique Plot and Pacing:

• Assess the pacing of the story. Is it well-paced, or does it drag at certain points? Evaluate the plot structure and whether it keeps the reader engaged.

10. Express Your Personal Reaction:

• Share your personal reactions to the book. What did you enjoy the most? Did any parts resonate with you emotionally?

11. Compare with Other Works (optional):

• If relevant, compare the book to others in the same genre or by the same author. This can provide context for your review.

12. Be Constructive in Criticism:

• If you have criticisms, express them constructively. Back up your opinions with examples from the book.

13. Consider the Target Audience:

• Reflect on who the book is intended for and whether it effectively reaches its target audience.

14. Conclude with a Recommendation:

• Summarize your thoughts and conclude with a recommendation. Who would you recommend this book to, and why?

15. Proofread and Revise:

• Before finalizing your review, proofread it for grammar and spelling errors. Ensure that your thoughts are well-organized and clearly expressed.

Remember that a good book review balances objective analysis with personal opinion. Providing specific examples and evidence from the book will strengthen your review and help readers understand your perspective.

References

Adshead, Gwen. “How I write a book review.” Psychiatric Bulletin 23.8 (1999): 510-510.

Bamyeh, Mohammed A. “From the editor: Ways to write a good book review.” International Sociology 29.2 (2014): 79-80.

Clark, Terry, and Leonard L. Berry. “Book Review: Learning to Write, Writing to Learn.” (1998): 123-125.

Dehalwar, Kavita, and Shashikant Nishant Sharma. “Fate of Slums of Bhopal-A Tale of Struggle and Resilience.” Think India Journal 26.4 (2023): 12-18.

Heyd, Michael. “How to Write a Book Review–And Why You Should.” Journal of Hospital Librarianship 17.4 (2017): 349-355.

Lee, Alexander D., et al. “How to write a scholarly book review for publication in a peer-reviewed journal: a review of the literature.” Journal of Chiropractic Education 24.1 (2010): 57-69.

Sharma, Shashikant Nishant. “Understanding Citations: A Crucial Element of Academic Writing.” (2023).

Sharma, Shashikant Nishant, ed. New perspectives in sociology and allied fields. EduPedia Publications (P) Ltd, 2016.

Sharma, Shashikant Nishant. “Book Review: City Times and Other Poems by Vihang A. Naik.” International Journal of Research 2.1 (2015): 781-783.

Stevens, Dannelle D. “Write Book Reviews.” Write More, Publish More, Stress Less!. Routledge 121-133.

By Shashikant Nishant Sharma

Action research, as an innovative and participatory approach, has gained prominence in addressing complex issues by fostering collaboration between the researcher and the client. Rooted in the principles of joint inquiry and problem-solving, this method transcends traditional research boundaries, empowering stakeholders to actively engage in the diagnosis of problems and the development of tailored solutions. This essay explores the fundamental concepts of action research, emphasizing its collaborative nature and its potential to bring about meaningful change in various contexts.

Methodology for Action Research

Cite:

Sharma, S. N. (2023b, November 15). How to embark collaborative journey of action research. Track2Training. https://track2training.com/2023/11/15/how-to-embark-collaborative-journey-of-action-research/

The methodology for action research is characterized by its dynamic and participatory nature. It involves a cyclical process of planning, acting, observing, and reflecting. Here is a step-by-step guide to the methodology of action research:

