American Public Health Champion Receives 2010 Stockholm Water Prize
Dr. Rita Colwell, distinguished Professor from the University of Maryland and John Hopkins University’s Bloomberg School of Public Health in the United States, has been named the 2010 Stockholm Water Prize Laureate. Dr. Colwell’s pioneering research on the prevention of waterborne infectious diseases has helped protect the health and lives of millions.
Dr. Colwell, 76, is widely recognized as one of this century’s most influential voices in science, technology, and policy associated with water and health. She has made exceptional contributions to control the spread of cholera, a waterborne pathogen that infects 3 to 5 million people and leads to an estimated 120,000 deaths each year. Through her groundbreaking research, innovations and decades of scientific leadership, she has defined our current understanding of the ecology of infectious diseases and developed the use of advanced technologies to halt their spread. Her work has established the basis for environmental and infectious disease risk assessment used around the world.
“Dr. Rita Colwell’s numerous seminal contributions towards solving the world’s water and water-related public health problems, particularly her work to prevent the spread of cholera, is of utmost global importance”, noted the Stockholm Water Prize Nominating Committee in its citation. “Through her research on its physiology, ecology, and metabolism, Dr. Colwell advanced the fields of mathematics, genetics and remote sensing technology and not only as they relate to these bacteria but to the prevention other diseases in many developing countries.”
A Lifelong Career Fighting Cholera
In the 1960’s, Dr. Colwell observed that the causative agent for cholera, Vibrio cholera, could survive by attaching to zooplankton. This led to her groundbreaking discovery that certain bacteria, including the Vibrio species, can enter a dormant stage that could revert to an infectious state under the proper conditions. This means that even when there are no disease outbreaks, rivers, lakes and oceans can serve as reservoirs for these bacteria. These findings counteracted the conventional wisdom held that cholera was only spread from person to person, food or drinking water and that its presence in the environment could only be due to the release of sewage. As a result of her work, scientists are now able to link changes in the natural environment to the spread of disease.
Defining the New Climate for Disease Prevention
Dr. Colwell has shown how changes in climate, adverse weather events, shifts in ocean circulation and other ecological processes can create conditions that allow infectious diseases to spread, and through that link she has led the ability to craft preemptive policies to minimise outbreaks. Her research in the Bay of Bengal in Bangladesh, for example, demonstrated that warmer surface ocean temperatures have stimulated the growth of cholera-hosting zooplankton and directly led to an increase in the number of cholera cases. In the United States she was the first to lead research experiments on the impact of El Niño on human health and the aquatic environment. In the 1990s, Dr. Colwell was the first scientist to research the impacts of climate change on the spread of infectious diseases. She serves on dozens of international panels, including the Global Health Assembly, and as a top government public health advisor on adaptation strategies to climate change.
Saving Lives with Low-Cost and High-Tech Innovations
Throughout her career, Dr. Colwell has bridged the forefront of science and technology with a lifelong dedication to craft practical solutions to provide access to clean drinking water and protect human and ecosystem health. She has helped create and lead the study of bioinformatics, a field that combines biology, computer science and information technology and has exponentially advanced the understanding, diagnosis, treatment, and prevention of many genetic diseases. She has also led the adoption of remote sensing technology to track the movement of diseases globally. Dr. Colwell developed the first model that applied remote satellite imaging to track and predict outbreaks of cholera before they occur. This model has become the archetype for infectious disease monitoring and prevention used around the world.
A Lifetime of Scientific Leadership
Dr. Colwell was born in Beverly, Massachusetts, in the United States in 1934. She has authored or co-authored 17 books and more than 700 scientific publications. Over the years, Dr. Colwell has worked extensively to spread community-based water safety education and viable, low-cost technological innovations in communities throughout South Asia and in Africa. During the cholera pandemic in Latin and South America in the 1990s, Dr. Colwell’s worked as national advisor to multiple governments. In Ecuador, her discovery of the presence of Vibrio cholerae in the hospitals and in the shrimp industry saved countless lives. In Peru, she was honored by the national government for her work to develop of drinking water criteria that helped guide policies to curb the spread of the disease.
Dr. Colwell has held many advisory positions in the U.S. government, in non-profit science-policy organizations, within private foundations, in the international scientific research community. She was appointed by President Bill Clinton as the first woman to serve as Director of the National Science Foundation (NSF) from 1998 to 2004. In 2000, she was inducted into the United States National Academy of Sciences. A passionate educator, some of her major interests include primary and high school science and mathematics education, graduate science and engineering education, and the increased participation of women and minorities in science and engineering.
