ELEMENTS OF LEGAL RESEARCH

1
ELEMENTS OF LEGAL RESEARCH

• Teaching Tools of Research
• 3.10.2011
• WELCOME
• K.L.E COLLEGE OF LAW
• BANGALORE

2
ELEMENTS OF LEGAL RESEARCH

• The study of law is closely connected with
  legal research, which is necessary to give it a
  proper direction.
• Sound proposition and arguments cannot be
  constructed without legal research. It is ,
  therefore, equally indispensable for students of
  law, lawyers, judges, and scholars who specialise
  in legal research

3
TOOLS OF RESEARCH

• Use of law library
• Observation
• Questionnaire
• Interview
• survey
• Sampling
• Case study
• Participation

4
Training Law students

• What do we train law students for ?
• We train law students to be universal men.
• Lawyer is regarded in the community as a man
  of judgment and wisdom, trained in the straight
  thinking and who solves the problems after
  through investigation and Preparation.

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NEEDS OF A LAW PRACTITIONER

• What the practitioner needs is a grasp
  of general legal principles, a sound knowledge of
  Law practice and procedure, an ability to argue,
  and a general knowledge of where to find the law
  he /she wants. He should be aware of his/her
  goals and his/her Methods
• Legal education is essentially self-education
  the principal teaching task of Law schools is to
  guide selfdevelopment. Methods are the tools of
  Professional self development .

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TEACHER-NOT A DATA BANK

• What student will learn in Law school is not
  information in the usual sense, not a set of
  repeatable propositions, but how to do something.
• Law teachers primary aim is not to transmit
  information to the student of law but to help
  him/her learn how to do what it is that lawyer do
  with the problems that come to them.

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Teaching - Learning Process

• Learning on the part of the student is the
  ultimate objective of teaching and not
  learnedness on the part of the teacher.
• Guide lines
• 1. Less Rule learning
• 2. Less reliance on case method ( Requires
  students to study volumes)
• 3. More reading in advanced courses
• 4. More-in-depth student participation in
  problem solving
• 5. More student control over learning process
• 6. More diversity in Learning groups
• 7. More concern with student writing skills
• 8. De-emphasis of grades/Marks

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Learning Task

• Learning task should be conceived in the four
  basic steps
• 1. Initial guidance
• 2. Task performance
• 3. Feedback on performance, and
• 4. Assimilation of Feedback
• Each task will involve the three dimensions of
  task performance-Activity subject matter and
  purpose

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METHODS OF TEACHING

• 1.LECTURE
• 2. PROBLEM solving
• 4.CASE-LAW METHOD
• 5. DISCUSSION
• 4. SEMINAR
• 5.CO-OPERATIVE
• 7. CLINICAL
• 8. Collaborative learning- The Group method of
  learning

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Teaching Models

• i. Functional Model-Expansion of problem solving
• ii. Socratic Model- Learning by doing
• iii. Real Life exposure-Placement/Internship
• iv. Simulation Exercises-Learning skills by
  performing
• v. Self study- Reading courses-student study
  himself
• vi. Team teaching-Planned activity- Requires
  Complete Understanding between teachers in the
  team
• There should be a basic mix of teaching methods.
  There should be a deliberate shift from one
  method to other method.

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LECTURE METHOD

• Most popular method
• Lecturing and assigning problems based on
  decided case laws. But this method-even with
  illustrations-frustrating and sometimes boring
  both faculty and students.
• Teaching Tools/Techniques of legal research
  through lecture method suffers from same
  disadvantages as would teaching swimming by
  lecturing

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Other methods of teaching Law

• 2.PROBLEM SOLVING
• 3.CASE-LAW METHOD
• 4. DISCUSSION
• 5. SEMINAR
• 6.CO-OPERATIVE
• 7. CLINICAL..

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Collaborative learning-The Group method of
learning

• A small group of students who together analyse
  a case law would reach more accurate results
  than students who individually analyzed
  one.-HYPOTHESIS
• The group method of learning-Collaborative
  learning-can be used to teach virtually any
  subject.
• Collaborative learning is particularly
  helpful in teaching manual legal research.
• This innovative yet simple technique can both
  spark student interest and enable students to
  develop strong legal research skills.

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Collaborative learning-

• The value of integrating legal research with
  another skills course such as Interviewing and
  counseling enhances the potential of
  collaborative learning.
• If the group research could be undertaken
  during class time under the direct supervision of
  the faculty, the students would be less
  intimidated by manual research tools and would be
  better prepared to work on their own.