1. Identification of the Problem:
   • Collaboratively identify and define the problem or issue that needs attention. This could involve stakeholders such as researchers, practitioners, and those directly affected by the issue.
   • Clearly articulate the problem to ensure a shared understanding among all participants.
2. Formation of a Collaborative Team:
   • Assemble a diverse team of participants, including researchers and stakeholders, who bring different perspectives and expertise to the research process.
   • Establish open lines of communication and ensure a collaborative and inclusive environment.
3. Review of Existing Literature:
   • Conduct a literature review to understand the existing knowledge related to the identified problem. This helps in building a theoretical foundation for the research.
4. Development of Research Questions:
   • Based on the identified problem and literature review, collaboratively develop specific research questions that guide the inquiry process.
5. Planning Phase:
   • Design a research plan that outlines the steps to be taken, data collection methods, and the criteria for success.
   • Clearly define roles and responsibilities within the research team.
6. Action Phase:
   • Implement the planned actions to address the identified problem. This could involve interventions, changes in practices, or the introduction of new strategies.
   • The actions should be carried out while carefully documenting the process and any unexpected outcomes.
7. Observation and Data Collection:
   • Collect data during and after the implementation of the actions. This could involve qualitative methods such as interviews, focus groups, or quantitative methods like surveys and observations.
   • Ensure that data collection methods align with the research questions and the goals of the action research project.
8. Reflection:
   • Facilitate regular reflection sessions with the research team and stakeholders to discuss the outcomes, challenges, and unexpected findings.
   • Encourage open and honest discussions to gain insights into the effectiveness of the actions taken.
9. Analysis of Data:
   • Analyze the collected data to draw conclusions about the impact of the actions on the identified problem.
   • Use both qualitative and quantitative analysis methods to provide a comprehensive understanding.
10. Adjustment and Iteration:
    • Based on the analysis and reflections, collaboratively decide on adjustments or modifications to the actions or strategies.
    • Repeat the cycle, making further refinements and implementing additional actions as needed.
11. Documentation and Reporting:
    • Document the entire action research process, including the initial problem, actions taken, data collected, and outcomes.
    • Prepare a comprehensive report that communicates the findings, insights, and lessons learned to stakeholders and the broader community.
12. Dissemination and Implementation:
    • Share the results and recommendations with relevant stakeholders, contributing to the wider dissemination of knowledge.
    • Encourage the implementation of successful strategies in similar contexts or by other practitioners and researchers.

By following this iterative and participatory methodology, action research seeks not only to understand and address problems but also to empower individuals and communities through a collaborative and reflective process.

Defining Action Research:

At its core, action research is a cyclical process that involves a close collaboration between the researcher and a client to identify, understand, and address a specific problem. Unlike conventional research, where the researcher maintains a more detached role, action research actively involves the participants in all stages of the research process. This collaborative inquiry seeks to generate practical knowledge and contribute to the immediate improvement of the situation under investigation.

The Collaborative Diagnosis:

The first crucial step in action research is the joint diagnosis of a problem. This stage requires active engagement between the researcher and the client, drawing on their combined expertise to understand the intricacies of the issue at hand. By fostering a collaborative atmosphere, action research encourages open communication and the sharing of perspectives, ensuring a comprehensive and nuanced understanding of the problem.

Developing Solutions:

Once the problem is diagnosed, action research moves swiftly into the development of solutions. This phase leverages the collective insights of the researcher and the client, emphasizing the co-creation of strategies tailored to the specific context. The collaborative nature of this approach ensures that proposed solutions are not only theoretically sound but also grounded in the practical realities of the situation. As a result, action research promotes a sense of ownership and commitment among all stakeholders, increasing the likelihood of successful implementation.

Iterative Nature and Continuous Learning:

Action research is inherently iterative, with cycles of planning, acting, observing, and reflecting. This iterative process allows for continuous refinement of strategies based on feedback and outcomes. The emphasis on reflection encourages a culture of continuous learning, fostering adaptability and resilience in the face of evolving challenges. As the cycle repeats, participants build on their experiences, refining their understanding of the problem and the effectiveness of the solutions proposed.

Applicability Across Disciplines:

One of the strengths of action research lies in its versatility and applicability across various disciplines. Whether applied in education, healthcare, business, or community development, the collaborative and problem-oriented nature of action research makes it a powerful tool for addressing diverse challenges. By recognizing the unique context of each situation, action research facilitates the development of context-specific and sustainable solutions.

Concluding Remarks:

Action research stands as a beacon of collaborative inquiry, where the researcher and the client join forces to diagnose problems and co-create solutions. Through its iterative and participatory nature, this approach has demonstrated its effectiveness in fostering meaningful change in diverse settings. As we navigate the complexities of an ever-evolving world, action research offers a promising path towards addressing challenges with innovation, adaptability, and a shared commitment to improvement.

References

Altrichter, Herbert, et al. “The concept of action research.” The learning organization 9.3 (2002): 125-131.

