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Friday, October 28, 2011

Computer Aided Learning in School

The SSA has proposed to the state that "information technology, business product outsourcing and software are the sunshine sectors of Goa's economy, which traditionally depends on mining, tourism and related activities. The IT/software sector is intensive in terms of skilled labour. Goa, with its highly literate and dominantly English-speaking population, needs to sharpen its competitive edge in this sector. This industry is also friendly to the fragile ecological conditions of Goa."
 After several years of running the computer literacy programme in schools, the state is set to introduce computer-aided learning programmes for children belonging to the upper primary level from the next academic year. There are 421 upper primary schools in Goa consisting of 61,518 children. The Sarva Shiksha Abhiyan (SSA) and the Directorate of Education (DoE) have proposed to provide computer assisted learning from Std V to VII. While the hardware and the furniture for the purpose will be provided by the DoE, some of which already exists in schools under the department's computer literacy scheme, the salary component of teachers is proposed to be borne by the SSA.
The SSA has therefore proposed to nurture and groom this sector with the provision of computer education and computer aided learning to the students studying in upper primary schools. Sources in the SSA said that they have nearly completed training of key resource persons in computer aided learning programme in English, Mathematics, Science and Social Science. These key resource persons will subsequently train computer teachers involved in the project. Training is expected to be completed by the current academic year and computer-aided learning is set to be implemented from the next academic year.
Each computer teacher will handle a batch of 40 students for theory and practical classes. The computer teacher will also be required to train other teachers working in the respective schools by organizing separate classes once a week. tnn

Overview

Sarva Shiksha Abhiyan (SSA) was launched with the objective to achieve Universalization of
Elementary Education and fulfill the constitutional mandate of providing free and
compulsory education for life to the children of age group 6-14 years. The reduction in drop
out and repetition rate, enhancement in the achievement levels and making learning joyful are
some of the objectives of SSA. It was felt that use of Information and Communication
Technology (ICT) and computers in the form of Computer Aided Learning (CAL) may help
in achieving the said objectives. Keeping this in view, a component of computer education
was kept under the Functional Head of ‘Innovation’ in the framework of SSA. Under this
component there is a provision of Rs.50 lakh per district per year available to the States for
CAL.
2. Department of School Education & Literacy, with the objective to strengthen the CAL
programme, constituted a Committee for formulation of Guidelines for Computer (IT)
Education under SSA at elementary stage. The Committee, in its report has deliberated on the
national and international status of CAL at elementary and primary level, suggested
interventions for CAL under SSA, provides estimates of population which needs to be
covered under the programme, the level of infrastructure and hardware needed, analysis of
available resources, possibility of mobilization of additional resources and strategies for
implementation of the programme.
3. The main interventions required for introduction of CAL and making use of ICT in
Elementary Education, as suggested by the Committee are training of the teachers, creation of
infrastructure, development and production of State specific e-teaching/ learning material in
local language and sensitization of the State-level statutory bodies like Board of Education
and SCERT. The first & most important tier is for training of teachers and necessary
sensitization of States and their statutory bodies. The second tier suggested creation of
infrastructure, development of e-teaching/learning material and formulation of scheme for
making available additional resources. It was also suggested that pending formulation and
approval of the scheme to mobilize additional resources, the available resources may be
utilized for CAL and use of ICT in elementary education.
4. Role of private sector was considered equally important in not only implementing CAL in
elementary stage but also for mobilizing additional resources. With this in view, workshops
were held with representation from the private sector firms and all State/UT representative.
The objective of the workshops was to review the progress of implementation of the CAL in
States and to develop a public private partnership. The workshops also facilitated the
information sharing on latest developments in the technology forefront. The first CAL
workshop was convened in Bangalore on February 26-27, 2004. This was followed up with
Workshops in Mumbai (August) 12-13, 2004), Hyderabad (June 20-21, 2005), New Delhi
(7.11.2006) and New Delhi (January 9-10, 2009). These workshops also provide a platform
for State Project Directors and representatives of private firms face-to-face so that the former
could specify the problems faced by them in the implementation of CAL in their respective
States, and also the requirement in their States and the later could offer solutions that they
have, if any, and the material - hardware and software - they could provide.
5. In addition to this a brainstorming workshop was organized in 2009 (September 15-16) by
Department of School Education & Literacy with the objective of developing strategies for
Overview on Computer Aided Learning (CAL) under Sarva Shiksha Abhiyan: Page 2 of 2
implementation of CAL aligned to promoted pedagogy & quality goals. The workshop was
attended by educationists most of whom were involved in the development of the national
focus group paper on educational technology by NCERT. Besides other suggestions
regarding the implementation of this intervention, the key recommendation of the Resource
Persons was that, “the best strategy to implement & derive positive outcomes from IT
integrated educational delivery mechanisms like CAL is to empower teachers for
development of digital teaching learning material & their use. It is important to understand
that the basis behind use of IT integrated mechanism must not be its mere availability, rather
because of its qualities such as extendibility, reach ability, flexibility, interactivity that can
overcome the situational gaps in teaching learning process”. It was also suggested by the
resource persons that as these digital resources have immense power to reveal real life
situations that, no other teaching learning material can do, using them efficiently can be most
effective in difficult situations in teaching learning processes. The precise & innovative use
of ICT capability powered by teachers’ own idea & creativity can perhaps be the mostly
talked about paradigm shift and an approach for accomplishment of the vision of 21st century
teacher role.
5. Due to all these efforts, since inception up till 2009’ March, 67188 schools have been
covered under Computer Aided Learning, 102.61 lakhs children have been benefitted &
capacity building on use of digital teaching learning material has been provided to 1.99 lakh
teachers. Apart from this enormous teaching learning materials in state specific languages
have been developed especially in Mathematics, Science & Languages at upper primary
level.

