Thinking through Act

“Acting is behaving truthfully under imaginary circumstances.”

Acting is basically an art of imitation or reflection or representation. It is the quality of utilizing your own spirit body and mind in being someone else. Actors on the stage do not show themselves up there, but they show the character they get into to people.”  Acting is equivalent to forgetting the original self.

Acting is not about being someone different. It’s finding the similarity in what is apparently different, then finding myself in there.

Benefits of acting

There are many benefits of acting :

  1.  It is a self-cleansing art.
  2. It helps us to forget ourselves, our worries, or goals, our life pressure, etc for the same time.
  3. It helps us to “be present”. Through acting, we enjoy “the moment”. We are at “the moment”.
  4. It helps us to understand the small little worlds as well as the big worlds of various people around us.
  5. Every act gives us a different perception that adds to build our character.

Methods of acting

  1. Stanislavski/Strasberg/Method: It uses affective memory considering our past. We need to relate to our past events. It draws situations from real life and there is an “emotional recall” as we get in touch with your emotional self.
  2. Meisner Method: It is the method based on the usage of imagination only. We need to enforce us to ask questions to ourselves. We ask the questions “what if”. We need time to contemplate under what situation will I be like this and considers the hypothetical future.

Voice Acting

Our emotions come out of our voices. Talking to a person over a voice call, we can immediately interpret if he is happy, sad, angry, guilty, lonely, or anything else. The Voice of a person gives a strong sense of the feelings of a person. Therefore, in addition to bringing the character by our body movements, we also need to bring out the character through our voice. Indeed, the voice acting is so powerful that it has opened up a separate domain for artists. Voice acting by podcasts are becoming popular day by day. It is easy to access and very interesting helping listeners to create a world of their own by listening to the voice artists. In addition, in these difficult times of pandemic, where shooting is difficult due to the rules of social distancing, podcasts are the way for artists.

Irrespective of the form of acting, the main trick is to make your character your best friend. We need to study up on character traits; read testimonials, interviews, or watch videos. Then, we need to try to bring the traits through voice. Traits, in general, depending on age, geographical location, any distinct characteristic, or disability. There is a need to develops a culture of responsive acting. It is also important to tackles self-consciousness. It is an effective way of creating the world around us. An actor is an energy bank, always excited about his character and his story.

“Acting is a sport. On stage you must be ready to move like a tennis player on his toes. Your concentration must be keen, your reflexes sharp; your body and mind are in top gear, the chase is on. Acting is energy. In the theatre people pay to see energy.”

Last day of Internship

So, finally, today is the last day of my internship. This is not related to any news, article or any kind of research, this is just a simple message and a little experience which I want to share. In this period of a month, I learnt a plethora of skills such as content writing, Blogging and more than that I enjoyed to being a publisher with eduindex. I haven’t traditionally good at writing but now I think I did my best even I can do more better. In today’s world, everyone should learn these skills and knowledge as well and we are blessed as we have such a good platform Internshala through that we can use this knowledge or skill even learns from them in such a convenient way. Hopefully, my little experience will be helpful to have the curiosity in young ones.

International Friendship Day

“True friends are never apart, may be in distance but never in heart.”

International Friendship Day is a day in several countries for celebrating friendship. It is celebrated on July 30 every year across the globe. The day is celebrated to mark the importance of friendships and friends in promoting peace in various cultures across the globe, to cherish friendship and value the people in our lives.

The idea of World Friendship Day was first proposed by Dr. Ramon Artemio Bracho in 1958 in Paraguay. He coined this term when he was having dinner with his friends in Puerto Pinasco. The dinner hosted by Dr. Ramon Artemio Bracho gave rise to the World Friendship Crusade, which is a foundation that encourages friendships across the world irrespective of race, color, religion, and ethnicity.  In 2011, the Friendship Crusade, on April 27, 2011, the General Assembly of the United Nations declared July 30 as official International Friendship Day. It was initially promoted by the greeting cards’ industry, evidence from social networking sites shows a revival of interest in the holiday that may have grown with the spread of the Internet, particularly in India, Bangladesh, and Malaysia. Mobile phones, digital communication, and social media have contributed to popularize the custom. It is also celebrated by exchanging gifts and planning outings with friends. In India, people celebrate this day by giving colorful friendship bands and flowers to each other.

