IOSR-JHSS   Volume-1 ~ Issue-2 ~ Sep-Oct-2012

Abstract: Introduction: Functional Training is how much certain movement will transfer into the actual activity of sport; it's a matter of neural complexity and central nervous system demand. The aim of this study was to find out the effects of functional training on physical fitness components on college male students.
Procedure: 19 male students from the Dr. Meghnad Saha College of the Gour Banga University, were randomly selected as subjects and their age were 19-25 years served as Functional Training Exercises, its three days per week for the period of eight weeks functional training exercises were given for experiments of a single group design. The functional training exercises was conducted in Ladder Forward & Sideward, Medicine ball throw Overhead-2kg, 3kg & 4kg, Hamstrings/Leg Curl With Stability Ball, Lateral Step Ups, Side Punk/Four Point Stabilizations Series, Forward Step Ups, Modified Pull-Up, Foot elevated hip lifting with medicine ball, Press Up with Stability Ball, Medicine Ball Throw Sideward Direction-4kg, 3kg and 2kg etc. before functional training exercises the functional warming up was to applied for tuning up the all body parts. The selected subjects were measured of their physical fitness components, speed, endurance, muscular endurance, strength, explosive power, agility and flexibility. Descriptive statistics was calculation for statistical treatment.
Finding: The functional training exercises significantly increase speed, endurance, muscular endurance, strength, explosive power, flexibility and agility.
Conclusion: The functional training has significantly improved speed, endurance, muscular endurance, strength, explosive power, flexibility and agility.
Keywords: functional training, physical fitness components, neural complexity, central nervous system demand, descriptive statistics.

[1] Boyle Michael. Functional Training for Sport. Human Kinetics.2004; 1-22.
[2] Burton, Craig. What is functional training? Resistance Training. Body Article.2007; 08-26.
[3] Spennewyn.K. What is Functional Training? Journal of Strength and Conditioning Research, 2008; 22- 1.
[4] Oliver GD, Di Brezzo R. Functional balance training in collegiate women athletes. J Strength Cond Res. 2009; (7):2124-9.
[5] Rosch et al. . Assessment and evaluation of football performance. Am J Sports Med. 2000; 28(5): 29-39.
[6] Weiss.T et al. (2010) Effect of functional training resistance training on muscular fitness outcomes in young adults. J Ex Erc Sci Fit. 2010;(2): 113-122.

Abstract: Dylan Thomas is one of the writers who has often been associated with Welsh literature and culture in the last sixty years. He is possibly the most notable Welsh author. Fortunately, it is mainly his literary work, and not his tumultuous lifestyle, that is still associated with him. The analysis of some of his poems mirrors his sincere relationship to Wales. In 1937 he married to Caitlin MacNamara who gave birth to three children. These circumstances indicate a typical British conservative and straight forward approach to family life. Dylan Thomas was influenced in his writing by the Romantic Movement for the beginning of the nineteenth century and this can be seen in a number of his best works. Dylan Thomas uses symbols and images of nature to express how he feels towards death and childhood. He says that images are used to create a feeling of love towards life. Despite Dylan Thomas's obscure images, he expresses a clear message of religious devotion in many of his poems. The style of Dylan Thomas is an opaque poetic style which Thomas used to perfection. He possessed tremendous talent and was blessed with immense gifts that made him a professional success at a relatively young age.
Key words: Dylan Thomas, Romanticism, Poetic Style,

[1] Anderson, M. Robert. "Thoma‟s "A Refusal to Mourn…‟" The Explicator. Vol.38, No.4 (Summer, 1980).
[2] Cox, C.B. "Dylan Thoma‟s "Fern Hill‟ " The critical Quarterly. Vol.1, No.2 (Summer, 1959).
[3] Joshi, Neeta. "Influence of the Welsh Bardic Tradition in the Poetry of Dylan Thomas" Punjab University Research Bulletin. 21 (1990).
[4] Mckay, D.F. "Aspects of Energy in the Poetry of Dylan Thomas and Sylvia Plath" The Critical Quarterly. Vol.16, No.1 (Spring, 1974).
[5] Parshall, F. Peter "Thomas‟s The Force that Through the Green Fuse Drives the Flower". The Explicator. Vol.29, No.8 (April, 1971).
[6] Press, John. "Dylan Thomas: A Refusal to Mourn…., Fern Hill, over Sir John‟s Hill." Notes on Literature. No.74, (September, 1967 ).
[7] Smith, A.J. "Ambiguity as Poetic Shift (Analysis of Dylan Thomas‟s "Our Eunuch Dreams‟)." The Critical Quarterly. Vol.4, No.1 (Spring, 1962).
[8] Terrel, F. Caroll. "Thomas‟s Over sir John‟s Hill." The Explicator. Vol.38, No.4 (Summer, 1980).
[9] Williams Anne. "Thomas‟s Over Sir John‟s Hill." The Explicator. Vol.38, No.4 (Summer, 1980).
[10] Willis, Roger. "Dylan Thomas: Under Milk Wood." Notes on Literature. No.102 (January, 1970).

