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Contemporary
Research in
Multidisciplinary
Studies
Volume -1
Dr. A. PAUL MAKESH
R.S. VARMA
HIGH RISE BOOKS

Edition 1
First Edition 2021
HIGH RISE BOOKS
Amazon Publishers
www.kdp.amazon.com
Contemporary research in multidisciplinary studies
Volume -1
ISBN: 9798532101418
Imprint : Individually published
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Table of contents
Chapter-1 : Pandemic, Online Education and Digital India: Students’
Perspective
Chapter -2 : Prospects about Epigenetic Modification and its Disruption
Chapter -3 : An Analysis On E- Learning Behaviour And Usage Of The Early
Greatest Generation
Chapter – 4 : Fostering Significant Role of General Educators in Implementing
Mid-day Meal Scheme for Students with Intellectual Disabilities in an Inclusive
Classroom Settings in the Wayanad District of Kerala
Chapter -5 : The Economic Impact Of India's Covid-19 From The Perspective
Of The World Economy
Chapter – 6 : Artificial Intelligence in Sports: A brilliant way to triumph
Chapter -7 : Learning Disability And Technology
Chapter – 8 : Role Of Education In Economic Growth
Chapter – 9 : The constitutional edifice of media role in democracy
Chapter – 10 : Role of the witches and various scenes from Macbeth by William
Shakespeare
Chapter -11 : Role Of Artificial Intelligence In Education
Chapter -12 : Environmental Degradation: Causes, Effect And Preventions.
Chapter -13 : Hermeneutics – a Theory and Methodology of Interpretation
Chapter -14 : Domestic Violence In India Against Woman With Special
Reference To Covid19 Pandemic: A Critical Study
Chapter -15 : Comorbidity and its Impact on COVID-19 Patients in West
Bengal: a systematic review
Chapter -16 : Technology—A Lifesaver During Covid Era
Chapter-17 : Indus Valley Civilisation and Trade in 21st
Century
Chapter – 18 : Detecting the Jungian Quest for Wholeness in Sue Grafton’s
Novels

Chapter-19 : Status, Prospects and Challenges faced by Internal Migrants in
India- Need for Social Inclusion.
Chapter -20 : Treatment Of Industrial Effluents In A Bioreactor

Authors / editors
MR. RAMSHANKAR VARMA
DR.A.PAULMAKESH
Authors / Chapter contributors
 Manoj Patidar
 Rohit Patidar
 Arpita Samanta
 Rebanta Roy
 N. Hariharan
 Fr. Baiju Thomas
 Dr. S. Logesh Kumar
 Prasanta Mujrai
 Ashutosh Sharma
 Vidyalakshmi
 Rijumol K.C
 Nikhita Dhawan
 Dr. Pooja Gupta
 Ramen Goswami
 Suhail Rashid
 Manash Protim Neog
 Dr. S. Vidhya
 Saswati Samanta
 Debkanta Ghosh
 Amrita Panja
 Kanika
 Harwinder Goyal
 Sruthi S. Kakkattil
 Priya Mishra.

Chapter-1
Pandemic, Online Education and Digital India: Students’
Perspective
By : Manoj Patidar1
, Rohit Patidar2
1
Ph.D., Assistant Professor, Department of Zoology, Govt. College Manawar, Dhar, Madhya
Pradesh, India
2
BA Final Year Student, DAVV Indore
Abstract:
Digital India has opened a new avenue for education. The various initiatives taken by the
government and the availability of various online platforms have made the education hurdle-free
during the COVID-19 lockdown. Availability of smartphones, easy access to the internet, and
updating technology helped everyone to continue their learning. Still, the majority of the students
are completing their syllabus through online sources. The purpose of this study was to test the
knowledge and awareness of the students’ towards the initiatives taken by GoI. It is mandatory to
read students’ minds and understand their attitudes for various initiatives before transforming them
towards online education. The results suggest the majority of students have faith in Digital India
but their lack of knowledge limits its applicability.
Keywords: Digital India, Online Education, Students, Psychology

1. Introduction
The COVID-19 pandemic has a long-lasting impact on each sector globally including the
education system. Educational institutes including schools, colleges, universities, and caching
centres were completely closed for almost five months to break the chain of infection. Still, the
closing, opening, and re-opening of education institutes are counties. And due to this, students,
parents, and teachers are under great stress and access to learning resources through the traditional
way of education is becoming limited. Information and Communication Technology can be useful
to partly addressing this situation and therefore, online education can be the only option to make
the education hurdle-free.
And for this, GoI has taken many initiatives not only for higher education but also for school
education. The availability of various study materials, course contents, video lectures, and
examination methods helps students, researchers as well as teachers. Many of such initiatives are
in the existence before the pandemic but no doubt their access increased during and after the
lockdown. SWAYAM (Study Webs of Active Learning for Young Aspiring Minds) (2017) is an
initiative under “Digital India” to impart quality education to school as well as college students. It
provides the study materials for more than 2000 courses (Mondal and Majumder, 2019). DIKSHA
(2017) is the initiative to help the teachers to upgrade their skills. For the 12th
students, it contains
more than 80,000 eBooks in various languages (Qadri, 2020). Similarly, e-PG Pathshala, e-
Adhyayan, Swayam Prabha, National Digital Library of India (NDLI), E-ShodhSindhu, National
Programme on Technology Enhanced Learning (NPTEL), and Virtual Labs are a few examples
of such initiatives (Bordoloi et al., 2020) (Balasubramani et al., 2018). In this study, the author
wants to test the level of knowledge and understating of the students for such types of initiatives
as well as their desire to continue their education.
2. Methods
2.1. Procedure
A survey that contained questions concerning Digital India, online education, and its awareness
among the students was designed. The study was done during September 2020. The Google form
having a questionnaire was created and circulated among the students through Whatsapp. No
physical interaction or face-to-face contact was done for this study. The survey created a database
of respondents for further analysis.

2.2. Participants
The study was mainly focused on rural students. A total of 329 students completed the survey.
The girls vs. boys ratio were: 172 (52.2%): 157 (47.8%) and 19 (5.5%) have age less than 18 years,
237 (72.0%) have age between 18 to 25 years, 67 (20.3%) have age between 26 to 30 years and 6
(1.8%) were above 30 years. If we talk about education, 68 (20.6%) were 12th
pass, 230 (69.9%)
were UG students, and 27 (20.7%) were PG students.
2.3. Study measures
The online survey having self-developed questions was prepared to understand the psychology of
young students. This survey evaluated the awareness of students for Digital India, their awareness
and knowledge of online education. The questions were randomly arranged for the maximum
concentration of the participants.
2.4. Ethics
This online survey contained an introductory paragraph that states the objective of the study.
Respondents were able to complete the online survey at their convenience and could end the
survey at any time. Participants are assured of anonymity, confidentiality, and ethical standard
before they answered the questions.
3. Results
3.1 Students’ knowledge about Governments steps
The government has taken various steps to handle the situations raised due to the COVID-19
pandemic. More than 94% of the surveyed students are well aware of these efforts. Less than 6%
of the students denied having any information (Fig 1A).
3.2 Student and Digital India Scheme:
The Digital India scheme has a lot of resources to facilitate education efficiently. 95.7% of the
students have faith in this scheme and believe that the Digital India vision of the Government is
emerging as an important tool to address the current situation due to COVID-19. Around 4.3% of
the students do not believe the same (Fig. 1B).
3.3 Students and Learning Management System
Many learning management systems are available for the student to learn continuously without
any type of boundaries. It was found that only 20.4% of the students know about learning
management systems and the remaining 79.6% of students never heard about this term (Fig. 1C).

Figure 1: Students’ Perspectives: knowledge about Government steps (A), faith in this scheme
(B), and knowledge of learning management systems(C).
3.4 Need of Awareness Campaigns
It is found that the majority of the students lack true knowledge of these initiatives. Therefore,
95.4% of the students think the government should publicize more about its online learning
initiatives or efforts. Same time 4.6% of students does not require any further advertisement (Fig.
2A).
3.5 Students and Various Initiatives:
There are several initiatives of GoI to make online education smooth and hurdle-free. These
initiatives include SWAYAM, National Digital Library, Shodhganga, e-Yantra, Virtual Labs,
Swayam Prabha, Diksha portal, VIDWAN, e-PG Pathshala, and Spoken Tutorial. Apart from their
important role in modern-day education ways, more than 75% of the students do not know about
any such initiatives (Fig. 2B).
Figure 2: Attitudes towards Initiatives: the need for more advertisement (A) and Knowledge of
various GoI initiatives (B).
4. Discussion:
Governments have taken various systematic steps to deal with the COVID-19 pandemic. One of
the major challenges was to continue the education in the period of lockdown. The various online

tools like SWAYAM, National Digital Library, Shodhganga, e-Yantra, Virtual Labs, Swayam
Prabha, Diksha portal, VIDWAN, e-PG Pathshala, and Spoken Tutorial have shown their
usefulness during this closure. Apart from these various platforms are available for MOOCs so
that anyone from anywhere can continue or upgrades its learning. More than 94% of the surveyed
students have supported these efforts as it is required for their benefits. Not only do they support,
but more than 95% of the students also have faith in this scheme. But at the same point, the
knowledge of students for learning management systems (LMS) is a disappointing and major
challenge for implementing online education during or after the pandemic. More than 79% of
students never heard about the LMS. Similarly, more than 75% of the students do not know about
SWAYAM, National Digital Library, Shodhganga, e-Yantra, Virtual Labs, Swayam Prabha,
Diksha portal, VIDWAN, e-PG Pathshala, and Spoken Tutorial. And therefore it is advisable and
around 96% of the students think that the government should advertise more about its online
learning initiatives including LMS. This study is an attempt to understand the complete picture of
online education through students’ lenses. It was found that although the majority of the students
are with the decisions of the regulating bodies at the same time they need various learning
opportunities so that they can continue their learning.
Acknowledgment
The author acknowledges the Department of Higher Education, Govt. of Madhya Pradesh,
Principal, and IQAC head, Govt. College Manawar.
Conﬂict of interest statement
None.
References:
BALASUBRAMANI, J., THANGAVEL, R. & ANBALAGAN, M. 2018. An Analysis of e-
content modules: with special reference to e-PG Pathshala. An Analysis of E-Content
Modules: with Special Reference to e-PG Pathshala, 5, 1 to 6.
BORDOLOI, R., DAS, P. & DAS, K. 2020. Lifelong learning opportunities through MOOCs in
India. Asian Association of Open Universities Journal, 15, 83-95.
MONDAL, G. & MAJUMDER, P. 2019. IMPACT OF 'SWAYAM' TOWARDS ACADEMIC
ACHIEVEMENT. 6, 592-599.
QADRI, B. 2020. Use of DikshaTechnology. 33, 07.