Tuesday, March 23, 2010
Sunday, February 28, 2010
shame INDIA shame
Ratheesh Kaliyadan
Most celebrated Indian artist M.F.Hussain 'exiled' from India due to Hindutva fatwa. But he is warmly recieved by the Qatar empire by offering Qatar nationality. It is a rare opportunity available of special digniitaries . Mr.Hussain is happy with the new nationality though his mind is deeply wounded by the Indian dealings.
In a letter to N.Ram of The Hindu, Hussain wrote:" I, the Indian origin painter M.F.Hussain at 95 have been honoured by Qatar nationality." This so called 'honour' is a shame to India.
Though M.F.Hussain is an Indian national he has been living in Dubai and spent summers in London since 2006. Why does this world renowned celebrity painter live in an exile? The answer is very simple: He can't live in India due to Hindutva attrocities.
It was in 1970s Mr.Hussain portrayed a new version and dimension to Hindu deities. The works of this modern painter were applauded by art lovers and critics well. His time faced in troubles in 1996 after a Hindi magazine published a fanatic article about the paintings.
The article became a fire play. A violent Hindutva forces choreographed the real 'thantava' in streets.Political sympathisers and leaders poured oil in the swallowing fire by intensifying debates and public alarms on 'hurt the feelings of Hindus through the paintings'. Majority of them did not see the painting. The result was 900 more cases against the artist.He has been totrtured and harassed by Hindu fanatics. Vandalised works and exhibitants. Looted life and 'literature'. Violent mobs created atmosphere of terror.
Life in India offered him restless days. Not only Hindutva sympathising political party Bharathiya Janatha Party (BJP) led government, but secular party Congress led govt. also proved that we are one and same in this case. They were a big failure in protecting the gifted artist's "freedom of creativity and peace of mind".The only relaxing news came from the Supreme Court and from Left parties; a very minimum level of intrevention. It could not heal his wounds.
India believes in shanti.Our tradition vests in trust and warm reception to contradicting ideas and ideologies. We stood for lokasamasta sukhino bhavantu.Unfortunately the new avatars of the age old tradition is on the way of emptying the Indian values.This is exactly a shame;the modern face of India shame!
Email me: ratheeshkaliyadan@gmail.com
Ratheesh Kaliyadan
Most celebrated Indian artist M.F.Hussain 'exiled' from India due to Hindutva fatwa. But he is warmly recieved by the Qatar empire by offering Qatar nationality. It is a rare opportunity available of special digniitaries . Mr.Hussain is happy with the new nationality though his mind is deeply wounded by the Indian dealings.
In a letter to N.Ram of The Hindu, Hussain wrote:" I, the Indian origin painter M.F.Hussain at 95 have been honoured by Qatar nationality." This so called 'honour' is a shame to India.
Though M.F.Hussain is an Indian national he has been living in Dubai and spent summers in London since 2006. Why does this world renowned celebrity painter live in an exile? The answer is very simple: He can't live in India due to Hindutva attrocities.
It was in 1970s Mr.Hussain portrayed a new version and dimension to Hindu deities. The works of this modern painter were applauded by art lovers and critics well. His time faced in troubles in 1996 after a Hindi magazine published a fanatic article about the paintings.
The article became a fire play. A violent Hindutva forces choreographed the real 'thantava' in streets.Political sympathisers and leaders poured oil in the swallowing fire by intensifying debates and public alarms on 'hurt the feelings of Hindus through the paintings'. Majority of them did not see the painting. The result was 900 more cases against the artist.He has been totrtured and harassed by Hindu fanatics. Vandalised works and exhibitants. Looted life and 'literature'. Violent mobs created atmosphere of terror.
Life in India offered him restless days. Not only Hindutva sympathising political party Bharathiya Janatha Party (BJP) led government, but secular party Congress led govt. also proved that we are one and same in this case. They were a big failure in protecting the gifted artist's "freedom of creativity and peace of mind".The only relaxing news came from the Supreme Court and from Left parties; a very minimum level of intrevention. It could not heal his wounds.
India believes in shanti.Our tradition vests in trust and warm reception to contradicting ideas and ideologies. We stood for lokasamasta sukhino bhavantu.Unfortunately the new avatars of the age old tradition is on the way of emptying the Indian values.This is exactly a shame;the modern face of India shame!
