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.

Authors: Shashikant N Sharma, Dungar Singh

Traffic analysis plays a pivotal role in urban planning, transportation management, and road safety enhancement. While much attention is given to intersections, mid-block segments of road are often overlooked, even though they are just as critical in ensuring safe and efficient traffic flow. Mid-block traffic analysis is the systematic study of these segments, providing valuable insights into traffic behavior, road design, and safety measures. In this article, we delve into the world of mid-block traffic analysis, exploring its significance and methodologies.

In the realm of transportation and urban planning, ensuring road safety is paramount. The complex dynamics of traffic flow demand comprehensive strategies that go beyond the typical intersection-focused approaches. Mid-block traffic analysis emerges as a crucial tool in this endeavor, addressing a critical aspect of road safety often overlooked.

Mid-block segments, which refer to the sections of road between intersections, are essential components of any urban or suburban roadway network. They present unique challenges and opportunities for traffic management and safety improvement. From pedestrian safety to efficient vehicle flow, understanding and analyzing mid-block traffic is vital for creating safer and more sustainable transportation systems.

This article delves into the intricacies of mid-block traffic analysis, shedding light on its importance, methodologies, and real-world applications. We will explore how this tool can help identify traffic patterns, assess risk factors, and guide the implementation of targeted safety measures. By gaining a deeper understanding of mid-block traffic analysis, we empower urban planners, engineers, and policymakers to make informed decisions that prioritize road safety and enhance the overall quality of transportation networks.

The Significance of Mid-Block Traffic Analysis

Mid-block segments represent the stretches of road that lie between intersections or major junctions. These areas may not have traffic signals, stop signs, or other intersection controls, making them particularly susceptible to various traffic-related issues. Understanding and analyzing traffic patterns in these sections is vital for several reasons:

1. Safety Improvement: Mid-block segments often witness a significant number of accidents, including pedestrian incidents. Analyzing traffic behavior in these areas helps identify safety deficiencies and implement measures to reduce accidents.
2. Traffic Flow Optimization: Efficient traffic flow is essential for minimizing congestion and travel time. Mid-block traffic analysis can help identify bottlenecks, congestion points, and areas where traffic calming measures are needed.
3. Infrastructure Assessment: Evaluating the road infrastructure in mid-block segments ensures that they are designed to accommodate the current and projected traffic volume. This can lead to better road planning and infrastructure development.
4. Pedestrian Safety: Many mid-block areas have pedestrian crosswalks. Understanding how pedestrians interact with vehicles in these sections is crucial for designing safe pedestrian facilities.

Methodologies for Mid-Block Traffic Analysis

Several methodologies and tools are employed to conduct mid-block traffic analysis, each with its own strengths and applications:

1. Traffic Counting: The collection of traffic data through various means, such as manual counts, automated counters, or video analysis, is fundamental. These data include vehicle counts, speed, and vehicle classifications.
2. Speed Studies: Analyzing vehicle speeds in mid-block segments helps identify areas where speed limits may need adjustment or where traffic calming measures like speed bumps are necessary.
3. Conflict Analysis: Identifying conflict points where vehicles interact, such as lane changes, merges, or diverges, allows for pinpointing potential safety hazards.
4. Pedestrian Studies: For areas with pedestrian crosswalks, studying pedestrian behavior and the interaction between pedestrians and vehicles is crucial. This includes crosswalk utilization, waiting times, and crossing behavior.
5. Geographic Information Systems (GIS): GIS technology helps in mapping and visualizing traffic data, allowing for more comprehensive analysis and planning.
6. Surveys and Observations: Surveys and observations conducted by traffic engineers and transportation experts provide valuable qualitative data on driver behavior, pedestrian activity, and road conditions.
7. Simulation Modeling: Computer simulation tools can replicate traffic flow scenarios and help assess the impact of different interventions and designs in mid-block segments.

Applying Mid-Block Traffic Analysis

Once data is collected and analyzed, the findings can be applied to improve mid-block traffic safety and efficiency:

1. Infrastructure Upgrades: Implement changes to road design, signage, lighting, and pavement markings based on analysis results.
2. Traffic Calming Measures: Install speed bumps, pedestrian refuge islands, or raised crosswalks to slow down vehicles and improve pedestrian safety.
3. Traffic Enforcement: Allocate resources for increased police presence and enforcement in areas with high accident rates or traffic violations.
4. Education and Awareness: Launch public awareness campaigns to inform drivers and pedestrians about the specific safety measures in place and how they can contribute to road safety.

Conclusion

Mid-block traffic analysis is a crucial tool for enhancing road safety and optimizing traffic flow in urban areas. By understanding and addressing the unique challenges posed by mid-block segments, cities and transportation authorities can make significant strides in creating safer, more efficient road networks. As technology and methodologies continue to advance, the accuracy and effectiveness of mid-block traffic analysis will further improve, ultimately leading to better and safer transportation systems for all road users.

