Five scientific steps to ace your next exam

1. When to Study

Studying time is more efficient if it is spread out over many sessions throughout the semester, with a little extra right before the exam.
Cover each piece of info five times from when you first learned it until your exam. It will enable you to retain the information with minimal effort.

2. What and How to Study

Testing yourself, so you have to retrieve the information from memory, works much better than repeatedly reviewing the information, or creating a concept map (mind map).
After the first time learning the material, spend the subsequent studying to recalling the information, solving a problem or explaining the idea without glancing at the source.

3. What Kinds of Practice to Do

For a particular exam, use the following:

  • Mock tests and exams that are identical in style and form.
  • Redo problems from assignments, textbook questions or quizzes.
  • Generate your questions or writing prompts based on the material.
4. Make Sure You Understand

Passing and failing rest on whether you understood some important ideas.
Your top priority should be to understand the core concepts. Identify the core concepts and make sure you can explain them without looking at the material.

5. Overcome Anxiety

Anxiety makes it difficult to remember things. To help overcome this, make some of your studying sessions like a mock exam, using the same seating posture, materials, and the same time constraints.

referEncE

https://www.scotthyoung.com/blog/2019/03/18/5-strategies-ace-exam/

Study less study smart

  1. Break your study time down into chunks such as 30 minutes and then take a 5-minute break to keep your brain fresh and awake as you are studying.
  2. Teach what you learn to others. This is one of the big values from study groups.
  3. Know the difference between recollection and recognition. Recognition is when you are studying and you turn the page and read something and you think, ‘I know that.’ But what is going on is that you recognize it.
  4. Use specific locations for studying. Have a study chair and a study desk so you know when you are sitting there you need to be studying.
  5. Don’t listen to music when you are studying especially if it has lyrics.
  6. Understand the difference between concepts and facts. The goal of learning is understanding. It is important to learn and remember facts but make your goal of understanding concepts not learning facts.
  7. To remember more of what you learn in class you should take notes. Take enough notes to trigger your brain after class but don’t take so many notes that you can’t focus during class.
  8. Getting enough sleep is key to remembering more of what you study.
  9. Test your memory by writing what you can recall without looking at your notes.
  10. The Survey, Question, read, recite and review method is when you survey or look over what you are going to learn and then develop questions that focus your brain.
  11. Use memory training techniques to study less study smart! When you use memory techniques such as the mind palace or the memory palace you are going to remember more of what you studied.
Reference

https://brainathlete.com/study-less-study-smart-by-marty-lobdell/

Human skills for the future of work

“Becoming is better than being.” – Carol Dweck

Empathy Mindset
  • Listening: Ask questions to understand.
  • Appreciation: Show sincere appreciation and celebration of others’ contributions.
  • Self-Awareness: Part of feeling what others feel is also about understanding your own biases and limiting beliefs.
  • Judgment: When people seek advice or share a problem, they are not looking for your criticism. 
  • Presence: Time is one of our most valuable assets, so be there fully.
Emotional Intelligence

Being aware of how your behaviour affects others is at the heart of emotional intelligence.
This means building self-awareness, self-management, social awareness, and relationship management.

Effective Communication

Consider the following principles:

  • Intention: Know what you want to say and be clear about your objective. 
  • Organization: Take the time to organize your thoughts and straightforwardly deliver them.
  • Framing: “I think, I feel” is much more effective than starting with “you,” which puts people on the defensive.
  • Affirmation:  Asking if the information makes sense may reveal a potential problem. 
Curiosity + Instigation

Curiosity is a natural part of any creative cycle. It paves the way for “possibility thinking,” rather than business as usual. 
Instigation is an invitation to challenge quick fixes, lacklustre solutions and mediocrity. 

Strategic Analysis and Analytical Thinking

Strategic analysis helps to identify complex problems by providing a top-level view into the interconnected web of what can often seem like isolated issues.
Analytical thinking enables people to suspend emotional decision making and instead look logically at evidence-based research and tests.

Complex Problem Solving

To get into problem-solving mode, you need to understand the true problem at hand, identify challenges in the way, resist simple solutions, identify constraints and pathways to feasibility, and, above all, make sure you’re open to experimentation. 

Conflict Resolution

Among the most effective skills to learn to resolve conflict are mastering deep listening, mediation and facilitation. 
Giving people the benefit of the doubt and leading with curiosity are also powerful tools. 

Negotiation and Persuasion

They are not required just for the sales team. You need to be clear about what you want and what you’re willing to let go of to get it.

Leadership

A great leader will understand that it’s not enough to build a culture, it needs to be protected and maintained. 
A great leader also needs to make difficult decisions and hold everyone, including themselves, accountable.

Reference

https://creativecloud.adobe.com/discover/article/ten-human-skills-for-the-future-of-work

Lessons By the Greatest Teacher

How We'll Live With Covid After the Pandemic | Johns Hopkins Bloomberg  School of Public Health

We hear or see quotes or statements through social media posts, stories, messages, etc. We find these readings sometimes meaningful or sometimes it is very cliché. However, they do have a lot of importance or have come true in our daily lives even if we do not realize it. Today my topic is going to be something along these lines. Whether we accept it or not one of the greatest teachers in our life is our life itself. Nobody can teach us better than our own experiences in our lives. What we go through as individuals is something that will help us grow, develop, and change for our betterment. Today we are going to discuss the life lessons that we have learned during the pandemic.

Life during the pandemic

Our life during the pandemic has been nothing but a big, dangerous, and very long roller coaster that nobody was ready for in their fast pace life. The pandemic is responsible for the changes that we see in our lives. Nothing is the same anymore. The pandemic has been there for almost two years now and we as human beings are still trying to adapt and get in touch with the new normal. The pandemic is responsible for teaching many new things and even remembering the things that we first made a point to learn and follow and then eventually we human beings forgot about it. The pandemic is one situation that is responsible for reminding us that though we consider ourselves the superior and most powerful creatures, there is nobody that can stand against nature, not even we human beings.

