MUST WATCH FILMS FOR REAL NATIONALIST

Nationalism always been most forgettable ideology. Nationalism seeks to pressure & foster a nation’s traditional culture. Nationalism dominant the loyalty and devotion towards nation. It aims to build and maintain a single National identity based on shared social characteristics of culture, ethnicity, geographic location, language, politics, religion traditions and belief in a shared singular history to promote National unity or solidarity.

The moral value of nationalism the relationship between nationalism patriotism and the compatibility of nationalism and cosmopolitanism are all subjects of philosophical labels. Nationalism can be combined with diverse Political goals & ideologies such as conservatism (Right Wing) or socialism (Left Wing). Nationalism is seen as positive or negative depending on it’s actions and outcomes.

Scholars frequently place thebeginning of nationalism in late 18^th century or early 19^th century with American declaration of Independence or with the French Revolution. Nationalism as a concept was firmly established by 19^th century. The template of nationalism, as a method for mobilising Public opinion around new state based on popular sovereignty, Due to Industrial Revolution there was an emergence of an integrated, nation encompassing economy & National Public sphere, where the people began to identify with the country at large, rather than the smaller units of their provinces, town or family.

Union Jack was adopted in 1801 as the rational one. The political development of nationalism and the push for popular sovereignty culminated with the ethnic/ national revolution of Europe. It has also been used to legitimate racial, ethnic and religious divisions, suppress or attack minorities and undermine human rights and democratic tradition. Radical nationalism combined with racial hatred was a key factor in the Holocaust perpetrated by Nazi Germany. In 1749, Thomas Arne composed the patriotic song “Rule Britannia”!. Cartoonist John Arbuthnot invented the character of John Bull as the personification of the English national spirit in 1712.

Imposing the idea of one language in 1772 through his “ Treatise on the origin of language” focusing on the role of common language the instance observe in modern politics. He attached exceptional importance to the concepts of nationality and of patriotism.

Sociological or modernist interpretation of nationalism & nation building argues that nationalism arises and flourishes in modern societies that an industrial economy capable of self sustainability, a central supreme authority capable of maintaining authority and unity, few prominent figures developed the modernist interpretation of nation and nationalism include: Carlton J H Hayes, Rabindranath Tagore, Emile Durkheim, Max weber, Talcott Parsons, Arnold Joseph Toynbee.

Now, think about it, how preferable to have nationalism as development ideology that emphasis on destroying the diversity; diversity that intact the entire nation in oneness without holding on discrimination. If people understand each other with different culture & religion the world will become the better place to live; politicians will not take advantage & will not turn up entire region in war.

Conflict will resolve quickly if sit & have table talk. Far – Right leader Marine Le Pen in France emerging as second highest vote collector candidate belongs to National Rally Party. National Rally believes in strong French centric ideology same as Trump reign during his tenure like “ Make America great again” to have strong immigration policy and secure the American individual identity . VÖLKISH MOVEMENT (Body of people) – German ethno nationalist movement from late 19^th century through to Nazi Era impose the “blood and soil”.

However, It is difficult to amaze the world with far right nationalism as we have example of Vietnam War reaction when people saw the images from Vietnam War people protested against the government, Movements like Black life matters, Protest against CAA.

So, Now what should be the real meaning of Nationalism – Simple we believe in democracy and diversity (ironically scrapped from new CBSE syllabus) when we embrace the different culture. Encouraging tolerance for people of different cultural and racial background. When we send off ethnic & racial difference, religion, socio – economic background, intelligence. So whatever movies are mentioned here are based on true meaning of Nationalism. These movies asking question from Society in terms of socio – economic difference, war, racial discrimination, gender biases if you concern about these matter then you are real nationalist and kind of facets of society that Government wants us that we must not talk about these situations.

Movies Like: –

1)Never look away – Werk ohne Autor

2)Dr. Strangelove: Or How I learned to stop worrying and love the bomb

3)Full metal jacket

4)The lives of others – Das Leben Der Anderen

5)Ardh Satya

6)Mathilukal

7)Shyam benegal’ s films

8)Apu Trilogy

9)Bimal Roy’s films

These above mentioned movies list here in this article because of their Challenging Attitude towards for bringing something better for disadvantaged groups. More Can include in it with time and how we will evolve.

Population Explosion

By – Supriya

Next to the People ‘s Republic of China , India is the most populous country in the whole world. In 2011, India, with 1,210,193,422(1.21 billion) people is the second most populous country in the world, while China is on the top with over 1,350,044,605(1.35 billion) people. The figures show that India represents almost 17.31% of the world ‘s population , which means one out of six people on this planet live in India. India occupies 2.4% of the world ‘s land area and supports over 17.5% of the world ‘s population. Although, the crown of the world ‘ s most populous country is on China’s head for decades , India is all set to take the number one position by 2030. With the population growth rate at 1.58% , India is predicted to have more than 1.53 billion people by the end of 2030. In 1952, India was the first country in the world to launch a national programme, emphasizing family planning to the extent necessary for reducing birth rates ” to stabilize the population at a level consistent with the requirements of national economy”. The population of India at that time had been around 342 million . The population comprises 623.7 million males and 586.5 million females , according to a provisional 2011 Census report. China , the most populous nation , accounts for 19.4 percent of the global population. Among the states and Union Territories , Uttar Pradesh is the most populous state with 199 million people and Lakshadweep the least populated at 64429. The combined population of UP and Maharashtra is bigger than that of the US . The Census indicated a continuing preference for male children over female children. The latest child sex ratio is 914 female against 1000 male – the lowest since Independence. According to the data, literates constitute 74 percent of the total population aged seven and above. The literacy rate has gone up from 64.83 percent in 2001 to 74.04 percent in 2011 showing an increase of 9.21 percent. Concerned over the possibility of the country ‘ s population touching 1.8 billion by 2045, the government is taking various steps to rein in total fertility rates. The steps taken to stabilize population include the adoption of a National Population Policy , constitution of the National Commission on Population , registration of the National Population Stabilization Fund and constitution of an empowered action group for focused attention on eight demographically weaker states. The immediate objective of the national population policy is to address the unmet needs for contraception , health care infrastructure , and child health care. Most importantly , education is the key to greater awareness in people , which will ultimately control population . This is evident from the fact that Kerala which has an overall literacy population , while Uttar Pradesh which has an overall literacy rate of 57.36% and female literacy rate of 42.98% constitutes 16.49% of the Indian population.

The major cause of this population explosion is the widening gap between the birth and the death rate due to increased medical facilities . Another social cause in India that contributes to the growth of population in India is the low age of marriage . Early marriages should be discouraged at any cost which can be done only through various means such as the television and the cinema. This brings us to another related problem that of high illiteracy rate. Due to illiteracy , measures like family planning get defeated . Education makes people broad – minded , liberal , open to new ideas , logical and rational . It helps to keep away orthodoxy and superstitious thinking . Other causes of population explosion are joint family system , lack of responsibility of the young couples in the joint family to bring up their children, lack of recreational facilities and lack of information. The road is long and sturdy for India but it is not an impossible destination to arrive at. The government has to adopt strict measures like not recruiting the persons having more than two children, spread education and awareness among women etc. People should be made aware of the repercussions of population explosion and if that does not help, fear of law can also be used as a last resort in order to find ways to control the population of the country.