References

1. Ogden, K. W., & Hall, F. L. (2017). Urban Traffic Systems. Wiley.
2. Transportation Research Board. (2018). Highway Capacity Manual (6th ed.). National Academies Press.
3. Leden, L., & Brühwiler, P. A. (2016). Road Traffic Data: Collection and Analysis. CRC Press.
4. Zegeer, C. V., Stewart, J. R., Huang, H. F., & Lagerwey, P. A. (2002). Safety Effects of Marked vs. Unmarked Crosswalks at Uncontrolled Locations: Analysis of Pedestrian Crashes in 30 Cities. Transportation Research Record, 1818, 84-94.
5. Fitzpatrick, K., Koppa, R., Park, E. S., & Carlson, P. (2010). Evaluation of Pedestrian Crosswalks: Analysis of Pedestrian Crashes and Factors Influencing Driver Yielding Behavior. Transportation Research Record, 2188, 40-48.
6. Federal Highway Administration. (2009). Manual on Uniform Traffic Control Devices for Streets and Highways. U.S. Department of Transportation.
7. Bonneson, J. A., Zimmerman, K., Chien, S., & Karim, A. (2017). Guidelines for the Timing of Pedestrian Walk/Don’t Walk Intervals. Texas A&M Transportation Institute.
8. Levinson, H. S., & Dutzik, T. (2017). Dangerous by Design 2016: An Analysis of Pedestrian Deaths in the U.S. and Recommendations for Safer Streets. Smart Growth America.
9. National Cooperative Highway Research Program. (2019). NCHRP Synthesis 545: Addressing Bicycle and Pedestrian Safety at Intersections. Transportation Research Board.
10. Pietrucha, M. T., & Baek, J. (2016). Analysis of Vehicle Speeds at Crosswalks on Multilane Roads Using Video Data. Journal of Transportation Engineering, 142(4), 04015056.
11. Singh, D., Ameen, T., & Ahmad, A. (2021). Analysis of delay and queue length variation at three-leg signalized intersection under mixed traffic condition. Innovative infrastructure solutions, 6(2), 125.

After a 40-day journey starting from the Satish Dhawan Space Center in Sriharikota, Andhra Pradesh, the Indian Space Research Organisation’s (ISRO) Chandrayaan-3 mission landed successfully on the Moon at 6.04 PM Indian Standard Time (IST) on August 23, 2023 (Wednesday). Naturally, ISRO scientists and others are joyous, as are all the Indians. I am fascinated to see the line on the ISRO website isro.gov.in/Chandrayaan3
‘I reached my destination, and you too!’: Chandrayaan-3; Chandrayaan-3 has successfully soft-landed on the moon. Congratulations, India! A few points from the website are presented here for the benefit of readers.
a) “The Lander Module is in 25 km x 134 km orbit. Powered descent is expected to commence on August 23, 2023, around 1745 hours of Indian Standard Time (IST).
b) The Lander Module is in 113 km x 157 km orbit around the moon. The second de-boosting is planned for August 20, 2023
c) The Lander Module is successfully separated from the Propulsion Module. Deboosting is planned for August 18, 2023.
d) The spacecraft is in an orbit of 153 km x 163 km after the firing on August 16, 2023
e) The mission is in the orbit circularisation phase. The spacecraft is in 151 km x 179 km orbit (as of August 14, 2023)
f) Chandrayaan-3 is successfully inserted into the lunar orbit. The orbit achieved is 164 km x 18074 km, as intended” (as of August 5, 2023)”
It is pertinent to mention that as per the website, “LVM3 M4 vehicle successfully launched Chandrayaan-3 into orbit. Chandrayaan-3, in its precise orbit, has begun its journey to the Moon. Health of the Spacecraft is normal”.
With the mission, India has joined a small and exclusive club of countries that have managed to soft land on the Moon after the US, Russia, and China. For the successful landing on the Moon, many foreign newspapers /agencies felt happy. According to Reuters (online), “An Indian spacecraft landed on the rugged, unexplored south pole of the moon on Wednesday in a mission seen as crucial to lunar exploration and India’s standing as a space power, just days after a similar Russian lander crashed”. Dawn of Pakistan has written, “India on Wednesday became the first nation to land a craft near the Moon’s south pole, a historic triumph for the world’s most populous nation and its ambitious, cut-price space programme”. Arab News has mentioned, “this was India’s second attempt to land a spacecraft on the moon and comes less than a week after Russia’s Luna-25 mission failed”. Another newspaper Aljazeera has highlighted, “India successfully lands spacecraft near the moon’s south pole, making it the first country to do so”. Also, it observed in the online newspaper that “Indian PM Modi says mission’s success belongs to all of humanity.”
Before conclusion, I wish to mention that ISRO was previously known as the Indian National Committee for Space Research (INCOSPAR), set up by the Government of India in 1962, as envisioned by Dr. VikramA Sarabhai. ISRO was formed on August 15, 1969, and superseded INCOSPAR with an expanded role to harness space technology. The Government of India constituted the Space Commission and established the Department of Space (DoS) in 1972 and brought ISRO under DoS management on June 1, 1972.

