This article examines how people experiencing homelessness view their interactions with service providers. Drawing on a database of more than 500 transcribed interviews with people experiencing homelessness we find that descriptions of interactions with staff and providers were predominantly expressed in sharply negative terms, with experiences of objectification and infantilization being commonplace. In response to these experiences, nearly all were angry, and many simply opted out of the social service system in order to maintain a sense of dignity and self-respect. We argue that these responses should not simply be analysed as an individual psychological or cognitive response, but rather as a result of the power relations and social inequities in the provider-client relationship. This suggests that the perpetuation of homelessness is not internal to the homeless individual as many claim, but rather may be embedded in the service industry itself, which subjects both clients and providers to bureaucratic forms of authority and experiences of disrespect. These negative descriptions are juxtaposed with positive comments, which offer potential solutions from homeless individuals themselves. We conclude that qualitative research, in contrast to a reliance on statistics and best practice assessments, is an important tool in developing socially just policies and programs serving those in need.

Understanding mental health issues faced by young homeless persons is instrumental to the development of successful targeted interventions. No systematic review of recent published literature on psychopathology in this group has been completed.We conducted a systematic review of published research examining the prevalence of psychiatric problems among young homeless people. We examined the temporal relationship between homelessness and psychopathology. We collated 46 articles according to the PRISMA Statement.All studies that used a full psychiatric assessment consistently reported a prevalence of any psychiatric disorder from 48% to 98%. Although there was a lack of longitudinal studies of the temporal relationship between psychiatric disorders and homelessness, findings suggested a reciprocal link. Supporting young people at risk for homelessness could reduce homelessness incidence and improve mental health.

Negative perceptions of homelessness contribute to deficit models of practice, false notions of homogeneity, and marginalization. Wellbeing is a state of satisfaction with material, social, and human aspects of life and can be measured both objectively and subjectively. The study explored the meaning and experience of wellbeing in the everyday lives of 20 homeless participants through fieldwork and interviews. This study revealed that health contributed little to their overall perception of wellbeing. Keeping safe, being positive and feeling good, connecting with others, and the ability to participate in “normal” life were the key contributors of subjective wellbeing. The authors demonstrate that social exclusion experienced in homelessness has a negative effect on subjective wellbeing. Services that provide opportunities to experience social inclusion and develop community and cultural connections will improve the wellbeing of homeless persons.

People who are homeless are at risk of COVID-19.

Homeless services are often provided in congregate settings, which could facilitate the spread of infection. Because many people who are homeless are older adults or have underlying medical conditions, they may also be at higher risk for severe disease.

Health departments and healthcare facilities should be aware that people who are homeless are a particularly vulnerable group. If possible, identifying non-congregate settings where those at highest risk can stay may help protect them from COVID-19.

How people experiencing homelessness can protect themselves

Many of the recommendations to prevent COVID-19 may be difficult for a person experiencing homelessness to do. Although it may not be possible to avoid certain crowded locations (such as shelters), people who are homeless should:

• Try to avoid other crowded public settings.
• If using public transportation, follow the CDC guidance on how to protect yourself when using transportation, try to travel during less busy times, and clean your hands as soon as possible after their trip.

• If possible, use take-away options for food.
• Maintain a distance of 6 feet (about two arms’ length) from other people.
• Wash their hands with soap and water for at least 20 seconds as often as possible, and cover their coughs and sneezes.

Donations of food and clothing to homeless service providers

Homeless service providers can accept donations of food and clothing during community spread of COVID-19, but general infection control precautions should be taken. Request that donors not donate if they are sick.

• Set up donation drop-off points to encourage social distancing between shelter workers and those donating.
• Launder donated clothing, sheets, towels, or other fabrics on high heat settings, and disinfect items that are nonporous, such as items made of plastic.
• Food donations should be shelf-stable, and shelter staff should take usual food-related infection prevention precautions.

Definition

M M Khan explains that “Human resource development concept is the across of increasing knowledge, capabilities and positive work attitudes of all people working at all levels in a business undertaking.”

Employees feel the need of knowledge, skills attitudes and values to perform the task efficiently. We call these competencies. Higher degree of competencies is required for higher degree and quality of job performance. Hence to achieve the goals in the changing situation, it is necessary to develop competencies continuously in an organisation.

In the present competitive situation to survive, grow and excel, the competent and motivated employees are essential. To maintain the growth level over a period of time, competencies of employees need to be sharpened or developed as organisation operates in the changing environment.

The organisations are interested to develop their business though products or services. They want to bring effectiveness in the organisation through cost reduction, delay reduction, better customer satisfaction, service promptness and better quality. Hence for these, the organisation needs to develop its human resource competencies to perform better.

Concept of HRD

Human resource development in the organisation context is a process by which the employees of an organisation are helped, in a continuous and planned way to:

1. Acquire or sharpen capabilities required to perform various functions associated with their present or expected future roles;
2. Develop their general capabilities as individuals and discover and exploit their own inner potentials for their own and/or organisational development purposes; and
3. Develop an organisational culture in which supervisor-subordinate relationships, teamwork and collaboration among sub-units are strong and contribute to the professional well being, motivation and pride of employees.

This definition of HRD is limited to the organisational context. In the context of a state or nation it would differ.

HRD is a process, not merely a set of mechanisms and techniques. The mechanisms and techniques such as performance appraisal, counselling, training, and organization development interventions are used to initiate, facilitate, and promote this process in a continuous way. Because the process has no limit, the mechanisms may need to be examined periodically to see whether they are promoting or hindering the process. Organisations can facilitate this process of development by planning for it, by allocating organisational resources for the purpose, and by exemplifying an HRD philosophy that values human beings and promotes their development.

The objectives of HRD are:

i. To prepare the employee to meet the present and changing future job requirements.

ii. To prevent employee obsolescence.

iii. To develop creative abilities and talents.

iv. To prepare employees for higher level jobs.

v. To impart new entrants with basic HRD skills and knowledge.

vi. To develop the potentialities of people for the next level job.

vii. To aid total quality management.

viii. To promote individual and collective morale, a sense of responsibility, co-operative attitudes and good relationships.

ix. To broaden the minds of senior managers by providing them with opportunities for an interchange of experiences within and outside.

x. To ensure smooth and efficient working of the organisation.

xi. To provide comprehensive framework for HRD.

xii. To enhance organisational capabilities.

Human resources development is important because it is an investment in one’s employees that will ultimately result in a stronger and more effective workforce. When an organization develops their employees, they are strengthening their assets and making these employees even more valuable.

Benefits of HRD

Human resource development now a days is considered as the key to higher productivity, better relations and greater profitability for any organisation. Appropriate HRD provides unlimited benefits to the concerned organisation. Some of the important benefits are being given here:

• HRD (Human Resource Development) makes people more competent. HRD develops new skill, knowledge and attitude of the people in the concern organisations.
• With appropriate HRD programme, people become more committed to their jobs. People are assessed on the basis of their performance by having a acceptable performance appraisal system.
• An environment of trust and respect can be created with the help of human resource development.
• Acceptability toward change can be created with the help of HRD. Employees found themselves better equipped with problem-solving capabilities.
• It improves the all round growth of the employees. HRD also improves team spirit in the organisation. They become more open in their behaviour. Thus, new values can be generated.
• It also helps to create the efficiency culture In the organisation. It leads to greater organisational effectiveness. Resources are properly utilised and goals are achieved in a better way.

Plagiarism is considered a form of intellectual theft and fraud. It involves using someone else’s words or ideas and passing them off as your own by not providing credit, either deliberately or accidentally. However, it can also involve reusing your own work from a previous course, and passing it off as new work.

Plagiarism can include:

• Copying and pasting from a source without enclosing the text in quotation marks and providing a citation.
• Summarizing or rewording someone else’s ideas without providing a citation.
• Reusing an assignment you submitted for a previous course.This is called self-plagiarism.
• Submitting an assignment completed by someone else.
• Collaborating on an assignment with a classmate or friend on an assignment meant to be completed individually.
• Writing a paper that strings together quote after quote or paraphrases, even if cited correctly. Your work must include your own original expression of ideas. To add originality to your assignment, include your own critical analysis, interpretation, and examples.
• Incorrect paraphrasing. When a paraphrase too closely resembles the original it is considered patchwriting. 

Plagiarism can be:

• Accidental -Accidental plagiarism happens when you are not sure when to cite, paraphrase or quote. This tutorial is meant to help you understand when you need to cite! 
• Blatant – This type of plagiarism happens when you purposefully use another person’s words and try to pass them off as your own.
• Self – Self plagiarism occurs when you reuse a paper you wrote in a previous semester for a different course. You must submit original, new work for each course! 

So, there are several basic factors to consider when evaluating a case of possible plagiarism:

1. Amount or quantity (full paper, a section of a paper, a page, a paragraph, a sentence, phrases)
2. Use of quotation marks for all copied text.
3. Appropriate placement of credit notices.
4. Improper paraphrasing.

Follow these four steps to ensure your paper is free from plagiarism:

1. Keep track of the sources you consult in your research.
2. Paraphrase or quote from your sources (and add your own ideas).
3. Credit the original author in an in-text citation and reference list.
4. Use a plagiarism checker before you submit.

Examples of plagiarism

• A writer decides that he wants to create an Internet website to generate ad revenue. Instead of writing his own articles, he visits twenty other websites that have articles on the topic in which he is interested. He copies each of the articles, changes the titles and the authors’ names to his name and posts the articles on his own website.
• An academic is expected to publish papers but he doesn’t have time to research because of family obligations. He looks through old professional journals in another country and he copies a 10-year-old article from someone else in the field. He submits the article as his own and hopes that no one finds the article from which he copied.
• A student is expected to write a book report about a book that his teacher has assigned. The student doesn’t want to read the book and is bored with the subject. He visits websites that provide reviews and book reports and he copies from each of the different book reports to create one report of his own.

The term educational technology refers to the use of technology in educational settings, whether it be elementary and secondary schools, colleges and universities, corporate training sites, or independent study at home.