Thankyou!

Poverty in India

By – Supriya

Even after more than 60 years of independence , poverty remains the most serious problems that India faces. India still has the world ‘s largest number of poor people dwelling on its land. Of its population of more than 1.2 billion, an estimated 444 million are below the poverty line, out of which 61 percent dwell in the rural areas of the country. Most of them are daily workers, landless labourers and self employed householders. A major percentage of this population is illiterate , with women, tribal and Scheduled Castes particularly being affected in large numbers. Today, one in every three persons living in abject poverty all over the world in an Indian. Poverty is a situation, which gives rise to the discrepancy between what one has and what one should have. Berstein Henry identifies a few dimensions of poverty such as lack of livelihood strategies , inaccessibility to resources like money , land or credit , feeling of insecurity or frustration and inability to maintain and develop social relations due to lack of resources. The three things that are usually used to define the concept of poverty are the amount of money required by a person to sustain , the life below a minimum subsistence level and the living standard prevalent at the time, and the comparative state of well – being of a few and the deprivation of the majority in the society. The first two concepts refer to the economic dimensions of poverty whereas the last one to its social needs. In terms of gratifying the basic physiological needs, poverty is measured in terms of an imaginary ‘ poverty line’. The poverty line serves as a cut – off line for separating the poor from the not – poor, given the size distribution of population by per capita consumer expenditure classes. Population with per capita consumer expenditure levels below the level defined by the poverty line is counted as poor. According to a 2005 World Bank estimate ,41.6% of the total Indian population falls below the international poverty line of US$ 1.25. The purchasing power parity (PPP) as per Indian standards is ₹21.6 a day in urban areas and ₹ 14.3 in rural areas. The Planning Commission of India has accepted the Tendulkar Committee report which says that 37% of people in India live below the poverty line.

A study by the Oxford Poverty and Human Development Initiative using a Multi – dimensional Poverty Index(MPI) found that there were 645 million poor living under the MPI in India,421 million of whom are concentrated in eight North Indian and East Indian states of Bihar, Chattisgarh, Jharkhand,Madhya Pradesh , Orissa, Rajasthan, Uttar Pradesh and West Bengal.This number is higher than the 410 million poor living in the 26 poorest African nations. Presence of a massive parallel economy in the form of black (hidden) money stashed in overseas tax havens and underutilization of foreign aid have also contributed to the slow pace of Poverty alleviation in India. The poor can be classified into four groups – the destitute , extremely poor, very poor and poor. Poverty is that condition in which a person fails to not only fulfill his basic physiological needs but also fails to protect himself from diseases , get balanced nutrition , maintain good health etc. In simple terms, a person in order to survive should have proper food, clothing , shelter , health care and education. Thus poverty refers to a person failing to acquire these minimum levels of subsistence and thus suffers from starvation , malnutrition , and diseases. Poverty is in fact not just an economic or a political problem. In order to combat this grave problem , first and foremost , there should be a strict check on population increase . Creation of employment opportunities, spread of education , elimination of black money , decentralisation of planning , helping women and youth to become self – reliant are some other ways to combat this problem . It is not due to lack of resources or technical assistance that we are failing in achieving our goals but more so due to lack of execution of these plans and programs.

India’s democracy and the social reformers of India

Enough is enough: Take a stand for equality and inclusiveness - Tricentis

India is the largest democracy in the world. The country is known for the multiplicity of culture. In the words of Jawaharlal Nehru, India is the land of unity in diversity. But when we look back, we could identify several aspects were Indian culture lacked humanity and compassion.

People around the world are coming to India to experience and study the rich culture of the nation. But when we look back, we could identify several aspects which faced severe criticisms from humanitarians around the globe. So, how did this change happen?

The paradigm shift in the culture and practices are a result of combined efforts of the social reformers in the pre independent India.

Let us check some social reform movements during the independence struggle:

Prathana samaj

Prarthana Samaj or “Prayer Society” in Sanskrit, was a movement for religious and social reform in Bombay, India, based on earlier reform movements. Prarthana Samaj was founded by Atmaram Pandurang in 31 March 1867. The movement was started as a movement for religious and social reform in Maharashtra and can be seen much more alike Brahmo Samaj.

Brahmo samaj

It was one of the most influential religious movements in India and made a significant contribution to the making of modern India.[2] It was started at Calcutta on 20 August 1828 by Raja Ram Mohan Roy and Dwarkanath Tagore as reformation of the prevailing Brahmanism of the time (specifically Kulin practices) and began the Bengal Renaissance of the 19th century pioneering all religious, social and educational advance of the Hindu community in the 19th century.

Atmiya sabha

Atmiya Sabha was a philosophical discussion circle in India. The association was started by Ram Mohan Roy in 1815 in Kolkata (then Calcutta). They used to conduct debate and discussion sessions on philosophical topics, and also used to promote free and collective thinking and social reform. The foundation of Atmiya Sabha in 1815 is considered as the beginning of the modern age in Kolkata. In 1823, the association became defunct.

Satyashodhak Samaj

Satyashodhak Samaj (Truth-seekers’ Society) was a social reform society founded by Jyotiba Phule in Pune, Maharashtra, on 24 September 1873. It espoused a mission of education and increased social rights and political access for underprivileged groups, focused especially on women, Shudras, and Dalits, in Maharashtra. Jyotirao’s wife Savitribai was the head of women’s section of the society.

Young Bengal movement

The Young Bengal was a group of Bengali free thinkers emerging from Hindu College, Calcutta. They were also known as Derozians, after their firebrand teacher at Hindu College, Henry Louis Vivian Derozio.

Tattwabodhini sabha

The Tattwabodhini sabha was a group founded in Calcutta on 6 October 1839 as a splinter group of the Brahmo Samaj, reformers of Hinduism and Indian Society. The founding member was Debendranath Tagore, previously of the Brahmo Samaj, eldest son of influential entrepreneur Dwarkanath Tagore, and eventually father to renowned polymath Rabindranath Tagore. In 1859, the Tattwabodhini sabha were dissolved back into the Brahmo samaj by Debendranath Tagore.

As a result of the concerted efforts, there were several changes in Indian society. The abolishment of Sati, promotion of widow remarriage, education of women several other changes were the result of these activities.

Last two centuries were not only the period of independence struggle but was also the phase of Indian renaissance. There were many reformers who fought against the social evils and acted as the eye openers for the general public. These values have also contributed towards the framing of constitution.

Let us uphold the values shared by these great people.

India’s democracy and the social reformers of India

The paradigm shift in the culture and practices are a result of combined efforts of the social reformers in the pre independent India.

Let us check some social reform movements during the independence struggle:

Prathana samaj

Brahmo samaj

Atmiya sabha

Satyashodhak Samaj

Young Bengal movement

Tattwabodhini sabha

Let us uphold the values shared by these great people.

Benefits of INTERNSHIPS

Internships are referred to a work done by a student or a graduate for a professional experience which is meaningful and related to his/her field of study or career interest. Internships also help students to learn and will also experience of working in co-operative companies. It’s also an opportunity for a student to develop his career and learn a new skill.