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8. Collaborative learning- THREE STEP METHOD

• THE STUDENTS READ ABOUT THE TOOL
• 2. THE FACULTY DISCUSS THE TOOL IN CLASS
• 3.Immediately following the discussion, students
  to go to the library to work in groups in the
  presence of the faculty.-
• This step departs from standard practice

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Learning theory and skills

• To learn how to conduct legal research or to
  learn how to swim one must practice the skill.
• If the Faculty points out strengths and
  weakness while students practice, students learn
  faster and better
• Learning theory supports the proposition that
  at some point students must be taken out of the
  lecture hall and on to the swimming pool-Library,
  court, etc., for experiential learning.

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LEARNING THE SKILL

• Reading, Listening, observing a model, and
  discussing the skill in class are only
  intermediate steps toward learning the skill.
• By observing a model carefully, one can attempt
  to transfer its attributes to ones behaviour.-
• At some point, the student who has studied and
  observed the skilled model performer must try to
  imitate the response of the model

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Effective learning

• Students need feedback and reinforcement to learn
  most effectively
• By rewarding desirable responses as students
  practice, the faculty considerably advances the
  learning process
• Students learn best if they receive feedback
  and reinforcement immediately after they study
  and practice the task.
• The teaching method must enable students to
  progress from passive observers to competent
  actors

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COLLABORATIVE LEARNING-
EXPEPERIMENTAL PROCEDURE

• Lecture approach is to be retained while
  collaborative learning is exercised to sharpen
  student interest and to help students build
  stronger research skills.
• Collaborative learning groups enables students to
  practice conducting legal research in a
  structured setting that provides interaction,
  feedback, and reinforcement

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INSIDE THE CLASS

• At least a week before next assemblage of the
  class ,students are to be assigned readings on a
  particular research Tool.
• Each student has to be assigned to a group of
  three/five students
• During the first twenty-five minutes of class,
  the faculty has to discuss the tool with the
  students, illustrating among other things,
  precise research paths.

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Research paths

• Research paths are the typical means of entering
  the source, such as
• The index path
• The topical path (textual volume for a specific
  topic)
• The table of case
• The table of statutes path
• Aside from using the typical research paths,
  students are to be encouraged to use
  cross-reference from other sources to find
  relevant entries.

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Student groups inside the Library

• The groups then have to get into the Library
  for the remaining 20-25 minutes to research the
  problem
• The Faculty shall stay themselves next to the
  assigned tool , and are accessible for questions
  while students were using the tool inside the
  Library
• Before the period ends, one member from each
  group has to check in with the faculty who
  briefly reviews the group progress

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Legal research exercise books

• The Problems have to be drawn from legal
• research exercise books
• 1. J.Myron Jacobstein Roy M. Mersky,
  Fundamental of Legal research(3rd ed)
• 2. Legal research illustrated-3rd ed Assignments,
  Mineola, N.Y., 1985
• 3. Fundamental of Legal research-Mineola., N.Y.,
  1987
• 4. Harry Bitner, Shirley R, Bysiewicz Williams
  C. Mathews Jr-Problems for effective legal
  research, 5th ed, Boston, 1979

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Legal research exercise

• i. Consumer-Dealer survey
• ii. Journal content Index A.I.R. / I.B.R / Jr
  .I.L.I
• iii Subject wise NEWS paper cuttings
• iv. Writing of response to current news.
• v. Socio-Legal Research survey in Gram
  panchayats
• vi. Content Index to Articles
• Writing Article for Legal Literacy programme
• viii. Case comments on a particular topic
• ix. Questionnaire of Legal services Authority
  for verification of BPL/APL
• x. Water pollution samples-VISL

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Legal research exercise

• xi. Survey of status of Girls Hostels , Vridha
  Asrama, Reception centre, Jail, Juvenile Home,
• xii. Issuance of LLr- driving Licence
• xiii. Visit to court and lawyers office /Police
  station for collection of various Legal specimens
  eg., F.I.R/Charge Sheet /Bail Application Format
• xiv. Searching of case Laws through Legal Eagle
  software/ Manually
• xv. Assignment writing
• xvi. Visit to Sub registrars office to collect
  certified copies of various types of conveyance
  deeds
• xvii Power point / vedio presentation of the
  programmes of the entire academic year
• Filing RTI application for 4(1)(b)
  Notification
• ixx Establishing yuva.com/ Vidyarti vakila
  vedike for discussion on various current legal
  issues
• xx . Material collection on the suggested topic

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SUGGESTIONS FOR EXECUTION

• Experimentation with the group learning method
  indicates that the research problems must be
  carefully designed and the groups carefully
  instructed and managed for the exercise to be
  succesful.

