The document discusses the root causes of child labor and proposes holistic education as a solution. It argues that current education systems fail to nurture students' cognitive, affective, and psychomotor development, instead producing unproductive and unemployed graduates. This pushes many children into labor to support their families financially. The proposed holistic education model incorporates spiritual, intellectual, physical and vocational aspects to provide students with well-rounded development and economic incentives to learn. It suggests allocating equal time across these domains to cultivate productivity, service, learning, health and entertainment. Regular remembrance of God or gurus through namasmarn is also presented as a way to spiritually empower students and universalize holistic values.
This presentation deals with the issues of children like Child Abuse, Child Marriage and Child Labor. Apart from this, feasible solutions to all these vicious problems have been provided.
This presentation deals with the issues of children like Child Abuse, Child Marriage and Child Labor. Apart from this, feasible solutions to all these vicious problems have been provided.
समाजात; आणि विशेषत: सर्व प्रकारच्या सत्ताकेंद्रांत जेवढे नामस्मरण वाढेल, तेवढ्या अधिकाधिक प्रमाणात समाजामधील सर्व स्तरांवरील क्रिया आणि प्रतिक्रिया अधिकाधिक पूर्वग्रहरहित (न्यायपूर्ण) आणि म्हणून कल्याणकारक होतात आणि व्यक्ती आणि समाजाचा सर्वांगीण विकास वेगाने होऊ लागतो.
ज्याप्रमाणे चुलीमुळे आग नियंत्रित होते आणि तिची धग भांड्याला नीटपणे लागून अन्न वेळेमध्ये शिजते, त्याचप्रमाणे जीवनातील सर्व भोगांची आणि उपभोगांची धग नामस्मरणरुपी चुलीमुळे अंतरात्म्याकडे पोचते आणि अंतरात्म्यामध्ये समाधानरुपी अन्न शिजू लागते. साहजिकच आपले, आपल्या कुटुंबियांचे आणि समाजाचे समाधान होऊ लागते! ज्याप्रमाणे चुली आणि त्यांच्यातील आग कमी जास्त असते, त्याचप्रमाणे नामसाधकांच्या प्रगतीचे टप्पे देखील वेगवेगळे असतात. पण नामस्मरणाने समाधानाकडे वाटचाल होऊ लागते; हे केवळ सद्गुरू ब्रह्मचैतन्य श्री गोंदवलेकर महाराजांच्याच नव्हे तर सर्वच संत महात्म्यांच्या शिकवणीचे त्रिवार सत्य असे सार आहे.
ह्या अमृताचा अगदी अंशत: अनुभव देखील जीवन झळाळून टाकणारा असतो आणि तो येण्यासाठी चित्तशुद्धी होत राहण्याची आवश्यकता असते. ही चित्तशुद्धी नामस्मरणाद्वारे होत जाते आणि ती चित्तशुद्धी देखील कोणत्याही बाह्य लक्षणाने ओळखता येत नाही आणि दाखविता येत नाही!
नामसंकल्पयुक्त नामस्मरणाचे चैतन्याधिष्ठान आणि सद्गुरुंची गोड ओढ; यानी रटाळ क्षण उत्साहवर्धक बनतो, कंटाळवाणा दिवस सण बनतो आणि निरर्थक आयुष्य कृतार्थ बनते! कुणीही हे करून पाहिले तर याचा अनुभव येऊ शकेल.
होय! अशी एक पायाभूत सुविधा आहे! पूर्णपणे बिनखर्चाची, कुणाचेही अंत:करण आणि आणि अस्मिता न दुखावणारी आणि सर्वांनाच सहज शक्य अशी ही सुविधा आहे. ह्या सुविधेद्वारे सद्विचार, सद्भावना, सद्वासना, सत्संकल्प आणि विश्वकल्याणकारी आणि सतत विकसित होणारी सत्कार्ये अविरतपणे घडू लागतात. प्रत्येक व्यक्ती समाधानी आणि कृतार्थ होऊ लागते. अशी अत्याधिक अत्यावश्यक पायाभूत सुविधा म्हणजे नामस्मरण
“नाम घेणाऱ्याला सत्कर्म टाळू म्हणता टाळता येत नाही” असे जेव्हां सद्गुरू श्री. ब्रह्मचैतन्य महाराज गोंदवलेकर म्हणतात, तेव्हां त्यांमध्ये वरील सर्वकाही अंतर्भूत आहे, म्हणजेच वेळ, पैसा आणि शक्ती यांचे (अर्थात आयुष्याचे) सर्वोत्तम व्यवस्थापन अनुस्यूत आहे!