Avison, David E., et al. “Action research.” Communications of the ACM 42.1 (1999): 94-97.

Cohen, Louis, Lawrence Manion, and Keith Morrison. “Action research.” Research methods in education. Routledge, 2017. 440-456.

Hinchey, Patricia H. Action research primer. Vol. 24. Peter Lang, 2008.

McNiff, Jean. Action research: Principles and practice. Routledge, 2013.

O’Brien, Rory. “An overview of the methodological approach of action research.” (1998).

Riecken, Ted, et al. “Connecting, speaking, listening: Toward an ethics of voice with/in participatory action research.” Forum Qualitative Sozialforschung/Forum: Qualitative Social Research. Vol. 6. No. 1. 2005.

Sharma, Shashikant N., and Kavita Dehalwar. “Guidelines for Writing a Good Term Paper.” Track2Training, 13 Nov. 2023, https://track2training.com/2023/11/13/guidelines-for-writing-a-good-term-paper/.

Sharma, Shashikant Nishant. “Sustainable development strategies and approaches.” International Journal of Engineering and Technical Research (IJETR) 2 (2013).

Sharma, Shashikant Nishant. Participatory Planning in Plan Preparation. BookCountry, 2014.

Sharma, Shashikant Nishant. “Review of most used urban growth models.” International Journal of Advanced Research in Engineering and Technology (IJARET) 10.3 (2019): 397-405.

Sharma, Shashikant Nishant. “Understanding Citations: A Crucial Element of Academic Writing.” (2023).

Sharma, Shashikant Nishant, ed. New perspectives in sociology and allied fields. EduPedia Publications (P) Ltd, 2016.

Sharma, Shashikant Nishant. “How to Write a Grant Proposal in an Effective Manner to get Projects.”

Somekh, Bridget. Action research. McGraw-Hill Education (UK), 2005.

Wilson, Thomas D. “Recent trends in user studies: action research and qualitative methods.” Information research 5.3 (2000).

By: Shashikant Nishant Sharma and Kavita Dehalwar

Writing a term paper involves several key steps and considerations. Here are some general guidelines to help you navigate the process:

Understand the Assignment:

Carefully read the assignment promptly to understand the requirements and expectations.

Take note of any specific guidelines regarding formatting, length, and citation style.

Before embarking on your term paper, meticulously examine the assignment prompt to comprehend its requirements. Pay keen attention to formatting specifications, paper length constraints, and the prescribed citation style. Understanding these nuances is crucial for meeting the instructor’s expectations and ensuring your paper aligns with the given guidelines. This initial step lays the foundation for a well-structured and appropriately formatted academic work, enhancing your chances of academic success.

Choose a Topic:

Select a topic that interests you and is relevant to the course.

Ensure the topic is not too broad or too narrow for the scope of the assignment.

When selecting a topic for your term paper, choose a subject that genuinely captivates your interest and holds relevance to the course content. Passion for the topic can fuel your engagement and motivation throughout the research and writing process. However, it’s equally important to strike a balance: avoid topics that are overly broad, as this can result in a superficial treatment of the subject, and steer clear of overly narrow topics that may lack sufficient research material. Aim for a focused yet comprehensive theme that allows you to explore the intricacies of the subject within the assignment’s scope, ensuring depth and academic rigor.

Conduct Research:

Use a variety of reputable sources such as academic journals, books, and reliable websites.

Take thorough notes and keep track of your sources for proper citation.

When conducting research for your term paper, diversify your sources to include reputable outlets such as academic journals, authoritative books, and reliable websites. Academic journals offer peer-reviewed insights, books provide in-depth analyses, and trusted websites can offer contemporary perspectives. As you delve into your sources, take meticulous notes to capture key ideas, evidence, and citations. Organize your notes methodically to facilitate later writing and referencing. Maintain a comprehensive record of your sources, noting details like authors, publication dates, and page numbers. This disciplined approach ensures accurate and proper citation, lending credibility to your work and acknowledging the intellectual contributions of others.

Create a Thesis Statement:

Develop a clear and concise thesis that outlines the main argument or purpose of your paper.

