Airo national research journal

Work Elements

http://en.wikipedia.org/wiki/Indian_Audits_and_Accounts_Service

D.Y. Patil Account Refresher

Sub Miracles of Audits and its results B.N. Ghosh

Amrawati Management System Volume III

PRESERVATION OF WET LAND &WATER BODY

Submitted by : Tarun kanti Ghosh Research Scholar: Education

Wetlands are defined as lands transitional between terrestrial and aquatic eco-systems where the water table is usually at or near the surface or the land is covered by shallow water (Mitch and Gosselink, 1986). The value of the world's wetlands is increasingly receiving due attention as they contribute to a healthy environment in many ways. They retain water during dry periods, thus keeping the water table high and relatively stable. During periods of flooding, they mitigate floods and trap suspended solids and attached nutrients. Thus, streams flowing into lakes by way of wetland areas will transport fewer suspended solids and nutrients to the lakes than if they flow directly into the lakes. The removal of such wetland systems because of urbanization or other factors typically causes lake water quality to worsen. In addition, wetlands are important feeding and breeding areas for wildlife and provide a stopping place and refuge for waterfowls. As with any natural habitat, wetlands are important in supporting species diversity and have a complex of wetland values.

The present review is aimed at providing, in a nutshell, the distribution of wetlands, the value of wetlands, the causes and consequences of the loss of wetlands. The review attempts to provide a glimpse of the use of modern spatial technology tools, viz., Remote Sensing/GIS for obtaining an assessment, description and monitoring of inland wetlands. The review also gives a methodology for an ongoing nationwide attempt at evolving a conservation area network or a protected area network of inland wetlands.

Distribution

India, with its annual rainfal1 of over 130 cm, varied topography and climatic regimes, supports and sustains diverse and unique wetland habitats. Natural wetlands in India consists of the high-altitude Himalayan lakes, followed by wetlands situated in the flood plains of the major river systems, saline and temporary wetlands of the arid and semi-arid regions, coastal wetlands such as lagoons, backwaters and estuaries, mangrove swamps, coral reefs and marine wetlands, and so on. In fact with the exception of bogs, fens and typical salt marshes, Indian wetlands cover the whole range of the ecosystem types found. In addition to the various types of natural wetlands, a large number of man-made wetlands also contribute to the faunal and floral diversity. These man-made wetlands, which have resulted from the needs of irrigation, water supply, electricity, fisheries and flood control, are substantial in number. The various reservoirs, shallow ponds and numerous tanks support wetland biodiversity and add to the country's wetland wealth. It is estimated that freshwater wetlands alone support 20 per cent of the known range of biodiversity in India (Deepa and Ramachandra, 1999).

Indian wetlands are grouped as:

(I) Himalayan wetlands: 

Sarva Shiksha Abhiyan (SSA) is a programme for Universal Elementary Education. This programme is also an attempt to provide an opportunity for improving human capabilities to all children through provision of community -owned quality education in a mission mode. It is a response to the demand for quality basic education all over the country.

Main feature of SSA:

1. Programme with a clear time frame for universal elementary education.

2. A response to the demand for quality basic education all over the country.

3. An opportunity for promoting social justice through basic.

4. A expression of political will for universal elementary education across the country.

5. A partnership between the central, state and the local government.

6. An opportunity for states to develop their own vision of elementary education.

7. An effort at effective involving the Panchyati Raj Institutions, school management Committees, village and urban slum level Education Committees, parent’s Teachers’ Associations, Mother-Teacher Associations, Tribal Autonomous councils and other grassroots level structures in the management of elementary schools.

The responses were like this:

a. need of financial stability

b. need of pennanency in the job

c. improvement in the government policies

d. improvement in the working atmosphere

e. need of a strict and transparent regulatory body

f. evaluation of integrated education and moving towards inclusive education

g. initiative on the part of the government to give special education the same identity as given by the western world.

14.25% of the respondents said that they needed some financial stability for themselves. The data collected clearly showed that most of the respondents priority was the permanency of the job as almost 290/0 of the respondents didn't want to change the job at a later time and wanted to be stable in their current job. 14% of the teachers change in the government policies and a small numbers wanted change in the working atmosphere. Need of strict and transparent -regulated body and related topic were the response of around 13%. Again 12% of the teachers wanted the system to move towards inclusive set up. A new generation impression was seen in the data collected when 14% of the respondents wanted the government to give the same importance to special education as is given to general education.