Email me: ratheeshkaliyadan@gmail.com
Monday, January 4, 2010
teacher tips:ICT and education / ratheesh kaliyadan
INFORMATION COMMUNICATION TECHNOLOGY AND EDUCATION
Will you remember that story? Once upon a time there lived a king and a scientist. Being the supreme power, king was the first citizen of the land. People lived in remote villages. They were unaware of modernity and a technically cultured society. Bullock carts and horse rides were the main mode of traveling. Even the king traveled in rathas run by horse force. During the period Mr. Scientist appeared before the king one day. He bowed his head and invited the king to see his innovation.
The king agreed to observe the innovated item. Mr. Scientist described things.oh! Almighty this is the steering. This part is the clutch pedal and here is the break…. He had given a word picture with a demo of his newly made car.
Car…car…car… watching a car became a totally novel experience to the king. He listened Mr.scietst’s words with a keen eagerness of a child. After all he looked the smiling face of Mr. Scientist and asked: “I understood each and every thing you described. But I can’t understand one thing. Tell me Mr., where is the horse in your car?”
Long years after we see a totally changed society. Bullock cart and horse riding became part of history. Kingdoms and almighty dictators gave way to democratic regime technologically advanced society utilize dream like facilities. Children of post modern city cult enjoy a different experience of driving. A four year old boy with his father is to see a novel ride. A lot of people surrounded the ground. The audience represents different walks of life. They are assembled to watch a horse ride.
Between claps and applauds, two horses connected to a cart ran as speedily as possible. Whole audience sink in dust. Enjoying the amazing experience the child asked a question. Now you can speculate it. ”Papa…Pappa, where is the motor in horse?”
This is the gap we feel and face. A divide between generations; the digital divide. Being a member of teacher community it’s our duty to act as a link to meet the requirements of these two ends. How does it possible? The answer is very simple. Equip with technology, use devices and provide new experiences in classrooms. New generation child expect it from you.
Mail ur comments:ratheeshkaliyadan@gmail.com
Will you remember that story? Once upon a time there lived a king and a scientist. Being the supreme power, king was the first citizen of the land. People lived in remote villages. They were unaware of modernity and a technically cultured society. Bullock carts and horse rides were the main mode of traveling. Even the king traveled in rathas run by horse force. During the period Mr. Scientist appeared before the king one day. He bowed his head and invited the king to see his innovation.
The king agreed to observe the innovated item. Mr. Scientist described things.oh! Almighty this is the steering. This part is the clutch pedal and here is the break…. He had given a word picture with a demo of his newly made car.
Car…car…car… watching a car became a totally novel experience to the king. He listened Mr.scietst’s words with a keen eagerness of a child. After all he looked the smiling face of Mr. Scientist and asked: “I understood each and every thing you described. But I can’t understand one thing. Tell me Mr., where is the horse in your car?”
Long years after we see a totally changed society. Bullock cart and horse riding became part of history. Kingdoms and almighty dictators gave way to democratic regime technologically advanced society utilize dream like facilities. Children of post modern city cult enjoy a different experience of driving. A four year old boy with his father is to see a novel ride. A lot of people surrounded the ground. The audience represents different walks of life. They are assembled to watch a horse ride.
Between claps and applauds, two horses connected to a cart ran as speedily as possible. Whole audience sink in dust. Enjoying the amazing experience the child asked a question. Now you can speculate it. ”Papa…Pappa, where is the motor in horse?”
This is the gap we feel and face. A divide between generations; the digital divide. Being a member of teacher community it’s our duty to act as a link to meet the requirements of these two ends. How does it possible? The answer is very simple. Equip with technology, use devices and provide new experiences in classrooms. New generation child expect it from you.
Mail ur comments:ratheeshkaliyadan@gmail.com
Saturday, January 2, 2010
teacher tips: TV in India / ratheesh kaliyadan
TELEVISION IN INDIA
Television is the most wanted equipment in every family now days. It decorates our leisure hours with varieties of infotainment dishes. The sour and …is familiar to our families. Spicy spinouts flow from entertainment channels is not a naughty thing; but a common joke. Simply our life is redesigned according to television schedules. Even though things are developed so, do you know that in earlier days television was an unwanted child.
While searching the grass roots of developments in television transmission in India, the researcher may fall in a face- to face with a myth and of course a reality. The birth of television in India is considered as the birth of an “unwanted child”.