Your thesis should guide the reader on what to expect from your paper.

Craft a clear and concise thesis statement that succinctly outlines the main argument or purpose of your paper. This pivotal sentence serves as the focal point, conveying the core message you aim to explore or prove. Ensure that your thesis is specific, debatable, and directly related to the topic. It should not only encapsulate the essence of your stance but also provide a roadmap for the reader. Your thesis acts as a guidepost, offering a preview of the arguments and insights that will unfold in your paper, cultivating anticipation and setting the tone for a coherent and purposeful academic exploration.

Outline Your Paper:

Create a structured outline that organizes your thoughts and ideas logically.

Include an introduction, body paragraphs, and a conclusion.

Construct a well-structured outline to logically organize your thoughts and ideas for your term paper. Begin with an introduction that provides background information, introduces the topic, and states your clear and concise thesis statement. Follow this with organized body paragraphs, each centered on a distinct point that supports your thesis. Begin each body paragraph with a topic sentence, supported by evidence and analysis. Maintain a logical flow between paragraphs. Finally, craft a conclusion that summarizes key points, restates your thesis in a new light, and explores broader implications or future research possibilities. This structured outline serves as a foundation for a coherent and compelling term paper.

Write the Introduction:

Provide background information on the topic.

Present your thesis statement.

Outline the structure of your paper.

In the introduction of your term paper, provide essential background information on the chosen topic to contextualize it for the reader. Establish the relevance and significance of the subject matter within the broader context of your field of study. Following this, present a clear and concise thesis statement that encapsulates the main argument or purpose of your paper.

Conclude the introduction by outlining the structure of your paper. Briefly describe how you will unfold your arguments and what each section will focus on. This serves as a roadmap for your readers, guiding them through the logical progression of your ideas. A well-crafted introduction not only captures attention but also provides a framework for understanding the content and organization of your term paper.

Develop Body Paragraphs:

Each paragraph should focus on a single point that supports your thesis.

Use topic sentences to introduce the main idea of each paragraph.

Support your points with evidence and examples from your research.

Ensure the coherence and clarity of your term paper by dedicating each paragraph to a singular point that reinforces your thesis. Begin each paragraph with a topic sentence that concisely introduces the main idea. This sentence acts as a guidepost for the reader, signaling the focus of the upcoming discussion. Subsequently, support your assertions with relevant evidence and examples derived from your research. This evidence could include data, quotations, or references to scholarly literature. By adhering to this structure, you provide a systematic and compelling development of your arguments, allowing your reader to follow and appreciate the logical progression of your ideas.

Cite Your Sources:

Follow the citation style specified in the assignment prompt (e.g., APA, MLA, Chicago).

Be consistent in your citation format throughout the paper.

Adhere to the specified citation style outlined in the assignment prompt, whether it’s APA, MLA, Chicago, or another format. Familiarize yourself with the rules and guidelines of the chosen citation style, encompassing aspects like in-text citations, bibliography, and formatting of reference entries.

Consistency is paramount; maintain the same citation format throughout your paper. Ensure that every source cited in the text aligns with the corresponding entry in the bibliography, and vice versa. This uniformity not only upholds academic integrity but also enhances the professionalism and credibility of your work. Precise and consistent citations allow readers and evaluators to trace and verify your sources seamlessly.

Write a Strong Conclusion:

Summarize the main points of your paper.

Restate your thesis in a new way.

Discuss the broader implications of your findings or suggest areas for future research.

In your term paper’s conclusion, succinctly summarize the main points you’ve addressed throughout the paper. Emphasize key findings and insights that support your thesis.

Restate your thesis in a fresh and impactful manner, providing a renewed perspective on the central argument. This restatement should capture the essence of your thesis without simply repeating the original wording.

Extend your conclusion by delving into the broader implications of your research. Discuss how your findings contribute to the field of study, highlight practical applications, or suggest potential impacts on related areas. Additionally, consider proposing areas for future research, inviting readers to explore and expand upon the foundations you’ve laid. This forward-looking element adds depth to your conclusion and encourages scholarly engagement beyond the scope of your paper.

Revise and Edit:

Review your paper for clarity, coherence, and consistency.