Educational technology has both general and specialized meanings. To the lay public and to a majority of educators, the term refers to the instructional use of computers, television, and other kinds of electronic hardware and software. Specialists in educational technology, in particular college and university faculty who conduct research and teach courses on educational technology, prefer the term instructional technology because it draws attention to the instructional use of educational technology. This term represents both a process and the particular devices that teachers employ in their classrooms. According to the Association for Educational Communications and Technology, one of the principal professional associations representing educational technologists, “Instructional Technology is a complex, integrated process involving people, procedures, ideas, devices, and organization for analyzing problems, and devising, implementing evaluating, and managing solutions to these problems, in situations in which learning is purposive and controlled.”(p. 4). Educational technologists often employ the term instructional media to represent all of the devices that teachers and learners use to support learning. However, for many educators the terms educational technology, instructional media, and instructional technology are used interchangeably, and they are used so here. In addition, the principal focus will be upon the most modern computational and communication devices used in schools today.

History of Educational Technology

The history of educational technology is marked by the increasing complexity and sophistication of devices, exaggerated claims of effectiveness by technology advocates, sporadic implementation by classroom teachers, and little evidence that the technology employed has made a difference in student learning. Although technology proponents have from time to time claimed that technology will replace teachers, this has not occurred. The typical view among educators is that technology can be used effectively to supplement instruction by providing instructional variety, by helping to make abstract concepts concrete, and by stimulating interest among students.

The terms visual education and visual instruction were used originally because many of the media available to teachers, such as three-dimensional objects, photographs, and silent films, depended upon sight. Later, when sound was added to film and audio recordings became popular, the terms audiovisual education, audiovisual instruction, and audiovisual devices were used to represent the variety of media employed to supplement instruction. These were the principal terms used to describe educational technology until about 1970.

The first administrative organizations in schools to manage instructional media were school museums. The first school museum was established in St. Louis, Missouri, in 1905. Its purpose was to collect and loan portable museum exhibits, films, photographs, charts, stereographic slides, and other materials to teachers for use in their classrooms. District-wide media centers, common in school systems today, are descendants of school museums.

By the first decade of the twentieth century, silent films were being produced for instructional use. In 1910 George Kleine published the Catalogue of Educational Motion Pictures, which listed more than 1,000 titles of films that could be rented by schools. In 1913 Thomas A. Edison asserted, “Books will soon be obsolete in schools …. Our school system will be completely changed in the next ten years” (Saettler 1968, p. 98). In 1917 the Chicago public schools established a visual education department to take responsibility for the ordering and management of films, and by 1931, thirty-one state departments of education had created administrative units to take charge of films and related media. Despite these efforts, films never reached the level of influence in schools that Edison had predicted. From evidence of film use, it appears that teachers used films only sparingly. Some of the reasons cited for infrequent use were teachers’ lack of skill in using equipment and film; the cost of films, equipment, and upkeep; inaccessibility of equipment when it was needed; and the time involved in finding the right film for each class.

Technology is a powerful tool that can support and transform education in many ways, from making it easier for teachers to create instructional materials to enabling new ways for people to learn and work together. With the worldwide reach of the Internet and the ubiquity of smart devices that can connect to it, a new age of anytime anywhere education is dawning. It will be up to instructional designers and educational technologies to make the most of the opportunities provided by technology to change education so that effective and efficient education is available to everyone everywhere.

The word health refers to a state of complete emotional and physical well- being .health care exists to help people maintain this optimal state and health .

A resource for everyday life ,not the objective of living.health is a positive concept emphasizing social and personal resources ,as well as physical capabilities.

TYPES

There are two types of health . Mental health. Physical health.

Mental health it is harder to define mental health than physical health because many psychoLogical diagnoses depend on an individuals perception of there experience .with improvements in testing, however, doctors are now able to identify some physical signs of some types of mental illness in CT scans and genetic scans .

Good mental health is not only categorized by the absence of depression or any other disorder .it also depends on a person ability to:

Enjoy life feel safe and secure.etc

Physical health a person who has good physical health is likely to have bodily functions and processes working at there peak.this is not only due not only to an absence of disease. Regular exercise,balanced nutrition ,and adequate rest all contribute to good health .people receive medical treatment to maintain the balance ,when neccessary .

Looking after physical health and well-being also involved reducing the risk of an injury or health issues ,such as:

minimizing hazards in the workplace

avoiding the use of tabbacco and alchohol.

health is a state of complete mental and physical and social wellbeing and not merely the absence of disease and infinity. Health is a quality of life,involving social ,emotional ,mental spiritual and biological fitness on the part of the individual ,which results from adaptation to the environment.

Image courtesy : https://www.newsclick.in/sacred-cows-disposable-humans

Using physical force in the name of “cow protection” without any legal authority by a self-appointed group of people is what we call cow vigilantism . In our country ‘India’ we have often seen innocent people getting attacked and killed by the so called “cow protectors”, but did we ever do anything against it?. All this increased in folds from the year 2014 when the BJP government gained power. The extremist groups have mostly targeted the Muslims and the Dalits. The highest number of cases were recorded in the state of Uttar Pradesh.The minorities of this country were mostly targeted. There is a complete collapse of the constitutional values and ethics in this country. 

At least 44 people – including 36 Muslims were killed in a span of three years. Several  politicians have openly justified these attacks. Meenakshi Ganguly, South Asia director at Human Rights Watch had also once said that although calls for protecting cows started as a way to attract Hindu votes, it  transformed into a free pass for mobs to violently attack and kill the minorities. Indian government should stop protecting the culprits.  Hindus consider cows to be  their sacred animal and a lot of states in India have banned cow slaughtering. In recent years, we can clearly notice that BJP-ruled states have enforced stricter laws for protecting cows which have harmed the minorities of our nation. In the year 2019, National commission for cow protection came into existence. These policies have not only encouraged the violent attacks on innocent people but have also disrupted the cattle trade in our country. These violent mobs have often targeted the Muslims, Dalits ( before known as the “untouchables”) and Adivasi communities. Did you as a fellow Indian ever realise, what am I doing to stop the wrong doings in my own country? Why are we not affected by any of these incidences ? Why have we become so neutral to the sufferings of our fellow countrymen? 

Some incidences :

• On May 30th 2015, a 60 year old man was beaten to death by a violent mob group. Apparently the man ran a meat shop and he was beaten to death with sticks and iron rods in Rajasthan.
• A Muslim man Mohammad Ikhlaq was beaten to death by a mob of villagers who attacked his home with stones and bricks, his son was also seriously injured. The villagers suspected that he stole and slaughtered a cow calf. This incident took place on 28th of September 2015 in the state of Uttar Pradesh. 
• A cow vigilante group opened fire at 40 migrant workers, out of which one succumbed to his injuries, in Bhanukeri village in the state of Haryana.
• In Lakshmanpur village which is the state of Uttar Pradesh, a 70 year old man Kailash Nath Shukla who was taking his cattles for treatment in another village, was attacked by a mob, who stopped him on his way and threw him in a gutter.

The Indian government must stop and punish the violence taking place in the name of “cow protection” in our country. Although the Supreme court has introduced various measures to stop lynching in the name of cow protection,there is lack of seriousness amoung common public. Indian is party to various treaties related to human rights, so the Indian government is obligated to provide equal protection under law and prohibit any violence on innocent people in the name of caste, religion,gender and race. We must stand up for our fellow brothers and sisters who are victims of this violence, we must remember that we are not demanding for something impossible, we are demanding for a right we deserve and a right promised to us,that is equality.

References:- 

India: Vigilante ‘Cow Protection’ groups attack minorities,

https://www.hrw.org/news/2019/02/18/india-vigilante-cow-protection-groups-attack-minorities

The COVID-19 pandemic has, without a doubt, altered the way we go about our lives. Companies too are trying to figure out ways to be in sync with the ‘new normal’. E-commerce brands can view the current scenario as an opportunity, provided they are able to focus on few and important marketing mantras, that will help them survive through the crisis and thrive in the future. Here are some simple marketing mantras that can be followed.

Know your ability – Strategy

An alternate word for business strategy is Focus. Focus is about knowing oneself, in this case it’s about knowing the ability of your business or brand that makes it attractive to consumers while also being profitable. Defining the areas of focus for a business is not easy. There are opportunities in many areas, and it requires a deep understanding of consumer needs and an honest assessment of the brand’s ability to meet those needs to arrive at the areas of focus. It also means knowing what the business cannot do and the areas where it cannot win. In the current situation, it becomes even more imperative for brands or businesses to understand the area where they should play in and rationalize their portfolios accordingly. That will help in ensuring focus of the organisation towards the most important priorities that the business can deliver.

What do you offer? – Brand Building

Building a strong brand is of critical importance to any business, and it’s no different in the current situation. Many companies tend to only invest in performance driven marketing and short-term measures like discounts and high levels of activity where an immediate impact is perceived. While these are needed, it’s vital to continue building on the brand proposition to ensure the long-term health of the brand. A brand proposition is simply the benefits, functional and emotional, that a brand provides consumers. Identifying these benefits based on observations and insights from consumers and communicating them in an interesting way is critical to form strong and meaningful connections with consumers. Brands that will continue to focus on this in the current situation will also come out of it stronger.

Stretch while being rooted – Innovation

The common saying that modern problems require modern solutions is true. Consumers are constantly on the lookout for new products and services that are enhanced and cater better to their requirements. The pandemic has presented an opportunity as consumers’ requirements are evolving, and brands can dedicate their resources to come up with creative solutions that serve these requirements, while still being rooted to the brand proposition mentioned above. For example, an e-commerce firm in the furniture space can launch home-office solutions, a consulting firm can offer remote-expert consultations online etc.

While these steps might seem to pose a challenge of choosing a medium to reach consumers, it is, in fact, quite simple. Gone are the days when television was the only way to let the consumers know about your product/service. With technology and digitisation, brands are now taking to social media where consumers spend most of their time. E-commerce shopping has significantly increased since the onset of the pandemic and adapting these mantras will give further boost to the boom.

Recently, Nepal has banned all the TV news channels of India except the Doordarshan stating that it will not allow any foreign TV channels that assassin the character of its leaders.We have seen how the kalapani dispute has soften the relation between the two neighbor countries in the diplomatic level. India enjoys the civilizational and cultural relation with Nepal from many years. Any Bilateral relation set on the foundation of soft power treats both the partners as equal irrespective of their size and the influence. India has given soft power higher priority , so setting up strong trade and economic relations.

