Friday, 15 September 2017

GEMMOLOGY

Gemology or gemmology is the science dealing with natural and artificial gemstone materials. It is considered a geoscience and a branch of mineralogy. Some jewelers are academically trained gemologists and are qualified to identify and evaluate gems.
Gemstones are basically categorized based on their crystal structurespecific gravityrefractive index, and other optical properties, such as pleochroism. The physical property of "hardness" is defined by the non-linear Mohs scale of mineral hardness. Gemologists study these factors while valuing or appraising cut and polished gemstones. Gemological microscopic study of the internal structure is used to determine whether a gem is synthetic or natural by revealing natural fluid inclusions or partially melted exogenous crystals that are evidence of heat treatment to enhance color.
The spectroscopic analysis of cut gemstones also allows a gemologist to understand the atomic structure and identify its origin, which is a major factor in valuing a gemstone. For example, a ruby from Burma will have definite internal and optical activity variance from a Thai ruby. When the gemstones are in a rough state, the gemologist studies the external structure; the host rock and mineral association; and natural and polished color. Initially, the stone is identified by its color, refractive index, optical character, specific gravity, and examination of internal characteristics under magnification.
Gemmology In Ancient India
Gemmology, the science of gems, despite its having a commercial aspect, is a subject of absorbing interest to one and all alike. In Sanskrit, a precious stone is known by the name ratna, a term which denotes an object of delight or a coveted object. Precious stones are treasured not for their beauty and value alone but for their magic efficacy on the person as well, since some germs are used in components of medical preparations, while all gems have their curative faculties in psychic therapy.
From very ancient time, knowledge pertaining to gems was widespread in India, which is well-known as a source-spot of various types of precious stones. In course of time, the entire knowledge was systematised and given the status of Sästra or science. We find innumerable data pertaining to gemmology lying scattered in the vast expanse of Sanskrit works. India is well-known as a source-spot of various types of precious stones. From the past several centuries, our country is renowned as one of the greatest trading centres for precious stones. The vast mass of our ancient literary works contains hundreds of allusions to precious gems which throw light on the fact that from very ancient time, knowledge pertaining to precious stones was widespread in ancient India. In course of time, probably, the entire knowledge was systematised and given the status of "ästra' or science which became popular by the name 'Ratnafästra'. Of course, ancient Indians were well-known for their cultivating any branch of knowledge as an independent science and studying the same in a systematic manner.

