modern statistical tools like serial correlation, ljung-box-q statistics and quantiles it can be concluded that the price movement of these ten indices are random in nature and the market was in ‘ weak form’. It is also inferred from this study that the distribution appears to be more peaked than the normal distribution. Therefore the trend of ten indices yield forms a leptokurtic which means flatter tails , greater risk of extreme outcomes and higher volatility in Indian share market. If we focus on figure 1 and 2,the trend are in downward sloping in 2008 due to subprime crisis which cause global meltdown in Indian economy. Owing to concerns about the financial crisis of the world economy, markets across the globe witnessed a steep fall in S&P, Nasdaq , Niffty Junior and Dow Jones index dipped 4-5 percent on fears about the health of the US economy, and Indian stock markets like the BSE Sensex and Nifty were not too far behind . References Abeysekera, S. P. 2001, “Efficient Markets Hypothesis and the Emerging Capital market in Sri Lanka: Evidence from the Colombo Stock Exchange – A Note”, Journal of Business Finance and Accounting. vol.28, no. 1, pp. 249-261. Abraham, A.Fazal J. S. &Alsakran S. A. 2002,“Testing the Random Walk Behaviour and Efficiency of the Gulf Stock Markets”, The Financial Review, vol. 37, pp. 469-480. Abdmoulah, Walid. 2010,“Testing the evolving efficiency of Arab stock markets”, International Review of Financial Analysis, vol.19, pp.25–34. Alexeev, Vitali. &Tapon, Francis. 2011, “Testing weak form efficiency on the Toronto Stock Exchange”, Journal of Empirical Finance, vol.18, pp. 661–691. Bachellier, L. 1900, “ The Random Character of Stock Market Prices”, M.I.T. Press, Cambridge. EFFICACY OF YOGA IN EXECUTIVE STRESS Dr. Sony Kumari* Saurabh Chaudhary** Abstract Executives today suffer from high stress levels reducing both quality of life and life expectancy. Identification of reliable means of executive stress reduction is of utmost importance. This study assessed effects on executive stress of the widely-used Yoga technique, Cyclic Meditation. The protocol was yoga and control groups with 20 days Primax International Journal of Commerce and Management Research Bangalore. Special Issue- November 2013 Page 96 Cyclic Meditation intervention. Pre-and-post assessments used the Perceived Stress Scale and Positive Affect and Negative Effect Schedule. Introduction Stress using this principle SMET has been evolved to use gross āsanas to stimulate the system through muscular stretches and then relax all groups of muscles one after other: stimulate-relax, stimulate-relax, stimulate-relax, again and again. Then we proceed to use subtler stimulations such as blood flow, pulse, nerve impulses, etc before we start working with mind, emotions and intellect with the same stimulate-relax principle. In addition to these practices, SMET participants are given insights into these subtle aspects of stimulate-relax dimensions through lectures before they start the practice. This combination of theory and practice used in SMET is unique among all Yoga practices, which often people miss. A short form of practice called Cyclic Meditation, taking only 20 minutes, has also been developed, and investigated extensively by many researchers. A number of studies have been done to evaluate the physiological and psychological effects of SMET. Those studies show that the SMET program produces physiological and psychological changes, which reduce stress levels. It is beneficial in bringing emotional stability throughout the personality to deal more effectively with critical circumstances in life. SMET Research The concept of SMET (an acronym of Self-Management of Excessive Tension) was evolved over a number of years from 1976, and developed into a standard procedure by Nagendra (1986). The basis for SMET is derived from Gaudapada’sMāükyaKārikā (Commentary on Māükya Upaniat ), which gives the essence of all Sadhana as *Assistant Professor, Swami Vivekananda Yoga Anusandhana Samsthana-SVYASA University, *Student of SVYASA University, Swami Vivekananda Yoga Anusandhana Samsthana-SVYASA University, Primax International Journal of Commerce and Management Research Bangalore. Special Issue- November 2013 Page 97 In a state of mental inactivity awaken the mind; when agitated, calm it; between these two states realize the possible abilities of the mind. If the mind has reached that state of perfect equilibrium then do not disturb it again.’ The major hurdles for growth in any training are two-fold: Tamas resulting from ignorance, laziness, and lethargy or in general resistance to action, which is our grossest personality trait. This, according to the Kārikā, needs stimulation. In subtle levels of yoga practices, Tamas shows up as stagnations, which also have to be addressed. A method of breaking such stagnations is to use very subtle stimulations in the form of perceptions at all these levels; to achieve this, going deeper into Yoga practices is essential. The second hurdle is Rajas, which means shining featured by dynamism, brilliance, intelligence, active all the time, etc. However excessive Rajas will cause hypersensitivity leading to anxieties, tensions, and all the hazards seen in modern life. The remedy lies in calming of the mind, slowing the breath, relaxation of all muscle groups, and general moderation, all tools used extensively in Yoga practice. So we need to address these two hurdles effectively to bring deeper and more effective growth in the personality traits. The Kārikā gives a solution by saying that we use the techniques of stimulation and relaxation successively one after another. As we use it in cycles of Stimulation-relaxation combined, we will be able to release stress and stagnations on one hand, and calm down distractions, and reduce hypersensitivity or over reactions on the other, facilitating the journey towards reaching higher sensitivity levels. Current interest in emotional intelligence has raised questions of whether it is possible to improve the social and emotional competence of adult workers. Research in training and development, sports psychology, and behavior change suggests that it is possible, but typical approaches used in corporate training programmes are usually flawed. Social and emotional learning is different from cognitive and technical learning, and requires a different approach to training and development. Opinions about trainability have two distinct poles: first, that such qualities are developed early in life and nothing can be done thereafter; second, that emotional intelligence of groups of Primax International Journal of Commerce and Management Research Bangalore. Special Issue- November 2013 Page 98 employees can be raised in a single day or less. Both are untrue. Cognitive learning involves fitting new data and insights into existing frameworks of association and understanding. This requires extending and enriching corresponding neural circuitry. Emotional learning, however, involving that and more. It also requires that we engage the neural circuitry where our repertoire social and emotional behavior is stored. It is more challenging than simply adding new information to the old. For the learner, it usually means a long and sometimes difficult process involving much practice. Cherniss and Goleman (1998) present 22 guidelines for developing emotional intelligence in organizations, based on best knowledge available of how to promote social and emotional learning. Some of the most interesting developments in emotional intelligence involve use of physiological and cardiac feedback to learn to control and manage emotions, such as those developed by HeartMath. One study observed strong personal and professional differencesfollowing a one-day Inner Quality Management workshop. Here we compare the SMET program, a yoga business intervention used in SVYASA, with institutional emotional training practice.We also evaluate possible further improvements for it to becomean accepted method of EI training. The quality of work and productivityin today's corporate world is compromised by professional pressures producing worry, anxiety and stress, too much of which remains unresolved in day-to-day life. Business life involves cut-throat competition and concomitant stress, resulting in strain in family and social relationships. Within ourselves, we may find disintegration. Such stress and strain is experienced as anxiety, worry, fear or frustration. How do we overcome such stresses? Some people resort to smoking or drinking. Others seek change, vacations. They adopt various temporary escapes from tension. How do we know whether it is an escape? If, after the retreat, we are afraid of facing life's challenges again, it was only an escape, a diversion, which did not solve our problem. On the other hand, if we gain a new vision on a retreat, we become more dynamic and fearless, ready to face all challenges. Vivekananda’s four types of yoga practice, rajayoga, karmayoga, jnanayoga and bhaktiyoga, all result in improve conscious control of mind and body. Praxis of Indian thought throughout the centuries has pioneered practical techniques of Self-Management that reduce