Over the last 30 year’s India’s soft power influence in Nepal has come under threat due to internal political instability and by the external players such as Pakistan and China.India’s relation is primarily built on three main pillars – Religious connect built by Hinduism and Buddhism , Link of Madhesi – Terai belt with UP and Bihar , Influence of Bollywood and Indian Television. But over the past 30 years there has been rising Anti-India sentiments .Nepal has always alleged that India has excessively interfered in the internal affairs right from the days of Nepal Monarchy.In civil war ,India was accused of taking Maoists sides and interfered in the transition of democracy through taking a political side at the time of Constitution framing.There has always been few political elements who have opposed in the India’s involvement in Nepal and these sentiments have been exploited by external players such as Pakistan and China leading to the significant surge in anti India sentiments.This sentiments has led to the decrease in soft power influence in Nepal take for Example Lumbini project which India was looking to develop was handed over to the chinese .

Since Buddhism has share a strong cultural connection between South Asia, Southeast Asia and East Asia , Indian diplomacy has always tried to exploit this connection by developing all the buddhism sites under the Buddhist circuit project but the project was taken over by china .China’s interest in Nepal can be explained to counter Indian influence in Nepal and also to monitor the Tibetian refugees who are present in large number in Nepal. Over the last few years China has bought massive investment in construction of Nepal’s -Road, Rail, Hydro power plant, Internet and Telecom sector. Apart from these hard investments, China is also looking for soft power influence by promoting the Mandarian language in Nepali schools. So overall a combination of Indian mistakes, Political instability and External players have contributed to the decline in soft power influence of India in Nepal.

India is an ancient civilization governed by customs and traditions. Sometimes, it is called the museum of various religions, castes, cultures and ethnic groups. If we go down the ancient period we find that India was governed only geographically and not politically. Religion played an important role in the political life of the nation and it also acted as a guide for the ruler and the ruled. Hence the law enacted at that time formed part and parcel of the religion. However, with the advent of the British rule, our nation entered the phase of modern history. The British brought new thoughts like, western education, idea of secularism, a constitution containing the rules and regulations for the people and the government, political institutions like parliament and the political thoughts like Democracy; Supremacy of the Constitution, Liberty, Equality, Justice Rule of law, etc. They formulated Indian Penal Code, i.e., codifying criminal laws in 1860. Thus, it was the first attempt to cover all the citizens of India under one law. But the civil sphere of life of all the people was left untouched. As a result of these developments a wave of nationalism arose in the minds of the people of India and with the enactment of various legislation like Government of India Act, 1935, India for the first time became a nation politically. With freedom in 1947 and enactment of the Constitution in 1950, India was born as a nation and the Constitution, the supreme law, occupied a supreme position in the political life of this nation.

Based on the ideals like Equality, Rule of law, Justice, Liberty, etc., our Constitution made enough provisions to uphold these ideals. It is the duty of the government to enact legislation based on these principles. By keeping this in mind criminal law is made applicable to all citizens of India irrespective of race, religion, caste or sex. But considering the vast diversities in India and the ambiguous condition prevailing at the time of Independence and the communal tension rife in our country, no Uniform Civil Code for all the citizens was made.

Uniform Civil Code

Article 44, makes it an obligation on the State to promote a uniform civil code to all citizens throughout the territory of India. Uniform civil code is a set of law proposal which will replace all the laws—personal laws governing institutions like marriage, divorce, inheritance of property, etc., based on religious faith.

M.C. Chagla former Chief Justice of Bombay High Court observed that, “Article 44 is a mandatory provision binding on the government. The Constitution was enacted for the whole country, it is binding on the whole country and every section and community must accept its provisions and directives.”

The Supreme Court suggested in favour of Uniform Civil Code through many judicial precedence. Some of them are:

Mohammad Ahmed Khan v. Shah Bano Begum mainly known as Shah Bano Case. In this case in 1985, Shah Bano moved to Supreme Court for seeking maintenance under section 125 of the Code of Criminal Procedure when her husband divorced her after 40 years of marriage by giving triple talaq and denied her regular maintenance. The Supreme Court gave verdict in favour of Shah Bano by applying section 125 of Indian Criminal Code and it is applied to all citizens irrespective of religion. Then Chief Justice, Y.V Chandrachud, observed that a Common Civil Code would help the cause of national integration by removing disparate loyalties to law. And so, the court directed Parliament to frame a UCC.

The second instance in which the Supreme Court again directed the government under Article 44 was Sarla Mudgal case. In this case Sarla Mudgal v Union of India, the question was whether a Hindu husband, married under the Hindu law, by embracing Islam can solemnize second marriage. The Supreme Court held that adopting Islam for a second marriage is an abuse of Personal laws. Further said that Hindu marriage can be dissolved under Hindu Marriage Act, 1955 i.e. mere by converting itself in to Islam and marry again does not dissolve the marriage under Hindu Marriage Law and thus will be an offence under Section 494[5] of the Indian Penal Code.

In John Vallamattom v. Union of India, the Priest from Kerala, John Vallamatton filed a writ petition in the year 1997 stating that Section 118 of the Indian Succession Act was discriminatory against the Christians as it imposes unreasonable restrictions on their donation of property for religious or charitable purpose by will. The bench comprising of Chief Justice of India V.V Khare, Justice S.B Sinha and Justice A.R. Lakshamanan struck down the Section declaring it to be unconstitutional. Further Khare stated that;

“Article 44 provides that the State shall endeavour to secure for all citizens a Uniform Civil Code throughout the territory of India. It is a matter of great regrets that Article 44 of the Constitution has not been given effect to. Parliament is still to step in for framing a common civil code in the country. A Common Civil Code will help the cause of national integration by removing the contradictions based on ideologies”.

Need for a Uniform Civil Code

The need for a uniform civil code is promoted on the following reasons mentioned below:

•  Firstly, India being a secular republic needs to progressive and must have a common law for all citizens. To have different rules based on religion is against the principle of equality. In fact, the fundamental rights have sought to reform many religious practices that were found to against the progress of the nation.
• Secondly, a uniform civil code helps to check the caste and religion-based politics. India has shown remarkable progress in the economic front but the social progress is hampered by the anachronistic religion-based traditions and personal laws. In the social-cultural respect, Indian society remains at a midpoint—neither a modern nor a traditional society.
• Thirdly, the existence of the personal laws keeps the nation divided in many respects and retards the nation-building activity.
• Fourthly, the promotion of gender justice demands a uniform civil code. Indian society is primarily a patriarchal society ridden by age-old traditions that promotes unfair unequal treatment of women. The constitution declares the resolve of the people to guarantee equal rights to women, which accelerates the need for a uniform civil code.
• Fifthly, the existence of various personal laws has been a loophole which is effectively exploited by the dominant and elite social class. For instance, the alternate judicial systems in rural India and the practices like honour killings are supported by the absence of the uniform civil code.
• Sixth, vote bank politics can be reduced by a uniform civil code. When all religions are brought under a single set of laws, the opportunity to offer benefits to certain religious denominations, especially the minorities, for garnering their vote will be reduced.

On the above grounds, there have been demands to make uniform civil code and implement in the past. At present, Goa is the only State in India to have a common civil code, also known as the Goa Family Law. The demand had always resulted in heated arguments for and against having the code. This had been a most debated provision even in the constituent assembly. However, the founding fathers have deliberately provided it as an unenforceable directive.

Uniform Civil Code: Why an Unenforceable Directive?

Uniform civil code aims at securing ‘harmony through uniformity’ is an undeniable truth. But making it a compulsory provision would result in a sort of regimentation of the civil code which will result in ‘discontent or dissatisfaction’.

Similarly, the Supreme Court has also ruled that although uniform civil code for all persons may be desirable, its enactment in one go may be counterproductive to the unity and integrity of the nation. Progressive changes must be brought gradually because social change is a slow process. The legislature must make or amend the existing law where there is an acute necessity.

To make all laws to be uniformly applicable to all people in one go would be inexpedient and incorrect.

India being a pluralist society, people have different faiths and the tenets propounded by their religious faiths are multifarious. It is indeed a challenge to achieve unity among the people professing different religious faiths, born in different castes, creeds or sub-sections in the society, speaking different languages and dialects in different regions and provided a secular constitution. Supreme Court, in Pannalal Bansilal versus state of Andhra Pradesh, observed that,

“The directive principles of the constitution themselves visualize diversity and attempt to foster uniformity among people of different faiths.”

The orthodox section among the minorities such as Muslims feels that the Uniform civil code will adversely affect their identity. The issue has been sensationalized by the media which brought the debate from the need for uniform civil code to the divinity of personal law. Consequently, the demand for Uniform Civil Code is regarded as identity politics and viewed negatively.

This section comes under Part II of Chapter V of documentary evidence, here how execution of proof is done is to be shown. If a document is required by law to be attested, it shall not be used as evidence until one attesting witness at least has been called for the purpose of proving its execution, if there be an attesting witness alive, and subject to the process of the Court and capable of giving evidence: Provided that it shall not be necessary to call an attesting witness in proof of the execution of any document, not being a Will, which has been registered in accordance with the provisions of the Indian Registration Act, 1908 (16 of 1908), unless its execution by the person by whom it purports to have been executed is specifically denied[1].

Now in section 73 of Indian Evidence Act it is stated –

Comparison of signature, writing or seal with others admitted or proved.

 In order to ascertain whether a signature, writing or seal is that of the person by whom it purports to have been written or made, any signature, writing, or seal admitted or proved to the satisfaction of the Court to have been written or made by that person may be compared with the one which is to be proved, although that signature, writing, or seal has not been produced or proved for any other purpose. The Court may direct any person present in Court to write any words or figures for the purpose of enabling the Court to compare the words or figures so written with any words or figures alleged to have been written by such person

73A. Proof as to verification of digital signature:

In order to ascertain whether a digital signature is that of the person by whom it purports to have been affixed, the Court may direct—

(a) That person or the Controller or the Certifying Authority to produce the Digital Signature Certificate;

(b) Any other person to apply the public key listed in the Digital Signature Certificate and verify the digital signature purported to have been affixed by that person.

For the purposes of this section, “Controller” means the Controller appointed under sub-section (1) of Section 17 of the Information Technology Act, 2000.