Prof. Shankar Chatterjee, Hyderabad

Jadavpur University is a state University located in Jadavpur, Kolkata. It was established in 1905 as Bengal Technical Institute and was converted into Jadavpur University in 1955. In 2023, it was ranked fourth among universities in India by the National Institutional Ranking Framework (NIRF). It also achieved 10th rank in the engineering category and 13th overall in the National Institutional Ranking Framework (NIRF) 2023 (wikipedia.org/wiki/Jadavpur_University). In 1910, the Society for the Promotion of Technical Education in Bengal, which looked after Bengal Technical Institute (which later became the College of Engineering and Technology, Bengal), was amalgamated with NCE. NCE henceforth looked after the College of Engineering and Technology, Bengal. After Independence, on December 24, 1955, Jadavpur University was officially established by the Government of West Bengal with the concurrence of the Government of India. It is pertinent to mention that as per University Grants Commission (UGC), as on March 31, 2023, there is a total of 1078 universities, including 54 Central Universities, 464 State Public Universities,128 Deemed Universities, and 432 State Private Universities. Also, there are some fake universities, list of fake universities can be seen on the UGC website (sarkarilist.in/ugc-approved-university).

I am shocked to read in print media and watched in electronic media about the death of a bright student Swapnodeep Kundu because of ragging at Jadavpur University. Swapnodeep Kundu, an 18-year-old admitted youth, was admitted to the university to study Honours in Bengali as an undergraduate student. He died after falling from the balcony of Jadavpur University’s main hostel within a few days after admitting. As a senior citizen (nearly 67 years old), I could not control my emotion as Kundu’s death is horrific. I wish to mention that before the partition of India, United Bengal was, in all respects, an iconic State in United India. Unfortunately, after the partition of India, West Bengal was created, where lakhs of refugees migrated mainly for fear of life from then East Pakistan. Anyway, development scaled down in the present days of West Bengal. Under the leadership of Dr. B.C. Roy (Chief Minster of West Bengal), many development works took place in the State, but during Communists’ rule, strikes, lockouts, etc., ruined the work culture. I feel West Bengal has been losing its glory as many residents of West Bengal have been coming to the Southern part of India for treatment, and many children/youths have been joining for higher education. Now both rigging and ragging are the news in the State of so-called ‘Bhadralooks’ (gentlemen). Anyway, the death of Swapnodeep Kundu because of ragging is highly deplorable, horrific news, and a devil’s act as it happened in a so-called rank-holding university. I have come to know some youths/devils were arrested, but my hunch is what the top officials of the Jadavpur University were doing when ragging-type cruelty took place. Moreover, as per the Calcutta News TV channel, dated August 13, 2023, on the campus of Jadavpur University near the hostel, alcohol bottles, condoms, etc, were found. Since on TV, I saw; otherwise, I would not have believed it. This is very shuddering news.

 I appeal to political leaders of West Bengal, bureaucrats, members of civil societies, NGOs, and common people of the State (irrespective of caste, creed, and religion); please raise all of your voices against ragging and also unlawful activities which have been happening in the hostel of the university. No powerful persons escape from the law if anyone directly or indirectly is involved. Also, I suggest CCTV cameras must be installed to expose the unpleasant activities of the students and others. Everybody’s child is favourite and dear to the parent. I wish to mention some of the ruling party leaders of the State always blame the Union Government and thus divert attention, so it should not happen here.

–Shankar Chatterjee

Vidyasagar University, located in the Midnapore district of West Bengal named after the most illustrious son of Bengal as well as one of the doyens of the Indian Renaissance, Pandit Ishwar Chandra Vidyasagar. It was established that is, the classes started in 1986, The University is now in the news because of caste issues. The Deputy Registrar of Vidyasagar University has accused the Registrar of the University of caste discrimination against him. The Deputy Registrar filed a police complaint also, and he even approached the High Court. The Deputy Registrar complained of constant mental torture, starting from caste insults day after day by the Registrar. According to the Deputy Registrar, even he had to take sleeping pills for his sleep which is very unfortunate. This matter is in the court, so the court verdict will reflect the truth. My hunch is that Deputy Registrar (SC), who himself is a highly qualified person why, made the allegation (police complaint and filed a case in the High Court) against the Registrar. Probably, he was insulted by the Registrar. By reading different print media and observing electronic media about the news, I am very shocked and condemn such incidents. I feel a person cannot be abused in the name of caste or religion, or qualification or for any issue. ‘Humanity is the only Caste’. It is pertinent to mention that United Bengal once upon a time was great news as many stalwarts, whether in the field of literature, spirituality, sports, independence movement, etc, were born. Even many social activists and social reformers came from the United Bengal. But after the partition in 1947, West Bengal was created, and the State faced many problems, particularly lakhs of refugees came in the State. Anyway, I feel after the Communist rule, the deterioration of the State started because in the name of the labour movement for their so-called ‘rights’, many factories, business establishments, industries, etc., were closed down or became sick. As a result, at the cost of West Bengal, many other states of India developed, but ‘bhadralooks’ (meaning gentlemen) were silent. For them, as if nothing happened. Anyway, presently, Indians observed in the name of elections in West Bengal (Assembly and Panchayati elections) widespread violence, murder, arson, damage to properties, etc., took place. Even ballot boxes were found in the ponds. Unfortunately, West Bengal rulers ignored all these and diverted attention, blaming the Centre by citing examples from other states. Now the caste-related incident has upset me to a great extent as I never thought that in a culturally developed State like West Bengal, there will be discrimination in the name of caste. According to the Deputy Registrar, his senior, i.e., Registrar, used to give him non-academic activities such as supervising sweepers, etc.  We all know long ago, there were caste issues in United Bengal (domination of Brahminism), and to neutralize the issue, Brahmo Samaj was promoted by leading personalities such as Raja Rammohan Roy, Devendra Nath Tagore father of Rabindranath Tagore, and many others. Now in July 2023, discrimination in the name of caste that too in West Bengal is news.  I feel it should not happen in West Bengal when the people claim ‘they are Bhadralooks’ (Gentlemen). The political leaders of the state should not compare West Bengal with other states, whether ‘BIMARU’ or ‘non-BIMARU’.  