Those who promote the holiday in South Asia attribute the tradition of dedicating a day in the honor of friends to have originated in the United States in 1935 but it actually dates back to 1919. The exchange of Friendship Day gifts like flowers, cards, and wrist bands is a popular tradition on this occasion.

Friendship Day celebrations occur on different dates in different countries. The first World Friendship Day was proposed for 30 July in 1958, by the World Friendship Crusade. On 27 April 2011, the General Assembly of the United Nations declared 30 July as official International Friendship Day with the idea that friendship between peoples, countries, cultures, and individuals can inspire peace efforts and build bridges between communities. However, several countries celebrate friendship day in before and after the UN-designated date. In India, Friendship Day is celebrated on the first Sunday of every August. In Nepal, Friendship day is celebrated on 30 July each year. In Oberlin, Ohio, Friendship Day is celebrated on 9 April each year.

“Friendship is the base of every relation. It is the golden thread that ties the heart of all the world.” 

According to the United Nations’ website, “Through friendship — by accumulating bonds of camaraderie and developing strong ties of trust — we can contribute to the fundamental shifts that are urgently needed to achieve lasting stability, weave a safety net that will protect us all, and generate passion for a better world where all are united for the greater good.” The UN resolution places emphasis on involving young people, as future leaders, in community activities that include different cultures and promote international understanding and respect for diversity. To mark the International Day of Friendship the UN encourages governments, international organizations, and civil society groups to hold events, activities, and initiatives that contribute to the efforts of the international community towards promoting a dialogue among civilizations, solidarity, mutual understanding, and reconciliation.

“Freindship is the only cement that will ever hold the world together.”

inferno

Did you ever watch Avengers: Infinity War and deep down felt that maybe Thanos was right? Maybe he was the one saving the world and not the avengers? Maybe what he did was for the best of all humanity? 

If yes, then you might get the same feeling while reading “Inferno” by Dan Brown.

“Inferno” can be seen as a thriller, engaging readers in exiting pursuits and implausible escapes, employing a mixture of cultural history and suspense which has become the author’s trademark, and involving a number of stock characters: a genius scientist, a number of intriguing and intimidating women, and Robert Langdon.

Inferno begins with Robert Langdon, a celebrated Harvard professor of art and symbology, who wakes up in a hospital in Florence, with little recollection of what has happened to him. There, he escapes an assassination attempt with the help of his doctor, Sienna Brooks. Soon Robert realizes that some mysterious people are trying to kill him, including his own government, who probably wants him dead. He also finds a cylinder with a biohazard sign in his jacket. The cylinder was fitted with a hi-tech projector displaying a modified version of Map of Hell which was inspired by Dante’s Inferno. 

In his attempts to decipher the riddles, Langdon comes to know of a potential plague threat by the genius scientist Bertrand Zobrist, who believes the human species will come to an end in a century due to ever-increasing population. Zobrist firmly believes that the only solution to this problem is is the human population is reduced to one-third by some drastic measures. After WHO chief, Elizabeth Sinskey, refuses to listen to him, Zobrist decides to take matters in his own hands. He hires a secretive group, The Consortium, to hide him from the world for a year. Zobrist builds a deadly airborne virus that would infect everybody on the planet within a week. The virus being developed by the Zobrist was assumed to be a ‘death doctor’ of sorts, which will cut the world population to four billion. 

However, the vector virus turnouts to randomly activates to employ DNA changes to cause sterility in one-third of humans. 

Ironically, one of the more compelling mysteries in “Inferno” doesn’t have to do with art history, but with the science future, with very real questions about the population explosion and humanity’s responsibility for the earth. Questions like ‘What are virologists more worried about, emerging diseases or manufactured ones’?

Inferno uses literary techniques to probe and outline some of the tensions and paradoxes of virology, thus providing a window into social and cultural dimensions of biomedical research. The story churns out surprise after surprise and you keep on guessing who the real culprit is.   

One of the most interesting things about the novel is the different lights under which we view Zobrist:

Zobrist the scientific expert: an internationally renowned biochemist. 

Zobrist the psychopath: a bioterrorist.

Zobrist the visionary: a representative on the transhumanist philosophy of the future. 

Personally, I like to view Zobrist as a scientific expert and a visionary. Because I am a fan of the truth, even if it’s hard to accept. 