Chapter -2
Prospects about Epigenetic Modification and its Disruption
By : Arpita Samanta1
, Rebanta Roy2
1
Department of Zoology, Barasat Government College, Kolkata 700124
2
Department of Zoology, West Bengal State University, Kolkata 700124
ABSTRACT
Epigenetics is a study in which everything surrounding us i.e. our environment affects your genes
and proteins, and directs the way they would work. This epigenetic can also help to recognise the
specific regulatory protein binding sites. To be specific epigenome is a broader modified version
of the genome, the whole set of genes in an individual organism, with some different entities
playing vital part here. In this review we have focused on what are prospects of epigenetic
modifications, its types, how it is involved in processes like aging and cancer and we also have
tried to put up few unique aspects which will drive the future researches on this topic. This review
has holistically tried to penetrate into the world of epigenetic modifications.
Key Words: epigenetic, regulatory protein, epigenome, aging, cancer, epigenetic modification

INTRODUCTION
Epigenetic modification is such a term that means changes in genetic expression and not in genetic
sequence. This kind of changes in gene expression acts as a switch, which can turn genes on or
off and inherited from one cell generation to the next both mitotically and meiotically (Lacal,
2018). Epigenetic regulation is a process which acts during somatic as well as germline
differentiation (Lind, 2018). We all know that all cells of our body have the same DNA but the
type of cells and their functions are quite different. The cells are genetically homogeneous, but are
heterogeneous in structural and functional state. Main reasons behind this difference are turning
on and turning off of some specific genes in particular cells, tissues and organs (Simmons, 2008).
Epigenetic process can involve some modifications to DNA, RNA and also to some proteins
associated with DNA (viz. histone protein). Epigenetic silencing have also contribution in several
gene expression like in X-chromosome inactivation in female mammals. The silencing of a gene
also explain the reason of phenotypically different although being genetic twins. Such epigenetic
modifications, which occur during development and are maintained during cell division, are DNA
methylation, DNA hydroxymethylation, histone modification, RNA-associated silencing,
SUMOylation and farnesylation of proteins and so on. And one most important thing is in
primordial germ cells (PGCs), these epigenetic modifications are reset, the precursors of sperm
and oocytes, preparing them for development in future generations.
Figure 1: The different multibranch pattern of epigenetic modifications, involving acetylation,
methylation, farnesylation, summoylation, phosphorylation and action of non-coding RNA.
METHYLATION OF DNA TO REGULATE GENE EXPRESSION

DNA methylation is actually a reversible covalent modification of DNA, which is key regulatory
mechanism during development, cellular differentiation, and tissue homeostasis. A methyl group
is added to the fifth carbon of those cytosine nucleotides, which are located next to guanine
nucleotide i.e. linked by a phosphate, known as CpG site (Egger et al., 2004; Jones & Baylin,
2002; Robertson, 2002). This methylation is occurred by one of three enzymes called DNA
methyltransferases (DNMTs) (Egger et al., 2004; Robertson, 2002), leading to the formation of 5-
methylcytosin (5mC). One of most the applicable field of DNA methylation is to differentiate
those genes, which one is inherited from the father and which one from the mother, known
as imprinting method.
POST TRANSLATIONAL MODIFICATION ON HISTONE PROTEIN
Histones are such proteins that constitute chromosomes, around which DNA can wind. There are
some post-translation modification on histone protein that can determine the chromatin
arrangement pattern and transcription of associated DNA. This modification mainly occurs at the
histone N-terminal tail by acetylation and methylation. Acetyl and methyl groups are transferred
to the amino group of lysine, located in the histone by lysine acetyltransferases (KATs) and lysine
methyltransferases (KMTs) enzymes respectively that indicate the activation of chromatin.
Deacetylation and demethylation of lysine are also occurred by and histone deacetylases (HDACs)
and lysine demethylases (KDMs; e.g., LSD1) respectively that indicate the inactivation of
chromatin mainly in heterochromatin portion (Bannister A.J., Kouzarides T.2011).
Even methylation on same histone protein can be marker for identifying the active and inactive
region of chromatin as they present in different lysine amino acids, i.e. methylation of a particular
lysine (K9) on H3 histone protein marks silent DNA located on heterochromatin, while
methylation of a different lysine (K4) on the same histone (H3) is a marker for active genes located
on euchromatin portion (Egger et al., 2004).
METHYLATION
PHOSPHORYLATION
ABUNDANCE OF THE
MODIFICATION
H4 H3 H2B H2A

Figure 2 : Comparison of the various epigenetic changes, that occur in histone tails, guiding the
specific DNA segments to turn off or on
THE KEY MODIFICATION - “SUMOylation”
SUMOylation is a post translational modification found in almost all eukaryotes (Wasik et al.,
2014). It was in the spectra of research since its discovery in 1995-1996, of the Small Ubiquitin
like Modifier or SUMO, it has been found that it has been involved in cancer, flower initiation,
plant growth, root architecture and responses under stress. It has been found to play role in cellular
processes like maintenance of genomic integrity, mitochondrial division, and regulation of signal
transduction, cell cycle progression and regulation of DNA damage responses (Mendler et al,
2019). SUMO peptides are 11kD in size and resemble structure of Ubiquitin. Human genome
comprises of 4 distinct SUMO proteins. They form isopeptide bonds with amino acid groups of
Lysine residues in hundreds of target proteins. (Friedlander and Melchior, 2007). SUMO
modifications are bulkier than other modifications (Cobb et al., 2016).
EPIGENETICS AND ROLE IN AGING
To be precise aging is a multi-factorial process involving various factors (Vaughan et al., 2017).
Various regulatory factors including proteins and genes are involved in this process of these
TORC1 or Target of Rapamycin Complex 1 protein in yeast reserves its spot. TORC1 inhibition
in yeast has been found to reduce aging process (Rallis et al., 2020). Studies have mostly been
based on proteins like Torin-1, but in this case epigenetical inhibitions might play an important
role, where inhibitory signals might be effective in slowing down aging.
RELATIONSHIP WITH CANCER
In 1983, the first human disease that was linked to epigenetics was cancer. Actually we can say
that cancer is an interplay between genetic and epigenetic abnormalities. Normally in
mammals maximum CpG cytosines remain methylated but in the promoter region of DNA there
are a huge amount of CpG sites, which are non-methylated in normal cells, that promoter region
is known as ‘CpG island’ (less than 10% of total CpGs). If excessive methylation occurs in that
CpG island it would be carcinogenic. Because hypermethylation can inactive tumour suppressor
gene that resulting the development of cancer (Egger et al., 2004; Robertson, 2002; Jones &
Baylin, 2002). On the other hand during tumorigenesis, the epigenome goes through another
alterations, like loss of DNA methylation, global changes in histone modification marks (Hosseini
A, Minucci S., 2018) and deregulation in the networks in which ncRNAs engage (Esteller M.,
2011; Kanwal R, & Gupta S.,2012).
FUTURE SUGGESTIVE ASPECTS

As we have seen in this review that there are wide variety of scopes which awaits the proper
nurture, we have seen that in molecular biology there are two forms of mutations which regulate
cell divisions as well as they act as defining areas of cancer biology, they are the loss of function
mutations and gain of function mutations. In this regards proteins like the p53 which are activated
when it detects a dsDNA damage and activates downstream signalling cascades involving proteins
like p21, and thus halts the cell cycle, taking the cell for either repair or if the damage is severe
then it takes the cell towards cell death, this process may involve various epigenetic modifications
such as phosphorylation, which acts as a common phenomenon, where phosphate group transfers
activate or deactivate several proteins. Here modification of various sites via inhibitory
phosphorylation may sound equivalent to loss of function mutation, and thus applying brakes to
these tumor suppressor genes like p53, would lead to devastating effects, which may include
cancer. Again various genes whose expression is necessary to be activated by activating
modifications, may be over activated via other forms of epigenetic modifications and thus mane
sound equivalent to gain of function mutations which again would lead to over-expression of a
certain class of genes. As various of these epigenetic modifications do regulate the activity of wide
variety of proteins, their activation and deactivation, there are possibilities that these epigenetic
changes would surely cause the reversibility of gain of function as well a loss of function mutations
by turning off and on sequences of genes and proteins respectively and thus preventing the proto-
oncogenes to get converted into oncogenes and resulting in carcinogenic changes in the body.
CONCLUSION
In the conclusion of this detailed review, we can say that epigenetics has redesigned the earth, it
is a revolutionary foundation that how it regulates the activity of the actual “genome”, thus
prioritizing itself before mutations and any other form of genetic regulation, like changes in the
nucleotides and changes in the protein coding codons. Epigenetic modifications with the multi
active areas, have proven to deliver future prospects in the fields of both cancer and aging which
may sound synonymous but are substantially different aspects regulated by epigenetics.

