Thursday, 31 October 2019

A young man saw his primary school teacher on a wedding.
He went to greet him with all the respect and admiration.
He said to him:
"Do you remember me, Teacher?"
The teacher said: "No, please introduce yourself."
The student said: "I was your student in the 3rd Grade, I am the one who stole the watch of a child in the classroom. I will remind you but I am sure you remember the story."

One of the boys in my class had a beautiful watch, so I decided to steal it.             
He came to you crying that someone had stolen his watch.
You asked us to stand so as to search our pockets.     
I realized that my action would be exposed in front of the Students and Teachers.
I will be called a thief, a liar and my character will be shattered forever.

You asked us to stand and face the wall and close our eyes completely.
You went searching from pocket to pocket, and when you reached my pocket you pulled the watch out of my pocket, and you continued until you searched the last student.

After you finished you asked us to open our eyes and to sit on our chairs.   
I was afraid you will expose me in front of the students.

You showed the watch to the class, and gave it back to the boy, and you never mentioned the name of the one who stole the watch.
You never said a word to me, and you never mentioned the story to anyone.

Throughout my school life, none of the teachers nor the students talked about me stealing the watch.     
I thought to myself you saved my dignity that day.

The teacher said: "I can't remember who stole the watch that day, because I searched the pockets of all of you while my eyes were also closed."

Education needs wisdom. As Teachers, Parents, Leaders, we should be able to understand the consequences of our actions. Protecting and reforming is tougher than exposing and expelling.

Sunday, 29 September 2019

Phonics Instruction


Phonics instruction also teaches spelling patterns and spelling rules. It teaches about parts of words called syllables. Learning common syllable patterns can help people become better readers and spellers.
To thrive in spelling, here are 15 important rules to know.
1. Vowels in syllables
Every syllable of every word must have at least one vowel sound. A vowel can stand alone in a syllable, as in u●nit and an●i●mal. It can also be surrounded by consonants, as in jet, nap●kin, and fan●tas●tic.
2. Short and long vowels
Vowels can make different sounds. The sounds they make depend on where they are in a word. For example, is the vowel followed by a consonant? This helps determine if the vowel makes its short or long sound: go vs. got, she vs. shed, hi vs. him.
When there’s only one vowel in a syllable and it is followed by at least one consonant, the vowel usually makes its short sound. Examples include on, itch, mas●cot, and Wis●con●sin. This pattern is called a “closed syllable” because the consonant “closes in” the short vowel sound.
When there is only one vowel and it is at the end of a syllable, the vowel makes its long sound, as in he and ban●jo. This pattern is called an “open syllable.”
3. Silent e
When is the last letter in a word, and there’s only one other vowel in that syllable, the first vowel in that syllable is usually long and the e is silent, as in sale and in●side. This syllable pattern is called “vowel-consonant-e.”
Some teachers call this the “silent e” rule. Some call it the “magic e” rule. The e gives all its power to the other vowel and makes that vowel use its long sound (“say its name”).
4. Consonant blends and digraphs
A digraph is a fancy word for two letters that represent one sound. In a digraph made of consonants, the two consonants work together to form a new sound. Examples include chap, ship, thin, whiz, and photo. Consonant blends are different. These groups of two or more consonants work together. But unlike digraphs, their individual sounds can still be heard as they’re blended together. Examples include clam, grasp, and scrub.
5. Vowel digraphs
In a vowel digraph, two vowels are side by side. The first vowel is long and says its name. The second vowel is silent, as in boat, paint, and beach.
Sometimes, two vowels work together to form a new sound. This is called a diphthong. Examples include cloud and boil.
6. R-controlled vowels
When a syllable has a vowel that is followed by r, the vowel is “controlled” by the r and makes a new sound. Examples include car, bird, germ, form, and hurt. This rule is sometimes called “bossy r” because the r “bosses” the vowel to make a new sound.
7. The “schwa” sound
Any vowel can make the schwa sound; it sounds like a weak uh or ih. Words like from and final have the schwa sound. Some words have more than one schwa sound, like apartment and banana. It’s the most common sound in the English language.
8. Soft and hard c, and soft and hard g
When the letter c is followed by the vowels ei, or y, it usually makes its soft sound. Examples of that are cent, circus, and cyclone. With other vowels, the letter c makes a hard sound, as in cat and cot.
Likewise, when the letter g is followed by the vowels ei, or y, it usually makes its soft sound. Examples of that are gel, giant, and gym. With other vowels, the letter g makes a hard sound, as in gas, gorilla, and yoghurt.
9. The “fszl” (fizzle) rule
The letters fsz, and l are usually doubled at the end of a one-syllable word immediately following a short vowel. Examples include stuff, grass, fuzz, and shell. Exceptions include quiz and bus.
10. Ending in k or ck
When a one-syllable word ends with the /k/ sound immediately following a short vowel, it’s usually spelt with ck, as in duck and trick. When the /k/ sound follows a consonant, long vowel sound, or diphthong, it’s usually spelt with k, as in task, cake, soak, and hawk.
11. The /j/ sound and the /ch/ sound
In a one-syllable word, when a /j/ sound immediately follows a short vowel, it’s spelt dge as in badge, hedge, bridge, dodge, and smudge. (The d “protects” the vowel from the “magic e” rule.)
In a one-syllable word, when a /ch/ sound immediately follows a short vowel, it’s usually spelt tch as in catch, fetch, stitch, blotch, and clutch. The exceptions to this rule are such, much, rich, and which.
12. Drop the e with -ing
When words end with a silent e, drop the e before adding -ing. Examples: bike/biking, give/giving, and dodge/dodging. This rule also applies to other suffixes that start with vowels, like -ed, -er, -able, and -ous. Examples: grieve/grievous, excite/excitable, and hope/hoped.
13. Doubling
In a one-syllable word like win where one short vowel is followed by one consonant, double the consonant before adding a suffix that starts with a vowel. Examples: winner, winning, winnable.
14. Plurals
For most words, add s to make them plural, as in cat/cats. But when a singular word ends with sshchx, or z, add es to make it plural, as in classes, brushes, and foxes.
15. Y rules
To make plural a word that ends in a vowel immediately followed by y, just add s, as in toy/toys. When y immediately follows a consonant, change the y to i and add es. Examples: family/families, pony/ponies, and treaty/treaties.
Suffixes follow a similar set of y rules. When there’s a vowel right before y, keep the y and simply add the suffix. Examples include play/playing and annoy/annoying.
When a word ends with a consonant followed immediately by y, change the y to i before adding suffixes like -ed and -est. Examples include carry/carried and happy/happiest.
But when the suffix begins with i, keep the y and simply add the suffix, as in fly/flying and baby/babyish.
Exceptions to the Rules
Most words in the English language follow phonics rules. But any exceptions to these rules need to be taught and memorized for reading and spelling. 