An international exhibition was conducted in Delhi. It was a leading concern dealing with electronics demonstrates the function of a closed circuit television. After the exhibition, the firm was trapped in a dilemma whether the television sets return or put it in India. Considering the impracticable and uneconomic effort to carry the equipments back, the firm preferred to offer it as a gift to the government of India.
India government had no other alternative. So planned to utilize the sets on an experimental basis. As early as 1956 the government of India was in contact with international organization like the UNESCO. A proposal regarding establishment of a pilot television centre for educational, scientific and cultural purposes was designed. The emergence of television in India became a reality in September 15.1959 with one hour experimental service twice a week. The main purposes of this initiative were “educate inform and entertain the masses”
In his inaugural speech. Dr. Rajendra Prasad, the President of India stated “I hope television will so a long way in broadening the popular outlook and bringing people in line with scientific thinking” The words of the great visionary became a practice of modem India. Television is the most influential medium in our current society.
Indian television sectors had developed as part of experiments in rural development. Two major experiments mark the Indian experiences in rural transmission. They are Satellite Instructional Experiment (SITE) and the Kheda Communication Project in 1975.
SITE
SITE is a result of a recommendation by the UNESCO expert mission in 1967. Department of atomic energy made an agreement with National Aeronautic and Space Administration (NASA) of US for the loan of a satellite for one year starting from August 1975. It was the first experiment to telecast educational programmes direct from satellite to receivers. The experiment practiced in 2400 villages spread over six selected regions in Orissa. Madhya Pradesh. Bihar, Rajasthan, Andhra Pradesh and Karnataka. Besides the villages, certain towns also got the programs through earth transmitters.
The earth stations at Delhi and Ahmedabad telecasted four hours programs every day. The programs concentrated on education, agriculture, health and family planning.
All India Radio personnel planned and produced these programs at the production centers setup in Delhi, Ahmedabad and Cuttack. A committee included central and state government representatives, experts from universities, teacher-training colleges and social workers helped the production team. The Indian Space Research Organization (ISRO) set up its own Audio -visual Instruction Division to plan and produce programs for SITE. The project was concluded in 1986.
Kheda Communication Project
Kheda is a small district in central Gujarath. For empowering the rural community, an instructional television project was introduced. Social evils were addressed in the special television experiment named Kheda Communication Project. The project was in operation under the charge of the Space Applications Centre, Ahmedabad. To implement the experiment, 607 community television sets had installed in 443 villages. The television sets were owned by the community and maintained by the state government. The sets kept in the buildings of the milk producer’s co-operative society or the panchayath ghar.
Dooradarshan and the Space Application Centre produced programs for over an hour every day. Constant interaction with the people was the distinct characteristic of this project. Programs designed in charotari, a dialect of Gujarat. One of the early serials Chatur Mota on dowry and widow remarriage became an “extremely popular serial”. In the weekend series for women, the most successful were Dadi ma Ni baton (wise women’s talks), Hun Ne MaraAe (I and my husband and Jagi Ni Jus To (When I wake up and see).
The project commenced its operation in 1975 and closed in 1987. The focuses of Kheda Communication Project were:
Exposing the oppression and bondages in the present social and economic system in such a way as to heighten understanding.
Mobilizing the community and the individual himself to break away from these bondages.
Promoting self-reliance among the individuals and the community.
We are now marching towards a media driven society by transforming our tastes and ethos. A new kind of colonialism is invading and ruling over local cultural sources and practices. Indigenous expertise and practices are considered to be out fashioned by the influence of western styles. Even local channels try their best to promote such a life style through various programs and advertisements. Because consumerism is the backbone of interested groups who are the major promoters of channels and major sources of income.
e-mail me: ratheeshkaliyadan@gmail.com
Television is the most wanted equipment in every family now days. It decorates our leisure hours with varieties of infotainment dishes. The sour and …is familiar to our families. Spicy spinouts flow from entertainment channels is not a naughty thing; but a common joke. Simply our life is redesigned according to television schedules. Even though things are developed so, do you know that in earlier days television was an unwanted child.
While searching the grass roots of developments in television transmission in India, the researcher may fall in a face- to face with a myth and of course a reality. The birth of television in India is considered as the birth of an “unwanted child”.
An international exhibition was conducted in Delhi. It was a leading concern dealing with electronics demonstrates the function of a closed circuit television. After the exhibition, the firm was trapped in a dilemma whether the television sets return or put it in India. Considering the impracticable and uneconomic effort to carry the equipments back, the firm preferred to offer it as a gift to the government of India.