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Recommended steps

• 1.Significant time must be allocated to give the
  group a fair opportunity to solve the problem and
  to present their report
• 2. The problems should be designed so that every
  group does not attempt to handle the same volume
  at the same time
• 3. Group size should be limited to three
  students, a manageable number.
• 4. The group task should be clearly defined
• 5. The exercise should be designed to challenge
  the students but not to overpower them
• 6. All group exercise are somewhat chaotic. The
  trick is to keep the chaos to a minimum.

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Tools of research - Use of law library

• Preparation for research work consists in
  learning How to use the resources of law
  libraries?
• All legal research inevitably involves the use of
  the law text books, Periodicals, and Documentary
  materials in libraries.

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Use of Library

• Planning Library Research
• Helps researcher to understand the process
  of conducting library research and the different
  research tools, resources and collections
  available
• Using law Libraries
• Information about accessing the libraries
  student/researcher may need to visit during
  his/her research and effectively utilizing the
  services and facilities offered.

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LEGAL MATERIAL

• primary legal materials-All legal sources.
• All of the other Legal materials -Secondary
  materials.
• He who wants to become a lawyer and not merely
  to pass law examinations must learn to use legal
  materials. He must get to know the way about his
  law library, and must acquire the habit of
  first-hand work among what lawyers call the
  sources.
•  
• The law of India is contained in constitutional
  law of India, statutes enacted under it and the
  judicial decisions
• what the textbook writer think is not, in itself,
  law. He may have misinterpreted the authorities,
  and the reader who goes to them goes to the
  fountainhead.

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PRIMARY LEGAL MATERIAL

• The primary sources of law are those
  authoritative records of law made by law-making
  bodies. i.e.,
• The legislation made by Union parliament and
  state legislatures
• The rules, regulations, orders, ordinances,
  notifications, circulars, and by-laws ,of those
  bodies to whom parliament or state legislatures
  have delegated authority, and
• The authoritative reports of the decisions of the
  courts.
• Customary practices- Indigenous peoples /law as
  recognized by the Supreme court of India.

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SECONDARY LEGAL MATERIAL

• publications which refer and relate to the law
  while not being themselves primary sources.
• Ex commentaries, AIR commentaries Digests,
  Annual survey of Indian law, Halsbury laws of
  India.
• All legal text books, encyclopedias,
  dictionaries, digests, journals, and the like.
• A court will not feel bound by secondary
  source materials if cited in support of a
  proposition of law,
• Goal is to find the law and that will mean that a
  case, Act or Regulation, or a mixture of all
  three, must be found and cited.
• They are of great assistance in finding and
  understanding the law but will seldom replace the
  legal authority itself.

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LIBRARY RESOURCES

• Using Resources
• Information about using the range of research
  tools and resources that student/researcher may
  need to use during his/her research.
• Besides familiarizing himself with the law
  reports and statute book, the Student
  lawyer-to-be should get to know his way about the
  library as a whole, together with its apparatus
  of catalogues and books of reference.
• Referencing Bibliography
• Helps the student/researcher to correctly
  reference the sources he/she has used in his/her
  research, compile a bibliography and use
  bibliographic software.

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LIBRARY DATA SEARCH TOOLS

• Title Search Searches through all of the subject
  titles
• Method Search Statistical methods such as
  regression
• Topic Search Topics such as LAW or JURISPRUDENCE
  
• Data-file Subject Search Data subjects such as
• 
  Statutes or List of cases
• Full-text Search Searches through all of the law
  
• subjects and
  data-files.

