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Inglês

Kannada

Informações

Inglês

Knowledge

Kannada

ಜ್ಞಾನ

Última atualização: 2015-02-14
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Inglês

knowledge is power

Kannada

ಜ್ಞಾನ ಶಕ್ತಿ

Última atualização: 2016-10-26
Assunto: Geral
Frequência de uso: 1
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Inglês

knowledge is never lost

Kannada

Knowledge is never lost

Última atualização: 2014-09-19
Assunto: Geral
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Inglês

are you seeking age relaxation

Kannada

आप आयु में छूट की मांग कर रहे हैं

Última atualização: 2015-04-07
Assunto: Geral
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Inglês

essay on environment HOW TO CELEBRATE WORLD ENVIRONMENT DAY A GUIDE TO MAKING 5 JUNE 2015 A SUCCESS! Who this toolkit is for. • Want to know what WED is about? • Need ideas on how to celebrate or start preparing? • Want to know what others are doing to celebrate this year? • Want to make your actions count? This toolkit is right for you! There is an alarmingly high rate of unsustainable consumption of resources as, exemplified in the areas of food, water and energy. Largely driven by increasing household incomes (particularly in cities), the current collective lifestyles of people all over the world exceed our planet’s regenerative capacity to replenish natural resources. Today the human race consumes resources the equivalent of 1.5 planets. This means it now takes one year and six months for the Earth to regenerate what we use in a year. If current consumption and production patterns remain the same, and with a rising population, we will need two planets by 2030 to sustain our ways of living and consumption. This year’s theme for WED – Seven Billion Dreams. One Planet. Consume with Care – expresses the challenge of creating opportunities for inclusive and sustainable economic development while attempting to stabilise the rate of resource use and reduce environmental impacts. For all seven billion of us, our present and our future depend on the sustainable consumption of our planet’s resources. On WED, let us pledge one less thing we will do without, in order to restore our planet’s natural regenerative ability? This guide is designed to inspire you with exciting ideas and we’ll give you practical suggestions for organising your event. Make your environment efforts known by celebrating WED and registering them on our website – www.unep.org/wed WELCOME! Welcome to your quick guide to celebrating World Environment Day (WED) on 5 June, 2015. WHY CELEBRATE WORLD ENVIRONMENT DAY? When we see or experience the negative effects of climate change, environmental degradation or resource depletion it is easy to blame others - governments for not prioritising environmental policy; corporate organisations for raising greenhouse gas emissions; NGOs for not lobbying strongly enough for the environment; and individuals for not taking action. World Environment Day however is a day we put aside our differences and instead celebrate the achievements we’ve made towards protecting the environment. By celebrating WED, we remind ourselves and others of the importance of caring for our environment. Remember that every action counts, so join us: every year, everywhere, everyone! THEME RATIONALE Sustainable consumption can be described as “the use of goods and services that respond to basic needs and bring a better quality of life, while minimising the use of natural resources, toxic materials and emissions of waste and pollutants over the life-cycle, so as not to jeopardise the needs of future generations” (Oslo Symposium, 1994). ABOUT WED World Environment Day (WED) is the United Nations’ campaign for encouraging worldwide awareness and action for the environment. It was established by the United Nations General Assembly to mark the opening of the 1972 Stockholm Conference on the Human Environment. Over the years it has grown to be a global platform for public outreach that is widely celebrated by stakeholders in over 100 countries. It also serves as the people’s day for doing something positive for the environment, inspiring individual actions into a collective power that generates an exponential positive impact on the planet. WED is celebrated around the world in many ways, including street rallies, bicycle parades, green concerts, essay and poster competitions in schools, tree planting, recycling efforts, clean-up campaigns and much more. CURRENT RATE OF NATURAL RESOURCE CONSUMPTION By 2050, humanity could devour about 140 billion tons of minerals, ores, fossil fuels and biomass per year – three times its current appetite – unless economic growth rate is ‘decoupled’ from the rate of natural resource use. Over 60 percent of the ecosystems and their services upon which we rely are degraded, overexploited or already lost. With an additional 3 billion middle class consumers expected to enter the global economy by 2030, more natural resources will be lost forever if ‘business-as-usual’ prevails. Evidence is building that people are consuming far more natural resources than what the planet can sustainably provide. The well-being of humanity, the environment, and the functioning of the economy, ultimately depend upon the responsible management of the planet’s natural resources. Many of the Earth’s ecosystems are nearing critical tipping points of depletion or irreversible change, pushed by high population growth and economic development. The WED 2015 campaign therefore captures sustainable consumption in the context of the planet’s regenerative capacity. Supported by the slogan – Seven Billion Dreams. One Planet. Consume with Care – WED this year therefore aims to raise awareness on the unsustainable rate at which we are consuming the planet’s resources, and shift individual and collective behaviour towards sustainable lifestyles. FOOD While substantial environmental impacts from food occur in the production phase (agriculture, food processing), households influence these impacts through their dietary choices and habits. This consequently affects the environment through food-related energy consumption and waste generation. ENERGY Despite technological advances that have promoted energy efficiency gains, energy use in OECD countries will continue to grow another 35%[ERROR] by 2020. Commercial and residential energy use is the second most rapidly growing area of global energy use after transport. In 2002 the motor vehicle stock in OECD countries was 550 million vehicles (75%[ERROR] of which were personal cars). A 32%[ERROR] increase in vehicle ownership is expected by 2020. At the same time, motor vehicle kilometres are projected to increase by 40%[ERROR] and global air travel is projected to triple in the same period. WATER Even though households are relatively low consumers of water, population growth and expanded water use have outweighed the effect of water saving technology and behaviour. THREE MAIN AREAS OF HOUSEHOLD CONSUMPTION Environmental pressures will intensify in three areas of household consumption. PLANNING FOR WED? 5 QUICK STEPS 1 DETERMINE THE INTERESTS FOR WED Discuss the possibility of organising an event around WED with your colleagues, your community, environmental co-ordinators, other NGOs and local government. Brainstorm on possible areas of interest. Review any past experiences with WED or similar events. See unep.org/wed 2 DETERMINE WHAT ACTIVITIES ARE PLANNED AT THE NATIONAL LEVEL Find out what is being prepared for celebrations at the international, regional and national levels – unep.org/wed/regional-features. Speak with organisers of these events and see how you can support them. 3 LINK THE WED THEME TO YOUR ACTIVITIES The official theme for 2015 is Seven Billion Dreams. One Planet. Consume with Care. This theme reflects challenge of creating opportunities for inclusive and sustainable economic development while attempting to stabilise the rate of resource use and reduce environmental impacts. This year’s theme gives you plenty of room to be creative. Figure out clever ways to link your activities to the official theme! Think of punchy messaging that will attract the most attention and motivate others to get involved! 4 PREPARE A PLAN Early planning is essential to your success. Draw up a basic plan of action for discussion with friends, colleagues or senior management. Set objectives and determine a preliminary series of activities as well as a provisional timetable. Make sure you get permission or clearance from your relevant local authorities well in advance – especially if you are planning public demonstrations or other open activities – to avoid disappointment on the day of celebration. Seek partnerships and possible financial support for your activities (e.g. local companies to help you print t-shirts, caps, posters and banners with WED messaging). Download artwork from the WED website multimedia section. 