In the above analysis it has been found out that financial stability job permanency and equal status with the regular teacher are the major area which needed importance and its implementation. Teachers believed that their hard works still not recognized and give right place in the educational viewpoint. The non-performance of the job forced them to move for other options in their career.

On the basis of above analysis and interpretation, the major findings and conc1usions have been discussed in the following chapter.

Education for all, a philosophy coined very recently is not a new one. In fact for more than 5000 years the Indian philosophers have stated this philosophy for the education for all in the society. For the Indian philosophers each and every individual are the sparks of the supreme authority and everybody had the right to achieve the goal of integrating with the supreme. To achieve the goal of education there were teachers or gurus to guide the pupils. The personal touch of the teachers and the relationship between them endeavoured to achieve the target of education.

With the advent of Muslims and English the slIn of Indian philosophy was under the clouds. The centre of education were shifted to madarsa and temples. There started struggle between the two cultures and due to the dominance of the other Indian education system went under the shell. After this English empire came and then whatever was left around Indian education system was almost subdued. The English continued draining out money and materials from India, but the advent of preachers from their country rekindled the light of knowledge again. They spread the education and many of the preachers worked for the disabled of the COtll1try. Thus the concept of special education was brought to India. A small step it looked but certainly was a giant leap of mankind. This was the time when the philosophy of "education for all" took rebirth in India.

The concept of education of the disabled had got its seed but the actual development of it started after the independence. It was between the year 1964 to 66when the Indian education commission suggested that the education for the handicapped children has to be organized not merely on humanitarian grounds but also on the grounds of their development. The commission accepted that very little had been done so far for the education of the disabled. The commission accepted the need of integrated education. The target of integrating at least 15% of the disabled education was initially taken into consideration. The option of integration was thought out to be the best possible solution among the available education system for the disabled.

IAMD report 2009

Eirr Report Journal of Education volume III 2010

Management in Education Volume III 2009

The Bhagavata Purana declares Lord Vishnu (Narayana) as Para Brahman Supreme Lord who creates unlimited universes and enters each one of them as Lord of Universe.^[6] Lord Vishnu engages in creation of 14 worlds within the universe asBrahma when he deliberately accepts rajas guna. Lord Vishnu himself sustains, maintains and preserves the universe as Vishnu when he accepts sattva guna and annihilates the universe at the end of maha-kalpa as Rudra when he acceptstamas guna.^[7][8]

The Bhagavata is a product of oral tradition, its extant version usually dated between 4th or 10th century CE.^[2][9][10]

The intense and personal bhakti described in the Bhagavata is directed toward Krishna as Vishnu in human form. The tenth book (or canto), which is dedicated to Krishna, takes up about one quarter of the entire Bhagavata.^[2] It includes the most comprehensive collection of stories about the life of Krishna, showing him in all the stages and conditions of human life. It also includes instruction in the practice of bhakti, an analysis of bhakti, and descriptions of the different types of bhakti.^[11]Many Vaishnavas consider Srimad Bhagvatam to be non-different from Krishna and to be the literary form of Krishna.

The Bhagavata is among the most important texts on bhakti, presenting a fully developed teaching on bhakti that originated with the Bhagavad Gita.^[29] Bhakti is presented as a path of yoga, or "union with the divine". Many of the bhakti teachings in the Bhagavata are presented as yogic activities—meditating on the lila of Krishna; hearing and singing about Vishnu as Krishna; remembering, serving, and worshiping him; dedicating all of one's actions to him—all are among nine activities of Bhakti Yoga taught in the Bhagavata. While classical yoga attempts to shut down the mind and senses, the Bhakti Yoga in the Bhagavata teaches that the focus of the mind is transformed by filling the mind with thoughts of Krishna.^[30]

There are many didactic philosophical passages, but the lengthy narrative stories are also a teaching; the book describes one of the activities that lead to liberation (moksha) as listening to and reflecting on the stories of Bhagavan.^[31] EvenKapila, the Samkhya philosopher, teaches his mother that in order to reach liberation, she must have bhakti, jnana(wisdom), and vairagya (dispassion), with bhakti being the most important. 

