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This blog is for those who are interested the apostolate of education as well as those engaged in the apostolate . This blog can be used for sharing ideas resources and opinions. Comments section can be used to air your opinions and ask questions on various topics

Friday, 21 March 2014

Centre’s guidelines propose restricting junk food in and around schools



Centre’s guidelines propose restricting junk food in and around schools across the country

Necessary for children’s health
    The Centre’s proposal to restrict the sale and consumption of junk food in and around schools across the country is an important measure in the fight against rising lifestyle diseases. In guidelines framed, the government proposes to restrict items such as chips, fries, colas, chocolates, burgers and samosas inside school canteens and within 50m of school premises. Simultaneously, it pitches for a uniform education policy to encourage children to switch over to a healthier diet. Given the enormity of the challenge, restricting junk food in schools is a necessary first step.
    There’s no denying that children today are continuously bombarded with a range of processed food items that are high on unhealthy fats, sugar and salt. Fast food retailers devise clever marketing techniques to specifically target children and push their products. However, excessive consumption of junk food has led to a global childhood obesity problem. An estimated 17.6 million children under the age of five are overweight worldwide. This in turn has heightened the risk of cardiovascular diseases, Type-II diabetes, hypertension and certain forms of cancer. Several studies show a high intake of junk food diminishes a child’s mental growth and learning abilities. Add to this WHO’s recent recommendations advocating drastic cuts in sugar products for both children and adults.
    Of course, it’s not possible to completely cut out children’s access to junk food. However, restricting unhealthy processed foods in schools is an effective way to educate children about their harmful effects. In this context, it’s welcome that the government’s guidelines prescribe a review of labelling regulations to categorise packaged food items according to their nutritional value. This will help parents make an informed choice about their children’s diet. Meanwhile, school health teams comprising teachers, parents and students can monitor strict implementation of the guidelines, making the fight against junk food comprehensive.
Who will monitor this? Chandan Nandy
    Banning sale of junk food in schools is not a justifiable response to prevent child obesity and other associated risks like juvenile diabetes. Regardless of their level of hunger or preferences, children primarily consume foods, whether healthy or unhealthy, which are easily available or promoted in their immediate environments. Children’s environments at home and in neighbourhoods they live, where regulation levels are low, provide more opportunities than in schools to consume junk food, including aerated and sugary soft drinks, candy bars, burgers and fries. A ban on junk food cannot solve problems which originate in children’s homes and communities.
    The ban will serve no purpose because there is nothing to suggest that the sale of unhealthy food or snacks within or outside school campuses can be adjudicated properly and followed strictly. Even if a ban is enforced, it will be a logistical nightmare for school authorities to check whether students sneak in junk food from home, which reinforces the point that childhood experiences and home environments profoundly affect children’s dietary habits. Besides, classifying what snacks constitute junk food, given India’s diverse cultures, is problematic. Do syrupy jalebis or deep fried samosas and bread pakoras qualify as junk food? Just because they are Indian snacks does not mean they are less harmful than conventional junk food.
    Surely, school principals are not expected to abandon their primary responsibility of educating their pupils and focus instead on the time-consuming and pointless exercise of classifying what constitutes nutritious or unhealthy food. Instead of limiting students’ choices schools, and more importantly parents, should educate them on taking the right decisions about healthy eating habits. Children’s sweet tooth, for example, is notorious. Totally banning foods high in sugar for them – as that’s supposed to lead to obesity – is pointless. Such a ban is bound to be observed in the breach more than anything else.

Monday, 30 December 2013

Unaided minority schools do not come under the ambit of RTE Act.



Unaided minority schools do not come under the ambit of RTE Act.
BOMBAY HC ORDER
    
Unaided minority schools, which do not get direct monetary or salary grant aid from the government, do not come under the ambit of RTE Act that requires them to reserve 25% seats for students from economically weak families
    A division bench of Justices Abhay Oka and Revati Dere said that concessions on taxes and land at concessional rates from government do not mean that these institutions fall in the category of aided schools.

For details please access http://epaper.timesofindia.com/Default/Scripting/ArticleWin.asp?From=Archive&Source=Page&Skin=TOINEW&BaseHref=TOIM/2013/12/25&PageLabel=2&EntityId=Ar00200&ViewMode=HTML

Thursday, 1 August 2013

some famous quotes on education



Famous quotes on education

I am not a teacher, but an awakener. Robert Frost

Perhaps the most valuable result of all education is the ability to make yourself do the thing you have to do, whether you like it or not. Thomas Henry Huxley

Liberty without Learning is always in peril and Learning without Liberty is always in vain. John F. Kennedy

The roots of education are bitter, but the fruit is sweet. Aristotle

There are two educations. One should teach us how to make a living and the other how to live. John Adams

The secret in education lies in respecting the student. Ralph Waldo Emerson

A man should look for what is and not for what he thinks should be. Albert Einstein

Education is not a preparation for life; education is life itself John Dewey

The mind is not a vessel to be filled, but a fire to be kindled. Plutarch

Study without desire spoils the memory, and it retains nothing that it takes in. Leonardo da Vinci