REFERENCES
1. Bannister A.J., Kouzarides T. (2011). ‘Regulation of chromatin by histone
modifications’. Cell Res.21:381–395.
2. Egger, G., et al. (2004). ‘Epigenetics in human disease and prospects for epigenetic
therapy’. Nature 429, 457–463
3. Eisenhardt N. et al. (2019). ‘Biochemical characterization of SUMO-conjugating enzymes
by in vitro summoylation assays’. Methods in Enzymology, 618: 167-185.
4. Esteller M. (2011). ‘Non-coding RNAs in human disease’. Nat Rev Genet.; 12 (12):861–
74.
5. Feil R, Fraga MF. (2012). ‘Epigenetics and the environment: emerging patterns and
implications’. Nat Rev Genet: 13(2):97–109.
6. Fraga MF, Ballestar E, Villar-Garea A, Boix-Chornet M, Espada J, Schotta G, Bonaldi T,
Haydon C, Ropero S, Petrie K, et al. (2005). ‘Loss of acetylation at Lys16 and
trimethylation at Lys20 of histone H4 is a common hallmark of human cancer’. Nat Genet.;
37(4):391–400.
7. Greenberg M.V.C., Bourc’his D. (2019). ‘The diverse roles of DNA methylation in
mammalian development and disease’. Nat. Rev. Mol. Cell Biol.; 20:590–607.
8. Hosseini A, Minucci S. (2018). ‘Alterations of histone modifications in cancer’.
Epigenetics in Human Disease, vol. 6. 2nd ed; 141–217.
9. Jin B., Li Y., Robertson K.D. (2011). ‘DNA methylation: Superior or subordinate in the
epigenetic hierarchy?’ Genes Cancer. ; 2:607–617.
10. Jones, P. A., & Baylin, S. B. (2002). ‘The fundamental role of epigenetic events in
cancer’. Nature Reviews Genetics 3, 415–428
11. Kanwal R, & Gupta S. (2012). ‘Epigenetic modifications in cancer’. Clin Genet.;
81(4):303–11.
12. Khan S., Singer B., Vaughan D. (2017). ‘Molecular and physiological manifestations and
measurement of aging in humans’. 624-633.
13. Kunz K., Muller S., Mendler L. (2019). ‘Assays of SUMO protease / isopeptidase activity
and function in mammalian cells and tissues’, Methods in Enzymology. 389-410
14. Liz J, Esteller M. (2015). ‘lncRNAs and microRNAs with a role in cancer development’.
Biochim Biophys Acta.; 1859(1):169–76.

15. Rallis et al. (2020). ‘The GATA Transcription Factor Gaf 1 repressses tRNAs, inhibits
growth, and extends chronological lifespan downstream of Fission Yeasr TORC1’. 3240-
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16. Robertson, K. D. (2002). ‘DNA methylation and chromatin: Unraveling the tangled
web’. Oncogene 21, 5361–5379
17. Wasik U. (2014). ‘Non-nuclear function of summoylated proteins’. Biochim Biophys Acta
Molecular Cell Research. 2878-2885.
18. Young M., Riabowol K., Cobb J. (2016). ‘Chromatin Modification in DNA Repair and
Cancer’. Genome Stability From Virus to Human Application. Chapter 28: 487-509

Chapter -3
An Analysis On E- Learning Behaviour And Usage Of The Early
Greatest Generation
By : N. HARIHARAN DDTP, DOA
BCOM CS, SECOND YEAR, PARVATHY’S ARTS AND SCIECNE COLLEGE,
WISDOMCITY, DI NDIGUL - 624 001, TAMIL NADU, INDIA.
ABSTRACT
Current digital advances move instructive practice and approaches toward collective and pc
upheld learning. From one viewpoint, the mentality and approach of understudies in advanced
education brings up the issues whether the early age completely acknowledges advances,
utilizes completely self-coordinated web based learning, or requires the mixed learning
approach. Then again, instructive philosophies are going through changes and spotlights on the
joining of advanced advances accessible in the digital. This paper initially explores the pc
utilization, the digital learning conduct and propensities for the early age among Hungarian
understudies. Past the e-learning courses offered in Hungary by colleges either as independent
courses or part of mixed learning, it should be viewed as how early age understudies, inverse to
prior ages, who utilized for the most part proficient writing and libraries, assemble and acquire
data and information from the web. Also, this paper analysis whether the individuals from the
early age structure a temporary age between the y and the early. Age being somewhat digital
settlers and not advanced locals.
KEYWORDS
E-learning, generation, learning, cultural and social factor, digital natives, digital learning,
digital immigrants, transitional generation, Behavior.

INTRODUCTION
The digital increase in the statistics society in the first decade of the twenty first century resulted
in a shift in academic practices in tertiary as properly as in secondary education. The integration
of the vast-scale possibilities of the international web, the proliferation of the cell and mobile
digital gadgets such as smartphones or capsules as properly as setting up huge on line academic
systems set off that college students as nicely as adults will, to a terrific extent, flip to these on-
line platforms, will make use of self-directed mastering the use of their personal clever and
cellular devices. On the different hand, a new generation, the digital natives, step into greater
education, whose strategy and mindset towards the utilization of on-line and social systems are
completely special from beforehand generations, even already from their parents. Higher
academic institutes in Hungary have additionally became to amplify its academic practices and
are focusing on imposing on-line e-learning structures that supply college students with on-line
get admission to and content material (such as Moodle, Coo space, and KMOOC). In parallel,
the usual techniques like face-to-face lectures, seminars and mentoring nevertheless continue to
be dominant in greater education, maintaining blended studying a transitional methodology in
greater education.
Hungary’s e-learning readiness was once ranked thirtieth having a rating of 6.09 out of 10 in
the world primarily based on a file of the Economist Intelligence Unit in 2003 (EIU) [1],
following the Czech Republic, and at the identical previous most Eastern-Central European
countries. [1] Meanwhile Hungary stands the thirty first in the schooling class having a rating
of 5.42 out of 10 in the report, in which class the equal net get right of entry to be measured in
city and rural areas in faculties ranging from major to tertiary education. The find out about
states that a lot of international locations extraordinary in e-readiness additionally excel in E-
learning, even though e-learning has its very own necessities and “demands a focused response
by way of authorities and industry” [1]. In response to the digital and e-readiness traits in all
fields of professions and enterprise EIU modified its principles in the methodology of rating
with the aid of readiness and e-learning and at existing it ranks international locations via digital
economic system which includes each e-learning and education.
Seven years later in 2010 the Digital Economy Ranking positioned Hungary thirty fifth in the
world having an general rating of 6.06 [2], whilst social and cultural surroundings which
includes training and Internet literacy too reached a 6.27 rating out of 10. This rating places
Hungary 6 locations in the back of Slovenia and four locations in the back of the Czech
Republic. This implies that even tertiary schooling in Hungary nonetheless desires to put greater
effort in increasing digital and e-learning facilities, enhance on the net and net literacy and
therefore fostering digital and e-learning motivation and usage, which can be performed extra
effectively if scholar wishes are higher and in extra small print explored.

Still there are many universities and faculties who face difficulties in reaching success in turning
in these kinds of guides partly due to some inexperience on the lecturers’ side, or lack of
environment friendly enterprise techniques or purely failing to obtain the profitable delivery,
effectiveness and acceptance of such publications [3]. The universities in Hungary are
additionally below strain to combine on-line e-learning probabilities for their college students
and to arrange superior guides and education for their personal lecturers to come to be
professionals and be worried in creating direction substances and redefine the techniques and
buildings of the educational getting to know surroundings [3]. The evaluation and contrast of
the digital and e-learning behavior and utilization of today’s lively college scholar society, the
Z technology is justified with the aid of the above referred to facts, and that tertiary training is
continually moving its training programmers to some structure of E-learning to a large and
large extent, both as completely self standing e-learning publications or in the framework of
blended learning. Lecturers and direction builders want to apprehend extra how these college
students become aware of and react to the factors of e-learning, what can restrict or decorate the
studying process.
Therefore, it is of excessive value to analyses the computer-, and on line e-learning- utilization
of this stratum of the adolescence in order to understand, discover and to familiarize with their
data and understanding gaining and getting to know processes. Furthermore character variations
can't be ignored. As cited by using [4] “based on the experiences of the remaining years inside
the frames of mass education, deviation is implicitly greater involving the quantity of awesome
and lagging students, however the cause for this is no longer solely the multiplied variety of
college students [and] the distinction is regularly brought on through that brought fee which is
the end result of the high quality way of know-how administration application”. It implies that
environment friendly e-learning method at a college can lead to the success of the college
students in information and records gaining at universities and later in the labor market. The
survey carried out with approx. 600 college students analyzing quite a number majors at two
one of a kind Hungarian universities strives to discover the relationships of the pc utilization
and gaining knowledge of habits of today’s college college students with the assist of
mathematical and statistical methods.

TH E SURVEY
1. STUDY GOALS AND DESIRES
The major intention of this learn about was once to analysis and discover the relationship of the
early Z era Hungarian college students’ e-learning and digital gaining knowledge of behavior
and usage, to see how exceptional this era is from the before ones who have been no longer born
in the digital era.
Regarding these college students the speculation arises whether or not they instead find out
about the use of digital tools, on line e-learning courses, MOOC guides or they are nevertheless
have a tendency to learn about in the extra ordinary way consequently forming a transitional era
between the Y and the greatest generation These college students had been born after the net
increase in the middle of the remaining decade of the twentieth century however beforehand
than the digital growth in the center of the first decade of the twenty first century. A 2nd
speculation has additionally arisen namely, if the first one is to be rejected then a transitional
approach of education, specifically blended mastering is nevertheless the preferable academic
methodology for the participants of the early latest generation.
2. SURVEY METHODOLOGY
The primary, exploratory and empirical survey used to be performed the use of non-probability,
comfort kind sampling, which sampling allowed us to attain college college students of the two
chosen universities. Convenience kind survey is time-honored in the subject of social science
[5], a low-priced and much less time-consuming kind of sampling method. Consequently, the
pattern can't be regarded representative, however due to the massive wide variety of applicants,
the survey consequences can be every day for the goal group, and conclusions and responses
can be given as a substitute to the conduct of the particular sample. The utilization of this kind
sampling is additionally justified by means of the truth that the researcher desired to analyses
the conduct of Hungarian college students due to the fact such exterior elements as cultural and
countrywide elements (here social factor) have additionally been proved to have an effect on
the choice of e-learning, common or blended learning. Social norm (here social factor) is
“defined as the person’s grasp that most humans who are essential to him or her assume he or
she have to or must no longer operate the conduct in question” [6], [7], [8].
The rational to use the cultural and social element in case of Hungarian college students is based
totally on the cultural index proposed via [9], which appears to be controversial as referred to

via [9] (Fig.1). Reference [9] states that “there are cultural variations of age agencies
everywhere, however this is specifically vital in Central and Eastern Europe considering that
the political and monetary adjustments in 1989 [and] that Hungarian cultural traits replicate our
twin cultural personality – Japanese and western points have constantly been current in
Hungarian subculture all through the country’s history”.
A. Hungary’s cultural index
Figure 1. Hungary’s traditional index by method of Hofstadter [10] and verge [11]
The survey covered on-line and paper questionnaires allotted at two universities of utilized
sciences (Buda University – a technical university, Budapest Business School (BBS) – a college
in Economics) at one of a kind colleges and to college students of distinctive majors reading at
bachelor or master courses.
The full survey was once cut up into three principal parts, the first phase which includes
questions for mastering preferences, utilization of unique e-learning structures and statements
about eLearning studying. The responses given to these questions are below scrutiny in this
paper. The questions related to eLearning and regular kind of getting to know required solutions
on the Liker scale of 1 (strongly disagree) to 7 (strongly agree).
46
80
88
82
58
31
19
11
17
83
0 20 40 60 80 100
Power distance
individualsim
Masculanity
Uncertanity avoid
longterm- orient
Indulgance
A. Hungary’s cultural index
S.
NO
Category Hofstadter’s
Findings
Vargas’s
Findings
1 Power distance 46 19
2 Individualism 80 11
3 Masculinity 88 17
4 Uncertainty Avoidance 82 83
5 Long-term orientation 58 Nil
6 Indulgence 31 Nil