Sunday, 22 September 2019

Life

Michael Jackson wanted to live for 150 years.
He appointed 12 doctors at home who would daily examine him from hair to toe-nails. His food was always tested in the laboratory before serving. Another 15 people were appointed to look after his daily exercise and workout. His bed had the technology to regulate the oxygen level. Organ donors were kept ready so that whenever need they could immediately donate their organ. The maintenance of these donors was taken care of by him. He was proceeding with a dream of living for 150 years.
Alas! He failed.
On 25th June 2009, at the age of 50, his heart stopped functioning. The constant effort of those 12 doctors didn't work. Even, the combined efforts of doctors from Los Angeles and California too couldn't save him. The person, who would never put a step forward without the doctors’ suggestion for his last 25 years, couldn't fulfil his dream of living 150 years. Jackson's final journey was watched live by 2.5 million people which is the longest live telecast till date.
On the day he died, i.e. 25th June '09 at 3.15 pm, Wikipedia, Twitter, AOL's instant messenger stopped working.

Millions of people together searched Michael Jackson on Google. Jackson tried to challenge death but death challenged him back. The materialistic life in this materialistic world embraces materialistic death instead of a normal one. This is the rule of life.
Now let's think.
Are we earning for the builders, engineers, designers or decorators?
Whom do we want to impress by showing expensive house, car and extravagant wedding?
Do you remember the food items at the wedding reception which you had attended a couple of days ago? Why are we working like an animal in life?
For the comfort of how many generations do we want to save?
Most of us have one or two children. Have you ever thought about how much do we need and how much do we want? Do we consider that our children won't be able to earn much and so it's necessary to save some extra for them?
Do you spend some time with yourself, family or friends in the week?
Do you spend 5% of your earning on yourself?
Why don't we find happiness in life along with what we earn?
If you think deeply, your heart might fail to work. You will suffer from slip disc, high cholesterol, insomnia etc. etc.
Conclusion: Spend some time for yourself. We don't own any property, it's only in some documents that our name is written temporarily.
When we say “this is my property”, God passes a smile.
Don't create an impression on a person seeing his car or dress. Our great mathematicians and scientists used bicycle or scooter for commuting.
It’s not a sin to be rich, but to be rich only with money is a sin.
Control life or else life will control you.
The things which really matter at the end of life are contentment, satisfaction and peace.

Sunday, 1 September 2019

Develop your Personality


There are immense possibilities within you to develop your personality. You must recognize and understand them. The key to success is hidden within you. The wealth you have earned is not important but what is important is the means you have adopted for acquiring that wealth. Your personality, your capabilities, your thoughts and your ideas are all very important in determining your character. We will discuss some essential components of Personality Development in this article.

Be polite and speak softly:
Sweetly spoken words have their own advantage and it is a major component in developing our personality. Society gives respect to a person who has control over his speech and everybody wants to conserve with a person who speaks softly. That is why we should always try and inculcate sweet and soft-spoken words in our speech.
All actions are controlled by tongue or speech. They originate from speech. So it is essential that speech is controlled by the mind. A person who is not honest by speech is considered dishonest in all respects. The man who has no control over his speech cannot be sure if he can exercise any control over his self while working. If a wrong thing is said in good style it also becomes effective. Then if you say a good thing in good way it has no comparison.

Keep away from lies, fraud and deception:
G.D. Broadman, a great western thinker said – sow a work and get a habit, sow a habit and get a character, sow a character and get a fortune. It is evident that the fate of a person is formed by the work he dies, the branch of a tree bends in the direction it is diverted. If a person once entangles him in lies and cunningness, then in spite of making countless efforts he can never get out of it and day by day he will keep moving toward downfall. We never improve our personality keeping these elements within us or a part of our habits.
Once a man resorts to lies for self gains and self-protection then he gradually becomes an expert in telling lies. Lies, treachery, manipulation and fraud are such aspects of our personality which will lead to our failure, insult and defamation at every step of life. It is necessary that we get rid of these negative shortcomings with firm determination to get success in life. It is an admitted fact that bad ideas develop more rapidly as compared to good ideas. Therefore, we must try and keep ourselves away from all kinds of bad ideas and their impact. 

