This document outlines the 10 fundamental duties of citizens of India, which include abiding by the constitution, cherishing the ideals of the freedom struggle, upholding national unity and integrity, defending the country when needed, promoting national harmony, preserving cultural heritage, protecting the environment, developing scientific temper, safeguarding public property, and striving for excellence. It then discusses the 6 fundamental rights granted by the Indian constitution: right to equality, right to freedom, right against exploitation, freedom of religion, cultural and educational rights, and right to constitutional remedies.
We often talk about rights, but do you know what does the term ‘rights’ mean? Rights are rules of interaction between people. They place constraints and obligations upon the actions of the state and individuals or groups. For example, if one has a righto life, this means that others do not have the liberty to kill him or her. Rights are defined as claims of an individual that are essential for the development of his or her
own self and that are recognized by society or State. These are legal, social, or ethical principles of freedom or entitlement and are the fundamental normative rules about what is allowed to people or owed to people, according to some legal system, socialconvention, or ethical theory. Rights are often considered fundamental to civilization,being regarded as established pillars of society and culture.
But the rights have real meaning only if individuals perform duties. A duty is somethingthat someone is expected or required to do. Parents, for example, have a duty totake care of their child. You have duties towards your parents. A teacher has a dutyto educate students. In fact, rights and duties are two wheels on which the chariotof life moves forward smoothly. Life can become smoother if rights and duties go
hand in hand and become complementary to each other. Rights are what we want others to do for us whereas the duties are those acts which we should perform for others. Thus, a right comes with an obligation to show respect for the rights of others.
The obligations that accompany rights are in the form of duties. If we have the right to enjoy public facilities like transport or health services, it becomes our duty to allow others to avail the same. If we have the right to freedom, it becomes our duty notto misuse this and harm others.
Fundamental Duties are enshrined under Part IV A of the Constitution of India. The duties though not justifiable but are integral to constitutional spirit.
Constitution of india directive principles of state policy and fundamental d...Dr. Vikas Khakare
This contains Directive Principles of State Policy under the Constitution of India. The relation between directive principle of State policy and fundamental rights. It also contains fundamental duties in the Constitution of India.
This presentation was made by me for college exams. Please give due credit .
Like, comment( positive or negative) .I will try to improve . Thanks. Enjoy.
We often talk about rights, but do you know what does the term ‘rights’ mean? Rights are rules of interaction between people. They place constraints and obligations upon the actions of the state and individuals or groups. For example, if one has a righto life, this means that others do not have the liberty to kill him or her. Rights are defined as claims of an individual that are essential for the development of his or her
own self and that are recognized by society or State. These are legal, social, or ethical principles of freedom or entitlement and are the fundamental normative rules about what is allowed to people or owed to people, according to some legal system, socialconvention, or ethical theory. Rights are often considered fundamental to civilization,being regarded as established pillars of society and culture.
But the rights have real meaning only if individuals perform duties. A duty is somethingthat someone is expected or required to do. Parents, for example, have a duty totake care of their child. You have duties towards your parents. A teacher has a dutyto educate students. In fact, rights and duties are two wheels on which the chariotof life moves forward smoothly. Life can become smoother if rights and duties go
hand in hand and become complementary to each other. Rights are what we want others to do for us whereas the duties are those acts which we should perform for others. Thus, a right comes with an obligation to show respect for the rights of others.
The obligations that accompany rights are in the form of duties. If we have the right to enjoy public facilities like transport or health services, it becomes our duty to allow others to avail the same. If we have the right to freedom, it becomes our duty notto misuse this and harm others.
Fundamental Duties are enshrined under Part IV A of the Constitution of India. The duties though not justifiable but are integral to constitutional spirit.
Constitution of india directive principles of state policy and fundamental d...Dr. Vikas Khakare
This contains Directive Principles of State Policy under the Constitution of India. The relation between directive principle of State policy and fundamental rights. It also contains fundamental duties in the Constitution of India.
This presentation was made by me for college exams. Please give due credit .
Like, comment( positive or negative) .I will try to improve . Thanks. Enjoy.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
3. TEN FUNDANMANTAL DUTIESTEN FUNDANMANTAL DUTIES
1. To abide by the
constitution and to
respect ideals of
constitution and
institutions, the
National Flag and
the National
Anthem.
4. TEN FUNDANMANTAL DUTIESTEN FUNDANMANTAL DUTIES
2. To cherish and
follow the noble
ideals which
inspired our
national struggle
for freedom.
5. TEN FUNDANMANTAL DUTIESTEN FUNDANMANTAL DUTIES
3. To uphold and
protect the
sovereignty, unity
and integrity of
India.
6. TEN FUNDANMANTAL DUTIESTEN FUNDANMANTAL DUTIES
4. To defend the
country and render
national service
when called upon
to do so.
7. TEN FUNDANMANTAL DUTIESTEN FUNDANMANTAL DUTIES
5. To promote harmony
and the spirit of
common brotherhood
amongst all the people
of India linguistic and
regional or sectional
diversities; to renounce
practices derogatory to
the dignity of women
8. TEN FUNDANMANTAL DUTIESTEN FUNDANMANTAL DUTIES
6. To value and
preserve the rich
heritage of our
composite culture
9. TEN FUNDANMANTAL DUTIESTEN FUNDANMANTAL DUTIES
7. To protect and
improve the natural
environment
including forests,
lakes, rivers and
wild life, and to
have compassion
for living creatures
10. TEN FUNDANMANTAL DUTIESTEN FUNDANMANTAL DUTIES
8. To develop the
scientific temper,
humanism and the
spirit of inquiry and
reform.
12. TEN FUNDANMANTAL DUTIESTEN FUNDANMANTAL DUTIES
10. To strive towards
excellence in all
spheres of individual
and collective activity
so that the nation
constantly rises to
higher levels of
Endeavour and
achievement.
13.
14. WHAT IS THE MEANING
OF RIGHTS
Rights literally
mean those
freedoms which
are essential for
personal good as
well as the good of
the community.
15. THE RIGHTS OF AN INDIAN
The six fundamental
rights are:-
1. Right to equality
2. Right to freedom
3. Right against
exploitation
4.Right to freedom of
religion
5. Cultural and
educational rights
6. Right to constitutional
remedies
16. RIGHT TO EQUALITY
Includes..
• Equality before
law.
• Prohibition of
discrimination on
grounds of religion,
race, caste, sex or
place of birth.
• Equality of
opportunity in
matters of
employment
17. RIGHT TO FREEDOM
• Right to freedom and
expression, which enable an
individual to participate in public
activities.
• Freedom to assemble peacefully
without arms
• Freedom to form associations or
unions
• Freedom to move freely
throughout the territory of India
• Freedom to reside and settle in
any part of the territory of India
• Freedom to practice any
profession or to carry on any
occupation, trade or business
18. RIGHT
AGAINST EXPLIOTATION
• Abolition of
trafficking in human
beings and Begar
(forced labor).
• Abolition of
employment of
children below the
age of 14 years in
dangerous jobs like
factories and mines.
19. THE RIGHT TO
FREEDOM OF RELIGION
• All religions are equal
before the
State and no religion shall
be given preference over
the other.
• Citizens are free to preach,
practice and propagate any
religion of their choice.
• The objective of this right is
to sustain the principle of
secularism in India.
20. CULTURAL AND EDUCATIONAL
RIGHTS
• Any community which has
a language and a script of
its own has the right to
conserve and develop
them.
• No citizen can be
discriminated against for
admission in State or State
aided institutions.