A sport is an organized,competitive, entertaining, and skillful physical activity requiring commitment and fair play, in which a winner can be defined by objective means. It is governed by a set of rules or customs. In sports the key factors are the physical capabilities and skills of the competitor when determining the outcome (winning or losing). The physical activity involves the movement of people, animals and/or a variety of objects such as balls and machines or equipment. In contrast, games such as card games and board games, though these could be called mind sports and some are recognized as Olympic sports, require primarily mental skills and only mental physical involvement. Non-competitive activities, for example as jogging or playing catch, are usually classified as forms of recreation
The entertainment aspect of sports, together with the spread of mass media and increased leisure time, has led to professionalism in sports. This has resulted in some conflict, where the paycheck can be seen as more important than recreational aspects, or where the sports are changed simply to make them more profitable and popular, thereby losing certain valued traditions.
The entertainment aspect also means that sportsmen and women are often elevated to celebrity status in media and popular culture.
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Sunday, September 26, 2010
Wednesday, September 22, 2010
Science
The word science comes from the Latin "scientia," meaning knowledge.
How do we define science? According to Webster's New Collegiate Dictionary, the definition of science is "knowledge attained through study or practice," or "knowledge covering general truths of the operation of general laws, esp. as obtained and tested through scientific method [and] concerned with the physical world." What does that really mean? Science refers to a system of acquiring knowledge. This system uses observation and experimentation to describe and explain natural phenomena. The term science also refers to the organized body of knowledge people have gained using that system. Less formally, the word science often describes any systematic field of study or the knowledge gained from it. What is the purpose of science? Perhaps the most general description is that the purpose of science is to produce useful models of reality.
This volume is a serious attempt to open up the subject of European philosophy of science to real thought, and provide the structural basis for the interdisciplinary development of its specialist fields, but also to provoke reflection on the idea of ‘European philosophy of science’. This efforts should foster a contemporaneous reflection on what might be meant by philosophy of science in Europe and European philosophy of science, and how in fact awareness of it could assist philosophers interpret and motivate their research through a stronger collective identity. The overarching aim is to set the background for a collaborative project organising, systematising, and ultimately forging an identity for, European philosophy of science by creating research structures and developing research networks across Europe to promote its development. As such under the general rubric of ‘the present situation in the philosophy of science’, the emphasis is on as a first step identifying traditions and research structures already present, and the directions in which this research was leading. The European perspective in philosophy of science is the inclusion of the historical roots of current debates and the focus on methodological problems that cross the various sub-disciplines. This historical dimension is complemented by the evident broad scope of European philosophy of science which embodies not only a strong tradition of history and philosophy of science, history of philosophy of science, but also philosophy with respect to the cultural and social sciences as part of (not separate to) the discipline, combined with more traditional philosophical issues and approaches, such as the application of formal methods, the problem of realism, determinism and chance or the natural kinds debate. This consideration of general philosophical questions in science is married to a strong tradition of engaging naturalistically with the particular philosophical issues in individual sciences where there exists a prerogative of being closely schooled in the relevant scientific theory and research context. Additionally, one can refer to particular positions, like ‘structural realism’, as ‘European’, having their origin and their centre of pursuit, and indeed their historical links, in the context of European research.
How do we define science? According to Webster's New Collegiate Dictionary, the definition of science is "knowledge attained through study or practice," or "knowledge covering general truths of the operation of general laws, esp. as obtained and tested through scientific method [and] concerned with the physical world." What does that really mean? Science refers to a system of acquiring knowledge. This system uses observation and experimentation to describe and explain natural phenomena. The term science also refers to the organized body of knowledge people have gained using that system. Less formally, the word science often describes any systematic field of study or the knowledge gained from it. What is the purpose of science? Perhaps the most general description is that the purpose of science is to produce useful models of reality.