 The pandemic made us realize that we are not something away from nature rather we are a part of nature and mother earth. Pandemic acts as the harsh mirror that we had to face at some point in time. During the pandemic, people have had a large amount of suffering and pain, which has no comparison to anything. We had so many things that made us happy but there were much more things that made us all sad and think about human beings being the smartest animal in the world. It might sound that I am exaggerating but life during the pandemic is very stressful. One of the most important reasons for this is because stressors that have a negative impact on individuals not just were internal but also external that too with a lot of intensity. A person regardless of their class, caste, country, religion has had a really tough and unimaginable amount of things affecting them during the pandemic. The pandemic shows us that the things that we are so selfish, greedy, and proud of will be nothing if human beings cannot look after their nature and mother earth.

The other thing that needs consideration is that this is not the first pandemic that the human population has come across during their existence on this planet. As and when man has attempted to overpower nature and its cycle, we as human beings have seen the consequences. Yet, we still seem to be making the same mistake even after we have had our part of consequences. Yes, the making of the vaccines to these various pandemics is a big milestone in human evolution but what we fail to understand is that most of the pandemics happen because of our actions of messing with nature and mother Earth. A famous saying written by us human beings ourselves is something that has been forgotten and needs to be put out there which is “Prevention is better than cure” I do not have to go on and on about life during the pandemic because each one of us has had a first-hand experience of it. However, what I would like to go about is how important it is for people to realize their mistakes, make changes that will help us connect to nature and our surroundings, etc so that the future generation will at least remember them as history and be more confident and proudly works towards things that help avoid further pandemics.

The pandemic has been a part of all our lives and therefore has been responsible for teaching some lessons that we should make a point to never forget and make a discipline that is a part of our daily lives.

Pin on Personal Development

Life Lessons we learned during the pandemic

  1. Kindness: One of the most important life lessons that we learned again as human beings was about the importance of kindness. Every single individual during their childhood has learned in their textbook that being kind is a part of good manners that we should inculcate with time. However, as we grow up we forget what we learned as kids because as we grow up we learn more complicated things that we need to remember to score well and do well in life. The pandemic taught us how none of the things matter if we are not kind not just to other people but also to ourselves.
  • Generosity: Another important lesson that we learned during the pandemic was generosity. We understood the importance of being generous so that everyone gets basic facilities during tough times. Being generous does not make a person great, it just makes them humane and normal. When a person is generous, there is a sense of happiness that is no comparison with anything else. I think we understood the true meaning of generosity during the pandemic.
  • Compassion: A very important life lesson we learned during this pandemic was compassion. Love and understanding are some of the things that we forgot about in our mechanic lives. We during the pandemic realized the importance of love and understanding that we need to have not just for other people but also more importantly for ourselves. We learned to be compassionate towards animals during these tough times. Street dogs would have had a tough time living during the lockdown if it is not for the compassionate people giving them food and shelter.
  • Trust: Trust is something we had lost tremendously during our life when there was no pandemic. The pandemic made us realize the importance of trusting people. We learned to trust doctors with our lives and the lives of our loved ones. We learned to trust the immense research done by scientists who made the life-changing vaccines. We learned to trust our instincts and ourselves during the pandemic. We as human beings learned to trust the process even though it was difficult, painful, and life-threatening every single day.
  • Importance of Family and Friends: While we all were, confined to the four walls of our house, we understood how easy and granted we had taken the people around us such as our family and friends. We understood the importance of time and how need to take some time off from our busy schedule to spend time with people who mean everything to us and play a role in our personal life. During this pandemic, we have lost a lot of people who we love, value, and respect, therefore; we have to learn to value our time and our people.

I have just mentioned the five most important life lessons that I have seen, learned, and observed during the pandemic. I am sure everybody else has learned much more than this. Yes, the experience we have had is the most terrible one however, we should use this experience of our pandemic to make sure things get better for everybody and life becomes much more peaceful, harmonious, and worth living not just for us human beings but every single living thing on this planet.

To conclude, let us remember the things we learn through life and experience so that, life slowly gets better for us and every single person gets their happiness, fulfillment comes back.

References

  1. Google searches and quotes

Steps taken by the government to provide online education to students

 A comprehensive initiative called PM eVIDYAhas been initiatedas part of AtmaNirbhar Bharat Abhiyaan on 17th May, 2020, which unifies all efforts related to digital/online/on-air education to enable multi-mode access to education. The initiative includes: 

  • DIKSHA (one nation, one digital platform)is the nation’s digital infrastructure for providing quality e-content for school education in states/UTs and QR coded Energized Textbooks for all gradesare available on it.
  • One earmarked SwayamPrabha TV channel per class from 1 to 12 (one class, one channel).

 

  • Extensive use of Radio, Community radio and CBSE Podcast- ShikshaVani.
  • Special e-content for visually and hearing impaired developed on Digitally Accessible Information System (DAISY) and in sign language on NIOS website/ YouTube.

All these schemes/programmes are free of cost and available to all the students across the nation.

Also, to reach out to those students who lack access to technology various innovative activities are being done at national, state or district level such as Gali-GaliSim-Sim, Tili-Mili programme, Motor Eskool, Roving Teacher, Project SMILE (Social Media Interface for Learning Engagement), e-Kaksha, formation of Whatsap and other social media groups, Work Book Distribution at home, Teacher calling to maintain connects with students.

School Education is in the Concurrent List of the Constitution and the state governments have been directed to act based on the situation prevailing at every place to meet the demands of all students for providing them with the digital access required for learning digitally. Depending on the states’ requirement the Ministry of Education provides Rs.6.40 Lakh for setting up computer labs and Rs.2.40 Lakh for smart classroom. Also, the approval in 2021-22 for ICT, DIKSHA and Smart classrooms are given below:

  • An amount of Rs. 68685.2 Lakh is approved under Non- recurring head for ICT lab in 10727 schools. 
  • An amount Rs. 94633.20 Lakh is approved for smart classrooms in 42204 schools under the Non- Recurring head.
  •  An amount of Rs.1098.01 Lakh is also recommended under DIKSHA for development of digital contents. 