Ancient Works On Gemmology

We come across innumerable data pertaining to gemmology lying scattered in the vast expanse of ancient Sanskrit literature. Kau!ilya has mentioned 'Ratnaparihä' (Gemmology) in Arthafästra while Vätsyäyana has included the same in the list of 64 subsidiary arts (Kämasütra,). Vyäsa, Agastya, Aigirasa, Varähamihira and a host of sages and great writers of ancient India are mentioned as having composed works on Ratnafästra. Apart from ancient works like 'Ratnafästra', 'Utpalaparimala', 'Vähata', Candesvara's 'Ratna Dtpika' and Buddha Bha!!a's 'RatnaSästra', several other compilations like ViSvakarmiya, Smgisärasahgraha, Brhatsahlhitä, Yuktikalpataru of Bhoja Deva, Manasolläsa of Somadeva and Sivatattvaratnäkara of Basava Bhüpa also contain sections giving detailed accounts of gems. Sukra Niti, Agnipuräpa, Skandapuräea (Häläsya Mähätmyam in Agastya Sapphitä), etc. supply very useful information pertaining to precious stones.
Generally, these works on gemmology contain sections dealing with legendary stories related to the origin of different gems, their source-spots and mines, characteristic features like colour, density, weight, etc., flaws and defects, method of weighing, evaluation, good or bad effects of wearing flawed gems, different varieties of each gem, etc. Like many other Hindu branches of learning, the science of gems is also interlinked with a good deal of mythological and legendary lore. Different legendary versions are given about the origin of gems which only serve the purpose of glorification of gems. Despite this, we come across many verses in these treatises which prove that ancient Indians were in possession of the knowledge that gems are stones caused by the nature of special types of rocks.
Geologists of modern times have observed the physical properties of gem-stones, viz., cohesion, hardness, specific gravity, transparency (ability of a substance to transmit light), lustre (appearance of a stone in reflected light), sheen (reflection from within the stone), etc. Gemmologists of ancient India have noticed and have examined the above-mentioned physical properties of each and every gem. Density, spectrum, refractive index, weight, microscopic examination of lines, bubbles, etc., minutest difference in colour, etc., were the main factors in identifying different gemstones.
The gems enumerated in Hindu texts are of mineral origin, while a few like pearls and corals are of animal origin. Hence, a thorough knowledge of gemmology requires at least some fundamental knowledge of mineralogy, geology, botany and zoology. The scientific achievements of our ancient ancestors in all fields of knowledge are well known. The foregoing study also reveals that from the early period, knowledge of gemmology also was of a very high order and scientific methods were followed in collecting, testing, cutting and polishing gems.
Professional Gemmology Programs
Course Content:
·        Application of scientific concepts to gemmology
·        Chemistry & atomic structure of minerals
·        Refraction, birefringence, dispersion, causes of colour, luminescence, optical effects in gemstones
·        Crystallography
·        Mineralogy & geology
·        Techniques for testing and characterization
·        Synthetic gemstones and gemstone enhancement (including diamond)
·        Gem Species (including non-mineral gems, common gemstones and many lesser known species)
-         nature & properties, 
-         formation, locality of origin 
-         quality factors & evaluation (including diamond)
·        Refractive index measurement
·        The spectroscope, gem spectra
·        The microscope and inclusions
·        Practice with instruments
·        Identification of gemstones, synthetics, simulants and enhanced stones
Diamonds And Diamond Grading