This volume is a serious attempt to open up the subject of European philosophy of science to real thought, and provide the structural basis for the interdisciplinary development of its specialist fields, but also to provoke reflection on the idea of ‘European philosophy of science’. This efforts should foster a contemporaneous reflection on what might be meant by philosophy of science in Europe and European philosophy of science, and how in fact awareness of it could assist philosophers interpret and motivate their research through a stronger collective identity. The overarching aim is to set the background for a collaborative project organising, systematising, and ultimately forging an identity for, European philosophy of science by creating research structures and developing research networks across Europe to promote its development. As such under the general rubric of ‘the present situation in the philosophy of science’, the emphasis is on as a first step identifying traditions and research structures already present, and the directions in which this research was leading. The European perspective in philosophy of science is the inclusion of the historical roots of current debates and the focus on methodological problems that cross the various sub-disciplines. This historical dimension is complemented by the evident broad scope of European philosophy of science which embodies not only a strong tradition of history and philosophy of science, history of philosophy of science, but also philosophy with respect to the cultural and social sciences as part of (not separate to) the discipline, combined with more traditional philosophical issues and approaches, such as the application of formal methods, the problem of realism, determinism and chance or the natural kinds debate. This consideration of general philosophical questions in science is married to a strong tradition of engaging naturalistically with the particular philosophical issues in individual sciences where there exists a prerogative of being closely schooled in the relevant scientific theory and research context. Additionally, one can refer to particular positions, like ‘structural realism’, as ‘European’, having their origin and their centre of pursuit, and indeed their historical links, in the context of European research.
Agriculture
Agriculture
Agriculture is the production of food, feed, fiber and other goods by the systematic growing and harvesting of plants and animals. It is the science of working land and using it to raise plants and animals.
Agriculture is the production, processing, marketing, and use of foods, fibers and byproducts from plant crops and animals.Agriculture was the key development that led to the rise of human civilization, with the husbandry of domesticated animals and plants (i.e. crops) creating food surpluses that enabled the development of more densely populated and stratified societies. The study of agriculture is known as agricultural science. Agriculture is also observed in certain species of ant and termite.
In Nepal, the economy is dominated by agriculture. In the late 1980s, it was the livelihood for more than 90 percent of the population, although only approximately 20 percent of the total land area was cultivable, it accounted for, on average, about 60 percent of the GDP and approximately 75 percent of exports. Since the formulation of the Fifth Five-Year Plan (1975-80), agriculture has been the highest priority because economic growth was dependent on both increasing the productivity of existing crops and diversifying the agricultural base for use as industrial inputs.
According to the World Bank, agriculture is the main source of food, income, and employment for the majority.
In trying to increase agricultural production and diversify the agricultural base, the government focused on irrigation, the use of fertilizers and insecticides, the introduction of new implements and new seeds of high-yield varieties, and the provision of credit. The lack of distribution of these inputs, as well as problems in obtaining supplies, however, inhibited progress. Although land reclamation and settlement were occurring in the Tarai Region, environmental degradation and ecological imbalance resulting from deforestation also prevented progress.
Although new agricultural technologies helped increase food production, there still was room for further growth. Past experience indicated bottlenecks, however, in using modern technology to achieve a healthy growth. The conflicting goals of producing cash crops both for food and for industrial inputs also were problematic.
The production of crops fluctuated widely as a result of these factors as well as weather conditions. Although agricultural production grew at an average annual rate of 2.4 percent from 1974 to 1989, it did not keep pace with population growth, which increased at an average annual rate of 2.6 percent over the same period.Further, the annual average growth rate of food grain production was only 1.2 percent during the same period.
There were some successes. Fertile lands in the Tarai Region and hardworking peasants in the Hill Region provided greater supplies of food staples (mostly rice and corn), increasing the daily caloric intake of the population locally to over 2,000 calories per capita in 1988 from about 1,900 per capita in 1965. Moreover, areas with access to irrigation facilities increased from approximately 6,200 hectares in 1956 to nearly 583,000 hectares by 1990.
Agriculture is the production of food, feed, fiber and other goods by the systematic growing and harvesting of plants and animals. It is the science of working land and using it to raise plants and animals.
Agriculture is the production, processing, marketing, and use of foods, fibers and byproducts from plant crops and animals.Agriculture was the key development that led to the rise of human civilization, with the husbandry of domesticated animals and plants (i.e. crops) creating food surpluses that enabled the development of more densely populated and stratified societies. The study of agriculture is known as agricultural science. Agriculture is also observed in certain species of ant and termite.