5 CELEBRATE WITH US This is the most important step of your planning. Why celebrate alone? You can get instant visibility for your activities by registering them on our website. Also think of smart, quirky or funny ways to motivate people around you. Invite the local media to your event! Engage leaders, celebrities and government officials that will help attract the media! NEED TO USE THE WED LOGO? Download the WED logo and style guide from the multimedia section of unep.org/wed. The logo is available in the official UN languages: Arabic, Chinese, English, French, Russian and Spanish WHO DO I SPEAK TO IF I NEED MORE INFORMATION? Our website www.unep.org/wed is a great place to begin but feel free to talk to us in person. Contact: Ms. Lucita Jasmin Division of Communications and Public Information United Nations Environment Programme (UNEP) Tel: 254-20-7623401 /7621551 Email: worldenvironmentday@unep.org THIS SOUNDS EXPENSIVE Participation in World Environment Day does not require a huge financial investment. WED is a people’s event so the objective is to get everyone to participate in one way or another. By including local communities and other partners in your WED events, the possibilities of finding interested sponsors are more likely. All you need is passion for the cause, and well-planned activities. Good luck! SUGGESTED WAYS OF CELEBRATING WORLD ENVIRONMENT DAY Various events and practical activities, identified below, highlight what actions can be taken to celebrate WED. This list is not exhaustive and many activities may spring to mind that will be better suited to your local needs and conditions. If each of us contributes a little to this celebration, it will be a far greater success. The most important goal of this day is to raise awareness on the rate of overconsumption in the areas of food, energy and water. • Arts and Crafts Exhibitions/ Film Festivals • Ceremonies and Celebrities • Competitions • Concerts • Demonstration Activities • Drama and Poetry • Environmental Education and Awareness-Raising • Flash Mobs • Information Kits • Online and Social Media Activities • Publicity and Media Coverage • Sports Activities • Other Ideas: create your own ideas and guidelines, and submit to us! ARTS AND CRAFTS EXHIBITIONS/ FILM FESTIVALS What is involved? Why support this activity? • Paintings related to any of the main areas of household consumption: food, energy and water. • Displays of pottery, wooden figurines, stone articles, grass baskets, clothes etc. • Demonstration on how energy-saving stoves are manufactured and maintained. • Crafts made with recycled materials, e.g. plastics or tins. • Posters and photo exhibitions carrying the essence of consumption levels in food, energy and water. • Screening of compelling films on the environment made by different communities. • Art uses symbolic messages to capture an audience and communicate a message in unconventional ways. What begins as an appreciation for art could develop into a true passion for the environment. • Many art forms use environmentally sustainable and natural resources that complement the objectives of your exhibit. • Film, as a medium, engages all people without necessarily being limited by literacy levels. Films can attract large crowds. How to organise it? • Decide what will happen with the artwork or films you will collect, whether the artists maintain rights or if you will use them for promotion afterwards. Seek legal advice concerning rights if you intend to use the artwork beyond your exhibition and especially if there will be a commercial aspect. • After you have decided on your theme and identified partners (including sponsors) publish a call for submissions in your local news outlets. • Consider a prize for winners. • Select a jury from reputable and or renowned artists and filmmakers. • Set up displays of arts and crafts of various cultural/local origins. ARTS AND CRAFTS EXHIBITIONS/ FILM FESTIVALS Participation/ Partnerships/ Sponsors • Invite your local community to submit artwork. • Encourage the participation of marginalised groups (e.g. women, children and orphans) by creating appropriate categories for their submissions. • If local authorities, government, implementing partners, or conservation agencies are receptive to your concept, bring them on board as partners. • Seek sponsorship from governments, agencies, museums, existing film festivals and the corporate sector (arts and crafts or ethnological museums/funds could be interested). • Invite the media, advertise, take pictures, and register activity on the WED website. • Download the WED logo and posters, and clearly display them on the day to give your event context – unep.org/wed. How to organise it? (continued) CEREMONIES AND CELEBRITIES What is involved? Why support this activity? • A speech on the environment, focusing on the WED theme and with special emphasis on the environmental challenges in the community and their possible solutions. • Identify and approach a goodwill ambassador that is well known by your target audience. • The involvement of prominent local personalities who are authoritative voices on the environment could lend credibility to your event. • You can reach a large number of people in a short time, which makes sponsorship and media coverage more likely. • The presence of a celebrity attracts attention from the media and a crowd. The media acts as a multiplier for your efforts through their ability to increase attention towards your efforts. How to organise it? • Your primary objective is to add significance to WED by encouraging governments, local authorities, communities or corporate organisations to announce new environmental commitments, targets, policies or programmes on the day itself. This means you must conduct ground research in order to make meaningful suggestions to your target authority. Once you have ‘sold them’ to your idea, convince them to announce it at a ceremony on World Environment Day. • It is common to mark a special event like WED with a ceremony or presentation. It can be short, with introductory speeches by celebrities, politicians or sponsors. • Invite government representatives, local authorities or respected persons from your local community. • Enlist your partners and sponsors to help organise and publicise the ceremony. • Make sure your celebrities are well-briefed in advance and that they re-iterate your planned messages. CEREMONIES AND CELEBRITIES Participation/ Partnerships/ Sponsors • Ideally, the speech venue should be open to all. • Partner with governments, ministries, implementing agencies, as well as with local businesses (present them with an opportunity to use their company logos). They may also be willing to provide some form of sponsorship. Investigate the core principles of each institution and ensure they tally with your ideas before requesting funding. • Invite the media! – unep.org/wed. Don’t expect them to show up on their own. Prepare a media pack: a few fact sheets or notes that you will give away to the media. If you have a specific message that you would like them to carry, make sure that you spell this out in the media pack. This way they will have the necessary details to write or film a piece on your event. Come up with catchy short phrases that the press can quote. Remember to give background information on your objectives, supported by facts. • Download the WED logo and posters, and clearly display them on the day to give your event context – unep.org/wed. How to organise it? (continued) What is involved? Why support this activity? How to organise it? Participation/ Partnerships/ Sponsors • Drawing, painting, films and essay competitions on issues of over consumption in areas of food, energy and water. Note: Where funds permit, small awards such as t-shirts, stickers or pens are ideal prizes for successful participants. Winners of contests should receive some sort of public recognition and prize. • Competitions are an ideal ways to engage and involve young people especially in celebrations of this nature. • Competitions encourage people to think of their own actions, how these might impact the environment, and what steps they might take to change their behaviour. Set guidelines and rules for the competition, stating who can participate. Ensure that your competition entry guidelines emphasize the WED theme. • Make sure you advertise widely in order to enrich the quality of your entries. Target schools, for example. • Decide on a reward for winners that will make it worthwhile for participants. • Set up a jury with, preferably, experts in the field of competition. • The process should be as transparent as possible ensure successful results. • Include students and youth groups in competitions. • Partnerships can be sought with agencies working with education, local schools and teachers. COMPETITIONS CONCERTS What is involved? Why support this activity? How to organise it? Participation/ Partnerships/ Sponsors • Performances of musicians and artists. • Green concerts: have low energy consumption or mechanisms to offset (such as asking audience to walk, cycle or take public transport to the event and using only food packaging that is recyclable). • Concert with musical instruments made from natural resources. • Play music related to the theme. • Music is a good way to attract people. • Music crosses barriers, and so it can help to open discussions on difficult issues. • Music enhances the ambience of a gathering. • Hire musicians and prepare a stage where they can perform. • Include a well-known musician from the hosting community or country. • Try to include other artists (e.g. acrobats and fire-walkers) while the music plays to make it an audio-visual show. • Include visibility material around the stage (like WED posters and banners, downloadable from the WED website) and include short speeches on the purpose of the event at the beginning of the show. • By inviting local musicians you can rally up a big crowd and foster goodwill with the local community. • Partnerships can be found within government or local businesses (display their logo on the stage, together with WED visibility material). • Seek sponsorship by partnering with organisations and availing advertising opportunities. • Charge an entry fee to offset the cost of your event. DEMONSTRATION ACTIVITIES What is involved? Why support this activity? • Display of posters on positive actions we can take to reduce food, energy and water consumption. • Awareness-raising of the value of natural resources (prevention of pollution, careful use/reuse of water, identifying certified forest products etc.) • Workshop on how different resources can be used in several ways and several times (e.g. washing, cleaning or watering plants with grey water, i.e. water that has already been used for something else and is no longer considered safe for consumption). • Demonstration can include the building of fuel-efficient stoves, alternative fuels, additional use of good cooking/fire management practices, the sustainable agriculture, sustainable use of forest resources; fish farming techniques, school or kitchen gardens. • Demonstration activities can be both instructive and entertaining, for local communities. • They are often the best way of introducing new ideas and sharing knowledge and experience: people are more comfortable using new techniques once they can see that others have benefited from them. • Demonstration a