Abstract: Education plays significant role for human resource development as well as social development. So elementary education and basic education is necessary for any state or nation. Social inertia and infrastructural facility are the essential for systematic development of education. Lacking of this facility leads to inconsistency in the development of basic education. Poverty, early marriage system, poor infrastructural facility and employment opportunities are the factors which retards basic education development in different states of India. The forgoing analysis is an attempt to glean out the role of different for impaired development of basic education in Burdwan District, West Bengal. Key words: Composite Z-score, Composite rank index, Drop out, Never-enrolled population, Sarva Siksha Mission.

[1] YOJANA (2010, January), INDIA CELEBRATING 60 YEARS,
[2] Tilak_India_PBET_WP6_final, http://www.cas.ed.ac.uk/PBET.html.
[3] Mukherjee, Dipa., (2004), EDUCATIONAL ATTAINMENT IN INDIA : TRENDS, PATTERN AND Policy Issues - http://mpra.ub.uni muenchen.de/4869.
[4] Kingdon Gandhi, Geeta., (2007), THE PROGRESS OF SCHOOL EDUCATION IN INDIA, Website: http://www.gprg.org/
[5] BOOKS:
[6] Goel S.C., (1975), EDUCATION AND ECONOMIC GROWTH, The Macmillan Company of India Limited, Delhi.

Abstract: Evaluation of P.I.S.A-2009 shows an average result within the Collége (equivalent to lower secondary levels of O.E.C.D) students of France, but in 2000 E.U seminar 16 quality indicators were identified in which up gradation of science study was one of the major issue of intervention selected by pedagogic. In this study we tried to discriminate the reasons, why the inconsistency in science learning is growing. In this comparative study we tried to analyze firstly the scientific assessment graph of P.I.S.A-2009 in contrast to 2006 in France along with few developed countries. Afterwards we measured the study hours and facility provided by the educational concern from C.E-2 to 2nd. From this study we concluded the concept that due to unavailability and scope of proper guidance if a student become deviated from science stream then it might be call 'science drop out' which certainly happens every academic year at least within few students who are entering in lycées (higher secondary section) after completing their Collége –study. This practice not only creates a bad effect to the individual but also to the economic growth and scientific infrastructural development of the country. Keywords: P.I.S.A, French Collége, O.E.C.D, 16-quality indicator, C.E-2 to 2nd.

Web-site references.
[1] http://www.oecd.org/pisa/46624382.pdf (page-9)
[2] Education in France, en.wikipedia.org.
[3] E.Maryse, School truancy and drop out in France, www.eukn.org › Interviews › 2011
[4] French Primary School - Curriculum,www.french-property.com
[5] Lower secondary school France-curriculum, www.french-property.com
[6] Le Projet Académique 2010 2011,www.ac-nice.fr (page-17)
[7] The state of education no 16 (2006 issue).
[8] Percentage of the population aged 18-24 with at most lower secondary education and not in further education or training. http://epp.eurostat.ec.europa.eu/tgm/web/table/description.js
[9] Bulletin officiel n°23 of 4th June, 2009
Books.
[10] B, Christian, and R. Establet (2009), L‟élitisme républicain, Seuil, 2009- www.editionsduseuil.fr [11] Woolfolk.A, Edcational psychology, www.pearsoned.co.in (page 370-372).