Comments:

Whenever there is doubt of signature, seal or writing before the court this section 73 of Indian Evidence Act will be applicable. According to this this, court can match or compare the disputed signature, seal or writing with undisputed signature, seal or writing which have been submitted to the satisfaction of court. In this it provides for a straight method of comparison of disputed writing, signature or finger impression, in deciding unresolved matter whether a particular signature, writing or seal of a particular person by whom it purports to have been written or made, the court can compare the same with other signatures, seal or writing which have been already submitted or proved to be the same ( i.e. writing or signature or seal) of that person. “It is necessary that the writing to be used as a standard should be properly proved to the satisfaction of the judge to be the handwriting of the person concerned”. In this situation the rule of prudence is that the comparison of signature by courts as a mode of ascertaining the truth should be used with great care and caution.

This section contains two parts. The first one provides with the comparison of writing, signature, figure etc. purporting to have been written or made by a person with other admitted or proved signature, writing, figure etc. by the court to have been written signed or made by the same person. Second part here empowers the court to order the person to appear before it and to give his specimen signature or writing for the purpose of evaluating the disputed signature, writing, figure etc. and to see that it matches or not.

Here according to Supreme court it is clear that such comparison made by a handwriting expert or by one with the handwriting of the person concerned or by the courts direction. Here the court should not be in hurry it should slowdown in making comparison itself. It should take the proper aid of any writing expert. As both plaintiff defendant has not taken steps to secure the opinion of handwriting expert as such the court has the discretionary power to compare disputed signature with the undisputed signature.

It is equally important to take note of the sentence “for the purpose of enabling the court to compare” found in the second part of Section 73. In this regard the Supreme Court held that the language of Section 73 does not permit a court to give a direction to the accused to give specimen writings for anticipated necessity for comparison in a proceeding which may later be instituted in the court. Section 73 cannot be made use of for collecting specimen writing during investigation and recourse to it can be had only when the court before which the enquiry or trial of proceeding is pending requires the writings for the purpose of enabling it for comparison.

In case of determination of finger impression the court is required to make a thorough study, if necessary with the assistance of counsel, to ascertain the characteristic, similarities and dissimilarities of such finger impression. The court should avoid reaching conclusions based on a mere casual or routing glance or perusal. There are methods of proving writing such as, with the help of expert who can prove handwriting and signature under section 45 of the Evidence Act, With the help of other person who is acquainted with the handwriting of the person alleged to have signed or written the document and by calling and examining the writer himself and his admission.

In 73A again to proof the digital signature the court will tell certifying authority to produce its digital signature certificate in court or else, apply by other method and then compare it accordingly. Here is digital signature certificate comes under IT Act.

[1] Section 73A of Indian Evidence Act

The No Child Left Behind Act of 2002 (NCLB) was a U.S. Act of Congress that reauthorized the Elementary and Secondary Education Act; it included Title I provisions applying to disadvantaged students. It supported standards-based education reform based on the premise that setting high standards and establishing measurable goals could improve individual outcomes in education. The Act required states to develop assessments in basic skills. To receive federal school funding, states had to give these assessments to all students at select grade levels.

Legislative history

It was coauthored by Representatives JohnBoehner (R-OH), George Miller (D-CA), and Senators Ted Kennedy (D-MA) and Judd Gregg (R-NH). The United States House of Representatives passed the bill on December 13, 2001 (voting 381–41), and the United States Senate passed it on December 18, 2001 (voting 87–10). President Bush signed it into law on January 8, 2002.

Replacement

On April 30, 2015, a bill was introduced to Congress to replace the No Child Left Behind Act, the Every Student Succeeds Act, which was passed by the House on December 2 and the Senate on December 9, before being signed into law by President Obama on December 10, 2015. This bill affords states more flexibility in regards to setting their own respective standards for measuring school as well as student performance.

The major focus of No Child Left Behind is to close student achievement gaps by providing all children with a fair, equal, and significant opportunity to obtain a high-quality education. The U.S. Department of Education emphasizes four pillars within the bill:

• Accountability: to ensure those students who are disadvantaged, achieve academic proficiency.
• Flexibility: Allows school districts flexibility in how they use federal education funds to improve student achievement.
• Research-based education: Emphasizes educational programs and practices that have been proven effective through scientific research.
• Parent options: Increases the choices available to the parents of students attending Title I schools.

Pros and Cons of NCLB for Students With Learning and Thinking Differences

On the positive side, NCLB led to inclusion. Before NCLB, many schools didn’t measure the progress of students with learning and thinking differences. These students were often shut out of the general education curriculum and left out of state tests.

NCLB also set the expectation that struggling students learn alongside their peers. By making schools report their results by subgroup, NCLB shined a light on students receiving special education services. Schools were pushed to give struggling students more attention, support and help.

And they did. The graduation rate for students with specific learning disabilities increased from 57 percent in 2002 to 68 percent in 2011.

On the negative side, some say that NCLB focused too much on standardized testing. Some schools end up “teaching to the test”—focusing only on what students were tested on. This left little time for anything else the kids may have needed or wanted to learn.

Certain penalties, such as requiring school improvement plans, were reasonable, critics said. Others could be very harsh, such as firing school staff or closing a school that’s struggling. Critics linked several cheating scandals to NCLB, citing the pressure on teachers and educators to perform.

Some argued that NCLB’s standards-based accountability was inconsistent with special education, which focuses on meeting a child’s individual needs.

Despite the controversy, most people supported parts of NCLB—especially requirements for highly qualified teachers, research-based instruction and basic reporting on school results.

#nochildleftbehind #EDUperk #thinkingdifferent

WBT Basics provides a simple starting point for teachers new to Whole Brain Teaching. Whole Brain Teaching is a type of teaching that uses the whole brain to engage students in learning. 

Whole brain teaching is a philosophy of teaching and learning that aims to activate students’ brains for maximal involvement in the learning process. Whole brain teaching relies on precepts from neuroscience, or the study of brain anatomy in order to understand how best to reach children over the course of the school day. Overall, whole brain teaching asks that students and teachers work in synch and very actively all the time. The classroom that uses whole brain teaching is an engaged, synchronized, collaborative classroom. It might initially appear more structured than other contemporary classrooms because each aspect of structure and routine is aimed at appealing to a neurological, cognitive need. Whole brain teaching can reach difficult students as well as those who are already strong.

First developed in 1999, Whole Brain Teaching promotes a high-energy, hyper-focused method where teachers use game-like challenges, key words, and motivational methods, while eliciting continuous spoken responses from their students to keep them fully engaged every minute.

The Pros of Whole Brain Teaching Strategies

WBT classes are fast-paced. Students don’t know when the Class-Yes, Teach-OK, Mirror, or Scoreboard Game activities will require them to engage actively, so they constantly pay attention.

When you enter a class, you’ll feel the energy and enthusiasm as students become active participants in instruction. You might even think they’re playing games and having fun at the expense of learning. They are having fun, and it’s building a love of learning.

In a study that sought to evaluate the impact of Whole Brain Teaching on the behaviours of challenging students, nine types of student behaviours were evaluated with fifth grade students. The results of this study indicated a 50 percent decrease in student negative behaviours from the pre-observations to the post-observations after implementing Whole Brain Teaching (Palasigue, 2009). These results support student engagement theories that state that the more a student is engaged in the lesson, the less likely the student will engage in disruptive behaviours (Scott, Hirn, & Alter, 2014).

The Cons of Whole Brain Teaching Strategies

If you watch a WBT video and don’t recognize the WBT strategy, you could confuse the parroting with old-school memorization. It’s not, but teachers must know how to make that differentiation for this approach to work in their classes. In truth, if WBT is not delivered correctly, it seems like it could become rote drills. Teacher training, personal attitude, and direction to students can fix this.

Students are encouraged to respond in preprogrammed phrases and words rather than independently thinking out responses. The teacher must make it clear when responses are required and when higher-order thinking is what’s called for.

Shy students or those who are more reserved may be uncomfortable with so many hand and body gestures and the need to interact so often with classmates. Mostly this passes, but be aware of those students who have difficulty.

There are excellent training programs in Whole Brain Teaching. Take advantage of these to get teachers excited about this effective, unique learning strategy. Don’t be afraid to unpack WBT slowly if you’d like, as students get used to it.

Did you ever involve yourself in something very trivial , when you had an important assignment submission or work? Did you ever regret not doing the job right?. If yes , then that’s what we call procrastination. Procrastination is the act of delaying or postponing something that needs to be accomplished within a given period […]

IS PROCRASTINATION POISONOUS TO HUMANS?

All Indian Bar Examination is the National Level Examination conducted twice in every year by the Bar Council of India. The objective of conducting this exam is to examine the advocates basic knowledge of law, analytical thinking, understanding the concept of law from those who are willing to practice in this profession. AIBE exam is an open book exam. The candidate who pass the exam will receive ‘Certificate of Practice’ by the Bar Council of India. AIBE exam will be conducted across 40 cities in India. Candidate can choose the medium of language from 11 different languages.

Who are eligible?

Eligible persons having a recognized law degree (3 years or 5 years) and they should be admitted as advocates on State Bar Council. In simple language the eligible person should have ‘Sanad’ which is the ID card given by State Bar Council. The Advocates Act 1961 empowers State Bar Council to frame their own rules for on enrolments of advocates.

AIBE Exam

AIBE exam forms are available on the official website of AIBE i.e www.allindiabarexamination.com. The candidate should carry their own study material in the exam hall. The exam will be in offline mode. The questions will be in MCQ format. The candidate had cleared his LL.B exam then to some candidate gets difficulty in clearing this exam. But, if the candidate have had studied all the subjects well during his/her law school days then this exam can be cleared easily.

Who are eligible?

Eligible persons having a recognized law degree (3 years or 5 years) and they should be admitted as advocates on State Bar Council. In simple language the eligible person should have ‘Sanad’ which is the ID card given by State Bar Council. The Advocates Act 1961 empowers State Bar Council to frame their own rules for on enrolments of advocates.

AIBE Exam

AIBE exam forms are available on the official website of AIBE i.e www.allindiabarexamination.com. The candidate should carry their own study material in the exam hall. The exam will be in offline mode. The questions will be in MCQ format. The candidate had cleared his LL.B exam then to some candidate gets difficulty in clearing this exam. But, if the candidate have had studied all the subjects well during his/her law school days then this exam can be cleared easily.