Kannada

ಪರಿಸರದ ಮೇಲೆ ಪ್ರಬಂಧ

Última atualização: 2017-08-31
Assunto: Geral
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Inglês

A Hobby is a regular activity that is done for enjoyment, typically during one's leisure time. Hobbies can include collecting themed items and objects, engaging in creative and artistic pursuits, playing sports, or pursuing other amusements. A list of hobbies is lengthy and always changing as interests and fashionschange. By continually participating in a particular hobby, one can acquire substantial skill and knowledge in that area. Engagement in hobbies has increased since the late nineteenth century as workers have more leisure time and advancing production and technology have provided more support for leisure activities. As some hobbies have become less popular, like stamp collecting, others have been created following technological advances, like video games. Hobbyists are a part of a wider group of people engaged in leisure pursuits where the boundaries of each group overlap to some extent. The Serious Leisure Perspective[1]groups hobbyists with amateurs and volunteers and identifies three broad groups of leisure activity with hobbies being found mainly in the Serious leisure category. a. Casual leisure is intrinsically rewarding, short-lived, pleasurable activity requiring little or no preparation b. Serious leisure is the systematic pursuit of an amateur, hobbyist, or volunteer that is substantial, rewarding and results in a sense of accomplishment

Kannada

कन्नड़ निबंध havyasagalu

Última atualização: 2017-08-28
Assunto: Geral
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Inglês

