Shanti Polamuri

HOD, Assistant Professor

Department of English

Maharashtra College

Abstract:

Language is a powerful tool that allows us to communicate, connect, and express ourselves. As the world becomes increasingly interconnected, the ability to communicate effectively in different languages has become an essential skill. In response to this demand, language instruction methods have evolved, placing a significant emphasis on the development of oral communication skills. This shift has been driven by the recognition that speaking is not only a fundamental aspect of language acquisition but also one of the most challenging. However, amidst the efforts to cultivate these skills, an often-overlooked obstacle emerges—speaking anxiety. This article delves into the evolution of language instruction methods, the complexity of oral communication, the impact of speaking anxiety in second language (L2) environments. Furthermore, the identification process explains how these factors affect students’ ability to learn and perform in an instructional environment, given that L2 classrooms are often structured according to the formation of groups with different dynamics that may have a more significant effect or impact on learners’ speaking anxiety. 

Keywords: Language acquisition, speaking anxiety, instructional environment, language dynamics, difficulty of oral communication etc., 

Importance of language learning

The evolution of language instruction methods reflects a profound understanding of the importance of oral communication. Language is not merely a collection of words and grammar rules; it is a means to convey thoughts, emotions, and ideas. Recognizing this, language educators have shifted their focus from rote memorization and passive learning to active engagement through speaking. This transformation is fueled by the understanding that speaking is a vital skill that individuals must acquire to participate fully in a globalized world. However, the path to becoming an adept speaker is far from easy. 

Speaking involves a multitude of intricacies, including pronunciation, intonation, vocabulary selection, grammar usage, and fluency. The convergence of these elements requires practice and persistence. Despite its importance, speaking often poses a significant challenge for language learners. The intricate web of skills and knowledge required for effective communication can be overwhelming. Amidst this complexity, anxiety emerges as a formidable barrier.

Anxiety, particularly in L2 environments with limited opportunities for target language communication, can cripple the language acquisition process. Learners grappling with speaking anxiety may find themselves paralyzed by fear of making mistakes, being judged, or not being able to express themselves eloquently. As a result, they might avoid engaging in conversations or participating in class discussions, depriving themselves of the crucial practice necessary for improvement. Several studies focused on the significance of public speaking anxiety as a primary factor affecting academic achievement, sheds light on the intricate interplay between speaking English, speaking anxiety, and the L2 classroom setting. The emotional variables associated with speaking anxiety further complicate the landscape, as learners’ self-esteem, confidence, and motivation are profoundly affected. By examining these relationships, the study aims to provide evidence that anxiety is a leading cause of poor performance among language learners.

The evolution of language instruction methods reflects a shift towards prioritizing oral communication skills, recognizing their pivotal role in effective language acquisition. However, the complexity of speaking, coupled with the presence of speaking anxiety, poses a substantial challenge for learners, particularly in L2 environments. Several studies on speaking anxiety’s impact on language acquisition underscores its detrimental effects, focusing on public speaking anxiety’s role in academic achievement. Ultimately, understanding and addressing speaking anxiety could lead to more effective language instruction and improved outcomes for learners worldwide.

Learners possess an innate curiosity for the unfamiliar and a penchant for imitation, making it an optimal foundation for embarking on language acquisition. Observing their surroundings and tuning into the cadence of everyday life, children effortlessly assimilate language without conscious effort. This process occurs through a blend of aural and visual perception, nurturing their growth. Consequently, childhood serves as an opportune phase for language acquisition, characterized by an informal and almost subconscious learning experience. ELT has reached a point where the acquisition of language skills is of increasing importance. The level of acquisition is determined by the growth of communication skills, namely speaking. The deficiency emerges at this point because improving speaking skills at the school level received less emphasis. Students who lack accuracy and fluency lose confidence and motivation to utilise the language. Numerous variables influence the language-learning and -teaching process. The significant component is linked to the scenario of instructed language education. With this as the focal point, this study seeks to discover reasons for lousy performance, learners’ strategies to reduce nervousness, and expectations during speaking sessions.

Speaking Anxiety

Anxiety, a complex and uncomfortable emotional state, has long intrigued psychologists and researchers for its significant impact on human behavior and well-being. Initially defined by Freud as “something felt,” anxiety encompasses a distressing emotional condition characterized by feelings of tension, apprehension, nervousness, and worry, often accompanied by physiological responses triggered by the autonomic nervous system (Horwitz et al., 1986, p. 125). While anxiety is commonly linked to perceiving present or future threats (Barlow, 1988; Behnke and Beatty, 1981), it assumes a particularly powerful role in the context of second language acquisition, where it manifests as second language anxiety, profoundly affecting learners of English as a second language.

Oral communication in a second language is frequently perceived as an anxiety-inducing experience, resulting in negative outcomes for language learners. The act of speaking in a new language brings with it the potential for miscommunication, errors, and a sense of vulnerability. Consequently, the fear of these potential challenges triggers high levels of anxiety, particularly before and during speech engagements. This phenomenon aligns with the observation that speakers experience heightened levels of worry and anxiety in relation to their communication performance (Barlow, 1988). However, the study of this anxiety could serve as a catalyst for more effective communication practices, aiming to enhance individuals’ ability to convey their thoughts and ideas confidently and competently in front of an audience.

Within the realm of educational studies, anxiety has been examined as a relatively consistent personality trait, known as feature anxiety. Learners exhibiting this trait are prone to experiencing anxiety across various situations. In contrast, state anxiety is a transient emotional state triggered by specific circumstances, while situation-specific anxiety refers to a recurring trait associated with particular situations (Spielberger, Anton and Bedell, 1976). Notably, in the context of language learning, studies have revealed that language learning anxiety tends to be situation-dependent, indicating that it surfaces in specific scenarios (Gardener, 1991b; Horwitz, 2001). This propensity for situation-dependent anxiety is particularly pronounced in language learning environments, such as classrooms.

Anxiety as an intricate emotional state, holds considerable sway over human behavior and cognition. In the realm of language acquisition, second language anxiety significantly affects learners attempting to communicate in an unfamiliar language. This anxiety can stem from the fear of potential mistakes and miscommunications. However, by delving into the study of these anxieties, educators and researchers aim to empower individuals to navigate the challenges of speaking in a second language more effectively. Moreover, the distinction between feature anxiety, state anxiety, and situation-specific anxiety in educational settings underscores the complexity of anxiety’s manifestations and their implications for language learners. This intricate interplay of emotions and communication serves as a foundation for enhancing language instruction and promoting more effective communication education. As a student organises and prepares for an impending speaking activity or oral presentation in front of others, negative thoughts about the activity or session may exacerbate feelings of anticipatory anxiety linked with the assigned speaking task. This psychological phenomenon challenges teachers and instructors whose ultimate purpose is to educate and train students to be good communicators.

Awareness of Anxiety in the English Language Classroom

The pervasive influence of the English language has led to its recognition as a vital and essential component of modern life. Students, cognizant of its global reach and multifaceted benefits, attribute numerous virtues to their ability to speak English. From being perceived as “Universal” and “Global” to fostering a sense of “Prestige” and “Belonging,” English is regarded as more than just a language; it is a powerful tool that profoundly shapes their academic and personal journey.

For students, speaking English is synonymous with confidence. The ability to communicate effectively in this language empowers them to overcome linguistic barriers and engage confidently in various situations. It instills a sense of belonging, enabling them to connect with people across the world and be part of a larger, interconnected community. This interconnectedness not only facilitates personal growth but also serves as a conduit for international recognition. The universality of English enables individuals to expand their horizons, explore new avenues, and flourish on a global stage.

The impact of English extends beyond personal growth; it permeates professional spheres as well. Students are acutely aware that English proficiency is a prerequisite for internships, employment opportunities, and higher education in foreign countries. They understand that mastering English equips them with the tools needed for successful communication and exceptional engagement in diverse international environments. The language becomes an asset during presentations and interviews, allowing individuals to express themselves with eloquence and clarity, thus leaving a lasting impression.

Furthermore, the role of English in fostering effective communication is indispensable in various social contexts. Friendships are deepened through shared conversations, and the ability to comprehend diverse viewpoints enriches relationships. Mastery of English enables individuals to discern attitudes and emotions, thereby facilitating deeper understanding. This proficiency is not only valuable for interpersonal connections but also essential when venturing into unfamiliar territories. When traveling to distant locales, English assumes the role of a “Survival” language, enabling individuals to navigate foreign lands with ease and confidence. The practical implications of English extend to the global marketplace, where it emerges as a tool for professional competitiveness. English proficiency breaks down language barriers, allowing individuals to compete effectively in an international arena. It imparts a touch of sophistication to one’s profile, enhancing their history and increasing their appeal to prospective employers or collaborators. Moreover, it provides a pathway for articulating opinions, transcending cultural differences, and bridging gaps in a world increasingly characterized by diversity. The students recognize that English transcends mere language and assumes the stature of a transformative force in their lives. Its universal appeal, role in fostering confidence, facilitating connections, and enhancing professional prospects, paints a picture of an indispensable tool for personal and academic growth. The students’ profound understanding of English’s significance underscores its pivotal role in shaping their present and future endeavors, both on a personal and global scale.