Syllabus

These subjects below cover the high weightage if the candidate studied these subjects thoroughly then the chances of passing of that candidate is higher :

1.  Constitutional Law                                             10 marks

2.  I.P.C (Indian Penal Code)                                  8 marks

3.  Cr.P.C (Criminal Procedure Code)                   10 marks

4.  C.P.C (Code of Civil Procedure)                      10 marks

5.  Evidence Act                                                     8 marks

6. Law of Contract, Specific Relief,

Property Laws, Negotiable Instrument Act            8 marks

7. Family Law                                                        8 marks

Whereas, these subjects are low in weightage which are mentioned below :

8.  Alternative Dispute Redressal

including Arbitration Act                                       4 marks

9. Public Interest Litigation                                    4 marks

10. Administrative Law                                           3 marks

11. Professional Ethics &

Cases of Professional Misconduct

under BCI rules                                                        4 marks

12.  Company Law                                                   2 marks

13. Environmental Law                                           2 marks

14. Cyber Law                                                       2 marks

15. Labour & Industrial Laws                               4 marks

16. Law of Tort, including

Motor Vehicle Act and

Consumer Protection Law                                        5 marks

17. Law related to Taxation                                      4 marks

18. Land Acquisition Act                                          2 marks

19. Intellectual Property Laws                               2 marks

How to prepare for the AIBE Exam

• Bare Acts

The candidate should go through the Bare acts of all the Subjects. Reading the Index is very important the candidate can stick sticky notes on the important sections and definitions. The candidate should avoid mugging up the sections and should focus on reading it as much you could as it an open book exam

• Question Papers

The candidate should solve the last years question papers which is available in book stores or online stores too. Reading the question paper the candidate will get an idea about what type of question was asked in earlier exams. It is a time based examination where the candidate will get 3hr 30 min to answer 100 questions. The candidate should practice to solve the questions in the same time span. 

• Legal Maxims/One Liners

The candidate can get a printout of all the important Legal maxims and one liners and can carry with themselves on the examination day. The candidate can get some of the legal maxims in Legal Language subject book. 

• Commentary Books

The candidate can carry commentary book of the respective subjects for Judgements. There is a case index in every commentary book so it will be very helpful to find a case and answer the questions related to it.

• All India Bar Examination Books

There are books available in the book stores or online website where there are subject wise MCQs given and also last year question papers with answers.

• Strategy of Cracking the Exam

The candidate should read the question paper thoroughly the candidate can divide the question paper in three category they are as follows :

1. Solvable
2. Confusion
3. Unsolvable

When a candidate read the question paper he/she can understand in which category he/she can place the given question if the category choose by the candidate is solvable then he/she should mark the answer of the question in the OMR sheet. If the candidate is confused regarding the answer what the answer is, he/she can mark the answer with certain symbol which indicate it is in confusion category. Later on, when he/she finished up answering all the solvable question then he/she can search the correct answer of the confusable question from the books he/she has got. Last but not the least the candidate should try to find the answer of the questions which he/she kept in unsolvable category. The candidate should use the time very effectively. The candidate should keep in mind there is no negative marking so the candidate must answer all the questions.

Movement restrictions aimed to stop the spread of the corona virus may be making violence in homes more frequent, more severe and more dangerous.

Domestic violence has been defined as encompassing any behaviour within an intimate relationship that causes physical, psychological or sexual harm to those in the relationships. It is a major social and public health problem with significant costs on individuals, families, communities and the society.

The World Health Organisation (WHO) defines violence as ‘the intentional use of physical force or power, threatened or actual against oneself, another person, or against a group or community that either results in or has a high likelihood of resulting in injury, death, psychological harm, maldevelopment, or deprivation’.

Under the Protection of Women from Domestic Violence Act (2005) of India, domestic violence is defined as ‘any act, omission or commission or conduct of the respondent in case it—(a) harms or injures or endangers the health, safety, life, limb or well-being, whether mental or physical, of the aggrieved person or tends to do so and includes causing physical abuse, sexual abuse, verbal and emotional abuse and economic abuse; or (b) harasses, harms, injures or endangers the aggrieved person with a view to coerce her or any other person related to her to meet any unlawful demand for any dowry or other property or valuable security; or (c) has the effect of threatening the aggrieved person or any person related to her by any conduct mentioned in clause (a) or clause (b); or (d) otherwise injures or causes harm, whether physical or mental, to the aggrieved person.

According to the Crime in India Report 2018, published by the National Crimes Research Bureau (NCRB), every 1.7 minutes a crime was recorded against women in India, every 16 minutes a rape was committed and every 4.4 minutes a girl is subjected to domestic violence.

Factors influencing domestic violence

It is quite apparent that domestic violence does not constitute an occasional, rare incident. In fact, it is a regular, systemic and structural manifestation of social control. No single factor can alone explain the reasons of domestic violence. Rather, there are several complex and interrelated factors such as institutionalized social and cultural factors, family institution, including fear of and control over female sexuality, belief in the inherent superiority of males, and independent legal and social status. According to the World Health Organisation, one in every three women across the globe experience physical and/or sexual violence by an intimate partner or sexual violence by any perpetrators in their lifetime: at least 30% of all women who have been in a relationship have experienced physical and/or sexual violence by their intimate partner.

Increase in domestic violence cases

Domestic abuse is being reported all over the world such as China, Argentina, Germany Turkey, South Africa, UK, USA, France, Malaysia, Lebanon to name a few. UN chief Antonio Guterres has called for global `ceasefire’ because of horrific global surge violence directed towards women and girls linked to lockdown imposed globally in response to the pandemic. It is expected that millions of cases of violence, child marriage, female genital mutilation and unintended pregnancies may occur during crisis causing devastation

Before COVID-19 broke-out the statistics reveal that every third woman in the world has faced violence at least once in her lifetime. The mandatory lockdown being imposed in wake of COVID-19 is leading to increase in number of incidents of domestic violence. In 2020, between March 25 and May 31, 1,477 complaints of domestic violence were made by women. This 68-day period recorded more complaints than those received between March and May in the previous 10 years. The National Commission for Women has reported a rise of 94 percent in complaint cases where women have been abused in their homes during lockdown.

Laws on domestic violence in India

Although women may be victims of any of the crimes such as ‘murder’, ‘rape’, ‘robbery’, ‘cheating’, etc., the crimes that are directed specifically against women are characterized as ‘Crimes Against Women’. These are broadly classified under two categories:

1. Crimes identified under the Indian Penal Code (IPC) and
2. Crimes identified under the Special Laws.

The crimes identified under the IPC include: rape (Sec. 376); kidnapping and abduction for different purposes (Sec. 363/373); homicide for dowry, dowry deaths or their attempts (Sec. 302/304-B); torture—both mental and physical (Sec. 498-A); molestation (Sec. 354); sexual harassment—referred to in the past as eve-teasing (IPC Sec. 509); and importation of girls (up to 21 years of age) (Sec. 366-B).

The crimes identified under the Special Laws include those specified under the Immoral Traffic (Prevention) Act, 1956; the Dowry Prohibition Act, 1961; the Child Labour (Prohibition and Regulation) Act, 1986; the Indecent Representation of Women (Prohibition) Act, 1986; the Commission of Sati (Prevention) Act, 1987; the National Commission for Women Act, 1990; the PC & PNDT Act, 1994; the Protection of Women from Domestic Violence Act, 2005; the Prohibition of Child Marriage Act, 2006; the Protection of Children from Sexual Offences Act, 2012; and the Sexual Harassment of Women at Workplace (Prevention, Prohibition and Redressal) Act, 2013.

Key Constitutional Rights conferred to women in India

The National Family Health Survey (NFHS-4), 2015-16 highlighted that 30% women in India in the age group of 15-49 experienced physical violence since the age of 15. The report suggested that among married women experiencing physical, sexual or emotional violence, an alarming 83% claimed that their husbands were the main perpetrators of such forms of abuse, followed by abuse from the mothers (56%), fathers 33% and siblings 27% of the husbands. The major crimes reported by women in India are — cruelty by husband or relatives 32.6%, assault on women with intent to outrage her modesty — 25%, kidnapping and abductions 19% and rape 11.5%.

Therefore it is necessary to protect oppressed women in India with the help of stringent laws, appropriate schemes, rules and regulations. Such protection shall be provided not only on the grounds of fundamental rights violations but also on humanitarian, social and economic grounds.

Bilingual education involves teaching academic content in two languages, in a native and secondary language with varying amounts of each language used in accordance with the program model.

Need for Bilingual Education

At the beginning of the twenty-first century, proficiency in only one language is not enough for economic, societal, and educational success. Global interdependence and mass communication often require the ability to function in more than one language. According to the 2000 U.S. Census, more than 9.7 million children ages five to seventeen–one of every six school-age children–spoke a language other than English at home. These language-minority children are the fastest-growing segment of the U.S. school-age population. Between 1990 and 2000, the population of language-minority children increased by 55 percent, while the population of children living in homes where only English is spoken grew by only 11 percent.

Language-minority students in U.S. schools speak virtually all of the world’s languages, including more than a hundred that are indigenous to the United States. Language-minority students may be monolingual in their native language, bilingual in their native language and English, or monolingual in English but from a home where a language other than English is spoken. Those who have not yet developed sufficient proficiency in English to learn content material in all-English-medium classrooms are known as limited English proficient (LEP) or English language learners (ELLs). Reliable estimates place the number of LEP students in American schools at close to four million.

5 WAYS CHILDREN BENEFIT FROM A BILINGUAL EDUCATION

A large amount of research is being done to discover how being exposed to a bilingual education benefits individuals as they grow up.

COGNITIVE BENEFITS

Evidence from recent research is beginning to show that if you are exposed to a bilingual education and grow up with a high degree of literacy in both languages, you are more likely to develop better cognitive skills that provide advantages for learning and progress in later life. Although many parents worry about their child ending up with weaker skills in both languages and feeling confused, according to the New York Times, the conflict caused by learning two languages early on is actually a good thing:

“This interference, researchers are finding out, isn’t so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles.”

Pre-school children learning in a bilingual environment tend to be more flexible in their cognitive behaviour and begin to understand more deeply at an early age the subtleties of how language works. This is thought to be one of the reasons why those exposed to a bilingual education develop better mental acuity early on, growing the tools to solve complex mental puzzles. Other research suggests that bilingual students are better at processing sound and therefore are much more likely to pay attention in class, whatever the subject.