Religious Aspects

The Bhagavata extends the concept of dharma that had previously been regarded either as the duty to follow Vedicinjunctions, as a moral code that emphasizes ahimsa (non-injury), and satya (truthfullness), or as the idea of self-realization through yoga. Breaking with these senses of the term, the Bhagavata also considers dharma to consist of sincere worship and devotion towards God without any ulterior motive. Such worship is said to cleanse the spirit of all impurities—such as motives, jealousies, and pretensions to reveal man's nature as part of the absolute, leading to supreme bliss. Conversely, the Bhagavata teaches that simply following Vedic injunctions that do not produce devotion towards God, is of transitory benefit and so is considered to be fruitless labour

References

http://en.wikipedia.org/wiki/Bhagavata_Purana

Bhagwat Geeta Saar 1998

Krishna Vachan 2009

Social Religion of India Volume 3, 2009

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Impact of Commercialization on Language with Special Reference to Urdu Lexicon

Submitted by Abdul Hamid Ahmed Research Scholar Urdu

It has been a common fact that the acceptance of Urdu is also lovable for those who are not of even Muslim or Mugal families. As the explanation and pronunciation has been liked by others therefore the commercialization on this language has been special for most of the communities. Urdu is good for the Urdu is one of the Indo-Aryan Languages which has developed from Sanskrit through Khari Boli and Šaurseni Prakrit. The development of Urdu took place after 1000 A.D. which marks the end of Apabhramsa Period. (Kelkar, 1968). There were certain political and socio-cultural influences which favored and prepared background for the evolution of Urdu in India. Its proper development started, only when Muslim entered Delhi from Punjab in 1193 A.D., and made the city capital of their empire. It has adopted certain elements from Arabic and Persian Languages, example phonological features, grammatical features and a considerable part of lexicon. (Beg, 1986)

Although the common language for Hindus has been Hindi, but in many uses the accent , pronunciation and even in words it is commonly spoken. Urdu is closely related to Hindi in phonology and grammar. As a language of ‘mixed’ background, Urdu manifests diversity of problems at various structural levels out of which its phonology requires a special treatment as it has socio-linguistic and socio-cultural implications. Urdu is not just a language specified in the Eighth Schedule of the Indian Constitution; it is widely used in India. Its speakers are spread over a number of states in India including Uttar Pradesh, Bihar and far off states like Karnataka and Maharashtra. It is the state language of Jammu and Kashmir in India and the official language of Pakistan. In Manorama Yearbook it is given that Urdu is spoken by more than twenty-eight million people in India. Urdu employs the Perso-Arabic script. It has produced extensive literature. Its idioms fascinate even those who know it marginally. One obvious reason for this is its rich and glorious past of our country. Urdu assimilated words from Arabic, Persian and Turkish apart from a large number of words from English and other languages (Kelkar, 1968, p. 20).

For its raw nature and raw origin it is basically a Khadi Boli Idiom which developed in the North India especially in and around Delhi by the end of the twelfth century A.D. This was the time when due to the settlement of Muslims comprising Turks, Afghans and Iranians; and establishment of the Muslim rule in Delhi, certain socio-political, cultural and linguistic changes were taking place in North India. It was during this period that Khadi Boli came under the influence of new linguistic and cultural forces and eventually became a full-fledged language called ‘Urdu’. Though the structure of Urdu is purely Indo-Aryan, its vocabulary is largely derived from Persian and Arabic and it is written in an ‘adaptation’ of the Perso-Arabic script, and therefore the acceptance and presence has occupied the global commercialization with the respect of language.

Genetic testing continues to throw up problems for the insurance industry. Most attention has been paid to the basic questions of: (a) personal privacy and protecting individuals from insurers’ adverse use of genetic test results; and (b) adverse selection arising from insurers’ enforced ignorance of genetic test results. The severe single gene disorders provide some concrete test cases, whereas the more common multifactorial diseases so far support more hypothetical actuarial research, because of the epidemiology available so far. One of the most troublesome concerns about allowing insurers to use genetic test results is that it may deter individuals from taking part in valuable medical research that involves testing; or, worse, from being tested when their family history suggests that their own medical care could be improved by doing so. The latter concern is perhaps marginal in the case of an untreatable disorder, like Huntington’s disease. It becomes extremely important if effective treatments are available, and genetic testing may be offered as part of a screening program to identify high-risk 2 individuals at an early stage. It would surely be unacceptable if anyone declined to enter such screening programs because of concerns about insurability. Lu et al. (2007) described an actuarial model for hereditary non-polyposis colorectal cancer (HNPCC), a rare inherited form of colorectal cancer (CRC). CRC often has a relatively good prognosis if detected early, but being a cancer of an internal organ the chances of doing so are limited. Carriers of gene mutations known to cause HNPCC can be given regular colonoscopies to detect the early stages of disease; hence genetic testing may be offered in various kinds of screening programs. Genetic epidemiology is now becoming available, measuring the outcomes of such programs; hence we can now try to evaluate the effect on insurance premiums of individuals choosing to participate in them.