There are different types of internships some of them are

· Paid internship:- These types of internships help the students experience a new skill which can also relate to his/her study field, career interest and get paid money for his/her works.

· Summer internships: – This internship is most popular. These internships are most help for students to learn and earn in their free time and can spend more time in working for their career.

· Co-operative education: – This internship is different from other internships. Another type of internship to choose from is a cooperative education program. This internship is a three- way partnership between a student, an employer, and a college or a university. The difference between normal internship and co-operative is length of time.

· Unpaid internship:- unpaid paid internships provides a students or a graduate experience of new skill or give experiencing in student’s field of study or career interest.

· Externships: – externship is option where he /she is can gain knowledge in a career interest. It’s also shorter than internship more like a day or few weeks.by externship students can experience day to day activities and responsibilities of the job.

Strong influencers underlying Omani English-major students’ willingness to communicate online

Behind-the-screen communication can improve learners’ willingness to communicate (WTC) in a foreign/second language (L2). During the Covid-19 pandemic, however, online education gave instructors ample opportunity to observe learners’ communicative behaviour. The study reports observations showing that the new situation affected some learners’ L2 WTC negatively, and that those unaffected have a high L2 WTC. In a group of 137 Omani English-major students, only 12 students showed WTC in online sessions, as observed by the researchers and validated by 3 instructors. Interviews with 5 of these students suggested that when students major in the L2, their WTC, influenced by different types of motivation, can develop to a predisposition to speak notwithstanding the learning situation/interlocutor types. Communication barriers are overcome by such learners through different learning strategies and the belief that L2 mistakes are acceptable and inevitable. This necessitated revisiting the concept of WTC as a personality-based predisposition from the perspective of learners majoring in the L2.

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Keywords: communication strategies; L2; learning strategies; motivation; Omani learners; personality-based predisposition; WTC.

1. Introduction

The concept of willingness to communicate (WTC) was originally used to refer to an individual’s communication in his/her first language (L1) and was defined as a person’s tendency – a personality-based predisposition – to initiate a conversation/discussion when

given the opportunity to do so (McCroskey & Baer, 1985; McCroskey & Richmond, 1990). The subsequent use of the concept in the area of English as a second/foreign language (L2) did not involve considering an individual’s WTC in the L2 as a simple manifestation of their WTC in the L1 (MacIntyre, Clément, Dörnyei & Noels, 1998). Rather, some variables have been identified as having potential impacts on L2 WTC, particularly, self-perceived communication competence, communication anxiety, shyness and motivation (Clément, Baker & MacIntyre, 2003). The socio-cultural dimension, type of language learning program (immersion vs. non-immersion), and level of L2 learning experience were also shown to be variables that have noticeable effects on learners’ WTC in the L2 (Baker & MacIntyre, 2000). Other variables identified include the interlocutor type, familiarity of the topic, and conversational context (Kang, 2005). Thus, factors affecting the L2 WTC construct were dealt with as situation-based and/or interlocutor-based, with some studies showing L2 WTC as a fluctuating (rather than a stable) personality-based predisposition.

The present study reports on Omani English-major students’ WTC during the online educational situation created due to the Covid-19 pandemic. It shows that while some students’ WTC in the L2 was affected negatively by social and affective variables triggered by the new online learning situation, others’ L2 WTC remained high. The data suggested that the latter group of students developed (prior to the pandemic advent) a personality-based predisposition to initiate communication in the L2 notwithstanding the learning situation/interlocutor types. Influenced by different types of motivation, these students overcome barriers to communication in the language they love and/or need for their future career through cognitive, metacognitive, affective, and social strategies (see Oxford’s (1990) taxonomy of learning strategies) – strategies that spring from the determination to master the language and the belief that L2 mistakes form an inevitable part of the learning process. These findings were supported by two additional observations: 1) not all students who showed high WTC had a good command of English and 2) the continuous attempts to motivate inactive students to communicate failed regardless of the conversational context.

The study is structured as follows. Work on L2 WTC is first sketched. This is followed by a summary of work on the effect of motivation on L2 learning in terms of which findings related to the participants’ communication behaviour can be described. Oxford’s (1990) taxonomy of learning strategies was then introduced as the framework for discussing findings related to the strategies the participants with high WTC in the L2 use to overcome communication barriers. The remaining parts of the study introduce the research methodology and discuss the research findings revisiting the concept of WTC as a personality-based predisposition, particularly the variables influencing it, from the perspective of Omani learners majoring in English. The study contributes to existing work on L2 WTC by showing that the Covid-19 online learning situation did not provide the conditions that some learners would need to communicate in the L2. The study further shows how L2 WTC develops – through different learning strategies – to a personality-based predisposition in motivated learners specialising in the L2. Such learners’ WTC is affected by linguistic and affective barriers in a positive way in the sense that they strengthen their determination to master the L2. The study ends with a summary of points and suggestions for further research.

2. Willingness to Communicate in the L2

Work on WTC as an L2 construct is rooted in Gardner’s (1988) socio-educational model – a model that considers factors affecting L2 learning (i.e. motivational, cognitive, affective, social, and cultural factors). MacIntyre, Clément, Dörnyei and Noels (1998), for example, used Gardner’s model as a theoretical foundation for a comprehensive model of WTC in L2 settings. Their model rests on the argument that “it is highly unlikely that WTC in the second language is a simple manifestation of WTC in the L1” (p. 546). To them, L2 WTC needs to be examined from the viewpoints of transient and enduring influences. Transient influences depend on the specific situation in which an individual functions at a given time (e.g., desire to speak to a specific person and knowledge of the topic). The enduring influences, in contrast, refer to stable and long-term properties of the situation or an individual (e.g., intergroup relations and personality). Thus, in MacIntyre et al.’s (1998) study, L2 WTC is conceptualized as both situational-based and individual-based construct (i.e. rather than a personality-based predisposition).

This conceptualisation is consistent with the findings of Kang’s (2005) longitudinal qualitative study conducted with Korean learners studying English in an American university. The results indicated that WTC in the L2 emerge under psychological conditions of excitement, responsibility, and security, each of which is created through the role of situational variables in a conversational situation, such as interlocutor, topic, and conversational context. Kang concluded that L2 WTC is a dynamic situational construct (rather than a personality-based predisposition) that changes moment-to-moment.

However, Cao and Philp (2006) examined learners’ WTC at situational-level as well as personality-level by adopting a mixed-method design study. Firstly, interrelationships between personality WTC in the L2 and situational WTC were measured by self-report within the context of whole class interaction, small group interaction, and dyadic interaction. Secondly, learners’ perceptions of factors affecting their WTC in classroom contexts were investigated. The results revealed that learners’ WTC behaviour in each of the class contexts was influenced both by personality-level and situational-level WTC. Learners’ WTC behaviour was also affected by group size, interlocutor familiarity, interlocutor participation, topic familiarity, and interest.

Clearly, L2 WTC has been examined at both situational level and personality level pinpointing the factors that affect the construct at both levels. It has also been considered from the viewpoint of motivation. The section below brings together studies on motivation and learning strategies to pave the way for showing how L2 WTC, influenced by different types of motivation, develops into a personality-based predisposition through different learning strategies, particularly when the situation is stable in the sense that it involves the same interlocutors and educational context (English major). The determination of individual learners to succeed in the language they need for their future career (or, in some cases, status) seems to be stronger than any barriers to L2 WTC.