India government had no other alternative. So planned to utilize the sets on an experimental basis. As early as 1956 the government of India was in contact with international organization like the UNESCO. A proposal regarding establishment of a pilot television centre for educational, scientific and cultural purposes was designed. The emergence of television in India became a reality in September 15.1959 with one hour experimental service twice a week. The main purposes of this initiative were “educate inform and entertain the masses”
In his inaugural speech. Dr. Rajendra Prasad, the President of India stated “I hope television will so a long way in broadening the popular outlook and bringing people in line with scientific thinking” The words of the great visionary became a practice of modem India. Television is the most influential medium in our current society.
Indian television sectors had developed as part of experiments in rural development. Two major experiments mark the Indian experiences in rural transmission. They are Satellite Instructional Experiment (SITE) and the Kheda Communication Project in 1975.
SITE
SITE is a result of a recommendation by the UNESCO expert mission in 1967. Department of atomic energy made an agreement with National Aeronautic and Space Administration (NASA) of US for the loan of a satellite for one year starting from August 1975. It was the first experiment to telecast educational programmes direct from satellite to receivers. The experiment practiced in 2400 villages spread over six selected regions in Orissa. Madhya Pradesh. Bihar, Rajasthan, Andhra Pradesh and Karnataka. Besides the villages, certain towns also got the programs through earth transmitters.
The earth stations at Delhi and Ahmedabad telecasted four hours programs every day. The programs concentrated on education, agriculture, health and family planning.
All India Radio personnel planned and produced these programs at the production centers setup in Delhi, Ahmedabad and Cuttack. A committee included central and state government representatives, experts from universities, teacher-training colleges and social workers helped the production team. The Indian Space Research Organization (ISRO) set up its own Audio -visual Instruction Division to plan and produce programs for SITE. The project was concluded in 1986.
Kheda Communication Project
Kheda is a small district in central Gujarath. For empowering the rural community, an instructional television project was introduced. Social evils were addressed in the special television experiment named Kheda Communication Project. The project was in operation under the charge of the Space Applications Centre, Ahmedabad. To implement the experiment, 607 community television sets had installed in 443 villages. The television sets were owned by the community and maintained by the state government. The sets kept in the buildings of the milk producer’s co-operative society or the panchayath ghar.
Dooradarshan and the Space Application Centre produced programs for over an hour every day. Constant interaction with the people was the distinct characteristic of this project. Programs designed in charotari, a dialect of Gujarat. One of the early serials Chatur Mota on dowry and widow remarriage became an “extremely popular serial”. In the weekend series for women, the most successful were Dadi ma Ni baton (wise women’s talks), Hun Ne MaraAe (I and my husband and Jagi Ni Jus To (When I wake up and see).
The project commenced its operation in 1975 and closed in 1987. The focuses of Kheda Communication Project were:
Exposing the oppression and bondages in the present social and economic system in such a way as to heighten understanding.
Mobilizing the community and the individual himself to break away from these bondages.
Promoting self-reliance among the individuals and the community.
We are now marching towards a media driven society by transforming our tastes and ethos. A new kind of colonialism is invading and ruling over local cultural sources and practices. Indigenous expertise and practices are considered to be out fashioned by the influence of western styles. Even local channels try their best to promote such a life style through various programs and advertisements. Because consumerism is the backbone of interested groups who are the major promoters of channels and major sources of income.
e-mail me: ratheeshkaliyadan@gmail.com
teacher tips: teacher V/S technology / ratheesh kaliyadan
TEACHER V/S TECHNOLOGY
Fifteen years back, Govt. of Kerala introduced IT education in secondary schools. Our secondary school children belong to VIIIth; IXth and Xth standards became part of IT education. All secondary schools equipped with computer labs and machines. Both rural and urban children got first hand experience in operating computer. Different opines swathed around the decision. Our society expected that at least the teacher community might applaud the decision. Unfortunately, they were on the forefront of the opposition team.
What was the rationale of holding hands to oppose computer education? Most teachers believed: ‘computer education will transplant teachers’. They will be enforced to quit the job. Then naturally, teachers lose their livelihood. This unnecessary fear over future leads them for a blind opposition. Actually creative and enthusiastic teachers were confident to utilize the facility and face the challenge. At the same time, those teachers who cheat learners by gimmicks and age-old notes had real fear.
After several years, now we, the teacher community realize that no machine can transplant human beings. Because homosapians are the only self-reflecting system. Technology will not be a substitute to teachers but it will be a complement and fruitful companion.