Because even though the WHO boss agrees that the population growth needs to be checked, the only thing they do to contain population is handing out free condoms in Africa which ends up in “landfills overflowing with unused condoms” which only cause environmental problems. 

We humans always tend to overlook the uncomfortable reality of the world will become in another twenty-something year if the population continues to grow at the current rate. Why? Because our mind negates things which causes too much stress for the brain to handle, it’s called Denial. 

“Denial is a critical part of the human coping mechanism. Without it, we would all wake up terrified every morning about all the ways we could die. Instead, our minds block out our existential fears by focusing on stresses we can handle—like getting to work on time or paying our taxes.” – Robert Langdon, Inferno. 

But just because the human mind can’t imagine something from happening, doesn’t mean it won’t. “There comes a moment in history when ignorance is no longer a forgivable offense… a moment when only wisdom has the power to absolve. – Bertrand Zobrist”

LEARNING

A Human continuous process

PATTIKONDA:30/07/2020.

Learning is the process of acquiring new understanding,behaviour, knowledge,skills,values,attitudes, and preferences.Some learning is immediate, induced by a single event, but much skill and knowledge accumulates from repeated experiences.

Learning is not a education word. Human learning starts at birth and continues until death as a consequence of ongoing interactions between people and their environment. learning may occur as a result of habituation, operational conditions,classic conditions or as a result of more complex activities.Real learning is the ability to adopt what you know and know-how to do and adapt it under an everchanging variety of circumstances.

A direction of life
  • There are 3 types of learning.
  • Non-associative learning: It refers to “a relatively permanent change in the strength of response to a single stimulus.
  • It includes habituation and senisization.
  • Active learning: It occurs when a person takes control of their learning experience. Since understanding information is the key.Active learning is a key characteristic of student-centerd learning.
  • Associate learning:Associative learning is the process by which a person or animal learns an association between two stimuli or events.
  • It includes classic and operant conditioning.

Multimedia learning or e learning is the modern learning techniques. Multimedia learning is where a person can use both audible and visual stimuli to learn information.Electronic learning or e-learning is computer-enhanced learning. A specific and always more diffused e-learning is Mobile learning.When a learner interacts with the e-learning environment, it’s called Augmented learning. Augmented digital content may include text, images, video, audio.Nonformal learning is organized learning outside the formal learning system.

Domains of learning
  • The DOMAINS of learning is
  • Cognitive: To recall, calculate, discuss, analyze, problem solve, etc.
  • Psychomotor: To dance, swim, ski, dive, drive a car, ride a bike, etc.
  • Affective: To like something or someone, love, appreciate, fear, hate, worship, etc.
  • Transfer of learning is the application of skill, knowledge or understanding to resolve a novel problem or situation.
  • Machine learning, a branch of AI, concerns the construction and study of systems that can learn from data

Factors of affecting learning: Status of students: Physical and home conditions also matter.hereditary: learners are rich in hereditary endowment while others are poor. Each student is unique and has different abilities.Physical environment: The design, quality, and setting of a learning space such as a school or classroom.Goals or purposes,Motivational behavior,Guidance,Interest, Learning activities,Attention are some influences of learning.

Serum Institute asked to revise protocol for Covid-19 vaccine clinical trial

A  Central Drugs Standard Control Organisation (CDSCO) expert panel has sought clarifications from Serum Institute of India (SII) over its application to the Drugs Controller General of India (DCGI) seeking permission for conducting phase 2 and 3 human clinical trials of the Oxford vaccine candidate for COVID-19, official sources said on Wednesday. The CDSCO has advised the Serum Institute of India (SII) to submit a revised protocol to perform the clinical trials in India for potential Covid-19 vaccine.

The move comes when the Subject Expert Committee evaluated the submitted protocol by SII. The Subject Expert Committee (SEC) on COVID-19 which held its meeting on Tuesday deliberated on the application by SII and asked the Pune-based firm to revise its protocol for the phase 2 and 3 clinical trials, besides seeking some additional information. On Wednesday evening, SII submitted a revised protocol for conducting the trials to the DCGI. The firm plans to start phase 2 and 3 human trials in India in August. The domestic pharma giant has partnered with AstraZeneca for manufacturing the Oxford vaccine candidate for highly infectious disease Covid-19.