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PRINT MEDIA

• 
  PAPER SOURCES
• 1) Encyclopedias
• 2) Digests
  
• 3) Manuals
• 4) Case Law books
• 5) Bare acts
• 6) Text books
• 7) Commentaries
• 8) Statutory rules
• 9) Law commission reports
• 10) Constituent Assembly debates
• 11) Parliamentary debates
• 12) Journals and Reports
• 13) Citatory.
• 14) Current central legislations
•  

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NON PRINT MEDIA

• The convergence of computer and communication
  technologies have created a new channel of
  networking
• Examples of CD ROMs
• 1) Grand Jurix
• 2) Laws premium
• 3) Law encyclopedia
• 4) Advocate library
• 5) Company law
• 6) Labour law
• 7) Constitution of India
• 8) Intellectual property rights- key to new
  wealth-Interactive CD.
• 9) Karnataka law CD
• 10) Legal India CD.
• 11) Legal eagle-soft ware

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Websites - Webliography

• ebookee.com/law.html
  
  sites.google.com/site/gyanendrasinghchauh
  an.comindiankanoon.org/judis.openarchive.in/
  (scc)judis.nic.in/ judis.nic.in/supremecourt/che
  judis.asp (SCC)supremecourtcaselaw.com/
  (SCC)indiacode.nic.in/lobis.nic.in/mhc/srjud.php
  (MP HIGH COURT JUDGEMENT)legalserviceindia.com/
  dictionary.law.com/lectlaw.com/def.htm (law
  dictionary online)books.google.co.in/vakilno1.co
  m/gigapedia.com/

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Websites - Webliography

• answeringlaw.com (scc)gunaccessories.com/
  (ARMS)indiabook.com/Government/Law/index.htmlind
  ianlawcds.com/Free_indian_bare_Acts.htmindia.gov.
  in/govt/acts.phplegalhelpindia.com/cause-lists.ht
  ml lawzonline.com/legalindia.in/legalapproach.n
  et/lawguru.comindlegal.com/rtiindia.org/indlii
  .orgloc.gov/law/help/guide/nations/india.phpfore
  nsic.jouwbegin.nl/divorcelawyerindia.com/stpl-in
  dia.in/

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Empirical data- Measuring tools devices

• Observation
• Questionnaire
• Interview Schedule
• Survey
• Sampling
• Case study
• participation

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Observation

• Observation is an activity, which senses and
  assimilates the knowledge of a phenomenon or the
  recording of data using instruments.
• Observation is the process of filtering sensory
  information through the thought process. Input is
  received via hearing, sight, smell, taste, or
  touch and then analyzed through either rational
  or irrational thought.

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TYPES OF OBSERVATION

• Participant and non participant observation.
• Controlled and uncontrolled observation
• Structured and unstructured observation

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Participant and non participant observation

• Advantages of participant observation and
  limitations
• Non-participant observation and limitations
• The defining characteristic of observation is
  that it involves drawing conclusions, as well as
  building personal views about how to handle
  similar situations in the future, rather than
  simply registering that something has happened.

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Controlled and uncontrolled observation

• Devices generally used in controlled
  observations
• A detailed observation plan
• Observation schedules
• Mechanical appliances like photos,
  tape-recorders,
• Socio-metric scales
• Hypothesis.
• These controls increase precision, reduce
  bias, ensure reliability, systematic procedures
  and increase objectivity.
• uncontrolled observation
• Most of the knowledge about the social phenomena
  is generally derived through uncontrolled
  observation only. To get a spontaneous picture of
  life and persons, this type of observation is
  used.

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STRUCTURAL AND UNSTRUCTURED
OBSERVATION

• Observational technique presupposes that the
  investigator knows what aspects of the situation
  under study are relevant to his research purposes
  and is in a position therefore to develop a
  specific plan for making and recording
  observations before he actually begins the
  collection of data.
• Unstructured observation is mostly used as an
  exploratory technique. In exploratory studies,
  the observer does not know in advance which
  aspects of the situation will prove relevant and
  the observers understanding of the situation is
  likely to change as he goes along. This in turn,
  may call for changes in what he observes. The
  unstructured observation is flexible and allows
  for changes in focus from time to time.

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Questionnaire

• The questionnaire is a list of important and
  pertinent questions concerning a problem.
• Defined as a list of questions sent to a number
  of persons for their answers and which obtains
  standardized results that can be tabulated and
  treated statistically.
• Questionnaire is a popular method of data
  collection

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What is a Questionnaire?