3. DATA MANAGEMENT
The gathered statistics wished some cleaning and modifications, in the direction of which the
hardest mission used to be to locate these replies that did now not provide applicable answers.
In case of responses the place greater than 6 questions had been now not answered or the
identical reply used to be marked for all the questions had been eradicated as nicely as responses
in which case the respondent had no longer used any e-learning gadget earlier than however at
the identical time answered the questions about the utilization of e-learning systems. In case of
lacking information with the Liker scale answers, the lacking records had been changed by way
of their Median [12]. There have been no extraordinarily peaked distributions so no
questionnaire wished to be excluded for this reason. After facts administration no longer extra
than 30 questionnaires had to be excluded leaving approx. 578 questionnaires to analyses and
evaluate.
4. SURVEY RESULTS
In the direction of the assessment the researcher located that college students who answered the
questions had been at the opening of their research so conclusions can be drawn about their digital
and e-learning behaviour and habits (Table I.).
TABLE I. AGE AND LEVEL OF STUDY DISTRIBUTION OF STUDENTS
S.NO Education Age (AVG) No. of Students (N) Column
1 BSC / BA 21 510 92.2 %
2 FSZ 20 3 0.5 %
3 MSC/MA 25 39 7.1 %
4 PhD 26 1 0.2 %
5 Total 21 553 100 %
FSZ is a vocational education in tertiary education it is (universities and colleges)
Considering the gender distribution, one 0.33 (36.51% ) of the respondents had been ladies whilst
two-thirds (63.49%) had been males. This ratio shifted similarly to the male aspect toward greater
stage of studies, which may want to be defined by using the reality that in technical majors male
college students have a tendency to end their research in greater semesters than prescribed in the
curriculum (Fig. 2, Table II).

Figure 2 Distribution of respondents through stage of study, wide variety of semesters and
gender
TABLE – 2 LEVEL OF STUDY NUMBER OF SEMESTER AND GENDER
S.
No
Level of study In which semester are you studying in?
1 2 3 4 5 6 7 8 Total
1 BSC /
BA
Male 173 4 44 5 46 5 27 30 334
Female 155 3 20 2 13 1 2 1 197
2 FSZ Male 3 0 0 0 0 0 0 0 3
3 MSC/M
A
Male 11 2 15 0 0 0 0 0 28
Female 6 0 7 0 0 0 0 0 13
4 PhD Male 0 0 0 0 0 0 0 1 1
5 Total Male 187 6 59 5 46 5 27 31 366
0
100
200
300
400
500
600
BSC FSZ (VC) MSC/MA PhD
21 25 26 21
510
3
39
1
92.2
0.5 7.1 0.2
1. age and level of study
AGE
STUDENTS
COLUMN
0
50
100
150
200
250
300
350
Bsc/ Ba Fsz Msc/ma PhD
334
3
28
1
197
0 13 0
2 level of study number of semester and gender
Male
Female

A UNIVERSITY E-LEARNING MACHINE UTILIZATION RESULTS
The subsequent massive crew of questions involving the utilization of e-learning structures and
the questions about the desire of e-learning, regular or blended mastering systems. 96% of these
college students have broadband net get admission to at home. Most of the college students (79%)
attain the e-learning machine on their laptops whilst nearly 70% use the e-learning structures on
clever telephones (Fig. 3), and incredibly solely 17% of the college students use drugs for on-line
learning. Students may want to mark extra than one device.
The consequences suggest that e-learning device software program builders or on line direction
builders have to center of attention on cellular app developments, because there is a great shift
from computers and capsules to clever telephone usages in case of such publications amongst the
Hungarian students. The 30% of college pc get admission to is applicable due to the fact that
college students work on assignments, projects, duties in pairs or organizations so they come to
the college to work together.
ON WHAT TYPE OF DEVICE YOU USE THE E- LEARNING SYSTEM?
DISTRIBUTION IN %
S. No Device Distribution
1 Mobile phone 68.98
2 Tablet 16.58
3 Own laptop 78.53
4 Own desktop 30.19
5 University computer 29.32
Figure 3. Device usage for e-learning platforms
The solutions to the questions about e-learning, usual and blended mastering gave a bit stunning
effects opposing the expectations, because the researcher would have predicted the early Z
technology college students to decide upon man or woman learning, besides mentoring.
Independently from university, stage of learn about and major, 87.9% of the respondents select
blended learning, that is, they assume e-learning and character mastering in parallel with common
kind studying (Table III.). Only 5.7% of them reject e-learning that is integrating any sort of
elearning is a should in tertiary education. Which teaching/learning approach would you
0
20
40
60
80
Mobile
phone
Tablet Own laptop Own
desktop
University
computer
68.98
16.58
78.53
30.19 29.32
E- learning devices

prioritize? Freq. (n) Distribution (%) Traditional kind of learning: instructing in the common way
(lecturer, besides multimedia and e-learning).
TABLE -3 TEACHING AND LEARNING FROM PREFERANCE
S. No Which teaching/learning method would you prioritize? Freq.
(n)
Distribution
(%)
1 Traditional type of learning: teaching in the traditional way
(lecturer, without multimedia and e-learning)
33 5.7
2 Blended learning: teaching in the
Traditional way, supplemented with multimedia and e-
learning material.
507 87.9
3 Self-studying form: multimedia and elearning / teaching
without a teacher
37 6.4
4 Total 577 100
79% of college students nevertheless require trainer help and 57.6% of them would be extra
inspired if they acquired help from the lecturers thru e-learning structures (Table IV. and V.).
These solutions justify the existence of blended mastering in tertiary education, instructor guide
offers self-assurance and motivation to Hungarian college students.
TABLE – 4 NECESSITY OF TEACHER ASSISTANCE POPULAR COURSE OF E-
LEARNING
S. No Dou you feel the need of teacher's help and assistance
when learning multimedia /e-learning material?
Freq.
(n)
Distribution
(%)
1 Did not answer 15 2.6
2 Yes 456 78.9
3 No 107 18.5
4 Total 578 100

TABLE – 5 ONLINE TEACHER ASSISTANCE AND SELF – STUDY MOTIVATION
S. No Would your self-paced learning be motivated if you
got teacher assistance through the e-learning system?
Freq. (n) Distribution
(%)
1 Did not answer 3 0.5
2 Yes 333 57.6
3 No 31 5.4
4 Partly 211 36.5
5 Total: 578 100
78.9
18.5
2.6
0
10
20
30
40
50
60
70
80
90
yes no not ans
4.necessity of assistance in e- learning
0.5
57.6
5.4
36.5
0
10
20
30
40
50
60
70
Did not answer Yes No Partly
5.Self study motivation
Series 1

The above solutions help that channeling these college students of the early Z era to entirely self-
directed elearning guides would possibly stop up with failure considering the fact that trainer guide
can provide high-quality remarks and motivation to students. The universities blanketed in the
survey use distinctive elearning structures (Coospace at BBS, KMOOC at Óbuda University [13]),
whilst Moodle is used at each institutions. Ref. [14] outlines some new and modern educating
techniques consisting of complicated e-learning as nicely as experimental topics for the Z era that
prepares college students for actual companies and at the equal time fulfill the modern-day
industrial needs. From the survey it grew to become out that college students who had already
used an e-learning device used and would use the gadget in the future, in every case there used to
be a relationship between formerly and existing usage. Table VI. suggests the vast relationships
between until now and gives utilization of the distinct e-learning systems, whilst Fig.4 provides
the utilization of the Moodle gadget due to the fact this machine is used at each universities. The
excessive quantity of 0-0 pair in Fig. four is due to the reality that at BBS two e-learning structures
run parallel, so the non-usage of one gadget does now not knock out the utilization of some other
system.
TABLE – 6 PRESENT AND EARLIER USAGE OF E- LEARNING SYSTEMS
S. No E-
learning
system
Pearson
CHI-
Square
Kendall’
s tau-b
Gamma Cramer’s
V
Pearson’s
r
P value
1 Moodle 224.53 0.473 0.640 0.323 0.519 0.000
2 Coospace 208.96 0.354 0.622 0.317 0.372 0.000
3 KMOOC 169.83 0.401 0.861 0.307 0.449 0.000
4 Other 193.03 0.409 0.679 0.304 0.417 0.000
On how many courses did you use the mobile E- learning system earlier?