The aspiration to master the English language resonates with countless individuals, making it a cherished dream for many. English speakers are often regarded as possessing a unique talent and innate gift. This sentiment is amplified by the fact that a substantial portion of pertinent literature and resources are available exclusively in English. For some, the allure of English stems from its ability to serve as a catalyst for achieving predetermined objectives, providing the means to turn aspirations into reality. Others are drawn to English by a genuine affection for the language, valuing the joy of speaking it, regardless of grammatical correctness—embracing it as an avenue for expression and enjoyment. Amidst these motivations, there lies a compelling rationale for learning languages beyond one’s mother tongue. This is particularly pronounced among learners who consider English a foundational subject within their academic journey. The necessity to study English is deeply ingrained, with its significance acknowledged as an essential component of their education. 

Many learners recognize that English is a pathway to frequent and eloquent communication, allowing them to convey their thoughts and ideas fluently. However, for a select few, English is more than just a subject of study—it is a dream that holds the key to their desired professions. Their professional and personal triumphs hinge upon their mastery of the English language. This realization propels them forward, as they understand that their command over English dictates their potential job prospects and the subsequent trajectory of their careers.

Interestingly, amidst the diverse motivations, a prevailing sentiment surfaces that learning English can be enjoyable and comparatively less arduous than other languages. This perception is rooted in the belief that English facilitates more effective communication and technological engagement. Beyond professional and academic motives, there are those who view English as a vehicle for personal fame, intellectual growth, and international recognition. The spectrum of reasons for learning English broadens further, encompassing a range of aspirations. Some are driven by an inherent passion for languages, seeking to immerse themselves in linguistic exploration. Others aspire to be known for their English proficiency, harnessing it as a distinguishing factor. The pursuit of higher education, a promising future, research publication, improved speech delivery, enhanced communication skills, knowledge acquisition, career advancement, and global travel all contribute to the allure of English.

However, despite these aspirations and motivations, learners universally acknowledge a shared challenge: anxiety when speaking English. This unease can significantly impact a learner’s adaptability to the target language and, consequently, their academic pursuits. The link between anxiety and oral performance is well-established, underscoring the need for effective strategies to address this hindrance. Interactive sessions are recommended as a remedy, providing learners with a platform to overcome their fears and gradually develop their speaking abilities. The desire to master the English language encompasses a diverse array of motivations, from personal passion to professional advancement. Learners recognize the transformative power of English, both as a means of effective communication and as a conduit to achieving their dreams. Yet, the presence of anxiety in speaking English highlights the complex interplay between emotional well-being and language acquisition. By addressing this anxiety and fostering supportive learning environments, educators can empower learners to fully embrace the opportunities presented by the English language.

Difficulties of Learners while using English

Learners of a second language (L2) encounter a diverse array of obstacles, often contingent upon the level of exposure they have had to the language. The challenges associated with L2 speech production are multifaceted, encompassing both physical and psychological elements. Among these elements, anxiety plays a significant role, stemming from a variety of valid factors. Issues such as extreme nervousness, lack of self-confidence, memory limitations, attention deficits, insufficient practice, deficient language command, incorrect communication, and inadequate opportunities for interaction all contribute to impeding the communication process. For some learners, cognitive processes can be a stumbling block, making it arduous to select the appropriate words (Woodrow 2006). The struggle to pinpoint the right terms, coupled with the desire to incorporate words from one’s mother tongue, further exacerbates this challenge. In instances of inadequate preparation or recall, confidence can waver, giving rise to heightened anxiety. The absence of prior experience in speaking in front of an audience, coupled with the fear of facing classmates, impedes effective communication. Moreover, concerns over task completion, constructing coherent sentences, and the distractions posed by fellow classmates can cause a breakdown in the communication process.

A pervasive fear is the uncertainty of what to express next during a speech or presentation. Learners grapple with the correct tone, pronunciation, and even forgetting the points they had intended to convey, leading to frustration and heightened apprehension. The struggle to conjure appropriate and unique words spontaneously is a common hurdle, resulting in instances where crucial information is missed during speech.

One of the most pronounced sources of anxiety arises when speaking in front of a group. Many individuals experience an overwhelming sense of terror in this context. The looming fear of stumbling, combined with concerns about potential memory lapses, adds to their anxiety. These anxieties can manifest physically, with shaky hands and legs betraying the inner turmoil. The obstacles faced by L2 learners in mastering oral communication are nuanced and varied, depending on their exposure and experience. The complex interplay of psychological and physical elements, compounded by anxiety arising from a range of valid factors, contributes to the challenges faced during speech production. From memory lapses to fear of facing an audience, these barriers can significantly impact a learner’s confidence and overall performance. Recognizing and addressing these challenges through supportive learning environments, interactive sessions, and strategies to manage anxiety are crucial steps toward empowering learners to navigate the intricate landscape of L2 communication with increased ease and effectiveness.

Strategy to Decrease Anxiety

In the face of an awareness of decreasing their anxiety, learners employ a range of techniques to mitigate their anxiety during speaking sessions. These strategies are designed to create a more comfortable environment, address anxiety-related concerns, and actively overcome the underlying causes of fear.

Guided by teachers’ overarching directions and supervision, learners have embraced tactics aimed at diminishing their stage fright. Techniques such as practicing speeches in front of a mirror to refine facial expressions are beneficial in combating stage fright. Teachers’ encouragement to ensure active participation from all students fosters a collective commitment to speaking, shifting the focus from apprehensive outcomes to the valuable experience itself. For instance, organizing English language games, honing reading skills, engaging with diverse environments, interacting with new individuals, seeking guidance from peers, recalling positive memories, and sharing these experiences before the class are all methods that hold the potential to alleviate anxiety. Additionally, learners advocate for participation in motivating tasks as a means to reduce anxiety, fostering a belief that tackling these tasks head-on enhances their confidence and lessens apprehension.

The importance of interactive sessions and brief presentations as anxiety-reduction strategies has been emphasized by learners. Adopting an “if others can, why can’t I?” mindset instills a positive attitude that bolsters their self-assurance. Expanding interactions to include individuals from different states cultivates a global perspective, promoting a more confident approach to English communication.

The notion that speaking in English leads to increased self-assuredness underscores the transformative power of language mastery. Nurturing amicable relationships with teachers and classmates has been highlighted as pivotal in creating an environment conducive to open expression and reduced anxiety. The freedom to voice opinions and views further nurtures self-assurance, while adopting a calm and composed approach to learning is deemed an effective antidote to anxiety. Thus, learners’ awareness of their weaknesses is accompanied by a proactive approach to addressing and mitigating their anxiety. The strategies they have adopted, guided by teacher input and personal experiences, underscore the significance of fostering a supportive and interactive learning environment. By embracing techniques that encourage engagement, global interactions, positive attitudes, and a calm mindset, learners not only diminish anxiety but also bolster their confidence, paving the way for effective language acquisition and dynamic communication.

Consideration, Perspectives, and Prospects

The expectations of students from their instructors in the context of language learning are indicative of a desire for interactive and engaging classes. Students look forward to classes that are not only informative but also enjoyable, achieved through interactive sessions that foster active participation. In the realm of L2 learning and acquisition, students value timely feedback, personalized interactions, private correction of errors, the emphasis on speaking and listening activities, a comfortable learning atmosphere, frequent opportunities for practice, a friendly demeanor from instructors, and the role of the teacher as a problem-solver.

A prominent sentiment generally shared by English language learners is their aversion to public reprimand or punishment. Learners place great importance on the establishment of a welcoming environment by instructors. They appreciate instructors who can identify errors and provide assistance in a supportive manner. Teachers are viewed as responsible for encouraging extensive reading to enhance vocabulary and reading speed, facilitating language growth through a comprehensive approach.

Feedback from students regarding speaking sessions emerges as overwhelmingly positive, providing both encouragement and room for the improvement of instructors. Some learners may possess the ability to speak but are hindered by their own shyness. The impact of these sessions is described as extraordinary, calming, revitalizing, joyful, and enlightening. Overcoming stage fright within these sessions grants learners a sense of accomplishment, fostering positive emotions. Importantly, the feedback loop established by teachers, who correct and offer assistance, is noted to have a profound impact on learners’ self-perception. The act of being guided and supported by teachers instills a sense of mastery and confidence. This newfound confidence translates into enthusiastic and committed participation in various activities, showcasing the symbiotic relationship between positive teaching practices and student engagement.