3. From Motivation to Learning Strategies

Work on WTC from the viewpoint of motivation is also rooted in Gardner’s (2010) socio-educational model. Within this model, motivation is seen as “the driving force in any situation” (Gardner, 2010, p. 89) due to three essential elements: effort, desire, and positive effect. That is, the motivated learner will: 1) expend the effort to learn the language, 2) have the desire to achieve the goal, and 3) enjoy the task of learning the language. However, learners’ motivation may be associated with more factors, possibly those outside of the classroom, such as their current or future need for English competence. Individual learners’ beliefs about English learning and communication may be attributed to many other factors, such as past experience, learning styles, and social expectations. All factors identified in the literature can be considered under two types of motivation: integrative and instrumental.

Integrativeness in Gardner’s (2010) socio-educational model is measured by three variables: integrative orientation, attitudes toward the community of the L2, and interest in the foreign language learning (Gardner, 2010). Dörnyei (2005) proposed the notion of the L2 Motivational Self to reinterpret the concept of integrativeness and its impact on L2 learning motivation. The notion includes the Ideal L2 Self which refers to the language learning and proficiency goals of the individual L2 learner, Ought-to L2 Self which concerns the attributes that an L2 learner ought to possess to avoid any possible negative outcomes, and L2 Learning Experience which incorporates motives related to the immediate L2 learning environment and L2 learning experiences (Dörnyei, 2005).

In his counterargument, Gardner (2010) asserted that the concept of the L2 Motivational Self notion is not appropriate for the characterization of the integrative motive. He believed that it refers to students’ perceptions of the self and has a definite self-determination orientation. Gardner (2001) also extended the concept of integrativeness to refer to an openness to and respect for other cultural groups and ways of life without the necessary intention to assimilate into the L2 community.

As for instrumentality, Taguchi, Magid, and Papi (2009) classified the construct into two distinct types: instrumentality-promotion and instrumentality-prevention. Instrumentality-promotion reflects the regulation of personal goals to become successful. This could include attaining high proficiency in the second language in order to make more money or to find a better job. Instrumentality-prevention reflects the regulation of duties and obligation, such as studying the second language to pass an examination.

The results obtained from this study are consistent with Gardner’s extended concept of integrativeness (an openness to and respect for other cultural groups and ways of life without the necessary intention to assimilate into the L2 community) as well as his reinterpretation of Dörnyei’s (2005) concept of L2 Motivational Self; specifically, the ideal L2 and the ought-to-L2 components as irrelevant to integrative motivation in the sense that the constructs are based on learners’ beliefs about how they should be in the future. This reinterpretation may be reinterpreted further in terms of Taguchi, Magid, and Papi (2009) classification of instrumentality into the two constructs of instrumentality-promotion and instrumentality-prevention. Thus, the study deals with phenomena relevant to the concept of L2 Motivational Self as constructs of instrumental motivation.

Motivated students tend to use learning strategies, such as the ones captured in Oxford’s (1990) taxonomy. Figure 1 below sketches this taxonomy.

Figure 1. Oxford’s (1990) taxonomy of learning strategies

As shown below, the participants of this study depended on indirect learning strategies to overcome barriers to L2 WTC. The only direct strategies they mentioned fall under the cognitive type of Oxford’s learning strategies.

4. Research Methodology

The study was conducted in the second semester of the academic year 2020-2021 at the Faculty of Language Studies, Sohar University – a private university in the Sultanate of Oman. Sequential procedures were employed as qualitative-method strategies to collect the data. The procedures began with observations through which student participations in live sessions, discussions forums, or via email messages were observed and noted down. This was followed by collecting qualitative data through informal instructor interviews to validate the researchers’ observations. More qualitative data were gathered through semi-structured student interviews to explore in detail the case of the students with high WTC. The interview questions required students to self-report on their high WTC in English as well as their communication confidence and the strategies they use to overcome linguistic and affective factors.

The student participants (N=137) were overwhelmingly Omani females in their early twenties. They were in their third year of university working towards a Bachelor Degree in English Language Studies. The interview participants were 3 instructors (all are PhD holders) and 5 students. For the instructors, the sampling criterion was ‘teachers of the same group of students’; that is to say, teachers who are in a position to assess the validity of the researchers’ observations in regard to their students’ WTC. As for the students, the sampling criterion was ‘students with high WTC. Invitations to attend an interview were sent to all the students with high WTC (N=12), but only 5 students responded. 3 of the students were high achievers (with a GPA of 3.5 and above) and two above average (with a GPA of 2.5 and above). All interviewees were given pseudonyms to protect their identities.

5. Findings and Discussion

During the Covid-19 pandemic, Moodle was used as the E-learning platform for course materials and student discussion forums. In addition, two one-hour live sessions were conducted on Ms Teams per week to discuss materials and activities. These were question-answer sessions that prompted students to participate by summarizing points, analyzing examples, reflecting on points, and so on.

5.1. Observations

Observations of student participations in online sessions, discussion forums or via email messages are brought into focus below. Figure 2, which summarizes online session participations, shows that the percentages of attendees who participated through spoken communication as fluctuating between 5.84 and 8.76. By contrast, the percentages of students who participated through written communication represent a dynamic increase from 15.5 in Module 1 to 29.2 in Module 4 (the last course module).

Figure 2. Class participation in online sessions

Based on the researchers’ observations, the fluctuation in oral participation rates was due to the absence of some students with high WTC from the live sessions. As for the case of written participation, the participation rates increased gradually as students were building up knowledge of and familiarity with the contents. The students who participated in live sessions (either in speaking or writing) had different language proficiency levels. That is, communication competence was not a determining factor behind students’ WTC. The construct of instrumentality-prevention (Taguchi, Magid, and Papi, 2009) may explain the participation of weaker students as they raised questions about the exams.

However, the fact that inactive students outnumbered active students in the live sessions indicates that the Covid-19 behind-the-screen learning situation did not contain the filters necessary for triggering students to communicate. In a study of Omani students’ WTC that was conducted prior to the pandemic advent, Al-Amrani and Harrington (2020) reported that the online environment was more comfortable and less anxiety provoking than face-to-face environments. It also triggered less social embarrassment as online communication settings reduced social barriers; students were not anxious about losing face if the made a mistake. The online environment allowed students to hide behind their monitors so that interlocutors could not identify them. Moreover, even if other interlocutors could identify them, some students indicated that it was easier to express their points of views in English online as they could communicate from a distance. In the new online learning situation, however, hiding behind the monitor is not equated with anonymity and the platforms used (e.g. MS Teams) identify the participants.

The above finding can be supported by the reluctance of some excellent students to communicate (either in writing or speaking) during live sessions or in discussion forums. Three of these students were high achievers who certainly had the motivation to pass the course and probably other motivations that can be considered under the instrumentality-promotion construct. Yet, they consistently communicated with the instructors in regard to course concepts and exams via email messages. Figure 3 shows the rates of participations via discussion forums and email messages. It is clear from the figure that active students communicated more through email messages than discussion forums. Occasionally-active participants also used emails and the discussion forums to answer questions posted by the course instructors in the discussion forums.

