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Sunday, June 30, 2013

Educational Research Tool- Social Cohesiveness Inventory

APPENDIX III
SOCIAL COHSSIVENESS INVETORY (Final)
NSS TRAINING COLLEGE OTTAPALAM
SANKARANARAYANAN PALEERI AMRUTHA.A.S
ASSISTANT PROFESSOR MED STUDENT
NSS TRAINING COLLEGE NSS TRAINING COLLEGE
OTTAPALAM OTTAPALAM
Dear students,
As a part of my M.ED course, I am doing dissertation on the topic “Emotional
Sensitivity as a correlate of Social Cohesiveness among High school students of
Coastal area”. For each of the following statements 5 alternative responses
‘strongly agree’, ‘agree’, ‘undecided’, ‘disagree’ and ‘strongly disagree’. Read
the statements carefully and select the most appropriate responses. Put an ‘X’ in the
relevant alternative. The responses given by you will be kept confidential and will be
used only for the research purpose.
Instructions
1. Mark only one response which you feel more suitable to you.
2. Do not write anything on the Question Booklet.
3. Do not leave any questions unanswered.
For example:
1. I help my parents in doing house hold works
Sl. No. A B C D
X
Appendix xvi
Family Cohessiveness
1. I help my parents in doing house hold works.
2. I feel uncomfortable when I participate in some functions or
programmes in my home.
3. I try my best to understand and solve the problems of my siblings.
4. I feel angry when mother asks me to go to shop for buying things.
5. I feel difficulty to cop-up with some decisions of my parents.
6. I am so happy in my family atmosphere.
7. I often quarrel with my parents for silly matters.
8. I feel difficulty to discuss the problems at school with parents.
9. I feel lack of love and safety in my home.
10. I have no objection to give newspaper to elders even if I am
reading it at that time.
11. If any strangers come to my home, I don’t talk with them.
12. I like to buy particulars from the shop for house hold purposes.
Classroom Cohesiveness
13. I give equal consideration to all my friends.
14. I can cop-up with other students in the class.
15. I am not familiar with all the students in my class.
16. All the students of my class are my friends.
Appendix xvii
17. I often feel loneliness in my class.
18. I don’t feel any difficult to help my friends by giving my pen,
pencil etc.
19. I can play with all of my friends at school without age limitation.
20. I used to study alone; even my friends compel me for group study.
21. I always talk only to one or two members when I engage in a
group study.
22. I often take leadership in group studies.
23. I share my problems with others in class.
24. I don’t participate in nonacademic activities in school.
25. I am ready to share my textbooks with my classmates if he/she
forgets to bring it.
26. I always help my friends when they take leave due to illness.
Neighbourhood Cohesiveness
27. I am in good terms with my classmates.
28. My neighbours consider me in a good manner.
29. When there is any celebrations in my home ,I compel my parents
to share food with neighbours too.
30. My neighborhood friends often give me food and toys.
31. I most prefer to watch films with my neighbourhood friends.
Appendix xviii
32. I usually play a lot of time with my neighbourhood friends in
holidays.
33. When a marriage ceremonies in my neighborhood, I help them
with my maximum ability.
34. I don’t have any interest in sharing friendship with neighbours.
35. It is a big disturbance to have a lot of houses very near to my
house.
36. I feel angry towards my parents when they tell me to not to play
with neighbourhood friends.
37. I usually speak about my neighbourhood friends to my classmate.
38. I never try to listen and consider the words of neighbours.
39. I don’t mind the sorrow of my neighbourhood friends even if I
would indulge in the happiness of them.
40. I often feel that neighbours consult me to discuss their problems.
Community Cohesiveness
41. I never participate in charity works because it is the responsibility
of government.
42. When I travel by bus, I give up my seat for senior citizens.
43. I feel difficulty to play with strangers out of my school.
44. I am interested to participate in social service.
Appendix xix
45. I actively participate in all program conducted by our village
library.
46. I don’t have any anxiety about the problem like sea disastrous.
47. Working condition and the labor problems of the fisherman are
not annoying me.
48. I can easily intimate with the strangers.
49. It’s very difficult to adjust in new situations.
50. I try to hide my true emotions from others at some situations
51. I feel interested to hear the adventurous experience of the
fisherman.
52. I prefer to live according to the norms of the society.
Appendix xx
RESPONSE SHEET
SOCIAL COHESSIVENESS INVENTORY
Sl. No.
Strongly Agree (SA)
Agree (A)
Undecided (U)
Disagree (D)
Strongly Disagree (SD)