The students’ expectations from language instructors reflect a desire for engaging, interactive, and supportive learning environments. The importance of personalized interactions, private error correction, and a focus on speaking and listening activities is evident. The avoidance of public reprimand and the creation of a comfortable atmosphere play crucial roles in facilitating effective learning. Positive feedback loops resulting from teachers’ corrective guidance empower learners with confidence, leading to enthusiastic engagement in various learning activities. Ultimately, the dynamic interaction between students and instructors is key to fostering a rich and productive language learning experience.

Conclusions

The prevailing necessity revolves around establishing an environment conducive to language learning and infusing the process with enjoyment via interactive sessions. Nevertheless, learners are proactively pursuing chances to enhance and showcase their speaking skills. Consequently, the onus predominantly rests on educators to transform English learning and speaking into an enjoyable journey. This entails tailoring activities that align with students’ needs and preferred learning approaches. Equally vital is cultivating a receptive mindset among learners, fostering a high level of enthusiasm and eagerness to accept, acquire, and master the language.

References

1. Barlow, D.H. (1988). Anxiety and its disorders: The nature and treatment of anxiety and panic. New York: Guilford.
2. Behnke, R.R., & Beatty, M.J. (1981). Comparison of anticipatory and performance anxiety in public speaking. Texas Speech Communication Journal, 6, 3-6.
3. Horwitz, E.K., Horwitz, B.M., & Cope, J (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. 
4. Horwitz, E.K., (2001). ‘Language Anxiety and Achievement’, Annual Review of Applied Linguistics 21: 112-26.
5. MacIntyre, P.D., R.C. Gardner., (1991b). ‘Methods and Results in the Study of Anxiety and Language Learning: A Review of the Literature, Language Learning 41:513-34.
6. Woodrow, Lindy., (2006). Anxiety and Speaking English as a Second Language, RELC Journal, 37, pp. 308-323.
7. Spielberger, C.D. (1966). Anxiety and behaviour. Academic Press.
8. Spielberger, C., W, Anton and J. Bedell (1976). ‘The Nature and Treatment of Test Anxiety. In M. Zuckerman and C. Spielberger, Emotions and Anxiety: New Concepts, Methods and Applications (Hillsdale, NJ: Lawrence Erlbaum) 317-44.
9. Tercan, Gulsah., Dikilitas, Kenan., (2015). EFL students’ speaking anxiety: a case from tertiary level students, International Association of Research in Foreign Language education and Applied Linguistics ELT Research Journal. 2015, 4(1), 16-27 ISSN: 2146-9814.

Vector Marketing, a company that operates within the direct selling industry, has been a subject of both fascination and controversy for several decades. Known for its unique sales approach, which involves recruiting and training young people to sell cutlery and kitchenware, Vector Marketing has garnered attention for its marketing strategies, business model, and allegations of deceptive practices. In this essay, we will examine the history, structure, and controversies surrounding Vector Marketing.

History and Structure of Vector Marketing

Vector Marketing was founded in 1981 as the sales arm of the Cutco Corporation, a manufacturer of high-quality kitchen knives and utensils. The company’s business model primarily relies on recruiting college students and young adults as independent contractors, known as “sales representatives” or “cutco reps.” These representatives are responsible for selling Cutco products directly to consumers through in-home demonstrations.

Vector Marketing’s unique structure involves the following key elements:

1. Recruitment and Training: Vector Marketing actively recruits students and young adults, often targeting those seeking part-time employment or flexible work arrangements. Once recruited, individuals undergo a training program that teaches them sales techniques and product knowledge.
2. Commission-Based Compensation: Cutco representatives earn commissions based on their sales performance. The more products they sell, the higher their earnings. This commission-based compensation structure is central to Vector Marketing’s model.
3. In-Home Demonstrations: Representatives are encouraged to conduct in-home product demonstrations to showcase the quality and utility of Cutco products. These demonstrations often involve the use of personal networks to secure appointments with potential customers.

Controversies Surrounding Vector Marketing

Vector Marketing has faced significant criticism and legal challenges over the years. Some of the main controversies include:

1. Recruitment Practices: Critics argue that Vector Marketing uses aggressive and deceptive recruitment tactics. Some individuals claim they were misled about the nature of the job and its income potential. This has led to allegations of exploitation of young and inexperienced workers.
2. High Turnover Rates: Vector Marketing has been criticized for its high turnover rates among representatives. Many recruits do not stay with the company for an extended period, leading to concerns about the sustainability of their income and job security.
3. Focus on Friends and Family: The company’s emphasis on selling to friends and family has raised ethical questions. Critics argue that this approach can strain personal relationships and create discomfort among representatives and their social circles.
4. Legal Challenges: Vector Marketing has faced legal action in the form of class-action lawsuits and regulatory investigations. Some cases have alleged violations of labor laws and deceptive business practices.
5. Income Disparities: Despite promises of high earnings, many Vector Marketing representatives reportedly earn very little, especially when factoring in the time and expenses associated with the job. This has fueled accusations of income inequality within the organization.

Conclusion

Vector Marketing’s unconventional sales model has drawn both intrigue and criticism. While some individuals have had positive experiences and found success as Cutco representatives, others have voiced concerns about recruitment practices, high turnover rates, and income disparities. It is essential for potential recruits to thoroughly research and understand the company’s business model and to be cautious when considering opportunities with Vector Marketing or any direct selling organization.

As with any business, transparency, ethical practices, and adherence to labor laws are essential for maintaining a positive reputation and ensuring that individuals are not taken advantage of in the pursuit of employment and financial stability. Ultimately, Vector Marketing’s impact on the lives of its representatives and the perception of its business practices will continue to be subjects of debate and scrutiny in the years to come.

It’s the biggest domestic cricket tournament in the world, but what is IPL exactly and how much do we know about it?

What does IPL Stand for?

In cricket, IPL stands for Indian Premier League, a T20 cricket tournament which was originally established in 2008. It is traditionally played from April through to June each year and, from 2022, the competition will be expanded to include a total of ten teams.

Indian Premier League – The Tournament

1. Tournament Structure

The Indian Premier League starts with a round robin tournament where each franchise will play each other twice – home and away. Sides will earn two points for a win while the teams will earn one point each if there is an abandoned game.

At the end of this sequence, the top four sides in the table will progress to the playoffs while the remaining franchises will be eliminated.

The playoffs start with the first qualifier where the top two sides in the table play each other and the winner goes straight through to the final.

Next up is the eliminator where the third and fourth placed sides face off. The winner goes through to the second qualifier while the loser is eliminated.

In the second qualifier, the winner of the eliminator takes on the loser of the first playoff match. The winner of that game progresses to the final.

It sounds a little complicated on paper but it’s actually easy to follow and it’s a fairer system than having straight semi finals.

2. When Does IPL Start?

The exact starting dates of the IPL will vary from year to year but it will generally begin in the first week of April. The 2022 IPL starts on March 26th. The group stages kick off the competition and these progress through the month and into May.

The knockouts take over and the final will generally be scheduled for late May or early June. These dates are subject to change but this is the framework within which the tournament has worked for many years.

3. IPL Franchise Teams

From 2022 onwards, the IPL will consist of ten franchise teams. Those sides who played in 2021 will continue to be involved and they are:

• Chennai Super Kings
• Royal Challengers Bangalore
• Delhi Capitals
• Punjab Kings
• Sunrisers Hyderabad
• Mumbai Indians
• Rajasthan Royals
• Kolkata Knight Riders

In addition, two new franchises will be joining to make ten teams overall. They will be based in Lucknow and Ahmedabad but the names of the sides have yet to be confirmed as of November 2021.

4. Player Auction

The build up to every tournament involves a player auction. Those cricketers who want to be involved in the IPL will make themselves available for selection via the auction and the franchises will bid for their services.

The players involved will set a base price which is effectively a reserve figure. Any team wanting to sign the player must make that base price their minimum bid. 

At the end of the auction, squads are assembled ahead of the new season. Of course, there are options to bring in replacements for players who become injured or are forced to withdraw for any other reason.

Before that auction begins, the franchises submit a retained list. These are the existing players in the squad who will remain with the team for the new season. Other players will be released if they are no longer needed and they then have the option to go into the auction.

Find out more about how the IPL Auction works in 2023.

5. IPL Match Rules

The format of the IPL follows the rules of T20 cricket. Both teams are allocated a maximum of 20 overs each and the simple aim is to score more runs than the opposition. 

T20 is identical to ODI cricket in the sense that the side batting first sets a target. The fielding side then take their turn to bat and they must overtake that total within their allocated set of overs.

If the side batting second fail to overtake the target, the side batting first wins.

Bowling teams can use as many bowlers as they want but each bowler can deliver a maximum of four overs.

If the scores are tied at the end of the game, there will be a Super Over to decide the winner. One six-ball over will be sent down to each team and the batting sides have two wickets available. If the scores remain level, the Super Over process will be repeated until we have a winner.