परंतु पूर्वजन्मीच्या किंवा ह्या जन्मीच्या नामस्मरणाने; स्वत:च्या आणि इतरांच्या कल्याणाविषयी जी वैचारिक स्पष्टता येते ती स्पष्टता, जी गोड आणि उत्कट आस्था तयार होते ती आस्था, आणि त्या अनुरोधाने जी मन:पूर्वक कृती घडते ती कृती; ह्या तीनही बाबी मात्र हृदयाच्या अगदी जवळ असतात.
१. केवळ वाचन आणि चर्चेने नामस्मरणाच्या ह्या विश्वकल्याणकारी सामर्थ्याची संकल्पना काही प्रमाणात येऊ शकेल, पण त्याची प्रचीती येण्यासाठी नामस्मरण करणेच अत्यावश्यक आहे. किंबहुना, नामस्मरणाला पर्याय नाही असे म्हटले तरी ते अतिशयोक्त ठरणार नाही!
आपणा सर्वांना निकोप जीवनासाठी आणि जीवनाच्या सार्थकतेसाठी नामस्मरणाची, श्रीक्षेत्र गोंदवल्याची आणि अश्या प्रसाद व महाप्रसादाची अत्यंत तीव्र आणि निकडीची गरज आहे!
नामस्मरण करत प्रसाद किंवा महाप्रसाद वाढणारे आणि ग्रहण करणारे सर्वच जण ईश्वराप्रती किंवा आपल्या सद्गुरुप्रती कृतज्ञ असतात आणि कृतार्थ असतात! यातून परस्परांच्या कल्याणाची सद्वासना, सद्भावना, सद्विचार, आणि सत्संकल्प यांचे पोषण होऊन सर्वांचे उत्थान अधिक जोमाने गतिमान होते.
सद्गुरू श्री. ब्रह्मचैतन्य गोंदवलेकर महाराज म्हणतात, "आंधळ्याने पाणी भरावे तसे नाम घ्यावे. भांडे भरले किती आणि रिकामे किती, हे त्याला समजत नाही. तो भरतच राहतो. तसे नाम सतत घेत राहावे. देहाच्या कणाकणातून नामाचा ध्वनी केव्हाही यावा इतके नाम घ्यावे. सुरुवातीला रामनाम असे मुरले की पुन्हा जास्त लक्ष द्यावे लागत नाही. आपोआप देहाचे सारे कण नामजप करतात."
आम्ही सर्वच माध्यमवाल्यांनी नामस्मरणाचा अत्यंत आस्थेने अभ्यास, अगत्यपूर्वक अंगिकार आणि जीव तोडून प्रसार केला पाहिजे ह्याची खोलवर आणि तीव्र जाणीव झाली आणि त्यातच आमचे आणि सर्वांचे भले आहे ह्याबद्दल खात्री झाली!!
तुमची परम कृपा मात्र प्राणवायूप्रमाणे चिरंतन, चैतन्यमय, स्फूर्तिदायी आणि शाश्वत समाधान देणारी आहे! नामस्मरणाच्या आणि तज्जन्य सद्बुद्धीच्या, सद्भावनांच्या, सद्वासनांच्या, सत्संकल्पांच्या आणि सत्कर्माच्या रूपाने ती माझ्यासारख्या सर्वांना उपलब्ध झाली आहे!
श्रीराम समर्थ!
सतत नामस्मरण घडू लागले, गुरुची सत्ता पदोपदी जाणवू लागली, गुरुचे सानिध्य क्षणोक्षणी जाणवू लागले, जगण्याची उमेद वाढली, आजारपणाची आणि मृत्त्युची भीती गेली; आणि विशेष म्हणजे; ह्यापेक्षा वेगळे ध्येय गाठण्याची व त्यासाठी अधिक काही करण्याची उर्मी गेली तर तोच साक्षात्कार नाही का?