• A questionnaire is a research instrument
  consisting of a series of questions and other
  prompts for the purpose of gathering information
  from respondents. Although they are often
  designed for statistical analysis of the
  responses, this is not always the case..
• Questionnaires have advantages over some other
  types of surveys in that they are cheap, do not
  require as much effort from the questioner as
  verbal or telephone surveys, and often have
  standardized answers that make it simple to
  compile data

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DIFFERENCE BETWEEN QUESTIONNAIRE, SCHEDULE AND
INTERVIEW GUIDE

• A questionnaire is a tool for obtaining answers
  to a bunch of questions by the respondent.
  Generally, the questionnaire is mailed to the
  informants who are to give answers in the
  questionnaire itself. The researcher does not
  meet and help the informant in filling the
  questionnaire.
• A Schedule refers to a form of questionnaire,
  which is generally filled in by the researcher
  himself. He sits with the respondent face to face
  and fills in the form.
• The fundamental difference between a
  questionnaire and a schedule lies in the method
  of filling the form containing a set of
  questions. A questionnaire is self-administered
  whereas a schedule is not.
• An interview guide is a set of points, topics or
  matters which must be necessarily covered by the
  interviewer while conducting the interview. At
  times, questionnaire or schedule itself is used
  as the interview guide

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CHARACTERSTICS OF A GOOD QUESTIONNAIRE

• The significance of the topic should be closely
  and carefully stated on the questionnaire or in
  the covering letter.
• Questions whose answer can be secured more
  accurately from other sources such as census
  data, may be excluded
• It is not desirable to use leading questions.
• Questions framed must be simple instead of long
  complex questions.
• In fact, question wording and formulation is an
  art and can only be learnt by practice.
• The set of questions must be logically related to
  the problem under investigation. Opening
  questions should stimulate interest in the
  respondent.
• Questionnaire should be attractive in appearance,
  neatly arranged and clearly duplicated or
  printed. In a mailed questionnaire, an
  attractive-looking questionnaire is a plus point
  for co-operation.
• The authority for the collection of the
  information should be stated.
• Sufficient space must be provided for recording
  the responses.

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A GOOD QUESTIONNAIRE

• In general, all questions should meet the
  following standards namely
• (i) should be easily understood
• (ii) should be simple i.e., should convey only
  one thought at a time
• (iii) should be concrete and
• (iv) should conform as much as possible to the
  respondents way of thinking.

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TYPES OF QUESTIONNAIRE

• Structured questionnaire
• Unstructured questionnaire
• Pictorial questionnaire
• Merits and demerits of questionnaire

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Types of questions

• Contingency questions - A question that is
  answered only if the respondent gives a
  particular response to a previous question. This
  avoids asking questions of people that do not
  apply to them (for example, asking men if they
  have ever been pregnant).
• Matrix questions - Identical response categories
  are assigned to multiple questions. The questions
  are placed one under the other, forming a matrix
  with response categories along the top and a list
  of questions down the side. This is an efficient
  use of page space and respondents time.

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Types of questions

• 3, Closed ended questions- Respondents answers
  are limited to
• 
  a fixed set of responses.
• Yes/no questions - The respondent answers with a
  yes
• or a no.
• Multiple choice - The respondent has several
  option from
• which to choose.
• Scaled questions - Responses are graded on a
  continuum (example  rate the appearance of the
  product on a scale from 1 to 10, with 10 being
  the most preferred appearance).
• 4. Open ended question- No options or predefined
  categories are suggested. The respondent supplies
  their own answer without being constrained by a
  fixed set of possible responses. Examples of
  types of open ended questions include
• Completely unstructured - For example, What is
• your
  opinion of questionnaires?
• Word association - Words are presented and the
  respondent mentions the first word that comes to
  mind.

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Interview

• The interview technique is universally used for
  the study of human behaviour. The lawyer,
  physician, the journalist, the social worker-all
  depend on interviews to meet their professional
  demands.
• In simple terms, interview means conversation
  with a purpose.
• Interviewing is an interactional process, it is
  a mutual view. Interviewing is fundamentally a
  process of social interaction.

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INTERVIEW-Method of data collection

• The term interview stands for a generic concept
  which includes a variety of procedures used in
  collecting data through a person to person
  contact between an interviewer and a respondent.
• Thus, interview is a method of data collection
  mainly through the verbal interaction between the
  respondent and the interviewer. It is a verbal
  method of securing data. The interview method of
  collecting data involves presentation of
  oral-verbal stimuli and reply in terms of
  oral-verbal responses.

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Interview method

• The interview method affords a portrait of
  human personality, i.e. ., information about the
  social background which governs ones scheme of
  life, ones inner strivings, tensions, wishes and
  the changes in ones behavioral relations. The
  interview has been a widely used method in
  empirical studies.
• There is saying that if you want to know how
  people feel, what they experience, and what they
  remember, what their emotions and motives are
  like and the reasons for acting as they do- why
  not ask them?