B. S. S Bhagavan

Assistant Professor

Research Scholar, Department of English

Vikrama Simhapuri University, Kakutur, Nellore, A.P.

bhagavanbss@vsu.ac.in

Dr. R. Prabhakar

Associate Professor, Head, Department of English

Research Supervisor, Vikrama Simhapuri University,

Kakutur, Nellore, A.P.

prabhakarjoli@gmail.com

Abstract:

The objective of this paper is to analyse R.W Emersons Transcendentalism and non-dualistic Indian thought. This paperattempts to study the purpose of human life according to R.W Emerson and its affinity with Vedantic concept of JeevanMukti. The 19^th century American Society witnessed new trends in art, culture, religion and philosophy. New England young intellectuals embraced new thoughts and ideas and attempted to redefine American Religious Culture, Philosophy and Literature. This religious philosophical and literary movement was known as Transcendentalism in the history ofAmerican literature. The Transcendentalists revolted against established traditions and tried to construct new philosophy. The young intellectuals advocated divinity of man, purity of human heart and individualism. The young intellectuals propagated their ideas through their literary works under the leadership of R.W Emerson. This paper upholds all parallelisms in American Transcendentalism and Advaita Vedanta.

Keywords: Swedenborgian, Transcendentalism, Advaita Vedanta, Idealism, phenomenal world, illusion, Maya vaada,YogaNidra, Soteriological.

Introduction:

The unitarian theology which emphasized on the significance of external evidence in the spiritual enlightenmentcould not win the hearts of 19^th century American young intellectuals. Calvinism which advocated the doctrine of “original sin” could not satisfy the spiritual quest of new England intellectuals. A group of learned scholars under the leadership of R.W Emerson rebelled against orthodox Christianity and preached new religious philosophy. Thetranscendentalists introduced Spiritualism and redefined the orthodox theology with their new ideas.

R.W Emerson in his first work the Nature advocated oneness of man, nature and God. In his divinity schooladdress condemned historical Christianity and articulated the impersonality of God. In his essay “Over Soul” published in1841 Emerson propounded the divinity of man. According to him

the God (Over soul) contains all beings in him and all creatures leave in him. All individual souls are part and parcel ofthe over soul and all the souls are connected to one another. Thus, Emerson with his doctrine of Over soul advocated new spiritualism.

Emerson articulated the concept of “God within” and strongly advised whole humanity to realize the god within or true self and to experience oneness with the absolute. According to him history, traditions, religion and scriptures play no role in the individual spiritual evolution. Emerson strongly believed that every man has essential resources which to attain spiritual enlightenment. The transcendentalists strongly advocated self-reliance as the means of self-realization.

Transcendentalism says that man due to his ignorance misidentifies himself with ego and neglects in his true self. The individual can realize God within only through spiritual regeneration and obeying the intuition. Emerson explainedthe limitations of human intellect and suggested his contemporaries to depend upon intuition. The Transcendentalists rejected the authority of religious institutions and scriptures on individual the young intellectuals propounded newtheology based on the ideas which they imbibed from various religions and cultures. Oriental Mysticism, German Idealism, British Romanticism and Ancient Greek Philosophy shaped the philosophy of Transcendentalists.

R.W Emerson was born in the family of religious priests and was introduced to harsh realities of the world in his childhood after the death of his father. He pursued his graduation in Harvard university and completed religious studies in Harvard divinity school. The Harvard university introduced Indian thought to young Emerson. Emersons aunt Mary Moody encouraged Emerson to delve into Vedantic literature. He acknowledges the depth of Hindu religious thought and developed passion for Vedic literature. He confessed the greatness of Indian philosophy. “India teaches through its clouds of legends, has yet a simple and grant religion, like a queenly countenance seen through a rich veil. It teaches tospeakthe truth, love others as you, and to despise trifles. The East is grand, and makes &Europe a land of trifles”. (Journals. Vol. VII. Pp.120-30). Emerson realized the affinity between his thoughts and Vedanta philosophy and used few ideas to strengthen his philosophy. Frequent reference to Vedantic concepts and quoting lines from Vedic literature doesn’t mean that Vedanta philosophy shaped Emerson’s thought.

R.W Emerson in his first work nature articulated the basic tenants of his philosophy. He propounded his spiritualism in the last three chapters in his work. For him the nature is the best spiritual teacher and universal mind reflects in thenature. “Have mountains, and waves, andskies, not significance but what we consciously give them when we employthem as emblems of our thoughts? The world is emblematic” (Works.Vol.I.P.32) according to Emerson the god speaks through nature he suggests mankind to read the divine mind through literature. God reveals his mind through theelements of the nature. He says “as gravity, centripetence, repulsion, polarity, undulation, has a counterpart in the intellect” (Works. Vol. III. P.211). Emerson’s work nature defines the world as mere reflection of the absolute being.

Emerson refers every empirical object as an apocalypse of the mind. He believes that individual can understand the divine design by decoding the nature for him the oversoul (God) is the cause and the world is mere appearance it isneither real nor unreal. In this work he writes “It is the uniform

effect of culture on the human mind, not to shake our faith in the stability of particular phenomena as of heat, Water, azote; but to lead us to regard nature as phenomenon, not substance; to attribute necessary existence to spirit; to esteem nature as an accident and an effect” (works. Vol. P.49).

For idealists the matter is nothing and they give importance to ideas. Therefore, idealism advocates that the phenomenal world is the buy product of human mind and sensations. He says “Mind is the only reality, of which men and allother natures are better or worse reflectors” (Works. Vol. P. 33. “The Transcendentalist”). Like an idealist Emerson considers the oversoul as absolute truth and source of the creation. He accepted the idealism of Vyasa and admired the Vedanticphilosophy which defined the transient and immutable as eternal and temporal and visible as unreal. Vedanta treats allempirical objects as unreal. Emerson also emphasizes the same in his works “Things we now esteem fixed shall, one byone, detach themselves like ripe fruit from our experience, and fall, The landscape, the figures, Boston, London are facts as fugitive as any institution past, or any institution past, or any whiff of mist or smoke, and so is society andso is theworld. The soul looketh steadily, forwards, creating a world before her, leaving worlds behind her. She has no dates, nor rites, nor persons, nor specialties, nor men. The soul knows the only the soul; the web of events is tiling flowing robe inwhich she is clothed.”

Emerson in his work nature expounds the universal soul as all pervasive impersonal and attribute less absolute truth. This very idea echoes Vedantic concept of Nirguna Brahma. For Emerson and Vedanta, the world is mere appearance and universal being manifests itself with various names and forms in the world. Therefore, both Emerson and Vedanta suggest to overcome the delusive power of the world to realize the absolute truth. Thus, Emerson’s doctrine of illusion and Vedantic concept of Maya advocated similar ideas. According to the both there is only one reality and that exists in all beings. For Emerson and Vedanta nothing exists except the absolute every being emanates from the absolute and exists in it. Therefore, the subjective and objective distinction doesn’t prevail. Vedanta says Ekam Advitiyam Brahma similarly Emerson also articulated oneness of Man, Nature and God in “Nature”.

Emerson strongly criticized the assumptions of materialists and propagated spiritualism like an idealist for him the spirit is the cause and the world is the effect. He considers the matter as dead mind. These idealistic tendencies in himmade the scholars to believe the influence of Plato’s Idealism on Emersons Philosophy. Emerson in his works clearly mentioned the influence of eastern thought on Plato, he called Plato as half Orientalist. According to Emerson Plato succeeded in maintaining perfect balance between the orient and the oxidant. Emerson writes “The unity of Asia and the detail of Europe; Plato came to join… The excellences of Europe Asia are in his brain”(works, Vol. IV. P.40.Plato).Emerson’s reading of Plato inspired him to study Vedanta philosophy after 1845 Emerson extensively read Vedantic literature including Upanishads, Bhagavad Geeta and Bhagavad Purana. Isha Upanishad introduced the concept ofBrahma to Emerson which lend support in formulating his doctrine of oversoul. Bruhadaranyaka Upanishad introducedthe nature of the world, Bhagavad Geeta provided concepts like compensation (Karma), balancing mind (Stitapragna) and Bhagavata purana and Vishnu purana supplied the concept of maya to Emerson. Vedanta philosophy strengthenedEmerson’s idealism which he propounded in his first work Nature. Emerson clearly defined transcendentalism asIdealism when he says “What is popularly called Transcendentalism among us is idealism; Idealism as it appeared” (Works. Vol. 329-30, “The Transcendentalist”). Like Vedanta Emerson echoes many idealistic views in his work Nature he says ”Idealism saith: matter is a phenomenon, not a substance. Idealism acquaints us with the total disparity between the evidence of our own being and the evidence of the world’s being, the one is prefect, the other, incapable of myassurance, the mind is a part of the nature of things; world is a divine dream, from which we may presently awake to theglories and certainties of day” (Works. Vol, I, P. 62, “Nature”).