Abstract: A rational thinking with an insight into the superior order of things as contained in the divine scheme of this universe leads to an integrated vision of spirituality and science which gives a reflection of divine culture essentially required for the well-being of this world. Philosophy connecting theology and science builds a bridge between spiritual and scientific thinking; and thereby, dissolving the apparently visible differences presents an integrated whole in which a spiritualist becomes a scientist and a scientist becomes a spiritualist. Human mind embellished with spiritual and scientific system of thinking rooted in divine culture reflects ethical values of innate divinity. Rational and empirical priori and posteriori forms of knowledge indeed represent spiritual and scientific thinking process of human mind. Spirituality is a God-particle discovered recently by the science; moreover, scientists approve that scientific musing has its roots in mystical experience which is a direct route to the apprehension of reality and truth. The integrated notion of rational and empirical knowledge is the reflection of divinely designed culture which demands its absorption in human beings on this planet with a sense of eco-justice with the fellow-beings living on the Mother Earth. Keywords: Divine culture, eco-justice, priori and posteriori knowledge, science, spirituality.

[1] Bertrand Russell, History of Western Philosophy (London and New York :Routledge2004). (1)
[2] Jacques Derrida, The Ear of the Other: Text and discussion with Jacques Derrida.Ed. Christie McDonald, trans. Peggy Kemuf (London: university of Nebrasaka Press, 1985). (120)
[3] Bertrand Russell, History of Western Philosophy (London and New York :Routledge2004). (1)
[4] Albert Einstein, Ideas and Opinion (Cambridge, 1982). (4)
[5] Joel Myerson, Transcendentalism: A Reader (Oxford: Oxford University Press, 2000). (xxviii)
[6] Ralph Waldo Emerson, Emerson's Prose and Poetry. Ed Joel Porte and Saundra Morris (New York: W.W. Norton & Company, 2001). (129)
[7] Noam Chomsky, Aspects of the Theory of Syntax. Cambridge: M.A. The MIT Press,1965). (22)
[8] Eugene A. Nida, Message and Mission. The Communication of Christian Faith( New York: Harper and Brothers, 1985). (XVII)
[9] Ibid. (87)
[10] Albert Einstein, Ideas and Opinion (Cambridge, 1982). (54)

Abstract: The ideological and social changes of the past hundred years and the introduction of a secular religion combating the traditions started a big portion of modernistic endeavours in Iran. It was not only seen in the field of ideas and ideologies, but also in the policies of the governments which prioritized the modernization process in Iran. The result has been so far the creation of numerous modernist ideologies in Iran. With regard to their distance from established traditions, we can categorize these ideologies into several distinctive groups. One such group is the, religiously driven, Islamic thinkers who are further divided into traditionalists, reformists and modernists. In this essay, the aim is to consider two Islamic thinkers; Ayatollah Mutahhari representing the reformists and Dr Soroush affiliated with the modernists on their views about democracy. We will try to answer the critical question of compatibility of Islam with democracy and find the relationship between Islam and democratic practice. Key word: Islamic Democracy, Muslim Intellectuals, Modernists, Traditionalists, Reformists

[1] Abrahamian, E. (1998). Iran Between Two Revolutions. Princeton,New Jersey: Princeton University Press.
[2] Aghabakhshi, A., & Afshari Rad, M. (2004). Democracy, Political Science Lexicon. Tehran: Nashr-e Chapar.
[3] ARMY, G. (1997). Culture and Democracy. Tehran: Ghoghnoos.
[4] Beetham, D., Kevin Boyle. (1997). What is Democracy. Tehran: Qoqnous.
[5] Borojardi, M. (1996). Iranian intellectuals and the West. The Tormentted triumph of nativism. New York: Syracuse University Press.
[6] Dabashi, H. (1993). Theology of Discontent:The Ideological Foundation of the Islamic Revolution in Iran. New York: New York University Press.
[7] Green, P. (1993). Democracy. New Jersey: Humanities Press.
[8] Jahanbakhsh, F. (2004). Islam,Democracy and Religious Modernism in Iran(1953-2000):From Bazargan to Soroush. Leiden: E.J.Brill.
[9] Kazemi, A. (2008). Jameshenasi Roshanfekri Dini dar Iran. Tehran: Tarh-e No.
[10] Khomeini , R. (1961). Sahifih-yi Nur (Vol. 4). Tehran: Sazman-e Madarek-e Farhangi-ye Enqelab-e Islami.