stress, increase productivity, and develop essential qualities of leadership. The story of Emperor Askokā exemplifies this. As a great leader he embodied great Primax International Journal of Commerce and Management Research Bangalore. Special Issue- November 2013 Page 99 leadership qualities, but after the terrible battles of the Kalinga war in which most of his close associates were maimed or killed be suffered the world’s first recorded case of Post Traumatic Stress Disorder. He was famously cured of this, and his superior leadership qualities made useful again by the application of Buddhist meditation techniques Self-Management in the spiritual sense used in the Bhagavad Gita is the key to gaining the elusive combination of efficiency at work on the outside , and mental equanimity within. In this context, SMET offers a potentially ideal means of introducing into the corporate world a yoga-based EI training i.e. One with a spiritual dimension. Here ‘spirituality’ means performing actionswith a skill that keeps heart and mind in states of balanced integration. It is not an emotional attitude, nor does it involve any specific activity, like worship or practice of rituals. It involves with the world, ratherthan running away from it. SMET training aims to accomplish this in a series of easily learned steps. Looking at a small baby one knows what spirituality is. A baby does nothing, yet keeps everyone around happy. A child radiates happiness, innocently and without doing anything for gain. The law of the materialist jungle is “kill or be killed", whereas that of the spiritual world is "live and let live." When people look at life, they respect values, but they want to see them in others, not in themselves. When a person sees values as more important than valuables, and is ready to make sacrifices, such a person is said to be spiritual. Spiritual, yoga-based training develops intellectual strength and clarity, enabling a person to handle challenges and function with both efficiency and equanimity in life. Human beings broadly lack this essential skill, resulting in an alarming rise in stress and deteriorating productivity levels. Yoga is a method of developing self-awareness, raising us from the animal level to a higher level, and helping us understand the spiritual dimension of life. With regard to education and training in emotional intelligence, yoga theory and practice provide methodologies that are more holistic and longer lasting in their effects. Methodology- Two group design (Yoga and Control group) were assessed using questionnaires before and after giving 20 days of CM practice on 60 male age range from 5 to 50 years, executives from Indian textile industry, New Delhi. Intervention- Primax International Journal of Commerce and Management Research Bangalore. Special Issue- November 2013 Page 100 Cyclic Meditation-The practice of cyclic meditation begins by repeating a verse from the Muëòükya Upaniñat, while participants are laying in the supine posture. As participents chant the verse they are asked to feel the resonance throughout the body In a state of mental inactivity awaken the mind; when agitated, calm it; between these two states realize the possible abilities of the mind. If the mind has reached the state of perfect equilibrium then do not disturb it again’ (Muëòükya Upaniñat Kärikä: 3.44; Chinmayananda, 1984). There are few steps involved in this practice- · Instant Relaxation Technique (IRT): · Täòäsana (Tree posture): · Centering in Täòäsana: · Ardhakaöicakräsana (Half wheel posture): · Q.R.T (Quick Relaxation Technique): · Vajrāsana (Sitting Posture): · shasankäsana (Forward bending posture): · Ardha uñörasana (Backward bending posture): · Deep Relaxation Technique (DRT): Closing Prayer: Primax International Journal of Commerce and Management Research Bangalore. Special Issue- November 2013 Page 101 Sarve bhavantu sukhinaù sarve santu nirämayäù. Sarve bhadräëi paçyantu mä kaçcid duùkha bhägbhaveta. Let everybody be happy, let everybody be healthy, let everybody be able to see the auspicious truth, let no one suffer from any illness Assessment tools- In present study, two assessment tools were used, which are perceived stress scale (PSS) and Positive affect and negative affect scales (PANAS) Perceived stress scale (PSS) It is a 10 items self report questionnaire designed for use with community sample with at least a junior high school education to measure persons’ evaluation of the stressfulness of the situations in their lives. There are many different aspects of stress, including – a. Actual environment experience b. Subjective