CULTURAL BENEFITS

There are, of course, many cultural benefits to having a bilingual education. Moving between two different worlds means children come into contact and identify with the traditions and identities of each one. This is particularly the case with immigrant families and expat communities, where children may grow up with dual cultural identities.
The added level of communication skills and the necessity of developing keen listening skills can also lead to improved social competence that can help bilinguals to adapt more easily to different multi-cultural environments, as well as making them more attuned to subtle cultural sensitivities.

FINANCIAL AND CARER-RELATED BENEFITS

Being able to speak proficiently in two or more languages has always been hugely beneficial across different professions, but is increasingly so in the modern, “globalised” world that we hear so much about.
The ability to adapt to and absorb different cultures is in itself a precious commodity to companies operating across multiple countries, with clients in different locations. Within these global companies, employees with multiple languages are likely to be valued more, and often paid more. In these huge companies, there are often opportunities to work in their offices in around the world, usually an incredibly rewarding experience.
Even if the corporate world is not for them, with two languages, they will rarely be out of a job. From the creative industries to the charity world, companies want employees with an innate sensitivity to cultural trends, to be comfortable interacting with a variety of people, and to have great communication skills. They can also feel safe in the knowledge that they can always support themselves through translation work.

ACADEMIC BENEFITS

You would expect those with a bilingual education to be higher academic achievers than their monolingual peers, on average. Research at Cambridge University adds to the evidence that bilinguals have the edge in cognitive ability, social interaction and communication skills. It is no wonder then, that universities themselves prize language skills highly in those applying.

LONG-TERM HEALTH BENEFITS

There is a growing body of research into how the cognitive benefits of bilingualism extend to fighting off neurological diseases. For example, researchers in Wales are looking at whether being educated in both English and Welsh can help delay dementia and even Parkinson’s disease in later life.
Wales is not the only place where research into bilingualism and long-term mental health is of interest. Research in California found that, as well as earning more money, on average.

Collaborative learning is a situation in which two or more people learn or attempt to learn something together. Unlike individual learning, people engaged in collaborative learning capitalise on one another’s resources and skills.

Collaborative learning can occur peer-to-peer or in larger groups. Peer learning, or peer instruction, is a type of collaborative learning that involves students working in pairs or small groups to discuss concepts or find solutions to problems. Similar to the idea that two or three heads are better than one, educational researchers have found that through peer instruction, students teach each other by addressing misunderstandings and clarifying misconceptions.

The organisational benefits of collaborative learning:

1. Develops self-management and leadership skills

When individuals are tasked with working together to achieve a common goal, they are being given the opportunity to develop high-level skills.

While having to organize, assign, and teach, they are learning how to manage both themselves and others while leading in a productive fashion.

2. Increases employee skills and knowledge

When employees participate in collaborative learning, they are developing a wide range of skills and knowledge. Not only will they strengthen their existing skills by having to teach others, they in turn will learn new skills from other employees.

This reduces the need for formal training while encouraging employees to continually upskill in known concepts and engage with new concepts.

3. Improves relationships across teams and departments

When individuals have limited contact across teams, it is difficult to foster connections and teamwork. Collaborative learning across teams forces individuals to develop new connections and find ways to work together.

This can be especially beneficial for organisations that depend on remote workers, as fostering strong connections among distant workers can be difficult.

4. Improves knowledge acquisition and retention

Studies have shown that utilizing collaborative learning may lead to increased involvement and better retention of knowledge.

The process of collaborative learning allows participants to achieve higher levels of thought and the information is retained much longer than when learned in a non-collaborative setting.

5. Improves employee retention and promotes workplace engagement

Employees that are given the opportunity to learn new skills tend to be more satisfied in their work, and are less likely to seek out other opportunities.

Satisfied employees are more productive and will engage in their work, leading to increased efficiency and output.

It’s always been a tough time for parents when they have to decide what education they should choose for their children; education that is both right and appealing to them as well. Each child has different kind of educational needs and preferences and depending on that, education should be imparted to them. One of the most highly remarkable innovation of the age is the virtual education, the best alternative to traditional educational module. This kind of education through the world of internet is especially helpful to kids who find it difficult to cope with the concept of actual school. In fact, virtual school has been hailed as the next big solution in education that is surely going to change the way education is delivered to its recipients. Read this article to know why virtual education is such a great beginning in the world of education.

Virtual education refers to instruction in a learning environment where teacher and student are separated by time or space, or both, and the teacher provides course content through course management applications, multimedia resources, the Internet, videoconferencing, etc.

Virtual education is not similar to the kind of education available in traditional classes. The best part about this kind of education is that it allows students and parents to go through proper counseling to know what will work best for each student, based on his strength and weaknesses. Customized education can bring out the best in each student as it helps to ignite the willingness to learn. Besides, the flexibility that is allowed to students in virtual schooling is what attracts more and more parents. The reason is the fact that it facilitates students to learn and not mere learning that is forced at a particular time. It has been proved through research that students tend to learn more when it is convenient to them, rather than making studies a mere everyday fixed routine.

Likewise, the rising cost of attending courses in colleges and other educational institutions has already forced many students to go for virtual education. The education costs involved in virtual schooling is pretty less as it does not include the immense course fees and resource expenses among a whole lot of others that just go unnoticed sometimes. But with virtual schools, the education delivered does not require such high investments and it is an advantage to students with fewer privileges who are unable to attend well known campuses. The cost involved in this kind of education via internet is way less than the face-to-face method.

Now, if we think beyond the student’s point view, we can also find how virtual education is a great boon to the environment as well. Just think how many trees you are saving by reducing the use of paper. The amount of paper you need while attending a classroom lecture is huge and most of the paper used always end up in the dustbin. While virtual education does help you save the environment and keep your data safe in your computer.

The advantages of virtual education are great in number and these are just few of them. We must always remember one thing that the benefits of virtual education vary from person to person depending on individual needs and requirements. The huge number of students enrolling for virtual schools itself stands as a witness to the ever increasing demand of virtual education.

Jurisprudence is the philosophy of law. In other words, it seeks to explain what law is about in the most general way. Etymologically, the word ‘jurisprudence’ is the English derivation of the Latin word ‘jurisprudentia’ which means the study, knowledge or skill with regards to the law. It discusses law in the most general way e.g. what is law, what is its purpose, how it originated, how does it develop, what are its basic concepts and structure, what is its relation with other social phenomena like the economy, the social system, etc. 

The study of jurisprudence as separate branch of knowledge started with the Romans. For them, jurisprudence meant ‘knowledge of law’. But in modern sense this meaning is too vague and general. Though the Romans in practice never confused law with morality or religion, in theory this distinction is hardly found to be in existence in earlier times. The definition and concept of jurisprudence by Roman jurists may appear to be vague and inadequate in the modern sense of the term, but the credit of recognizing jurisprudence as an independent branch of legal science for the first time goes to the Roman legal philosophers, which eventually paved way to development of the subject in the present form.

The Indian jurisprudence is as old as humanity itself; there is no founder of it other than the Creator itself. It owes its origin to ancient concept of Dharma which was considered to be best way to discipline one’s mind. The practice of Dharma enabled citizens to inculcate the sense of discipline in conducting themselves in the society. This eventually brought about peace and prosperity in the society. According to Dr. Kane, the concept of dharma passed through several transitions over the years and in the modern context it signifies privileges, duties and obligations of a man, his standard of conduct as a member of the society.

However, with the passage of time and changes in the socio-political conditions of India due to the influence of Mughals and later British rule, “the ancient Hindu law which at one time governed the entire gamut of human activity-civil, criminal and miscellaneous, was modified, supplemented and finally superseded by various legislative enactments”. Thus the Hindu law which was at one time revealed to have a divine origin being a part of dharma, has now become “man-made” law and therefore has lost its divinity which the religion still retains, though the distortions therein have reduced it to a mere farce and tool for hoodwinking and playing with the sentiments of the masses by those who are the helm of the religious affairs. It is an irony of fate that dharma, which is as old as humanity itself and of which law proper has been only a part and parcel, has lost all its credence and glory and its is now being increasingly used as a means to accomplish the selfish ends of those who are in power rather than as an instrument to secure even-handed justice to the people of India.

However, with the march of time and progress of Indian society, concept of law and therefore, of jurisprudence has changed radically. India is now a sovereign socialist secular democratic republic. Democracy presupposes government of the people, by the people and for the people, and therefore, citizens are expected to be self restrained and self disciplined. They should also be conscious of their rights and duties. Law played a significant role in sustaining a stable social order. India being a welfare state, a new Indian jurisprudence needs to be developed so as to ensure that law becomes an effective instrument of social change in various facet of Indian life. It has to play the functional role of harmonizing the conflicting interest if individuals in the society by maintaining equilibrium between the freedoms of individuals on the one hand and social welfare on the other.

The modern law and legal philosophy does not touch the morality or the religion. But the dharma of the ancient Indian legal system comprised all the three, namely law, morality and religion within its ambit. This is evinced by the fact Sadachar laid greater stress on morality then law. The element of religion was conspicuously present in the dharma because of its emphasis not only in noble feeling or intentions but in both noble motive and action. Thus religion as a part of dharma meant by what is approved by conscience of virtuous men who are free from hatred and worldly temptations. Religion therefore, consisted in both noble motive and action because noble feeling precedes noble action. In other words, former is the cause and the latter is the effect. For example, to help the poor and needy or attending to the sick and diseased persons are no doubt noble but that should be achieved in a noble way either by sacrifice of personal comforts or personal money but if it is done by robbing others or exploiting others, it would be contrary to dharma.  

The modern conception of Indian law is based on the notion of reasonableness. Though morality and reasonableness appear to be identical concepts, all that are reasonable need to be necessarily moral. For example, in the Bearer Bond’s case, the law in question, namely, the Special Bearer Bonds (Immunities & Exemptions) Act, 1981 was challenged on the ground of immortality as it extended immunity to tax-evaders and hoarders of black money but the Supreme Court by majority of 4: 1 upheld the validity of the Act on the ground of reasonability because it was enacted to unearth black money which was an ‘obstinate economic problem’ and other efforts having failed. The Apex court took a positivist view and observed that ‘Law is Law’ and, therefore, immunity to black-money hoarders by itself could not be ground of constitutional challenges under Article 14 of the Constitution.