Figure 3. Written participation through discussion forums and email messages

It is clear from the above figures that inactive students outnumbered active students on all the platforms used for teaching the course remotely. To assess the validity of this and the other observations presented above and to gain more insights into the situation, interviews were conducted with 3 instructors teaching the same group of students.

5.2. Instructor Interviews

Those were informal interviews that consisted of two parts. The first part sought information on the observed groups’ participation in online learning platforms. The instructors’ responses confirmed the researchers’ observation that inactive students outnumbered active students, and that few students communicated in speaking. An instructor commented that “Students were silent most of the time during live sessions and had it not been for some oral participations and the messages that some students posted, I would have thought I was talking to myself”. Another interviewee said, “It was very difficult to improve oral participation rates. I tried everything I could do. I even asked the students who sent me their inquiries by email to raise their questions during the live sessions or to post them in the discussion forums so that other students can learn from them, but they never did”. Such comments triggered the question of whether the students’ low participation rates can be described as interlocutor-based and/or situation-based. All interviewees agreed that it cannot be interlocutor-based since the students have been together and learning through the same instructors for three years. In addition, the interlocutors were overwhelmingly females (N=132/137), which meant that their low participation rates cannot also be analysed from the point of view of gender. However, the following instructor’s report suggests that the real reason behind low participation rates during the Covid-19 online learning is situation-based: “A student requested me to delete the recording of the live session because she participated in it”. The students’ request indicates that the new online learning situation may have affected student participations negatively, not only because the platforms used identify the participants, but also because their participations would form parts of recorded sessions to be uploaded to Moodle for students to be able to replay. This makes the new online learning situation different from other online learning environments in at least the following two respects: 1) it exits the group’s circle as the recorded sessions containing the student participations can be replayed in front of anyone outside the group and 2) recorded mistakes can be a source of everlasting embarrassment for students. The same may be said to apply to the discussion forums as students’ discussions remain posted for the duration of the course and can be viewed by anyone who has access to the course.

The second part of the interviews inquired about the participation of the specific female students that the researchers identified as having high WTC in speaking. The interviewees confirmed that the same students showed WTC in their classes. This triggered the question of whether these students use effective strategies to overcome communication barriers notwithstanding the situation and interlocutor types. To answer this question, interviews were conducted with a sample of these students.

5.3. Student Interviews

The interview questions required the 5 participants to self-report on their high WTC in English as well as communication confidence. Other questions focused on the strategies they use to overcome linguistic and affective factors which can influence their WTC, including fear of making mistakes and negative evaluation. The interviewees were also asked whether the new online learning situation had impacted their WTC in the L2. Table 1 provides the interview questions and summaries of responses. This research tool was validated by two experts.

Table 1. Student interview questions and responses

Questions	Student 1	Student 2	Student 3	Student 4	Student 5
1.What are the main reasons for having high WTC in English?	Ø Self-growth Ø Eagerness and tendency to communicate with people subconsciously	Ø WTC is a personality trait Ø Love for English	Ø Being able to express myself in English better than in Arabic as though English is my L1 Ø Feeling unique when speaking in English	The motivation to achieve my main goal (to be the best English teacher)	Practicing the language and learning from mistakes to improve communication and self-confidence
2. How do you gain high self-confidence or self-perceived communication competence?	Positive self-talk	Ø The ability to speak in English Ø Self-reflection helped me to diagnose weaknesses and address them	Developing my language skills	Developing my language skills	Continued to speak in English not caring about mistakes or negative comments until I learnt the language by paying attention to smallest details
3. How do you overcome communication anxiety or apprehension?	Ø Self-motivation Ø Self-convincing that no one is perfect	Practicing in front of the mirror and family members	By not giving up	I still suffer from communication anxiety, but still speak to achieve my main goal.	Accepting doing mistakes
4. How do you overcome language barriers?	Ø Reading Ø Writing Ø Singing along with songs	Ø My competitive nature pushed me to reach the level of fluent speakers Ø Joining English clubs helped me reach a high proficiency level Ø Mistakes are not a barrier. What matters is to communicate in order to identify your mistakes, take the time to correct them and avoid making them in the future	Learning through courses, movies, communication groups and speaking practice with friends and family	Learning through authentic language use (e.g. videos, songs and movies)	Ø Reading Ø Watching YouTube videos Ø Building up vocabulary
5. How do you overcome shyness?	Building self-confidence through peers’ positive comments	Shyness is inevitable, but it can push you to practice and learn in order to feel more confident when communicating in L2		Still shy but still speaks	English is not my L1 and it is fine to make mistakes
6. How do you overcome the fear of negative evaluation?	Believing that I cannot satisfy everyone	Ø I had this fear when I was at the beginner level Ø Self-reflection helped me recognise that making mistake is a stage to mastering L2 Ø I only pay attention to instructors’ comments which aim at helping me learn from my mistakes	· I fear mistakes, but I still speak to learn the language I love	·Being optimistic	· I still have this fear but it motivates me to learn from the comments
7. How do you overcome the fear of making mistakes?	Preparation and taking risks are key to developing L2 WTC	Mistakes are inevitable and they don’t affect my L2 WTC	Believing that the mere ability to speak in the L2 is a great achievement regardless of the mistakes	Believing that we learn from our mistakes	I still have this fear but it motivates me to learn more in order to avoid making mistakes
8. How did the online learning experience impact your WTC?	Sometimes, teachers called my name to answer their questions and that improved my self-confidence	It provided me with many opportunities to communicate. I answered teachers’ questions when no one else did	I developed self-confidence from situations where no one else volunteered to speak	I am not sure, but I participated in all live sessions and in the discussion forums	It didn’t.
9. Any other comments?	None	Motivation and practice can help you overcome all barriers	The main variables affecting the development of L2 WTC are lack of practice and encouragement	If you have high motivation to achieve any goals in your life, you will achieve them.	None

The responses to question 1 indicate that all five students developed their WTC in the L2 prior to the pandemic advent. Although Students 1 and Student 2 see their L2 WTC as a personality-based predisposition, integrative motivation is obvious in their responses as well as the response of Student 3. Self-growth, love for English, and feeling unique when speaking in English are all factors that can be considered under the variable interest in learning the foreign language that Gardner (2010) proposed for measuring integrativeness. The response of Student 3 further shows that her WTC in the L2 is influenced by her self-perceived communication competence. The same applies to the response of Student 2 to question 4 where she reveals her belief that she has reached a high competency level in English. The responses of Speaker 4 and Speaker 5 are clear cases of instrumentality-promotions as they indicate that English is the language they need to master to achieve success in their future career. However, regardless of the motives, all five students developed a tendency to communicate in the L2 that became part of their personality as L2 learners. This explains the reason why speakers 1, 2, and 3 equate their L2 WTC with their L1 WTC and/or the ability to speak well in English.