Past experience
It’s true in a pure traditional classroom; where teachers hold the monopoly of knowledge. In such an environment they were the most powerful fellows. Teachers act as dictators before ‘pretty, innocent, nothing for good’ students. Children considered as beggars with an empty pot. The knowledge rich gurus pour knowledge creams and cakes to the empty pots. Those who had such a strong intention swallowed what teachers gave and vomited it in several designs in exams. Rote memory played a key role in assessments. Paulo Frare calls the education system as “Banking system of Education”. This system prevailed in Kerala and continues rest part of the nation.
The scene changes
Scene changed; at least in Kerala. Banking system of education is part of history now. Since the introduction of ‘new curriculum’, our schools concentrate on activity based, paediacentric education. Learners became the center stage of new approach. Students with real life experience and knowledge share their views and criticisms on selected topics. Teachers with more experience join with them. Provide opportunity to make experience and experiments. After discussions, the whole group marches to a consensus. A kind of synthesis is happening in our classrooms. The hegemony of knowledge is an out fashioned concept here. Real democratic way of learning! Beyond one time assessment, each intervention is assessed through Continuous and Comprehensive Evaluation strategy. The score is added to the Term end Evaluation profile. Over all performance rather than rote memory get concern in evaluation.
Be a technomate
Can you be a creative teacher by providing novel experience in classroom? Are you ready to share your views and thoughts in a different format? If you are ready, it means YOU are the real person who took the challenge positively to guide a generation in way that is more humane. To add more in humanizing the classroom environment, help of technology contribute a lot. Simply, how can we start with technological means? Some of the ways are:
Generate digital Learning Objects
Use Slide shows
Open up discussion groups
Create Blogs
Use news groups
Hyper text links
Browse online teaching learning materials
Video conference
Virtual discourses.
New generation team of learners with wide exposure in technological know how are not ready to tolerate a monotonous classroom with a bore man’s lecture. To be a different teacher tries your best to utilize the facilities around you.
Contact: ratheeshkaliyadan.gmail.com
Fifteen years back, Govt. of Kerala introduced IT education in secondary schools. Our secondary school children belong to VIIIth; IXth and Xth standards became part of IT education. All secondary schools equipped with computer labs and machines. Both rural and urban children got first hand experience in operating computer. Different opines swathed around the decision. Our society expected that at least the teacher community might applaud the decision. Unfortunately, they were on the forefront of the opposition team.
What was the rationale of holding hands to oppose computer education? Most teachers believed: ‘computer education will transplant teachers’. They will be enforced to quit the job. Then naturally, teachers lose their livelihood. This unnecessary fear over future leads them for a blind opposition. Actually creative and enthusiastic teachers were confident to utilize the facility and face the challenge. At the same time, those teachers who cheat learners by gimmicks and age-old notes had real fear.
After several years, now we, the teacher community realize that no machine can transplant human beings. Because homosapians are the only self-reflecting system. Technology will not be a substitute to teachers but it will be a complement and fruitful companion.
Past experience
It’s true in a pure traditional classroom; where teachers hold the monopoly of knowledge. In such an environment they were the most powerful fellows. Teachers act as dictators before ‘pretty, innocent, nothing for good’ students. Children considered as beggars with an empty pot. The knowledge rich gurus pour knowledge creams and cakes to the empty pots. Those who had such a strong intention swallowed what teachers gave and vomited it in several designs in exams. Rote memory played a key role in assessments. Paulo Frare calls the education system as “Banking system of Education”. This system prevailed in Kerala and continues rest part of the nation.
The scene changes
Scene changed; at least in Kerala. Banking system of education is part of history now. Since the introduction of ‘new curriculum’, our schools concentrate on activity based, paediacentric education. Learners became the center stage of new approach. Students with real life experience and knowledge share their views and criticisms on selected topics. Teachers with more experience join with them. Provide opportunity to make experience and experiments. After discussions, the whole group marches to a consensus. A kind of synthesis is happening in our classrooms. The hegemony of knowledge is an out fashioned concept here. Real democratic way of learning! Beyond one time assessment, each intervention is assessed through Continuous and Comprehensive Evaluation strategy. The score is added to the Term end Evaluation profile. Over all performance rather than rote memory get concern in evaluation.