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TYPES OF INTERVIEW

• 1.Clinical interview
• Engaged for treatment- Diagnostic-Therapeutic /
  Psychiatric interviews
• 2.Group interview
• 3.Individual interview
• 4.Structured interview
• 5.Un-structured interview.
• 6.Focused interview
• 7. Non-directive interview
• 8. Telephone interview

57
PROCESS OF INTERVIEW

• There are three important phases in the
  interview.,
• 1 Rapport building
• 2 probing, and.,
• 3 Recording of response
• Advantages and limitations of interview method

58
Interview schedule

• For eliciting data from illiterate
• For eliciting data from busy persons
• For eliciting data of unique nature
• For eliciting data of confidential nature
• For eliciting data of sensitive nature
• Careful drafting of the schedule
• Administration procedure
• Storage of date collected

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survey

• Perspectives
• Social survey
• Economic survey
• Political survey
• Statistical survey
• Range
• Global Regional National State
• District Municipal Village

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survey
61
Sampling

• Need for sampling
• Sampling can save time and money. A sample study
  is usually less expensive than a census study and
  produces results at a relatively faster speed.
• Sampling is the only way when population contains
  infinitely many members.
• Sampling assists in obtaining information
  concerning some characteristics of the
  population.

62
Sampling facets

• SAMPLING TECHNIQUES
• 1.PRBABILITY SAMPLING
• i. Simple random sampling
• ii. Systematic sampling
• iii. Stratified random sampling
• iv. Cluster sampling
• V. Multi stage sampling

63
NON-PROBABILITY

• 2. NON-PROBABILITY SAMPLING are Biased samples
• Representative sampling
• Purposive sampling
• Judgment sampling
• Quota sampling
• Accidental sampling

64
Random Sampling

• The definitions of the universe and of the
  observations are precise and coincide with each
  other.
• The definition or list of universe is complete.
• The mechanical procedure of drawing the sample is
  easy to carry out and does not introduce bias of
  its own.

65
Stratified Sampling

• Use of smaller sample with greater precision.
• Homogenous universe requires smaller sampling.
• Requirements of division into homogeneous
  categories
• Criteria for division be correlated with the
  variable being studied
• Criteria used not provide so many sub-samples as
  to increase the size of the required sample

66
Sampling Model
67
. Analysis of data

• Use of computer for storage classification of
  data
• Methods of verification and analysis of data
  while writing the report
• Descriptive method
• Analytical method
• Historical method Applied in social
  science
• 4. Sociological method
• 5. Philosophical method
• 6. Experimental method -Applied in science

68
Case study

• Case study is a very popular form of qualitative
  analysis. It is an important tool of social
  investigation and is extensively used in
  Psychology, education, sociology, economics and
  political science.
• In social research, the term case refers to a
  unit of study. The unit may be a person, an
  episode in a persons life, a group of persons
  such as a family or a class of persons such as
  the habitual offenders or a concrete set of
  relationship like labour management relations, a
  specific process like rehabilitation of the
  community or even an entire culture such as
  culture of a factory. Each case is a complex
  whole and unique.

69
Case-study method

• The method of exploring and analyzing the case is
  known as case-study method. It is in fact a
  technique which considers all pertinent aspects
  of a situation employing as the unit of study an
  individual or group and intensively investigating
  it.
• It is a method of study in depth rather than
  breadth. It places more emphasis on the full
  analysis of a limited number of events or
  conditions and their inter-relations.

70
Case study is a way of organizing social data so
as to preserve the unitary character of the
social object being studied.

• Characteristics of case- study method
• Advantages of case- study method
• Limitations of case- study method

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Participation

• Participant observation
• Non-participant observation
• Partly participant partly non-participant
  observation
• Participant observation is a set of research
  strategies which aim to gain a close and intimate
  familiarity with a given group of individuals
  (such as a religious, occupational, or sub
  cultural group, or a particular community) and
  their practices through an intensive involvement
  with people in their natural environment, often
  though not always over an extended period of
  time.

72
THANK YOU

• SUGGESTION, ADVICE, OBJECTION AND MODIFICATION
  FOR IMPROVEMENT OF THE CONTENT OF THE SLIDES IS
  SOLICITED .
• Prof. G.R JAGADEESH
  
• Cell
  9449629066
• 
  grjncl_at_gmail.com