Duration of the course is  2 ½ months. The course provides comprehensive knowledge about Diamonds in all aspects. You will be confident to evaluate Diamonds on lines of the International Diamond Grading System and the famous 4Cs -Carat, Colour, Clarity & Cut. A balanced teaching theory & practical grading of actual diamonds will give a unique experience and a clear understanding of the product.
Coloured Gemstone Identification 
Duration of the course is 3 ½ months. The student is taken into the fascinating world of gemstones by practical training on identification of a huge variety of real coloured gemstones from all over the world. The laboratory is equipped with professional gem testing instruments on which you will learn the identification of coloured gemstones, distinguish between synthetic/imitation/treated and real gemstones and also learn about occurrence of gems, their inclusions and optical characteristics.  Practical Gemology goes one step further, explaining how to use the tools of gemology & processing information supplied. This is the essence of Gem Identification. 
DIPLOMA IN GEMOLOGY
Duration of this course is 6 months. Is a science, art and profession of identifying and evaluating of gemstones and diamonds. It is designed to open doors to the vast subject of Gemstones and is divided into two courses as under
Diamonds and Diamond Grading
Coloured Gemstone Identification
The above will round off the students education in Diamonds & coloured stones to make him/her a real gemology professional. These courses can be availed individually or as comprehensive Diploma in Gemology.


Monday, 10 August 2015

AIMS OF EDUCATION-INDIVIDUAL AND SOCIAL.



AIMS OF EDUCATION-INDIVIDUAL AND SOCIAL.
Aims of Education
Education is a social necessity.It  take care of the changing social needs and aspirations. It is an activity which is directed to some goals. It always acts with an aim.This aim makes it a purposeful activity.The basic aim of education is to help each individual to progress towards the attainment of his full potential, both as a person and as a member of society. Any other human activities like education should have its own aims and objectives.
Knowledge aim of education 
Knowledge has almost been widely accepted as one of the most important aims of education . It is essential for adjustment to and mastery of one’s environment.Human progress through ages has been made possible through the increase and  diffussion  of knowledge.It is indispensable for the continuity and growth of society. It is a powerful agent for intellectual satisfaction and innate curiosity of man.
Vocational aim of education
It says that education is meaningful  only when it aims at some employment.It is the direct outcome of industrial and scientific advancement.The modern democratic education has placed the vocational aim in its fore front.It makes  the student  self sufficient in life.It makes education a purposeful activity. The vocational aim ,however is narrow and one sided because it does not consider higher values of human existence.It neglects the intellectual,aesthetic,cultural ,moral and spiritual aspects of human life.
Cultural aim of education
Preservation, transmission and enrichment of culture is regarded as the ultimate aim of education. Education for culture attempts to develop man’s  aesthetic  sensibilities  to appreciate fine arts and cultivate human powers and virtues.It helps in inculcation of noble ideas,attitudes and pattern of behavior.Over emphasis on cultural aim,however will lead to neglect of other aspects of leaner’s personality.Education with cultural aim alone may be misused by the privileged group in such a manner that many of the social evils may reappear.
Character building aim of education
Development of moral character is the supreme aim of education.It consists in the cultivation of values , social attitudes , ethical conduct and habits of a person.The moral aim of education serves as the basis of descipline and order in the school system .Over emphasis on the character building aim of education will,however,deacelerate free thinking,material prosperity,scientific development and the economic growth of the society.