University Grants Commission organises National Webinar on the 'Use of Technology in Education’

 To mark the completion of one year of transformative reforms under National Education Policy, 2020, Ministry of Education (MoE) is organising a series of theme-based webinars on various aspects of National Education Policy, 2020. Technology driven education being one of the major innovative thrust area of NEP, MoE and University Grants Commission organised a National Webinar on Use of Technology in Education today. Union Minister of Railways, Communication and Electronics & Information Technology Shri Ashwini Vaishnaw addressed dignitaries who joined from various parts of the country. 

In his inaugural address, Union Minister of Railways, Communications and Electronics & Information Technology Shri Ashwini Vaishnaw emphasised upon the need of using technology in education to make it available for all. He stressed upon the adaption of technology for smoothening the process of education. Antyodaya, being one of the major philosophies rooted in Indian culture, he mentioned various initiatives to help reach technology to the last person in the society. While talking about lifelong learning, he emphasized on bringing college campuses at the doorsteps of the learners. He pointed out several measures by the Government taken under the visionary leadership of Prime Minister Shri Narendra Modi to further enhance the connectivity, high speed internet, and means of communication with the use of advance technology.

Prof. D.P. Singh, Chairman, UGC in his address shed light on the multiple initiatives taken up by UGCto make the courses available on digital platforms. Prof. Singh highlighted SWAYAM, SWAYAM Prabha, NAD and other digital platforms which have brought learners in the mainstream of online education as part of UGC’s initiatives.

Smt. Anita Karwal, Secretary, School Education & Literacy said that the blueprint for national digital architecture for school education through which child can register and get linked to learning process which will be a digital record of his/her certificates, academic tracks.

Smt. Anita Karwal, Secretary, School Education& Literacy said that the blueprint for national digital architecture for school education through which child can register and get linked to learning process which will be a digital record of his/her certificates, academic tracks.

 

Chairing the first technical session on National Education Technology Forum, Shri S.D. Shibulal, Ex CEO & MD, Infosys addressed the participants on bridging the divide between technology and regular education.

Speaker of the session Shri Manoj Ahuja, Chairman, CBSE talked about ways to digitalize education through virtual labs, AR/VR, Gamification. Shri Sanjay Sarma, Professor, MIT, USA put forward the need to inculcate openness to adopt technologies. Prof. Partha Pratim Chakraborty, Deptt. of Computer Science, IIT Kharagpur concluded the session by focusing on creation of AI generated textbooks with the help of National Digital Library, digital twins, robot citizens.

The second session of webinar on the theme “Use of Technology for Operationalization of Academic Bank of Credits” was chairedby Prof. Bhushan Patwardhan, Former Vice Chairman, UGC. He threw light on how the Academic Bank of Credits is a flexible, revolutionary and forward-looking innovation in the National Education Policy, 2020.

Shri Abhishek Singh, CEO, MyGov talked about how Digilocker will facilitate the storage and transfer of Academic Bank of Credits. Prof. R.P. Tiwari, Vice Chancellor of Central University of Punjab emphasised on how the NEP will move from digital divide to digital provide. Prof. Rajnish Jain, Secretary, UGC gave insights on how the universities are spreading awareness among faculties and students about ABC and Multiple Entry & Exit.

The last session on MOOCS/Virtual University was chaired by Prof. Anil Sahasrabudhe, Chairman, AICTE. He spoke on the use of AI for personalized learnings with the help of digital toys especially in the field of school education.

Prof. Saroj Sharma, Chairman, NIOS stated how approx. 1 Crore people from rural areas have benefitted from the digital initiatives by the government. Prof. Andrew Thangaraj, Deptt. of Electrical Engineering, IIT Madras addressed the webinar on developing virtual + physical hybrid model of courses. Prof. P.D. Jose, Deptt. of Strategy Area, IIM Bangalore emphasised on creating world class universities leveraging technology to provide high-quality, cost-effective education to students across the world. Prof. Sreedhar Iyer, IIT Bombay concluded the session by providing insights on learner centric MOOCs.

Several academicians, higher education institutions, students, experts from industry and technical fields from all across the country took part in the webinar. Officers from different Ministries, UGC, AICTE and other premier institutions were also present in the webinar.

The key takeaways of the webinar were that of establishing a hybrid model of education with the blend of virtual and physical education. The National Education Policy, 2020 with use of technology will increase the Gross Enrolment Ratio, decrease the drop-out rate, improve student mobility, equity and quality of education for students as well faculties.

The webinar on the Use of Technology in Education created a space for academia, scholarsand higher education institutions across India to discuss ways about enhancing technological support in the realm of education in India.

 

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Booklet on one-year achievements of NEP Implementation

 In order to commemorate one year of the implementation of NEP 2020, the Department of School Education and Literacy, Ministry of Education has prepared a booklet on one-year achievements of the NEP Implementation. The booklet will be launched virtually by Union Minister of Education, Shri Dharmendra Pradhan on 24th August, 2021


In addition to the booklet, some major NEP 2020 initiatives will also be launched by the Education Minister. These include: NIPUN Bharat FLN tools and resources on DIKSHA, which is a separate vertical for FLN resources developed under DIKSHA to assist and mentor States/UTs and teachers for implementing NIPUN Bharat; Virtual School of NIOSfor providing advanced digital learning platforms through Virtual Live Classrooms and Virtual Labs; Alternate Academic Calendar 2021-22 of NCERT containing week-wise plan of interesting and challenging activities, with reference to learning outcomes, themes and chapters taken from syllabus or textbook. 

Union Education Minister along with Minister for Social Justice and Empowerment, Dr Virender Kumar will also launch, ‘Priya’- Accessibility booklet developed by NCERT in collaboration with Department of Empowerment of Persons with Disability for ingraining the concept and significance of accessibility in children right from their formative years itself as a move towards inclusive education.