In Nepal, the economy is dominated by agriculture. In the late 1980s, it was the livelihood for more than 90 percent of the population, although only approximately 20 percent of the total land area was cultivable, it accounted for, on average, about 60 percent of the GDP and approximately 75 percent of exports. Since the formulation of the Fifth Five-Year Plan (1975-80), agriculture has been the highest priority because economic growth was dependent on both increasing the productivity of existing crops and diversifying the agricultural base for use as industrial inputs.
According to the World Bank, agriculture is the main source of food, income, and employment for the majority.
In trying to increase agricultural production and diversify the agricultural base, the government focused on irrigation, the use of fertilizers and insecticides, the introduction of new implements and new seeds of high-yield varieties, and the provision of credit. The lack of distribution of these inputs, as well as problems in obtaining supplies, however, inhibited progress. Although land reclamation and settlement were occurring in the Tarai Region, environmental degradation and ecological imbalance resulting from deforestation also prevented progress.
Although new agricultural technologies helped increase food production, there still was room for further growth. Past experience indicated bottlenecks, however, in using modern technology to achieve a healthy growth. The conflicting goals of producing cash crops both for food and for industrial inputs also were problematic.
The production of crops fluctuated widely as a result of these factors as well as weather conditions. Although agricultural production grew at an average annual rate of 2.4 percent from 1974 to 1989, it did not keep pace with population growth, which increased at an average annual rate of 2.6 percent over the same period.Further, the annual average growth rate of food grain production was only 1.2 percent during the same period.
There were some successes. Fertile lands in the Tarai Region and hardworking peasants in the Hill Region provided greater supplies of food staples (mostly rice and corn), increasing the daily caloric intake of the population locally to over 2,000 calories per capita in 1988 from about 1,900 per capita in 1965. Moreover, areas with access to irrigation facilities increased from approximately 6,200 hectares in 1956 to nearly 583,000 hectares by 1990.
Tihar
Tihar Festival
Tihar is a five-day Nepalese festival celebrated in late autumn, which comes soon after Dashain. Two of these days incorporates the Hindu festival Deepavali, where one day is celebrated for goddess Laxmi and the other one is celebrated to worship brothers for their long life. However, all ethnic groups celebrate this festival. The festival is celebrated from Trayodashi of Kartik Krishna to Katrik Shukla Dwitiya every year.The name Tihar means the festival of lights, where many candles are lighted both inside and outside the houses to make it bright at night. The five-day festival is considered to be of great importance as it shows reverence to not just the humans and the Gods, but also to the animals like crow, cow and dog, who maintain an intense relationship with the human
Kag Puja:-
The first day of the festival is called Kag Puja or Kag Parva - Worship of Crows. The crows are worshipped by offerings of sweets and dishes on the roof of the houses. The cawing of the crows symbolises sadness and grief in the Hindu mythology, so the devotees offer the crows food to avert grief and deaths in their homes.
Dog worshipday:-
The second day is called Dog worship or Khicha Puja by the Newars - Worship of Dogs. Dog, which is believed to be messenger of Lord Yamaraj, the god of death, is worshipped once a year on this day. People offer garland, teeka and delicious food to the animal, and acknowledge the cherished relationship between humans and the oldest ever tamed animal.This day is also observed as Narak Chaturdashi.
Cow worshipday:
On the morning of the third day is Cow worshipday - Worship of Cows. The Cow is considered to be the surrogate mother humans, according to Hindu myth, so they worship her with tika, garlands and fruits on that day.
In the evening Laxmi, the goddess of wealth is worshipped. This day is called Laxmi Puja. The goddess is believed to enter the brightest house to give her blessings, making the family healthy and prosperous.
Worship of Oxen:-
On the fourth day of Tihar, there are three different known pujas. Most perform Goru Puja, or Worship of Oxen. People who follow Krishna perform Gobardhan Puja, which is worship towards Cowdung. Cowdung is seen as very useful in Nepal, as in the olden days it was used for everything from light at night (Methane) to polish for the mud floors of traditional houses. The Newar community on the night of this day do Maha Puja, or Worship of Self. Because this period is also the beginning of Nepal Sambat, or the new year of Nepalese especially commemorated by Newars, it ensures prosperity for the new year.