Unlike materialists the idealists define the world as phenomenal. idealism defines the absolute being as ultimate reality which is beyond all constrains and attributes. Vedanta and Emerson argue that individual cannot comprehend theinfinitude with finite mind. Taitreya Upanishad says that mind cannot comprehend the power by which it is able to think. Kena Upanishad similarly describes as there the eye goes not,speech goes not, nor the mind; we know not, we understandnot how one would teach it. Both Emerson and Vedanta articulate that the absolute being infinite and attribute less can be realized through experience, they further argue that no one can explain or disseminate knowledge of the absolute because the language can’t describe the nature of the absolute. Thus, both condemn the role of religious scriptures, institutions and rituals in realization of God. In self-reliance he says “And now at last the highest truth on this subject (self -reliance) remains unsaid; probably cannot be said; for all that we say is the far-off remembering of the intuition” (Works. Vol.11. –Pp. 68-69, “Self- Reliance). Emerson and Vedanta advocate that one can realize the absolute only through intuition. For them God dwells in every being and realizing God within is the purpose of human life. The one who depends upon external sources can’t realize the God within. For them the individual soul is identical with the universal soul. Upanishads propound the doctrine of Ahambrahmaasmi (I am the absolute), the doctrine of Tatvamasi (Thou art that), Aiyam Brahma (The self is Brahma) and Pragnanam Brahama (Brahma is consciousness), all these doctrines establish the fact that man is none other than the Absolute but he is not able to recognize his true self due to his ignorance. Theultimate purpose of life is to realize the true self and to relay upon the self, Emerson rightly called it Self-reliance.

Emerson and Vedanta affirm that every being emanates from the absolute. Emerson writes in his essay “…within man is the soul of the whole; the wise silence; the Universal beauty, to which every part and parcel is equally related; the eternal ONE” (Works. Vol. 11. P. 269, “The Over-soul). Emerson through all his works advocates the doctrine ofinfinitude of a private man. Man being finite can’t comprehend God within due to his ignorance. Emerson and Vedantastrongly advocate oneness of man and God and argue that the individual can attain self-realization by defending upon Godwithin therefore Emerson’s self-reliance means God reliance. Both Emerson and Vedanta consider the nature as the best means to realize the absolute. Emerson writes “The Idealist says, God paints the world around your soul, the spiritualist saith,yea, but God is within you, the self of self Creates the world through you… (Journals. Vol. IV. 78.) Both Vedanta and Emerson attributed soteriological value to the phenomenal world. According to both men can realize the God byunveiling the illusive screen of name and form, like Vedanta Emerson through his Idealism preached spiritualism and divinity of man.

Conclusion:

R.W Emerson initially relayed upon Berkelian Idealism and Swedenborg’s philosophy. After reading Vedantic literaturein 1845 Emerson depended upon Advaita Vedanta to enrich his philosophy. Emerson like Vedantic preached spiritualism and divinity of man through his works till his last breath.

References:

1. Alcott, Amos B. Ralph Waldo Emerson: Philosopher and Seer. Boston, 1882.
2. Cabot, James Eliot. A Memoir of Ralph Waldo Emerson. Boston, 1887.
3. Cary, Elizabeth Luther. Emerson, Poet and Thinker. Concord, Mass. 1903.
4. Cooke, George Willis. Ralph Waldo Emerson: His Life, Writings, and Philosophy. Boston, 1881.
5. Guernsey, Alfred H. Ralph Waldo Emerson: Philosopher ad Poet. New York, 1881.
6. The Complete Works of Ralph Waldo Emerson, Centenary. ed. 12 Volumes. Boston and    New York. 1903-1994.
7. The Letters of Ralph Waldo Emerson. Ed. Ralph L. Rusk. 6 Vols. New York, 1939.
8. The Selected Writings of Ralph Waldo Emerson. Ed. Brooks Atkinson. The Modern Library, New York, 1968.
9. Uncollected Lectures by Ralph Waldo Emerson, Ed. Clarence Gohdes. New York, 1938.10.Young Emerson Speaks. Ed. A.C. Mc Giffert, Jr, Boston, 1938.

Knowing this information is essential to understand if you’re planning a global expansion strategy and levelling up in the business world. Additionally, whether in the workplace or personal development, knowledge of more than one language offers us new horizons and the opportunity to expand our cultural understanding.

From the languages that English speakers will find easy to learn, to the more difficult languages, we’ve compiled this all-encompassing list for you based on real data. The German Language is easy to learn, start German Listening

So keep reading to find out what the most spoken languages are.

1. English (1,132 million speakers)

• Native speakers: 379 million
• Non-native speakers: 753 million

Like Latin or Greek at the time, English is the universal language of today. It is the default language in international business, tourism, technology, and much more.

A bilingual person, who speaks Spanish and English, can understand 1 in 3 people who connect to the Internet. In addition, he or she can access over 60% of everything published on the web. 

2. Mandarin (1,117 million speakers)

• Native speakers: 918 million
• Non-native speakers: 199 million

Adding native and non-native speakers, Mandarin is the second most widely spoken language in the world. However, it is the first, if only native speakers are taken into account.

Mandarin is not actually a language, but a set of dialects of the Chinese language. What unifies these dialects under the same name is that their speakers can understand each other.

Interestingly, 20% of people who connect to the internet speak Chinese, but only just over 1% of the content available on the web is in the Chinese language.

3. Hindi (615 million speakers)

• Native speakers: 341 million
• Non-native speakers: 274 million

Hindi is, along with English, one of the 22 official languages of India, the second most inhabited country in the world. The region’s linguistic diversity (more than 1,600 languages coexist) explains the high rate of non-native speakers who use it as a lingua franca.

4. Spanish (534 million speakers)

• Native speakers: 460 million
• Non-native speakers: 74 million

Spanish is the second of the most widely spoken languages globally in terms of the number of native speakers. In addition, it is the most spoken of the Romance languages, and is the third most used on the internet.

Its enormous colonial expansion took it not only to America, but also to Africa and Asia. Due to migration, the United States is the second country with the largest number of Spanish speakers in the world.

5. French (280 million speakers)

• Native speakers: 77 million
• Non-native speakers: 203 million

Colonialism allowed French to spread throughout the world. Today it is the official language of 29 countries on different continents.

If English is the language of business, French is considered the language of culture. Its enormous importance is also reflected in the fact that it is the third language with the largest number of non-native speakers.

6. Arabic (274 million speakers)

• Native speakers: 245 million
• Non-native speakers: 29 million

Arabic is the official language of 26 countries. Due to this territorial coverage, it is actually a set of dialects. It is also the liturgical language of Islam.

It is not only the language that treasures the enormous cultural legacy of the Arab world, but also a necessary tool for the field of business in that region of the world.

7. Bengali (265 million speakers)

• Native speakers: 228 million
• Non-native speakers: 37 million

Bengali is the official language of Bangladesh. In addition, people speak it in some areas of India and Burma. It may come as a surprise that a language spoken in such a small territory appears in a list of the most spoken languages in the world. However, it makes sense when you think about the population density of that region.

8. Russian (258 million speakers)

• Native speakers: 154 million
• Non-native speakers: 104 million

Less surprising is the inclusion of Russian among the most widely spoken languages globally if we think about Russian history and territories. It is the official language of four countries, but people also speak it in all those part of the former Soviet Union. It is the language with the largest number of native speakers in all of Europe.

9. Portuguese (234 million speakers)

• Native speakers: 221 million
• Non-native speakers: 13 million

Portuguese is another of the languages that expanded in the European colonial period. Today it’s the official language of nine countries divided between Europe, America, Africa and Asia. Brazil is the largest country out of those nine and has the most amount of Portuguese speakers. In addition, it is the most widely spoken language in the southern hemisphere.

10. Indonesian (198 million speakers)

• Native speakers: 43 million
• Non-native speakers: 155 million

Bahasa Indonesian is the official language of Indonesia, the fourth most populous country in the world. Peculiarly, it’s not the native language of most of its speakers. Rather, it’s a second language necessary for mutual understanding in a country with more than 200 languages.