Responses to questions 2-7 show that the interviewees haven’t entirely overcome barriers to communication, but they use cognitive, metacognitive, affective and social learning strategies to filter out their negative effects on their WTC in the L2. They practice the L2, plan their learning, and depend on positive comments and self-talk to carry on with their learning journey. Errors and negative comments are learning opportunities that strengthen their determination to learn more and improve their communication skills. These students’ communicative behaviour, which springs from the belief that L2 mistakes are acceptable and inevitable, and that practice makes perfect, is consistent with Gardner’s (2010) reinterpretation of Dörnyei’s (2005) notion of the L2 Motivational Self as having a definite self-determination orientation. In the case of the study participants, however, this orientation was influenced by the fact that they are majoring in the L2 which contributed to turning their keenness to master the language to a personality-based predisposition regardless of the learning situation and interlocutors’ types or comments. This may be supported by the fact that the interviewees’ WTC in the L2 has not been affected by the Covid-19 online learning situation, as their responses to question 8 show. The situation simply contributed to promoting their self-confidence and provided them with communication opportunities.

The study findings and responses to question 9 confirmed the researchers’ observations that, L2 WTC, affected by a complex concept of motivation, develops to a personality-based predisposition, particularly when the L2 is the area of learners’ specialization. The findings warrant revisiting the concept of WTC as a personality-based predisposition considering that the interviewees who showed high WTC did not seem to be negatively affected by any of the barriers that were dealt with in the relevant literature as playing determining roles in individuals’ WTC. More importantly, the language barrier does not seem to play an important role in L2 WTC since learners do not perceive the ability to communicate in the L2 as being equated with error-free output. This explains the reason why students who showed high willingness to communicate online during the Covid-19 educational situation were of different competency levels.

6. Conclusion

This study examined factors and strategies that shaped learners’ WTC online during the Covid-19 pandemic. It showed that the participants, who were Omani English-major students, were differently affected by the new online learning situation. For some, the lack of anonymity and the recording of live sessions were important reasons behind their unwillingness to communicate in these sessions. Those who showed high willingness to communicate however, are the ones who developed – through different learning strategies – a personality-based predisposition to communicate for different motives. The latter group of students is positively influenced by factors affecting individuals’ WTC. The study, thus, revisits and draws attention to the need to revisit the concept of WTC as a personality-based predisposition and the factors affecting it, particularly when the foreign/second language of communication is the learners’ area of specialization. Now that the post-pandemic education is geared towards blended learning, further research is needed to gain deeper insights into learners’ unwillingness to communicate in online learning. Such insights can help educators design better online learning platforms that can help all learners develop their WTC in the L2. One suggestion to achieve this is to add a feature to these platforms that allows students to replace their names with codes (or their student ID numbers).

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Panchayat Raj Institutions vital force for Indian democratic structure

Evolution and development of the local self Government has long history. The notion of direct democracy in janapada and mahajanapadas, that said to be precursor of panchayati Raj Institutions in Post – independence India. The idea of local self – Government (LSG) was also extended to the urban areas, thereby making the notion of local self government two dimensional i.e. rural local self Government and urban local self Government.

Local Self Government based on basic human needs having direct bearing on the lives of the individual and the community as whole, better fulfilled by a government to which the individual and the local community have direct and easy access. Panchayati Raj in India signifies the system of rural local self Government.

Post independence times, democratisation of the Polity in the members of the constituent assembly, Gandhian plea for a village based system of political formation fostered by a stateless, classless society was initially rejected by the Congress Constitution committee. The idea of Panchayati Raj finding a place in the Constitutional framework of the country persuaded to provide a place of relative insignificance to the dream of Panchayati Raj by placing part IV of the Constitution.

It was created to establish democracy at the grassroot level. It was constitutionalised through 73^rd Constitutional Amendment Act 1992. The Ministry of Rural Development looks after the matters relating to panchayati Raj bodies. The 5^th entry of state list of the 7^th schedule to the Constitution of India deals with local government. The government to operationalize the panchayati Raj with the inauguration of the Constitution on 26^th January 1950.

Committees on Local Self Government

Balwant Raj Mehta Committee

In 1957, Government of India appointed a committee under Balwant Mehta to examine the working of the community development Programme and National Extension services. The committee recommended the establishment of democratic decentralization, which ultimately came to known as Panchayati Raj.

Recommendations of Balwant Mehta Committee are as follows;

Establishment of a 3 tier panchayat Raj system Gram panchayat at the village level, panchayat samiti at the block level, Zila Parishad at the district level.

The village Panchayat should be constituted with directions elected Representatives. The panchayat samiti and Zila Parishad should be constituted with indirectly elected members.

These bodies are entrusted with all developmental activities. The Panchayat samiti should be the executive body while the Zila Parishad be the advisory body.

The district collector should be the Chairman of Zila Parishad.

National Development Council accepted these recommendation, but left to states to evolve their own patterns.

Ashok Mehta Committee

In December 1977, the janta Government appointed a committee on panchayat. Raj Institutions under the chairmanship of ashok mehta. It submitted it’s report in August 1978 and made 132 recommendations to revive and strengthen the declining Panchayati Raj system in the country.

The 3 tier system of Panchayati Raj be replaced by the two tier system, Zila Parishad at the district level. A district should be the first point for decentralization under popular supervision below the state level. Zila Parishad should be the executive body and made responsible for planning at the district level.

There should be an official participation of political parties at all levels of panchayat elections. The panchayat Raj Institutions should have compulsory powers of taxation to mobilize their own financial resources.

A minister for panchayat Raj should be appointed in the state council of ministers to look after the affairs of the panchayati Raj Institutions. Seats for SC and ST should be reserved on the basis of their population.

GVK Rao Committee

The planning commission of India in 1985, appoint GVk Rao as the Chairman of the committee on administrative arrangement for rural development and poverty alleviation programmes. The commission found that bureaucracy side lined Panchayati Raj in developmental process. The phenomenon of bureaucratisation of development administration’ results into grass without roots.

The committee made following recommendations:

Zila Parishad should become the principal body for management of all development programme at the district level. Planning functions at the state level should be transferred to the district level planning units.

A post of District Development commissioner should be created. He should act as the chief Executive officer of Zila Parishad.

The Panchayati Raj Institutions at the district and lower levels should be assigned an important role with respect to planning implementation and monitoring of rural development programme. Election to Panchayati Raj Institutions should be held regularly.

LM Singhvi Committee

Rajiv Gandhi Government in 1986, appointed a committee on “Revitalization of Panchayati Raj Institutions for democracy and development” under the ‘Chairmanship of LM Singhvi’.

Constitutional recognition of the Panchayati Raj Institutions were recommended. It suggested Constitution provisions to ensure regular , free and fair elections to the panchayati Raj bodies.

Nyaya panchayat should be established for cluster of village. The village Panchayats need to be equipped with financial resources.

The judicial tribunals should be established in each state to adjudicate controversies about the election to the panchayati Raj Institutions their dissolution and other matter related to their functioning.

73^rd Amendment Act 1992

The Constitutional Amendment Act of 1992 has added Part – IX to the Constitution of India. It is entitled as The Panchayats’ and consists of provision from Article 243 to 243. The act also add 11^th schedule to the Constitution. It contains 29 functional items of the panchayat and deals with Article 243- G.