Figure 4. Relationship between present and earlier usage of Moodle e learning system.
B. TRADITIONAL VS DIGITAL LEARNING
Students who spoke back in the survey nonetheless decide upon usual kind gaining knowledge of
as it can be considered in Fig. 5 57% of the college students pick fixing duties from easy to greater
complicated in order, 54% of them pick school room session and 53% of them want private session
and even more, particularly 60% of them p prefer face-to-face learning.
PREFERENCE OF TRADITIONAL LEARNING
S. No Traditional learning Non
typical
Indiffe
rent
Typical
1 I like when tasks and problems are successive 24.59% 17.54% 57.87%
2 I always solve the tasks in order in cause of in e-
learning course
37.25% 24.23% 38.52%
3 I need classroom consultation 28.57% 16.46% 54.97%
4 I need personal consultation during the course 26.22% 20.43% 53.35%
5 I prefer face – to face education 16.46% 22.78% 60.76%
6 I rather study fro, books 37.43% 25.68% 36.89%
7 I prefer printing out the electronic learning material 28.57% 18.08% 53.35%
240
67
60
80
130
0 50 100 150 200 250 300
1
2
3
4
5
Mobile E- learning in course

Figure 5. Preference of traditional learning
It is a bit controversial that solely 37% of the surveyed select reading from books but, at the equal
time, 54% of them like printing out the digital studying material. It capacity that these college
students flip hypertext into books that additionally guide sequential kind learning, as a result fixing
troubles one after the other, successively. It is vital to observe that college students of the early
latest generation, who are referred to as digital natives and are predicted to pick digital kind
studying and who are accustomed to clever devices, browsing, the use of hyperlinks, nonetheless
return to normal kind of getting to know and behave as digital immigrants. It is additionally
essential to notice that altering students’ mindset towards mastering methods, specifically typical
vs digital ought to begin at fundamental college education, and it is hard to exchange the way how
these college students have been taught to learn about in their childhood.
Hopefully, the digital natives coming into tertiary training in the subsequent couple of years will
convey their digital attitude, for that reason the utilization of entirely e-learning guides will emerge
as greater frequent and effective.
In parallel, the responses to the questions on e-learning additionally guide the choice of the typical
kind getting to know (Fig. 6), 73% of the surveyed college students had no longer completed solely
e-learning publications yet, 53% of them nevertheless do no longer like doing self-study e-learning
courses, 66% of them do no longer whole greater e-learning publications associated to the theme
learnt and solely 33% of them suppose that self-paced, man or woman gaining knowledge of is
extra environment friendly (Fig. 6). On the different hand, the responses of these college students
in the survey exhibit the traits of digital learning, specifically they like brief movies and rapidly
solvable tasks, which are usual facets of digital mastering – the simple attribute of MOOC
24.59%
37.25%
28.57%
26.22%
16.46%
37.43%
28.57%
17.54%
24.23%
16.46%
20.43%
22.78%
25.68%
18.08%
57.87%
38.52%
54.97%
53.35%
60.76%
36.89%
53.35%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
I like when tasks and problems are successive
I always solve the tasks in order in cause of in e-
learning course
I need classroom consultation
I need personal consultation during the course
I prefer face – to face education
I rather study fro, books
I prefer printing out the electronic learning material
Traditional learning
non typical indifferent typical

(Massive Open Online Courses) guides - and at the identical time traits of the early latest
generation. According to [15] the contributors of the digital natives come to be shallow-brained,
their talent plasticity, cogitation and attention change. Their intelligence will become as
fragmented as the portions of facts on the Net. The lengthy and deep attention on one subject
matter ceased and students’ center of attention skips from one bit of data to every other inside a
few seconds. These elements show up in the path of e-learning, lengthy videos, lengthy texts and
sequential duties can't engross the students’ interest [16]. Their way of reading and studying is
continually getting scattered, padded with hyperlinks.
FEATURES OF E- LEARNING OR DIGITAL LEARNING
S. No Traditional learning Non
typical
Indiffe
rent
Typical
1 I use E- learning more often on my smart device 38.70% 17.00 44.30%
2 I think that self-studying is more efficient 38.16% 29.11% 32.73%
3 I complement extra E- learning course related to the
topic learnt
65.64% 19.53% 14.83%
4 I like doing E- learning course individually (self-
study)
52.62% 22.60% 24.77%
5 In the E-learning system I finish solely the task given
as homework in the home
36.53% 22.60% 40.87%
6 I have already completed solely E- learning based
courses
73.42% 9.76% 16.82%
7 I liked E- learning based education 58.95% 21.52% 19.53%
8 I always do the E- learning tasks related to the course 41.05% 26.22% 32.73%
9 I don’t like watching videos longer than 3-5 minutes 41.95% 16.64% 41.41%
10 I prefer only the short and quickly solved tasks 24.77% 23.15% 52.08%

Figure 6. Features of e-learning type learning
However, this characteristic of the early Z technology does now not knock out that they
nonetheless decide upon analyzing collectively with peer college students and select face-to-face
lecture room education.
All in all, these college students belong to a “transitional generation” between the Y and the Z era
when you consider that they undergo the traits of college students preferring typical mastering
however the traits of digital natives can additionally be identified.
V. CLONCLUSIONS AND DISCUSSION
After evaluating and examining the survey outcomes the researcher can kingdom that the
contributors of the early Z technology at these Hungarian universities nonetheless like the common
kind of gaining knowledge of mixed with e-learning probabilities that is they like lecture room
activities, face-toface schooling however at the equal time doing e-learning guides on their clever
phones. It can be referred to that for the Hungarian universities the utility of blended mastering is
a feasible transition in today’s academic shift, tertiary schooling need to and have to make
investments in presenting e-learning courses, both presenting them as supplementary publications
to current guides or as self-standing guides for self-paced and self-timed studies. Leaving these
college students to completely self-paced and selfdirected mastering may now not supply the
anticipated success at tertiary education.
Moreover, for these Hungarian college students “it is vital to notice that in spite of perceptions of
college students being digital natives, pretty regularly they (together with lecturers) are in truth
digital immigrants with various levels of laptop literacy” [17]. The college students taking part in
38.70%
38.16%
65.64%
52.62%
36.53%
73.42%
58.95%
41.05%
41.95%
24.77%
17
29.11%
19.53%
22.60%
22.60%
9.76%
21.52%
26.22%
16.64%
23.15%
44.30%
32.73%
14.83%
24.77%
40.87%
16.82%
19.53%
32.73%
41.41%
52.08%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
I use E- learning more often on my smart device
I think that self-studying is more efficient
I complement extra E- learning course related to the topic…
I like doing E- learning course individually (self- study)
In the E-learning system I finish solely the task given as…
I have already completed solely E- learning based courses
I liked E- learning based education
I always do the E- learning tasks related to the course
I don’t like watching videos longer than 3-5 minutes
I prefer only the short and quickly solved tasks
features of e learning
non typical indifferent typical

the lookup confirmed that they have been in favour of digital learning, they endure the traits of
digital learners, liking brief academic videos, quick exercises, that they can reap with their
“scattered brain”. All in all, it is to observe that in a couple of years, the actual digital natives enter
tertiary training and will demand a extra effective shift in the direction of digital mastering both
which means e-learning publications or MOOC guides however the charisma of a lecturer, the
enchantment of a full lecture corridor and a captivating and fun face-to face lecture or seminar
can't be replaced. Throughout the twentieth century the radio, television, cinemas, tapes, video
tapes, DVDs, Blue-rays, internet, the international internet and clever telephones emerged with its
fascination, and allow the anytime, somewhere conversation and get entry to to creative
performances, and nevertheless the theatres are full and ought to maintain their raison d’étre.
REFERENCES
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BGF, 2014, pp. 17-28.
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20.01.2018.
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http://dx.doi.org/10.4102/lit.v37i2.1288

Chapter – 4
Fostering Significant Role of General Educators in
Implementing Mid-day Meal Scheme for Students with
Intellectual Disabilities in an Inclusive Classroom Settings in
the Wayanad District of Kerala
By : Fr. Baiju Thomas1
, Dr. S. Logesh Kumar2
Research Scholar 1
, Assistant Professor2
Ramakrishna Mission Vivekananda Educational and
Research Institute,Faculty of Disability Management and Special Education, Vidyalaya Campus,
SRKV Post, Coimbatore – 20
Abstract
The study was intended on fostering the significant role of general educators in implementing a
mid-day meal scheme (MDMS) for students with intellectual disabilities (SwIDs) in inclusive
classroom settings in the Wayanad district of Kerala. This study aims to see how MDMS
influences children's participation, enrolment, and drop-out rates in primary schools in Kerala's
Wayanad district. Hunger, nutrition, education, gender inequity, and greater progress concerns can
all be covered with school meals. General educators play a vital role in the successful
implementation of the school-based MDMS. They pass much-needed assets to food-insecure
families. Children who are healthier live longer, healthier lives and do better in school. Education
is the backbone of social progress. MDMS influences not only each child's excellently, but also
on a family's lead to valuable. As an outcome, a family effects study of India's MDMS system will
help determine the program's directions for the future. The sample size comprised 60 general
educators selected randomly from the primary schools of distinct. The investigator used a
descriptive study method of survey was used. The investigator has done a primary study was
conducted for this study; however, this study mainly focused on related data on MDMS associated
with child nutrition and learning. By enhancing the nutrient intake of SwIDs in inclusive classroom
environments, the MDMS may also lead to better academic performance. The Government of
India has initiated the Mid-Day Meal scheme intending to boost primary education
universalization and increasing enrolment, especially among children from poor and
disadvantaged contexts. This study findings show that the MDMS initiative has led to significant
rises in elementary school participation. It is also imagined that such a meal would foster solidarity
and a sense of belonging between children of diverse castes, races, and creeds. The study's findings
indicate that the MDMS has a significant effect on the overall registration, participation, and drop-
out rates, but the system faces a range of bottlenecks during implementation.
Keywords: General Educators, Med-day Meal scheme, Fostering, Role, and SwIDs.

