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alt="Research paper thumbnail of Tribal Women in Central India : Issues and Challenges" class="work-thumbnail" src="https://attachments.academia-assets.com/51792790/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/31429877/Tribal_Women_in_Central_India_Issues_and_Challenges">Tribal Women in Central India : Issues and Challenges</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Agriculture is the largest sector of the rural economy and is a family enterprise, since 50% of i...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Agriculture is the largest sector of the rural economy and is a family enterprise, since 50% of its population is dependent on it in India. India's economic security is heavily dependent on agriculture. In terms of employment, it is the most important sector. It contributes about 70% to the total GDP and provides employment to over 60% of the population. Women in India are the backbone of the society and important human resource. We can say that agriculture is the foundation of Indian economy and can be an important engine of growth and poverty reduction. But the sector is underperforming in many countries in part because women, who are often a crucial resource in agriculture and the rural economy, faces constraints that reduce their productivity and excellence. In India 47 percent of every married ST women in the age group of 15-49 years have experienced emotional, physical or sexual violence which is higher than that of any of the other social groups. Out of the 47% of ST women 65.4 percent ST women never told anyone about the violence. 68.5% of women are found to be highly anaemic among all social groups. Since the inception of integrated rural development program (IRDP) to the present program Rural Livelihood Mission (NRLM) and the Jawahar Rojgar Yojna (JRY) to the present Mahatma Gandhi National Rural Employment Guarantee Act MGNREGA in each program the capacity and potentiality of the women belongs to the</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="01e298063c4d560ce2d44997251354ec" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51792790,"asset_id":31429877,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51792790/download_file?st=MTczNDAxNTYyNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31429877"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31429877"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31429877; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31429877]").text(description); $(".js-view-count[data-work-id=31429877]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31429877; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31429877']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 31429877, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "01e298063c4d560ce2d44997251354ec" } } $('.js-work-strip[data-work-id=31429877]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31429877,"title":"Tribal Women in Central India : Issues and Challenges","translated_title":"","metadata":{"grobid_abstract":"Agriculture is the largest sector of the rural economy and is a family enterprise, since 50% of its population is dependent on it in India. 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According to Census 2011, there are 1.2 billion peo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">India is the largest democracy in the world. According to Census 2011, there are 1.2 billion people in the country, out of which, about 833 million people live in rural areas. Census 2011 data on disability revealed that 26,810,557 people are differently able and out of which 14,986,202 male and 11,824,355 are female. The earlier census survey 2001 was basically focused on five types of disability but the recent census survey includes 8 types of disability.<br />In the context of Chhattishgarh under tribal department, 25276 educational institution comes which covers 18, 47,165 student and it is being supported by only 1, 70 015 staffs on the other hand department of school education is having 61454 educational institution which covers 6119071 student and 231169 teacher. The ratio of teachers’ verses student is in tribal per teacher 10.8 student and under department of school education it is per teacher 26.4. The educational institution are being run by the department of tribal but the examination, course material development and publication as well as distribution  was being done by the department of education. The institution Administrative power was vested in the hand of the tribal department. The dual system of the education system of the two ministry was really hampering the quality of education  but recently both ministry has been merged to one administrative fold as far as the education is concern. Only the tribal hostels will be remain as it was functioning under the department of tribal.<br />Even after 13 years of being a separate state like Chhattishgarh it still facing challenges as a part of inclusive education for the CWSN. In the state under the child tracking survey 86037 CWSN has been identified in the year 2014-2015 and to streamline the education of the 80222 CWSN of the state 12.33 crore rupee had been budgeted in the financial year 2012 -2013 but the budget was reduced dramatically in the financial year 2013-14 and it was 9.5 crore and it is around 30% of reduction in the earlier budget. Budget has been disbursed for the construction of toilet as well the ramp  to enable CWSN to comfortably reach to toilet but only 30% of the school could get the facilities out of the 47321 government school of the state only 35676 schools have ramp where as 11745 school does not have. As far as the toilet construction of CWSN is concern the state has constructed in 32714 schools and the remaining 14607 school do not have such facilities. Responding to the issue of CWSN, the state has also initiated admirable action and prepared 195 block resources person  and during the financial year2013-2014, 1220 CWSN children were being operated and around 152 children availed the opportunity to operate their lips deformation. Apart from that the state government has made the routine health check up of CWSN mandatory.<br />Though the SAS has a well designed framework for the CWSN still the state is facing challenges of scarcity of teacher and around 16000 School does not have trained teacher for its CWSN children and they are not yet appointed. In the district Durg and Bastar also the presence of CWSN is high but not much then Bilaspur district Durg district has the no of 2351 and Bastar is also 2494 as per 2014-2015 financial Years. In Bastar district the district has trained 750 teacher with a well designed training of 5 days where as the presence of CWSN is in 1221 school  in the same way in the district Durg 300 teachers have been trained .<br />All the Govt. agency as well as the private organization with full of perseverance having a meaningful engagement to bring about laudable change in the field of education of the CWSN, their consistent efforts are being highly appreciated but despite all their incessant efforts the expected results are still unmet. This paper deals with the current situation of education of the CWSN in Chhattisgarh State of India. The paper analyses the interpretation and implementation of inclusive education in Chhattisgarh under SSA, the process of inclusion and the accessibilities of facilities of CWSN. The paper is going to critical analyze  the social and psychological relation of the peer, parents and the teachers with respect to the CWSN which often influence the learning process of the CWSN and the achievement of the CWSN.  The greatest challenge for the State Government is the achievement of the accessibility, inclusion and empowerment of Children with Special Needs. The Government alone cannot accomplish this task of making the “Right Real”.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="69c279b04e29559daecb69977ff379ae" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":35835910,"asset_id":9633692,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/35835910/download_file?st=MTczNDAxNTYyNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="9633692"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="9633692"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9633692; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9633692]").text(description); $(".js-view-count[data-work-id=9633692]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 9633692; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='9633692']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 9633692, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "69c279b04e29559daecb69977ff379ae" } } $('.js-work-strip[data-work-id=9633692]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":9633692,"title":"A Study on the Inclusion of CWSN Special reference to Durg and Bastar District of Chhattishgarh State (INDIA)","translated_title":"","metadata":{"abstract":"\nIndia is the largest democracy in the world. According to Census 2011, there are 1.2 billion people in the country, out of which, about 833 million people live in rural areas. Census 2011 data on disability revealed that 26,810,557 people are differently able and out of which 14,986,202 male and 11,824,355 are female. The earlier census survey 2001 was basically focused on five types of disability but the recent census survey includes 8 types of disability.