Veer (brave) Hanuman was a minister and friend of Sugreeva. He is the greatest devotee of Shri Rama, ever at his service and very devoted to the Lord. Hanuman’s father was Kesari and his mother Anjana. She was an Apsara (a celestial damsel) called Punjiksthala in her earlier life. As a result of a curse, she was born as a vanara, in the house of a vanara king called Kunjar. Hanuman is also called pavanputra (son of the wind god). Vanarraj (king of the monkeys) Kesari once undertook a severe penance and at the end, Brahma asked him for a boon. Kesari said, “I want a son as strong and powerful as the wind God, Vayu.” Brahma granted his wish. When the young Anjana was going for a stroll on the mountainside, in a human form. Vayu devta (wind god) saw her and playfully blew off her silken sari (a type of Indian dress) and embraced her. Anjana was very angry. She said, “Who is this? Who wants to rob me of my modesty?” Vayu said, “Oh Anjana, the pure hearted, I am here to do as the Gods bid and with my mental power I have caused your womb to bear a baby. You are as innocent and pure as ever.” Anjana narrated this to her husband. Kesari said, “Anjana, your son will grow up to be valiant and invincible. This is a boon from Brahma.” After nine months, Anjana gave birth to a boy. When he was but a baby, Hanuman saw the rising sun. He thought that the orange red ball was a ripe fruit and he jumped up to pluck it and eat it. In a moment, he swallowed up the sun. There was chaos everywhere and the entire creation was in an unstable state. The enraged Indra (King of the Devas) threw his thunderbolt at Hanuman. The child fell in a swoon on the ground. Now when Vayu saw this he decided to hold back all winds. The entire world was at standstill. Brahma and the Gods, along with Indra, came and greeted Hanuman and blessed him that his body would be as strong as a thunderbolt and that he would always be unconquerable. Hanuman had been injured on his chin. A small chibuk (scar) is called Hanu hence his name became Hanuman. Surya (Sun God) gave him the knowledge of the Vedas. As a child he was very mischievous and would playfully throw away the prayer vessels of the sages of the forest, thus disturbing their religions rites. They cursed him to forget how powerful and energetic he was. “You will have no recall of your prowess and ability. Only when another person reminds you of it, you will be aware of your endless power and immeasurable energy.” Due to his virtues and intellectual ability, Hanuman became a minister in Sugreeva’s court and his good friend and companion. Bali was Sugreeva’s elder brother who became his foe and was eager to kill him. To escape the wrath of Bali, Sugreeva ran around everywhere in the world but Bali chased him wherever he went. Then Hanuman suggested that Sugreeva should go to Rishyamukha Mountain, which was out of bounds for Bali because of a curse on him put by Sage Matanga. So Sugreeva set up his residence at Rishyamukh Mountain. Rama arrived there in search of Sita who had been taken away by Ravana; he was wandering through the forests with his brother Lakshman , to find out where Sita had gone. Hanuman recognized them and introduced them to Sugreeva who befriended them. Sugreeva was missing his wife Roma who had been taken away by Bali by force. Rama killed Bali and made Sugreeva the King of Kishkindha, the capital of the Vanara kingdom and Roma was returned to him. Sugreeva promised to help Rama in his search for Sita and sent his monkey spies to search in all directions. The responsibility of the search in the South was with Angad, Hanuman & Jambvant. Acknowledging the abilities of Hanuman, Shri Rama gave him his ring which had his name etched on it, so that whenever he found Sita, he could prove to her that he was an envoy of Rama. Yogini Satyavati and Sampati, Jatayu’s brother whom they met by the seashore, gave them the information that Sita was in Lanka, under Ravana’s captive care. Now all of them began to ponder how they would cross the ocean to Lanka. It was then that Jambavat reminded the silent Hanuman about his immeasurable power, which he had forgotten about. “Oh! Brave Hanuman, recall your celestial power bestowed on you.” Hanuman then remembered all the powers he had been blessed with and with a leap reached the shores of Lanka across the sea. He saw Sita in the Ashokvatika and in the silence of the night, dropped Rama’s ring near her, while hiding in a tree overhead. He then began to narrate the story of Rama. Sita heard him and asked him to come before her. He did so and introduced himself as an envoy of Rama. With Sita’s permission he destroyed the Ashokvatika and killed the guards. When Ravana’s son, Akshaykumar came to catch him, he killed him too. Then Ravana sent Indrajeet to catch Hanuman, with explicit instructions, “Don’t kill him, and just catch him so that I can find out whose spy he is.” Meghnad caught Hanuman with his Brahmapash (Brahma’s) weapon. With respect to Brahma, Hanuman allowed himself to be caught, for he had a task of Rama to fulfill. Vibheeshana explained to Ravana, that he is just an envoy, a messenger. So don’t kill him, just break a limb and send him back. A monkey’s affection lies in their tail so tie a cloth around his tail and set it on fire. Hanuman was happy with this suggestion. His tail was tied with strips of cloth dipped in oil and set on fire. Hanuman made his tail longer and longer and with the burning long tail, jumped up to the ramparts of Ravana’s palace and set the whole of Lanka on fire to give Ravana a sample of his strength. Sitaji bestowed on him, Ashta Siddhi (Eight spiritual powers) and Nav Siddhi (nine spiritual powers). Hanuman took Sita’s message and told it to Rama on his return from Lanka. Rama decided at once to set out with his army for Lanka. With the help of the Vanara army, a bridge was made to span the ocean and they crossed over to Lanka, Vibheeshan came away from Ravana’s court to join Rama’s army. The battle between Rama and Ravana began. After a fierce fighting scene, Lakshman fell into a faint because of the weapon used by Meghnad. The vaid (physician), Sushena recommended the Sanjeevani herb that grew only on Himalayan Mountain, could alone save Lakshmana’s life. Hanuman flew across the skies to reach the mountain but he could not recognize which plant was Sanjeevani. So he picked up the entire mountain and brought it to Lanka. As soon as the Vaid (physician) Sushena used the herb on Lakshman , he woke up from his fainting spell and sat up. Next day, Meghnad was killed by Lakshman in the battlefield. Kumbhakarna was also killed. Then Ravana sent for AhiRavana, his son and the King of Patallok. AhiRavana came to Lanka and at night got into the camp of Rama’s army by taking the form of Vibheeshana. He carried away Rama and Lakshman to sacrifice them as an offering to the Goddess. When Hanuman realized that the kidnapping of Rama Lakshman was done by AhiRavana, he at once reached the underground kingdom. He took the guise of the Devi (goddess) and killed AhiRavana and all his rakshasa soldiers. Seating Rama Lakshman on his shoulders, Hanuman came back to Lanka to continue the battle. In the end, Rama killed Ravana. Vibheeshan was crowned king of Lanka. Riding on the Pushpak Viman, Rama, Sita and Lakshman returned to Ayodhya. Rama introduced Bharat to Hanuman and said, “Bharat , Hanuman is as dear to me as you are.” Sugreeva, Angad and other Vanaras were rewarded by Rama and they went back home. However Hanuman was committed to serve Rama, so he stayed by his side. When his avatar (incarnation) on earth came to an end, Rama bestowed immortality on Hanuman to live forever on earth and look after the devotees of Rama. As soon as a devotee remembers Ramabhakt Hanuman, he assumes a minute from and reaches there to help them. According to Shiva Purana, Hanuman is an incarnation of Lord Shiva. What better evidence can there be for the devotion of Ramabhakt Hanuman, that today there are far more temples dedicated to Hanuman than to Rama in our country! Hanuman Chalisa (prayer to Hanuman) is read by many people daily in India. Hanuman is worshipped on Tuesdays (this day is connected with the planet Mangal (Mars) and Hanuman is associated with strength and force which are also characteristics of Mars) and Saturdays (because he is the only one who could defeat Planet Shani (Saturn) and so worshipping him on Saturdays removes the malefic of Saturn from the horoscope). Hanuman is still believed to be living the Himalayan ranges and is immersed in the devotion to his dear Ram. The ultimate image that portrays the devotion of Hanuman towards Ram is when he tore open his heart with his claws and the image of Rama and Sita was seen in it.

Kannada

ಕಸ್ತೂರಿ

Última atualização: 2017-08-22
Assunto: Geral
Frequência de uso: 1
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Aviso: contém formatação HTML invisível

Inglês

The demonetisation of ₹500 and ₹1,000 banknotes was a policy enacted by the Government of India on 8 November 2016, ceasing the usage of all ₹500 (US$7.40) and ₹1,000 (US$15) banknotes of the Mahatma Gandhi Series as legal tender in India from 9 November 2016.[2] The announcement was made by the Prime Minister of India Narendra Modi in an unscheduled live televised address at 20:00 Indian Standard Time (IST) on 8 November.[3][4] In the announcement, Modi declared that use of all ₹500 and ₹1,000 banknotes of the Mahatma Gandhi Series would be invalid past midnight, and announced the issuance of new ₹500 and ₹2,000 banknotes of the Mahatma Gandhi New Series in exchange for the old banknotes. The banknotes of ₹100, ₹50, ₹20, ₹10 and ₹5 of the Mahatma Gandhi Series and ₹2 and ₹1 remained legal tender and were unaffected by the policy. The government claimed that the demonetisation was an effort to stop counterfeiting of the current banknotes allegedly used for funding terrorism, as well as a crack down on black money in the country.[5][6] The move was also described as an effort to reduce corruption, the use of drugs, and smuggling.[7][8] However, in the days following the demonetisation, banks and ATMs across the country faced severe cash shortages[9][10] with severe detrimental effects on a number of small businesses, agriculture, and transportation. People seeking to exchange their notes had to stand in lengthy queues, and several deaths were linked to the inconveniences caused due to the rush to exchange cash.[11][12] Also, following the announcement, the BSE SENSEX and NIFTY 50 stock indices crashed for the next two days.[13] Initially, the move received support from several bankers as well as from some international commentators. It was heavily criticised by members of the opposition parties, leading to debates in both houses of parliament and triggering organised protests against the government in several places across India.[14][15][16] As the cash shortages grew in the weeks following the move, the demonetization was heavily criticised by prominent economists, such as Kaushik Basu, Paul Krug