Panchayati Raj Institutions get a constitutional status and State Government are oblised to adopt the new Panchayati Raj Act. Constitution balance between the center and state is not disturbed by the act.

Gram Sabha

Gram Sabha as the foundation of the panchayati Raj system. The Gram Sabha is a body consisting of persons registered in the electoral rolls of a village comprised within the area of panchayat at the village level. The Gram Sabha exercise such powers and functions at the village level. The Balwant Rai Mehta committee report, which envisaged a three tier structure at local level, made no formal mention of the Gram Sabha.

Gram Sabha exists as a statutory body in almost all states except in Kerala and Tamil Nadu. In states like Bihar, Odisha and Rajasthan, all the audit residents of a village or a group of village are it’s member.

Functions of Gram Sabha

To help implementation of the development programme and schemes of the panchayat. To support the programme of mass education and family welfare.

To solicit support in cash or kind or both and voluntary labour from the Public for community welfare programme. To discuss and appropriate action with regard to reports of the vigilance committee.

Panchayat Raj Institutions vital force for Indian democratic structure

Committees on Local Self Government

Balwant Raj Mehta Committee

Recommendations of Balwant Mehta Committee are as follows;

Establishment of a 3 tier panchayat Raj system Gram panchayat at the village level, panchayat samiti at the block level, Zila Parishad at the district level.

The village Panchayat should be constituted with directions elected Representatives. The panchayat samiti and Zila Parishad should be constituted with indirectly elected members.

These bodies are entrusted with all developmental activities. The Panchayat samiti should be the executive body while the Zila Parishad be the advisory body.

The district collector should be the Chairman of Zila Parishad.

National Development Council accepted these recommendation, but left to states to evolve their own patterns.

Ashok Mehta Committee

GVK Rao Committee

The committee made following recommendations:

A post of District Development commissioner should be created. He should act as the chief Executive officer of Zila Parishad.

LM Singhvi Committee

Rajiv Gandhi Government in 1986, appointed a committee on “Revitalization of Panchayati Raj Institutions for democracy and development” under the ‘Chairmanship of LM Singhvi’.

Constitutional recognition of the Panchayati Raj Institutions were recommended. It suggested Constitution provisions to ensure regular , free and fair elections to the panchayati Raj bodies.

Nyaya panchayat should be established for cluster of village. The village Panchayats need to be equipped with financial resources.

73^rd Amendment Act 1992

Gram Sabha

Functions of Gram Sabha

To help implementation of the development programme and schemes of the panchayat. To support the programme of mass education and family welfare.

To solicit support in cash or kind or both and voluntary labour from the Public for community welfare programme. To discuss and appropriate action with regard to reports of the vigilance committee.

How to spot a pyramid scheme.

A pyramid scheme is a fraudulent system of making money based on recruiting an ever-increasing number of “investors.” The initial promoters recruit investors, who in turn recruit more investors, and so on. The scheme is called a “pyramid” because at each level, the number of investors increases. The small group of initial promoters at the top require a large base of later investors to support the scheme by providing profits to the earlier investors.

Let’s assume the following: Founder Mike sits alone at the top of the heap, represented by the number “one.” Assume Mike recruits 10 second-tier people to the level directly below him, where each newbie must issue him a cash payment for the privilege of joining. Not only do those buy-in fees funnel directly into Mike’s pocket, but each of the 10 new members must then recruit 10 tier-three members of their own (totaling 100), who must pay fees to the tier-two recruiters, who must send a percentage of their takes back up to Mike. According to the hard-sell pitches made at recruitment events, those bold enough to take the pyramid plunge will theoretically receive substantial cash from the recruits below them. But in practice, the prospective member pools tend to dry up over time. And by the time a pyramid scheme invariably shuts down, the top-level operatives walk away with loads of cash, while the majority of lower-level members leave empty-handed. It should be noted that because pyramid schemes heavily rely on fees from new recruits, the vast majority do not involve the sale of actual products or services with any intrinsic value.

Unfortunately, these types of scams sometimes prey on people who need income quickly. For example, if you lost your job and are having a hard time finding a new job, you might be more willing to look into an opportunity that offers a fast return. But avoid the temptation to overlook the feeling that something is too good to be true. Instead, take a moment to calm yourself so you can make a legitimate plan after losing your job. Go over your budget—or create one for the first time—so you can manage your money in the best way possible while you try to increase your income.

How to Spot a Pyramid Scheme

Pyramid schemes and MLM sound a bit alike, don’t they? Here are some signs of a pyramid scheme, provided by the US Securities and Exchange Commission, to help you understand whether you’re considering a scam or a legitimate MLM opportunity:

You’re not selling something real. Legitimate MLMs sell tangible goods—many times there’s a ready-made market for them.
Get-rich-quick promises. If you’re being offered overnight success, get-rich-quick guarantees, or passive income promises, it’s probably too good to be true. People who make money with legitimate MLMs put a lot of time and effort into their businesses.
The company can’t prove it generates retail income. If the business can’t show you financial statements that demonstrate income from the sale of product, it could be generating all its income from recruiting people into the pyramid.
Strange or unnecessarily complex commission processes. Legitimate MLMs have easy-to-understand, product-based commissions.

The Bottom Line

Pyramid schemes are illegal in many countries. The model of profiting by using the network effect often traps individuals into recruiting their acquaintances, which can feel slimy for everyone involved and can ultimately strain relationships. Some people may shoot their shot each time and invest in multiple schemes losing money each time. Victims of pyramid schemes are often embrassed into silence and keep blaming themselves for not being tenacious enough to earn the promised returns, when in truth it’s the system that is faulty. Get rich quick schmes never work and will allways have some strings attached to it that can put people into legal trouble. Vigilance and knowledge about where your money goes are important factors that people must know, preventing them from falling pray for traps like the pyramid scheme.

sources – https://www.investopedia.com/insights/what-is-a-pyramid-scheme/ https://www.credit.com/blog/what-is-a-pyramid-scheme/

How to spot a pyramid scheme.

How to Spot a Pyramid Scheme

You’re not selling something real. Legitimate MLMs sell tangible goods—many times there’s a ready-made market for them.
Get-rich-quick promises. If you’re being offered overnight success, get-rich-quick guarantees, or passive income promises, it’s probably too good to be true. People who make money with legitimate MLMs put a lot of time and effort into their businesses.
The company can’t prove it generates retail income. If the business can’t show you financial statements that demonstrate income from the sale of product, it could be generating all its income from recruiting people into the pyramid.
Strange or unnecessarily complex commission processes. Legitimate MLMs have easy-to-understand, product-based commissions.

The Bottom Line

sources – https://www.investopedia.com/insights/what-is-a-pyramid-scheme/ https://www.credit.com/blog/what-is-a-pyramid-scheme/

All you need to know about an Economic Recession.

The National Bureau of Economic Research (NBER) defines a recession as “a significant decline in activity spread across the economy, lasting more than a few months, visible in industrial production, employment, real income, and wholesale-retail trade.” A recession is also believed to be signalled when businesses cease to expand, the GDP diminishes for two consecutive quarters, and the unemployment rate rises. The nature and causes of recessions are simultaneously evident and uncertain. Recessions are, in essence, a cluster of business failures being realized simultaneously. Firms are forced to reallocate resources, scale back production, limit losses, and, usually, lay off employees. Those are the clear and visible causes of recessions. There are several different ways to explain what causes a general cluster of business failures, why they are suddenly realized simultaneously, and how they can be avoided.