evaluation of the stressfulness of a situation c. The affective behavioral & biological responses to environmental experience of their subjective evaluations. “The PSS measure the degree to which situations in One’s life are appraised as stressful.” (Cohen, et al; 1983) Positive affect and negative affect scales (PANAS) PANAS respond to 29 items test using 5 point scale that ranges from very slightly (1) to extremely (5). It measures positive & negative affect schedule (PANAS). It can show relationship between positive and negative affect with personality states and traits. Result- Yoga group has showed significant reduction in the stress level in respect to control group. Primax International Journal of Commerce and Management Research Bangalore. Special Issue- November 2013 Page 102 Variable PSS PANAS PANAS-PA PANAS-NA Other positive Other negative Variable PSS PANAS PANAS-PA PANAS-NA Other positive Other negative Variable PSS PANAS PANAS -PA PANAS-NA Other Positive Other Negative Discussion- Table 1- Yoga Group (RMANOVA test within group) Pre Post Mean Mean % Change 16.73 12.73 -23.90 22.93 25.33 10.46 9.37 5.53 -40.98 9.63 11.07 14.95 4.17 2.30 -44.84 Table 2- Control Group (RMANOVA test within group) Pre Post Mean Mean % Change 16.57 16.73 0.96 23.23 24.57 5.76 8.93 5.81 -4.47 9.13 9.83 7.66 4.17 4.40 5.51 Table-3- RMANOVA Test (Between Groups) P- value 0.001 0.005 0.001 0.001 0.001 P- value NS** NS NS NS NS Post Vs Post 0.001 NS 0.032 0.035 0.014 The obtained result shows that there is significant reduction in the level of stress in experimental group compare to control group. The result suggests that CM practice reduces stress, considerably an essential requirement for personal health maintenance and improvement. In the yoga group the mean of PSS reduced from 16.73 to 12.73, indicating 23.9% decrease in the stress level (p> 0.001), no changes in control group. In respect of PANAS, yoga group has showed the significant improvement in two positive subscales from 22.93to 25.33(p>0.005) and reduction in two negative subscales from 9.37 to 5.53 (p> 0.001). Limitations- Primax International Journal of Commerce and Management Research Bangalore. Special Issue- November 2013 Page 103 Intervention period was too short to get the more realistic results. Including women as a subject would have given more significant results. Subjects can be drawn from different sources of population. Reference 1. Cherniss & Goleman (1998) “Bringing emotional intelligence to the workplace “.New Brunswick, NJ: Consortium for research on emotional intelligence in organizations, Rutgers University 2. Cohen, S., Kamarck, T., and Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24, 386-396 3. Feldman Robert S, Understanding Psychology, Delhi, Tata Mc Graw –Hill,2004 4. Hartfiel N, Havenhand J, Khalsa SB , Clarke G, Krayer A. Dru Education Centre, Snowdonia Mountain Lodge, Bethesda LL57 3LX,united Kingdom, Scand J Work Environ Health. 5. Kumari, S., Nath, N.C.B., Nagendra, .H.R.& Sharma, S.(2007) Effectiveness of SMET program on emotional intelligence an empirical study . Xavier institute of management (vilakshan),4(1): 165-173 6. Kumari, S., Hankey. A & Nagendra,.H.R (2013) Effect of SMET on Emotional Dynamics Of Managers, Voice of Research | Vol 2|issue 2|June 2013 (Published) 7. Review| Vol 3|issue 2|June 2013 (Accepted & will be Published in the month of June) 8. Nagendra.H. R,&Nagaratna.R (1986). New Prospective in Stress Management, SVYASA (Swami Vivekananda yoga Anusandhana Samsthana) Publication. 9. Ross and Wilson, Anatomy & Physiology, Ninth Edition, London,Elsevier,2001 10. Udupa KN,Stress and its Management By Yoga, Delhi, Motilal Banarasidass,2007. EQ: AN EDGE ON ACADEMICS FOR CAREER DEVELOPMENT Primax International Journal of Commerce and Management Research Bangalore. Special Issue- November 2013 Page 104 Prof. Meerababu* Abstract Today it necessitates to identify factors that are important for the success in life has been a challenge to researchers since long. It is revealed that adaptability, leadership, self-confidence and interpersonal skills from the poor performance and that have no direct relationship with the academic performance .Emotional intelligence along with the cognitive intelligence ,propels one to succeed in life. Emotional intelligence is not opposite to traditional intelligence it is the complement each other ; how ones ability to handle stress, for instance, affects the ability to concentrate and put intelligence in use. This study concentrates on how the academic performance and EQ level of the college students are interrelated. INTRODUCTION