ह्यामुळे आहे त्या परिस्थितीत नामस्मरण टिकू लागते आणि वाढू लागते! आश्चर्याची बाब म्हणजे आपल्या लक्षात येऊ लागते की हीच ती खरी शांतता, खरी विश्रांती आणि हीच ती (स्वत:, इतर आणि परिस्थिती यांच्यामधल्या) खऱ्या सुधारणेची ईश्वरी प्रक्रिया!
Our Sadguru Shri Brahmachaitanya Maharaj Gondavalekar said, “Trust that the practice of NAMASMARAN as prescribed by Guru would emancipate the universe! Lord Rama would bless!”
नामाच्या सत्तेनेच आपल्या कळत-नकळत; सदभिरुची, सदिच्छा, सत्संकल्प, सत्प्रेरणा, सत्बुद्धी, सद्भावना, सद्वासना, सदाचार; म्हणजेच सद्गुरू ब्रह्मचैतन्य श्री. गोंदवलेकर महाराजांना अभिप्रेत असलेली संस्कृती आणि सुधारणा; व्यक्तिगत आणि सामाजिक जीवनात अधिकाधिक प्रमाणात आविष्कृत होत असतात!
पण काळजी करण्याचे कारण नाही. आपल्या इच्छे-अनिच्छेपलिकडे; विश्वचैतन्याची जननी आपली गुरुमाउली सर्व बऱ्या वाईट प्रसंगात आपल्याला सांभाळून आपल्याला चैतन्यामृतपान करवीत आहे. आपल्याकडून नामस्मरण आणि स्वधर्मपालन वाढत्या प्रमाणात करवीत आहे. सदभिरुची, सदिच्छा, सत्संकल्प, सत्प्रेरणा, सत्बुद्धी, सद्भावना, सद्वासना, सदाचार यांनी आपले व्यक्तिगत आणि सामाजिक जीवन अधिकाधिक प्रमाणात भरून टाकीत आहे! नामस्मरण करता करता आपल्याला नक्कीच याचा अनुभव येतो!
पण; काळजी करण्याचे कारण नाही. आपल्या इच्छे-अनिच्छेपलिकडे; विश्वचैतन्याची जननी आपली गुरुमाउली सर्व बऱ्या वाईट प्रसंगात आपल्याला सांभाळून आपल्याला चैतन्यामृतपान करवीत आहे. आपल्याकडून नामस्मरण आणि स्वधर्मपालन वाढत्या प्रमाणात करवीत आहे. सदभिरुची, सदिच्छा, सत्संकल्प, सत्प्रेरणा, सत्बुद्धी, सद्भावना, सद्वासना, सदाचार यांनी आपले व्यक्तिगत आणि सामाजिक जीवन अधिकाधिक प्रमाणात भरून टाकीत आहे! नामस्मरण करता करता आपल्याला नक्कीच याचा अनुभव येतो!
Factory Supply Best Quality Pmk Oil CAS 28578–16–7 PMK Powder in Stockrebeccabio
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ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
2. I have not gone through the international law or the details of W.T.O But since most of us (the people of world) do not like children to undergo the coercion of daily labor for survival, there is international consensus about banning child labor. But inspite of this; the child labor continues. Our egalitarian desire of banishing child labor; through charity and laws; has not worked. What is the reason for this? The reason for this is; we have not gone to the root cause of the child labor. The egalitarian desires, charity and laws can be wishful, but not effective in banishing child labor; unless we have policies which rectify the root cause of the child labor. What is the root cause of child labor? The root cause of child labor is lack of spiritual and productive domains in educational policy. We; the students, teachers or parents in the mainstream education (in countries like india); are cut off from “ourselves” and our productive capabilities.
3. Further our education is generally cut off from the real life and hence we are “locked into unrealistic and parasitic education”! In other words; the our education is irrelevant to the current sociopolitical developments in different fields; such as philosophy, culture, traditions, literature, technology, economy, agriculture, environment, health, fitness and medicine, business, industry and so on. In addition; our education is unnecessarily and highly dependent on books, calculators, computers and other costly teaching and learning aids; thus serving elitist frenzies and idiosyncrasies (five star hotels, credit cards, fashion designing, cosmetics and showbiz)! Today; we the students and teachers and parents suffer from (rather than getting benefited) unproductive education, and become liabilities right from the beginning; in spite of our natural tendency to enjoy all round growth and development and self sufficiency!