Introduction
Education is the most key component in bringing about societal, financial, and progressive action.
In the twenty-first century, a more well population with the necessary knowledge, attitudes, and
skills is critical for economic and social growth. Education is the most powerful tool for achieving
social mobility and a critical component of establishing a just and equal society. The scheme was
highly lauded, and even the World Bank admired it. The Ministry of Human Resource
Development, Government of India, initiated the National Program of Nutritional Support to
Primary Education (Mid-Day Meal Scheme) as a centrally funded scheme on August 15th, 1995,
after acknowledging its benefits. MDMS is important in encouraging school attendance, especially
among girls: in most studies, girls' enrolment rates have increased by a far higher percentage than
boys' enrolments. Besides that, as children from various classes and castes, MDMS encourages
and strengthens social interaction by seeking to erode caste prejudices and fostering a culture of
social equality. MDMS is now the nation's biggest school feeding network, covering over 10.03
crore children in over 11.50 lakh schools throughout India (MHRD, 2017a). One of MDM's goals
is to counter educational hunger and ensure that children receive adequate nutrition. Many students
arrive at school hungry and unable to focus on their studies; thus, MDMS provides nutrition and
assists them in concentrating on classroom activities. Also when MDM students are not present,
they go to their home for dinner but never back (Dreze and Goyal, 2003). The MDM, i.e. veggie
trays, often avoid "school hunger," which might not be the case with dry supplies or packaged
meals. Eventually, as previously said, MDMS finds a range of "socialization" functions that cannot
be fulfilled by dry supplies (Dreze, 2005). Enrolment is required for MDMS access. MDMS acts
as a motivator to have more children in school to keep them somewhere for extended periods,
affecting their academic achievement (Viswanathan, 2006). It is assumed that understanding the
difficulties general educators face when implementing the MDMS will assist planners and
administrators in reflecting on the procedures and methods used in preparing, executing, and
monitoring the scheme's existing MDMS to achieve the scheme's goals. The issues that the general
educators are having with the scheme's execution must be completely resolved. The research also
aimed to recommend solutions to challenges and approaches to achieve the goals of the MDMS.
Utilizing an assenting feature comparing estimation method, this study a specific MDM scheme
in Kerala's Wayanad district, determining its effect on both primary and secondary school student
enrolment. The MDM scheme not only had a significant, favourable effect on overall involvement
rates, but it was also more noticeable for those with the least qualified educators and the highest
socioeconomic factors.
History of Mid-day Meals
Since August 15, 1995, India has promoted the Mid-Day Meal Program as part of the National
Program of Nutritional Support to Primary Education. It was launched in India to increase
admissions, retention, and attendance while also enhancing children's nutritional levels. The

history of the MDMS scheme goes back to 1925 when the Madras government introduced the
mid-day meal program in Madras Municipal Corporation especially for disadvantaged children
(James, 2013). Besides receiving huge protests the then chief minister continued to provide free
meals to the school-going children in the state. On August 15, 1995, the Department of Elementary
Education and Literacy, Ministry of Human Resource Development through the Government of
India launched this scheme as nationwide scale (Deodhar, et al., 2010); however, it started being
universalized only after the Supreme Court order against a PIL in 2001. One of the objectives of
MDMS is to address classroom hunger and provide sufficient nutrition to the children. Many
students go empty stomach to school and could not concentrate on study thus MDMS provide
them nutrition and help them to concentrate on classroom activities. Even in absence of MDM
students go to their homes for lunch and never return (Dreze and Goyal, 2003). Improving primary
education and provide nutritious support to the children by the scheme is most important. And it
lessens the dropout rate and avoids classroom hunger. Because of its relevance, an evaluation of
the program is necessary and to analyze the satisfaction response from beneficiaries. The study
also examines whether India is equipped for a post-pandemic situation and offers additional
guidance to the government and stakeholders on how to adequately incorporate the scheme
throughout the nation's various areas. The schools in our district are taking part in this scheme,
offering MDMS to students to increase the number of students enrolled. The scheme's primary
goal is to enhance primary education as well as provide nutritious assistance to children. The
MDMS is India’s second-largest food security program.
Location – Wayanad
Kerala is a coastline state in South India. There are 14 distinct divisions within the region.
Wayanad is a district in Kerala's northeast region, with Kalpetta as its capital. The district was
made on November 1, 1980, when parts of the Kozhikode and Kannur districts were united to
form Kerala's 12th district. Wayanad district has a populace density of 369 people per square
kilometer and covers 2,132 square kilometers. The populace density of the district is 780,619
populations (2001census). Forestry covers approximately 885.92 square kilometers of the district.
The community of Wayanad is predominantly tribal. Wayanad's culture is mostly tribal. Despite
its reputation as a rundown district, it produces cash crops such as pepper, allspice, coffee, tea,
spices, and other condiments, making it one of the state's highest foreign exchange-earners. There
are a lot of settlers in Wayanad. A tiny Jain population in Wayanad is made up of Gowders from
Karnataka. They have designed beautiful temples in the district. Every other Christian
denomination has been well. Christians make up one amongst Wayanad's population. Muslims
make up a quarter of the population, with Hindus accounting for the remainder. Wayanad district
currently has 266 schools (126 lower primaries, 77 upper primaries, and 53 high schools). Under
the Department of Education, there are five vocational higher secondary schools, two higher
secondary schools, and three teacher training institutes.

Statement of the Problem
The Mid-Day Meal Scheme was first implemented for children aged between 6-11 years to
maximize enrolment and decrease school dropout rates, which were significant from the
perspective of universalization of essential education as well as reaching higher literacy rates in
the nation. However, since nutrition is a complex issue, MDMS also has low nutritional value in
comparison to everyday necessities and is much lower in nutrients such as protein, fats, iron, and
iodine about meal quantity in particular. To achieve this aim, the study will focus on several
outcomes related to the role of general educators in the successful implementation of the MDMS
in Kerala's Wayanad district. Therefore, the study entitled: “Fostering significant role of general
educators in implementing mid-day meal scheme for students with intellectual disabilities in an
inclusive classroom setting in Wayanad district of Kerala”.
Objectives of the study
1. To find out the awareness on Mid-day Meal Scheme (MDMS) for students with intellectual
among General educators working in an inclusive setting in Wayanad district of Kerala.
2. To find out the advantages of the Mid-day Meal Scheme (MDMS) from the General
Educators responsible for providing inclusive education for students with intellectual
disability in the Wayanad district of Kerala.
Research Questions
1. What is the awareness on the Mid-day Meal Scheme (MDMS) for students with intellectual
disability among general educators working in an inclusive setting in the Wayanad district
of Kerala?
2. What are the advantages of the Mid-day Meal Scheme (MDMS) for students with
intellectual disability from the viewpoint of general educators, working in an inclusive
setting in the Wayanad district of Kerala?
Methodology
This method will refer to a set of techniques or procedures, or to the foundation and the
philosophical expectations that motivate this specific study. For the study and evaluation of
MDMS in Wayanad district of Kerala., five governments, five government-aided, and ten private
schools are selected among these twelve Lower Primary and Eight Upper Primary schools. The
study was designed on descriptive research methodology. A survey method was used for the study.
Table No. 1 Distribution of general educators based on age, qualification, experience,
salary, locality and types of schools
Variables Groups Category N %
Age
1 Below 30 years 8 13.3
2 31- 40years 17 28.3

3 Above 40 years 35 58.3
Total 60 100.0
Qualification
1 Post Graduate 23 38.3
2 Graduate 30 50.0
3 Diploma 7 11.7
Total 60 100.0
Experience
1 Below five years 15 25.0
2 5-10 years 16 26.7
3 Above 10 years 29 48.3
Total 60 100.0
Salary
1 Below 10,000 11 18.3
2 11,000 to 20,000 10 16.7
3 21,000 to 30,000 39 65.0
Total 60 100.0
Locality of
School
1 Urban 25 41.7
2 Semi Urban 8 13.3
3 Rural 27 45.0
Total 60 100.0
Types of
School
1 Government Aided 29 48.3
2 Government 7 11.7
3 Private 24 40.0
Total 60 100.0
Gender
1 Male 9 15.0
2 Female 51 85.0
Total 60 100.0

Sampling technique
A total of 60 general educators were chosen for the analysis of respondents to the approval of
MDMS. Two schools in each district were taken as a sample to follow up with the supply chain
of food grains along with other required food items for the MDM scheme. The selection of schools
was taken on a random basis whereas, after the schools, the snowball sampling technique was used
to follow up with the chain associated with the supply chain.
Tool development
The investigator will establish a tool in the form of a Rating Scale for General Educators Working
in Inclusive Classrooms in the Wayanad district of Kerala to assess the importance of general
educators' participation in implementing the mid-day meal scheme for SwIDs in inclusive
classroom settings in the following domains.
1. Awareness level
2. Advantage level
Data collecting procedure
 In Kerala's Wayanad district, general educators concerned about the inclusion of SwIDs
in inclusive schools have been recognized.
 The school authorities were given the questionnaire to distribute to general educators.
Variables of study
The age, gender, educational qualification, experience, types of service, residence, and salary
have been used as independent variables by the investigator.
Data Analysis
To assist with sufficient data processing, the statistical program for the social sciences (SPSS 20.0)
was used.
The Major Finding of the Study
1. What is the awareness of the Mid-day Meal Scheme (MDMS) for students with intellectual
disability among general educators working in an inclusive setting in the Wayanad district
of Kerala?
To find the level of awareness on the Mid-day Meal Scheme (MDMS) for students with
intellectual among General educators working in an inclusive setting in Wayanad district of
Kerala, the respondents are asked 10 questions on a five-point Likert scale. The responses are
scored as 1 for ‘Strongly disagree’, 2 for ‘Disagree’, 0 for ‘Uncertain’, 3 for ‘Agree’, and 4 for
‘Strongly agree’. The total score of the 40 questions for all 60 respondents is found out, based on
which we calculate the mean % score of level of awareness on Mid-day Meal Scheme[𝑀𝑃𝑆 =
𝑀𝑒𝑎𝑛𝑆𝑐𝑜𝑟𝑒×100
𝑀𝑎𝑥𝑖𝑚𝑢𝑚𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒𝑠𝑐𝑜𝑟𝑒
] were calculated.
This score is classified into one of the four groups:
1. Poor or low if the mean % score is less than 35%,
2. Average if the mean % score is between 35 to 50 percent,