“The company on Tuesday was asked to clearly define phase 2 and phase 3 part of the protocol and resubmit their application for evaluation by the SEC,” an official source said. The panel also recommended that the proposed clinical trial sites be distributed across India, the source said. “They also have not given justification for the proposed enrolment of 1,600 subjects during the trial,” the source added. Additional Director, Government Affairs, SII, Prakash Kumar Singh said, “We have submitted our revised protocol to DCGI office today evening for further action by SEC and DCGI.” 

The SII which has partnered with AstraZeneca for manufacturing the Oxford vaccine candidate for COVID-19 had submitted its application to the DCGI on Friday, seeking permission for conducting the phase 2 and 3 trials of the potential vaccine ‘Covidshield’.”According to the application, it would conduct an observer-blind, randomized controlled study to determine the safety and immunogenicity of ‘Covishield’ in healthy Indian adults. The firm said that around 1,600 participants of more than 18 years would be enrolled in the study,” a source had said.  A Lancet medical journal report has stated that a vaccine candidate developed at the University of Oxford has shown encouraging results and it appears to be “safe, well-tolerated, and immunogenic. Initial results of the first two-phase trials of the vaccine conducted in five trial sites in the UK showed it has an acceptable safety profile and homologous boosting increased antibody responses, the source said.

To introduce the vaccine, SII, the world’s largest vaccine maker by the number of doses produced and sold, has signed an agreement to manufacture the potential vaccine developed by the Jenner Institute (Oxford University) in collaboration with British-Swedish pharma company AstraZeneca. On the partnership with AstraZeneca, Serum Institute of India CEO Adar Poonawalla had said, “Serum Institute of India has entered a manufacturing partnership with AstraZeneca to produce and supply 1 billion doses of the COVID-19 vaccine being developed by Oxford University.”

These vaccines will be for India and middle and low-income countries across the world (GAVI countries), he had said. Last week, Oxford University announced the satisfactory progress with the vaccine, making it one of the leading ones among the dozens of vaccine candidates being developed around the world. The clinical trials of a potential Covid-19 vaccine on humans began in April. There was no immediate response from SII when ANI contacted them to make their version.

National Education Policy 2020

The Union Cabinet on Wednesday approved the new National Education Policy (NEP) with an aim to introduce several changes in the Indian education system – from the school to college level. A single regulator for higher education institutions, multiple entries and exit options in degree courses, discontinuation of MPhil programs, low stakes board exams, common entrance exams for universities are among the highlights of the policy.  Speaking to reporters, Union minister Prakash Javadekar said the changes are important as the policy, which was framed in 1986 and revised in 1992, had not been revised since then.

The NEP 2020 aims at making “India a global knowledge superpower”.The new academic session will begin in September-October – the delay is due to the unprecedented coronavirus disease (Covid-19) outbreak – and the government aims to introduce the policy before the new session kicks in. The committee — which suggested changes in the education system under the NEP — was headed by former ISRO chief K Kasturirangan. The NEP was drafted in 1986 and updated in 1992. The NEP was part of the election manifesto of the ruling Bhartiya Janta Party (BJP) ahead of the 2014 elections.

Either one of the mother tongue or the local/regional language will be the medium of instruction up to Class 5 in all schools, the government said Wednesday while launching the National Education Policy 2020. Among other changes in the revision of the NEP, last done over three decades ago, is the extension of the right to education to cover all children between three and 18 years of age. The policy also proposes vocational education, with internships, for students from Class 6, a change to the 10+2 schooling structure, and a four-year bachelor’s program. NEP 2020 will bring two crores, out-of-school children, back into the mainstream, the government has claimed. Prime Minister Narendra Modi tweeted saying he “wholeheartedly welcomed” the policy, which he called a “long due and much-awaited reform in the education sector”.

In a bid to ramp up digital learning, a National Educational Technology Forum (NETF) would be created. “E-courses will be developed in eight regional languages initially and virtual labs will be developed,” Amit Khare, Higher Education Secretary, said. Top 100 foreign colleges will be allowed to set-up campuses in India. According to the HRD Ministry document, listing salient features of policy, “such (foreign) universities will be given special dispensation regarding regulatory, governance, and content norms on par with other autonomous institutions of India.” Standalone Higher Education Institutes and professional education institutes will be evolved into multi-disciplinary education. “There are over 45,000 affiliated colleges in our country. Under Graded Autonomy, Academic, Administrative and Financial Autonomy will be given to colleges, on the basis of the status of their accreditation,” he further said.