4. The education being alien and unproductive, produces repulsion amongst us; the students, teachers and parents; and leads to child drop outs that become the liabilities and or vulnerable and easily available helpless child labor. Alternatively, our education produces the graduates who are unproductive and ignorant about current developments and transactions in the society and incompetent to get self employed. As a result; they either become unemployed, frustrated; and suicidal mental wrecks or arrogant and indiscriminately violent criminals. Hence child labor and the indiscriminate violence continue as if it is inevitable, because of a kind of helpless or callous passiveness; or frantic, unwise, sentimental and even hysterical uproar to stop it.
5. Child labor can be effectively stopped mainly through the policy of holistic education as discussed below. Education is defined in various ways but it can be safely said to have three domains, which are as follows. The first domain is called affective domain. This means the state of mind. In simple words affective domain relates to how we feel. Thus when our mind is full of alertness, attention, enthusiasm, buoyancy, affection, concern, joy, tolerance, self esteem, mutual respect, mutual trust, commitment, dedication, confidence, positive and victorious spirit, we would call it healthy affective domain. In addition the zeal and concentration needed in the pursuit of excellence in intellectual field, tenacity and endurance required in skillful activities and patience and commitment essential for satisfying and socially beneficial actions constitute affective domain.
6. The purpose of education is to nurture this domain by designing suitable curricula and syllabi. The second domain of education is called psychomotor domain. This implies ability to appreciate skills and ability to perform physical and mental skills, with speed, accuracy, elegance, ease of performance etc. This may involve appreciation and performance of skills such as surgery, playing a musical instrument, playing basket ball or doing carpentry! The purpose of education is to nurture this domain through not only designing suitable curricula, syllabi but also by providing sufficient practical and demonstration classes with all the necessary equipment. The third domain is called cognitive domain. Cognitive domain incorporates accurate perspective, contemplation, correct perception understanding, conceptualization, analysis and recall of problems, ability to evaluate, synthesize, correlate and make decisions, appropriate policies, plans and expertise in the management, administration, etc.
7. It is clear that all the domains have three components namely. Cognition (perception), affect (feelings) and conation (response). Let us consider the traditional system in a dispassionate manner and scrutinize the merits and demerits. It is obvious that we will not be able to consider all the details of the system as they varied from time to time and from place to place. But a general review of the system would help us in rectifying the present education system. We may argue here that this task can not be accomplished by common people, but can be successfully accomplished only by the politicians, political advisors, the decision-makers and the top administrators. This argument is valid, but not completely. It has to be appreciated that no statesman, no political leader, no policy maker and no administrator can bring about change in an existing system unless, there is a consensus in the vast majority of people whose cooperation in such matters is very vital.
8. So let us take at least a cursory look at the merits and demerits of traditional system of education in india. A) careers were not selected on the basis of monetary gains, B) careers were not selected arbitrarily on the basis of idiosyncrasies and whims, C) some lucrative careers could not be sought after obsessively, in preference to the others, D) all careers ensured income and production from early age, E) all careers ensured that society was benefited, F) all careers ensured security to all the social groups, G) all the careers ensured intimacy and closeness between young and old in the families. H) all careers ensured ethical education and passage of experience from generation to generation.
9. But it is also true that, the traditional system was apparently marked by deprivation of scholastic education on mass scale, apparently unjustifiable distribution of a variety of jobs, deficient infrastructure for collective scientific and technological efforts, an element of arbitrary imposition of hierarchy etc. But the point here is to see how to preserve and nurture the merits and discard the demerits; and establish the basis and blue print of holistic education. As the education shifted from homes, home industries and farms to; nurseries, K.G. schools, schools, colleges, universities, corporate industries, research institutions etc.