Be a technomate
Can you be a creative teacher by providing novel experience in classroom? Are you ready to share your views and thoughts in a different format? If you are ready, it means YOU are the real person who took the challenge positively to guide a generation in way that is more humane. To add more in humanizing the classroom environment, help of technology contribute a lot. Simply, how can we start with technological means? Some of the ways are:
Generate digital Learning Objects
Use Slide shows
Open up discussion groups
Create Blogs
Use news groups
Hyper text links
Browse online teaching learning materials
Video conference
Virtual discourses.
New generation team of learners with wide exposure in technological know how are not ready to tolerate a monotonous classroom with a bore man’s lecture. To be a different teacher tries your best to utilize the facilities around you.
Contact: ratheeshkaliyadan.gmail.com
Monday, December 28, 2009
marine act
Despite govt assurances, fishermen smell something fishy in marine Act
By Rajesh Ravi
The controversial Marine Fisheries (Regulation and Management) Act
2009 does not have any takers among the fish workers even after the
Centre announced that it was willing to discuss it with all concerned
parties.
While the Tamil Nadu government has welcomed it, traditional fish
workers all over the country under the banner of National Fish Workers
Forum have threatened to launch a nation-wide strike against the bill,
which they say infringes upon the rights of traditional fish workers.
According to the ministry of agriculture, major objective of the
legislation is to ensure that there is no unregulated fishing in the
exclusive economic zone (EEZ) beyond territorial waters, and to
conserve fisheries resources through a fisheries management plan.
At present, there is no such legal or regulatory framework to govern
fishing in the EEZ waters beyond 12 nautical miles and up to 200
nautical miles, which fall under the jurisdiction of the Centre. The
state governments have jurisdiction over 12 nautical miles from their
respective coast and have several regulations to protect the resources
and rights of the traditional fish workers.
The major point of conflict is the need for a special permit for the
fish workers to fish beyond the territorial waters and the penalty
proposed for any violation. This implies that though fishermen who are
issued fishing licences to operate within the territorial waters of
states will not be allowed to fish beyond 12 nautical miles without
getting another licence under the new act.
"It is our traditional and customary right to fish where the resources
are found. The act infringes on our right to livelihood while opening
up the sector to foreign operators," T Peter, secretary of the
National Fish workers Forum (NFF) told FE. The NFF wants the
traditional fishing sector to be excluded from the purview of the Act,
he said.
Fish workers are not against conservation of resources and security of
the coast, but the act in its current format would make them
vulnerable to the authorities.
"This regulation would create duplication of licensing system and
create confusion. It will compound the misery of fishermen. It is also
not practically possible to prevent the fishermen from fishing beyond
12 nautical miles," Peter said.
The penalty proposed for vessels fishing beyond 12 nautical miles is
harsh. It also goes against the Murari Committee recommendation, which
called for more participation of traditional fish workers in deep sea
fishing, he added.
ME Raghupathy of the Chennai Mechanised Boat Fishermen's Association
said the act prevents fishermen with permits to fish in the
territorial water to use long-lining nets.
"We use gill nets for fishing in the waters near the coast, while we
use long-liners for fishing in deep waters. Fishermen venture out into
the sea depending up on the availability and nature of fish. It is
seasonal and we cannot stick to the use of a single net," he added.
Marine resources are limited near the coast and in some parts, they
have been almost completely exploited, fishermen having mechanised
fishing crafts have been venturing into the sea beyond 12 nautical
miles for gaining access to under-exploited offshore fishery reserves,
Raghupathi said.
"Limiting us into the territorial water would be devastating. It can
also lead to more corruption and misery as the workers are mostly
illiterate," he added.
Moreover, the act also calls for maintaining a log book and a master
of vessel for fishing vessels above the length of 42 feet. "Such
things are not practical in the current system of operation," he said.
Joseph Xavier Kalappurakkal, president of Kerala Boat Owners
Association feels that management of marine resources from above is
not practical and good.
"Stakeholders have to be included in effective conservation of
resources. Fishermen know the sea and efficient management of its
resources calls for their participation," he added.
By Rajesh Ravi
The controversial Marine Fisheries (Regulation and Management) Act
2009 does not have any takers among the fish workers even after the
Centre announced that it was willing to discuss it with all concerned
parties.
While the Tamil Nadu government has welcomed it, traditional fish
workers all over the country under the banner of National Fish Workers
Forum have threatened to launch a nation-wide strike against the bill,
which they say infringes upon the rights of traditional fish workers.
According to the ministry of agriculture, major objective of the
legislation is to ensure that there is no unregulated fishing in the
exclusive economic zone (EEZ) beyond territorial waters, and to
conserve fisheries resources through a fisheries management plan.