References

Blunt, E. (2010). The caste system of northern India. Gyan Publishing House.

Hoff, K. (2016). Caste system. World Bank policy research working paper, (7929).

Sharma SN, editor. New perspectives in sociology and allied fields. EduPedia Publications (P) Ltd; 2016 Jun 3.

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The recently held Panchayat election in West Bengal has not only pained me but is painful to the rational citizens of the country. The Father of the Nation, Mahatma Gandhiji, felt that Panchayat should be a neutral body. In fact, he didn’t desire an election also. But for a simple local-level election, more than 50 people died, many were injured, and many houses and vehicles were damaged. The candidates were assaulted. Indians know the misuse of ballot boxes and ballot papers in the election. After all the awful incidents, a ruling party leader openly criticized the judiciary of the State because he probably felt that the ‘judiciary is not favouring the ruling party’. I request the intellectuals of the State, members of civil societies, NGOs, and other rational people of West Bengal, please look at recent assembly elections held in other States where violence virtually did not take place, no death took place, and, e.g., Karnataka and Uttar Pradesh are examples. I had the opportunity to visit across the State and interacted with many irrespective of castes, creeds, religions, educational qualifications, etc., and observed many were scared to talk about the present administration. Anyway, it has to be agreed that once upon a time State produced many stalwarts in different fields, but now the worst type of violence in elections, corruption by some ruling party leaders, loose talk by leaders, etc., have scaled down the image of the State. It is pertinent to mention that “Filmmaker-activist Aparna Sen has written an open letter to Mamata Banerjee, Chief Minister of the State, holding her and her government responsible for the violence in the panchayat polls that claimed 52 lives. Multiple sources have estimated the rural poll toll to be over 60”. Further, addressing Mamata Banerjee, Aparna Sen read: “You are the chief minister and home minister of West Bengal. Without overseeing the constitutional responsibility of the election commission, one can definitely say that the panchayat poll-cantered killings and anarchy were primarily the responsibility of the West Bengal government and you. You cannot deny this responsibility as the home minister of West Bengal” (The Telegraph online, Aparna Sen points finger at CM Mamata Banerjee over Bengal panchayat poll violence, July 21. 2023). My hunch is that if the madam of WB or anyone from her party gets the PM post, then Indians will awfully suffer as the present ruling party of the State cannot control a local-level election; then how India type of incredible country can be controlled? Because we all in school days read ‘Morning shows the day’.

 Dr. Bidhan Chandra Roy, popularly known as Dr. B. C. Roy was a renowned physician who later joined politics and became the second Chief Minister of West Bengal in 1948. For his contribution in various fields including the country’s medical development, Bidhan Chandra Roy was awarded the Bharat Ratna in 1961 also as a recognition of his enormous medical service rendered to all echelons of the society, National Doctors' Day is celebrated on July 1 (his birthday) across India. Dr. Bidhan Chandra Roy according to me was not a great physician but the best Chef Minster of West Bengal to date. 

Dr. Roy was born on July 1, 1882, in Patna and died on the same date (July 1) in 1962 in Calcutta/Kolkata after treating some patients in the morning hours without any suffering. This simply indicates he was endowed with a pure soul. It has to be admitted that medical doctors play a significant role in our lives because my father was MBBS and observed his relentless service for others’ suffering periods.
Dr. B.C. Roy led the Civil Disobedience Movement in Bengal. He was elected as Mayor of Calcutta Corporation. Roy did his Intermediate in Arts (I.A.) from Presidency College, Calcutta, and B.A. from Patna College with honours in mathematics. Prior to that, he passed the Matric (now known as High School) examination from Patna Collegiate School in 1897. Bidhan Chandra after completing his college education applied for admission to the Bengal Engineering College and the Calcutta Medical College albeit he was selected for both institutions but preferred to go in the medical line. Anyway, while Dr. B.C. Roy was the Chief Minister of West Bengal lots of industrial development took place in the state. I personally feel he is the best Chief Minster among the CMs of West Bengal as during communist rule strikes, lockouts, etc., were regular features. Also, the former Communist’s Chief Minister’s son is now a great business personality and settled abroad. Further, the massacre in Marichjhanpi, which took place under Communist rule in West Bengal between January 26 and May 16, 1979, was simply inhuman activity. And in the present times, scams, corruption, election violence, etc., in West Bengal reached the zenith.
Anyway, Dr. Roy took the initiative to establish the Indian Medical Association in 1928 and the Medical Council of India. He also played a crucial role in establishing the Indian Institute of Mental Health, the Infectious Disease Hospital, and even Calcutta’s first-ever postgraduate medical college.
Further, because of his initiative, some leading medical institutions in then Calcutta/now Kolkata were set up such as the Jadavpur T.B. Hospital, Chittaranjan Seva Sadan, Kamala Nehru Hospital, Chittaranjan Cancer Hospital etc. As Chief Minister of West Bengal, he laid the foundation of five eminent cities, namely, Durgapur, Kalyani, Bidhannagar, Ashoknagar, and Habra in West Bengal. His broadness of mind may be observed when he gifted his house to the people of West Bengal in 1961. He had also constituted a trust for his properties at Patna to carry out social service, with eminent nationalist Ganga Sharan Singh.
On the occasion of his birthday my respectful salute to this great soul.