Here are the important points in the National Education Policy 2020:

  1. The mother tongue or local or regional language is to be the medium of instruction in all schools up to Class 5 (preferably till Class 8 and beyond), according to the policy. Under the NEP 2020, Sanskrit will be offered at all levels and foreign languages from the secondary school level. 
  2. The 10+2 structure has been replaced with 5+3+3+4, consisting of 12 years of school and three of Anganwadi or pre-school. This will be split as follows: a foundational stage (ages three and eight), three years of pre-primary (ages eight to 11), a preparatory stage (ages 11 to 14), and a secondary stage (ages 14 to 18). According to the government, the revised structure will “bring hitherto uncovered age group of three to six years, recognized globally as a crucial stage for the development of mental faculties, under school curriculum”.
  3. Instead of exams being held every year, school students will sit only for three – at Classes 3, 5, and 8. Assessment in other years will shift to a “regular and formative” style that is more “competency-based, promotes learning and development, and tests higher-order skills, such as analysis, critical thinking and conceptual clarity”.
  4. Board exams will continue to be held for Classes 10 and 12 but even these will be re-designed with “holistic development” as the aim. Standards for this will be established by a new national assessment center – PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development).
  5. The policy, the government has said, aims at reducing the curriculum load of students and allowing them to become more “multi-disciplinary” and “multi-lingual”. There will be no rigid separation between arts and sciences, between curricular and extra-curricular activities and between vocational and academic stream, the government said.
  6. To that end, the policy also proposes that higher education institutions like the IITs (Indian Institute of Technology) move towards “holistic education” by 2040 with greater inclusion of arts and humanities subjects for students studying science subjects, and vice versa.
  7. The NEP 2020 proposes a four-year undergraduate program with multiple exit options to give students flexibility. A multi-disciplinary bachelor’s degree will be awarded after completing four years of study. Students exiting after two years will get a diploma and those leaving after 12 months will have studied a vocational/professional course. MPhil (Master of Philosophy) courses are to be discontinued.
  8. A Higher Education Council of India (HECI) will be set up to regulate higher education; the focus will be on institutions that have 3,000 or more students. Among the council’s goals is to increase the gross enrolment ratio from 26.3 percent (2018) to 50 percent by 2035. The HECI will not, however, have jurisdiction over legal and medical colleges.


The Cabinet also approved changing the name of the HRD ministry to the education ministry.

ART OF FIGHT

Indian martial arts refers to the fighting systems of the Indian subcontinent. A variety of terms are used for the English phrases “Indian martial arts”, usually deriving from Dravidian sources. While they may seem to imply specific disciplines (e.g. archery, armed combat), by Classical times they were used generically for all fighting systems. Among the most common terms today, śastra-vidyā, is a compound of the words śastra (weapon) and vidyā (knowledge). Dhanurveda derives from the words for bow (dhanushya) and knowledge (veda), the “science of archery” in Puranic literature, later applied to martial arts in general. The Vishnu Purana text describes dhanuveda as one of the traditional eighteen branches of “applied knowledge” or upaveda, along with shastrashastra or military science. A later term, yuddha kalā, comes from the words yuddha meaning fight or combat and kalā meaning art or skill. The related term śastra kalā (lit. weapon art) usually refers specifically to armed disciplines. Another term, yuddha-vidyā or “combat knowledge”, refers to the skills used on the battlefield, encompassing not only actual fighting but also battle formations and strategy. Martial arts are usually learnt and practiced in the traditional akharas.

While it is only a theory as of now, Shaolin Kung Fu could be of Indian origin. It has been found in many historical scripts of the Gupta period, but still said as Bodhidharma third son of a king from pallava dynasty in southern India is founder of shaolin and kung-fu.

HISTORY

Antiquity (pre-Gupta)

An Indus valley civilization seal show two men spearing one another in a duel which seem to be centered on a woman. A statue of a spear thrower was also excavated from an Indus valley site.

Dhanurveda, a section found in the Vedas (1700 BCE – 1100 BCE) contains references to martial arts. Indian epics contain the earliest accounts of combat, both armed and bare-handed. Most deities of the Hindu-Buddhist pantheon are armed with their own personal weapon, and are revered not only as master martial artists but often as originators of those systems themselves. The Mahabharata tells of fighters armed only with daggers besting lions, and describes a prolonged battle between Arjuna and Karna using bows, swords, trees, rocks and fists. Another unarmed battle in the Mahabharata describes two combatants boxing with clenched fists and fighting with kicks, finger strikes, knee strikes and headbutts.