Kannada

ಅನಾಣ್ಯೀಕರಣ ಮೇಲೆ ಪ್ರಬಂಧ ಬರೆಯಲು

Última atualização: 2017-06-19
Assunto: Geral
Frequência de uso: 1
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Referência:

Inglês

Education is very important tool for the people all over the world to make balance of life and its existence on the earth. It is the tool which stimulates everyone to go ahead and succeed in life as well as provides ability to overcome challenges in life. It is the one and only way to acquire knowledge and improve our skills in any particular field according to the need. It makes us able to create fine balance of our body, mind and spirit. It trains us whole life and brings lots of opportunities to our way to get better prospects required for the career growth. Each and every individual need proper education to enhance their own life standards as well as become a part of the social and economic growth of their own country. Future of the any person or country depends on the education system strategy followed. Even after lots of awareness programmes about proper education in our country, there are many villages still left which are not having proper resources and awareness for education of people living there. Though condition has improved than earlier and various steps have been taken by the government to improve the education status in the country. Well being of the society depends on the well being of the people living in that society. It brings economic and social prosperity all through the country by solving issues and identifying solutions.

Kannada

essay on education

Última atualização: 2016-09-24
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Inglês

WLE Austria Logo (no text).svg The beautiful white bengal tiger, Abhishek Chikile, CC BY-SA 4.0. Hide Participate in Wiki Loves Earth India 2016 Photo contest Upload Photos of Natural Heritage sites of India to help Wikipedia & win fantastic Prizes Check out the rules here Educational technology From Wikipedia, the free encyclopedia "E-learning" redirects here. It is not to be confused with Online machine learning. Education Disciplines Evaluation History Organization Philosophy Psychology (school) Technology (Electronic marking) International education School counseling Special education Teacher education Curricular domains Arts Business Early childhood Engineering Language Literacy Mathematics Science Social science Technology Vocational Methods Case method Conversation analysis Discourse analysis Factor analysis Factorial experiment Focus group Meta-analysis Multivariate statistics Participant observation v t e Educational technology is defined by the Association for Educational Communications and Technology as "the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources."[1] Educational technology refers to the use of both physical hardware and educational theoretics. It encompasses several domains, including learning theory, computer-based training, online learning, and, where mobile technologies are used, m-learning. Accordingly, there are several discrete aspects to describing the intellectual and technical development of educational technology: educational technology as the theory and practice of educational approaches to learning educational technology as technological tools and media that assist in the communication of knowledge, and its development and exchange educational technology for learning management systems (LMS), such as tools for student and curriculum management, and education management information systems (EMIS) educational technology itself as an educational subject; such courses may be called "Computer Studies" or "Information and communications technology (ICT)". Contents 1 Definition 2 Related terms 3 History 4 Theory 4.1 Behaviorism 4.2 Cognitivism 4.3 Constructivism 5 Practice 5.1 Synchronous and asynchronous 5.2 Linear learning 5.3 Collaborative learning 6 Media 6.1 Audio and video 6.2 Computers, tablets and mobile devices 6.3 Social networks 6.4 Webcams 6.5 Whiteboards 6.6 Screencasting 6.7 Virtual classroom 6.8 E-learning authoring tools 6.9 Learning management system 6.10 Learning objects 7 Settings 7.1 Preschool 7.2 K–12 7.3 Higher education 7.4 Corporate and professional 7.5 Public health 7.6 ADHD 7.7 Disabilities 7.8 Identity options 8 Benefits 9 Disadvantages 9.1 Over-stimulation 9.2 Sociocultural criticism 10 Teacher training 11 Assessment 12 Expenditure 13 Careers 14 See also 15 References 16 Further reading Definition Richey defined educational technology as "the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources."[2] The Association for Educational Communications and Technology (AECT) denoted instructional technology as "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning."[3][4][5] As such, educational technology refers to all valid and reliable applied education sciences, such as equipment, as well as processes and procedures that are derived from scientific research, and in a given context may refer to theoretical, algorithmic or heuristic processes: it does not necessarily imply physical technology. Related terms Early 20th century abacus used in a Danish elementary school. Given this definition, educational technology is an inclusive term for both the material tools and the theoretical foundations for supporting learning and teaching. Educational technology is not restricted to high technology.[6] However, modern electronic educational technology is an important part of society today.[7] Educational technology encompasses e-learning, instructional technology, information and communication technology (ICT) in education, EdTech, learning technology, multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer managed instruction, computer-based training (CBT), computer-assisted instruction or computer-aided instruction (CAI),[8] internet-based training (IBT), flexible learning, web-based training (WBT), online education, digital educational collaboration, distributed learning, computer-mediated communication, cyber-learning, and multi-modal instruction, virtual education, personal learning environments, networked learning, virtual learning environments (VLE) (which are also called learning platforms), m-learning, ubiquitous learning and digital education. Each of these numerous terms has had its advocates, who point up potential distinctive features.[9] However, many terms and concepts in educational technology have been defined nebulously; for example, Fiedler's review of the literature found a complete lack agreement of the components of a personal learning environment.[10] Moreover, Moore saw these terminologies as emphasizing particular features such as digitization approaches, components or delivery methods rather than being fundamentally dissimilar in concept or principle.[9] For example, m-learning emphasizes mobility, which allows for altered timing, location, accessibility and context of learning;[11] nevertheless, its purpose and conceptual principles are those of educational technology.[9] In practice, as technology has advanced, the particular "narrowly defined" terminological aspect that was initially emphasized by name has blended into the general field of educational technology.[9] Initially, "virtual learning" as narrowly defined in a semantic sense implied entering an environmental simulation within a virtual world,[12][13] for example in treating posttraumatic stress disorder (PTSD).[14][15] In practice, a "virtual education course" refers to any instructional course in which all, or at least a significant portion, is delivered by the Internet. "Virtual" is used in that broader way to describe a course that is not taught in a classroom face-to-face but through a substitute mode that can conceptually be associated "virtually" with classroom teaching, which means that people do not have to go to the physical classroom to learn. Accordingly, virtual education refers to a form of distance learning in which course content is delivered by various methods such as course management applications, multimedia resources, and videoconferencing.[16] As a further example, ubiquitous learning emphasizes an omnipresent learning milieu.[17] Educational content, pervasively embedded in objects, is all around the learner, who may not even be conscious of the learning process: students may not have to do anything in order to learn, they just have to be there.[17][18] The combination of adaptive learning, using an individualized interface and materials, which accommodate to an individual, who thus receives personally differentiated instruction, with ubiquitous access to digital resources and learning opportunities in a range of places and at various times, has been termed smart learning.[19][20][21] Smart learning is a component of the smart city concept.[22][23] Bernard Luskin, an educational technology pioneer, advocated that the "e" of e-learning should be interpreted to mean "exciting, energetic, enthusiastic, emotional, extended, excellent, and educational" in addition to "electronic."[24] Parks suggested that the "e" should refer to "everything, everyone, engaging, easy".[25] These broad interpretations focus on new applications and developments, as well as learning theory and media psychology.[24] History Main article: Educational software 19th century classroom, Auckland Helping people learn in ways that are easier, faster, surer, or less expensive can be traced back to the emergence of very early tools, such as paintings on cave walls.[26][27] Various types of abacus have been used. Writing slates and blackboards have been used for at least a millennium.[28] From their introduction, books and pamphlets have held a prominent role in education. From the early twentieth century, duplicating machines such as the mimeograph and Gestetner stencil devices were used to produce short copy runs (typically 10–50 copies) for classroom or home use. The use of media for instructional purposes is generally traced back to the first decade of the 20th century[29] with the introduction of educational films (1900s) and Sidney Pressey's mechanical teaching machines (1920s). The first all multiple choice, large scale assessment was the Army Alpha, used to assess the intelligence and more specifically the aptitudes of World War I military recruits. Further large-scale use of technologies was employed in training soldiers during and after WWII using films and other mediated materials, such as overhead projectors. The concept of hypertext is traced to description of memex by Vannevar Bush in 1945. Cuisenaire rods Slide projectors were widely used during the 1950s in educational institutional settings. Cuisenaire rods were devised in the 1920s and saw widespread use from the late 1950s. In 1960, the University of Illinois initiated a classroom system based in linked computer terminals where students could access informational resources on a particular course while listening to the lectures that were recorded via some form of remotely linked device like a television or audio device.