I dont khow how, but on one of the fridays i found myself going to watch the first day show of Aap Kaa Suroor- The Moviee- The Real Luv Story.. (i didnot find it a real story as well as luv story at all)
Neither i am a big fan of Himesh Reshamiya nor do i hate him. But since the promos of AKS were on air since second half of 2006, i was really keen and excited to watch this movie..
However, i came out of the theatre after the film only to realise that i had bored myself to such an extent that i was not talking to any of my friends. However,had the AKS team taken some simple steps, i could have been a really big hit..
Firstly, the hype created for the movie was to the extent which it did not deserve at all. Secondly, Himesh (HR) in the film is projected as the global indian rockstar, which is very difficult for any indian movie buff to digest it...( no. of fans ok, but certainly not a rockstar).
Apart from that people would have liked to see something about HR's struggling years, an insight to the glam world or music world, and so on.. the vievers hardly got to know anything abt HR which was promised before the release (how many of us know that HR was earlier a TV serial producer?). The comic timing was not proper. Also, whatever non-arrogant attitude and other few things about him were shown were not very convincing enough.. and was he trying to present himself as a good boy by repeatedly saying "main sharab nahi pita" (i dont drink) and chanting Mantras while practising.
Nevertheless, i would not say that it was a bad attempt.. Because, he atleast had the guts to take a bold step like this. And also his angry mans attitude is not bad at all.. sometimes it suits him i.e. to say that he has the potential to act well.( HE IS ATLEAST BETTER THAN TUSSHAR KAPOOR) Mallika does justice to her role and Riaa aka Hansika needs a lot of improvement...
Also few tracks of the movie like Mohtarma, Ya Ali are good ones to listen to(atleast i feel so..) and not to forget the Mehbooba Mehbooba oooo oo oooo ooooooooo..
HR my adivse, DONT STOP, KEEP WALKING!
I hope if you do another project you will come up with some tjingh better and i am simply waiting for it.
Jul 13, 2007
Jul 9, 2007
one of my favourite hindi poems.. (world.. learn..)
Har khushi Hai Logon Ke Daman Mein,
Par Ek Hansi Ke Liye Waqt Nahi.
Din Raat Daudti Duniya Mein,
Zindagi Ke Liye Hi Waqt Nahi.
Maa Ki Loree Ka Ehsaas To Hai,
Par Maa Ko Maa Kehne Ka Waqt Nahi
.Saare Rishton Ko To Hum Maar Chuke,
Ab Unhe Dafnane Ka Bhi Waqt Nahi.
Saare Naam Mobile Mein Hain,
Par Dosti Ke Lye Waqt Nahi.
Gairon Ki Kya Baat Karen,
Jab Apno Ke Liye Hi Waqt Nahi.
Aankhon Me Hai Neend Badee,
Par Sone Ka Waqt Nahi.
Dil Hai Ghamon Se Bhara Hua,
Par Rone Ka Bhi Waqt Nahi.
Paison ki Daud Me Aise Daude,
Ki Thakne ka Bhi Waqt Nahi.
Paraye Ehsason Ki Kya Kadr Karein,
Jab Apane Sapno Ke Liye Hi Waqt Nahi.
Tu Hi Bata E Zindagi,
Iss Zindagi Ka Kya Hoga,
Ki Har Pal Marne Walon Ko,
Jeene Ke Liye Bhi Waqt Nahi.......
Par Ek Hansi Ke Liye Waqt Nahi.
Din Raat Daudti Duniya Mein,
Zindagi Ke Liye Hi Waqt Nahi.
Maa Ki Loree Ka Ehsaas To Hai,
Par Maa Ko Maa Kehne Ka Waqt Nahi
.Saare Rishton Ko To Hum Maar Chuke,
Ab Unhe Dafnane Ka Bhi Waqt Nahi.
Saare Naam Mobile Mein Hain,
Par Dosti Ke Lye Waqt Nahi.