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Monday, June 17, 2013

Educational Sociology Sanskritisation & Westernisation

PROCESSES OF SOCIAL CHANGE IN INDIA
Sankritization:Sankritization is the process by which a low caste or tribe or other groups takes over the customs, rituals, beliefs, ideology and life style of a higher caste. The term was coined by M.N.Srinivas in his studies on Coorgs in India and it was primarily meant to describe the process of cultural mobility in the traditional rural India.
Higher castes gave up traditional customs and adopted the life style of the westerns. Lower castes aspiring for higher status filled the higher caste vacuum through Sanskritization
Changes adopted by an aspiring lower caste as part of this acultural emulation include;
·         Erosion of cultural autonomy of the woen folk includes erosion in the freedom to choose life partner.
·         Changes in family structure include a movement towards the orthodox Hindu joint family.
·         Stronger authority to father, monogamy, a stronger caste organisation with increased tendency of out casting.
·         Change in food habits include outlawing beef and pork eating and consumption of liquor.
·         Acquisition of higher education.
·         Adoption of dowry practices instead of the token bride price.
·         Change in religious practices include donning of sacred thread, giving up of sacrifice of pigs at the time of wedding and increased emphasis on pilgrimage.
Description: http://www.awltovhc.com/image-2103840-5902068Description: http://rover.ebay.com/roverimp/1/711-53200-19255-0/1?ff3=10&pub=5574636337&toolid=10001&campid=5336981386&customid=2924505-21445732&uq=sociology&mpt=123201987Factors that hastened the process of Sankritization
Political and Economic Factors; The establishment of British rule in India gave more opportunities to lower castes to sanskritize themselves and raise their social status.
Expanding means of transport and communication too have contributed to the process by the way of new avenues and opportunities of cultures contracts.
Democratic system provided more freedom to choose their own lines and hence more avenues for sankritization.
However, lower castes aspiring to climb upwards in caste hierarchy have to face hostility from the castes of middle strata. The same from higher castes too when the lower castes try to start using shoes or wear neat and clean clothes.
Lower castes are more liberal, permissive and progressive despite their lower status. They have liberal and positive attitude especially towards the position of women but tend to become conservative by the process of sankritization.
However, the lower castes beside restoring to sankritization to acquire higher status in the society, they are also struggling fiercely to retain their backward status for taking advantage of educational concessions and government job.
Westernization:Westernization refers to all cultural changes and institutional innovations in India as this country came into political and cultural contract with the western nations especially British.
Westernization include establishment of scientific, technological and educational institutions, rise of nationalism, new political culture and leadership in the country.
The term westernization is also not without complications. It is equated with British impact on Indian society and culture. The term westernisation has a pejorative connotation because of its association with formal colonial domination by the Western counties, Westernisation is more value-loaded than the term modernisation. Srinivas considers westernisation as a prelude to sanskritisation. He is of the view that the Brahmans and other higher castes people got into white collar jobs because of their sanskritic tradition. Srinivas thinks that in Indian situation people attempt to be westernised so as to sanskritise their culture and lifestyle.

The influence of westernization on India society include;
·         Influence on caste system.
·         Disintegration of Joint family.
·         Number of social reform movements.
·         Disintegration of cottage industries.
·         Variety in cultivation.
·         New measures in land management.
·         Democratic values and ideas were promoted.
·         Social justice and uniform administrative system developed.