3. Good or medium if the mean % score lies in the interval 50 to 75% and
4. Excellent or high if the mean % score is above 75%.
A one-sample Z test is carried out to test the significance. The following table gives the Mean,
SD, Mean % Score and Z value of the variable considered. (Loyd, B. H., & R. R. Abidin. R. R.
(1985). Revision of the Parent Stress Index. Journal of Pediatric Psychiatry, 10(2), 169).
Table 2: Mean, Standard deviation and z value for awareness on Med-day Meal Scheme
Variable N Mean
Standard
Deviation
Mean
% score
CV z p value
Awareness 60 24.63 5.80 49.27 23.53 -0.490 0.626
Interpretation
The mean percentage score level of awareness on the Mid-day Meal Scheme implemented for
students with intellectual disability in Wayanad district of Kerala is 49.27% which indicates that
the level of awareness on Mid-day Meal Scheme is average. The CV indicates that this score is
not stable as the value is more than 20%. To test whether the sample information that we observe
exists in the population or to verify that the level of awareness on the Mid-day Meal Scheme is
average. To test the above hypothesis we use a one-sample Z test and the result is exhibited in
Table No. 2. From the table, the p-value is more than 0.05 which indicates that the test is not
significant. So we conclude that the level of awareness on the Mid-day Meal Scheme among
General educators working in an inclusive setting in the Wayanad district of Kerala is only
average.
2. What are the advantages of the Mid-day Meal Scheme (MDMS) for students with
intellectual disability in the viewpoint of general educators, working in an inclusive setting
in the Wayanad district of Kerala?
To find the level of advantages of the Mid-day Meal Scheme (MDMS) from the General Educators
responsible for providing inclusive education for students with intellectual disability in Wayanad
district of Kerala, the respondents are asked 10 questions on five points Likert scale. The
responses are scored as 1 for ‘Strongly disagree’, 2 for ‘Disagree’, 3 for ‘Uncertain’, 4 for ‘Agree’,
and 5 for ‘Strongly agree’. The total score of the 10 questions for all 60 respondents is found out,
based on which we calculate the mean % score of level of advantages of Mid-day Meal Scheme.
Table 3: Mean, Standard deviation and z value for advantages of Mid-day Meal Scheme
Variable N Mean
Standard
Deviation
Mean
% score
CV z p value
Advantage 60 22.10 5.21 44.20 23.57 -4.312 <0.001
Interpretation

The mean percentage score level of advantages of the Mid-day Meal Scheme (MDMS) from the
General Educators responsible for providing inclusive education for students with intellectual
disability in Wayanad district is 44.20% which indicates that the level of advantages on Med-day
Meal Scheme is average. The CV indicates that this score is not stable as the value is more than
20%. To test whether the sample information that we observe exists in the population or to verify
that the level of advantage on the Mid-day Meal Scheme is average. To test the above hypothesis
we use a one-sample Z test and the result is exhibited in Table No. 3. From the table, the p-value
is less than 0.05 and the Z value is negative which indicates that the level is average.
Recommendations
1. The study recommends that increased awareness needs to be created among the general
educators regarding the implementation of MDMS in Inclusive classroom settings.
2. The study recommends that government should have a budget to run a comprehensive
nutrition education program in all the schools in the Wayanad district of Kerala.
3. The study recommends that there should be a common understanding among general
educators regarding the implementation of MDMS in the schools.
4. The study recommends that general educators should know, understand and work
collaboratively with special educators in the execution of MDMS in inclusive settings.
5. The study recommends that educational attainment was found to be influenced by physical
development; school health programs should be reinforced.
Suggestions for further research
1. The study has been focused only on the Wayanad district of Kerala; the initiative can be
taken up in other districts of the state.
2. Parallel studies can be replaced in other areas of disability.
3. Similar studies can be conducted on more samples larger areas.
4. Further research should be initiated to find out the prevalence of nutritional deficiencies
and implementation of measures to tackle them through MDMS.
5. The study had been conducted among the general educators; the initiative can be taken up
into other groups of special educators, paraprofessionals, and parents.

Delimitations of the study
1. The research study was restricted to the Wayanad district of Kerala.
2. The present study covers general educators working in inclusive settings for students of
intellectual disability in the Wayanad district of Kerala.
3. The sample size is limited to 60.
Conclusion
In Kerala's Wayanad district, the MDMS, which is one of the world's biggest school feeding
initiatives, has increased school children's enrolment and attendance, as well as their nutritional
position by reducing the malnutrition rate. General educators play a key role in the execution of
MDMS in school, to make sure clearness and honesty in all features of scheme implementation.
MDMS was also revealed to be more common in rural areas of the Wayanad district of Kerala.
The current disparity in MDMS access is predominantly due to a lack of space. As an outcome,
"where you live totals." This is because governance difficulties play a significant role in the
success or failure of MDMS in any state or area. The current study findings indicate that MDMs
have a significant influence on enrolment, retention, and drop-out rates, but the program faces a
range of problems during implementation in the district of Wayanad.

Reference
1. Deodhar, S. Y., Mahandiratta, S., Ramani, K. V., Mavalankar, D., Ghosh, S., & Braganza,
V. (2010). An evaluation of mid-day meal scheme. Journal of Indian School of Political
Economy, 22(1-4), 33-49.
2. Devi, A. A. (2016). NUTRITIONAL STATUS OF MIDDAY MEAL IN PRIMARY
SCHOOLS OF KAMRUP METRTO URBAN DISTRICT, ASSAM.
3. Drèze, J. (2004). Democracy and right to food. Economic and Political Weekly, 1723-
1731.
4. Dreze, J., & Goyal, A. (2003). Future of mid-day meals. Economic and political weekly,
4673-4683.
5. George, J., & Krishnaprasad, P. (2006). Agrarian distress and Farmers' suicides in the tribal
District of Wayanad. Social scientist, 70-85.
6. James, G. (2013). Fighting “Classroom Hunger”—Achievements of “Mid Day Meal
Scheme”. Yojana.
7. Khera, R. (2006). Mid-day meals in primary schools: Achievements and challenges.
Economic and political weekly, 4742-4750.
8. Loyd, B. H., & Abidin, R. R. (1985). Revision of the parenting stress index. Journal of
Pediatric Psychology, 10(2), 169-177.
9. Poddar, Rakesh (2007). Perspectives on tourism & biodiversity. Cyber Tech Publications.
ISBN 9788178842967.
10. "Topography, Western Ghats, Wayanad, Green Paradise, District, Kerala, India | Kerala
Tourism". www.keralatourism.org. Retrieved 7 January 2020.
11. Viswanathan, B. (2006). Access to nutritious meal programmes: Evidence from 1999-2000
NSS Data. Economic and Political Weekly, 497-506.

Chapter -5
The Economic Impact Of India's Covid-19 From The Perspective
Of The World Economy
By : Prasanta Mujrai
Department Of Geography , Research Scholar Of Shri Jagdish Prasad Jhabarmal
Tibrewala University,Vidyanagari, Jhunjhunu, Rajasthan-33001
ABSTRACT:
The coronavirus epidemic, according to the World Bank, has thrown India's economy into turmoil.
Pre-existing conditions, they claim, are becoming increasingly widespread. According to the
World Bank, the impact of the corona pandemic on the economy in South Asia will push India's
GDP up to 5% by 2020. They expect 2.7 percent growth in fiscal year 2021. According to the
survey, India's economy was already in a state of crisis due to financial concerns across the board.
This time, the situation is deteriorating due to the outbreak of corona. The country is under a 21-
day lockdown to prevent corona illness. As a result, efficient transportation and human movement
have come to a halt. According to accounts, this campaign has caused disruptions in domestic
demand and supply. The situation in India, according to Hans Timmer, the World Bank's head
economist, is not good. According to the World Bank, the economic crisis will deteriorate if the
lockout is extended any further. The first step, he believes, is to reduce corona infections. At the
same time, we need to make sure that everyone has food. "It's vital to start the repatriation process,"
he stated. And, in order to do so, we must maintain a close check on temporary employment
creation, particularly at the local level. Backups of such programmes are required. He added, "It's
also critical to protect small and disadvantaged enterprises from bankruptcy." "Not just
economically, but also socially, this is an opportunity for the Indian economy to be stable in the
long run." "The World Bank had previously announced a one-billion-dollar loan to India,"
according to the World Bank, "India will be provided with one billion US dollars to combat the
coronavirus, estimated at more than Rs 6,000 crore in Indian rupees." To avoid this, a lockdown
has been declared, resulting in many migrant workers' lives once again becoming bleak.
Keywords: migrant; epidemic; financial problems; precaution; shutdown

INTRODUCTION:
The spread of the Coronavirus (COVID-19) is wreaking havoc on businesses around the world,
according to a recent report from the Organisation for Economic Cooperation and Development
(OECD): It forecasts 2.4 percent growth in 2020, down from 2.9 percent in November, and a
"longer lasting and more intense" outbreak could halve growth to 1.5 percent.
IMPACT ON THE INTERNATIONAL ECONOMY
 AUTOMOBILE:
Automobile dealers in the United States and the United Kingdom have warned that a parts scarcity
is imminent, while car manufacturing companies in South Korea have halted production due to a
shortfall of automobile parts supplied by their Chinese subsidiaries.
 ELECTRONICS:
China is a major supplier of auto parts, electronic items, mobile phones, and accessories, and it is
also a major supplier of parts for many global companies; for example, China accounts for 9% of
global TV production, and more than 290 of Apple's 800 suppliers are based in China. The
downstream industries that rely on China-made chips would also be harmed.
 EDUCATION:
Wuhan, the epicentre of the Coronavirus outbreak and China's third-largest education and
scientific hub, is currently under lockdown, with universities shut down to prevent the virus from
spreading further.
 SECTOR OF TRAVEL AND TOURISM:
The Coronavirus has had a significant impact on the travel and tourism industry in China, with
almost all international airlines cancelling flights and international hotel chains issuing refunds.
Because most Chinese citizens are avid travellers, tourism in other countries may be affected. A
similar situation exists in many countries, including India.
 INDUSTRIES INVOLVED IN SHIPPING:
Container volumes have plummeted, and the Import-Export balance has dipped to a low point in
the last three months, according to shipping companies.
 BEVERAGES AND FOOD:
China also has a large domestic market for retail and food and beverages, with roughly 4000
Starbucks locations, half of which were shuttered due to the outbreak.
 THE EFFECT ON AIR TRAVEL:

The airline industry has also been affected by the outbreak, with the International Air Transport
Association (IATA) estimating that the outbreak will cost airlines $113 billion in lost revenue as
fewer people fly.
 COMMERCIAL IMPACT:
The pharmaceutical industry is also bracing for worldwide economic disruptions due to
disruptions in the supply of products and parts from China, as factories delayed opening after the
Lunar New Year and workers stayed home to help reduce the spread of the virus.
 IMPACT ON SPORTING ACTIVITIES:
Many cultural and sporting events have been cancelled or postponed around the world, and the
outbreak has already caused economic damage in the travel and tourism industries, as well as
endangering the Tokyo Olympics, which will be hosted this year in Japan.
INDIA'S IMPACT:
 IMPORTS:
In various sectors, India relies heavily on imports from around the world, particularly from China,
as evidenced by the top 20 products imported by India from around the world, where China
accounts for a significant share of most of these products. For example, around one-third of
machinery and two-fifths of organic chemicals imported by India come from China. Around 65 to
70% of active pharmaceutical ingredients are imported from China.
 EXPORTS:
Organic Chemicals, Plastics, Fish Products, Ores, and other sectors have been hit by the slowing
demand and supply chain disruption caused by China, which is India's third largest export partner
with a 5% stake.
 IMPACT ON SECTOR:

Automobile Sector: The impact on this sector varies depending on the volume of commerce with
China; while China's current inventory appears to be sufficient for Indian industry, this may alter
if the slowdown in China persists.
Pharmaceutical Sector: India's pharmaceutical industry is significantly reliant on imports; for
example, more than 70% of APIs are imported.
Textile Sector: The closure of textile/garment plants in China and a few other Southeast Asian
countries has had a negative influence on India's raw material exports to these countries, such as
yarn and fabric.
The shipping industry has had a significant impact on cargo moving service providers, with data
indicating a decrease of more than 70% in dry bulk trade.
Solar Power Sectors: Imported Raw Materials in Solar Cells/Panels are in short supply.
Electronic Industry: India's electronic industry may face supply disruptions because most parts
and final products are imported.
CONCLUSION:
According to the United Nations, India's trade impact from the coronavirus epidemic is estimated
to be around $348 million, and the country is among the top 15 economies most affected as China's
manufacturing slowdown disrupts global trade; in a moderate scenario, with travel bans and
precautionary behaviour abating after three months, India's hit will be $640 million.