\nIn the context of Chhattishgarh under tribal department, 25276 educational institution comes which covers 18, 47,165 student and it is being supported by only 1, 70 015 staffs on the other hand department of school education is having 61454 educational institution which covers 6119071 student and 231169 teacher. The ratio of teachers’ verses student is in tribal per teacher 10.8 student and under department of school education it is per teacher 26.4. The educational institution are being run by the department of tribal but the examination, course material development and publication as well as distribution was being done by the department of education. The institution Administrative power was vested in the hand of the tribal department. The dual system of the education system of the two ministry was really hampering the quality of education but recently both ministry has been merged to one administrative fold as far as the education is concern. Only the tribal hostels will be remain as it was functioning under the department of tribal.\nEven after 13 years of being a separate state like Chhattishgarh it still facing challenges as a part of inclusive education for the CWSN. In the state under the child tracking survey 86037 CWSN has been identified in the year 2014-2015 and to streamline the education of the 80222 CWSN of the state 12.33 crore rupee had been budgeted in the financial year 2012 -2013 but the budget was reduced dramatically in the financial year 2013-14 and it was 9.5 crore and it is around 30% of reduction in the earlier budget. Budget has been disbursed for the construction of toilet as well the ramp to enable CWSN to comfortably reach to toilet but only 30% of the school could get the facilities out of the 47321 government school of the state only 35676 schools have ramp where as 11745 school does not have. As far as the toilet construction of CWSN is concern the state has constructed in 32714 schools and the remaining 14607 school do not have such facilities. Responding to the issue of CWSN, the state has also initiated admirable action and prepared 195 block resources person and during the financial year2013-2014, 1220 CWSN children were being operated and around 152 children availed the opportunity to operate their lips deformation. Apart from that the state government has made the routine health check up of CWSN mandatory.\nThough the SAS has a well designed framework for the CWSN still the state is facing challenges of scarcity of teacher and around 16000 School does not have trained teacher for its CWSN children and they are not yet appointed. In the district Durg and Bastar also the presence of CWSN is high but not much then Bilaspur district Durg district has the no of 2351 and Bastar is also 2494 as per 2014-2015 financial Years. In Bastar district the district has trained 750 teacher with a well designed training of 5 days where as the presence of CWSN is in 1221 school in the same way in the district Durg 300 teachers have been trained .\nAll the Govt. agency as well as the private organization with full of perseverance having a meaningful engagement to bring about laudable change in the field of education of the CWSN, their consistent efforts are being highly appreciated but despite all their incessant efforts the expected results are still unmet. This paper deals with the current situation of education of the CWSN in Chhattisgarh State of India. The paper analyses the interpretation and implementation of inclusive education in Chhattisgarh under SSA, the process of inclusion and the accessibilities of facilities of CWSN. The paper is going to critical analyze the social and psychological relation of the peer, parents and the teachers with respect to the CWSN which often influence the learning process of the CWSN and the achievement of the CWSN. The greatest challenge for the State Government is the achievement of the accessibility, inclusion and empowerment of Children with Special Needs. The Government alone cannot accomplish this task of making the “Right Real”.\n","ai_title_tag":"Inclusion of CWSN in Education: A Study from Chhattisgarh"},"translated_abstract":"\nIndia is the largest democracy in the world. According to Census 2011, there are 1.2 billion people in the country, out of which, about 833 million people live in rural areas. Census 2011 data on disability revealed that 26,810,557 people are differently able and out of which 14,986,202 male and 11,824,355 are female. The earlier census survey 2001 was basically focused on five types of disability but the recent census survey includes 8 types of disability.\nIn the context of Chhattishgarh under tribal department, 25276 educational institution comes which covers 18, 47,165 student and it is being supported by only 1, 70 015 staffs on the other hand department of school education is having 61454 educational institution which covers 6119071 student and 231169 teacher. The ratio of teachers’ verses student is in tribal per teacher 10.8 student and under department of school education it is per teacher 26.4. The educational institution are being run by the department of tribal but the examination, course material development and publication as well as distribution was being done by the department of education. The institution Administrative power was vested in the hand of the tribal department. The dual system of the education system of the two ministry was really hampering the quality of education but recently both ministry has been merged to one administrative fold as far as the education is concern. Only the tribal hostels will be remain as it was functioning under the department of tribal.\nEven after 13 years of being a separate state like Chhattishgarh it still facing challenges as a part of inclusive education for the CWSN. In the state under the child tracking survey 86037 CWSN has been identified in the year 2014-2015 and to streamline the education of the 80222 CWSN of the state 12.33 crore rupee had been budgeted in the financial year 2012 -2013 but the budget was reduced dramatically in the financial year 2013-14 and it was 9.5 crore and it is around 30% of reduction in the earlier budget. Budget has been disbursed for the construction of toilet as well the ramp to enable CWSN to comfortably reach to toilet but only 30% of the school could get the facilities out of the 47321 government school of the state only 35676 schools have ramp where as 11745 school does not have. As far as the toilet construction of CWSN is concern the state has constructed in 32714 schools and the remaining 14607 school do not have such facilities. Responding to the issue of CWSN, the state has also initiated admirable action and prepared 195 block resources person and during the financial year2013-2014, 1220 CWSN children were being operated and around 152 children availed the opportunity to operate their lips deformation. Apart from that the state government has made the routine health check up of CWSN mandatory.\nThough the SAS has a well designed framework for the CWSN still the state is facing challenges of scarcity of teacher and around 16000 School does not have trained teacher for its CWSN children and they are not yet appointed. In the district Durg and Bastar also the presence of CWSN is high but not much then Bilaspur district Durg district has the no of 2351 and Bastar is also 2494 as per 2014-2015 financial Years. In Bastar district the district has trained 750 teacher with a well designed training of 5 days where as the presence of CWSN is in 1221 school in the same way in the district Durg 300 teachers have been trained .\nAll the Govt. agency as well as the private organization with full of perseverance having a meaningful engagement to bring about laudable change in the field of education of the CWSN, their consistent efforts are being highly appreciated but despite all their incessant efforts the expected results are still unmet. This paper deals with the current situation of education of the CWSN in Chhattisgarh State of India. The paper analyses the interpretation and implementation of inclusive education in Chhattisgarh under SSA, the process of inclusion and the accessibilities of facilities of CWSN. The paper is going to critical analyze the social and psychological relation of the peer, parents and the teachers with respect to the CWSN which often influence the learning process of the CWSN and the achievement of the CWSN. The greatest challenge for the State Government is the achievement of the accessibility, inclusion and empowerment of Children with Special Needs. The Government alone cannot accomplish this task of making the “Right Real”.\n","internal_url":"https://www.academia.edu/9633692/A_Study_on_the_Inclusion_of_CWSN_Special_reference_to_Durg_and_Bastar_District_of_Chhattishgarh_State_INDIA_","translated_internal_url":"","created_at":"2014-12-05T03:59:52.863-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":872145,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":35835910,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/35835910/thumbnails/1.jpg","file_name":"A_Study_on_the_Inclusion_of_CWSN.pdf","download_url":"https://www.academia.edu/attachments/35835910/download_file?st=MTczNDAxNTYyNCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_Study_on_the_Inclusion_of_CWSN_Special.