Prof Shankar Chatterjee, Hyderabad

Located atop the Nilachal hills in Guwahati Maa Kamakhya temple is famous for the Hindus. The pristine beauty of Guwahati city and its vicinity and other places including the mighty Brahmaputra can be seen from the hills. Anyone can visit the Nilachal hills to observe the beauty of Guwahati city. Anyway, the temple is an auspicious place for the Hindus as out of 51 Shakti Peethas this is one. I feel, almost all readers know about the mythological facts of 51 Shakti Peethas. In the Maa Kamakhya temple, Ambubachi mela is held every year in June and devotees not only from India but also from many countries visit during this time. It is the celebration of the yearly menstruation of Maa Kamakhya as it is believed that the private part (yoni/ genital part) of Maa was fallen there. During Ambubachi time, the doors of the temple are closed and no one can visit the inside of the temple. In this year, 2023, as per the tithi i.e. timings, the doors were closed at 2.30 AM on June 22-23 (Thursday midnight and wee hours of Friday) and entries of the temple will reopen on Monday morning (June 26, 2023). The place where the private part was fallen during the menstruation period is covered with a huge red cloth which is known as ‘Rakta Bastra’. And the devotees after completion of Ambubachi, collect a little piece of ‘Rakta Bastra’ which is considered very sacred for the Hindus. Some keep in the puja room in a small container, some keep their body in a small metallic container which is known as ‘Maduli’ etc. Anyway, devotees, irrespective of age, gender, or caste, can attend the mela, for seeking blessings from Maa Kamakhya. It is pertinent to mention that in 2019 around 25 lakh devotees visited the mela the largest in history.
I had the opportunity to visit Ambubachi mela on a few occasions at night time and observed hundreds of saints and sadhus from different parts of India including Nepal and other places attended. All were involved in spiritual activities.

Under the provision of section 40 of RPwD Act 2016, the Central Government in consultation with the Chief Commissioner formulate rules for persons with disabilities laying down the standards of accessibility for the physical environment, transportation, information and communication, including appropriate technologies and systems and other facilities and services provided to the public in urban and rural areas.

Harmonised Guidelines and Space Standards for Universal Accessibility in India-2021 prepared by Ministry of Housing and Urban Affairs has been amended in RPwD (Amendment) Rules, 2023 vide notification G.S. R. 413 (E) dated 05.06.2023.  

The detailed status of these guidelines/standards is as follows:

All the information is regarding the harmonized guidelines is available in the website of DEPwD department disabilityaffairs.gov.in

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The recent World Bank Group Report (Making Cities Green, Resilient, and Inclusive in a Changing Climate, 2023) reveals that climate change is exposing cities to increasingly frequent extreme weather events. From the 1970s to the period 2010–20, the frequency of extreme heat and dry events increased across cities globally, and the frequency of extreme wet events has increased since the 1990s. Global sea-level rise of about 0.125 millimeters per year is also increasing the risk of flooding for coastal cities. Also, it is evident from the Report that cities in high- and upper-middle-income countries are major contributors to climate change, whereas the contribution of cities in lower-income countries is modest. Globally, about 70 percent of anthropogenic greenhouse gas emissions, the bulk of which are fossil carbon dioxide (CO2) emissions, emanate from cities. Cities in lower-income countries, however, accounted for only about 14 percent of all global urban CO2 emissions in 2015, and cities in low-income cities contributed less than 0.20 percent. The mitigation challenge for cities in lower-income countries is to develop without following the historic CO2 emissions trajectories of cities in higher-income countries. Anyway, to control CO2 emissions one of the alternatives is the plantation of saplings in the house or its vicinity if vacant land is available. And one innovative idea as observed by the author was the distribution of saplings to the guests as a gift on the occasion of a senior citizen’s Golden Jubilee Wedding anniversary and at the same time his grandson’s birthday who completed 12 years of age. The case is from Libdom Villa (Raj Reddy Valley), Bandlaguda Jagir, Hyderabad, a gated community which is spread over to an area of 17 acres of land having all facilities – indoor and outdoor games, gym, park, swimming pool, function hall, etc. Altogether 190 families ( a few might be unoccupied) live in this gated community consisting of different religions, castes, and languages (people of different States), representing a mini India in the true sense and residents celebrate all festivals amicably.
A resident of the villa (75 Years old), who stays with his wife, son (41 years, software engineer and owner of the villa) daughter-in-law also a software engineer) and grandson (12 years), had initiated a good idea that others can emulate in other gated communities or houses if they have little land.
K. Veerabrahmam (75 years old), a retired administrative officer from Government Arts and PG College, Kadapa, Andhra Pradesh is a permanent resident of the villa staying along with other family members, as mentioned already. In the last part of May 2023, he celebrated his 50 years of wedding anniversary, golden jubilee. Also, his grandson who completed 12 years of age almost the same period organized a dinner party in the campus itself on 24 May 2023. Many dishes – both vegetarian and non-vegetarian – were served. As a part of the event, each guest was presented with a sapling. Around 55 saplings were brought from the local nursery and given to all guests in beautiful cotton bags. Such an innovative idea to regenerate nature can be emulated by others who live in gated communities etc. Instead of giving different types of gifts, giving saplings in the present context is the best gift.
Prof Shankar Chatterjee, Hyderabad