The study of the evolution of ancient Indian law and jurisprudential philosophy would reveal the conception of justice in the form of Dharma governed the communal life with a view to safeguarding the common interests of the people. As rightly pointed out by S. Vardhachariar, there appears to have been a logical order in the historical evolution of the ancient legal system in which desire for justice and respect for law were greatly influenced by the public opinion. Kohler also believed that the essential element of law in ancient Indian was not that it should lead to objectively right results, but that society should recognize the domain of the law in administration of justice.

As the time advanced, there was a radical change in social conditions and human behavior which resulted in shift of trend and jurisprudence come to be envisaged in a broader perspective.

Adaptive Physical Education (APE) is a direct service that can be provided to a special needs child, should the Committee on Preschool Special Education (CPSE) or the Committee on Special Education (CSE) determine that the child is in need of such service. In many cases, if a child is identified as visually impaired, physically handicapped, severely multiply impaired, or other health impaired, he or she will be warranted APE services.

Adaptive Physical Education (APE) is an adapted, or modified, physical education program designed to meet the individualized gross motor needs, or other disability-related challenges, of an identified student. The program can be provided one-on-one, in a small group, or within the general physical education setting. The APE instructor needs to be trained in assessing and working with special needs children. Lesson plans, rubrics, and worksheets need to be adapted for the needs of the children.

The need for Adaptive Physical Education (APE) is determined by the CPSE or CSE. The APE instructor assesses the child and presents the information to the committee. The assessment must include diagnostic and curriculum-based data, observations, and input by the child’s general physical education teacher. If the child is receiving OT, PT or Vision Therapy (VT), then input should be obtained by these providers as well.

Based on the assessment and any other information provided by committee members, the committee determines whether or not APE services are needed. If the committee recommends such services, then APE becomes a part of the child’s Individualized Education Plan (IEP). The plan must include the assessment information, the amount of APE to be received, whether or not the child will be in the general physical education setting, and goals with measurable objectives/benchmarks.

It’s important to note that APE should not be viewed as a related service. Because physical education is federally mandated for all students, the APE teacher is a direct service provider. The APE teacher is to provide adaptations or modifications that will allow the special needs child to participate in age-appropriate physical educational activities. Adaptations or modifications can be made in four areas:

1. Instruction. Rules, lesson plans, strategies, etc. can be modified or included to help the child be successful in physical education. For example, a down’s syndrome child may respond to one word signs as reminders for doing a summersault correctly.

2. Rules. A rule can be adapted or changed if it allows the special needs child to be successful. For example, if the students are working on volley ball skills, a wheelchair bound student is allowed to serve the volley ball from four feet ahead of the serving line.

3. Equipment. Standard gym equipment can be replaced with other objects that vary in shape, color, size, etc. For example, when playing kickball, provide a large bright orange ball for a visually impaired child to kick.

4. Environment. If need be, change the size of the playing area or use tape to define the area. For example, if the general education students are pitching softballs back and forth, work with a severely mentally handicapped child on rolling a ball back and forth by starting out being two feet apart and gradually increasing the space.

For some special needs students, Adaptive Physical Education may be needed every school year. For other students, as they continue to make gains with their gross motor skills, APE services might be tapered back and at some point no longer needed. APE students need to be encouraged to do their best. Programs, such as the Special Olympics, have provided a wonderful and positive opportunity for APE students to experience competing just like their non-disabled peers.

Adapted games for disabilities

The adaptation and development of games for children with disabilities is fundamental for the progression and stimulation of children with disabilities. Apart from adapting the games and toys design according to certain standards to comply with the needs of children with disabilities, we should not forget, that adapting them to the universal standards will benefit, not only children with disabilities, put also children without them, so they can share moments together while playing, favouring social inclusion.  

Games and toys for children with disability: inclusion, encouragement and development

Games for children are a synonym with psychomotor activity, development and stimulation. They are a source of assertiveness, motivation, satisfaction and social interaction.

In the case of children with disability, games are more than that. All these benefits mentioned above are duplicated when disabilities are present, so that the game turns to be an occupational area which is a very basic element for their social, cognitive, sensory, prescriptive, affective and communicative development.

We need to take into account that games for children with disabilities are also essential tools to accomplish educational objectives. Nevertheless, children with disabilities usually find obstacles in the game, not only if toys are not adapted to their own needs, but also when interacting with other children.

Furthermore, since there is not only a type of disability (there could be motor, cognitive, sensory, perceptive, relational disabilities), it is hard to set global patterns to define games for every kind of disability. Professionals (doctors and specialists) and family members are the ones who need to be in charge of spotting the features each child needs.

Some of the esential things we need to take into account when choosing a toy or a game for children with disabilities are the age and type of disability. For instance, in cases of motor disability, adaptations in toys for babies is quite high per se. This is due to the fact that at an early age the mobility of babies with or without disabilities is practically the same, but the differences in motor activity are more notable as children grow.

But not only the age and the type of disability are key when choosing any toy or game, children (not only the ones with disabilities), usually have different learning rhythms, so it is important to call certain specifications into question with regard to the age, depending on the case.

Even so, when talking about games for children with disabilities, we can establish the following general guidelines.

• Look for toys with different visual designs, use and play (characteristics of toys with universal design)
• Choose those that allow you to change the rules so you can easily adapt them.
• Encourage them to explore and participate so that they realise what they are or not able to do, and get to know their preferences too
• Don’t forget that stimulation through games for the disabled is both an individual and group experience. The former reinforces personal autonomy while the latter promotes communication and teamwork.
• Adapted toys are those that, in a group of children with and without disabilities, all of them can play with it and none feels excluded.
• “Dirty game” (using sand, water, finger paints, play dough, kneading, wax, modelling clay…) stimulates sensory and motor development.
• If you suggest games for disabled children, try to mix tradition and innovation together. Traditional games (clapping games, songs, etc.) promote the sensorimotor development and enhance social relations. On the contrary, innovative toys use interesting and useful programmes and technological adjustments for children with disabilities.

Games for children with physical disabilities: challenges and basic modifications

Children with motor disabilities usually start their physical therapy when their first months of life are taking place and their parents moving their efforts and eagerness into it. In this phase, play is presented as a major element for physical development.

Among the main obstacles that children with physical disabilities may find when playing, are problems with moving certain parts of their body, reaching the elements, and the precision of movement and coordination.

One of the usual elements for adapting games for children with disabilities is the use of push buttons. They, apart from stimulating the game, are used in some day-to-day devices such as computers, controls, switches or keys. Getting to have autonomy with push buttons, will make easier for them the fact of controlling those devices in the future.

Some other basic elements to take into account when choosing accessible games for children with phisical disabilities are:

• Children can handle them without needing the help from others.
• Push buttons (and other elements which they need to interact with) are adapted, distinguishable and easy to run.
• Large structures like kitchen sets, little tables, etc. need to be large enough to allow the entrance of a wheelchair. In the absence of this possibility, the structure should be detachable.
• The need to perform multiple actions at the same time is excluded (for example, the need of pressing two buttons simultaneously).

Technology integration is the use of technology resources — computers, mobile devices like smartphones and tablets, digital cameras, social media platforms and networks, software applications, the Internet, etc. — in daily classroom practices, and in the management of a school. Successful technology integration is achieved when the use of technology is:

• Routine and transparent
• Accessible and readily available for the task at hand
• Supporting the curricular goals, and helping the students to effectively reach their goals

When technology integration is at its best, a child or a teacher doesn’t stop to think that he or she is using a technology tool — it is second nature. And students are often more actively engaged in projects when technology tools are a seamless part of the learning process.

Defining Technology Integration

“Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyse and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions — as accessible as all other classroom tools.” — National Educational Technology Standards for Students, International Society for Technology in Education.

The success behind technology integration in education

There are two keys to successfully integrating technology in the classroom. The first lies in understanding the role of technology in the classroom. Keeping students — not the technology — at the center of instruction is the second.

Authentic and meaningful technology integration is a relationship between the teacher, the student, and the curriculum. Technology is the vehicle that makes it happen.

In Ms. Hart’s classroom, students used technology as an appropriate medium for completing their assignment. Their focus remained on the learning objectives and project goals — the tech was just a tool. Learning how to use the available technology also supplemented their learning experience and helped them work more efficiently.

Digital automation and machinery alone will never make school a better place. Technology integration in education doesn’t shift the focus from instruction. Instead, it enhances an existing educational program by serving as a learning device.

Benefits of technology integration

First, technology meets students where they are in the learning continuum by assessing their strength and weaknesses. Then, the programs identify appropriate learning objectives and establish learning pathways for each student.

Second, instructional software allows students to access their classwork anytime. Students may extend their learning by working on programs outside of class: before school, during lunch time, or from home if they have access to the apps from their own devices.

Third, learners find technology responsive and engaging. In the classroom, students with access to technology have useful tools that assist with active learning and problem-solving. Integrated technology encourages engagement and exploration in a way that traditional textbooks can never fill. Classroom lessons are less about the technology itself and more about deep learning. Students use technology to achieve the task at hand: understanding content.

Additionally, software and digital voice assistants provide alternative, reliable sources of information or fact-checking. These programs patiently repeat directions and lessons, customizing instruction through differentiation.

Finally, as learners engage with software and other technology, certain algorithms can collect data about student achievement for teachers to analyze. This data allows them to better plan future lessons and attend to their students’ needs

Career counseling, also known as career guidance, is counseling designed to help with choosing, changing, or leaving a career and is available at any stage in life. One’s career is often one of the most important aspects of adulthood, and embarking on a new career, whether for the first time, the second time, or any time thereafter, can be a stressful event, especially when economic difficulties such as recession are a factor. A career counselor can help by outlining and discussing one’s potential career options.

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Career Counseling

Career counseling, also known as career guidance, is counseling designed to help with choosing, changing, or leaving a career and is available at any stage in life. One’s career is often one of the most important aspects of adulthood, and embarking on a new career, whether for the first time, the second time, or any time thereafter, can be a stressful event, especially when economic difficulties such as recession are a factor. A career counselor can help by outlining and discussing one’s potential career options.

WHAT IS CAREER COUNSELING?