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/35835910/A_Study_on_the_Inclusion_of_CWSN-libre.pdf?1417780896=\u0026response-content-disposition=attachment%3B+filename%3DA_Study_on_the_Inclusion_of_CWSN_Special.pdf\u0026Expires=1733950349\u0026Signature=EohxlhouY8rK3aJkfLwgL-yjzz9TRpTG~tq02jNOxKVKj1JK0FDuGZDt~rKkuLbkiyJVkHxMufu0JHB-WHlr2A6w-2M~AOXE5SUiqLYr9wRLNtsPe2yAhRvvrSl9DFmXcusu~QkDNPuG8Ec8SO2msF4mTMAHjC6wQFaMsXhFcEnZy9xznecvIaXQ~tDT8Wyf2rr0kj-nCII8YMG1FetTs9HSntaHkzb~DSU4IkCw3ms~tYvCzkthhnMugXEEzF2k8VLJiyhoYLdhTM4Q-9tG66Gf689rAsdT2F9rHO30w9nQ7NdyySm2oo-rxyTa8CVs60EVH2oyPB0cH46QgfK37g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_Study_on_the_Inclusion_of_CWSN_Special_reference_to_Durg_and_Bastar_District_of_Chhattishgarh_State_INDIA_","translated_slug":"","page_count":14,"language":"en","content_type":"Work","summary":"\nIndia is the largest democracy in the world. According to Census 2011, there are 1.2 billion people in the country, out of which, about 833 million people live in rural areas. Census 2011 data on disability revealed that 26,810,557 people are differently able and out of which 14,986,202 male and 11,824,355 are female. The earlier census survey 2001 was basically focused on five types of disability but the recent census survey includes 8 types of disability.\nIn the context of Chhattishgarh under tribal department, 25276 educational institution comes which covers 18, 47,165 student and it is being supported by only 1, 70 015 staffs on the other hand department of school education is having 61454 educational institution which covers 6119071 student and 231169 teacher. The ratio of teachers’ verses student is in tribal per teacher 10.8 student and under department of school education it is per teacher 26.4. The educational institution are being run by the department of tribal but the examination, course material development and publication as well as distribution was being done by the department of education. The institution Administrative power was vested in the hand of the tribal department. The dual system of the education system of the two ministry was really hampering the quality of education but recently both ministry has been merged to one administrative fold as far as the education is concern. Only the tribal hostels will be remain as it was functioning under the department of tribal.\nEven after 13 years of being a separate state like Chhattishgarh it still facing challenges as a part of inclusive education for the CWSN. In the state under the child tracking survey 86037 CWSN has been identified in the year 2014-2015 and to streamline the education of the 80222 CWSN of the state 12.33 crore rupee had been budgeted in the financial year 2012 -2013 but the budget was reduced dramatically in the financial year 2013-14 and it was 9.5 crore and it is around 30% of reduction in the earlier budget. Budget has been disbursed for the construction of toilet as well the ramp to enable CWSN to comfortably reach to toilet but only 30% of the school could get the facilities out of the 47321 government school of the state only 35676 schools have ramp where as 11745 school does not have. As far as the toilet construction of CWSN is concern the state has constructed in 32714 schools and the remaining 14607 school do not have such facilities. Responding to the issue of CWSN, the state has also initiated admirable action and prepared 195 block resources person and during the financial year2013-2014, 1220 CWSN children were being operated and around 152 children availed the opportunity to operate their lips deformation. Apart from that the state government has made the routine health check up of CWSN mandatory.\nThough the SAS has a well designed framework for the CWSN still the state is facing challenges of scarcity of teacher and around 16000 School does not have trained teacher for its CWSN children and they are not yet appointed. In the district Durg and Bastar also the presence of CWSN is high but not much then Bilaspur district Durg district has the no of 2351 and Bastar is also 2494 as per 2014-2015 financial Years. In Bastar district the district has trained 750 teacher with a well designed training of 5 days where as the presence of CWSN is in 1221 school in the same way in the district Durg 300 teachers have been trained .\nAll the Govt. agency as well as the private organization with full of perseverance having a meaningful engagement to bring about laudable change in the field of education of the CWSN, their consistent efforts are being highly appreciated but despite all their incessant efforts the expected results are still unmet. This paper deals with the current situation of education of the CWSN in Chhattisgarh State of India. The paper analyses the interpretation and implementation of inclusive education in Chhattisgarh under SSA, the process of inclusion and the accessibilities of facilities of CWSN. The paper is going to critical analyze the social and psychological relation of the peer, parents and the teachers with respect to the CWSN which often influence the learning process of the CWSN and the achievement of the CWSN. The greatest challenge for the State Government is the achievement of the accessibility, inclusion and empowerment of Children with Special Needs. The Government alone cannot accomplish this task of making the “Right Real”.\n","owner":{"id":872145,"first_name":"Dr.Manoj Kumar","middle_initials":"","last_name":"Nag","page_name":"DrManojKumarNag","domain_name":"independent","created_at":"2011-10-23T22:06:32.934-07:00","display_name":"Dr.Manoj Kumar Nag","url":"https://independent.academia.edu/DrManojKumarNag"},"attachments":[{"id":35835910,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/35835910/thumbnails/1.jpg","file_name":"A_Study_on_the_Inclusion_of_CWSN.pdf","download_url":"https://www.academia.edu/attachments/35835910/download_file?st=MTczNDAxNTYyNCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_Study_on_the_Inclusion_of_CWSN_Special.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/35835910/A_Study_on_the_Inclusion_of_CWSN-libre.pdf?1417780896=\u0026response-content-disposition=attachment%3B+filename%3DA_Study_on_the_Inclusion_of_CWSN_Special.pdf\u0026Expires=1733950349\u0026Signature=EohxlhouY8rK3aJkfLwgL-yjzz9TRpTG~tq02jNOxKVKj1JK0FDuGZDt~rKkuLbkiyJVkHxMufu0JHB-WHlr2A6w-2M~AOXE5SUiqLYr9wRLNtsPe2yAhRvvrSl9DFmXcusu~QkDNPuG8Ec8SO2msF4mTMAHjC6wQFaMsXhFcEnZy9xznecvIaXQ~tDT8Wyf2rr0kj-nCII8YMG1FetTs9HSntaHkzb~DSU4IkCw3ms~tYvCzkthhnMugXEEzF2k8VLJiyhoYLdhTM4Q-9tG66Gf689rAsdT2F9rHO30w9nQ7NdyySm2oo-rxyTa8CVs60EVH2oyPB0cH46QgfK37g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="4372090"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/4372090/A_Research_study_on_Impacts_of_teaching_in_Local_dialect_Mother_Tongue_on_the_tribal_children_Living_in_remote_Tribal_area_Special_reference_to_Bastar_Region_of_Chhattishgarh"><img alt="Research paper thumbnail of A Research study on Impacts of teaching in Local dialect(Mother Tongue) on the tribal children Living in remote Tribal area. Special reference to Bastar Region of Chhattishgarh." class="work-thumbnail" src="https://attachments.academia-assets.com/31810276/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/4372090/A_Research_study_on_Impacts_of_teaching_in_Local_dialect_Mother_Tongue_on_the_tribal_children_Living_in_remote_Tribal_area_Special_reference_to_Bastar_Region_of_Chhattishgarh">A Research study on Impacts of teaching in Local dialect(Mother Tongue) on the tribal children Living in remote Tribal area. Special reference to Bastar Region of Chhattishgarh.</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">To know the impact on the attendance of tribal children in the school with the inclusion of mothe...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">To know the impact on the attendance of tribal children in the school with the inclusion of mother tongue in teaching methods.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b83cee4cd9c81077ce9b2ab84d577e50" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":31810276,"asset_id":4372090,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/31810276/download_file?st=MTczNDAxNTYyNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="4372090"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="4372090"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 4372090; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=4372090]").text(description); $(".js-view-count[data-work-id=4372090]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 4372090; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='4372090']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 4372090, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b83cee4cd9c81077ce9b2ab84d577e50" } } $('.js-work-strip[data-work-id=4372090]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":4372090,"title":"A Research study on Impacts of teaching in Local dialect(Mother Tongue) on the tribal children Living in remote Tribal area. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1037402"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1037402/_Peoples_War_and_State_Response_The_Naxalite_Movement_in_Telengana_India_1970_93_"><img alt="Research paper thumbnail of " People's War" and State Response: The Naxalite Movement in Telengana, India (1970-93)" class="work-thumbnail" src="https://attachments.academia-assets.com/6333779/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1037402/_Peoples_War_and_State_Response_The_Naxalite_Movement_in_Telengana_India_1970_93_">" People's War" and State Response: The Naxalite Movement in Telengana, India (1970-93)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This thesis is a study of the interaction between the emergence and development of a radical peas...