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.

Guwahati earlier spelled as Gauhati is one of the popular cities of India located in the beautiful part of North-East India. The mighty perennial river the Brahmaputra has passed from the iconic City. In addition, the Nilachal Hill, the Basishtha Ashram, Umananda, etc. portray the pristine beauty of the place. The famous Maa Kamakhya temple located on the top of Nilachal Hill is not only a spiritual place but a scenic place to visit. Further, in the city and its vicinity many temples, churches, mosques, gurudwaras, and Jain temples are located which bear testimony to the historical importance of the city.
The prestigious Cotton College (established in 1901) presently Cotton University is one of the most famous educational institutions in the country. Also, two renowned schools along with some others have brought glory to the city. The two schools are – Bengali Boys’ Higher Secondary School and Bengali Girls’ High School. In the month of May 2022, both have been merged into one and rechristened as Bengali Higher Secondary School (BHSS, Co-education). Also, there were two separate primary schools on the campus Boys’ school and Girls’ school separately established many years ago. Anyway, Bengali Boys’ Higher Secondary School was established on April 28, 1936, and on the other hand, Bengali Girls’ High School was set up on March 2, 1954. Both are located in the prime location of Guwahati viz. Paltan Bazar.
It is pertinent to mention that both schools before the merger produced many great personalities and stalwarts in various fields – education. literacy, games, sports, music, and other curricular activities. Dr. Amalendu Guha, an eminent historian, and literature in India was a student at Bengali Boys’ Higher Secondary School. He was admitted in 1936 (first batch). In those days, many of his classmates, later on, were famous in their own fields. A few names may be mentioned here – Hena Ganguly, Gobinda Lal Roy, Kiranmay Lahiri, Nirmal Mukherjee, Gopal Sen, Dhurba Gupta, Pradeep Chandra Pal, Santi Ganguly, Sachindra Mohan Dey Sarkar, and others. In those, the school was under Calcutta University, and in 1948 when the school came under the umbrella of Gauhati University, the student who stood first in the entire Assam was Indrajeet Chatterjee. After that many brilliant students passed out from the school. Some of the names are – Gurudas Chatterjee, Sridhan Roy, Sujit Basu, Ashish Bose, and many others. Also, it is pertinent to mention that in those days the name of the school was Silver Jubilee. Anglo-Bengali High School, because King George V completed his tenure of 25 years reign in England and coincided with the same Silver Jubilee, was prefixed. And after independence, the name of the school was changed to Bengali Boys High School, and later on to Higher Secondary. Anyway, when the Anglo-Bengali school was established two great educationists namely Nalini Bhusan Das Gupta ( a great writer) and Pulin Bihari Ghosh were selected as headmaster and assistant headmaster respectively. Also, the teachers were highly qualified and erudite scholars. In March 1937, Kabindra Nath Das was selected as a headmaster who brilliantly served the school up to 1948. During his tenure Ashwin Chakraborty, Ramesh Chanda Dutta, Santosh Sen Gupta, and Shiba Prasad Ghosh were recruited as teachers who were brilliant teachers and cordial with the students as I had the opportunity to learn from many of them while I was a student of the school from primary to 1973. Kabindra Nath Das in addition to discharging his duty as the headmaster took the initiative to set up a cooperative society under the banner of “Silver Jubilee Anglo Bengali High School Thrift and Credit Society”. Also, he introduced the “Running Cup” in badminton (doubles), and as a cultural activity, drama, and recitation were introduced by him.
It is heartening to mention that many people contributed to the construction of the school buildings. It was estimated that Rs. 17,000.00 would be collected from different sources (1935) but the amount was much higher than the estimate. In this regard, the names of some people may be mentioned as received from different sources who contributed for the development of the school. They are Rai Bahadur Kalicharan Sen, Rai Bahadur Mahendra Mohan Lahiri, Rai Bahadur P.G. Mukherjee, Jogesh Chandra Sen, Upendra Nath Sen, Khan Sahib Eda Khan, and many others. During that period, some professors of Cotton College donated in 12 installments their one month’s salary, Also Jogesh Chandra Sen nephew of Rai Bahadur Kalicharan Sen till his death associated with the school and physically and monetarily helped the development of the school.
Regarding the construction issue of the school (1935-36), a few lines may be mentioned here. The construction of Silver Jubilee Anglo-Bengali High School was given to the contractor Khan Sahib Eda Khan who completed the school within a stipulated time as a sequel school building that could be inaugurated in 1936. It is pertinent to mention that the foundation stone was laid by then Governor Sir Michel Keen in 1935 and later on Mr. Small, Director of Public Instruction (DPI) inaugurated the school. In the first-year total students were 404 – 363 Bengali speaking, 26 Hindi speaking, seven Manipuri, three Nepali, four Punjabi, and one Tamil. Of the total 404 students, 20 were Muslim students also. Anyway, it is evident that not only Bengali-speaking students were admitted but students of other languages got admission to the school in those days.