The oldest recorded organized unarmed fighting art in the Indian subcontinent is malla-yuddha or combat-wrestling, codified into four forms in the Vedic Period. Stories describing Krishna report that he sometimes engaged in wrestling matches where he used knee strikes to the chest, punches to the head, hair pulling, and strangleholds. Based on such accounts, Svinth (2002) traces press-ups and squats used by Indian wrestlers to the pre-classical era.

Classical period (3rd to 10th centuries)

Like other branches of Sanskrit literature, treatises on martial arts become more systematic in the course of the 1st millennium AD. Vajra-musti, an armed grappling style, is mentioned in sources of the early centuries AD. Around this time, tantric philosophers developed important metaphysical concepts such as kundalinichakra, and mantra.

The Sushruta Samhita (c. 4th century) identifies 107 vital points on the human body of which 64 were classified as being lethal if properly struck with a fist or stick. Sushruta‘s work formed the basis of the medical discipline ayurveda which was taught alongside various martial arts. With numerous other scattered references to vital points in Vedic and epic sources, it is certain that Indian subcontinent‘s early fighters knew and practised attacking or defending vital points.

Around 630, King Narasimhavarman of the Pallava dynasty commissioned dozens of granite sculptures showing unarmed fighters disarming armed opponents. This is similar to the style described in the Agni Purana.

Middle Ages (11th to 15th centuries)

Kalaripayat had developed into its present form by the 11th century, during an extended period of warfare between the Chera and Choladynasties. The earliest treatise discussing the techniques of malla-yuddha is the Malla Purana (c. 13th century), unlike the earlier Manasollasa which gives the names of movements but no descriptions. The Italian traveller Pietro Della Valle wrote of cane-fighting in southern India. According to Pietro, it was the custom for soldiers to specialise in their own particular weapon of expertise and never use any other even during war, “thereby becoming very expert and well practised in that which he takes to”.

WEAPONS & ARTS

A wide array of weapons are used in the Indian subcontinent, some of which are not found anywhere else. According to P.C. Chakravati in The Art of War in Ancient India, armies used standard weapons such as wooden or metal-tipped spears, swords, thatched bamboo, wooden or metal shields, axes, short and longbows in warfare as early as the 4th century BC. Military accounts of the Gupta Empire(c. 240–480) and the later Agni Purana identify over 130 different weapons.

The Agni Purana divides weapons into thrown and unthrown classes. The thrown (mukta) class includes twelve weapons altogether which come under four categories, viz.

  • yantra-mukta: projectile weapons such as the sling or the bow
  • pāṇi-mukta: weapons thrown by hand such as the javelin
  • mukta-sandarita: weapons that are thrown and drawn back, such as the rope-spear
  • mantra-mukta: mythical weapons that are thrown by magic incantations (mantra), numbering 6 types

These were opposed to the much larger unthrown class of three categories.

  • hasta-śastra or amukta: melee weapons that do not leave the hand, numbering twenty types
  • muktāmukta: weapons that can be thrown or used in-close, numbering 98 varieties
  • bāhu-yuddha or bhuja-yuddha: weapons of the body, i.e. unarmed fighting

The duel with bow and arrows is considered the noblest, fighting with the spear ranks next, while fighting with the sword is considered unrefined, and wrestling is classed as the meanest or worst form of fighting. Only a Brahmins could be an acharya (teacher) of sastravidya, Kshatriya and vaishya should learn from the Acharya, while a shudra could not take a teacher, left to “fight of his own in danger”.

Over time, weaponry evolved and India became famous for its flexible wootz steel. The most commonly taught weapons in the Indian martial arts today are types of swords, daggers, spears, staves, cudgels, and maces.

Weapons are linked to several superstitions and cultural beliefs in the Indian subcontinent. Drawing a weapon without reason is forbidden and considered by Hindus to be disrespectful to the goddess Chandika. Thus the saying that a sword cannot be sheathed until it has drawn blood. It was a mother’s duty to tie a warrior’s sword around his waist before war or a duel. In addition, she would cut her finger with the sword and make a tilak on his head from a drop of her blood. Weapons themselves were also anointed with tilak, most often from the blood of a freshly-decapitated goat (chatanga). Other taboos include looking at one’s reflection in the blade, telling the price or source of acquisition, throwing it on the ground or using it for domestic purposes.