Believe in healthy competition:
The path of all success is filled with thorns. There is no hindrance in the path of downfall, but no sooner we lift the first step towards progress we start facing difficulties. Only those people who have immense courage and enthusiasm can advance on this path. Those who have moved forward have become immortal. Those who cross all the barriers, all the pains, sufferings and sorrows are also able to taste the sweet fruits of success.
To achieve success it is necessary that all the energies of body, mind and wealth are utilized in one direction only. When a nab m avoiding all temptations in life works towards one definite foal, he is bound to get the total victory. When all energies of mind and soul are concentrated for a particular work then all sources become available for completion of that particular work. 

The importance of a positive attitude:
A positive attitude is of great importance to our personality. Many people, in spite of having sufficient talent and qualification, do not progress and succeeds in life because of their narrow outlook. Nobody likes people who have narrow outlook. In life only that person is considered will behave who have positive and health bend of mind.
The real beauty of a man lies not in his physical appearance but in his work and good qualities. The ability and achievements of a person are judged by his mentality. That is why it is important that we improve our mental outlook. By adopting a positive outlook we can get rid of mental dissatisfaction. This change will help you to contribute a lot in making your relations better and sweet with people as well as your personality will bright all over as the stars in the sky.

Anger and irritation are your enemies:
To be angry is part of human nature. Probably there is no man in this world who has never been angry for some or the other reason. But some people are such who become temperamentally angry. People who get angry and irritated habitually do not realize that this habit of theirs will be a hindrance in the path of their personality development and they will become their own enemies.
Anger results in foolishness and insanity. There is a saying that hot temper is the main obstacle in completion of delicate genes of the body. Sometimes delicate tissues and veins even get burnt, outwardly we do not come to know that damage has been caused but we destroy many hidden treasures in our body in the fire of anger.

Spare time for social service:
If we want to be recognized in society and want to reach the pinnacle of success, we should not keep out self aloof from society. Our deep feelings and responsibility towards society make us good and responsible citizen of the society we live in. The more we work for society and the more we remain connected with it, the more famous we will become the fame will enhance our personality and enthusiasm. Always remember that society is ours. We need it. Live not only for yourself but for society.

Develop your creative power:
Our creative streak and positive propensity can pay us dividends. One who is engaged in the constructive activity of one or the other kind is always happy. All men should channelize their energies in creative work. Be it agriculture, physical labour, daily wager, craftsmanship, office work, domestic chores or social work. Breach in creativity is a breach of peace and happiness.

Know the value of time:
Every moment of our life is a golden moment. The door of progress and development remain open for the person who knows to utilize and make the best use of these moments. He not only pushes away all the failures and gets victory over all setbacks and obstacle but also becomes very popular in society due to his punctual behaviour. On the other hand, worthless pursuits or pass these moments carelessly, face depression and disappointment on all sphere victims of a vicious circle of failures.