At present, there is no such legal or regulatory framework to govern
fishing in the EEZ waters beyond 12 nautical miles and up to 200
nautical miles, which fall under the jurisdiction of the Centre. The
state governments have jurisdiction over 12 nautical miles from their
respective coast and have several regulations to protect the resources
and rights of the traditional fish workers.
The major point of conflict is the need for a special permit for the
fish workers to fish beyond the territorial waters and the penalty
proposed for any violation. This implies that though fishermen who are
issued fishing licences to operate within the territorial waters of
states will not be allowed to fish beyond 12 nautical miles without
getting another licence under the new act.
"It is our traditional and customary right to fish where the resources
are found. The act infringes on our right to livelihood while opening
up the sector to foreign operators," T Peter, secretary of the
National Fish workers Forum (NFF) told FE. The NFF wants the
traditional fishing sector to be excluded from the purview of the Act,
he said.
Fish workers are not against conservation of resources and security of
the coast, but the act in its current format would make them
vulnerable to the authorities.
"This regulation would create duplication of licensing system and
create confusion. It will compound the misery of fishermen. It is also
not practically possible to prevent the fishermen from fishing beyond
12 nautical miles," Peter said.
The penalty proposed for vessels fishing beyond 12 nautical miles is
harsh. It also goes against the Murari Committee recommendation, which
called for more participation of traditional fish workers in deep sea
fishing, he added.
ME Raghupathy of the Chennai Mechanised Boat Fishermen's Association
said the act prevents fishermen with permits to fish in the
territorial water to use long-lining nets.
"We use gill nets for fishing in the waters near the coast, while we
use long-liners for fishing in deep waters. Fishermen venture out into
the sea depending up on the availability and nature of fish. It is
seasonal and we cannot stick to the use of a single net," he added.
Marine resources are limited near the coast and in some parts, they
have been almost completely exploited, fishermen having mechanised
fishing crafts have been venturing into the sea beyond 12 nautical
miles for gaining access to under-exploited offshore fishery reserves,
Raghupathi said.
"Limiting us into the territorial water would be devastating. It can
also lead to more corruption and misery as the workers are mostly
illiterate," he added.
Moreover, the act also calls for maintaining a log book and a master
of vessel for fishing vessels above the length of 42 feet. "Such
things are not practical in the current system of operation," he said.
Joseph Xavier Kalappurakkal, president of Kerala Boat Owners
Association feels that management of marine resources from above is
not practical and good.
"Stakeholders have to be included in effective conservation of
resources. Fishermen know the sea and efficient management of its
resources calls for their participation," he added.
Thursday, November 19, 2009
teacher training-journalism
WORKSHOP FOR HIGHER SECONDARY TEACHERS
A workshop to empower higher secondary school teacher community the Higher Secondary department organize teacher trainings.to equip the state level resource team.a core state resource group workshop concentrating on preparing modules commenced at C.Achuthamenon memorial hall,Trivandrum on November 17,2009.SCERT curriculum head Gokuladasan Pillai,Chandni,Dr.P.K.Thilak and Dinesh lead the workashop.Prof.Gopalakrishnan and Dr.Rani interacted as subject experts.Different subjects included in the workashop.george Ignatious,GMGHSS,Kunnamkulam,Varghese Antony,GHSS,Valayam and
Ratheesh Kaliyadan,GGHSS,Thalassery represented the Journalism group.
Teacher training workshop for journalism teachers is scheduled to organize at Nalanda auditorium,Kozhikode on December3-5,2009.All journalism teachers are requested to participate.
A workshop to empower higher secondary school teacher community the Higher Secondary department organize teacher trainings.to equip the state level resource team.a core state resource group workshop concentrating on preparing modules commenced at C.Achuthamenon memorial hall,Trivandrum on November 17,2009.SCERT curriculum head Gokuladasan Pillai,Chandni,Dr.P.K.Thilak and Dinesh lead the workashop.Prof.Gopalakrishnan and Dr.Rani interacted as subject experts.Different subjects included in the workashop.george Ignatious,GMGHSS,Kunnamkulam,Varghese Antony,GHSS,Valayam and
Ratheesh Kaliyadan,GGHSS,Thalassery represented the Journalism group.
Teacher training workshop for journalism teachers is scheduled to organize at Nalanda auditorium,Kozhikode on December3-5,2009.All journalism teachers are requested to participate.
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