Also, various sources reveal the fact that from the start of school, many students got first division and the percentage of passed was hovering around 75, which was a great achievement in those days as some other schools in the area could not excel like Anglo Bengali / Bengali High School. And from time-to-time students of Bengali Higher Secondary School did excellent results in the Board examination in different years. But after establishing English medium schools in Guwahati in recent times many guardians prefer to send their children to English medium for different reasons inter alia of which is job prospects so students’ strength came down. For instance, in the year 2016 in the High School Leaving Certificate (HSLC exam), the total number of students who appeared was 18, and of them, the first division got three, six were placed in the second division, and eight secured third division.
About the past history of Boys’ School, it may be mentioned that during the 1960s from class VIII (eighth), students were allotted science and arts streams which continued up to 1973, and a pass certificate was given under the umbrella of Higher Secondary School Leaving Certificate and after that High School (10th Standard) and +2 i.e., Higher Secondary, two years started which till date is continuing (10 +2 system). On the other hand, Bengali Girls’ High School from its inception continued as a high school (up to 10th standard).
Results of Girls’ High School and Boys’ Higher Secondary School:
For the benefit of the readers, a few statistics about the Girls’ school are presented here. In 2019, only 10 girls’ students appeared in the High School Leaving Certificate (HSLC) examination. No one got the first division but nine passed out in the second division and one was placed in the third division with a 100 percent pass. In 2020, like 2019, 10 students appeared – two first division, four-second division, and two third division with 80 percent pass. In 2021, because of COVID-19 based on the test results of the school, all the students passed as per the direction of the State Government. In 2022, only nine students appeared of which five got first division, three – second division, and one third division indicating 100 percent pass. It is pertinent to mention that some students got letter marks and star marks. But the other side of the coin is that 10 -10 students appeared and then nine students appeared mean low in absolute numbers and a matter of concern.
In the case of Boys’ school results are in two parts- one is High School Leaving Certificate Examination (HSLC) and the other one Higher Secondary School Leaving Certificate Examination (HSSLC). The High School results of Boys’ School for three years reveal that in 2020, 2021, and 2022, 100 percent of students passed (around 20 students each year appeared). The results of the Higher Secondary School Leaving Certificate examinations for the year 2020 reveal the fact 37 percent passed in the arts stream – two in the first division, three in the second division, and 18 in the third division. And in the science stream out of a total of nine students, three got first division, and six secured second division. In the year 2021, in the arts stream, 94 percent of students passed – first division three, second division 13, and third division 26. And in the science stream, only two students were there and both got first division. In the year 2022, in the arts stream percentage of pass was 63, first division one, second division seven, and third division nine. Against this backdrop, no students appeared in the science stream. It is evident from the data that number of students was scaling down year by year in both schools.
Present Situation:
It has already been mentioned that both Boys’ and Girls’ schools have been merged in May 2022 and the alumni of both schools have been trying to develop the infrastructure of the school by renovating dilapidated classrooms and already introduced a school bus to bring more students from far-flung areas by hiring a school bus on rent basis at the cost of Rs 55,000.00 per month. On April 10, 2023, the school bus service has been introduced. And also, 16 computers have been purchased for the students for skill development looking at the job market. And an attractive SMART kitchen has been constructed in the school for Mid-day Meal Scheme. Presently (as of May 12, 2023, around 100 alumni both males and females contributed towards the development of the school mainly for infrastructure, etc. Also, a few well-wishers of the school donated to the development of the school.
As of April 2023, there were 48 teachers in the school (presently one school as mentioned already) for 180 students from class 1 to class 12, which is not a good number because in 1936 when the school was established total number of students were 404 but instead of going up strength has come down in spite of merging two schools. Hope after the merger of both boys’ and girls’ schools in May 2022 the situation will greatly improve.

(During the course of writing this article many helped me by providing the necessary information and data. So, I offer my grateful thanks to all of them. Anyway, two names I wish to mention here – Dr. Saibal Sen Gupta (former Principal of Arya Vidyapeeth College, Guwahati, and an alumnus of the Boys’ School) and Mrs. Nazrana Rahman Hazarika (Principal of the present Bengali Higher Secondary School).

Prof Shankar Chatterjee, Hyderabad

“We know that a peaceful world cannot long exist, one-third rich and two-thirds hungry.”