[30] In the mid 1960s Stanford University psychology professors Patrick Suppes and Richard C. Atkinson experimented with using computers to teach arithmetic and spelling via Teletypes to elementary school students in the Palo Alto Unified School District in California.[31][32] Stanford's Education Program for Gifted Youth is descended from those early experiments. In 1963, Bernard Luskin installed the first computer in a community college for instruction. Working with Stanford and others he helped develop computer-assisted instruction. Working with the Rand Corporation, Luskin's landmark UCLA dissertation in 1970 analyzed obstacles to computer-assisted instruction. Artistic portrait of Ivan Illich by Amano1. In 1971, Ivan Illich published a hugely influential book called, Deschooling Society, in which he envisioned "learning webs" as a model for people to network the learning they needed. The 1970s and 1980s saw notable contributions in computer-based learning by Murray Turoff and Starr Roxanne Hiltz at the New Jersey Institute of Technology[33] as well as developments at the University of Guelph in Canada.[34] In 1976, Bernard Luskin launched Coastline Community College as a "college without walls" using television station KOCE-TV as a vehicle. In the UK the Council for Educational Technology supported the use of educational technology, in particular administering the government's National Development Programme in Computer Aided Learning[35] (1973–77) and the Microelectronics Education Programme (1980–86). By the mid-1980s, accessing course content became possible at many college libraries. In computer-based training (CBT) or computer-based learning (CBL), the learning interaction was between the student and computer drills or micro-world simulations. Digitized communication and networking in education started in the mid-1980s. Educational institutions began to take advantage of the new medium by offering distance learning courses using computer networking for information. Early e-learning systems, based on computer-based learning/training often replicated autocratic teaching styles whereby the role of the e-learning system was assumed to be for transferring knowledge, as opposed to systems developed later based on computer supported collaborative learning (CSCL), which encouraged the shared development of knowledge. Videoconferencing was an important forerunner to the educational technologies known today. This work was especially popular with Museum Education. Even in recent years, videoconferencing has risen in popularity to reach over 20,000 students across the United States and Canada in 2008-2009. Disadvantages of this form of educational technology are readily apparent: image and sound quality is often grainy or pixelated; videoconferencing requires setting up a type of mini-television studio within the museum for broadcast, space becomes an issue; and specialised equipment is required for both the provider and the participant.[36] The Open University in Britain[34] and the University of British Columbia (where Web CT, now incorporated into Blackboard Inc., was first developed) began a revolution of using the Internet to deliver learning,[37] making heavy use of web-based training, online distance learning and online discussion between students.[38] Practitioners such as Harasim (1995)[39] put heavy emphasis on the use of learning networks. With the advent of World Wide Web in the 1990s, teachers embarked on the method using emerging technologies to employ multi-object oriented sites, which are text-based online virtual reality systems, to create course websites along with simple sets of instructions for its students. By 1994, the first online high school had been founded. In 1997, Graziadei described criteria for evaluating products and developing technology-based courses that include being portable, replicable, scalable, affordable, and having a high probability of long-term cost-effectiveness.[40] Improved Internet functionality enabled new schemes of communication with multimedia or webcams. The National Center for Education Statistics estimate the number of K-12 students enrolled in online distance learning programs increased by 65 percent from 2002 to 2005, with greater flexibility, ease of communication between teacher and student, and quick lecture and assignment feedback. According to a 2008 study conducted by the U.S Department of Education, during the 2006-2007 academic year about 66% of postsecondary public and private schools participating in student financial aid programs offered some distance learning courses; records show 77% of enrollment in for-credit courses with an online component.[41] In 2008, the Council of Europe passed a statement endorsing e-learning's potential to drive equality and education improvements across the EU.[42] Computer-mediated communication (CMC) is between learners and instructors, mediated by the computer. In contrast, CBT/CBL usually means individualized (self-study) learning, while CMC involves educator/tutor facilitation and requires scenarization of flexible learning activities. In addition, modern ICT provides education with tools for sustaining learning communities and associated knowledge management tasks. Students growing up in this digital age have extensive exposure to a variety of media.[43][44] Major high-tech companies such as Google, Verizon and Microsoft have funded schools to provide them the ability to teach their students through technology, in the hope that this would lead to improved student performance.[45] Theory Main articles: Educational psychology, E-learning (theory), Learning theory (education) and Educational philosophies Various pedagogical perspectives or learning theories may be considered in designing and interacting with educational technology. E-learning theory examines these approaches. These theoretical perspectives are grouped into three main theoretical schools or philosophical frameworks: behaviorism, cognitivism and constructivism. Behaviorism This theoretical framework was developed in the early 20th century based on animal learning experiments by Ivan Pavlov, Edward Thorndike, Edward C. Tolman, Clark L. Hull, and B.F. Skinner. Many psychologists used these results to develop theories of human learning, but modern educators generally see behaviorism as one aspect of a holistic synthesis. Teaching in behaviorism has been linked to training, emphasizing the animal learning experiments. Since behaviorism consists of the view of teaching people how to something with rewards and punishments, it is related to training people.[46] B.F. Skinner wrote extensively on improvements of teaching based on his functional analysis of verbal behavior[47][48] and wrote "The Technology of Teaching",[49][50] an attempt to dispel the myths underlying contemporary education as well as promote his system he called programmed instruction. Ogden Lindsley developed a learning system, named Celeration, that was based on behavior analysis but that substantially differed from Keller's and Skinner's models. Cognitivism Cognitive science underwent significant change in the 1960s and 1970s. While retaining the empirical framework of behaviorism, cognitive psychology theories look beyond behavior to explain brain-based learning by considering how human memory works to promote learning. The Atkinson-Shiffrin memory model and Baddeley's working memory model were established as theoretical frameworks. Computer Science and Information Technology have had a major influence on Cognitive Science theory. The Cognitive concepts of working memory (formerly known as short term memory) and long term memory have been facilitated by research and technology from the field of Computer Science. Another major influence on the field of Cognitive Science is Noam Chomsky. Today researchers are concentrating on topics like cognitive load, information processing and media psychology. These theoretical perspectives influence instructional design.[51] Constructivism Educational psychologists distinguish between several types of constructivism: individual (or psychological) constructivism, such as Piaget's theory of cognitive development, and social constructivism. This form of constructivism has a primary focus on how learners construct their own meaning from new information, as they interact with reality and with other learners who bring different perspectives. Constructivist learning environments require students to use their prior knowledge and experiences to formulate new, related, and/or adaptive concepts in learning (Termos, 2012[52]). Under this framework the role of the teacher becomes that of a facilitator, providing guidance so that learners can construct their own knowledge. Constructivist educators must make sure that the prior learning experiences are appropriate and related to the concepts being taught. Jonassen (1997) suggests "well-structured" learning environments are useful for novice learners and that "ill-structured" environments are only useful for more advanced learners. Educators utilizing a constructivist perspective may emphasize an active learning environment that may incorporate learner centered problem based learning, project-based learning, and inquiry-based learning, ideally involving real-world scenarios, in which students are actively engaged in critical thinking activities. An illustrative discussion and example can be found in the 1980s deployment of constructivist cognitive learning in computer literacy, which involved programming as an instrument of learning.[53]:224 LOGO, a programming language, embodied an attempt to integrate Piagetan ideas with computers and technology.[53][54] Initially there were broad, hopeful claims, including "perhaps the most contro