Top 20 Languages are as follows

1 English 1.5 B

2 Mandarin Chinese 1.1 B

3 Hindi 602.2 M

4 Spanish 548.3 M

5 French 274.1 M

6 Standard Arabic 274.0 M

7 Bengali 272.7 M

8 Russian 258.2 M

9 Portuguese 257.7 M

10 Urdu 231.3 M

11 Indonesian 199.0 M

12 Standard German 134.6 M

13 Japanese 125.4 M

14 Nigerian Pidgin 120.7 M

15 Marathi 99.1 M

16 Telugu 95.7 M

17 Turkish 88.1 M

18 Tamil 86.4 M

19 Yue Chinese 85.6 M

20 Vietnamese 85.3 M

B. S. S Bhagavan

Assistant Professor

Research Scholar, Department of English 

Vikrama Simhapuri University, Kakutur, Nellore, A.P.

bhagavanbss@vsu.ac.in  

Dr. R. Prabhakar

Associate Professor, Head, Department of English 

Research Supervisor, Vikrama Simhapuri University, 

Kakutur, Nellore, A.P.

prabhakarjoli@gmail.com

Abstract:

R.W Emerson the father of American Transcendentalism redefined 19^th century American culture, literature and religion. In his first work Nature published in 1836. Emerson articulated basic concept of his new philosophy. He advocated spiritualism and preached oneness of Man, God and Nature. While defining basic tenace of his philosophy Emerson relayed upon the blend of the subjective and objective Idealism. Emerson could not ascribe to any specific idealism. This Ontological confusion created intellectual stagnation in his career.

Emerson studied German idealism and Greek philosophy to resolve Ontological riddles. The ancient Greek philosophy persuaded Emerson to dwell into Vedantic Literature. The Vedantic Doctrine of Mayavada helped Emerson to overcome the Ontological obstacles and to give legitimate conclusion to his philosophy. 

Keywords: Illusion, Maya, Eternal Bliss, Phenomenal World, Sensory Objects, Delusive power, Ignorance, Realized being and God within.

Introduction:

The Indian non dualistic thought (Advaita Vedanta) advocates Mayavada and defines the nature of the world. The doctrine of Maya defines the absolute being as non-dual and the one without second. It also ratifies the existence of the world and all objects and beings.

R.W Emerson in his doctrine of Illusion presents God as non-dual and all pervasive oversoul. He also explains the nature of the phenomenal world and considers all beings and objects as mere appearance. Emerson in his work Conduct of life deals with primary question that how one can attain spiritual realization and maintain perfect balance between spiritual and family life. According to Emerson man due to his ignorance subjects himself to the illusive power of the world and invites sufferings. The individual can attain liberation through self-realization and self-reliance enables the individual in attaining the purpose of human life. Vedanta also discusses the concept of liberation and highlights the importance of Atmasakshatkara.

Vedanta says the universal being adopts illusion as a method to govern whole creation. This principle also known as the principle of relativity, inversion and oppositional states. According to Advaita they exist only one reality but the individual perceives multiple realities in various forms and names.  It argues that multiple objects of this world are buy products of Maya. All the ancient religions advocate same principle (Maya) with various names. Indian non dualistic thought describes the Maya as indefinable because of its fleeting nature and indefinite structures. It says the absolute being dwells in every being and instructs all beings to overcome the delusive power of phenomenal world. The individual due to ignorance misidentifies himself with ego and surrenders himself to the Maya.

Young Emerson during his Harvard days at the age of 17 years composed a poem titled The Superstition. In the poem discussed the delusive power of the world mentioned in Indian scriptures but the content of the poem could not satisfy his readers. Though he had little knowledge of Maya he didn’t study the concept till 1845. Emerson borrowed Bhagavata Purana from his friend Thoreau’s library and read about the Doctrine of Maya. In 1860 in his essay “The Conduct of life” Emerson advocated his doctrine of Illusion. The Doctrine of Maya enriched Emersons philosophy and enabled him to answer all the queries that haunted him throughout his career.

Advaita Vedanta says there is one reality and it manifests itself in various forms and names. The individuals’ constant misperception makes him to accept multiple realities in this world. The individual attributes the qualities of real to the unreal and subjects himself to the power of Maya. Audisankara explains this with the analogy of the Serpent and the Rope. The Indian non-dualistic thought appeals the mankind to relay upon intuition to realize the ultimate reality. It articulates Neeti Neeti method to comprehend the absolute. According to Advaita Vedanta the absolute (God) mocks and instructs the individual through the Maya. According to the doctrine of Maya the nature (the proxy of the absolute) educates the individual and teaches him to see the ultimate reality through the veil of Maya.

Emerson like Vedanta refers the absolute as oversoul in the context of universe and refers the individual soul in the context of man. For Emerson oversoul and the individual soul are one and the same. He finds no distinction between God and the individual. He writes “Who shall define to me an individual? I behold with awe and delight many illustrations of the One Universal Mind. I see my being embedded in it; as a plant in the earth so I grow in God. I amonly a form of him. He is the soul of me. I can even with mountainous aspiring say, I am God, by transferring my me out of the flimsy and unclear precinct of my body, my fortunes, my private will” (Journals. Vol. V. Pp. 336-37).

In all his works he presents the doctrine of infinitude of private man. For him the individual is not mere aboard where the absolute resides but the individual is part and parcel of the oversoul. Vedanta ratifies Emersons idea when it says “know that self alone that is one without a second…and give up all other talks.” (The Thirteen Principal Upanishad. P. 372.). Emerson says our life is in this world like momentary dream which is unreal. “Philosophy affirmsthat the outward world is only phenomenal and the whole concern of dimness, of tailors, of gigs, of balls, whereof men make such account is …an intricate dream”. (Ralph L. Rusx. ed. Letters, I. P. 412; also see Journals, Vol. III. P. 335,481.)

Emerson in his first work Nature describes the nature as the medium through which the divine reveals its mind. He writes in his journals “nature is only the foliage, the flowering, and the fruit of the soul…every part, therefore exists as an emblem and sign of some fact in the soul” (Works. Vol. VIII, P. 53). He argues that the world being the cause can’t exist without the cause (absolute). He further says the world befools the individual with its illusive power. He suggests the mankind to discriminate between right and wrong and to liberate from the Maya. For him the world along with arts, persons, letters, scriptures, religions and etc. are the buy products of Maya. He writes that “towns, landscapes are fugitives like the smoke or snow; the institutions, society and whole world are simply products of illusion. Though thesoul exists in every particle of the universe it stands apart from the phenomenal world.” He says thought the maya is the power of the absolute is distinctive from the Maya. Unlike phenomenal objects the absolute is beyond all constrains. Thus, Emerson’s concept of Nature resembles Vedantic concept of Prakruti in many respects.

Emerson and Vedanta articulate that the individual can liberate himself from the through self-realization in his essay Emerson echoes same idea. When he writes Flow, flow the waves hated, Accursed, adored, the waves of mutation: No anchorage is. Emerson quoted line from Vishnu purana and other Indian scriptures to strengthen his argument. He called Illusion with various names in the essay like Fascination, Trick, Deception and Disguise. He says irrespective of age, sex and race everyone subjected to Maya. He writes “the young mortal enters the hall of the firmament …on the instant, and incessantly, fall snow storms of illusions” (Works, Vol. VI.P.325. “Illusions”). He argues that everything that an individual perceives through his senses or unreal and temporal. He says the one who treats all his experiences feelings and emotions as true can’t liberate himself from the Maya. The world with its illusive power perceives the mankind to go after temporal things. In his essay “Montaigne” he appeals his contemporaries to depend upon the God within escape from the power of Maya.

  Emerson in his essay Illusion consider all human emotions like love, anger, jealous etc. as results of human ignorance and Maya. He refers all relations, positions and possessions also products of Maya. According to him the individual invites sufferings and sorrows by surrendering himself to the Maya. Vedanta too emphasizes the same idea it says the individual depends upon the temporal and unreal phenomenal objects derive happiness. Vedanta defines the absolute as pure conscious, existence and bliss (Sat Chit Anand). According to Vedanta the absolute who is the defined as Ananda dwells in every individual. Thus, the individual becomes the embodiment of the bliss which is internal. Man, due to his ignorance instead of depending upon is innate self which is the embodiment of eternal bliss seeks happiness from phenomenal objects which are temporal. Therefore, man subjects himself to the ever-ending desires and sufferings. 

Conclusion:

Like Vedanta Emerson argues that the man identifies himself with phenomenal ego and fails to recognize his true self. This attitude of individual makes him the victim of the illusive power of the world. The individual who is the aboard of God within is the real source for fountain of bliss but the individual forgetting this truth seeks happiness from external sources. Both Emerson and Vedanta say the individual can attain Self-realization through intuition and can attain Moksha which is the purpose of life. Thus, the doctrine of Illusion propelled the Vedanta philosophy and Emerson’s Transcendentalism to legitimate conclusion.