– Jimmy

Malnutrition in India is one of the main concerns. More than one third of the world’s malnourished children live in India. The major cause of malnutrition being the inequality in social status and the lack of the necessities that are required in order to raise children. The administrative bodies of our country have attempted with various schemes and grants to eradicate malnutrition within the booming population of India but this cause still requires more support in order to decrease the percentage of malnutrition, especially among children of the underprivileged class.

As a result of this rising issue, Hamari Pahchan took the initiative to work towards the eradication of malnutrition as nutrition is an important factor for the well-being and proper development of a child. Malnutrition not only causes health issues for children but it can affect an individual in the long run during adulthood such as stunted growth, eye problems, diabetes, anemia as well as heart diseases, etc as a result of vitamins and micronutrient deficiency in the human body.

The initiative of Hamari Pahchan helps and provide food to the malnourished children so that they are able to receive the necessary nutrition. The cause is important as children are the future of our country and it is important to ensure their overall well-being. It is crucial to provide them with proper nutrition and assistance.The goals of this initiative are: eradication of malnutrition, eradication of hunger and food security on a national level. By supporting the cause, Hamari Pahchan provides the children nutriotious meal which would make a great difference in their lives. Poor people are also provided with the monthly ration, cooked food, as well as sanitary products.

Hamari Pahchan runs regular ration distribution drives, nutriotious food distribution drives, and frequent surveys with dieticians. Till now, with the contribution of many donors, Hamari Pahchan could successfully conduct 5000+ food distribution drives. The NGO is continuing to work towards it’s goal aiming to reach more and more unprivileged people.

As responsible citizens, it’s important that everyone who is capable enough should come forward and provide support to such NGOs, or contribute one’s part at individual level as well. Supporting the needful always makes one feel good and fills one’s day with positivity.

“There is nothing more beautiful than someone who goes out of their way to make life beautiful for others.”

-Mandy Hale

Bhimrao Ramji Ambedkar (Dr. B.R. Ambedkar) popularly known as Babasaheb was a great personality, an erudite scholar, and a great asset of undivided India. He through his activities has proved that caste cannot be an indicator of greatness but through deeds, one can be great. Some years ago, when I visited his birthplace in a […]

No one is great by Caste but by Deeds: Activities of Dr. B.R. Ambedkar (Babasaheb) — Track2Training

Bhimrao Ramji Ambedkar (Dr. B.R. Ambedkar) popularly known as Babasaheb was a great personality, an erudite scholar, and a great asset of undivided India. He through his activities has proved that caste cannot be an indicator of greatness but through deeds, one can be great. Some years ago, when I visited his birthplace in a seminar (as a resource person) at Mhow, Madhya Pradesh, I was joyous and felt lucky to visit such a holy place. Born on April 14, 1891, Dr. Ambedkar has shown the path of Dalits on how to lead a decent life. Interestingly, his date of birth has coincided (sometimes one-day variation) with the new year celebration in Assam, West Bengal including Bangladesh, Punjab, Kerala, Odisha, Tamil Nadu, and many other places.
Hailing from a socially backward class, he has shown everyone, particularly to the lower echelons of society mainly Dalits how to survive with dignity. It may be mentioned that Dalit communities are found not only in India but also in Bangladesh, even among the Muslims of Bangladesh.
Anyway, in his childhood, he never felt the brunt of caste politics or ‘untouchability syndrome’ as he was born in Mhow, Indore present Madhya Pradesh in an army cantonment. In his words “……my father was employed in the Army. He held the rank of Subedar at that time. Since we lived in the cantonment, we had little to do with the world outside the military area. I had no experience of untouchability”. But after his father’s retirement situation totally changed. His father shifted to Satara and he felt the brunt of untouchability as even no barber was prepared to cut his hair as a sequel Dr. Ambedkar’s elder sister used to cut his hair. He had to face many social issues in those days because of caste as he belonged to the Mahar caste.
Being an eminent economist and endowed with foresight, Dr. Ambedkar contributed substantially to the formulation of the post-war economic development plan in general and water resources and electric-power development in particular. A significant contribution of Babasaheb was the establishment of two technical organizations known as the Central Water Commission (CWC) and the Central Electricity Authority (CEA). He was instrumental in establishing the Bhakra-Nangal dam.
He was also a visionary and understood the importance of agriculture and farming for the sustainable development of the farmers. He advocated for collective farming as well as an uninterrupted supply of water and electricity to the farmers. Further, Balasaheb is known as the ‘Chief Architect of the Constitution of India’ and called as ‘Father of the Indian Constitution’. Because of his initiative, the Constitution of India has directed, “no child below the age of 14 years shall be employed to work in any factory, mine or engaged in any hazardous employment”.
With the end of December month, a year as per the English calendar is complete and New Year starts but with the death of Dr. B.R. Ambedkar on December 6, 1956, a new era of our Constitution started. And we the Indians are lucky to have a sound constitution and that is why Indians did not face the brunt of army rule albeit Pakistanis have many times experienced the same although both got independence almost at the same time.
Dr. Ambedkar was in a favour of birth control and was of the opinion that with a huge population, India would face severe problems on many fronts. By quoting him, it may be mentioned that “the educated class has, by this time, fully realized the necessity of birth control”. I offer my Pronam to this great soul on the occasion of his birthday on April 14, 2023.

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.