The third and fourth day of Tihar is especially famous for DEUSI AND BHAILO, light and fireworks. Deusi and Bhailo are the songs which have only been sung on those Tihar days. Social workers, young and children visit local homes to sing these songs, and in return the home owners give them money, fruit, rice and bread (Selroti, a special type of bread made by rice flour and sugar).The Deusi is mostly sung by the boys while the Bhailo is sung by the girls.
Worship of Brother:-
The fifth and last day of Tihar is Bhai Tika, a day where sisters put "Tika" on forehead of brothers, to ensure long life, and thank them for the protection they give. When the sisters give the "Tika", the brothers give gifts or money as a return. A special garland is made for the brothers out of a flower that wilts after a couple of months, symbolizing the sister's prayer for her brother's long life.
Tihar is a five-day Nepalese festival celebrated in late autumn, which comes soon after Dashain. Two of these days incorporates the Hindu festival Deepavali, where one day is celebrated for goddess Laxmi and the other one is celebrated to worship brothers for their long life. However, all ethnic groups celebrate this festival. The festival is celebrated from Trayodashi of Kartik Krishna to Katrik Shukla Dwitiya every year.The name Tihar means the festival of lights, where many candles are lighted both inside and outside the houses to make it bright at night. The five-day festival is considered to be of great importance as it shows reverence to not just the humans and the Gods, but also to the animals like crow, cow and dog, who maintain an intense relationship with the human
Kag Puja:-
The first day of the festival is called Kag Puja or Kag Parva - Worship of Crows. The crows are worshipped by offerings of sweets and dishes on the roof of the houses. The cawing of the crows symbolises sadness and grief in the Hindu mythology, so the devotees offer the crows food to avert grief and deaths in their homes.
Dog worshipday:-
The second day is called Dog worship or Khicha Puja by the Newars - Worship of Dogs. Dog, which is believed to be messenger of Lord Yamaraj, the god of death, is worshipped once a year on this day. People offer garland, teeka and delicious food to the animal, and acknowledge the cherished relationship between humans and the oldest ever tamed animal.This day is also observed as Narak Chaturdashi.
Cow worshipday:
On the morning of the third day is Cow worshipday - Worship of Cows. The Cow is considered to be the surrogate mother humans, according to Hindu myth, so they worship her with tika, garlands and fruits on that day.
In the evening Laxmi, the goddess of wealth is worshipped. This day is called Laxmi Puja. The goddess is believed to enter the brightest house to give her blessings, making the family healthy and prosperous.
Worship of Oxen:-
On the fourth day of Tihar, there are three different known pujas. Most perform Goru Puja, or Worship of Oxen. People who follow Krishna perform Gobardhan Puja, which is worship towards Cowdung. Cowdung is seen as very useful in Nepal, as in the olden days it was used for everything from light at night (Methane) to polish for the mud floors of traditional houses. The Newar community on the night of this day do Maha Puja, or Worship of Self. Because this period is also the beginning of Nepal Sambat, or the new year of Nepalese especially commemorated by Newars, it ensures prosperity for the new year.
The third and fourth day of Tihar is especially famous for DEUSI AND BHAILO, light and fireworks. Deusi and Bhailo are the songs which have only been sung on those Tihar days. Social workers, young and children visit local homes to sing these songs, and in return the home owners give them money, fruit, rice and bread (Selroti, a special type of bread made by rice flour and sugar).The Deusi is mostly sung by the boys while the Bhailo is sung by the girls.
Worship of Brother:-
The fifth and last day of Tihar is Bhai Tika, a day where sisters put "Tika" on forehead of brothers, to ensure long life, and thank them for the protection they give. When the sisters give the "Tika", the brothers give gifts or money as a return. A special garland is made for the brothers out of a flower that wilts after a couple of months, symbolizing the sister's prayer for her brother's long life.
Educaton
Education is knowledge in basic skills, academics, technical, discipline, citizenship or is it something else? Our society says only academic basics are important and that is based on collecting knowledge without understanding its value. How about the processing of knowledge, using inspiration, visionary ambitions, creativity, risk, ability to bounce back from failure, motivation? Most education institutions don’t consider these skills. These skills are associated with understanding the value of knowledge. There is a huge disconnected gap and this is a problem for high school students in particular.