Citizenship aim of education
Education for citizenship is the outcome of the sociological approach to education.It involves teaching and inculcating democratic values in the children.Education for citizenship should train the individuals to discharge his duties and make him conscious of his rights.This aim will help the learner to acquire democratic values such as liberty,fraternity,equality,fellow-feeling,tolerance,co operative living etc.It prepares the students to upheld the dignity of the individual.
Harmonious Development aim of education
Man is born with many powers and capacities.A progressive education should aim to develop all these powers and capacities in a harmonious manner to produce a well balanced personality.It aims to produce individuals who are personally and socially well adjusted and productive.It s major drawbackis that,there is no agreement among educationists regarding the standard of development of various capacities to consider it as ideally harmonious.Moreover, complete and harmonious cultivation of all powers cannot be achieved within the limited formative years of an individual.
Spiritual aim of education
Spiritual aim in education seeks to make man morally sound by developing the spiritual potentialities.It is only through education that spiritual virtues like generosity,sacrifice,good  intention,sympathy, compassion etccan be awakened.Spiritual aim of education makes a person gentle and pious.It reduces the problems of indiscipline,conflicts,quarrels,corruption,hatred etc in the society.
Leisure aim of education
Leisure means free and unoccupied time.The advancements in science,technology and means of transport and communication has reduced time and space resulting in the increase of leisure hours. Hence education should aim at the wise and the proper use of leisure hours.Proper use of leisure will increase  the efficiency of the students besides providing pleasure to them.Leisure is essential and helpful in making our life dynamic and rich.One great cause of strikes and indiscipline among the students is that they are not taught how to utilize their leisure hours.
INDIVIDUAL AIM OF EDUCATION
Individual aim emphasizes the development of the individuality of the learner according to his natural tendencies.It holds the central notion that individual should be in the forefront of the educational process.It wants to foster the free growth of the individuality of the learner,helping him to achieve the highest degree of individual development in social context.
Individual aim of education means that education should develop individuals according to their interest capacities and specialities.It should be noted that individual aim of education is not a new aim.In ancient india,Greece and some other countries also this aim was given due importance and prime position.In the present times also,since the entry of psychology in the field of education,rousseau,Pestalozzi,Frobel T.P Nunn and other eminent educationists have again started giving greater emphasis on the individual aim of education.In the following lines we are throwing light on the narrow  and wider meanings of this aim.
Narrow Meanig of Individual Aim
In It’s narrow sense, individual aim is known as self-expressin,all-round development of the child is natural development also.In it’s narrow sense,individual aim is based on the philosophy of naturalization’ according to which education should develop the unique individuality of a child in accordance with his instincts.History reveals the fact that it was roussaeu who first of all advocated this aim though his insistence on education in the lapse of nature according to the  nature of the child, but after him some other educationists also emphasized the importance of this aim.Amongst such educationists sir Percy Nunn  of England is the chief-supporter and hence ranks at the top of the list.He holds that the cental aim of education is ‘the autonomous development of the individual’.In his famous book Education, Its Data and the first principles’ he says “Nothing good enters in to the human world except in and through the free activities of individual men and women, and that the educational practice must be shaped to accord with its truth”.In the second chapter of his book Nunn further  remarks that each specie is moving towards perfection .Hence,individual aim is according to nature.Thus, in it’s narrow sense,individual aim of education emphasizes self-expression or natural development  of the child so that after receiving education according to his interests,inclinations,capacities  and needs, the child is able to choose a vocation according to his nature.
Wider Meaning of individual Aim
In its wider sense,individual  aim is known as self-realization. Psychology also corroborates the development of individuality. This is because psychological  researches have clarly established the fact that each individual is born with his own peculiar and distinct innate tendencies and capacities. Hence,it is the prime function of education to develop each individual fully and completely according to his or her interests, inclinations, aptitucles and capacities in such a way that he or she becomes an able and capable person. Inother words, education of the individual should be planned with a view to individual good as well as the good of the society of which he is an integral part.
sir Percy Nunn reveals himself as a naturalist when he argues in favour of individual  aim on the basis of biological phenomena in the second chapter of his book. But this is not the reality. Actually Nunn believes that if an individual is cut away from society, he can not develop himself in any way.
Social am of education
The social aim of education is based on the assumption that the society is superior to the individual. Thus the aim of education should be the good  of the society. It should aim to meet the needs of the society and ensure the welfare of the state. The social aim of education will help to strengthen social qualities like loyality, co-operation, sacrifice equity etc. it will make man civilized and bring secucity, peace and justice in society.
Some educationists have laid greater emphasis upon the social aim of education so that education develops in the children social feeling which will make them contribute their utmost to meet the demands of society after meeting their own needs. These educations evaluate the society higher than the individual. They believe that man is asocial being. He cannot live without society.In case he is cut off from the society, it will be very difficult for him to remain alive.
Narrow meaning of social aim
In its narrow meaning ,social aim of education is equated with state socialism. In this sense,liberty of the individual is totally curtailed and all aspects of individual can not even dream of his individual life are socialized.Any individual can not even dream of his individual identity.He is expected to sacrifies his everything,even his life for the good welfare to the state.As such the state frames such a scheme of education thought which it is able to control the aims, curriculam and the methods of teaching. Individuals are subjected to rigid discipline to cueb their sense of identity and individualism.
Wider meaning desire one of social aim
In its wider sense the social aim is equated with democratic socialism.In this sense it does not accept the importance of state, but at the some time does not agree with the insignificance of the individual before the state. Thus in its wide meaning, the social aim grants liberty to the individual to enjoy certain rights to develop his personality but at the same time expects from the individual to serve the state to best of his ability and capacity. India and other democratic countries where democracy has been combined with socialism. It may be noted that true citizens are greatly essential for the progress and prosperity of the state.Therefore all the democratic states having accepted the individual aim of education in its wider meaning, indifferent forms.The American educationist John Dewey and Bagley have also accepted the wider meaning of social aim. Prof.Bagley in his book ‘Education values’ have mentioned three chief characteristics of a socially efficient individual.They are 1)Ecoomic efficiency,2)Negative morality and3)positive morality.By economic efficiency he means ability to pull one’s onen weight in the economic life.By negative morality he means willingness to sacrifies one’s desire when their gratification would interfeace with the economic efficiency of others.By positive morality he means willingness to sacrifies one’s quen desires when their gratification would not contribute, directly or indirectly to social progress.In this way socially efficient individual is not a parasite on any member of society.He is a good citizen to understand and appreciate the world and is ready to sacrifies his own desires if they are harmful for others.
                                                                                     