References:

1. Agarwal. M.M. Freedom of the Soul. A Post-modern Understanding of Hinduism. New Delhi: conceptpublishing company. 2002.
2. Alcott, Amos Bo Ralph Waldo Emerson: Philosopher and Seer, Boston, 1882.
3. Bishap, Jonathan, Emerson on the Soul. Cambridge Mass.1964.
4. Cary, Elizabeth Luther. Emerson, Poet and Thinker. Concord, Mass. 1903.
5. Carpenter. F.I. Emerson and Asia. New York, 1953.
6. Chakravarti. S.C. The Philosophy of the Upanishads, Calcutta, 1935.
7. Das, S.P. Emerson’s Debt to Hindu Thought: A Reappraisal. Thesis submitted to Guru Nanak DevUniversity, Amritsar, 1977.
8. Gray, Robert M. Emerson: A Study of the Poet as Seer. New York, 1928.
9. Radhakrishnan. S. The Principal Upanishads. London: George Allen & Unwin, 1968.
10. Siccar, Mahendranath. Hindu Mysticism: According to the Upanishads. New Delhi: Orient Book ReprintCorporation, 1974.
11. The Complete Works of Ralph Waldo Emerson, Centenary. ed. 12 Volumes. Boston and New York. 1903-1994.
12. Waldo Emerson, Ralph. Emerson, Essays and Lectures. Ed. Joel Porte. New York: Literary classic of theUnited States, Inc, 1983.

Security services guarantee protecting agents against attacks. During agent’s transportation the code is protected as a usual file. At the host site, the agent is open for modifications and very specific methods must be applied for protection.

A processing or communication service that is provided by a system to give a specific kind of protection to resources, where said resources may reside with said system or reside with other systems, for example, an authentication service or a PKI-based document attribution and authentication service. A security service is a superset of AAA services. Security services typically implement portions of security policies and are implemented via security mechanisms.

Facility Management services are designed and delivered according to the customers need; be it housekeeping services, janitorial support, HVAC repairs or pest control. We have shown significant growth over the past few years to become the 4th largest player in this space with a nationwide presence like few others. The clients are as diverse as our services, ranging from households, businesses and industrial establishments.

Cyber security to companies that provide services via the internet. Such as protecting the account of the company, their customer data, and their infrastructure. The cyber security service is based on the protection of computer data, networks, and identity management of companies.

Cyber security services are a branch of technology that protects the computer hardware, software, data and networks from unauthorized cyber attacks from internal and external sources. It is becoming increasingly more important over time, as we face more and more cyber-attacks from a variety of sources. The primary requirement of a cyber security service is to keep the systems and networks safe from external attacks.

Security Services:

A processing or communication service that enhances the security of the data processing systems and the information transfers of an organization. These services are intended to counter security attacks, and they make use of one or more security mechanisms to provide the service. Following are the five categories of these services:Authentication: The assurance that the communicating entity is the one that it claims to be.

• Peer Entity Authentication: Used in association with a logical connection to provide confidence in the identity of the entities connected.
• Data-Origin Authentication: In a connectionless transfer, provides assurance that the source of received data is as claimed.

Data Confidentiality: Protects data from unauthorized disclosure.

Access Control: The prevention of unauthorized use of a resource (i.e., this service controls who can have access to a resource, under what conditions access can occur, and what those accessing the resource are allowed to do).

Data Integrity: The assurance that data received are exactly as sent by an authorized entity (i.e., contain no modification, insertion, deletion, or replay).

Non-repudiation: Protects against denial by one of the entities involved in a communication of having participated in all or part of the communication.

• Proof of Origin: Proof that the message was sent by the specified party.
• Proof of Delivery: Proof that the message was received by the specified party.

There are different types of security services that service providers give to the firms, organisations, or individuals.

• Technical Security Service. This is the most basic security service you can access. … 
• Event Management Security Service. Anything that comes under an event, comes under this type of security service. … 
• Fire Watch Service. … 
• Personal Protection. … 
• Mobile Patrol Security Service.

ABOUT TAJ MAHAL:

Taj Mahal is one of the seven wonders in the world. Taj Mahal is one of the historic and most beautiful places in the world. The Taj Mahal is one of the most magnificent Indian historical monuments with complex visualization. The Taj Mahal is the materialized vision of love and marks a perfect indelible remark on it’s Mughal Architecture. The Taj Mahal is a white marble mausoleum built by the 17th century Mughal Emperor Shah Jahan. This structure on the bank of the river Jamuna is constructed on a platform 6.5 meters high. The Mahal was built in the loving memory of the Emperor’s beloved wife, Mumtaz Mahal. It also attracts thousands of tourists with no preference for religion or lifestyle. The words Taj Mahal means ‘ crown of the palace’ and is a symbol of eternal love. Taj Mahal is one of the main reasons why India is famous. Taj Mahal was declared as a Heritage Site by UNSECO in 1983.

ARCHITECTURE OF TAJ MAHAL:

The Taj Mahal is a perfect symmetrical planned building, with an emphasis on bilateral symmetry along a central axis on which the main features are placed. The Taj Mahal emits a sense of peace and harmony which is mainly caused by the structure’s near-perfect symmetry, the main dome and surrounding minarets, and the division of the gardens by four canals that meet at a raised central lotus pond. The building material used is brick-in-lime mortar veneered with red sandstone and marble and inlay work of precious/semi-precious stones. It is made of pure white marble with its special luster and fine texture. The marble was obtained from Makrana in Rajasthan. Inside the Taj Mahal, the cenotaphs honoring Mumtaz Mahal and Shah Jahan are enclosed in an eight-sided chamber ornamented with pietra dura (an inlay with semi-precious stones) and a marble lattice screen. The interior octagonal chambers are connected by diagonal passages. Floors and walkways use contrasting tiles or blocks in tessellation patterns. The inlay stones are of yellow marble, jasper, and jade polished and leveled to the surface of the walls. The calligraphy on the Taj Mahal is beautiful. The beauty of the black inscriptions over the white marble is an attractive feature of the edifice. The walls and pillars of the monuments are also adorned with calligraphy written in Thuluth script. Most of the inscribed verses are from the holy book of Islam- the Quran. Taj Mahal reflects different colors depending on the light. In the morning, it looks a little pinkish, in the afternoon with strong sunlight it appears shimmering white, milky white in the evening, and golden at night. The main structure is surrounded by gardens, fountains, and pools. Another interesting aspect of the architecture of the Taj Mahal is the iconography of the plants engraved in the walls and floors of the mausoleum.

WHEN WAS TAJ MAHAL BUILT? :

The construction of the Taj Mahal took over twenty years. It was built in 1632, and in 1648, the mausoleum was finished. Another 5 years were spent on the building of the enclosure, the ancillary buildings such as gardens, so the whole complex was completed in 1653.

DO DALIT LIVES MATTER?

AUTHOR: ARIBBA SIDDIQUE

Introduction:

We witnessed the slogan ‘Black lives matter’ when it went viral all over social media in May 2020. The movement was in response to the death of an African-American citizen, America has been always known as the country which promotes ‘White supremacy’. Every Indian condemned the murder of George Floyd who lost his life because he was a black person not fit for America.

The hashtag ‘black lives matter’ has been used my many of us on our social media accounts. However, when this kind of discrimination happens in our own country, what do we do? We mute ourselves, politicize the issue and we condemn the government. This article analyses the hardships that the Dalit community in India has faced in recent times.

Recent cases regarding the discrimination with Dalits:

Privileged Indians often ignores the Dalits, their hardships, the atrocities that they face. Recently, on 6^th June 2020, a Seventeen -year-old Dalit boy named Vikas Kumar Jadav was shot dead by 4 upper caste men for visiting a temple in Amroha in U.

In June 2020, a Dalit activist, Arvind Bansod from Nagpur, was found dead. He was publicly assaulted with casteist slurs by a mob. The police refused to file an FIR & declared the death as a suicide.

No FIR. No Justice. No hashtag on social media. No protest. Why? The reason is that a Dalit is not considered as equal despite being a citizen of the same country and having the same rights. 

Historical texts and legislations of India and the US:

The situation of Dalits in India is similar to that of African-Americans in the United States. Both are historically suppressed and treated as second class citizens in their own countries. Racial segregation is encouraged by legislations like “Black Codes” and[L5]  “untouchability’’ made segregation in housing, education, public places; transport; parks, theatres, cemeteries, jails, and other public spaces legal in the US until only a few decades ago. This resulted in divided and hierarchical citizenship[L6] .

The Manusmriti in India, though not legally enforceable, has been the moral code that guides the upper caste community in their treatment and behaviour towards the Dalits in daily life[L7] . The Dalits were not allowed and are still not allowed in many areas to use public wells and enter temples. The Dalit children are boycotted, made to sit separately in many schools and drink water from separate utensils. Inter-caste marriages between a Dalit, and an upper caste are still leading to the honour killing of the Dalit person. The Dalits have been oppressed for cheap labour, forced to take up vigorous menial work with less than subsistence wages.