Thursday, 29 August 2019

Clean Environment and Indian Legislature


Man through the rapid growth of science and technology has acquired the power to transform the environment in countless ways and on an unprecedented scale. Humanity’s capacity to transform its surroundings, if used wisely and with respect to the ways of nature can bring to all communities the opportunity to enhance the quality of life. Wrongly or heedlessly applied, or applied in iniquitous ways, the same power can do incalculable harm to human beings and their environment.
We see around us growing evidence of human-caused harm in many regions of the earth:
• Dangerous levels of pollution in water, air, earth and living beings;
• Destruction and depletion of irreplaceable life forms and natural resources;
• Major and undesirable disturbances in the earth’s climate and protective layers;
• Gross deficiencies, harmful to physical, mental and social health, in the living and working environments of humans, especially in cities and industrial complexes.
In the above context, it is important to recognize that our dependence on the earth’s natural resources. Natural resources such as air, water, and land are fundamental to all life forms: they are, much more than money and economic infrastructure, the base of our survival. To large numbers of humanity, especially communities that have been termed ‘ecosystem people’ (people depending on the natural environments of their own locality to meet most of their material needs).
Natural resources are the base of survival and livelihoods. Their material and economic sustenance largely depend on these. In India alone, around 70% of the population directly depends on land-based occupations, forests, wetlands and marine habitats, for basic subsistence requirements with regard to water, food, fuel, housing, fodder and medicine as also for ecological livelihoods & cultural sustenance. Given this close interdependence of humans and their environment, it is not surprising that the culture of societies is so greatly influenced by their environment. They seek inspiration, knowledge, spirituality and aesthetics within their natural surroundings.
Life, livelihoods, culture and society, are fundamental aspects of human existence –hence their maintenance and enhancement is a fundamental human right. Destruction of environment and thereby of the natural resources, is, therefore, a violation or leads to the violation of human rights – directly by undermining the above aspects of human existence, or indirectly by leading to other violations of human rights, for example through social disruption, conflicts and even war. Conversely, human rights violations of other kinds can lead to environmental destruction, for instance, displacement by social strife/war can cause environmental damage in areas of relocation; or breakdown in sustainable common property management. The manifestations of such violations present themselves through a loss of access to clean air and water; loss of access to productive land; loss of energy sources and biomass; loss of food and health security; social and economic marginalization; and physical displacement.
Several hundred million people have been increasingly forced to live far below the minimum levels required for a decent human existence, deprived of adequate water, food, clothing, shelter and education, health and sanitation. Development, which was supposed to alleviate such problems, has often increased them, especially by allowing the powerful sections of society to appropriate the natural resources of poor and resource-dependent people. Communities, once proudly self-reliant, have been pushed literally or figuratively into begging for existence, their forests and water and lands were taken away for ‘economic progress.’
          The following human rights are often affected by environmental harms.
Right to Life, The right to life has extensive environmental links. It could be linked to any environmental disruption that directly contributed to the loss of lives including to the mentioned air pollution causing 2.4 million deaths per year.
Right to Health This right, closely linked to the right to life, is often violated in cases of pollution of air, land or water.
Right to Water Although not specifically codified in an international treaty, (access to) water is more frequently invoked and accepted as a human right. It’s obviously linked to life and health.
Right to Food Due to the environmental disruption, the right to physical and economic access to adequate food is progressively under pressure.
Right to Development Sustainable development recognizes that environmentally destructive economic progress does not produce long-term societal progress.
Right to Property With sea levels rising, more and more people living on islands and in coastal areas, have and will be deprived of (parts of) their property.
Right to Shelter and Housing When environmental degradation displaces individuals and communities or compels them to live in unhealthy, hazardous conditions.
Right to Work Along with environmental disruption often deprecates of the right to work. An example would be industrial overfishing putting small local fishermen out of work.
Right to Culture, Family life and Rights of Indigenous People The UN Declaration on the Rights of Indigenous Peoples, for the first time, recognizes the conservation and protection of the environment and resources as a human right.
Rights and Equity, non-discrimination Where they have least contributed to the problems, impacts of climate change and other environmental harms are expected to be bigger on the poorer parts than in the more wealthier parts of the world.
Women and Children’s Rights Women and children are even more impacted by environmental disruption than men and because their immune systems have not fully been developed, children are vulnerable to toxins, bacterial and viral contamination.
 It is not only humans that are affected, but all other life forms too. The concept of the environment as a basic human right must also encompass respect for the right of other species to survive on this planet. There are anywhere between 5 and 50 million species of plants, animals, and microorganisms sharing the earth with us, and each has a value of its own, a role to play in a vast, complex web of interdependent connections. This range of species, the habitats they live in, and the internal genetic diversity they display, is called biological diversity or biodiversity. Such diversity is part of our daily lives and livelihoods, constituting resources upon which families, communities, nations and future generations depend. Biodiversity has numerous uses in agriculture, medicine, food and industry. It helps to maintain ecological balance and evolutionary processes and has spiritual, cultural, aesthetic and recreational values. Its loss is, therefore, a part of the erosion of environmental human rights.
 The United Nations Conference on the Human Environment, Stockholm 1972 stated the common conviction that: “Humans have the fundamental right to freedom, equality and adequate conditions of life, in an environment of a quality that permits a life of dignity and well-being, and a solemn responsibility to protect and improve the environment for present and future generations”.
A special mention must be made here of the indigenous and tribal people of the world, virtually all of whom are faced with a serious crisis of survival. Their identity as independent communities and peoples is threatened because the economic, social, cultural, and natural resource base which enabled them to thrive as distinct peoples is being trampled upon. This intrusion is very prominent in their economy. The traditional economy of the indigenous peoples rested on their concept of and relationship with nature. For most such communities, land, water and forest belong to Mother Earth; human beings enjoy only usufructuary rights over them, nobody can own them; they ought not to be bought and sold, appropriated or otherwise privatized. Land, therefore, is an important ingredient of the indigenous peoples’ identity not only for its economic usage but also for its spiritual and emotional quality.
The present crisis of the indigenous peoples consists precisely in the weakening and damaging of the ultimate base of their sustenance, namely land. Since the dawn of independence the Indian ruling class, effectively using the government machinery, has been alienating tribal land in the name of ‘national interests’. The biggest threat to the tribal people is the large-scale alienation of their land through mega-projects such as mines, industries, wildlife reserves, townships, highways, military establishments, and other projects in the name of ‘national development’ and ‘national interests’