Gairon Ki Kya Baat Karen,
Jab Apno Ke Liye Hi Waqt Nahi.
Aankhon Me Hai Neend Badee,
Par Sone Ka Waqt Nahi.
Dil Hai Ghamon Se Bhara Hua,
Par Rone Ka Bhi Waqt Nahi.
Paison ki Daud Me Aise Daude,
Ki Thakne ka Bhi Waqt Nahi.
Paraye Ehsason Ki Kya Kadr Karein,
Jab Apane Sapno Ke Liye Hi Waqt Nahi.
Tu Hi Bata E Zindagi,
Iss Zindagi Ka Kya Hoga,
Ki Har Pal Marne Walon Ko,
Jeene Ke Liye Bhi Waqt Nahi.......
WAH TAJ!!
I felt so proud and happy when Taj Mahal was announced amongst the new 7 wonders of the world. More elation comes to me when i hear that it got maximum number of votes amongst all other monuments. Another reason for me to smile is that i DID contribute my bit in giving Taj its due place by not just voting but also making many other people vote.. i sent smses to my friends, orkut scraps and took spl permission from our college vice principal to put up charts regarding the same. Ah. it now feels NICE!
But the recent controversies with regards to authentication and validation of the worldwide poll and important bodies like UNESCO staying away from it plays a spoilsport. (the truth is hard to accept but even i doubted the selection process)..
Whatever be the case, i am enojying the fact that its an INDIAN MONUMENT... the great TAJ MAHAL which is topping the list of New 7 Wonders.. and to this beautiful earth which deserved a crown was given an India TAJ.
But the recent controversies with regards to authentication and validation of the worldwide poll and important bodies like UNESCO staying away from it plays a spoilsport. (the truth is hard to accept but even i doubted the selection process)..
Whatever be the case, i am enojying the fact that its an INDIAN MONUMENT... the great TAJ MAHAL which is topping the list of New 7 Wonders.. and to this beautiful earth which deserved a crown was given an India TAJ.
Jul 2, 2007
Does DEMOCRACY slowdown economic growth
India is a vibrant and chaotic democracy where governments are "hired and fired" by the people. Is India's slower economic growth a price of democracy?
Not so. Democracy neither causes nor depends on economic growth. India's economic sluggishness for four decades was due to bad policies, not weaknesses inherent in democracy. India is the world's biggest democracy. Policies of economic self sufficiency, import substitution and industrial licensing; fear of foreign investment; and rejection of market principles were conscious choices made by the ruling elite that had nothing to do with liberal democracy.
Fascination by Jawaharlal Nehru, India's first prime minister (1947-64), with the state's occupying the commanding heights of the economy and with planning as the instrument of choice for economic growth at the cost of a free-market price mechanism grew from an admiration of what at the time seemed to be impressive achievements by the Soviet Union, one of the two superpowers. This produced compromises with liberal democracy. The result was the greatest program of poverty multiplication and persistence in human history.
The economic performance of the country changed dramatically without any change in the basic political systems by adopting market principles and engaged with the international economy.
Democracy would appear to be irrelevant to the common failure before, and the parallel success after, economic reforms. Conversely, the drag on the economy of such factors as corrupt politicians, police and judges and bureaucratic resistance to reforms is still common India.
The political system, or parliamentary democracy, is the same all over India. But there has been great variation in economic performance among the different states -- from the agricultural and industrial powerhouses of Punjab and Maharashtra to the impoverished coffers, wasting infrastructure, deep poverty and widespread caste violence of Bihar. Democracy that is common to all states cannot be the explanation for this variance in performance. Rather, the explanation lies in the mix of policies and quality of governance.
Neither democracy, nor economic growth and poverty alleviation is self-generating and self-guaranteeing. In the absence of sustained annual growth of 7 percent or more for the next two to three decades, India would end up redistributing poverty rather than creating wealth: pulling the rich down and keeping the country poor instead of uplifting the poor, solidifying the middle class and increasing the number of rich.