Check for grammar, punctuation, and spelling errors.

Consider seeking feedback from peers or instructors.

Prior to submission, meticulously review your term paper to ensure clarity, coherence, and consistency. Verify that your arguments logically flow, with each paragraph contributing to the overall coherence of the paper. Confirm that your ideas are presented clearly and that there’s a logical progression from one point to the next.

Check for grammar, punctuation, and spelling errors to maintain a polished and professional presentation. Utilize grammar-checking tools but also manually proofread to catch nuanced mistakes that automated tools might overlook.

Consider seeking feedback from peers or instructors. External perspectives can offer valuable insights, identifying potential areas for improvement and confirming that your paper effectively communicates its intended message. Constructive feedback enhances the overall quality of your work and helps you refine your writing skills.

Check Formatting:

Ensure your paper adheres to the specified formatting guidelines.

Include a title page, if required, and a bibliography or works cited page.

Guarantee that your term paper complies with the specified formatting guidelines outlined in the assignment instructions. Confirm that you’ve met any requirements regarding font, spacing, margins, and other formatting details.

Include a title page if it is required. The title page typically contains essential information such as the title of your paper, your name, the course title, the instructor’s name, and the date.

Don’t forget to incorporate a bibliography or works cited page, adhering to the citation style (e.g., APA, MLA, Chicago) specified in the assignment prompt. List all the sources you referenced in your paper in a consistent and organized manner, providing readers with a clear roadmap to trace and verify your sources. Pay attention to the specific details required for each citation entry, such as author names, publication dates, titles, and page numbers.

Final Review:

Read through your paper one final time to catch any last-minute errors.

Make sure your paper flows well and effectively communicates your ideas.

Before submitting your term paper, conduct a final thorough review. Read through your paper carefully to identify and rectify any last-minute errors in grammar, punctuation, or spelling. This meticulous check ensures the overall quality and professionalism of your work.

Pay attention to the flow of your paper. Confirm that your ideas progress logically and that each paragraph seamlessly connects with the next. Check for coherence in your arguments and transitions between sections, ensuring that your paper effectively communicates your intended message.

This final review is an opportunity to polish your work, presenting it in its best possible form before submission. Taking the time for this last check can significantly enhance the overall impact and clarity of your term paper.

Submit On Time:

Submit your term paper by the specified deadline.

Keep a copy of your paper for your records.

Submit your term paper by the specified deadline to meet the requirements of the assignment. Punctuality is essential in academic settings and demonstrates your commitment to the task.

Additionally, retain a copy of your paper for your records. This precautionary step ensures that you have a backup in case of unforeseen issues with the submission process or if you need to reference your work in the future. Archiving your papers contributes to a well-organized academic record and facilitates future research or reflection on your scholarly endeavors.

Remember that these are general guidelines, and you should always follow any specific instructions provided by your instructor or institution. If you have any doubts or questions, don’t hesitate to seek clarification from your instructor.

References

Dehalwar, K., & Sharma, S. N. (2023). Fundamentals of Research Writing and Uses of Research Methodologies. Edupedia Publications Pvt Ltd.

Guilford, William H. “Teaching peer review and the process of scientific writing.” Advances in physiology education 25.3 (2001): 167-175.

Rafik-Galea, Shameem, Nalini Arumugam, and Geraldine de Mello. “Enhancing ESL Students Academic Writing Skills through the Term-Paper.” Pertanika Journal of Social Sciences & Humanities 20.4 (2012).

Sharma, Shashikant Nishant. “Understanding Citations: A Crucial Element of Academic Writing.” (2023).

Sharma, Shashikant Nishant. “Experiences in Self-Determined Learning: Moving from Education 1.0 Through Education 2.0 Towards Education 3.0.”

Sharma, Shashikant Nishant, ed. New perspectives in sociology and allied fields. EduPedia Publications (P) Ltd, 2016.

Sutton, Brian. “Writing in the disciplines, first-year composition, and the research paper.” Language and Learning across the Disciplines 2.1 (1997): 46-57.

Whitaker, Anne. “Academic writing guide.” A step-by-step-guide to writing academic papers. Seattle: City University of Seattle (2009).