Kannada

ಬಿನ್ ಜೊತೆ transalate

Última atualização: 2016-06-06
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Inglês

Some people are very fond of books and collect them to satisfy their thirst for knowledge

Kannada

ಕೆಲವರು ಪುಸ್ತಕಗಳ ಅತ್ಯಂತ ಇಷ್ಟಪಟ್ಟಿದ್ದರು ಮತ್ತು ಜ್ಞಾನ ತಮ್ಮ ಬಾಯಾರಿಕೆ ಪೂರೈಸಲು ಅವುಗಳನ್ನು ಸಂಗ್ರಹಿಸಲು

Última atualização: 2015-12-23
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Inglês

Several events were held across 36 states and union territories, covering 600 districts in the country. Information Technology companies were told to organise a mandatory viewing of the speech to be delivered by PM Narendra Modi at the launch of the Digital India Initiative. What is Digital India? With the launch of Digital India programme, the government is taking a big step forward to transform the country into a digitally empowered knowledge economy. Includes various schemes worth over Rs 1 lakh crore like Digital Locker, e-eduction, e-health, e-sign and national scholarship portal. BharatNet in 11 states and Next Generation Network (NGN), are also a part of Digital India campaign. The programme includes projects that aim to ensure that government services are available to citizens electronically and people get benefit of the latest information and communication technology. The Ministry of Communications and IT is the nodal agency to implement the programme. Apps for Digital India Digital India Portal, MyGov Mobile App, Swachh Bharat Mission App and Aadhaar Mobile Update App. Vision Of Digital India Digital Infrastructure as a Utility to Every Citizen Governance & Services on Demand Digital Empowerment of Citizens Pillars Of Digital India Broadband Highways Universal Access to Phones Public Internet Access Programme e-Governance - Reforming government through Technology e-Kranti - Electronic delivery of services Information for All Electronics Manufacturing - Target NET ZERO Imports IT for Jobs Early Harvest Programmes Impact of Digital India by 2019 Broadband in 2.5 lakh villages, universal phone connectivity Net Zero Imports by 2020 400,000 Public Internet Access Points Wi-fi in 2.5 lakh schools, all universities; Public wi-fi hotspots for citizens Digital Inclusion: 1.7 Cr trained for IT, Telecom and Electronics Jobs Job creation: Direct 1.7 Cr. and Indirect at least 8.5 Cr. e-Governance & eServices: Across government India to be leader in IT use in services - health, education, banking Digitally empowered citizens - public cloud, internet access Benefits of Digital Locker Digital Locker facility will help citizens to digitally store their important documents like PAN card, passport, mark sheets and degree certificates. Digital Locker will provide secure access to Government issued documents. It uses authenticity services provided by Aadhaar. It is aimed at eliminating the use of physical documents and enables sharing of verified electronic documents across government agencies. Digital Locker provides a dedicated personal storage space in the cloud to citizens, linked to citizens Aadhaar number. Digital Locker will reduce the administrative overhead of government departments and agencies created due to paper work. It will also make it easy for the residents to receive services by saving time and effort as their documents will now be available anytime, anywhere and can be shared electronically. To sign-up for your Digital Locker, one needs an Aadhaar card and a Mobile number that is linked to that Aadhaar card Number. What is National Optical Fibre Network (NOFN)? NOFN proposes seven lakh kilometers of optical fibre to be laid to connect 250 gram panchayats in three years. Public Wi-fi spots will be provided around the clusters after that and all villages will be provided with internet connectivity. According to Communications and Information Technology Minister Ravi Shankar Prasad, "ten states including Maharashtra, Madhya Prasad, Rajasthan, West Bengal, Haryana and Chhattisgarh, are ready to roll out the NOFN to facilitate Digital India. Prasad, early this year, had described Digital India initiative as, "India would become a very powerful digitally connected world. This would lead to a good architecture for electronic delivery of service. The entire contour of India is change. India is sitting at the cusp of a big digital revolution." States like Telangana, Meghalaya, Jharkhand also observed Digital India Week (DIW) from July 1 to July 7. The University Grants Commission (UGC) also directed all varsities and higher education institutes across the country to observe the Digital India Week. Read more at: http://www.oneindia.com/feature/what-is-digital-india-programme-explained-1792279.html

Kannada

ಡಿಜಿಟಲ್ ಭಾರತದ

Última atualização: 2015-12-06
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Inglês