World history suggests that the market democracies have the best record of sustained prosperity. This is not surprising, as both democracy and capitalism put faith in the ability of citizens to decide what is best for them economically and politically.
Governments can be fallible and markets are often imperfect; thus it's better to let the people decide and face the consequences of their choices. They have the capacity to learn from mistakes and success alike. Their willpower to learn, and learn fast, is greatly strengthened if they are themselves responsible for making crucial life-changing decisions on their economic and political futures.
Both liberal democracies and market economies rely for their long-term success on similar attributes of good governance: healthy competition, access to free and full information, secure property rights, the sanctity of contracts enforceable by an independent judiciary, a multi-skilled and well-educated workforce and citizenry, an efficient and transparent legal system, prudential regulatory systems, merit-based recruitment and promotion, and executives who are accountable to shareholders for the mistakes they make as well as answerable to the courts for the legality of their actions.
Markets require governance; good governance is not possible without democracy and civil society. Democracies also facilitate the achievement of the necessary social compromises between capital and labor, efficiency and equity, and growth and equality. Yet the most important attributes of democracy -- political freedoms, civil liberties, religious pluralism, minority rights -- are intrinsically important, not just as utilitarian instruments. They are worth fighting and dying for.
Not so. Democracy neither causes nor depends on economic growth. India's economic sluggishness for four decades was due to bad policies, not weaknesses inherent in democracy. India is the world's biggest democracy. Policies of economic self sufficiency, import substitution and industrial licensing; fear of foreign investment; and rejection of market principles were conscious choices made by the ruling elite that had nothing to do with liberal democracy.
Fascination by Jawaharlal Nehru, India's first prime minister (1947-64), with the state's occupying the commanding heights of the economy and with planning as the instrument of choice for economic growth at the cost of a free-market price mechanism grew from an admiration of what at the time seemed to be impressive achievements by the Soviet Union, one of the two superpowers. This produced compromises with liberal democracy. The result was the greatest program of poverty multiplication and persistence in human history.
The economic performance of the country changed dramatically without any change in the basic political systems by adopting market principles and engaged with the international economy.
Democracy would appear to be irrelevant to the common failure before, and the parallel success after, economic reforms. Conversely, the drag on the economy of such factors as corrupt politicians, police and judges and bureaucratic resistance to reforms is still common India.
The political system, or parliamentary democracy, is the same all over India. But there has been great variation in economic performance among the different states -- from the agricultural and industrial powerhouses of Punjab and Maharashtra to the impoverished coffers, wasting infrastructure, deep poverty and widespread caste violence of Bihar. Democracy that is common to all states cannot be the explanation for this variance in performance. Rather, the explanation lies in the mix of policies and quality of governance.
Neither democracy, nor economic growth and poverty alleviation is self-generating and self-guaranteeing. In the absence of sustained annual growth of 7 percent or more for the next two to three decades, India would end up redistributing poverty rather than creating wealth: pulling the rich down and keeping the country poor instead of uplifting the poor, solidifying the middle class and increasing the number of rich.
World history suggests that the market democracies have the best record of sustained prosperity. This is not surprising, as both democracy and capitalism put faith in the ability of citizens to decide what is best for them economically and politically.
Governments can be fallible and markets are often imperfect; thus it's better to let the people decide and face the consequences of their choices. They have the capacity to learn from mistakes and success alike. Their willpower to learn, and learn fast, is greatly strengthened if they are themselves responsible for making crucial life-changing decisions on their economic and political futures.
Both liberal democracies and market economies rely for their long-term success on similar attributes of good governance: healthy competition, access to free and full information, secure property rights, the sanctity of contracts enforceable by an independent judiciary, a multi-skilled and well-educated workforce and citizenry, an efficient and transparent legal system, prudential regulatory systems, merit-based recruitment and promotion, and executives who are accountable to shareholders for the mistakes they make as well as answerable to the courts for the legality of their actions.