A quality education is custom design that addresses the unique abilities of each student and has a positive emotional experience. Custom education evaluates natural talent and how the student learns. This is why home schooled students out perform classroom students. Parents learn what works and does not work, then focus on what works. With this method, students develop a love to learn and learning becomes a lifelong process.It does not measure how the mind processes information, how motivating experiences develop persistence, or how the mind sorts out instincts, opinions, evaluations, possibilities, alternatives. Knowledge by itself has no value, it is like a dictionary filled with words. Words by themselves have no value, it is the process of stringing them together that gives them value. How they are strung together determines the level of value. Now our education system is becoming a system that memorizes the dictionary. When students have memorized selected knowledge, then they will be given a one-day test, based on dictionary knowledge, which will influence employment opportunity for the rest of their life. Natural skills are not considered. Is this how America became the worlds' economic leader? NO! Knowledge only has value when used with a process and process in an artificial environment is not predictable or measurable.
Modern education in Nepal began with the establishment of the first school in 1853; this school was only for the members of the ruling families and their courtiers. Schooling for the general people began only after 1951 when a popular movement ended the autocratic Rana family regime and initiated a democratic system. In the past 50 years, there has been a dramatic expansion of education facilities in the country. As a result, adult literacy (age 15+) of the country was reported to be 48.2% (female: 34.6%, male: 62.2%) in the Population Census, 2001, up from about 5% in 1952–54. Beginning from about 300 schools and two colleges with about 10,000 students in 1951, there now are 26,000 schools (including higher secondary), 415 colleges, five universities, and two academies of higher studies. Altogether 5.5 million students are enrolled in those schools and colleges who are served by more than 150,000 teachers.
Despite such examples of success, there are problems and challenges. Education management, quality, relevance, access are some of the critical issues of education in Nepal. Societal disparities based on gender, ethnicity, location, economic class, etc. are yet to be eliminated. Resource crunch has always been a problem in education. These problems have made the goal of education for all a challenge for the country
Human Right
Human Rights Human rights are rights inherent to all human beings, whatever our nationality, place of residence, sex, national or ethnic origin, colour, religion, language, or any other status. We are all equally entitled to our human rights without discrimination. These rights are all interrelated, interdependent and indivisible.
Universal human rights are often expressed and guaranteed by law, in the forms of treaties, customary international law , general principles and other sources of international law. International human rights law lays down obligations of Governments to act in certain ways or to refrain from certain acts, in order to promote and protect human rights and fundamental freedoms of individuals or groups.
The principle of universality of human rights is the cornerstone of international human rights law. This principle, as first emphasized in the Universal Declaration on Human Rights in 1948, has been reiterated in numerous international human rights conventions, declarations, and resolutions. The 1993 Vienna World Conference on Human Rights, for example, noted that it is the duty of States to promote and protect all human rights and fundamental freedoms, regardless of their political, economic and cultural systems.
All States have ratified at least one, and 80% of States have ratified four or more, of the core human rights treaties, reflecting consent of States which creates legal obligations for them and giving concrete expression to universality. Some fundamental human rights norms enjoy universal protection by customary international law across all boundaries and civilizations.
Human rights are inalienable. They should not be taken away, except in specific situations and according to due process. For example, the right to liberty may be restricted if a person is found guilty of a crime by a court of law.
Universal human rights are often expressed and guaranteed by law, in the forms of treaties, customary international law , general principles and other sources of international law. International human rights law lays down obligations of Governments to act in certain ways or to refrain from certain acts, in order to promote and protect human rights and fundamental freedoms of individuals or groups.
The principle of universality of human rights is the cornerstone of international human rights law. This principle, as first emphasized in the Universal Declaration on Human Rights in 1948, has been reiterated in numerous international human rights conventions, declarations, and resolutions. The 1993 Vienna World Conference on Human Rights, for example, noted that it is the duty of States to promote and protect all human rights and fundamental freedoms, regardless of their political, economic and cultural systems.
All States have ratified at least one, and 80% of States have ratified four or more, of the core human rights treaties, reflecting consent of States which creates legal obligations for them and giving concrete expression to universality. Some fundamental human rights norms enjoy universal protection by customary international law across all boundaries and civilizations.
Human rights are inalienable. They should not be taken away, except in specific situations and according to due process. For example, the right to liberty may be restricted if a person is found guilty of a crime by a court of law.
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