As the National Education Policy 2020 envisions a substantial transformation in the entire education system at all stages, the Department of School Education and Literacy took the implementation of the NEP 2020 on a mission mode and has prepared a flexible, interactive, indicative and inclusive NEP implementation plan called SARTHAQ.  The Department has accomplished 62 major milestones in this one year, which will transform the school education sector. These include: NIPUN Bharat Mission on Foundational Literacy and Numeracy, aligning of the Samagra Shiksha scheme with the NEP 2020, Vidya Pravesh- a three months School Preparation Module, Blue print of National Digital Education Architecture (NDEAR), capacity building of Secondary teachers under NISHTHA, Assessment reforms, Digital content on on DIKSHA, etc

The programme will be attended by senior officials of the Department and Heads of Autonomous Institutions and senior officers from the School Education Department from all States and UTs, and will be followed by a workshop with the states and UTs, SCERTs on the way forward for NIPUN Bharat Mission.

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Innovation-driven virtual schools to achieve greater inclusion in school education

 Union Education and Skill Development Minister, Shri Dharmendra Pradhan and Union Minister for Social Justice and Empowerment Shri Virendra Kumar today jointly launched the booklet on One-year New Education Policy (NEP) – 2020 Achievement along with some major initiatives of the New Education Policy- 2020 such as NIPUN Bharat FLN tools and resources on DIKSHA; Virtual School of NIOS; Alternate Academic Calendar of NCERT; and Release of ‘Priya’- accessibility booklet developed by the NCERT and Department of Empowerment of Persons with Disabilities. Minister of State for Education Smt Annapurna Devi and Secretary, School Education Smt Anita Karwal were also present on the occasion.

Addressing the participants, the Minister said that NEP is a guiding philosophy to transform the hopes and aspirations of millions of the youth to reality and making India self – reliant. He said that the formulation of NEP is also a live example of co-operative federalism to achieve a common goal of making India a global hub of knowledge. When we look back at the progress of NEP, we get more confident about the future of our students, he added.

Shri Pradhan stated that Education is not merely a competition to acquire degrees, but is a transformative tool to leverage knowledge for character building and eventually nation building. The Minister stressed that the Government is working to facilitate upgradation of infrastructure in schools, such as ensuring that Internet reaches the village schools across the country.

Shri Pradhan said that the book “Priya -The Accessibility Warrior”, released today will sensitize the students on accessibility related issues for Divyangs. Special emphasis has been laid to make the booklet simple, interesting and interactive to create awareness on accessibility in children right from their formative years, he added.

The Minister while launching the Virtual School of NIOS said that this school is a new model of learning and is an example how leveraging technology and innovation can facilitate greater inclusion in education. The school is first-of-its-kind initiative in the country which will provide advanced digital learning platforms through Virtual Live Classrooms and Virtual Labs., he added. Shri Pradhan also said that the Alternate Academic Calendar of NCERT has been developed to facilitate teachers and parents to assess the progress in the learning of children. The Alternate Academic Calendar contains week-wise plan of interesting and challenging activities, with reference to learning outcomes, themes and chapters taken from syllabus or textbook.

Speaking on the occasion Shri Virendra Kumar said that the accessibility opens doorways to opportunity and growth, thus, reinstating the importance of creating an accessible environment for everyone. He further said that awareness and a sensitized community are the essential fuels driving any revolutionary change. Government’s commitment to promote accessibility led to the development of the E-Comic cum Activity Book, titled – ‘Priya- The Accessibility Warrior’.

Shri Kumar urged both the Departments of School Education & Literacy and Department of Higher Education to take up the task of creating accessible educational infrastructure and content on a mission mode, consistently progressing towards Inclusive Education which is a vital component of the new National Education Policy. On the occasion of the 75th year of Independence of India, let us all work with our Children to become ‘Accessibility Warriors’ and make inclusive education a reality to build a brighter future for all our citizens, he added.

Another important initiative launched was “Priya -The Accessibility Warrior”, which is the outcome of collaborative efforts of Department of Empowerment of Persons with Disabilities (Divyangjan), Ministry of Social Justice and Empowerment and Department of School Education and Literacy. It provides glimpses into the world of a girl named Priya who met an accident and could not walk, due to plastered leg. The story depicts how Priya managed to participate in all activities at school, and in the process learnt the importance of the accessibility. She, therefore takes the pledge of being an accessibility warrior. The comic book is also available with Indian Sign Language (ISL) explanatory videos.

NEP 2020 envisages education as a continuum without any segmentation and focuses on making education more experiential, holistic, integrated, character-building, inquiry-driven, discovery-oriented, learner-centred, discussion-based, flexible, and above all, more joyful. With this perspective, the Department of School Education and Literacy has taken up a multitude of initiatives at all levels of school education and has achieved 62 major milestones which will eventually transform the school education sector.

Other major achievements include: the launch of NIPUN Bharat Mission with a vision to ensure every child achieves the desired learning competencies in reading, writing and numeracy by the end of Grade 3, by 2026-27; aligning of the existing scheme of Samagra Shiksha with Sustainable Development Goal for Education (SDG-4) and the NEP 2020 to ensure inclusive and equitable, quality, and holistic school education; Vidya Pravesh- a three months School Preparation Module for Grade I children; Blue print of National Digital Education Architecture (NDEAR) conceived to energise and catalyse the education ecosystem, capacity building of Secondary teachers under NISHTHA with a focus on improvement in quality of teachers and learning outcomes of students, Assessment reforms to make learning more joyful and experiential, DIKSHA as an teaching-learning repository of engaging e-content, etc.

NIPUN Bharat FLN tools and resources has been made available under a separate vertical for FLN resources developed under DIKSHA to assist and mentor States/UTs and teachers for implementing NIPUN Bharat guidelines. This vertical has infographics and videos on learning outcomes and assessment tools for teachers to facilitate them.

The programme was attended by senior officials and heads of autonomous institutions of the department, senior officers from the School Education department of all States and UTs and experts.