Markets require governance; good governance is not possible without democracy and civil society. Democracies also facilitate the achievement of the necessary social compromises between capital and labor, efficiency and equity, and growth and equality. Yet the most important attributes of democracy -- political freedoms, civil liberties, religious pluralism, minority rights -- are intrinsically important, not just as utilitarian instruments. They are worth fighting and dying for.
Teachers!!
"GURU BRAHMA, GURU VISHNU, GURU DEVO MAHESHWARA.
GURU SHAKSHAT PARABRAHMA, TASMAYESHREE GURUVENAMAH."
In the modern scenario, the role of teachers has been changing due to the pressure of social and economic transformation. The society expects leadership from the teachers in the task of making education an effective instrument of nation building.
A teacher has not only to instruct but also to inspire the students; he or she has to influence the life and character of his or her students, and equip them with ideas and values which will equip them to enter the stream of national life as worthy citizens.
Teachers have been regarded as the instruments of new educational policy and action programme to develop in students, good character, national awareness, democratic values, loyalty and dedicated social responsibility. It is here that a teacher’s national responsibility finds expression.
The role of a teacher is to shape the minds of the younger generation. To strengthen our democracy, teachers must instill into the students ancient cultural spirit of tolerance of different opinions and viewpoints, and acquaint them with the modern wisdom expressed in Voltaire’s dictum: “I do not accept what you say; but I will defend with my life your right to say so.”
Today, the teachers have to concern himself with the total development of the child and not only with one or two aspects. He must be a philosopher illuminating the way of his intellectual and spiritual progress; he must be his guide in his moral and aesthetic advancement.
The success of students depends essentially upon the competence of the teachers, their sense of dedication and their identification with the interests of the students committed to their care.
The teacher is not a dispenser of knowledge only. It is more important for him to initiate his students into the art of learning by helping them acquire the right mental attitude and learning habit. Thus, the teacher’s role is changing. He should also spend more time diagnosing the learner’s needs, motivating and encouraging his students and checking the knowledge acquired.
The teacher is now expected not only to inculcate knowledge but also to encourage thinking. He has to become more of an advisor, a partner to talk to. He has to help seek out conflicting arguments rather than hand out readymade truths. For this, he will have to devote more time and energy to productive and creative activities.
To play this role effectively, the teacher faces a greater challenge today than at any time in history.
Teachers are being challenged to utilize new approaches and methods in an effort to improve learning outcomes.
The teacher of the future will be expected to perform the roles of planned organizer of curricula, innovator of educational ideas, practices and systems, writer of TV and radio lessons and programmes, resource personnel in the propagation of ever expanding knowledge, adept in the preparation of programmed texts, and motivator of learners in many creative, unconventional ways.
The role of teacher in modern society has proved an inexhaustible subject for inaugural lectures. There are virtually no empirical studies of the contemporary role of teachers.
Today, the teacher arrives at a conception of his proper or necessary role through his own experience as a pupil, his experience at the job, his reading, exchange of views and reflection and of course his professional training.
Strange as it may seem, it is a act that so far, practically, systematically, specifically, no effort has been made to study the role of teacher as envisaged by educational philosophers.
Woods thinks that the most obvious way for teachers to build character in their students is by becoming good role models themselves: "Practice what you preach. Look at yourself objectively, and try to improve on an individual basis," he says. "It is through this catharsis that true and lasting changes occur in the individual. Coming from this truth, educators and teachers will find that the ability to start something and develop positive core values in their students will be a relatively easy task."
An investment in developing the character of children is an investment in the future.
Character Education in the Classroom examines the role of educators in developing moral and ethical behavior in students by assisting teachers in defining and identifying character traits that would be important in their school. Character education has become a very popular theme in education since the 1990’s because of the increase of violence in schools, discipline concerns, and a national call to action for character education.