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This thesis is a study of the interaction between the emergence and development of a radical peasant movement-the naxalite movement-in Telengana, India and the state response during 1970-93. The thesis contends that the movement has essentially been a violent expression of a socio-economic problem that has been endemic in rural India. It has resulted from the existence of glaring inequalities in wealth and social status between</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1986938ecb67eaaea3a043081ee5a80d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":6333779,"asset_id":1037402,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/6333779/download_file?st=MTczNDAxNTYyNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1037402"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1037402"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1037402; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1037402]").text(description); $(".js-view-count[data-work-id=1037402]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1037402; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1037402']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 1037402, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1986938ecb67eaaea3a043081ee5a80d" } } $('.js-work-strip[data-work-id=1037402]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1037402,"title":"\" People's War\" and State Response: The Naxalite Movement in Telengana, India (1970-93)","translated_title":"","metadata":{"publisher":"circle.ubc.ca","grobid_abstract":"This thesis is a study of the interaction between the emergence and development of a radical peasant movement-the naxalite movement-in Telengana, India and the state response during 1970-93. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Books" id="Books"><h3 class="profile--tab_heading_container">Books by Dr.Manoj Kumar Nag</h3></div><div class="js-work-strip profile--work_container" data-work-id="23191710"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/23191710/TRIBES_OF_CENTRAL_INDIA"><img alt="Research paper thumbnail of TRIBES OF CENTRAL INDIA" class="work-thumbnail" src="https://attachments.academia-assets.com/43680461/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/23191710/TRIBES_OF_CENTRAL_INDIA">TRIBES OF CENTRAL INDIA</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6807958d151a5045c89e8cef5dd80093" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":43680461,"asset_id":23191710,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/43680461/download_file?st=MTczNDAxNTYyNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="23191710"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="23191710"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23191710; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Drafts" id="Drafts"><h3 class="profile--tab_heading_container">Drafts by Dr.Manoj Kumar Nag</h3></div><div class="js-work-strip profile--work_container" data-work-id="23537574"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/23537574/MADHUCA_LONIGFOLIA_AND_CARYOTA_URENS_AND_THE_TRIBAL_WOMEN"><img alt="Research paper thumbnail of MADHUCA LONIGFOLIA AND CARYOTA URENS AND THE TRIBAL WOMEN" class="work-thumbnail" src="https://attachments.academia-assets.com/43968930/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/23537574/MADHUCA_LONIGFOLIA_AND_CARYOTA_URENS_AND_THE_TRIBAL_WOMEN">MADHUCA LONIGFOLIA AND CARYOTA URENS AND THE TRIBAL WOMEN</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">MADHUCA LONIGFOLIA AND CARYOTA URENS AND THE TRIBAL WOMEN Manoj Kumar Nag* ABSTRACT Freedom of...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">MADHUCA LONIGFOLIA AND CARYOTA URENS AND THE TRIBAL WOMEN<br /><br />Manoj Kumar Nag* <br />ABSTRACT<br /><br />Freedom of religion in India is a fundamental right guaranteed by Article 15 and Article 25 of the constitution of India and Adivasi is outside of the bounds of Hindu religion. They are leading their life according only to those traditions for generations. Tribes are the worshiper of the nature and a philosophical relationship is found between the tribes and the nature. There are certain trees found in the tribal area they have a great significance in the social, religious and economical life of the tribes. Madhuca Lonigfolia (Sapotaceae) and (Caryota urens)  has the great importance in the life of tribal in the Bastar region and both the trees has a deep rooted associations not only with the tribal culture but also with the economic aspects of their life. The current study is an attempt to investigate the significance of the tree Madhuca Lonigfolia (Sapotaceae) and (Caryota urens) in the life of the Madia Gond tribal women of Bastanar Block of Bastar District in respect to their physical ,social religious, cultural and economical life. <br />Methodology: The current study is carried out with the 300 tribal women of Bastanar Block of Bastar district Chhattisgarh state. The methods adopted for data collection are structured interview schedule and focus group discussion. <br />Results: Both the tree Madhuca Lonigfolia and Caryota urens has a positive as well negative impact in the life of tribal women and when we look from the dimension of health it minimizing the impact of health benefit among the tribal women. <br /><br /><br />Manoj Kumar Nag Assistant professor&HOD, Department of Social Work, Christ College Chhattisgarh,*</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a7242e99a9114989f10813da49021076" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":43968930,"asset_id":23537574,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/43968930/download_file?st=MTczNDAxNTYyNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="23537574"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="23537574"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23537574; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23537574]").text(description); $(".js-view-count[data-work-id=23537574]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23537574; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='23537574']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 23537574, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a7242e99a9114989f10813da49021076" } } $('.js-work-strip[data-work-id=23537574]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":23537574,"title":"MADHUCA LONIGFOLIA AND CARYOTA URENS AND THE TRIBAL WOMEN","translated_title":"","metadata":{"abstract":"MADHUCA LONIGFOLIA AND CARYOTA URENS AND THE TRIBAL WOMEN\n\nManoj Kumar Nag* \nABSTRACT\n\nFreedom of religion in India is a fundamental right guaranteed by Article 15 and Article 25 of the constitution of India and Adivasi is outside of the bounds of Hindu religion. 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The current study is an attempt to investigate the significance of the tree Madhuca Lonigfolia (Sapotaceae) and (Caryota urens) in the life of the Madia Gond tribal women of Bastanar Block of Bastar District in respect to their physical ,social religious, cultural and economical life. \nMethodology: The current study is carried out with the 300 tribal women of Bastanar Block of Bastar district Chhattisgarh state. 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The methods adopted for data collection are structured interview schedule and focus group discussion. \nResults: Both the tree Madhuca Lonigfolia and Caryota urens has a positive as well negative impact in the life of tribal women and when we look from the dimension of health it minimizing the impact of health benefit among the tribal women. \n\n\nManoj Kumar Nag Assistant professor\u0026HOD, Department of Social Work, Christ College Chhattisgarh,*\n","owner":{"id":872145,"first_name":"Dr.Manoj Kumar","middle_initials":"","last_name":"Nag","page_name":"DrManojKumarNag","domain_name":"independent","created_at":"2011-10-23T22:06:32.934-07:00","display_name":"Dr.Manoj Kumar Nag","url":"https://independent.academia.edu/DrManojKumarNag"},"attachments":[{"id":43968930,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/43968930/thumbnails/1.jpg","file_name":"Abstract_on_salfi_and_madhuca.docx","download_url":"https://www.academia.edu/attachments/43968930/download_file?st=MTczNDAxNTYyNCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"MADHUCA_LONIGFOLIA_AND_CARYOTA_URENS_AND.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/43968930/Abstract_on_salfi_and_madhuca.docx?1458605524=\u0026response-content-disposition=attachment%3B+filename%3DMADHUCA_LONIGFOLIA_AND_CARYOTA_URENS_AND.docx\u0026Expires=1734019224\u0026Signature=CEzpW0-KzXUw~g8I70LWARWpSS~XdszgHqkvRIeNObxLHFG6bow-VxQawzqQ5YdlV1TaL9hzCxHf-oV8Squ183z-uvXv~AgUMATx-iYo9uiHXWLIlXi1heanRQjMQ0WBNGyLU223qbBFLMaICpGVi-W4rjcey-Wn-UUs2sZBanCiB2-goyTflBRzEVgAtCXcxEcVNQPn5I5w7JvQRtl7UVFbCZnj15wVcCBW5oSE-IIQ6vduqd2jw4gFEzz-paicRkwwOoy--uasj5nlgS~dZMi7AlB4~DI8da2i-u7c1V4qkVeWqlIY9jFgmPyck4ChJ9IzUQE9-nKyIs9Di7YNgA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="126985" id="papers"><div class="js-work-strip profile--work_container" data-work-id="31429877"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/31429877/Tribal_Women_in_Central_India_Issues_and_Challenges"><img alt="Research paper thumbnail of Tribal Women in Central India : Issues and Challenges" class="work-thumbnail" src="https://attachments.academia-assets.com/51792790/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/31429877/Tribal_Women_in_Central_India_Issues_and_Challenges">Tribal Women in Central India : Issues and Challenges</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Agriculture is the largest sector of the rural economy and is a family enterprise, since 50% of i...