 The environmental conditions have deteriorated and worsened all over the country due to a variety of aggravating factors. The overall situation is certainly a matter of grave concern, more specially because it is affecting adversely the quality of life of the people and eroding the very foundations of the national economy and national security. As mentioned earlier, the worst affected are the poorer sections of society. The situation is compounded by slack and inadequate enforcement of laws and legislations. In this scenario, the importance of strengthening the constitutional safeguards for environmental protection and nature conservation cannot be underscored. There can be no doubt that it is only by ensuring ecological security that the goal of sustainable development and national well-being will become feasible.
 67 years after Independence, while the country has achieved great gains in industry and commercial agriculture, it has generally failed on the poverty eradication, livelihood security and environment protection fronts. The Constitution of India, 1950, did not include any specific provision relating to environmental protection or nature conservation. Presumably, the acute environmental problems being faced now in the country were not visualized by the framers of the Constitution.
The Indian Forest Act, 1927: An Act to consolidate the law relating to forests, the transit of forest produce and the duty leviable on timber and other forests produce. Created various categories of forests for different management and regulatory regimes.
 The Prevention of Cruelty to Animals Act, 1960: An Act to prevent the infliction of unnecessary pain or suffering on animals.
The Water (Prevention and Control of Pollution) Act, 1974, amended 1988: An Act to provide for the prevention and control of water pollution and the maintaining or restoring of wholesomeness of water.
Forest (Conservation) Act, 1980, amended 1988: An Act to provide for the conservation of forests and for matters connected therewith or ancillary or incidental thereto.
The Air (Prevention and Control of Pollution) Act 1981 amended 1987: An Act to provide for the prevention, control and abatement of air pollution.
The Environment (Protection) Act, 1986, amended 1991: An Act to provide for the protection and improvement of environment and for matters connected therewith with the following key rules/notifications:
• Declaration of Coastal Stretches as Coastal Regulation Zone (CRZ), 1991, amended 2001
• The Scheme on Labeling of Environment-Friendly Products (ECO MARK), 1991
• Eco-sensitive Zone (a series of notifications declaring specific sites)
• Environment Impact Assessment Notification, 1994, amended 2002
• The Rules for the Manufacture, Use, Import, Export and Storage of Hazardous micro-organisms genetically engineered organisms or cells, 1989
• Hazardous Substances Management (a series of Rules dealing with municipal solid wastes, batteries, recycled plastics, chemical accidents, hazardous micro-organisms and genetically engineered organisms/cells, hazardous chemicals, biomedical wastes, and other hazardous wastes).
• Noise Pollution (Regulation and Control) Rules, 2000
The Forest Policy, 1988: A policy that emphasizes the twin objectives of ecological stability and social justice. Highlighting the need for stronger conservation measures, it points to a symbiotic relationship between tribal and other poor people and forests. It recommends treating local needs as ‘the first charge’ on forest produce and creates space for the participation of forest-dependent communities in the management of forests.
The Public Liability Insurance Act, 1991, amended 1992: An Act to provide for public liability insurance for the purpose of providing immediate relief to the persons affected by accident occurring while handling any hazardous substance and for matters connected therewith or incidental thereto.
Constitution (73rd Amendment) Act 1992: An Act to empower panchayat bodies to manage local affairs, including environmental resources such as water, land, agriculture, animal husbandry, social/farm forestry, minor forest produce, and fisheries.
National Conservation Strategy and Policy Statement on Environment and
Development, 1992: with guidelines for integrating environmental considerations into development.
The National Environment Tribunal Act, 1995: An Act to provide for strict liability for damages arising out of any accident occurring while handling any hazardous substance and for the establishment of a National Environment Tribunal for effective and expeditious disposal of cases arising from such accident, with a view to giving relief and compensation for damages to persons, property and the environment and for matters connected therewith or incidental thereto.
The National Environment Tribunal Act, 1995An Act to extend the 73rd Constitutional Amendment to Scheduled (predominantly tribal) areas, providing ownership or control over some natural resources such as minor (non-timber) forest produce.
The National Environment Appellate Authority Act, 1997: An Act to provide for the establishment of a National Environment Appellate Authority to hear appeals with respect to restriction of areas in which any industries, operations or processes or class of industries, operations or processes shall not be carried out or shall be carried out subject to certain safeguards under the Environment (Protection) Act, 1986 and for matters connected therewith or incidental thereto.
The Wild Life (Protection) Amendment Act, 2002: An Act to provide for the protection of wild animals, birds and plants and for matters connected therewith or ancillary or incidental thereto with a view to ensuring the ecological and environmental security of the country.
The Biological Diversity Act, 2002: An Act to provide for the conservation of biological diversity, sustainable use of its components and fair and equitable sharing of the benefits arising out of the use of biological resources, knowledge and for matters connected therewith or incidental thereto.
The Right to Information Act 2005: An Act to provide the right to information to all citizens (useful in accessing information regarding environmental matters, including projects/processes that affect the environment).
Scheduled Tribes (Recognition of Forest Rights) Bill 2005: A bill to recognize and vest the forest rights and occupation in forest land in forest-dwelling Scheduled Tribes who have been residing in such forests for generations but whose rights could not be recorded; to provide for a framework for recording the forest rights so vested and the nature of evidence required for such recognition and vesting in respect of forest land.
Humans are an integral part of nature and whatever happens to nature happens to humans, most often with an immediacy that is not captured in the crisis of global warming or ocean pollution. Indeed, natural calamities in many instances have not remained entirely ‘natural’ either in their occurrence or the devastation they cause. They have, in fact, become accentuated by, and sometimes even created by, human actions. The indirect effects of mass degradation and over-exploitation of natural resources, which are also playing an important role in maintaining a harmonious balance on earth, show up in more destructive forms such as ‘Natural calamities’. Floods, landslides, cyclones, famines, earthquakes are known to stimulate or catalyzed some of the ‘developmental’ projects such as desilting, deforestation and soil erosion; reclaiming lands from shorelines; mismanagement and over-exploitation of water resources; the building of large dams, hydel power plants etc., respectively. There are numerous examples of such occurrences and their exaggerated consequences
What kind of solutions and alternatives is being tried out, what are the elements of hope? There are at least the following six:
1. Resistance (to ‘development’ projects and processes that are destructive)
2. Revival (of traditions that are still relevant, in the same or modified manner)
3. Reconstruction (synthesizing traditions and modern processes/knowledge into
     New-combinations)
4. Redefinition (of some key terms and paradigms of development)
5. Reorientation (of attitudes towards nature and fellow humans)
6. Restitution (handing back of territories, resource rights, and knowledge ownership)