 A report by Human Rights Watch states that:

“Discriminatory and cruel, inhuman, and degrading treatment of over 165 million people in India has been justified on the basis of caste… (caste divisions in India) are reinforced through the practice and threat of social ostracism, economic boycotts, and physical violence.”[2]

Dalits, the literal Sanskrit meaning “broken/scattered”. According to NCDHR, every fifteen minutes, a crime is committed against a Dalit, six Dalit women are raped every day and Fifty-six thousand children living in slums die due to malnutrition every year in India. Dalits, mostly landless, are forced to work on the fields of the upper caste Hindus at very low wages[L8] . The democratic polity and the Constitution of India, which assures equality and abolishes untouchability, have failed in achieving social and economic equality. Violence against the Dalits is in everyday news. The upper castes seek to control the person (through unpaid or lowly paid physical labour and sexual assaults on Dalit women), mind (through forceful cultural traditions and customs and denial of educational opportunities) and soul (through religious beliefs and Manusmriti) of the Dalits[L9] .

The NCDHR, along with NDMJ, analysed data from the past 10 years and released a status report on the implementation of the Scheduled Castes and Scheduled Tribes (Prevention of Atrocities) Act 1989 (SC/ST Act) and Rules 1995. The report, called “Quest for Justice”, noted that during the years 2009-18, more than 3,91,952 cases of atrocities were reported against SCs and 72,367 against STs. As many as 12,750 incidents of rape were registered between 2014 and 2018. Attempt to rape increased to 677 in 2018 from 87 in 2014. There were 5 cases of acid attack against SC women in 2018. From 2014 to 2018 cases against SC women rose sharply by 42.63 per cent to 41,867 from 5,154.[3]

Conclusion:

Dalits are murdered, beaten and shunned, but the stories aren’t covered by mainstream media. Minimal reportage leads to privileged and ignorant people into believing that casteism doesn’t exist in India anymore. We need to say their names and know their stories[L10] .

[1]Aathira Konikkara, Dalit activist Arvind Bansod was murdered, not a suicide: Lawyer, Caravan Magazine, (October 03, 2020, 10:00 PM) https://caravanmagazine.in/author/1118

[2]Human Rights watch ‘Hidden Apartheid Caste Discrimination against India’s Untouchables(October 03, 2020, 10:04 PM) https://www.hrw.org/report/2007/02/12/hidden-apartheid/caste-discrimination-against-indias-untouchables

[3]National Campaign on Dalit Human Rights, (October 04, 2020, 02:00am) http://www.ncdhr.org.in

 [L1]Source?

 [L2]Source?

 [L3]Source?

 [L4]Describe the facts of the above two cases precisely or add such more cases to make it more informative.

 [L5]Mention Voting right Act, 1965

 [L6]Mention Art. 17 abolition of untouchability and yet the problems are faced by the Dalits.

 [L7]Cite proper historical source.

 [L8]Provide equivalent citation in the footnotes for the source.

 [L9]Mention the Articles in the constitution regarding the protection of right, equality and life.

 [L10]Make the conclusion more elaborate and remarkable.

What is a technical skills screening tool?

A technical skills screening tool is software that contains a rich library of technical assessment tests, including questions and answers for recruiters to screen and evaluate candidates.

The assessments created on these platforms are used to evaluate candidates before employment by technical recruiters and/or hiring managers.

How do skill assessments compare to other screening methods?

Skill assessments are not the only type of evaluation used by the hiring teams – job simulation resumes, and reference checks are all common screening methods. The trouble with resumes and reference checks is that they don’t reveal the whole picture. A candidate and often their references will attempt to present the applicant in the best positive light. Unfortunately, this may not be the most accurate portrayal of the candidate’s skills and abilities. 

Job simulations, also known as work simulations, require candidates to perform tasks that the role requires in the workplace. These simulations are an effective evaluation tactic to understand how the candidate will perform in the real work environment.

Structured interviews are also an effective evaluation method, and they include a scoring system similar to that of skill assessments. The common denominator between the two methods is that they are both quantitative and can thus be reliably compared and contrasted. Moreover, recruiters can extract useful insights from the collected data.

Screen developers at scale with accurate, custom programming tests that evaluate technical skills hyper-relevant to the role.

• Library of coding tasks for roles at all levels 
• High-scale plagiarism detection and fraud prevention 
• Top-rated candidate experience with fair scoring methodology

Skill assessments have the added benefit of providing recruiters with the opportunity to reliably screen out candidates pre-interview. Thus, when it comes to tech hiring, skill tests take the cake to justify reliability, efficiency, and cost-effectiveness.

The 5 best technical screening tools

While skill tests are great, we mentioned earlier that you need the right kind of assessment to guarantee fair evaluation and the best results. Therefore, the ideal technical screening tool should offer:

• The ability to measure modern as well as legacy developer skills
• Automation to minimize manual grading – through auto-evaluators and industry-leading compilers
• Exceptional candidate experiences and custom branding opportunities for companies
• Tests specifically tailored to various jobs and roles
• Efficient qualitative score analysis
• Seamless integrations with other hiring solutions
• Unmatched data security for your candidate data
• Video interviews with pair programming abilities
• Comprehensive data insights, analytics, and reporting

Of course, not every tool will have all these features. So let’s take a look at the best technical screening tools for tech recruiters and hiring managers and see which one wins out.

#1 WeCP | We Create Problems

WeCreateProblems has the largest repository of technical interview questions & tests. Where other platforms average a few thousand to generously over 10,000 questions, WeCP has over 0.2 million+ technical questions in the bank. The question bank contains skill test questions for every tech role, whether it’s frontend or full-stack development, data science, DevOps, or something else. 

Tech recruiters can generate custom tests on-demand with WeCP to evaluate over 2000 different technical skills. Need morecustomization with the test questions and design? WeCP’s team is on standby to help you out there too.

Aside from the impressive size of the question bank and the high quality of the questions themselves, WeCP sets itself apart from the competition in another big way – the evaluation process. WeCP uses SkillMaps for scientifically evaluating candidates, guaranteeing accuracy, and all the tests in the repository have been thoroughly vetted. Moreover, WeCP’s technical screening is made cheat-proof through:

• Constant addition of new tests
• Internal patrol 
• Dynamic rotation
• Advanced plagiarism checker
• AI-based video proctoring

WeCP’s questions are thoroughly scrutinized for difficulty, guaranteeing candidates can’t just Google the answers or prepare for them beforehand. Whether you design a custom test or use a pre-built one, WeCP guarantees unique, challenging, skill-mapped assessments to help you track down the best candidate.

#2 Codility

Codility is a powerful tech screening solution and remote hiring tool tailored for engineering teams. The recruitment platform has been around since 2009 and provides employers with powerful screening and interviewing tools. 

Codility has a diverse knowledge base and includes skill tests for various roles – you can use the tool to evaluate potential candidates for frontend and backend developer positions, data science, language skills, and more. However, one drawback of using this tool is that it lacks AI-powered video proctoring and web proctoring features, which may lead to cheating.

One of Codility’s most appreciated features is its ‘candidate feedback’ option. If you enable this feature, Codility provides candidates with a breakdown of their score immediately after submission of the skill test. Enabling automated candidate feedback helps recruiters be more transparent about the hiring process.

#3 CodeSignal

CodeSignal is a popular technical screening tool for tech recruiters with a decent repository of questions, web proctoring, on-demand custom questions, and even video interviews.

CodeSignal is a relatively young recruitment platform, having popped up in 2015, but it has since made a good name for itself. The tool helps recruiters generate custom tests for a wide variety of programming languages and developer skills.

Pedigree is a poor proxy for programming skills. Broaden your candidate pool and qualify individuals based on their coding skills. Measuring developer skills accurately and at scale is easy with CodeSignal.

Some candidates have expressed concern regarding CodeSignal’s existing questions, citing them to be verbose and difficult to comprehend. On the whole, though, CodeSignal is a reliable tool. It has helped many tech companies evolve past using resumes for evaluation into the more reliable realm of coding skill tests.

#4 HackerRank

HackerRank is a popular developer screening tool. The platform offers assessment tests for a variety of skills, including tests for full-stack development skills and database skills.

From simple coding challenges to full-stack engineering scenarios, allow developers to demonstrate their design, development, and communication skills in a real-time pair programming environment, complete with a virtual whiteboard. Add projects that provide insight into the quality of work candidates will perform at your company.

HackerRank has been around since 2012 and has since grown its client list to over 2000. The tool provides framework support and helps recruiters assess up to 44 skills with its rich repository of questions. After designing your custom assessment with HackerRank, you can opt for the automated scoring system or manually score the tests.

#5 HackerEarth

HackerEarth has the makings of a solid technical screening tool – it has a decent question bank (sporting over 15000 questions), has tests for all relevant skills, and has features like video interviews that some of its competitors lack. However, it does miss out on the whiteboarding features that WeCP offers.

HackerEarth lets you engage or source top developers with hackathons, while also enabling you to assess, interview and upskill them with ease.

Like HackerRank, HackerEarth was founded in 2012 and has since catered to over a thousand clients. The platform supports proctoring and helps recruiters screen and short-list top-performing candidates thanks to reliable coding assessments and an integrated scoring system.