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Agriculture is the largest sector of the rural economy and is a family enterprise, since 50% of its population is dependent on it in India. India's economic security is heavily dependent on agriculture. In terms of employment, it is the most important sector. It contributes about 70% to the total GDP and provides employment to over 60% of the population. Women in India are the backbone of the society and important human resource. We can say that agriculture is the foundation of Indian economy and can be an important engine of growth and poverty reduction. But the sector is underperforming in many countries in part because women, who are often a crucial resource in agriculture and the rural economy, faces constraints that reduce their productivity and excellence. In India 47 percent of every married ST women in the age group of 15-49 years have experienced emotional, physical or sexual violence which is higher than that of any of the other social groups. Out of the 47% of ST women 65.4 percent ST women never told anyone about the violence. 68.5% of women are found to be highly anaemic among all social groups. Since the inception of integrated rural development program (IRDP) to the present program Rural Livelihood Mission (NRLM) and the Jawahar Rojgar Yojna (JRY) to the present Mahatma Gandhi National Rural Employment Guarantee Act MGNREGA in each program the capacity and potentiality of the women belongs to the</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="01e298063c4d560ce2d44997251354ec" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51792790,"asset_id":31429877,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51792790/download_file?st=MTczNDAxNTYyNCw4LjIyMi4yMDguMTQ2&st=MTczNDAxNTYyNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31429877"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31429877"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31429877; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31429877]").text(description); $(".js-view-count[data-work-id=31429877]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31429877; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31429877']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 31429877, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "01e298063c4d560ce2d44997251354ec" } } $('.js-work-strip[data-work-id=31429877]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31429877,"title":"Tribal Women in Central India : Issues and Challenges","translated_title":"","metadata":{"grobid_abstract":"Agriculture is the largest sector of the rural economy and is a family enterprise, since 50% of its population is dependent on it in India. India's economic security is heavily dependent on agriculture. In terms of employment, it is the most important sector. It contributes about 70% to the total GDP and provides employment to over 60% of the population. Women in India are the backbone of the society and important human resource. We can say that agriculture is the foundation of Indian economy and can be an important engine of growth and poverty reduction. But the sector is underperforming in many countries in part because women, who are often a crucial resource in agriculture and the rural economy, faces constraints that reduce their productivity and excellence. In India 47 percent of every married ST women in the age group of 15-49 years have experienced emotional, physical or sexual violence which is higher than that of any of the other social groups. Out of the 47% of ST women 65.4 percent ST women never told anyone about the violence. 68.5% of women are found to be highly anaemic among all social groups. 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According to Census 2011, there are 1.2 billion peo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">India is the largest democracy in the world. According to Census 2011, there are 1.2 billion people in the country, out of which, about 833 million people live in rural areas. Census 2011 data on disability revealed that 26,810,557 people are differently able and out of which 14,986,202 male and 11,824,355 are female. The earlier census survey 2001 was basically focused on five types of disability but the recent census survey includes 8 types of disability.<br />In the context of Chhattishgarh under tribal department, 25276 educational institution comes which covers 18, 47,165 student and it is being supported by only 1, 70 015 staffs on the other hand department of school education is having 61454 educational institution which covers 6119071 student and 231169 teacher. The ratio of teachers’ verses student is in tribal per teacher 10.8 student and under department of school education it is per teacher 26.4. The educational institution are being run by the department of tribal but the examination, course material development and publication as well as distribution  was being done by the department of education. The institution Administrative power was vested in the hand of the tribal department. The dual system of the education system of the two ministry was really hampering the quality of education  but recently both ministry has been merged to one administrative fold as far as the education is concern. Only the tribal hostels will be remain as it was functioning under the department of tribal.<br />Even after 13 years of being a separate state like Chhattishgarh it still facing challenges as a part of inclusive education for the CWSN. In the state under the child tracking survey 86037 CWSN has been identified in the year 2014-2015 and to streamline the education of the 80222 CWSN of the state 12.33 crore rupee had been budgeted in the financial year 2012 -2013 but the budget was reduced dramatically in the financial year 2013-14 and it was 9.5 crore and it is around 30% of reduction in the earlier budget. Budget has been disbursed for the construction of toilet as well the ramp  to enable CWSN to comfortably reach to toilet but only 30% of the school could get the facilities out of the 47321 government school of the state only 35676 schools have ramp where as 11745 school does not have. As far as the toilet construction of CWSN is concern the state has constructed in 32714 schools and the remaining 14607 school do not have such facilities. Responding to the issue of CWSN, the state has also initiated admirable action and prepared 195 block resources person  and during the financial year2013-2014, 1220 CWSN children were being operated and around 152 children availed the opportunity to operate their lips deformation. Apart from that the state government has made the routine health check up of CWSN mandatory.<br />Though the SAS has a well designed framework for the CWSN still the state is facing challenges of scarcity of teacher and around 16000 School does not have trained teacher for its CWSN children and they are not yet appointed. In the district Durg and Bastar also the presence of CWSN is high but not much then Bilaspur district Durg district has the no of 2351 and Bastar is also 2494 as per 2014-2015 financial Years. In Bastar district the district has trained 750 teacher with a well designed training of 5 days where as the presence of CWSN is in 1221 school  in the same way in the district Durg 300 teachers have been trained .<br />All the Govt. agency as well as the private organization with full of perseverance having a meaningful engagement to bring about laudable change in the field of education of the CWSN, their consistent efforts are being highly appreciated but despite all their incessant efforts the expected results are still unmet. This paper deals with the current situation of education of the CWSN in Chhattisgarh State of India. The paper analyses the interpretation and implementation of inclusive education in Chhattisgarh under SSA, the process of inclusion and the accessibilities of facilities of CWSN. The paper is going to critical analyze  the social and psychological relation of the peer, parents and the teachers with respect to the CWSN which often influence the learning process of the CWSN and the achievement of the CWSN.  The greatest challenge for the State Government is the achievement of the accessibility, inclusion and empowerment of Children with Special Needs. The Government alone cannot accomplish this task of making the “Right Real”.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="69c279b04e29559daecb69977ff379ae" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":35835910,"asset_id":9633692,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/35835910/download_file?st=MTczNDAxNTYyNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="9633692"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="9633692"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9633692; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9633692]").text(description); $(".js-view-count[data-work-id=9633692]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 9633692; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='9633692']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 9633692, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "69c279b04e29559daecb69977ff379ae" } } $('.js-work-strip[data-work-id=9633692]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":9633692,"title":"A Study on the Inclusion of CWSN Special reference to Durg and Bastar District of Chhattishgarh State (INDIA)","translated_title":"","metadata":{"abstract":"\nIndia is the largest democracy in the world. According to Census 2011, there are 1.2 billion people in the country, out of which, about 833 million people live in rural areas. Census 2011 data on disability revealed that 26,810,557 people are differently able and out of which 14,986,202 male and 11,824,355 are female. The earlier census survey 2001 was basically focused on five types of disability but the recent census survey includes 8 types of disability.