The highest education is that which does not merely give us information but makes our life in harmony with all existence. Rabindranath Tagore

Right education should help the student, not only to develop his capacities, but to understand his own highest interest. J. Krishnamurti

Friday, 12 July 2013

Know how some of them started out…



Know how some of them started out…

 


“In my childhood days, I stitched shoes” – Abraham Lincoln





 





“I worked at a petrol pump” – Dhirubhai Ambani


 



“I was the one who served in hotels” – Oberoi



 


 “I didn’t even complete my university education” – Bill Gates



 




“I Failed in the 10th standard” – Sachin Tendulkar





 


“I used to serve tea at a shop to support my football training” – Lionel Messi 





  

"At the age of 24, I was a bus conductor” – Rajnikanth







“Education drop-out & initially a keyboard player” – A. R. Rahman





 

“I slept on a bench for a week and borrowed Rs. 20 everyday from a friend to travel to filmcity” – Shahrukh Khan






Today, they are what they are, because they believed in THEMSELVES….
Life is not about what you couldn’t do so far, its about WHAT YOU STILL CAN !

courtesy to elizebeth pereira in csf post > hq@thecsf.info

Tuesday, 14 May 2013

4 Cs for guidance

4 Cs for guidance          -  USHA RAMAN

            There are qualities that one needs to imbibe when one enters the workplace.
Many years ago when I was still a student, I heard from a veteran in the field that the three qualities that were central to good journalism were curiosity, courage, and compassion. One might add to this a fourth C (at the risk of sounding like all those other list makers who love alliteration!) — Commitment. Come to think about it, these are qualities that would seem to apply to pretty much any field of endeavour, and they don’t just begin when one enters the workspace but should guide all activity outside the bare routine.
            Curiosity, most of us would agree, is the basis of all learning. While we might take in vast amounts of material that we have no interest in, we only learn things that we are actively curious about — and there’s a not-so-subtle difference there. We might pass examinations and even do exceedingly well in subjects that do not hold our interest at all, but if you were asked a question a month after you’ve regurgitated the material in a test, you would probably break your head trying to remember. Things that engage us, on the other hand, are more easily remembered, and things that we actively seek out, we almost never forget. Unfortunately, however, curiosity is something that our education system does not really foster — we all have it in good measure but we need to work on keeping it alive through the school and college years. A curious student is able to put together better assignments and projects, and find ways to make unexpected connections. However, this curiosity should not be merely academic. We need to be able to constantly ask about how things connect, how and why they should be done in a certain way and what the larger implications might be. This could at times end up making you feel uncomfortable — and this is where the other three “Cs” kick in.

Ask ‘why’ and ‘why not’
            As you go into the workspace, mere curiosity may not suffice. You need to have the courage to follow the leads that your questions suggest. It means asking both “why” and “why not” and pursuing those questions in a committed and persistent manner. Now, courage may seem like a big word, something more suited to jobs that take one into life-and-death situations. But courage is something that is needed every day in some measure. It takes courage to say to an insistent peer group that you need to spend time finishing up an assignment when the rest of them want to party. It takes courage to be willing to be laughed at and ridiculed when you insist on taking a stand that does not meet the current notions of “cool”. In work situations, courage may mean standing up to an unfair boss or challenging the way a colleague has been treated.
            I won’t belabour the need for the third ‘C’— compassion — as it is one of those qualities that is needed in all spaces of life, at home, at work, on the street, and in other public and private realms. Again, it is too often set aside as being irrelevant to the professional space unless of course one is a social worker. But a compassionate attitude can temper curiosity and direct courage in a meaningful way — to follow those lines of enquiry that make social and human sense or to look beyond financial gain when looking at costs and benefits of a certain action or decision.

Intervene
            And commitment of course is what makes all of this come together in a meaningful and effective way. Speaking at a student symposium recently, Bangalore-based social entrepreneur Subramaniam Vincent described how a young market researcher in Bangalore had become involved in cleaning up a city lake. Faced with this civic problem, the young woman asked herself, “I’m educated, I’m an analyst, and I have the resources…I should be able to put my mind to this problem, and find a solution.” Clearly, the curiosity was there, and she found the courage to take the risk of entering an area — a public space — that was not part of her routine “job”, and went about committing herself to the task. The whole exercise was driven by compassion, in a certain sense, the drive to do something that would address a larger environmental problem. “The point of education is to make you intervene,” emphasised Vincent. To intervene to make things better…for yourself and for the people around you.
            But stepping back again, for a moment, I’d like to reiterate that intervention of any kind is possible only if one has the curiosity to think in different ways, the courage to ask questions in the face of widespread acceptance, the compassion to turn those questions into useful and relevant ones, and the commitment to put your time and effort behind them. Now don’t get me wrong — I do not mean to imply that all work must have a direct or obvious social imperative (but wouldn’t that be a wonderful idea?). If you think carefully about it, these qualities make for better work of all kinds, in all spheres. Curiosity and commitment sharpen our skills, while compassion and courage contribute to the context within which those skills are applied.