People are nowadays judged by a new yardstick; how well they are able to handle themselves and not merely in terms of their academic performance and expertise. Emotional intelligence is a set of abilities to perceive accurately , appraise, and express emotion ;the ability to access and generate feelings when they facilitate thought; the ability to understand emotion to promote emotional and intellectual growth. It is an aggregate of individuals cognition of own and others emotions , feeling, interpretation and action as per environmental demand to manipulate the consequence which intern result in superior performance and better human relationships. PURPOSE OF THE STUDY This purpose of this study was to ascertain whether there is a significant statistical correlation between academic success students’ total emotional intelligence assessment scores as measured by a well documented instrument with good validity and reliability estimates: the Emotional Quotient Inventory (EQ-i) developed by BEIS-in. Certainly managing interpersonal relationships, setbacks, anxiety, and impulses, as well as other aspects of emotional intelligence, are all part of college life, yet very little has been studied about its correlation to persistence and academic success. The strongest predictor of academic success is prior academic success, but there is still much unexplained variance in academic success in these studies (Astin, 1993; Bar-On & Parker, 2000; Pascarella & Terenzini, 2005; Strauss & Volkwein, 2002; Zeidner et al., 2009). Correlating measures of academic success college with an assessment emotional intelligence formed the basis for this study. It was hypothesized that greater academic success would be positively correlated with higher emotional intelligence. *Head of Department Sri Jagadguru Renukacharya College of Science Arts and Commerce, Bangalore. MODELS OF EQ Primax International Journal of Commerce and Management Research Bangalore. Special Issue- November 2013 Page 105 Ability model of Emotional Intelligence (Mayer and Salovey,1997) This model of EQ emphasizes on the cognitive components of EQ and conceptualizes emotional Intelligence in terms of potential for intellectual and emotional growth. Four sets of mental abilities ranging from basic to more complex psychological processes were proposed in this model. The first , Perception, appraisal, and expression of emotion allows an individual to identify and express emotions in self and others. The second set is assimilating emotion in thought. It allows an individual to use emotions to facilitate thinking and to recognize respective consequences of different emotional responses and to justify the appropriate one. The third is reflective regulation of emotion and understanding and analyzing emotions. BAR-ON’s Model of Emotional Intelligence EQ Intra-personal skills Inter-personal skills Adaptability Stress management General mood Goleman’s EQ Model EQ Personal competence Self awareness Self-regulation Motivation Social competence Empathy Social skills BHATTACHARYA MODEL OF EMOTIONAL INTELLIGENCE Primax International Journal of Commerce and Management Research Bangalore. Special Issue- November 2013 Page 106 EQ SELF SKILLS INTERPERSONAL SKILLS APPRAISAL OF EMOTIONS EMOTIONAL FACILITATION NEGATIVE EMOTIONS POSITIVE EMOTIONS LITERATURE REVIEW INTER PERSONAL CONFLICT INTERPERSONAL SKILL Research in the area of academic success has shown that students with higher emotional intelligence scores also tend to be more successful academically (Parker et al.,2005; Vela, 2004; Walker, 2006). There has been much research done regarding the student’s GPA as a predictor for retention in the freshman year (Debarard, Spelmans, &Julka, 2004). Although academics may occupy a central role in preparing students for college, there are other less-studied factors, which might also contribute to student success, retention, and ultimately, graduation rates. High school preparatory programs are often solely focused on the student’s GPA and SAT scores and may fail to recognize the possible impact that emotional intelligence has on students once they have reached Only in recent years have there been various publications on the impact of emotional intelligence on college students (Bellack, 1999; Elder, 1997; Jaeger, 2003,Liptak, 2005; Ramos-Sanchez & Nichols, 2007), including doctoral studies (Feldman,2003; Holt, 2007; Vela, 2004, Walker, 2006; Westphal, 2007), showing a positive correlation between academic success and higher emotional intelligence. There are, however, very few studies of emotional intelligence in community