Click the link below to see the booklet on One-year New Education Policy (NEP): https://www.education.gov.in/sites/upload_files/mhrd/files/upload_document/nep_achievement.pdf

Click the link to see the booklet “Priya -The Accessibility Warrior”: https://ncert.nic.in/ComicFlipBookEnglish/mobile/

Click below to see the details of Virtual Open School: http://virtual.nios.ac.in/

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HAMMURABI – THE BABYLONIAN RULER OF MESOPOTAMIA

‘A youth full of fire and genius, a very whirlwind in battle, who crushes all rebels, cuts his enemies into pieces, marches over inaccessible mountains, and neve loses an engagement’ – Inscriptional evidence, William James Durant

WHO IS HAMMURABI ?

Hammurabi (Khammurabi/Ammurapi) was the 6th king of the Amorite first dynasty of Babylon, reigning from 1792 – 1750 BCE. He conquered all of Mesopotamia, from Babylon by 1750 BCE. The Sources that give us information about his life and achievements are inscriptions, letters and administrative records. He is famously known for his ‘Law code’.

HAMMURABI’S ACHIEVEMENTS

  • He centralized and streamlined the administration and heightened the fortifications
  • He issued a proclamation – cancelling all debts
  • He improvised Irrigation of fields and maintenance of infrastructure of the cities under his control.
  • A popular title – ‘BANI MATIM’ (builder of the land) was given to him, as he issued building projects like granaries, palaces, canals and a bridge across the Euphrates River that allowed city to expand on both banks
  • He built temples to the gods, as well as, renovated the sanctuaries of gods, especially Marduk (Babylon’s patron deity)

POLITICAL AND CULTURAL BACKGROUND OF HAMMURABI

  • Hammurabi – Hammu (family in Amorite) and Rapi (great in Akkadian) came from the Amorites, who were nomadic people coming from the coastal region of Eber Nari to Mesopotamia around c. 2 – 3rd millennium BCE. They were ruling the Babylonian region by 1984 BCE.
  • Hammurabi is credited with expanding the city of Babylon to unite all of Southern Mesopotamia.

HAMMURABI’S ‘CODE OF LAW’ (C. 1772 B.C.)

Hammurabi’s stele (Image credit: KJZ/Flickr. Copyright 2021)
  • Jacques de Morgan, found the stele on 1902. He was a French mining engineer, who led the archaeological expedition to excavate the Elamite capital of Susa, located at a distance of 250 miles from Hammurabi’s kingdom.
  • The black diorite block, nearly 8 feet high, was broken into three pieces, probably by the Elamites who brought it to Susa as spoils of war in mid 12th century B.C.
  • It is the longest inscription of early Mesopotamian History, containing almost 51 columns of text, housed in the Louvre museum of Paris.
  • Code of Law covers the following aspects: False accusations, Sorcery, kidnapping, burglary and robbery, duties and privileges of officer’s and constable, Land Laws, Debts deposit, Family and Marriage, and the economic matters like penalties for crimes and slaves.

HOW DOES THE CODE OF LAW STAND OUT?

  • It is one of the earliest examples of the doctrine – ‘lex talionis’/laws of retribution i.e. an eye for an eye
  • It provides the provision of ‘one crime, one punishment’
  • Even though the code does not include harsh punishments like removing the tongue, hands, breasts, eye or ear of the guilty, it sets an example for the principle of accused person being considered innocent until proven guilty.
  • The code shows a shift from communal to individual ownership, family or clan revenge to individual responsibility and marriage laws safeguards the legal status of a woman, despite the society being patriarchal.

PARALLELS TO THE CODE IN CONTEMPORARY SOCIETIES

  • There are similarities between the English law back then and the code – in terms of the provision sales before witnesses being legal
  • There are similarities between the American law and the code – in terms of the provision penalties for aiding the escape of slaves
  • There are similarities between the Hindu law and the code – with the provision of paying the owner of the land the value of the crop that should have grown and infidelity of wife.
  • There are similarities between the European law and the code – with the provision of gradation of fines and damages for injuries to members of different social classes and divorce.
  • Similarities with other societies include, Berbers in the case of ill – treatment of wife and a Japanese fiction matching the provisions for children of a concubine and wife.

CONCLUSION

As Gwendolyn Leick said, Hammurabi was an ‘outstanding diplomat’ and ‘negotiator’, who waited for the right moment to fulfill his aims, with the right amount of resources and ruthlessness. He managed to create a civilized society, uniting the multi – ethnic, multi – lingual empire through his laws, so this is a classic example of ‘learning from the past’, not only in terms of the Mesopotamian region, but also for the political leaders all over the world.

REFERENCES

‘Laws of Hammurabi’ – George E. Vincent (American Journal of Sociology, 1904)

‘Review: The Code of Hammurabi’ – J. Dyneley Prince (American Journal of Theology,1904)

https://www.ancient.eu/hammurabi/

https://www.history.com/news/hammurabi-babylon-mesopotamia-city-state

https://www.history.com/topics/ancient-history/hammurabi

https://www.supremecourt.gov/about/northandsouthwalls.pdf

Marxist Literary criticism

Marxism was introduced by Karl Marx. Most Marxist critics who were writing in what could chronologically be specified as the early period of Marxist literary criticism, subscribed to what has come to be called “vulgar Marxism.”

In this thinking of the structure of societies, literary texts are one register of the superstructure, which is determined by the economic base of any given society. Therefore, literary texts are a reflection of the economic base rather than “the social institutions from which they originate” for all social institutions, or more precisely human–social relationships, are in the final analysis determined by the economic base.

According to Marxists, even literature itself is a social institution and has a specific ideological function, based on the background and ideology of the author. The English literary critic and cultural theorist Terry Eagleton defines Marxist criticism this way: “Marxist criticism is not merely a ‘sociology of literature’, concerned with how novels get published and whether they mention the working class. Its aim is to explain the literary work more fully; and this means a sensitive attention to its forms, styles and, meanings. But it also means grasping those forms, styles and meanings as the product of a particular history.”