                                                                               ANILA
NATURAL SCIENCE                                                                    

Wednesday, 17 June 2015

GOALS OF EDUCATION IN INDIA



GOALS OF EDUCATION IN INDIA
Introduction
           Education is a form of learning in which knowledge, skills, values, beliefs and habits of a group of people are transferred to the next generation through storytelling, discussion, teaching, training or research
           Goals are an observable and measurable end result having one or more objectives to be achieved within a more or less fixed timeframe
          Education in India is provided by the public sector and private sector. Control and funds are coming from three levels: Central, State and Local
          The educational commission (1964-66) said that the development of values such as a scientific temper of mind, tolerance and respect for the culture or other national groups will enable us to adopt democracy, as a way of life.
            This shows that in a democratic country like India, the first and the foremost goal of education should be the development of democratic values.













GOALS OF EDUCATION
          Indian democracy is made by the people who profess different religions, speak different languages belong to different races, castes, class and communities, keeping in mind these and several other characteristics of Indian democracy, following should be most appropriate goals of education
1. DEVELOPMENT OF DEMOCRATIC VALUES IN THE PEOPLE
           These values include a spirit of a large hearted tolerance of mutual give and take of the appreciation of the ways in which people differ from one another.
          No education is worthwhile if an educated person does not convert these values in his behavior and no democracy can survive for long in that case.
          Hence education has to make deliberate and planned effort on development of these values in the people.
2. NATIONAL INTEGRATION
          It emphasizes in harmonizing religion, language, caste and class and community differences as they exist in India causing social tensions.
          It is essential that people of India inspite of these differences should live peacefully and co-operatively and utilize their varied talent for enrichment of national life.
         Education through various programmes and tailored curricula should make efforts to develop in the people such attitudes and values that includes realizing the importance of knowledge and education, learning various social skills, developing social values, computer literacy considering science and technology important and so on.
          The commission in 1964 said that “The most important tool in the process of modernization is education based on science and technology”. But the commission further said “Modernization, if it is to a living force must derive its strength from the strength to spirit.”
         The Adiseshiah committee report in 1978 formulated the following goals to be achieved through education. They are:
a. Removal of unemployment
b. Removal of poverty
c. Rural development
d. Adult literacy
        Our schools should develop a tradition of striving to generate a sense of national unity and national consciousness, in the pupils and can be achieved by (i) Making pupils understand and revaluate cultural heritage and (ii) By the creation of a strong driving faith in the future towards which we aspire.
3. DEVELOPMENT OF PHYSICAL RESOURCES
          It is done through the modernization of agriculture and rapid industrialization. It should be an important aim of education in a democratic country like India. To achieve this, education should be linked with productivity. Science should be made a basic component of education, work, experience should be considered important, scientific and technical education should be improved and vocational education should be expanded.
4. DEVELOPMENT OF HUMAN RESOURCE
          It should be considered still more crucial an important aim or goal of education in Indian democracy. This implies to the changes in the knowledge, skills, interests and values of people.
          In a democracy, the individual is an end in him and the primary purpose of education should be to provide him with the widest opportunity, to develop his potential through social re-organization and emphasis on social perspectives.
          Cultivation of essential values in the people, development of competent and dedicated leadership, educated electorate is essential for strengthening democracy.


5. DEVELOPMENT OF SOCIAL, MORAL AND SPIRITUAL VALUES
           In a democratic country, it is inevitable to inculcate social, moral and spiritual values in the people. Knowledge in the absence of essential values may be dangerous.
            The success of democracy, its strength and stability are contingent upon people’s developed sense of social responsibility and a keener appreciation of moral and spiritual values. Education must make effort on developing the values.
ANITHA
NATURAL SCIENCE



Tuesday, 16 June 2015

MAHATMA GANDHI



MAHATMA GANDHI
Life-Sketch
Mohandas  Karamchand  Gandhi was a great leader, a practical philosopher and a socio-political reformer of the  modern India .the father of the nation ,as he is called , was the apostle of peace and non-violence and champion of freedom movement . He devoted his life for this mission and incessantly worked for the upliftment of the million of down – trodden , poverty – stricken, half- naked and semi starved masses of India.
Sathyagraha  has been the most important tool used by Gandhiji while working as the architect of  India’s freedom. After his matriculation , he studied for law in England. After graduating in law , he joined the Bar in 1891. He had to go to South Africa as a Lawyer but had to stay there till 1914 devoting himself  to public work. From 1919 to 1947 he actively led the freedom movement of India and was  assassinated in 1948 , while participating in one of his prayer meetings.
Main publication
                      Gandhiji is known more by  his life than by his books , My experiment with truth , commentary on the Bhagavat  Gita , etc, are his famous works. He was the editor of a number of  journals such as Harijan  and young India and has published  innumerable booklets containing his views on various aspects ,including education.
Philosophy of  life
i.                   His belief in god

“To Gandhiji , god is all –pervasive reality , immanent in man also in the world which he considers as his manifestation and creation ‘ “ God is that indefinable something  which we all feet but which we do not know” . He says , To me god is truth and love ,. God is ethics and morality .  God is fearlessness. God is the source of light and life.
Like an idealist , Gandhiji believed :
.
“ God is that indefinable something which we all feel, but which we do not know . To me god is truth and love. God is ethics and morality. God is  fearlessness. God is the source of light and life.”
According to Gandhiji, God is Truth and Truth is God.