Most Americans will spend a third of their lives at work, but a 2014 study showed that only 52.3% of Americans report being satisfied with their jobs. Job stress may lead to anxiety or depression, so finding a fulfilling career is considered to be important to mental well-being. When choosing the most fitting career or finding a new job when one proves unsatisfying or frustrating, the services of a career counselor may be helpful.A career counselor could be a therapist, life coach, or a volunteer from the business world but will generally be trained to provide career information resources, discuss career development, and administer and interpret aptitude and ability assessments. Students might see a guidance counselor in high school before applying to college and then again in college before choosing or changing majors, but career counseling can help anyone who wishes to change careers, leave work altogether, or explore ways to be more satisfied with a current career.

CHOOSING A CAREER

Choosing a career is an important task, but it may also be a difficult one. It may not be easy to decide what type of job will be the best fit, and since career counseling helps people assess their skills, needs, and desires in order to find a career that works for them, this type of counseling is considered to be an important step to take before deciding on a permanent career. Researching a wide variety of potential careers may be overwhelming, and information on the skill sets and education needed for a particular position may be contradictory or difficult to find. A career counselor will often be able to provide valuable information in these areas and others.

Some of the following questions may be helpful for narrowing one’s focus when considering a career change:

• What do I enjoy doing?
• What kinds of activities are fun and fulfilling for me?
• What am I good at?
• What is my skill set?
• What qualifications do I have, such as a degree or experience?
• How much money do I need to make to feel satisfied?
• What jobs are available in the place(s) I’d like to live?
• Do I want to travel?
• What are my values?
• Is it important to me to be of service to others?
• Am I looking for intensely challenging work or something relatively easy?
• Am I willing to do what others tell me without question, or would I rather make most decisions on my own?
• To what degree do I need stability and security?

HOW CAREER COUNSELING CAN HELP

In a career counseling session, the counselor will help a person explore skills and strengths, consider education levels and give advice about continuing education, and determine interests and personality type. Counselors may also administer an IQ test or an aptitude test. The Myers-Briggs Type Indicator has also been shown to be useful at helping individuals determine possible careers based on personality traits.

Some potential topics of discussion in career counseling:

• Particular skills or talents. In which careers might they be useful?
• The educational commitment required of various careers.
• The potential earnings of various careers.
• The daily working environment. Some people enjoy working in an office, while others might be more successful in a fast-paced or outdoor environment.
• The opportunities for change or advancement in a particular career. Some careers are more flexible than others. Lawyers and doctors, for example, may shift their focus or area of specialty but will generally remain lawyers and doctors. Other careers or education paths might more allow mobility between positions in a given field.
• The necessary skills/education for a desired career.

Who is a Career Counselor?

The Career Services staff member assisting you holds a masters degree and has expertise in career development theory, counseling techniques, administration and interpretation of assessments, and career information resources. Career Counselors have masters degrees in Counseling or Career Counseling.

Your job search/ career attainment process is also a critical aspect of your career development, and therefore, Job Search Advising and Career Counseling are intertwined. Your Career Counselor is also fully trained to assist with all aspects of your job search.

“I am living in hell from one day to the next. But there is nothing I can do to escape. I don’t know where I would go if I did. I feel utterly powerless, and that feeling is my prison. I entered of my own free will, I locked the door, and I threw away the key”
Above words of Haruki Murakami precisely echo the sentiments of millions of souls suffering the agony of tourture and harrassment in the hands of their loved ones. Domestic Violence is a multifaceted problem. It roots from our verandah and branches out nationally and globally. There is hardly any village, hardly any city, hardly any country which is free from this social evil.
But the question arises: “What is domestic violence?” We all know the answer: the violence against women done by her husband in perticular or any male in general is known as domestic violence. Wrong! Domestic Violence is not limited to violence against women alone. It is a much broader concept. Shortly put, Domestic Violence is any form of violence which is born inside the four walls of the house. It has nothing to do with the gender of the victim or the victimizer. Any act of violence and torture whether physical or emotional, against anyone whether male or female inflicted by their intimate partners or any other member of the family is Domestic Violence.
Let’s take the case of this young woman for example which was highlighted by the Deccan Herald. A young married woman sought refuge in her mother’s home in Delhi to save herself from the verbal and physical abuse of her spouse. Just after that the country wide lockdown was imposed so she was not able to return to her husband’s home for long. She felt safe here but not for long as her brother saw her to be an extra burden on the family in the time of financial crisis and in a fit of anger and frustration beat her black and blue. Another famous case is of former stuntman of the ‘James Bond movie’, Eddie Kidd. According to a report Eddie was subject of constant physical torture by his wife Samantha for years. After the imprisonment of his wife Eddie narrated his plight while talking to an English Newspaper. He said that Samantha had a drinking problem and she used to punch him and slap him in front of their house help. Eddie was rendered unable to walk after a work mishap and hence became the recipient of verbal, physical and emotional abuse in the household.Both of the above-mentioned cases tell us about the universality, genderlessness and seriousness of the problem.
Let’s talk about the present scenario for example, the pandemic and the lockdown. There has been a soaring increase in the rate of domestic violence during the lockdown period globally. According to WHO data, the cases of domestic violence reported in Jingzhou (Hubei), tripled during lockdown as compared to the number of last year. There is a report by National Commission of Women (NCW) released in mid April 2020, which claims that there has been an increase of 100% in the cases of domestic violence against women during the period of lockdown. This is the data of domestic violence against women specifically in lockdown. But, we know that the problem is neither limited to lockdown nor to women alone. So where is the data of men you ask? Well there are none available. Yes you read it right!

Domestic Abuse against men is not legally recognised by Indian Law. The gender biased law only sees men as the abuser and not the abused. The cases of domestic violence against men have risen as alarmingly as women’s in recent years; maybe more because we have no systematic data. Most of the cases go unreported because most men suffer from the additional stigma of public humiliation if matter is highlighted. Moreover, the form of violence is different than the one we have presumed in our minds. Many victims told that they were beaten by the male members of the wife’s family or were pressurized by the wife in ways unimaginable which left them traumatized both physically and emotionally.
Society is a coin and male and female are the two faces of the coin. Evils like domestic violence are heinous crimes not against sexes but against humanity as a whole. It is inopportune that such a nefarious atrocity exists in our society and we are responsible for it. As civilized humans it is our duty to raise our voices against the malpractices of our surroundings. We need to be more sensitive as citizens, more observant as neighbours, more vigilant as colleagues. We need to stop stigmatizing and stereotyping the people around us. We can’t shrek our responsibility by saying “How can we interfere in someone else’s private affairs“. It is time to intervene. There are numerous laws to correct this felony and to safeguard the victims. Both the central and Government along with NGOs are working to eradicate it. But, our support and encouragement is needed. We need to strengthen the law, reduce the loopholes and extend a helping hand to protect the victims. The need of the hour is to remove the spectacles of prejudice and ignorance and to come together as a society.

India is known for a quiet a few things through out the world. For example india’s information technology one of the leading factor in shaping the future of the world.
Similarly India has also emerged as an important player in the field of outsourcing . India’s economy is the 5th largest in the world with a GDP of $2.94 trillion, overtaking the UK and France in 2019 to take the fifth spot.There are a number of reasons for such dramatic success of India but the most important one is the education system of india as two third of India’s GDP is due to the skilled jobs created in tertiary sector. And in order to predict the future of india it is necessary to determine the future of the education system of India. Therefore this article will be discussing the promising future offered in education as well as the dark abyss that the country must overcome to walk on the boulevard of development.

As Robert Kiyosaki once said “The best way to predict the future is to study the past, or prognosticate.” it is essential to learn about the past of education in India and how it has changed up till now. Since independence providing education to all has been the major goal of the government. During 1952-2014 the percentage of total government expenditure increased from 7.92 to 16 %
But the increase in education exoentiure has not been uniform and there has been irregular rise and fall. However the total educational expenditure including the private expenditure by individuals and charitable institutions has been quite much.

Indian government is trying there best to make the promising dream offered by the education system come true and due to this there are a number of positive changes that are expected to take place in the near future. Firstly education for all ,that is, 100 per cent literacy might just not be a distant dream and can become a realty as free and compulsory education is already a fundamental right and in addition to this government sanctioned a large outlay for the promotion of higher education and new loan schemes for students. Secondly, education might change into e-education, that is, technology will innovate the present education system. For example-Examination patterns will change completely with increased use of online quizzes and group discussions, classes would be more computer based and become more paperless. Thirdly there would be more subjects to chose from and education system would be more flexible as with more subjects to chose from students can actually study subjects according to there interest.

However for these to positive changes to take place the government needs to overcome a lot of challenges. Like the Indian education system is like a pyramid indicating lesser and lesser number of people for higher level of education. Therefore the government needs to increase allocation for higher education and also improve the standard of higher education institutions, so that students are imparted employable skills in such institutions. Similarly there is huge difference in educational opportunities across states. The per capita educational expenditure differs considerably across states from as high as ₹34651 in Himachal Pradesh to as low as ₹4088 in Bihar. This leads to differences in educational opportunities and attainments across states.

The work that you do regularly to earn money.

A job ,employment ,work or occupation is a person role of society .morespecifically .A job is an activity. Often regular and often performed in exchange for payment .many people have multiple jobs.A person can being a job by becoming an employee, volunteering,starting a business ,or becoming a parent.

A job is homogeneous tasks related by similarity of functions. When performed by an employee in an exchange for pay, A job consists of duties, responsibilities and task

BENEFITS OF JOB you have an identity ,not just a name ,image credit. The paycheck. The joy of being independent. Adding the new one to your slam book polishes to your skills. Have happy retirement let your personal life breathe let you enjoy some extra perks . It gives you money and purpose.

The job is just not about working for few hours. It’s more than that,working ,improving you as the person ,learning the skills will make certainly help u in full filling your purpose.no matter how small your work is ,remember that u are adding value to the organization and ultimately to the world. Having the job will give you the satisfaction. Happiness of maximization of wealth.

DISADVANTAGES OF JOB

wastage of time and effort . Employees take time . Leads to a whole lots of stress . It doesn’t check the time wasted. Zero results.

can be costly and time consuming. Could end up with dusgruntied employees.

Some jobs name are.

teacher. Doctor. Lawyer. Artist. Scientists. Etc.