\nIn the context of Chhattishgarh under tribal department, 25276 educational institution comes which covers 18, 47,165 student and it is being supported by only 1, 70 015 staffs on the other hand department of school education is having 61454 educational institution which covers 6119071 student and 231169 teacher. The ratio of teachers’ verses student is in tribal per teacher 10.8 student and under department of school education it is per teacher 26.4. The educational institution are being run by the department of tribal but the examination, course material development and publication as well as distribution was being done by the department of education. The institution Administrative power was vested in the hand of the tribal department. The dual system of the education system of the two ministry was really hampering the quality of education but recently both ministry has been merged to one administrative fold as far as the education is concern. Only the tribal hostels will be remain as it was functioning under the department of tribal.\nEven after 13 years of being a separate state like Chhattishgarh it still facing challenges as a part of inclusive education for the CWSN. In the state under the child tracking survey 86037 CWSN has been identified in the year 2014-2015 and to streamline the education of the 80222 CWSN of the state 12.33 crore rupee had been budgeted in the financial year 2012 -2013 but the budget was reduced dramatically in the financial year 2013-14 and it was 9.5 crore and it is around 30% of reduction in the earlier budget. Budget has been disbursed for the construction of toilet as well the ramp to enable CWSN to comfortably reach to toilet but only 30% of the school could get the facilities out of the 47321 government school of the state only 35676 schools have ramp where as 11745 school does not have. As far as the toilet construction of CWSN is concern the state has constructed in 32714 schools and the remaining 14607 school do not have such facilities. Responding to the issue of CWSN, the state has also initiated admirable action and prepared 195 block resources person and during the financial year2013-2014, 1220 CWSN children were being operated and around 152 children availed the opportunity to operate their lips deformation. Apart from that the state government has made the routine health check up of CWSN mandatory.\nThough the SAS has a well designed framework for the CWSN still the state is facing challenges of scarcity of teacher and around 16000 School does not have trained teacher for its CWSN children and they are not yet appointed. In the district Durg and Bastar also the presence of CWSN is high but not much then Bilaspur district Durg district has the no of 2351 and Bastar is also 2494 as per 2014-2015 financial Years. In Bastar district the district has trained 750 teacher with a well designed training of 5 days where as the presence of CWSN is in 1221 school in the same way in the district Durg 300 teachers have been trained .\nAll the Govt. agency as well as the private organization with full of perseverance having a meaningful engagement to bring about laudable change in the field of education of the CWSN, their consistent efforts are being highly appreciated but despite all their incessant efforts the expected results are still unmet. This paper deals with the current situation of education of the CWSN in Chhattisgarh State of India. The paper analyses the interpretation and implementation of inclusive education in Chhattisgarh under SSA, the process of inclusion and the accessibilities of facilities of CWSN. The paper is going to critical analyze the social and psychological relation of the peer, parents and the teachers with respect to the CWSN which often influence the learning process of the CWSN and the achievement of the CWSN. The greatest challenge for the State Government is the achievement of the accessibility, inclusion and empowerment of Children with Special Needs. The Government alone cannot accomplish this task of making the “Right Real”.\n","ai_title_tag":"Inclusion of CWSN in Education: A Study from Chhattisgarh"},"translated_abstract":"\nIndia is the largest democracy in the world. According to Census 2011, there are 1.2 billion people in the country, out of which, about 833 million people live in rural areas. Census 2011 data on disability revealed that 26,810,557 people are differently able and out of which 14,986,202 male and 11,824,355 are female. The earlier census survey 2001 was basically focused on five types of disability but the recent census survey includes 8 types of disability.\nIn the context of Chhattishgarh under tribal department, 25276 educational institution comes which covers 18, 47,165 student and it is being supported by only 1, 70 015 staffs on the other hand department of school education is having 61454 educational institution which covers 6119071 student and 231169 teacher. The ratio of teachers’ verses student is in tribal per teacher 10.8 student and under department of school education it is per teacher 26.4. The educational institution are being run by the department of tribal but the examination, course material development and publication as well as distribution was being done by the department of education. The institution Administrative power was vested in the hand of the tribal department. The dual system of the education system of the two ministry was really hampering the quality of education but recently both ministry has been merged to one administrative fold as far as the education is concern. Only the tribal hostels will be remain as it was functioning under the department of tribal.\nEven after 13 years of being a separate state like Chhattishgarh it still facing challenges as a part of inclusive education for the CWSN. In the state under the child tracking survey 86037 CWSN has been identified in the year 2014-2015 and to streamline the education of the 80222 CWSN of the state 12.33 crore rupee had been budgeted in the financial year 2012 -2013 but the budget was reduced dramatically in the financial year 2013-14 and it was 9.5 crore and it is around 30% of reduction in the earlier budget. Budget has been disbursed for the construction of toilet as well the ramp to enable CWSN to comfortably reach to toilet but only 30% of the school could get the facilities out of the 47321 government school of the state only 35676 schools have ramp where as 11745 school does not have. As far as the toilet construction of CWSN is concern the state has constructed in 32714 schools and the remaining 14607 school do not have such facilities. Responding to the issue of CWSN, the state has also initiated admirable action and prepared 195 block resources person and during the financial year2013-2014, 1220 CWSN children were being operated and around 152 children availed the opportunity to operate their lips deformation. Apart from that the state government has made the routine health check up of CWSN mandatory.\nThough the SAS has a well designed framework for the CWSN still the state is facing challenges of scarcity of teacher and around 16000 School does not have trained teacher for its CWSN children and they are not yet appointed. In the district Durg and Bastar also the presence of CWSN is high but not much then Bilaspur district Durg district has the no of 2351 and Bastar is also 2494 as per 2014-2015 financial Years. In Bastar district the district has trained 750 teacher with a well designed training of 5 days where as the presence of CWSN is in 1221 school in the same way in the district Durg 300 teachers have been trained .\nAll the Govt. agency as well as the private organization with full of perseverance having a meaningful engagement to bring about laudable change in the field of education of the CWSN, their consistent efforts are being highly appreciated but despite all their incessant efforts the expected results are still unmet. This paper deals with the current situation of education of the CWSN in Chhattisgarh State of India. The paper analyses the interpretation and implementation of inclusive education in Chhattisgarh under SSA, the process of inclusion and the accessibilities of facilities of CWSN. The paper is going to critical analyze the social and psychological relation of the peer, parents and the teachers with respect to the CWSN which often influence the learning process of the CWSN and the achievement of the CWSN. The greatest challenge for the State Government is the achievement of the accessibility, inclusion and empowerment of Children with Special Needs. The Government alone cannot accomplish this task of making the “Right Real”.\n","internal_url":"https://www.academia.edu/9633692/A_Study_on_the_Inclusion_of_CWSN_Special_reference_to_Durg_and_Bastar_District_of_Chhattishgarh_State_INDIA_","translated_internal_url":"","created_at":"2014-12-05T03:59:52.863-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":872145,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":35835910,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/35835910/thumbnails/1.jpg","file_name":"A_Study_on_the_Inclusion_of_CWSN.pdf","download_url":"https://www.academia.edu/attachments/35835910/download_file?st=MTczNDAxNTYyNCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_Study_on_the_Inclusion_of_CWSN_Special.