References:

Ahuja, S., People, Law and Justice A Casebook of Public Interest Litigation, Vol. 1 and 2 (1997, Orient Longman, Delhi)
 Agarwal, V.K., 'Sustainable Development and Environmental Protection: Some Reflections' (1998) All India Reporter Journal Section, 1-9.
P. Leelakrishnan, Law and Environment   Eastern Book Company, India 1992

Tuesday, 27 August 2019

Indian Cultural Values for Youth


Culture is the art of living. Since time immemorial, culture refers to the faiths, religions, customs, traditions, practices, languages, ceremonies, art and architecture, music and dance and more importantly the values that are centred around an individual’s way of life.
Indian culture is generally considered as a blend of diverse sub-cultures that are spread all over this subcontinent. It is due to India’s unity in diversity that our culture has had a profound influence the world over and it is accepted as being tolerant, accommodating, open-minded, sacred, secular yet spiritual and predominantly concerned with the common human welfare. The total credit for having applied the underlying principle of unity in diversity that has produced a common culture despite an amazing pluralistic society belongs to our forefathers-our ancient seers, sages, religious leaders and great philosophers. It is now the responsibility of the youth of India to preserve the ancient culture at the time when scientific advancements, technological developments and fast transformation to the westernised way of life keep their minds preoccupied. And at the same time, it becomes prerequisite to save our culture for Indian youth.
Let us discuss a few tenets of Indian culture. The first and foremost quality of Indian culture is love and respect for parents and elders, gratitude for teachers and good care of your fellow beings and guests are time and again emphasised in our culture and scriptures. In our Vedic verses, it is proclaimed that regard your mother, father, teacher and guest as God himself. This indeed formulates unique family values in our culture. The myth of Sharwana Kumar exemplifies the devotion of a son towards his parents. The great epics Ramayana and Mahabharata also present ethical values.
For generations, the Indian society has had the traditional joint family system, which has nurtured the value of sharing and caring, tolerant and helpful to one another. It is rather unfortunate that these values are losing their ground. The value-based traditions and practices are fast declining with the uprise of westernisation in general and American pragmatism in particular.
It has been customary in our society to respect elders and bow down to them and seek blessings. The teacher-student tradition has been exemplary to the world. Teachers were held high in high reverence by students. Students learnt practical value-oriented lessons from the teachers by living with them in Gurukuls and serving them. The western professionalism has daunted this noble tradition. The traditional Gurukula system has ended up in today’s much-debated modern educational system. So the value-learning institutions - joint family and gurukul had been disintegrated. Nuclear family system and modern school and colleges give birth to intolerance and self-centeredness.
     Our ancient scriptures are the sources of Indian culture and cover the entire range of knowledge. These books teach us our duties from our birth to death, besides enumerating the values, virtues, morals and ethics that we are supposed to fellow. The Vedas describe our obligations and responsibilities in all stages of our life – Brahmacharya (student life), Garhasthya (family life), Vanaprastha (retired life), and Sannyasa (preparation for salvation).
Scriptures such as the Upanishads, through the conversation between a sage and his disciple, not only speak about faith and the ultimate goal of human life but also spell out the quality and traits that are required of a young man. Epics like Ramayana and Mahabharata are loaded with values. With dharma or righteousness as their principal guiding force, other virtues such as good conduct, true friendship, truth, non-violence, service, dedication, duty, etc., are ingrained in these epics and Puranas. Many Smriti-Shastras outlined the laws, rules and codes of conduct, applicable to individuals, communities and nations. Bhartrihari’s Neeti Shastra gives an exposition of morality, conduct, character, wisdom, behaviour, prudence, and much more. In short, all our scriptural texts provide a framework of values aimed at making us well-groomed personalities.
Mahatma Gandhi once said, “I bow my head in reverence to our ancestors for their sense of the beautiful in nature and for their foresight in investing beautiful manifestations of Nature with a religious significance” India has always advocated an environment-friendly culture. Our ancient seers saw nature as being the manifestation of God. Swami Vivekananda said, “All this which we see around us is the outcome of that consciousness of the divine.” Thus there was gratitude towards nature in India since the time immemorial. We regard everything around us as pervaded by a subtle divine presence- be it a river, mountain, lake, animal, flora or a star or planet. Our ancient sages and seers believed that Divine reality is expressed in every manifestation of matter.
The Indian culture is primarily Cosmo-centric, wherein man is considered to live as part of a system in which everything is related to everything else. This concept has been the basis of our scriptures. Actually, this principle is permeated by a reverence for all life, and awareness that the great forces of five elements i.e. air, water, fire, earth and sky without which life is not possible. The same idea permeates all forms of life including plants, trees, and animals are all bound to each other. Indian culture holds that it is our utmost duty to protect and nurture the vibrant nature. Even the abiotic world has been perceived as a living creature with a soul. It is a very significant concept as it placed man as equal to every other element of our environment. The Indian thought greatly emphasizes a very cordial relationship among all the elements of our world. To highlight the importance of various components of our environment, various rituals have been institutionalized. These rituals ensured that we treated even the non-living world with great care and maintain harmony.
Fire is conceived as the messenger of God. Earth has been considered as mother goddess. The sky is worshipped as father. Earth worship manifested itself even in stone worship. Sun, water, plants, which are the very basis of human survival are worshipped. Trees that provide shelter, food, fuel and oxygen are called tree gods. They are considered worthy of worship. Some trees like Pipal, Banyan, Banana etc, are an integral part of our temples. Hymn IX of Book 10 of Rig Veda is dedicated to Water. The hymn recognizes the life-giving ability of water, not only physically but also spiritually. The prayer concludes that a plentiful supply of pure water is always available. So, it can be said that nature worship and nature preservation is an integral part of Indian culture. Ecology is an inherent part of Indian cultural ethos.
Similarly, respect and conservation of wildlife is an inseparable part of Indian culture. The cow is revered as mother. Bull, snake and other animals are worshipped. Our seers formulated this culture on the principle that the guiding motive of mankind should be charity towards men, charity towards all animals. Vegetarianism has always been promoted in this culture. Consumerism is always shunted. With such rich culture and heritage, where compassion and kindness were the very foundations of living style, there was no need for human right or animal welfare organisations. Our youth should be taught these values and be aware of the necessity of adoration and preservation of Mother Nature.
Ethics and values have guided the Indian economy and trade since ancient times. The age-old saving habit that prevails among us bearing in mind the need to conserve for future coupled with simple lifestyle has guarded us at the time of adversity. Our old proverbs, myths etc. suggest being watchful in spending the earnings. Simple lifestyle and emphasis on self-control are inherent in our culture. Here is a hymn from Isha Upanishad:
"Everything in the universe belongs to the Supreme God. Therefore take only what you need, that is set aside for you. Do not take anything else, for you know to whom it belongs".
Isha Upanishad also says: “Resources are given to mankind for their living. Knowledge of using resources is absolutely necessary.”
Indian culture is family-oriented, society-oriented, and nature-oriented. On the contrary, western culture is individual-oriented. The family, society and nation get prominence over the individual in our culture where the service and sacrifice are considered as great virtues. On the other hand, individuals get prominence in western culture. Nature is considered divine in the Indian context and hence is revered but the west believes that nature is meant for enjoyment and for the consumption of man. Indian culture is moralistic and spiritualistic, based upon ethics and values whereas the western culture is materialistic. So, Indian youth should not blindly follow the western way of living which is being promoted through media on the name of development.
Swami Vivekananda said that the youth of India should imbibe renunciation and service in their character. Although scientific advancement and technical developments are essential for national progress but youth should be alert to the fact that such developments can profoundly affect the culture and traditions of a society if left unchecked.
It is the need of the hour to stress the relevance and significance of the core aspects of our culture and the tradition among our youth. This is where the role of education comes in. Values and ethics, rational customs, glorious traditions and lineage of our ancestors, will definitely give the youth inspiration and motivation to assimilate the eternal values that Indian culture embodies.