Karl Marx‘s studies have provided a basis for much in socialist theory and research. Marxism aims to revolutionize the concept of work through creating a classless society built on control and ownership of the means of production. In such a society, the means of production (the base in the architectural metaphor Marx uses to analyze and describe the structure of any given society in written human history) are possessed in common by all people rather than being owned by an elite ruling class. Marx believed that economic determinismdialectical materialism and class struggle were the three principles that explained his theories. (Though Marx does attribute a teleological function to the economic, he is no determinist. As he and Friedrich Engels write in The Communist Manifesto, the class struggle in its capitalist phase could well end “in the common ruin of the contending classes,” and as Terry Eagleton argues in Why Marx Was Right, “Capitalism can be used to build socialism, but there is no sense in which the whole historical process is secretly laboring towards this goal.”) The bourgeoisie (dominant class who control and own the means of production) and proletariat (subordinate class: the ones who do not own and control the means of production) were the only two classes who engaged in hostile interaction to achieve class consciousness. (In Marx’s thought, it is only the proletariat, the working class, that must achieve class consciousness. The bourgeoisie is already quite well aware of its position and power in the capitalist paradigm. As individuals, workers know that they are being exploited in order to produce surplus value, the value produced by the worker that is appropriated by the capitalists; however, the working class must realize that they are being exploited not only as individuals but as a class. It is upon this realization that the working class reaches class consciousness). Marx believed that all past history is a struggle between hostile and competing economic classes in the state of change. Marx and Engels collaborated to produce a range of publications based on capitalism, class struggles, and socialist movements.

These theories and ideologies can be found within three published works:

The first publication Communist Manifesto (1848) argues that ‘the history of all hitherto existing societies is the history of class struggle’.[4] As class struggle is the engine room of history, to understand the course of history, one must analyse the class relations that typify different historical epochs, the antagonisms, and forms of class struggle embodied in such class relations. This involves the development of class consciousness and follows the revolutionary movements that challenge the dominant classes. It extends to rating the success of these revolutions in developing new modes of production and forms of social organization.

In contrast to the ManifestoPreface to the Contribution to the Critique of Political Economy (1859) and Capital (1867) focus on the unfolding logic of a system, rather than class struggle. These provide an alternative account of historical development and emphasize the self-destructive contradictions and law of motion of specific modes of production.Preface argues that society’s economic organization consists of a distinctive pattern of forces and relations of productions. From this foundation arises a complex political and ideological superstructure, where economic development impacts societal progress.

Capital was more concerned with the genesis and dynamic of capitalism. As Mclellan (1971) states, “it refers to class struggle mainly in the context of the struggle between capital and labor, within capitalism, rather than over its suppression.” Capital was less concerned with forecasting how capitalism would be overthrown, than considering how it had developed and how it functioned. The key to understanding this logic was the ‘commodity form of social relations – a form that was most fully developed only in capitalism.

Psychoanalytic Literary Criticism

Psychoanalytic literary criticism is literary criticism or literary theory which, in method, concept, or form, is influenced by the tradition of psychoanalysis begun by Sigmund Freud.

Psychoanalytic reading has been practiced since the early development of psychoanalysis itself, and has developed into a heterogeneous interpretive tradition. As Celine Surprenant writes, ‘Psychoanalytic literary criticism does not constitute a unified field. However, all variants endorse, at least to a certain degree, the idea that literature … is fundamentally entwined with the psyche’.

Psychoanalytic criticism views the artists, including authors, as neurotic. However, an artist escape many of the outward manifestations and end results of neurosis by finding in the act of creating his or her art a pathway back to saneness and wholeness.

The object of psychoanalytic literary criticism, at its very simplest, can be the psychoanalysis of the author or of a particularly interesting character in a given work. The criticism is similar to psychoanalysis itself, closely following the analytic interpretive process discussed in Freud’s The Interpretation of Dreams and other works. Critics may view the fictional characters as psychological case studies, attempting to identify such Freudian concepts as the Oedipus complexFreudian slipsId, ego and superego, and so on, and demonstrate how they influence the thoughts and behaviors of fictional characters.

However, more complex variations of psychoanalytic criticism are possible. The concepts of psychoanalysis can be deployed with reference to the narrative or poetic structure itself, without requiring access to the authorial psyche (an interpretation motivated by French psychoanalyst Jacques Lacan‘s remark that “the unconscious is structured like a language”[citation needed]). Or the founding texts of psychoanalysis may themselves be treated as literature, and re-read for the light cast by their formal qualities on their theoretical content (Freud’s texts frequently resemble detective stories, or the archaeological narratives of which he was so fond).

Like all forms of literary criticism, psychoanalytic criticism can yield useful clues to the sometime baffling symbols, actions, and settings in a literary work; however, like all forms of literary criticism, it has its limits. For one thing, some critics rely on psychocriticism as a “one size fits all” approach, when other literary scholars argue that no one approach can adequately illuminate or interpret a complex work of art.

As Guerin, et al. put it in A Handbook of Critical Approaches to Literature, The danger is that the serious student may become theory-ridden, forgetting that Freud’s is not the only approach to literary criticism. To see a great work of fiction or a great poem primarily as a psychological case study is often to miss its wider significance and perhaps even the essential aesthetic experience it should provide.

Freud wrote several important essays on literature, which he used to explore the psyche of authors and characters, to explain narrative mysteries, and to develop new concepts in psychoanalysis (for instance, Delusion and Dream in Jensen’s Gradiva and his influential readings of the Oedipus myth and Shakespeare‘s Hamlet in The Interpretation of Dreams). The criticism has been made, however, that in his and his early followers’ studies ‘what calls for elucidation are not the artistic and literary works themselves, but rather the psychopathology and biography of the artist, writer, or fictional characters’.[3] Thus ‘many psychoanalysts among Freud’s earliest adherents did not resist the temptation to psychoanalyze poets and painters (sometimes to Freud’s chagrin’). Later analysts would conclude that ‘clearly one cannot psychoanalyse a writer from his text; one can only appropriate him’.

Early psychoanalytic literary criticism would often treat the text as if it were a kind of dream. This means that the text represses its real (or latent) content behind obvious (manifest) content. The process of changing from latent to manifest content is known as the dream work and involves operations of concentration and displacement. The critic analyzes the language and symbolism of a text to reverse the process of the dream work and arrive at the underlying latent thoughts. The danger is that ‘such criticism tends to be reductive, explaining away the ambiguities of works of literature by reference to established psychoanalytic doctrine; and very little of this work retains much influence today’.