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/35835910/A_Study_on_the_Inclusion_of_CWSN-libre.pdf?1417780896=\u0026response-content-disposition=attachment%3B+filename%3DA_Study_on_the_Inclusion_of_CWSN_Special.pdf\u0026Expires=1733950349\u0026Signature=EohxlhouY8rK3aJkfLwgL-yjzz9TRpTG~tq02jNOxKVKj1JK0FDuGZDt~rKkuLbkiyJVkHxMufu0JHB-WHlr2A6w-2M~AOXE5SUiqLYr9wRLNtsPe2yAhRvvrSl9DFmXcusu~QkDNPuG8Ec8SO2msF4mTMAHjC6wQFaMsXhFcEnZy9xznecvIaXQ~tDT8Wyf2rr0kj-nCII8YMG1FetTs9HSntaHkzb~DSU4IkCw3ms~tYvCzkthhnMugXEEzF2k8VLJiyhoYLdhTM4Q-9tG66Gf689rAsdT2F9rHO30w9nQ7NdyySm2oo-rxyTa8CVs60EVH2oyPB0cH46QgfK37g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_Study_on_the_Inclusion_of_CWSN_Special_reference_to_Durg_and_Bastar_District_of_Chhattishgarh_State_INDIA_","translated_slug":"","page_count":14,"language":"en","content_type":"Work","summary":"\nIndia is the largest democracy in the world. According to Census 2011, there are 1.2 billion people in the country, out of which, about 833 million people live in rural areas. Census 2011 data on disability revealed that 26,810,557 people are differently able and out of which 14,986,202 male and 11,824,355 are female. The earlier census survey 2001 was basically focused on five types of disability but the recent census survey includes 8 types of disability.\nIn the context of Chhattishgarh under tribal department, 25276 educational institution comes which covers 18, 47,165 student and it is being supported by only 1, 70 015 staffs on the other hand department of school education is having 61454 educational institution which covers 6119071 student and 231169 teacher. The ratio of teachers’ verses student is in tribal per teacher 10.8 student and under department of school education it is per teacher 26.4. The educational institution are being run by the department of tribal but the examination, course material development and publication as well as distribution was being done by the department of education. The institution Administrative power was vested in the hand of the tribal department. The dual system of the education system of the two ministry was really hampering the quality of education but recently both ministry has been merged to one administrative fold as far as the education is concern. Only the tribal hostels will be remain as it was functioning under the department of tribal.\nEven after 13 years of being a separate state like Chhattishgarh it still facing challenges as a part of inclusive education for the CWSN. In the state under the child tracking survey 86037 CWSN has been identified in the year 2014-2015 and to streamline the education of the 80222 CWSN of the state 12.33 crore rupee had been budgeted in the financial year 2012 -2013 but the budget was reduced dramatically in the financial year 2013-14 and it was 9.5 crore and it is around 30% of reduction in the earlier budget. Budget has been disbursed for the construction of toilet as well the ramp to enable CWSN to comfortably reach to toilet but only 30% of the school could get the facilities out of the 47321 government school of the state only 35676 schools have ramp where as 11745 school does not have. As far as the toilet construction of CWSN is concern the state has constructed in 32714 schools and the remaining 14607 school do not have such facilities. Responding to the issue of CWSN, the state has also initiated admirable action and prepared 195 block resources person and during the financial year2013-2014, 1220 CWSN children were being operated and around 152 children availed the opportunity to operate their lips deformation. Apart from that the state government has made the routine health check up of CWSN mandatory.\nThough the SAS has a well designed framework for the CWSN still the state is facing challenges of scarcity of teacher and around 16000 School does not have trained teacher for its CWSN children and they are not yet appointed. In the district Durg and Bastar also the presence of CWSN is high but not much then Bilaspur district Durg district has the no of 2351 and Bastar is also 2494 as per 2014-2015 financial Years. In Bastar district the district has trained 750 teacher with a well designed training of 5 days where as the presence of CWSN is in 1221 school in the same way in the district Durg 300 teachers have been trained .\nAll the Govt. agency as well as the private organization with full of perseverance having a meaningful engagement to bring about laudable change in the field of education of the CWSN, their consistent efforts are being highly appreciated but despite all their incessant efforts the expected results are still unmet. This paper deals with the current situation of education of the CWSN in Chhattisgarh State of India. The paper analyses the interpretation and implementation of inclusive education in Chhattisgarh under SSA, the process of inclusion and the accessibilities of facilities of CWSN. The paper is going to critical analyze the social and psychological relation of the peer, parents and the teachers with respect to the CWSN which often influence the learning process of the CWSN and the achievement of the CWSN. The greatest challenge for the State Government is the achievement of the accessibility, inclusion and empowerment of Children with Special Needs. 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Special reference to Bastar Region of Chhattishgarh." class="work-thumbnail" src="https://attachments.academia-assets.com/31810276/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/4372090/A_Research_study_on_Impacts_of_teaching_in_Local_dialect_Mother_Tongue_on_the_tribal_children_Living_in_remote_Tribal_area_Special_reference_to_Bastar_Region_of_Chhattishgarh">A Research study on Impacts of teaching in Local dialect(Mother Tongue) on the tribal children Living in remote Tribal area. Special reference to Bastar Region of Chhattishgarh.</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">To know the impact on the attendance of tribal children in the school with the inclusion of mothe...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">To know the impact on the attendance of tribal children in the school with the inclusion of mother tongue in teaching methods.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b83cee4cd9c81077ce9b2ab84d577e50" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":31810276,"asset_id":4372090,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/31810276/download_file?st=MTczNDAxNTYyNCw4LjIyMi4yMDguMTQ2&st=MTczNDAxNTYyNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="4372090"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="4372090"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 4372090; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=4372090]").text(description); $(".js-view-count[data-work-id=4372090]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 4372090; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='4372090']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 4372090, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b83cee4cd9c81077ce9b2ab84d577e50" } } $('.js-work-strip[data-work-id=4372090]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":4372090,"title":"A Research study on Impacts of teaching in Local dialect(Mother Tongue) on the tribal children Living in remote Tribal area. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1037402"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1037402/_Peoples_War_and_State_Response_The_Naxalite_Movement_in_Telengana_India_1970_93_"><img alt="Research paper thumbnail of " People's War" and State Response: The Naxalite Movement in Telengana, India (1970-93)" class="work-thumbnail" src="https://attachments.academia-assets.com/6333779/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1037402/_Peoples_War_and_State_Response_The_Naxalite_Movement_in_Telengana_India_1970_93_">" People's War" and State Response: The Naxalite Movement in Telengana, India (1970-93)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This thesis is a study of the interaction between the emergence and development of a radical peas...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This thesis is a study of the interaction between the emergence and development of a radical peasant movement-the naxalite movement-in Telengana, India and the state response during 1970-93. The thesis contends that the movement has essentially been a violent expression of a socio-economic problem that has been endemic in rural India. It has resulted from the existence of glaring inequalities in wealth and social status between</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1986938ecb67eaaea3a043081ee5a80d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":6333779,"asset_id":1037402,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/6333779/download_file?st=MTczNDAxNTYyNCw4LjIyMi4yMDguMTQ2&st=MTczNDAxNTYyNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1037402"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1037402"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1037402; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1037402]").text(description); $(".js-view-count[data-work-id=1037402]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1037402; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1037402']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 1037402, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1986938ecb67eaaea3a043081ee5a80d" } } $('.js-work-strip[data-work-id=1037402]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1037402,"title":"\" People's War\" and State Response: The Naxalite Movement in Telengana, India (1970-93)","translated_title":"","metadata":{"publisher":"circle.ubc.ca","grobid_abstract":"This thesis is a study of the interaction between the emergence and development of a radical peasant movement-the naxalite movement-in Telengana, India and the state response during 1970-93. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="4879279" id="drafts"><div class="js-work-strip profile--work_container" data-work-id="23537574"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/23537574/MADHUCA_LONIGFOLIA_AND_CARYOTA_URENS_AND_THE_TRIBAL_WOMEN"><img alt="Research paper thumbnail of MADHUCA LONIGFOLIA AND CARYOTA URENS AND THE TRIBAL WOMEN" class="work-thumbnail" src="https://attachments.academia-assets.com/43968930/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/23537574/MADHUCA_LONIGFOLIA_AND_CARYOTA_URENS_AND_THE_TRIBAL_WOMEN">MADHUCA LONIGFOLIA AND CARYOTA URENS AND THE TRIBAL WOMEN</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">MADHUCA LONIGFOLIA AND CARYOTA URENS AND THE TRIBAL WOMEN Manoj Kumar Nag* ABSTRACT Freedom of...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">MADHUCA LONIGFOLIA AND CARYOTA URENS AND THE TRIBAL WOMEN<br /><br />Manoj Kumar Nag* <br />ABSTRACT<br /><br />Freedom of religion in India is a fundamental right guaranteed by Article 15 and Article 25 of the constitution of India and Adivasi is outside of the bounds of Hindu religion. They are leading their life according only to those traditions for generations. Tribes are the worshiper of the nature and a philosophical relationship is found between the tribes and the nature. There are certain trees found in the tribal area they have a great significance in the social, religious and economical life of the tribes. Madhuca Lonigfolia (Sapotaceae) and (Caryota urens)  has the great importance in the life of tribal in the Bastar region and both the trees has a deep rooted associations not only with the tribal culture but also with the economic aspects of their life. The current study is an attempt to investigate the significance of the tree Madhuca Lonigfolia (Sapotaceae) and (Caryota urens) in the life of the Madia Gond tribal women of Bastanar Block of Bastar District in respect to their physical ,social religious, cultural and economical life. <br />Methodology: The current study is carried out with the 300 tribal women of Bastanar Block of Bastar district Chhattisgarh state. The methods adopted for data collection are structured interview schedule and focus group discussion. <br />Results: Both the tree Madhuca Lonigfolia and Caryota urens has a positive as well negative impact in the life of tribal women and when we look from the dimension of health it minimizing the impact of health benefit among the tribal women. <br /><br /><br />Manoj Kumar Nag Assistant professor&HOD, Department of Social Work, Christ College Chhattisgarh,*</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a7242e99a9114989f10813da49021076" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":43968930,"asset_id":23537574,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/43968930/download_file?st=MTczNDAxNTYyNCw4LjIyMi4yMDguMTQ2&st=MTczNDAxNTYyNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="23537574"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="23537574"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23537574; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23537574]").text(description); $(".js-view-count[data-work-id=23537574]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23537574; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='23537574']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 23537574, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a7242e99a9114989f10813da49021076" } } $('.js-work-strip[data-work-id=23537574]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":23537574,"title":"MADHUCA LONIGFOLIA AND CARYOTA URENS AND THE TRIBAL WOMEN","translated_title":"","metadata":{"abstract":"MADHUCA LONIGFOLIA AND CARYOTA URENS AND THE TRIBAL WOMEN\n\nManoj Kumar Nag* \nABSTRACT\n\nFreedom of religion in India is a fundamental right guaranteed by Article 15 and Article 25 of the constitution of India and Adivasi is outside of the bounds of Hindu religion. They are leading their life according only to those traditions for generations. Tribes are the worshiper of the nature and a philosophical relationship is found between the tribes and the nature. There are certain trees found in the tribal area they have a great significance in the social, religious and economical life of the tribes. Madhuca Lonigfolia (Sapotaceae) and (Caryota urens) has the great importance in the life of tribal in the Bastar region and both the trees has a deep rooted associations not only with the tribal culture but also with the economic aspects of their life. The current study is an attempt to investigate the significance of the tree Madhuca Lonigfolia (Sapotaceae) and (Caryota urens) in the life of the Madia Gond tribal women of Bastanar Block of Bastar District in respect to their physical ,social religious, cultural and economical life. \nMethodology: The current study is carried out with the 300 tribal women of Bastanar Block of Bastar district Chhattisgarh state. The methods adopted for data collection are structured interview schedule and focus group discussion. \nResults: Both the tree Madhuca Lonigfolia and Caryota urens has a positive as well negative impact in the life of tribal women and when we look from the dimension of health it minimizing the impact of health benefit among the tribal women. \n\n\nManoj Kumar Nag Assistant professor\u0026HOD, Department of Social Work, Christ College Chhattisgarh,*\n"},"translated_abstract":"MADHUCA LONIGFOLIA AND CARYOTA URENS AND THE TRIBAL WOMEN\n\nManoj Kumar Nag* \nABSTRACT\n\nFreedom of religion in India is a fundamental right guaranteed by Article 15 and Article 25 of the constitution of India and Adivasi is outside of the bounds of Hindu religion. They are leading their life according only to those traditions for generations. Tribes are the worshiper of the nature and a philosophical relationship is found between the tribes and the nature. There are certain trees found in the tribal area they have a great significance in the social, religious and economical life of the tribes. Madhuca Lonigfolia (Sapotaceae) and (Caryota urens) has the great importance in the life of tribal in the Bastar region and both the trees has a deep rooted associations not only with the tribal culture but also with the economic aspects of their life. The current study is an attempt to investigate the significance of the tree Madhuca Lonigfolia (Sapotaceae) and (Caryota urens) in the life of the Madia Gond tribal women of Bastanar Block of Bastar District in respect to their physical ,social religious, cultural and economical life. \nMethodology: The current study is carried out with the 300 tribal women of Bastanar Block of Bastar district Chhattisgarh state. The methods adopted for data collection are structured interview schedule and focus group discussion. \nResults: Both the tree Madhuca Lonigfolia and Caryota urens has a positive as well negative impact in the life of tribal women and when we look from the dimension of health it minimizing the impact of health benefit among the tribal women. \n\n\nManoj Kumar Nag Assistant professor\u0026HOD, Department of Social Work, Christ College Chhattisgarh,*\n","internal_url":"https://www.academia.edu/23537574/MADHUCA_LONIGFOLIA_AND_CARYOTA_URENS_AND_THE_TRIBAL_WOMEN","translated_internal_url":"","created_at":"2016-03-21T17:14:03.591-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":872145,"coauthors_can_edit":true,"document_type":"draft","co_author_tags":[],"downloadable_attachments":[{"id":43968930,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/43968930/thumbnails/1.jpg","file_name":"Abstract_on_salfi_and_madhuca.docx","download_url":"https://www.academia.edu/attachments/43968930/download_file?st=MTczNDAxNTYyNCw4LjIyMi4yMDguMTQ2&st=MTczNDAxNTYyNCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"MADHUCA_LONIGFOLIA_AND_CARYOTA_URENS_AND.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/43968930/Abstract_on_salfi_and_madhuca.docx?1458605524=\u0026response-content-disposition=attachment%3B+filename%3DMADHUCA_LONIGFOLIA_AND_CARYOTA_URENS_AND.docx\u0026Expires=1734019224\u0026Signature=CEzpW0-KzXUw~g8I70LWARWpSS~XdszgHqkvRIeNObxLHFG6bow-VxQawzqQ5YdlV1TaL9hzCxHf-oV8Squ183z-uvXv~AgUMATx-iYo9uiHXWLIlXi1heanRQjMQ0WBNGyLU223qbBFLMaICpGVi-W4rjcey-Wn-UUs2sZBanCiB2-goyTflBRzEVgAtCXcxEcVNQPn5I5w7JvQRtl7UVFbCZnj15wVcCBW5oSE-IIQ6vduqd2jw4gFEzz-paicRkwwOoy--uasj5nlgS~dZMi7AlB4~DI8da2i-u7c1V4qkVeWqlIY9jFgmPyck4ChJ9IzUQE9-nKyIs9Di7YNgA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"MADHUCA_LONIGFOLIA_AND_CARYOTA_URENS_AND_THE_TRIBAL_WOMEN","translated_slug":"","page_count":1,"language":"en","content_type":"Work","summary":"MADHUCA LONIGFOLIA AND CARYOTA URENS AND THE TRIBAL WOMEN\n\nManoj Kumar Nag* \nABSTRACT\n\nFreedom of religion in India is a fundamental right guaranteed by Article 15 and Article 25 of the constitution of India and Adivasi is outside of the bounds of Hindu religion. 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