Sunday, 25 August 2019

Clauses


A clause is the part of a sentence that contains only one subject and one verb. 
a.       I graduated last year. (One clause sentence)
b.      When I came hereI saw him. (Two clause sentence)
c.       When I came hereI saw him, and he greeted me. (Three clause sentence)

      Clauses are of two types: 1) Independent Clause (Principal/Main Clause)
                                               2) Dependent Clause (Subordinate Clause)

An independent or main clause can stand on its own as a sentence. It has a subject and a verb, and it expresses a complete thought. An independent clause by itself is called a simple sentence.

A dependent clause (Subordinate Clause) also has a subject and a verb, a dependent clause is not a complete sentence. It’s only part of a sentence; it doesn’t express a complete thought.

       In simple sentences we have one independent clause:
Ram plays the guitar.
Sita cooks food for me.
       In compound sentences we have two or more than two independent clauses joined by          conjunctions:
                I saw him and he greeted me.
                He went to the party, but she stayed home.
       A complex sentence has one main and at least one subordinate clause.
If you want to speak to me, then learn English.
I hide ice cream at my house because I can.

        Look at these sentences:
1)  I bought a large house.
2)      I bought a house that would be large enough for conversion into flats. 
 In sentence 2nd the group of words in italics performs the same function as word ‘large’ in sentence 1st. This means that these words qualify a noun. Hence it is an example of an adjectival clause.
3)      His speech gave everyone pleasure.
4)      What he said gave everyone pleasure.
In sentence 4th words in italics performs the same function as the word ‘His speech’ in sentence 3rd and serves the function of a noun. Hence this is an example of a noun clause.
5)      I shall see you tomorrow.
6)      I shall see you when I return.
In sentence 6th words in italics performs the same function as word ‘tomorrow’ in sentence 5th and this clause qualifies verb. Hence this is an example of an adverbial clause.

Finite Clauses
 Now look at these subordinate clauses:
                would be large enough for conversion into flats.
                What he said
                when I return.
All these subordinate clauses contain a finite verb, so these are called finite clauses. We can say that sentence 2 is an example of a Finite Adjectival Clause, sentence 4 is an example of a Finite Noun Clause, sentence 6 is an example of Finite Adverbial Clause.

     Non-Finite Clauses:
Look at these sentences:
7)      I have something to tell you.
8)      To make the classroom more lively the government introduced EDUSET Programme.
9)      To give up at this stage would be a great pity.  
The words in italics contain an Infinitive so these clauses are examples of Non-Finite Clauses.

Analyse these sentences:
10)   Teaching in a smart classroom would mean a better understanding of students. (Gerund is used in Noun Clause. So, it is a Non-finite Noun Clause)
11)   He took a bag containing my notebooks. (Present Participle is used in adjectival clause)
12)  Ram could not understand the instructions written in English.  (Past Participle is used in Adjectival Clause)
13)  Having received his full payment he closed the factory. (Perfect Participle is used in Adverbial Clause)
      If a sentence contains two or more than two main clauses in a sentence then the clauses are called Co-ordinate Clauses. i.e.:
14)  The peon rang the bell and morning assembly began.
15)  Sita was dancing and Ram was playing flute.
In these sentences, we have four Co-ordinate Clauses and these sentences are called compound sentences.