10. Cognition suffered because of: A) huge number of students, in a single class making following three things almost impossible. These things are 1) individual attention 2) dialogue 3) discussions, B) lack of adequate salary, accountability, incentive and economic security to the teachers taking away the initiative of nurturing cognitive domain C) increase in alienation with respect to student’s background and aptitude D) lack of adequate incentive to the students in the form of creativity, production and earning, service to the family and service to the nation, takes away the motivation required for building up cognitive domain E) lack of conviction essential in the growth of cognitive domain in the teachers and students because of outdated practical and demonstration classes, lack of interdisciplinary dialogue and in general the irrelevance of education to the realities of day to day life in as much as almost predictable consecutive unemployment at the end! The lack of conviction could be partly due to lack of participation by teachers in decision-making, policy making, development of curricula, syllabi etc.
11. F) emphasis on recall and hence rote learning thereby denying free inquiry, reading, questioning etc. Thereby directly thwarting the cognitive domain G) too many examinations with irrelevant parameters or criteria of evaluation (besides being unfair in many instances) lead to misguided and in most cases counterproductive efforts thus adversely affecting the cognitive domain H) competitions where the manipulative skills, callousness, selfishness are given more respect, destroy the enthusiasm of growing in cognitive domain I) information explosion can affect cognitive domain by either causing enormous and unnecessary burden on memory or inferiority complex J) pressure of interviews causing constant tension and sense of inadequacy, right from the tender age,
12. K) protracted hours of homework in schools denying the students their legitimate right to enjoy their childhood and make them physically, mentally and intellectually unfit to grow in cognitive domain L) irrelevant and unnecessary information loading in lectures in the form of monologue, leading to suppression of the spontaneity, originality, interest and enthusiasm so much required in cognitive development amongst the students, Affective domain suffered due to, A) isolation of the children from their parents and their domestic environment at an early age (making the parents also equally sad) B) lack of warm bonds due to huge number, C) cut throat individualistic and pettycompetition, D) inadequate facilities of sports, trekking, educational tours, recreation and physical development etc E) alienation from one’s social environment and culture
13. Psychomotor domain suffered due to A) almost total lack of opportunities to actually participate in skillful activities such as drawing, painting, sewing, sculpturing, carpentry, knitting, weaving, music, agriculture, horticulture, other handicrafts, various sports, performing arts etc. It is important to realize that promotion of psychomotor domain is evident but in its caricature form. It has no concrete economic realistic basis. The activities have no economic incentive and no productive element. The present education system in india; basically and almost completely prevents a huge section of society such as teachers, students, clerks, servants, sweepers and many others such as education inspectors, etc. From being creative and productive. In addition it causes colossal loss of space, electricity, construction cost and so on. In addition because of the typical emphasis on rote learning it leads to phenomenal waste of educational material such as paper, bags, pencils, ball pens etc.
14. Lack of productive element in education not only causes colossal loss to nation but it also causes economic loss to children while suppressing and starving their psychomotor domain! The lack of productive element and economic incentive is a single most important cause of 1) reduction in the dignity of labor amongst those who continue to learn, as well as reduction in the income of the concerned families and the nation 2) lack of education, lack of employment and starvation or criminalization amongst those who are forced to drop out because the poor villagers’ children normally contribute to the earning of the family. 3) inhuman suffering of those dropouts, who somehow manage to get into cheap laborfor subsistence. It has to be appreciated that billions of rupees are spent on construction, decoration and maintenance of schools and colleges. Billions more are spent on payment of millions of teachers and other staff members engaged in unproductive exercises. Billions are spent on electricity, and so called educational material. Billions more are spent on the exams
15. conducted to test the “capacity and merit of rote learning”. This way we weaken the national economy, jeopardize the developmental activities and force millions of students to drop out due to economic reasons and get into the hell of child labor, besides starving and suppressing the cognitive, affective and psychomotor domains of millions.In short, present dayeducation system harnesses (amongst those who continue to learn) arrogance coupled with lack of confidence leaving all the domains namely. Cognitive, psychomotor and affective, (including creative and productive skills and physical health) defective, deficient and underdeveloped. Further, when this education fails to give a job, it tends to create vindictive attitude transforming an individual into a criminal or develops frustration and transforms an individual into a mental wreck. It must be appreciated that some institutions and individuals are making illustrious efforts in the direction of rectifying the education at their level.