college students. Onesmall study examined emotional intelligence related to at-risk students (La Civita, 2003). Another study (Izaguirre, 2008) found that the research did not support the existence of our relationship Primax International Journal of Commerce and Management Research Bangalore. Special Issue- November 2013 Page 107 between overall emotional intelligence and GPA, but some aspects of emotional intelligence did bear a significant relationship with higher academic achievement. “Emotional intelligence is a relatively new and growing area of behavioral investigation; having matured recently with aid of lavish international media attention” (Matthews,Zeidner, & Roberts, 2002, p. 3). There is tone of suspicion in this quote as these authors’ critical eye explore whether or not emotional intelligence is indeed a science or amyth, a science that can be validated by outside measurements and existing research or amyth that allows many to feel better about themselves, their children and their colleagues. The research that Matthews et al. present is extensive, balanced, and fair. The authors provide a crucial objective third party validation of the research, measurements, and publications on this new field of emotional intelligence. METHODS The study: The study is exploratory in nature and attempts to analyze and examine the effectiveness of EQ competencies in an individual. Analyses include five areas a) Appraisal of negative emotions (factor I) b)Appraisal of positive emotions (factor II) c) Interpersonal conflict and difficulty(factor III) d)Interpersonal skill and flexibility(factor IV) e) Emotional facilitation and goal orientation(factor V) The Sample: A sample consisted of 165 students of post graduation and their academic performance are recorded. Tools for Data Collection: A questionnaire was administered with a set of 40 questions. Results and Findings Table-1 showing EQ score and Average academic percentage EQ score/AAP 50-60 % 110-120 Average - 120-130 above Average 15 130-140 high 20 140-150 above high 15 150-160extremely high 5 60-70% 70-80% 5 10 - 5 - 15 10 30 10 15 80 %above --- 10 - The above table interprets that the students those who are above 70% has high EQ score of 140-150 . This shows that emotional stability in students supports them for academic excellence. Students those are secured 50-60% got less EQ score when compare to 70-80% students. Primax International Journal of Commerce and Management Research Bangalore. Special Issue- November 2013 Page 108 Table.2 Showing correlation between EQ score and academic percentage. Above 150 140-150 130-140 120-130 110-120 The above EQ score table shows that positive correlation between Correlation 0.160 0.020 0.56 -0.40 0.99 EQ score and academic performance. Except in EQ score 120-130 it shows negative correlation. Table.3 showing standard deviation for the various factors S.No Factors/academic percentage 1 Appraisal of Negative emotions 2 Appraisal of positive emotions 3 Interpersonal conflict and difficulty 4 Interpersonal skill and flexibility 5 Emotional facilitation and goal orientedness 50-60 60-70 4 4 6.06 6.08 2.9 2.46 2.9 4.47 3.16 3.5 70-80 80&above 8.9 4 5.89 00 4.06 00 2.8 3 3.02 00 The above table shows that SD for 70-80 in negative emotions is more when compare to other percentages.SD for positive emotions deviate less for 70-80 percentage when compare to other percentages.SD for Interpersonal conflict and difficulty deviates more for the 70-80% when compare to other percentages. Interpersonal skill and flexibility deviates for the 60-70 % students. Emotional facilitation and goal orientation doesn’t deviate for all percentage of students. The analysis highlights on the following points: 1. Excellent academic performance requires high EQ score. 2. Those who got less than 60% also got high EQ score (i:e 15 students) but 50% of the high academic scorers. 3. Correlation relates much the high scorer reveals that academic performance relates with EQ level. 4. Distribution deviates in 70-80% scorers when compare to other percentages. Conclusion In reality, people possess academic and emotional intelligence both, and provides edge on academic performance. Thus, this study has revealed that for an academic performance it is Primax International Journal of Commerce and Management Research Bangalore. Special Issue- November 2013 Page 109 necessary to develop EQ.EQ will invariably play an overriding role in making the business more competitive and challenging. Primax International Journal of Commerce and Management Research Bangalore. Special Issue- November 2013 Page 110