Formalism

Formalism, also called Russian Formalism, Russian Russky Formalism, innovative 20th-century Russian school of literary criticism. It began in two groups: OPOYAZ, an acronym for Russian words meaning Society for the Study of Poetic Language, founded in 1916 at St. Petersburg (later Leningrad) and led by Viktor Shklovsky; and the Moscow Linguistic Circle, founded in 1915. Other members of the groups included Osip Brik, Boris Eikhenbaum, Yury Tynianov, and Boris Tomashevsky.

Although the Formalists based their assumptions partly on the linguistic theory of Ferdinand de Saussure and partly on Symbolist notions concerning the autonomy of the text and the discontinuity between literary and other uses of language, the Formalists sought to make their critical discourse more objective and scientific than that of Symbolist criticism. Allied at one point to the Russian Futurists and opposed to sociological criticism, the Formalists placed an “emphasis on the medium” by analyzing the way in which literature, especially poetry, was able to alter artistically or “make strange” common language so that the everyday world could be “defamliarized.” They stressed the importance of form and technique over content and looked for the specificity of literature as an autonomous verbal art.

They studied the various functions of “literariness” as ways to separate poetry and fictional narrative from other forms of discourse. Although always anathema to the Marxist critics, Formalism was important in the Soviet Union until 1929, when it was condemned for its lack of political perspective. Later, largely through the work of the structuralist linguist Roman Jakobson, it became influential in the West, notably in Anglo-American New Criticism, which is sometimes called Formalism.

Victor Erlich’s Russian Formalism (1955) is a history; Théorie de la littérature (1965) is a translation by Tzvetan Todorov of important Russian texts. Anthologies in English include L.T. Lemon and M.J. Reis, eds., Russian Formalist Criticism (1965), L. Matejka and K. Pomorska, eds., Readings in Russian Poetics (1971), and Stephen Bann and John Bowlt, eds., Russian Formalism (1973).

The focus in formalism is only on the text and the contents within the text such as grammar, syntax, signs, literary tropes, etc. Formalism also brings attention to structural tendencies within a text or across texts such as genre and categories. Formalism is based on an analysis of a text rather than a discussion on issues more distant to the text.

So Formalism is based on the technical purity of a text. Formalism is divided into two branches Russian Formalism and New Criticism. Formalism also argued that a text is an autonomous entity liberated from the intention of the author.

A text according to Formalism is a thing on its own without the need of external agents. As the name suggests, Formalism is a scientific, technical mode of understanding texts which expects a greater degree of mental intelligence instead of emotional intelligence from the readers.  

Russian Formalism was a school of literary criticism in Russia from 1910 to 1930. Some prominent scholars of Russian Formalism were Viktor Shklovsky, Yuri Tynianov, Vladimir Propp, Boris Eichenbaum, Roman Jakobson, Boris Tomashevsky and Grigory Gukovsky. Russian Formalism brought the idea of scientific analysis of poetry. Russian Formalism alludes to the work of the Society for the Study of Poetic Language (OPOYAZ), 1916 in St. Petersburg by Boris Eichenbaum, Viktor Shklovsky and Yury Tynyanov.

SHAKESPEAREAN COMEDY

A Shakespearean comedy has a happy ending, usually involving marriages between the unmarried characters, and a tone and style that is more light-hearted than Shakespeare’s other plays. Shakespeare started to write comedies by the year 1600. Shakespeare wrote more comedies than any other kind of play. Shakespeare comedies (or rather the plays of Shakespeare that are usually categorised as comedies) are generally identifiable as plays full of fun, irony and dazzling wordplay. They also abound in disguises and mistaken identities, with very convoluted plots that are difficult to follow with very contrived endings. But Shakespeare’s plays are not in the rigorous sense either pure tragedies or pure comedies. 

Shakespeare’s comedies represented a significant departure from the classical comedy that had dominated the stage before he arrived in London. Whereas classical comedies were fairly straightforward, Shakespearean comedies introduced several elements that made for more complicated plots. Classical comedies typically opened with an already established pair of lovers, and they told of how these lovers had to overcome some obstacle or another to confirm the legitimacy of their union. Shakespeare, however, did not write comedies with already established lovers, and instead emphasized the plot on the process of wooing itself.

Some of the chief characteristics of Shakespearean comedy:

Love and Marriage as motif:

Love and marriage are the main themes in Shakespeare’s comedies. The preoccupation of the noble characters is love. Sometimes love leads to intrigue but is happily resolved at the end. The course of true love never runs smooth and thus conflict arises. But sighers and lovers live side by side. Love is mingled with sighs and even sorrow in some cases, but finally it converges into laughter. Love is treated as a divine passion and life is a pilgrimage towards its realisation.

Love and Marriage in Twelfth Nigth

Supernatural:

Shakespeare uses the supernatural in some of his comedies like ‘A Midsummer Night’s Dream’. However, the supernatural acts as a foil to human actions and errors.

The supernatural element in A Midsummer Night’s Dream

Women Characters:


Shakespeare’s comedies are dominated by women characters. As Gordon says “his comedies are a riot of feminine supremacy, a feminine revel”. Shakespeare’s men love and remain idle; his women characters use their brain, wit, and grace to enlarge the progress of love. Such are Rosalind, Viola, Portia, and Beatrice. They are guided by a certain clear-headedness and frankness in facing facts.

Clown:

Clowns and fools are a part of Shakespeare’s comedies. They provide fun and laughter. they are the satiric commentators on life and correctors of the excesses of the urbane characters. Falstaff, Malvolio, and Jaques provide laughter of a high order whereas characters like Dogberry, Verges, Bottom, and Touchstone provide a good deal of farcical mirth by their vanity, stupidly and complacency.