REFERENCES:
1. Suri, G. (2018) ‘Impact of Demonetisation on Indian Economy’, MERI-Journal of
Management & IT, 12(1), p. 27. doi: 10.25089/meri/2018/v12/i1/180117.
2. https://www.weforum.org/agenda/2020/02/coronavirus-economic-effects-global-economy-
trade-travel/
3. https://www.theguardian.com/news/2020/feb/10/will-the-coronavirus-outbreak-derail-
the-global-economy
4. https://www.jagranjosh.com/general-knowledge/what-is-the-impact-of-coronavirus-on-
indian-economy-1582870052-1
5. https://www.livemint.com/news/india/coronavirus-outbreak-in-india-could-cost-the-
economy-29-9-billion-adb-11583480504316.html
6. https://www.livemint.com/news/india/coronavirus-outbreak-in-india-could-cost-the-
economy-29-9-billion-adb-11583480504316.html

Chapter – 6
Artificial Intelligence in Sports: A brilliant way to triumph
By : Ashutosh Sharma
PhD Scholar, SGB Amravati University, Maharashtra, India
Introduction-
The term Artificial Intelligence blows emotions. On the one hand, we are in love with
intelligence, which seems to present a special place among us humans among life forms. Questions
arise such as "What is intelligence? How to measure intelligence? Or "How does the brain work?"
All of these questions make sense when trying to understand Artificial Intelligence. However, the
central question for the engineer, and in particular for the computer scientist, is whether the
intelligent machine behaves like a human, exhibiting intelligent behavior. We seem to be living in
the age of AI. Everywhere you look, companies are touting their latest advancements in AI,
machine learning, and deep learning, even if they lack everything that could be called disruptive
including "Block chain" and "Crypto" are the buzzwords of today. “Personalization”- The process
of using mobile data, social media, geolocation, web morphing, context, and even emotional
computing to tailor messages and experiences to a similar individual. Partner with them - becomes
the ultimate word in a whole new customer intelligence environment. AI will change the way
business is done and while its influence is already significant in a number of industries, the sports
sector is a newcomer and very welcome as well. From football / soccer to Formula 1, artificial
intelligence is used in sports for strategy, training, advertising and more. In short, AI has a
significant impact on the way sports content is viewed and consumed. AI is creating a smarter
world for athletes, coaches, advertisers and broadcasters with real-time statistics. Roland Garros
2019 enabled IT giant Infosys to generate a global Csuite audience, providing real-time statistics
with a 16% engagement increase impact.
How is AI improving sports-
The sporting industry has been using statistics and data analytics since time immemorial.
Everything that can be quantified is already measured in sports, making it a fertile ground for the
application of artificial intelligence. Artificial intelligence is impacting us every day and its impact
on sports is rather persistent. Here are a few places AI are influencing the Sports industry:

Maintaining Health, Fitness and Safety-
Everyone knows that the beginning of AI is changing the healthcare industry in different
ways. AI's extraordinary predictive and diagnostic capabilities can also be applied in the field of
sports, where physical and mental health is paramount. Since the nature of sport is to maintain
optimal physical condition, sports teams invest a lot in the physical and mental well being of their
players. To ensure the health and fitness of their players, they increasingly integrate technology
tools into the health of their players. AI has become the ultimate tool in these teams' medical kits.
Players regularly undergo physical tests that use AI to analyze various health parameters and
player movements to gauge their fitness and possibly even detect the first signs of fatigue or stress-
induced injury. This can help sports organizations' medical teams keep their players fit and protect
them from injury by taking prompt action. Many of the top teams use wearable technology to track
player movements and fitness parameters during practice to help them monitor the overall health
of their players. The AI system can be used to continuously analyze the stream of data collected
by these mobile devices to identify signs that a player is developing musculoskeletal or
cardiovascular problems. This will allow sports teams to keep their most valuable assets in pristine
condition for the long haul.
The NBA launched a Connexion kiosk, which uses AI to analyze a player's health data
to notify teams of injuries and other setbacks. Arccos Caddy, the literal power of artificial
intelligence, is the virtual caddy of a single player, giving information on the direction of the wind,
which club to choose? Typing direction and other important information like position, etc.
Artificial intelligence has a huge impact on pre-match and during-match strategies. Squad
decisions before and during the game are now influenced by computer analysis. Artificial
intelligence can be used even more to improve athletic performance by understanding various
metrics like rotation, speed and serve position, or even the position and movement of the
shuttlecock. player. In this regard, AI helps managers/coaches improve decision making for
various important matches and tournaments.
Coaching the Coaches-
AI has a big impact on the strategic decisions coaches make, both before and during
the match. Baseball is a classic example. Alignment decisions against opposing teams are now
heavily influenced by the IT analysis of the main office as well as the manager's experience. Using
a combination of wearable sensors and high-speed cameras, AI platforms can now measure the
speed, spin and position of tennis serve, a bent ball, a pass in forward, with a free kick and dozens

of other similar actions, not to mention the movement and spatial positioning of the player
performing them. All of this data helps coaches better prepare players for competition. Equally
important, AI can predict the odds of success of different game tactics. For example, some football
coaches are now turning to AI to help them take the right turn in a match. As mentioned above,
use general metrics like passes made, goals scored etc. is not the best way to accurately assess
performance, both individually and collectively. To assess performance in any sport, analysts and
coaches must analyze countless data points related to individual players and collective
performance. This helps them identify areas where players excel and where they fall behind.
Depending on the role of each player on a team, the metrics to measure their contribution vary.
For example, in football, the Key Performance Indicators (KPI) of attacking or
attacking players is different from the KPIs of midfielders (creative players) and defenders
(defensive players). While not all aspects of performance can be quantified (as of now), an
increasing portion of a player's game becomes quantifiable and thus can be measurable. This is
made possible by using artificial intelligence to determine the correlation between qualitative
characteristics and quantitative variables, and then measuring these variables to predict the
corresponding qualitative value of the player. The world's only motion tracking sensor for squash
"Racketwear" is used to track squash racquet movement and detect strengths and weaknesses,
improving stats, shots perfection as well as personal achievement and analysis. AI can also be
used to identify your opponent's tactical patterns, strengths and weaknesses when preparing for a
match. This helps coaches design detailed gamelans based on their assessment of their opponents
and maximize their chances of winning.
AI used for streaming and broadcasting:
With the help of AI platforms and match cameras, broadcasters can choose which
highlights they want to broadcast, completely disrupting monetization of sporting events. It can
also provide subtitles for live events depending on the location's language. Artificial intelligence
in sports marketing will be used to determine the best camera angles during the match as well as
during highlights/replays. AI can also provide stats insights for commenter’s, helping live
commenter’s to comment better. Grabyo and Opta sports have signed a partnership agreement to
create manage and publish real-time video clips for fans at specific events using AI. With this
capability, the Associated Press office has increased its reporting capabilities and is now able to
cover 13 minor leagues with 142 teams via AI. Artificial intelligence can also be used to identify
the most relevant ad exposure opportunities based on audience demographics. Brands can get
better advertising opportunities based on the best play times defined by AI. Learning algorithms

automatically track player actions, audience emotions, and phrases to identify the most exciting
moments in the game.
AI in refereeing:
The referee is one of the first examples of artificial intelligence in sport. In cricket,
Hawkeye technology was used to indicate if Batman is Batman or is not in LBW. The technology
creates around the game fair. National Association for Stock Car Auto Racing (NASCAR) uses
the camera to identify the race wave to simplify the office process to simplify the office process
to adopt AI. The use of electronic goal line technology in football determines whether the goal is
scored or not used to help the referee or during the match.
Conclusion-
Artificial Intelligence is making wave in sports.
AI will increase sports competitiveness with a large margin. A better sensor will make
a better forecast for the consequences of the Convention. Ai affects advertisers, sports companies,
franchise owners, coaches and game strategists. With a wide range of these implementations, the
entire sports industry is likely to adopt a competitive advantage than that of competitors. There is
little in the world that cannot be quantified. All that can be quantified can be accurately predicted
using data analysis and artificial intelligence. The world of sport is rich in these quantitative
elements. Ideal for the use of artificial intelligence. Artificial intelligence applications in sports
have been a current view for recent years. Given the positive impact on the positive impact, they
will continue to enter the sports zone when they consider positive impacts imported by the growing
capacity.

REFERENCES
1. Stuart J. Rusell and Peter Norving. “Artificial Intelligence A modern
approach”, 3rd
Edition, Pearson education Inc., New jersey, 2010.
2. John Paul muellu and Luca massaron. “Artificial Intelligence for dummies”,
John wiley & sons Inc., 2018.
3. https://www.cio.com/article/3400877/artificial-intelligence-in-sports-a-
smarter-path-to-victory. Retrieved on 20 June 2021.

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