ii.                The three focal points: truth, ahimsa & love
1)   Truth : According to Gandhiji, the realization of truth is the ultimate goal of human life. He used to say : “I  have no god to serve but Truth’. In his views, the denial of Truth means the denial of  God and hence, the denial of all that is good in voice of the conscience. Gandhiji advocated Truth in all our personal and social dealings.
2)   Ahimsa : Gandhiji regarded Ahimsa as the only means to the realization of truth and god. He explained.” Ahimsa and Truth are so intertwined that it is practically impossible to disintegrate and separate them. Ahimsa is positive attitude and gives strength of spirit .
3)   Love :-Gandhiji advocated that the only true religion of man was the religion of  love. He believed ; “ To see the universal and prevailing spirit of  true face to face , one must be able to love the nearest of creation as oneself “ . Thus , his love attained the form of universal love.

iii.             Brotherhood of man
Gandhiji was not an egoist seeker after truth. His motto was : “Thou shalt love thy neighbour as thyself”. his dream was the establishment of a universal community of free persons without artificial barriers   of caste , color , creed , wealth and power . He had a firm faith in the concept of brotherhood of man and fatherhood of god.
iv.              Service  unto Humanity
His greatest creed  was service of god through service of  humanity. To him , God is the “temple of humanity” . He devoted his entire  life in the  service of humanity. He stated; ‘ I shall work for an India in which the poorest  shall feel that it is their country , in whose making they have an effective voice …. An India in which all communities shall live in perfect harmony ,’ in such a society even the women shall enjoy the same rights as men.

Gandhiji’s Educational Philosophy
To Gandhiji , education is a potent force for social reconstruction . it is an activity which is necessary not only for social progress but also for moral , political and economic development . it may be pointed out here that basic education does not include the  total philosophy of the type of education as envisaged by Gandhi , as this scheme is concerned only with the education of children during the years 6 to 14 . However , we must say that he evolved a philosophy of education as a dynamic side his philosophy of life. And the system bears the stamp of his practical life a virtuous , pious and ideal life.
Gandhiji was at the same time an idealist , a naturalist , a pragmatist and a humanist .his philosophy of education is naturalistic in its  setting , idealistic in its goals , pragmatic in its method and humanistic in its outlook. He said , by education I mean an all-round drowning out of the best in the child and man-body , mind and spirit.
The aim of education included harmonious development of the personality of the individual , his social , cultural and spiritual development ,preparation for complete living , character formation , social training for effective citizenship , economic self sufficiency  , etc. The method suggested or education is chiefly craft centered . education for him is a kind of insurance against unemployment .The curriculum broadly covers craft-education, general education, training of the fine arts  and physical education.
Basic Education
Basic education or wardha scheme of education is a national system of education put forward by Mahathma Gandhi in 1937 as a revolt against the sterile , book –centred , examination oriented system of education propagated by the British. This system is called by the name ‘wardha scheme’ because the salient features of this scheme of  education was first presented by Gandhiji in the All India National Education Conference held at Wardha (near Nagpur , Maharashtra) on the 22nd and 23rd of October , 1937. Gandhiji used the term basic to describe his scheme of education because it is intimately related with the basic needs and interest of Indian children. Moreover, it is closely related to the basic occupation of  the people living in the villages. It is an educational scheme for common man who constitutes the base or backbone of our country . the goal of a basic education is to enable a student to acquire the desired fruit through his or her own actions.
Features of Basic Education
1.    The  core aim of Basic Education is to help students to develop self – sufficiency.
2.    Basic education laid a strong emphasis on manual work
3.    There should be free , compulsory and universal education within the group 7 to 14.
4.    It envisages providing education through the medium of craft or productive work so that the child gains economic self – reliance for his life.
5.    The medium of education should be Mother tongue.
6.    Education should develop human values in the child.
7.    It is aimed to achieve the harmonious development of the child’s body , mind , heart, and soul.
8.    In basic scheme education is imparted through some local craft or productive work.
9.    The basic education is self – supported through some productive work.
10.It is geared to create useful , responsible and dynamic citizens.
11.Play is an essential part of basic education  .
12.Subjects are taught in correlation with craft , with environment and with  other subjects.   
Preepthi – V
Natural Science