Screening programs for some diseases might be introduced by national health services (however constituted) if they promise sufficient benefits. One such target is CRC, and we have reviewed two screening approaches. Our purpose has been to estimate, however crudely, the possible consequences for life insurance. Epidemiology supports a greatly reduced onset rate of CRC (56%, J¨arvinen et al. (2000)) but not yet an improved prognosis post-onset, which we might reasonably expect in due course. In that sense, our results based on survival observed to date are conservative. We found that a national CSP which enrolled a large proportion of families at risk of HNPCC would bring most at-risk persons within the normal limits of life insurance, albeit at an increased premium. As just noted, this made no allowance for improved prognosis, only reduced onset rates, so we expect these premium reductions to be conservative.

Find future employees. An internship program is a year-round recruiting tool. Fall internships, summer internships, semester internships, and quarterly internships, implementing an internship program means you have an ongoing pipeline of future fulltime employees.

For many, the process of recruiting and hiring is a drain on company resources. One solution: Appeal to tomorrow's staff members when they're looking for internships, and all you have to do is choose the best of the bunch when it comes time to hire.

Moreover, college campuses are viral societies. This means if your organization impresses one class of interns, word will quickly spread. Soon you'll find the most sought-after student talent is interested in working with you.

Test-drive the talent. It's a human resources reality: A new employee makes a solid impression in the interview, but then just doesn't gel with your current team or your company's way of doing things.

Because of this, hiring someone as an intern is the most effective way to evaluate their potential as a fulltime employee. When you "try out" candidates via a semester or summer internship, you make fewer mistakes when it comes to fulltime staffing; you avoid the pitfall of training a new hire, only to find out they're not a fit for your organization…or that the entry-level employee doesn't like the field. Starting an internship program lets you benefit from added manpower, while more accurately assessing candidates.

Increase productivity. Speaking of additional manpower, setting up an internship program allows you to take advantage of short-term support. The extra sets of hands help your employees be more productive, prevent them from becoming overburdened by side projects, as well as free them up to accomplish more creative tasks or those where higher-level, strategic thinking or expertise is required.

Increase employee-retention rate. The proof for the test-driving theory is in the positive employee-retention figures: According to NACE's 2009 Experiential Education Survey, almost 40% of employers reported a higher five-year retention rate among employees they'd hired via their internship programs.

Enhance perspective. It's not just the extra sets of hands that make interns advantageous. Especially in an organization of only 12 or 15 employees, new people bring with them novel perspectives, fresh ideas, and specialized strengths and skill sets. These augment the abilities of your professional workforce.

Other Benefits

Support students. Internships provide students numerous perks: They gain experience, develop skills, make connections, strengthen their resumes, learn about a field, and assess their interest and abilities.

Offering a paid internship is particularly beneficial, because it enables economically disadvantaged youth to participate. Students who have to help fund their own schooling will need a job, regardless. Providing an internship allows that job to facilitate a positive future.  When looking for fulltime work, the top talent often go for big-name businesses. But when seeking internships, learning is the leading draw. Many candidates feel they'll get more hands-on training, real experience, and mentoring opportunities with smaller organizations.

Reference

http://www.internships.com/employer/resources/setup/benefits

Aieer Report Volume 3, 2009

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Arabic Discrete Study on Arabic Language and Literature Special Reference to Current Advancement

Submitted by: Mojbin Jinnath Shamim, Research Scholar Arabic

Introduction

In the aspect of advancement, Arabic is a Central Semitic language, closely related to Aramaic,Hebrew, Ugaritic and Phoenician. The standardized written Arabic is distinct from and more conservative than all of the spoken varieties, and the two exist in a state known as diglossia, used side-by-side for different societal functions.