Adjectival Clauses:

An Adjectival Clause in complex the sentence is a subordinate clause which does the function of an Adjective, and so qualifies some noun or pronoun in the main or principal clause. i.e.:
16)  He is the man whom we all respect.
He is the man--------Main or Principal Clause
whom we all respect---------Subordinate Clause. As this clause qualifies pronoun ‘He’ and contains finite verb so this is called a Finite Adjectival Clause.
17)   These are the factors to be taken into consideration.
These are the factors-------- Main or Principal Clause
to be taken into consideration------ Subordinate Clause. As this clause qualifies noun ‘factors’ and contains non- finite verb so this is called a Non-Finite Adjectival Clause.
18)  The reason why I did is obvious.
The reason is obvious-------Main or Principal Clause
why I did-----Subordinate/Dependent Clause. As this clause qualifies pronoun ‘I’ and contains finite verb so this is called as Finite Adjectival Clause

Analyse the following sentences:   
19)  He talked of the time when he was a student.
20)  This is the house that my father built.
21)  He gave me everything that I asked for.
22)  He that is down has the fear to fell.
23)  Give me something to eat.
24)  He has no work to do.
Noun Clause
It has been already discussed that Noun Clause performs the functions of a noun in a complex sentence, it can be:
       The subject of a verb
25)  What you said was really interesting. 
It was really interesting------Main Clause
What you said------Subordinate Clause. This clause is used as a subject and serves the function of a noun.   It is a Finite Noun Clause.
26)  To give up at this stage would be a great pity.
                         It would be a great pity---------Main Clause
 To give up at this stage--------Subordinate Clause. This clause is used as a subject and serves the function of a noun.  As infinitive has been used it is a Non-Finite Noun Clause.

       The object of a verb
27)  They now know that the scheme is impractical.
           They now know------Main Clause
            that the scheme is impractical-------Subordinate Clause. This clause is used as an object and serves the function of a noun.   It is a Finite Noun Clause.
28)  The teacher hates putting students to any trouble.
           Teacher hates------Main Clause
            putting students to any trouble-----Subordinate Clause. This clause is used as an object and serves the function of a noun.   It is a Non-Finite Noun Clause.

Apposition to the subject
29)  The fact that you haven’t enough time is an excuse.
         The fact is an excuse----- Main Clause
          that you haven’t enough time---- Subordinate Clause. This clause is used in apposition to subject and serves the function of a noun.   It is a Finite Noun Clause.

     Apposition to the object
30)  The Government has made a decision to increase the old-age pension.
       The Government has made a decision----Main Clause
 to increase old-age pension----- Subordinate Clause. This clause is used in apposition to object and serves the function of a noun. It is a Non-Finite Noun Clause.

As complement
31)  The news was that the Indian team had won the World Cup.
       The news was----- Main Clause
 that The Indian team had won the World Cup----- Subordinate Clause. This clause is used as complement of noun. It is a Finite Noun Clause.
32)  His intention was to say nothing about it.
       His intention was----Main Clause.
 to say nothing about it------Subordinate Clause. This clause is used as a complement of a noun. It is a Non-Finite Noun Clause.

Object of a preposition
33)  They were engrossed in what he was saying.
                They were engrossed in----- Main Clause.
         what he was saying------ Subordinate Clause. This clause is used as object of a        preposition ‘in’. It is a Finite Noun Clause.
34)  He insisted on seeing my old photograph.
        He insisted on------ Main Clause.     
        on seeing my old photograph----- Subordinate Clause. This clause is used as the object of a preposition ‘on’. It is a Non- Finite Noun Clause.

Adverbial Clause

Time
35)  I shall speak to you when I come back.
        I shall speak to you------ Main Clause
              when I come back.-------Subordinate Clause. This clause modifies the verb ‘shall speak’. It is an adverbial clause of time and finite in structure.
 Now compare the above sentence with these sentences:
36)   He spoke of the time when he was a child.
Here subordinate clause qualifies noun ‘time’. So it is an adjectival clause.
37)   Please tell me when you will come.  
Here subordinate clause is used in apposition of an object and performs the functions of a noun. So it is an example of a noun clause.
           Place
38)  I met him where it was least expected.
Subordinate Clause qualifies verb ‘met’......... Adverbial Clause of place. 
          Manner
39)   He solved the problem as I expected.
 Subordinate Clause qualifies verb ‘solved’......... Adverbial Clause of manner. 
         Comparison
40)   His stepmother treated him more kindly than his real father would have done.
Subordinate Clause qualifies verb ‘treated’......... Adverbial Clause of comparison.
           Reason or Cause
41)     He stole because he was hungry.
 Subordinate Clause qualifies verb ‘stole’......... Adverbial Clause of Cause/Reason
           Result
42)   The boy was so tired that he slept.
                   Subordinate Clause qualifies the verb ‘tired’......... Adverbial Clause of Result.
              Condition
43)  If I were rich I would go on world tour.
Subordinate Clause ‘If I were rich’ qualifies verb ‘go’......... Adverbial Clause of Condition.
         Concession
44)   Although he is very old he is still active.
Subordinate Clause ‘ Although he is very old’ qualifies verb ‘be’(is)......... Adverbial Clause of Concession.