16. But the problem of child labor cannot be managed effectively, unless we propagate this conceptual understanding about education and try to see that suitable changes are made to nurture cognitive, affective, psychomotor and productive domains all over the world. In short it can be stated that every school, college, university etc must become the centers of production and service besides being centers excellence in science, art, literature, philosophy etc. The student must have economic incentive for what he or she is privileged to make. Besides, everybody connected with education directly or indirectly must be involved in production or service. Everyday approximately
17. 20 % of the time must be spent in production, service etc. 20 % of the time must be spent in physical activities 20 % of the time must be spent in personality development and 20 % of the time must be spent in entertainment 20 % of the time must be spent on cognitive domain Production may be of suitable items and service can involve community projects such plantation, cleanliness etc. Physical activities can include sports, exercise, trekking, hiking etc.
18. Personality development refers to broadening of perspective through various means such as invited guest lectures, seminars, discussions on holistic health, educational tours and visits to places where the student gets exposed to rapid developments in the society such as laboratories, airports, government offices, share market, farms etc. Entertainment could include playing musical instruments, dance, painting or anything that makes a student happy such as mimicry, singing, story telling, drama, movie etc. Development of cognitive domain can include teaching of languages, history, geography, mathematics etc with utmost emphasis on interpretation and relevance in day to day life. Thus typical questions in the examination of history, languages should be totally done away with. The subject such as economics, psychology, civics, philosophy, logic, sociology etc must include field work and made relevant to the present society.
19. Child labor can not be stopped effectively unless and until a situation where millions are “imprisoned” in unproductive work and millions are forced into unemployment and inhuman cheap child labor is eradicated through law and government rules, besides public awareness. The details of practical steps can be developed by interactions amongst the people active in the field of education all over the world. Can practice of namasmaran by everyone; prove useful in this? But what is namasmaran? Namasmaran means; remembering the name of god, guru, great souls; such as prophets and holy objects such as planets and stars. It may be remembered silently, loudly, along with music, dance, along with breathing, in group or alone, either with counting by rosary (called smarani or japamala) or without counting. The traditions vary from region to region and from religion to religion.
20. However the universal principle underlying Namasmaran is to reorient our physiological being with our true self. In fact while reorienting with true self we aim to establish and strengthen the bond or connection; between; our physiological being; with our true self. We aim at reunification within ourselves! Since remembering our true self is the pinnacle of or culmination of individual consciousness and individual consciousness is the culmination of every activity in life, remembering any name of god or guru (any symbol of your true self) is equivalent to opening the final common pathway for the individual consciousness associated with every possible activity to get funneled into or unified with objective or cosmic consciousness. Thus namasmaran is in fact the yoga of yoga in the sense that it is the culmination of consciousness associated with every possible procedure and technique in the yoga that you are familiar with. It is the yoga of yoga because it is the culmination of consciousness associated with all the activities in the universe, which it encompasses as well! It is yoga of yoga because everybody in the world irrespective of his or her tradition and the beliefs; would eventually,
21. ultimately and naturally reach it; in the process of liberation. Even so called non believers also would not “miss” the “benefit of remembering the true self through one symbol or another”! Just as namasmaran is yoga of yoga it is meditation of meditation also! It is the natural and ultimate climax of every form of meditation. These facts however have to be realized with persistent practice of namsmaran and not blindly believed or blindly disbelieved with casual approach! In short namsmaran is super-bounty of cosmic consciousness for every individual to realize it (cosmic consciousness)! This is truly a super bounty because a person who experiences it, rises above mercenary, commercial and even professional and charity planes and manifest super transactions in his or her life! These are just few observations to give rough idea about what is namasmaran. Namasmaran is an ocean of bliss. Its true meaning is beyond description in words and has to b experienced, most preferably, by billions!
22. Namasmaran can certainly help in evolving holistic education and eradicating child labor; and holistic education in turn can universalize namasmaran! In fact; namasmaran can enlighten and empower us to firmly assert; universally benevolent perspective and policies and these policies, which blossom the individuals and the universe; in turn; can help in making namasmaran; a universal practice!
23. References: Namasmaran: Dr. Shriniwaskashalikar Sahastranetra: Dr. Shriniwaskashalikar Holistic medicine: Dr. Shriniwaskashalikar Stress understanding and management: Dr. Shriniwaskashalikar Conceptual stress: Dr. Shriniwaskashalikar All books are available for free download on www.superliving.net And www.scribd.com/SAMAJRATNA