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.