Staffplay (Lathi khela)

Stick-fighting (lathi khela) may be taught as part of a wider system like Gatkasilambam or on its own. In the Kama Sutra the sage Vātsyāyana enjoins all women to practice fighting with single-stick, quarterstaff, sword and bow and arrow in addition to the art of love-making. The stick (lathi in Prakrit) is typically made of bamboo with steel caps at the ends to prevent it from splintering. Wooden sticks made from Indian ebony may also be used. It ranges from the length of a cudgel to a staff equal to the wielders height. The stick used during matches is covered in leather to cushion the impact. Points are awarded based on which part of the body is hit. Techniques differ from system to system, but northern styles tend to primarily use only one end of the staff for attacking while the other end is held with both hands.

Southern styles like also make use of this technique but will more often use both ends of the staff to strike. The latter is the more common method of attacking in the eastern states and Bangladesh, combined with squatting and frequent changes in height.

Spearplay

Yudhishthira is said to be a master in spearplay warfare in Mahabharata, while Shalya was also noted to be an excellent warrior in the field of spearplay. Also according to Indian Hindu myths, Kartikeya, the son of Lord Shiva, is said to be skilled in spear-fighting, by holding his divine spear called Vel. The Indian spear is typically made of bamboo with a steel blade. It can be used in hand-to-hand combat or thrown when the fighters are farther apart. Despite primarily being a thrusting weapon, the wide spearhead also allows for many slashing techniques. By the 17th century, Rajput mercenaries in the Mughal army were using a type of spear which integrated a pointed spear butt and a club near the head, making it similar to a mace. On the other hand, the longer cavalry spear was made of wood, with red cloth attached near the blade to prevent the opponent’s blood from dripping to the shaft. The Marathas were revered for their skill of wielding a ten-foot spear called bothati from horseback. Bothati fighting is practiced with a ball-tipped lance, the end of which is covered in dye so that hits may easily be confirmed. In solo training, the spear is aimed at a pile of stones. From this was eventually developed the uniquely Indian vita which has a 5 feet (1.5 m) length of cord attached to the butt end of the weapon and tied around the spearman’s wrist. Using this cord the spear can be pulled back after it has been thrown.

Archery (Dhanurvidya)

Archery is noted to be one of the noblest form of defense within Indian cultural heritage. As mentioned in Vedic literature, the bow and arrow is the most applauded weapon among Kshatriyas. Siddharta Gautama was a champion with the bow, while RamaArjunaKarnaBhishmaDrona and Ekalavya of the epics were all said to be peerless archers.

Dhanurveda is an ancient treatise on the science of archery. It describes the practices and uses of archery, the craft of bow and arrow making, training of the army, and enumerates the rules of engagement. The treatise also discusses martial arts in relation to the training of warriors, charioteers, cavalry, elephant warriors, infantry etc. It was considered as a sin to shoot a warrior from the back and fight more than one warrior at a time. The bow used in the Vedic period were called danush, and were described in detail in the Vedas. The curved shape of the bow is called vakra in the Artha Veda. The bowstring was called jya, and was strung only when needed. An arrow was called an iṣu, and a quiver was called an iṣudhi which was slung on the back. Archers wore a hastaghna, which was an arm guard or shield usually worn on the left forearm and was used to protect the wearer from friction caused by the bowstring.

dhanushkara was a bowyer, or the profession of bow crafting and arrow making, and it had become a regular profession by the early Vedic period. Others called jyakara specialized in making bowstrings.

Composite bows made of horn, sinew, and wood were invented in the Asian Steppes and would have been an integral part of the armory of the Aryan people. As in other civilizations such as the Hittites and Persians, the use of composite bows coincides with chariot warfare. Additionally the smaller size was of the compound bow would have made it preferable on mounted warfare.

A type of Indian longbow was five to six feet long and fired a long cane arrow with metal or bone arrow heads. The Cretan chronicler Nearchus who accompanied Alexander the Great into India, had noted that the warriors would use a bamboo bow, which had to rest on the ground and steady with the feet to draw to its full length. The arrow fired from this bamboo bow could penetrate any armor used in antiquity. The Indian long bows were described as the height of their users by Arrian, and Deccan bows in 1518 as “long like those of England”.