Abstract: There is no shadow of doubt about the pivotal role played by Labour Relation practices in bringing about a sense of contentment and pleasure among the workers of an industry. Therefore, an attempt has been made to study the existing Labour Relation Practices in tea industry of Assam. Tea industry is the most important industry in the state of Assam and it is labour intensive. Samples have been drawn from three tea estates belonging to three different types of organizations namely public, private and government ownd.Opinions are sought from the selected samples on important parameters of Labour Relation such as personal policies and practices, wages and salaries, working conditions, union activities, participative schemes, redressal of grievances etc. It was found that though the responses of the workers vary from one tea estates to another. They reflected a strong degree of dissatisfaction on different parameters associated with the practices of labour relation. Therefore, it will not be wrong to opine that tea industry of Assam has long been neglecting the human aspect of the organizations. An attempts has been undertaken to highlights the strong areas where the tea estates would be advised to capitalize on; and to identify problem areas and formulate suitable recommendations to improve the pattern of labour relations in tea estates of Assam.
Keyword: personal policies and practices, participative schemes, union activities, wages and salaries, working conditions,

[1] A.C.Cryster(1961): labour relations in canada.Toronto;Canada,pp -9.
[2] Alfred Marshal(1961): principles of economics. London: Macmillan & Co Ltd,Eight Edition,p-54.
[3] D.k.Lal Das (1961): industrial relations in india. New Delhi, S.Chand & Co Ltd,PP-23.
[4] K.Ramchandran Nair (1973): industrial relations in kerala. New Delhi, Sterling Publishers Pvt Ltd, PP.98-101.
[5] M.P.singh (1966): labour management in sugar industry. Lucknow, educational publishers, PP, 66-79.
[6] R.C.sexana (1964): industrial relations in selected units. New Delhi, planning Commission, PP-1.
[7] S.Nath,P.Ghosh(1973): labour relations in india. New Delhi,Sudha Publications pvt Ltd,pp-79
[8] William Hyber, Harold M.Levinson (1956): labour relations and productivity in the building trades. Barueau of industrial relations, University of Michigan, PP-23-34

Abstract: In today's competitive world, the importance of English, particularly, Spoken English matters a lot. Fluency in English is absolutely vital in order to succeed in the rat-race of the modern and professional world. In the arena of academics, mistakes are perceived as bad and to be avoided. In the early phase of our life, we are taught that mistakes are bad and embarrassing. In fact, mistakes are simply opportunities to learn something new. The more mistakes a person makes, the greater chance they will have of succeeding on their next effort. In other words, mistakes provide a platform of opportunities. The key, however, is to learn from the mistakes and never repeat the same mistake. It is not wise to try to force speech before the learner is ready. The result is that most students speak English very slowly– with no confidence and fluency. One should focus on listening and be patient. Speak only when you are ready to speak– when it happens easily and naturally. Students and teachers often focus on mistakes and they correct mistakes. They try to speak perfectly. No one, however, is perfect. Instead of focusing on the negative aspects, one has to focus on the intelligibility of communication. The objective is to communicate ideas, information, and feelings in a clear and comprehensible way. The proposed paper emphasizes and states the mistakes which occur particularly in spoken and written English. Furthermore, the paper tries to find out the mistakes and to present a solution for the refinement and rectification to make our communication intelligible and comprehensible to others.
Keywords: Spoken and Written English; mistakes; communication; Odiya, Assamese, Guajarati speakers of English; nonverbal cues.

[1]. Alex, K. 2009. Soft Skills: Know Yourself & Know the World. S. Chand, New Delhi.
[2]. Bansal, R.K. & J.B. Harrison. 1998. Spoken English for India, Orient Longman, Chennai.
[3]. Bygate, M. 1987. Speaking. Oxford University Press.
[4]. Connor, J.D.O, 1967. Better English Pronunciation, Cambridge University Publication
[5]. Kellogg, R. T. 2001. Long-term working memory in text production. Memory & Cognition, 29, 43-52.
[6]. Rizvi, M.A. 2005. Effective Technical Communication, Tata McGraw Hill, New Delhi.)
[7]. Sauer.W. Some recent developments in Standard British English Pronunciation and the Teaching of EFL, University of Heidelberg.
Web references
[8]. http://www.wikihow.com/Develop-Good-Communication-Skills