Several events were held across 36 states and union territories, covering 600 districts in the country. Information Technology companies were told to organise a mandatory viewing of the speech to be delivered by PM Narendra Modi at the launch of the Digital India Initiative. What is Digital India? With the launch of Digital India programme, the government is taking a big step forward to transform the country into a digitally empowered knowledge economy. Includes various schemes worth over Rs 1 lakh crore like Digital Locker, e-eduction, e-health, e-sign and national scholarship portal. BharatNet in 11 states and Next Generation Network (NGN), are also a part of Digital India campaign. The programme includes projects that aim to ensure that government services are available to citizens electronically and people get benefit of the latest information and communication technology. The Ministry of Communications and IT is the nodal agency to implement the programme. Apps for Digital India Digital India Portal, MyGov Mobile App, Swachh Bharat Mission App and Aadhaar Mobile Update App. Vision Of Digital India Digital Infrastructure as a Utility to Every Citizen Governance & Services on Demand Digital Empowerment of Citizens Pillars Of Digital India Broadband Highways Universal Access to Phones Public Internet Access Programme e-Governance - Reforming government through Technology e-Kranti - Electronic delivery of services Information for All Electronics Manufacturing - Target NET ZERO Imports IT for Jobs Early Harvest Programmes Impact of Digital India by 2019 Broadband in 2.5 lakh villages, universal phone connectivity Net Zero Imports by 2020 400,000 Public Internet Access Points Wi-fi in 2.5 lakh schools, all universities; Public wi-fi hotspots for citizens Digital Inclusion: 1.7 Cr trained for IT, Telecom and Electronics Jobs Job creation: Direct 1.7 Cr. and Indirect at least 8.5 Cr. e-Governance & eServices: Across government India to be leader in IT use in services - health, education, banking Digitally empowered citizens - public cloud, internet access Benefits of Digital Locker Digital Locker facility will help citizens to digitally store their important documents like PAN card, passport, mark sheets and degree certificates. Digital Locker will provide secure access to Government issued documents. It uses authenticity services provided by Aadhaar. It is aimed at eliminating the use of physical documents and enables sharing of verified electronic documents across government agencies. Digital Locker provides a dedicated personal storage space in the cloud to citizens, linked to citizens Aadhaar number. Digital Locker will reduce the administrative overhead of government departments and agencies created due to paper work. It will also make it easy for the residents to receive services by saving time and effort as their documents will now be available anytime, anywhere and can be shared electronically. To sign-up for your Digital Locker, one needs an Aadhaar card and a Mobile number that is linked to that Aadhaar card Number. What is National Optical Fibre Network (NOFN)? NOFN proposes seven lakh kilometers of optical fibre to be laid to connect 250 gram panchayats in three years. Public Wi-fi spots will be provided around the clusters after that and all villages will be provided with internet connectivity. According to Communications and Information Technology Minister Ravi Shankar Prasad, "ten states including Maharashtra, Madhya Prasad, Rajasthan, West Bengal, Haryana and Chhattisgarh, are ready to roll out the NOFN to facilitate Digital India. Prasad, early this year, had described Digital India initiative as, "India would become a very powerful digitally connected world. This would lead to a good architecture for electronic delivery of service. The entire contour of India is change. India is sitting at the cusp of a big digital revolution." States like Telangana, Meghalaya, Jharkhand also observed Digital India Week (DIW) from July 1 to July 7. The University Grants Commission (UGC) also directed all varsities and higher education institutes across the country to observe the Digital India Week.

Kannada

ಡಿಜಿಟಲ್ ಭಾರತದ ಮೇಲೆ ಪ್ರಬಂಧ

Última atualização: 2015-12-06
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Inglês

Books plays an important role in in our life. Books are our friends in a real sense. They demand nothing from us. They give us plenty of joy. We also learn a lot from them. They take us into a different world of imagination. Good books improve our standard of living. They tone up our intellectual taste they make our outlook broad. They console us when we are depressed. Books encourage us when we are defeated. They inspire us to work hard with hope and courage. They remove our ignorance and add to our knowledge. Books enrich our experience and sharpen our intellect. Thus a good book is our true friend. A man must avoid reading bad books. They may make our life miserable. We may have to suffer because of bad books. They develop in us bad habits. They mislead and misguide. Bad books ruin our intellect. They spoil our interest in reading good and serious books. We must avoid reading such bad and cheap books because they waste our time and energy. We should develop a healthy habit of reading books. We must select the books carefully. We should read only good books. Reading good books has many advantages. Bad books spoil our character. They develop unhealthy habits in us. We should follow children and young men to read only good books. They should act upon the lessons they learn from such books. A good book is our ‘friend, philosopher and guide’. Everybody wants pleasure in life. Man wants wealth and power for the sake of pleasure. He wants to have good health so that he may enjoy life more and more. In the modern age man seeks pleasure everywhere. All the discoveries and inventions of science are made for human happiness. Even saints and sanyasis live a life of suffering in this world for divine pleasure in the other world. We can get pleasure from various things. Spots, games and films are some of them. But the reading of books gives us the real pleasure of life. When we read good book, we forget ourselves. We do not remember the care and anxieties of the world. We are sent into a land of beauty, imagination and happiness. So, books are the source of the greatest pleasure in life. Well-read man is loved by all. He is a store house of information. He knows something of everything. A well read man can be very good talker. He can entertain us with his good talks. He shows his worth at a social function. He can talk about many things. So, we do not feel dullness and boredom in the company of such persons. This is another advantage of reading books. Books are of different kinds. Some books deal with topics of general nature. Everybody likes to read those books. There are also some books on certain topics. Such books are written for a particular set of readers. A general reader likes to read books of general nature. They give us knowledge and pleasure. Conclusion We should be very careful while we select books. Good books develop in us many qualities. A man of wide reading is a man of culture. Books, magazines and journals do not bore us. They make our life happy. But bad books spoil our taste. Only a sincere reader of good books knows what divine pleasure he gets from reading books.kannada essay on importance of book

Kannada

ಪುಸ್ತಕದ ಮಹತ್ವದ ಕುರಿತು ಕನ್ನಡ ಪ್ರಬಂಧ

Última atualização: 2015-09-17
Assunto: Geral
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Inglês

Today, we have assembled here to celebrate the 64th Republic Day of India. On this auspicious occasion, I convey my greetings to all my countrymen and pray for the prosperity and development of our nation so that we can all live in peace with a spirit of brotherhood. Just a few minutes ago, you have watched the chief guest of today's function hoist the national flag of India and we all sang the Indian national anthem symbolizing the unity of India with our hearts filled with patriotic feelings for our nation. The saffron (kesaria) colour of the flag at the top represents the strength and courage of the country. The white colour in the middle shows our desire for peace. The dark green colour at the bottom of the national flag shows the fertility, growth and auspiciousness of our motherland. The nave blue wheel with 24 spokes represents the Dharma Chakra. You must have read in your history books about the great king Ashoka of ancient India. This symbolic wheel in the middle of our flag belongs to a monument of King Ashoka, kept at Sarnath near Varanasi. The national anthem which we have sung now and usually sing in our school assembly was originally composed in Bengali by Rabindranath Tagore. For your historical knowledge, I must tell you that the national anthem was first sung at the Kolkata session of the Indian National Congress on December 27, 1911. The full song consists of five stanzas, but the Indian Constitution Assembly adopted the Hindi version of only the first stanza as our national anthem on January 24, 1950.

Kannada

ಗಣರಾಜ್ಯೋತ್ಸವದಂದು ಪ್ರಬಂಧ ಭಾಷಾಂತರಿಸಲು

Última atualização: 2015-01-16
Assunto: Geral
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