Traditional archery is today practiced mainly in the far northern states of Ladakh and Arunachal. One sport which has persisted into the present day is thoda from Himachal Pradesh, in which a team of archers attempt to shoot blunt arrows at the legs of the opposing team.

INFLUENCE

With expansion of Indosphere cultural influence of Greater India, through transmission of Hinduism in Southeast Asia and the Silk Road transmission of Buddhism leading to Indianization of Southeast Asia through formation of non-Indian southeast Asian native Indianized kingdoms which adopted sanskritized language and other Indian elements such as the honorific titlesSanskritised naming of peopleSanskritised naming of placesSankritised institutional mottosSanskritised educational institute names, as well as adoption of Indian martial artsIndian architectureIndian music and dancetraditional Indian clothing, and Indian cuisine, a process which as been also aided by the ongoing historic expansion of Indian diaspora. The martial arts influenced by the Indian martial arts include AngamporaAnkamBokatorEskrimaKrabi krabongKbachkun Dambong-VengKhmer traditional wrestlingPencak SilatSilambamSilatThaing (Burmese)Võ thuật Bình Định, etc.

International Tiger day

The Tiger is one of the largest cat in the world. Having black and orange strips with beautifully marked face makes his distinctive and amazing image. To aware the people about tiger conservation, 29th July is celebrated as a International Tiger day. The motive of this day is to spread the awareness to save the Tigers and their habitates. There are plathora of issues are facing by tigers across the world. Some of the issues include poaching, conflict with humans, and habitat loss. Only around seven percent of the historical range of a tiger is still intact today. That is an incredibly small and worrying numbers. A lot of people are not aware about these major losses but a little knowledge and through spreading awareness can make them aware and it leads to protection the lives of Tigers and their habitates

DESERTIFICATION

Loss of land

PATTIKONDA:29/02/2020.

Desertification is a type of land degradation in drylands which biological productivity is lost due to natural processes or induced by human activities whereby fertile areas become increasingly more arid. It is caused by a variety of factors, such as through climatic changes and through the over exploitation of lands through human activity.Desertification is a significant global ecological and environmental with far-reaching socio-economic and political consequences.

Serious and extensive land deterioration is the causes for desertification.SAHARA DESERT is the most effected area. The impact of global warming and human activities are presented in the Sahel. In this area the level of desertification is very high compared to other areas.Another major area that is being impacted by desertification is the GOBI Desert.South America is another area affected by desertification, as 25% of the land is classified as drylands. In Mangolia, around 90% of grassland is considered vulnerable to desertification by the UN.  In India, The THAR affected most of lands.

Causes

The immediate cause is the loss of most vegetation.. This is driven by a number of factors, alone or in combination, such as drought, climatic shifts, tillage for agriculture, overgrazing and deforestation for fuel or construction materials.one of the most common causes is overgrazing.Overpopulation is one of the most dangerous factors contributing to desertification.climatic changes is likely a major contributing factor in the desertification process. . The continuous use of the land rapidly depletes the nutrients of the soil causing desertification and pesticide smay deplects its ph value.

The Effects of desertification is Sand and dust storms.There has been a 25% increase in global annual dust emissions between the late nineteenth century to present day. Food security: Global food security is being threatened by desertification and o er population.Vegetation patterning:landscape may progress through different stages and continuously transform in appearance.Desertification is decreasing the amount of sustainable land for agricultural uses but demands are continuously growing.

Lossing nature lives.

Due to Desertification, The world losses its habitat.They also suffer from poor economic and social conditions.This situation is exacerbated by land degradation because of the reduction in productivity.Agriculture is a main source of income for many desert communities. The increase in desertification in these regions has degraded the land.This has negatively impacted the economy and increased poverty rates.Planting more trees – the roots of trees hold the soil together and help to reduce soil erosion from wind and rain.

  1. Planting more trees – the roots of trees hold the soil together and help to reduce soil erosion from wind and rain.
  2. Improving the quality of the soil – this can be managed by encouraging people to reduce the number of grazing animals they have and grow crops instead.
  3. Control of population and overgrazing. These are reduction factors of Desertification.