Students need to develop positive character attributes and appropriate behaviors in order to achieve high standards in school and be good citizens as adults. In recent years, however, many schools have moved away from programs that deal with behavioral issues
Teachers are an important source of social influence for students. Social influence is based primarily on the style of interacting that occurs every day, both in and out of the classroom
GURU SHAKSHAT PARABRAHMA, TASMAYESHREE GURUVENAMAH."
In the modern scenario, the role of teachers has been changing due to the pressure of social and economic transformation. The society expects leadership from the teachers in the task of making education an effective instrument of nation building.
A teacher has not only to instruct but also to inspire the students; he or she has to influence the life and character of his or her students, and equip them with ideas and values which will equip them to enter the stream of national life as worthy citizens.
Teachers have been regarded as the instruments of new educational policy and action programme to develop in students, good character, national awareness, democratic values, loyalty and dedicated social responsibility. It is here that a teacher’s national responsibility finds expression.
The role of a teacher is to shape the minds of the younger generation. To strengthen our democracy, teachers must instill into the students ancient cultural spirit of tolerance of different opinions and viewpoints, and acquaint them with the modern wisdom expressed in Voltaire’s dictum: “I do not accept what you say; but I will defend with my life your right to say so.”
Today, the teachers have to concern himself with the total development of the child and not only with one or two aspects. He must be a philosopher illuminating the way of his intellectual and spiritual progress; he must be his guide in his moral and aesthetic advancement.
The success of students depends essentially upon the competence of the teachers, their sense of dedication and their identification with the interests of the students committed to their care.
The teacher is not a dispenser of knowledge only. It is more important for him to initiate his students into the art of learning by helping them acquire the right mental attitude and learning habit. Thus, the teacher’s role is changing. He should also spend more time diagnosing the learner’s needs, motivating and encouraging his students and checking the knowledge acquired.
The teacher is now expected not only to inculcate knowledge but also to encourage thinking. He has to become more of an advisor, a partner to talk to. He has to help seek out conflicting arguments rather than hand out readymade truths. For this, he will have to devote more time and energy to productive and creative activities.
To play this role effectively, the teacher faces a greater challenge today than at any time in history.
Teachers are being challenged to utilize new approaches and methods in an effort to improve learning outcomes.
The teacher of the future will be expected to perform the roles of planned organizer of curricula, innovator of educational ideas, practices and systems, writer of TV and radio lessons and programmes, resource personnel in the propagation of ever expanding knowledge, adept in the preparation of programmed texts, and motivator of learners in many creative, unconventional ways.
The role of teacher in modern society has proved an inexhaustible subject for inaugural lectures. There are virtually no empirical studies of the contemporary role of teachers.
Today, the teacher arrives at a conception of his proper or necessary role through his own experience as a pupil, his experience at the job, his reading, exchange of views and reflection and of course his professional training.
Strange as it may seem, it is a act that so far, practically, systematically, specifically, no effort has been made to study the role of teacher as envisaged by educational philosophers.
Woods thinks that the most obvious way for teachers to build character in their students is by becoming good role models themselves: "Practice what you preach. Look at yourself objectively, and try to improve on an individual basis," he says. "It is through this catharsis that true and lasting changes occur in the individual. Coming from this truth, educators and teachers will find that the ability to start something and develop positive core values in their students will be a relatively easy task."
An investment in developing the character of children is an investment in the future.
Character Education in the Classroom examines the role of educators in developing moral and ethical behavior in students by assisting teachers in defining and identifying character traits that would be important in their school. Character education has become a very popular theme in education since the 1990’s because of the increase of violence in schools, discipline concerns, and a national call to action for character education.
Students need to develop positive character attributes and appropriate behaviors in order to achieve high standards in school and be good citizens as adults. In recent years, however, many schools have moved away from programs that deal with behavioral issues
Teachers are an important source of social influence for students. Social influence is based primarily on the style of interacting that occurs every day, both in and out of the classroom
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