What Causes a Recession?

Some recessions can be traced to a clearly-defined cause. For instance, the recession of 1973-1975 began as a result of the 1973 oil crisis. However, most recessions are caused by a complex combination of factors, including high interest rates, low consumer confidence, and stagnant wages or reduced real income in the labour market. Other examples of recession causes include bank runs and asset bubbles.

Psychological Factors of a Recession

Psychological factors are frequently cited by economists for their contribution to recessions also. The excessive exuberance of investors during the boom years brings the economy to its peak. The reciprocal doom-and-gloom pessimism that sets in after a market crash at a minimum amplifies the effects of real economic and financial factors as the market swings. Moreover, because all economic actions and decisions are always to some degree forward-looking, the subjective expectations of investors, businesses, and consumers are often involved in the inception and spread of an economic downturn.

Economic Factors of a Recession

Real changes in economic fundamentals, beyond financial accounts and investor psychology, also make critical contributions to a recession. Some economists explain recessions solely due to fundamental economic shocks, such as disruptions in supply chains, and the damage they can cause to a wide range of businesses. Shocks that impact vital industries such as energy or transportation can have such widespread effects that they cause many companies across the economy to retrench and cancel investment and hiring plans simultaneously, with ripple effects on workers, consumers, and the stock market. There are economic factors that can also be tied back into financial markets. Market interest rates represent the cost of financial liquidity for businesses and the time preferences of consumers, savers, and investors for present versus future consumption. In addition, a central bank’s artificial suppression of interest rates during the boom years before a recession distorts financial markets and business and consumption decisions.

What Are the Indicators of a Recession?

Economists determine whether an economy is in recession by looking at a variety of statistics and trends. Factors that indicate a recession include:

Rising in unemployment
Rises in bankruptcies, defaults, or foreclosures
Falling interest rates
Lower consumer spending and consumer confidence
Falling asset prices, including the cost of homes and dips in the stock market

All of these factors can lead to an overall reduction in the Gross Domestic Product (GDP). The European Union and the United Kingdom define a recession as two or more consecutive quarters of negative real GDP growth.

Impact of Covid-19 Pandemic on the Economy

In February 2020, the National Bureau of Economic Research (NBER) announced that according to their data, the U.S. was in a recession due to the economic shock of the widespread disruption of global and domestic supply chains and direct damage to businesses across all industries. These events were caused by the COVID-19 epidemic and the public health response. Some of the underlying causes of the two-month recession (and economic hardship) in 2020 were the overextension of supply chains, razor-thin inventories, and fragile business models. The pandemic-related recession, according to NBER, ended in April 2020, but the financial hardship caused by the pandemic is still impacting Americans.

For simpler understanding-

https://www.youtube.com/watch?v=SwaCg7Gwtzw

All you need to know about an Economic Recession.

What Causes a Recession?

Psychological Factors of a Recession

Economic Factors of a Recession

What Are the Indicators of a Recession?

Economists determine whether an economy is in recession by looking at a variety of statistics and trends. Factors that indicate a recession include:

Rising in unemployment
Rises in bankruptcies, defaults, or foreclosures
Falling interest rates
Lower consumer spending and consumer confidence
Falling asset prices, including the cost of homes and dips in the stock market

Impact of Covid-19 Pandemic on the Economy

For simpler understanding-

WINTER,SUMMER ANY SEASON UTILITIES OF LIFE

Modern time teaching us whatever we do in our lives must focus on mental peace and stability or at least provide importance in our daily routine meaning by listing few activities in our lifestyle make a huge impact on our personalities and Change outlook for life. Rather, only chasing the material aspect of life yet nothing against money to have even basic subsistence requires Money but one should aware with toxication of materialistic side of life.

Mind is extremely is extremely fickle effected by any small incidents of life that could lead towards mental stress. If we work on mind by doing some things which makes unfavorable situation favourable. Moon denotes our mind, that changes frequently in days where other plants take much longer time to move like Saturn.

However, several prevention are useful to calm down the mind. It will not provide 100% guarantee but gradually ensure the difference. The activities such as :

Yoga

Yoga is great method to relax your body and mind. It is not only improve flexibility of your body but help to heal the mind & soul simultaneously. It is helpful in arthritis, heart health, back pain, improves sleep disorder, determine more energy and higher moods, manage anxiety, reduce inflammation, boost immunity and improves mental health. Studies suggested, yoga is profitable to recover from cancer.

walking

Walking is good for lung capacity improves heart diseases, reduces the chances of chronic diseases, stroke risk in ,work well on dementia risk, speed the digestive system, boots immunity, improves mood swings, lower blood pressure, delays the ageing, decrease the diabetes risk, beneficial for bones, boost memory and lower the risk of osteoporosis.

Engage in physical activities

Physical activities like dancing, swimming, running, aerobics, bicycle and riding. Any physical burnout immediately improve quality of sleep, reduces the feeling of anxiety and blood pressure. In long term, provides benefits for chronic diseases prevention for instance, brain health, heart health and bone strength.

Meet with good vibe people

Good people (co – workers, neighbor) friends uplift the individual with all affection without logic & second hand emotions, this is a kind of friend we all desire in our life but relationship based on barter have no future no matter, how long we were together but what matters how much you grow together.

Sit Alone

Sitting alone works as therapy, through it we can easily evaluate yourself but, here also a catch to evaluating need to Know ourselves and life. It build mental strength, improve the ability to stress management and increased happiness, increase empathy, creativity, productivity and this is a best way to know ourselves.

Run away from negative thoughts

Negative thoughts pinch everyone but to some people this pinch is too hard. It is our responsibility to stay away from those thoughts. How it will work as by above mentioned solutions.

Meditation

Finally, now we reach to meditation part because starting meditation at first place will not work. We need to understand the essence of life then we incorporate something higher or divine like meditation. Meditation helps to gain new perspective on stressful situation, increase self awareness, patience & tolerance,. Reduce negative emotions, helpful to have focus. It can help us manage unwanted impulses.

Not in doing what you like, but in liking what you do is the secret of happiness – J.M Barrie

WINTER,SUMMER ANY SEASON UTILITIES OF LIFE

However, several prevention are useful to calm down the mind. It will not provide 100% guarantee but gradually ensure the difference. The activities such as :

Yoga

walking

Engage in physical activities

Meet with good vibe people

Sit Alone

Run away from negative thoughts

Negative thoughts pinch everyone but to some people this pinch is too hard. It is our responsibility to stay away from those thoughts. How it will work as by above mentioned solutions.

Meditation

Not in doing what you like, but in liking what you do is the secret of happiness – J.M Barrie

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How to Spot a Pyramid Scheme

The Bottom Line

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How to Spot a Pyramid Scheme

The Bottom Line

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What Causes a Recession?

What Are the Indicators of a Recession?

Impact of Covid-19 Pandemic on the Economy

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What Causes a Recession?

What Are the Indicators of a Recession?

Impact of Covid-19 Pandemic on the Economy

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