Realism and Fantasy:

In Shakespeare’s comedy, there is a fine blending of observation and imagination, fact and fiction, realism and fantasy. The story and the plot move between the real and the illusory. The forest of Arden assumes a realistic existence due to Shakespeare’s imagination and fancy. In his comedies, the base is real but the superstructure deal.

Laughter:

Shakespeare’s philosophy of laughter is tolerance. His comedies bring together different points of view and contrasts. The end is the realization of perfect order through laughter. Dowden says “Shakespeare made laughter wise and taught seriousness how to be winning and gracious”.

Music:

Shakespeare uses music in most of his comedies. As Orsino says, music is the food of love. It enhances the romantic atmosphere of the play and relieves the tension. There is music in As You Like It, Twelfth Night, A Midsummer Night”s Dream, and The Merchant of Venice.

Disguise:

In most comedies, Shakespeare has used disguise. This takes the action to several funny situations and complications as in As You Like It, Twelfth Night, and The Merchant of Venice. Disguise brings to focus the incongruities and irrationalities of life’s endeavors.

Voila disguise as Cesario in Twelfth Nigth

A knowledgeable individual is the building block of a just society

 Union Education and Skill Development Minister Shri Dharmendra Pradhan today virtally addressed the 82nd Indian Public Schools’ Conference (IPSC) Principals’ Conclave  organised by Doon School today.

Speaking on the occasion, Shri Pradhan said that National Education Policy (2020) focusses on equitable and inclusive education with special emphasis given on Socially and Economically Disadvantaged Groups. An inclusive classroom benefits everyone from myriad experiences and viewpoints, and understand  the various challenges facing this country, he added. The Minister urged all the schools attending the conclave to reflect how inclusive our leading schools are and what more can be done towards ensuring that every child in the country gets the best education.

The Minister stated that a knowledgeable individual is the building block of a good society, a just society, and a progressive society. The will to learn, apply and pass that knowledge forward has pushed humanity as far as it has, from discovering fire, to farming, to soaring past the skies and floating amongst the stars. He stressed that tt is the duty of every single one of us to do what is best for our children to give them the fundamental right to education, to guide them to their full potential, and thereby make our country and this world a better, more inclusive place. 

The Minister was happy to know that IPSC which started in 1939 with a few residential schools now has a strength of 81 schools including Sainik Schools and Military Schools. The annual meet of the Headmasters, Headmistresses of more than 80 leading schools of India holds significant weight in terms of the power to influence the generation of tomorrow. 

Shri Pradhan expressed his confidence that the Conclave has been productive where everyone has learnt something new, something to reflect on, something to innovate and implement in their respective schools so that they are able to produce curious, learned, and well-informed leaders for the society and the nation.

The  IPSC (Indian Public Schools’ Conference), since its inception in 1939, has guided public schools in India in forming traditions that also build character and personality of students engendering a well-rounded education.

Mrs. Nishi Misra, Chairperson of the IPSC, Dr. Jagpreet Singh, Headmaster Doon School were also present on the occasion.


NEP to revolutionize the educational sector in India

 Union Minister of Education Shri Dharmendra Pradhan conferred AICTE- Visvesvaraya Best Teacher Award to 17 faculty members in Engineering and Technology whereas 3 faculty members were awarded the AICTE-Dr. Pritam Singh Best Teacher Award in Management Education. He also conferred Chhatra Vishwakarma Award Clean and Smart Campus Award, 2020 to the winners today.

 

Minister of State for Education, Dr. Rajkumar Ranjan Singh also graced the occasion. Secretary, Higher Education Shri Amit Khare; Chairman, AICTE, Prof. Anil D Sahasrabudhe, Vice Chairman, AICTE, Prof. MP Poonia and Member Secretary, AICTE Prof. Rajive Kumar also complimented the awardees during the event and highlighted the importance of teachers in nation building.

Speaking on the occasion, Union Minister said that as we complete 75 Years of Independence, the citizens finally have the will to shape India. He stated that the new National Education Policy is expected to revolutionize the educational sector in India and lay the path for the next 25 years as per the Vision 2047 of Prime Minister Shri Narendra Modi. He stressed that the education has to make each one of us more responsible and become Global Citizen. The Minister congratulated AICTE for instituting these 4 awards. Apart from recognizing the efforts of the Teachers, these awards have also brought the spark for innovation, he said.

Shri Pradhan said that the aim of AICTE Visvesvaraya awards is to honour meritorious faculties and encourage them to update themselves to the ever changing needs of higher education at global level and thereby becoming an effective contributor to the knowledge society. Dr. Pritam Singh Best Teacher Award introduced this year only and is conferred on the faculty members for demonstrating teaching excellence and institutional leadership in management education, he added.

Shri Pradhan highlighted that Chhatra Vishwakarma Award provides a platform for our students to look at the societal challenges, with an aim to provide innovative and low-cost solutions. This year again, the council announced the Chhatra Vishwakarma Award 2020, with the theme of “INDIA’S ECONOMIC RECOVERY POST COVID: Reverse migration and rehabilitation plan to support “Atmanirbhar Bharat”. The Minister informed that 24 teams of students who developed very useful and creative solutions for various socio-economic issues have been awarded. The zeal, enthusiasm, innovativeness and hard work of these students will make India a focal point to generate innovative ideas in the near future, he added.

The Minister interacted with all the awardees and appreciated their contribution to the society. While visiting the displayed projects of students, he admired the innovativeness and efforts of winning teams of Chhatra Vishwakarma Award and expressed confidence in India’s bright future. 

Minister of State for Education, Dr. Rajkumar Ranjan Singh motivated the students & all other stakeholders. He encouraged them to enhance their respective activities so that tangible social outcomes are achieved.

Clean and Smart Campus Award, 2020 has also been conferred to selected technical institutes. The award aims to seek engagement with all stakeholders, primarily the student community, to draw their attention towards the immense scope and potential that the technology offers on abstract objectives such as cleanliness, sustainability and environment etc. in line with Swachh Bharat Abhiyan. Winning institutions have displayed great concern and commitment for the environment. All institutions must align their activities with sustainable, clean, and green environmental Policy.