Tuesday, October 25, 2011

An Experiment

Thousands of years before the city of Rome was ringed with its six miles of stone wall, other peoples in Asia, Eastern Europe and Africa were building civilizations. New techniques of excavation, identification and preservation, subsidized by an increasingly affluent human society, and developed during the past two centuries of archeological research have provided the needed means and manpower. The result is an imposing number of long buried building sites with their accompanying artifacts. Still more important are the records written in long forgotten languages on stone, clay tablets, metal, wood and paper. These remnants and records, left by extinguished civilizations, do not tell us all we wish to know, but they do provide the materials which enable us to reconstruct, at least in part, the lives of our civilized predecessors.
Extensive in time and massive in the volume of their architecture are the remains of Egyptian civilization. The earliest of these fragments date back for more than six thousand years.
The seat of Egyptian civilization was the Nile Valley and its estuary built out into the Mediterranean Sea from the debris of disintegrating African mountains. Annual floods left their silt deposits to deepen the soil along the lower reaches of the river. River water, impounded for the purpose, provided the means of irrigating an all but rainless desert countryside. Skillful engineering drained the swamps, adding to the cultivable area of a narrow valley cut by the river through jagged barren hills. Deserts on both sides of the Nile protected the valley against aggressors and migrants. Within this sanctuary the Egyptians built a civilization that lasted, with a minor break, for some 3,000 years.
Egyptian temples and tombs carry records chiseled and painted on hard stone, which throw light on the life and times of upper-class Egyptians, including emperors, provincial governors, courtiers, generals, merchants, provincial organizers. In a humid, temperate climate these stone-cut and painted records would have been eroded, overgrown and obliterated long ago. In the dry desert air of North Africa they have preserved their identity through the centuries.
Since the Egyptians had a few draft animals, and little if any power-driven machinery, energy needed to build massive stone temples, tombs and other public structures must have been supplied by the forced labor of Egyptians, their serfs and slaves.
Egypt's history dawns on a well-organized society: The Old Kingdom, based on the productivity of the narrow, lush Nile Valley. The products of the Valley were sufficient to maintain a large population of cultivators: some slave, some forced labor, about which we have little knowledge; a bureaucracy, headed by a supreme ruler whose declared divinity was one of the chief stabilizing forces of the society. Between its agricultural base and its ruling monarch, the Old Kingdom had a substantial middle class which procured the wood, stone, metals and other materials needed in construction; a corps of engineers, technicians and skilled workers, and a substantial mass of humanity which provided the energy needed to erect the temples, monuments and other remains which testify to the political, economic, and cultural competence of the ruling elements and the technical skills present in the Old Kingdom.
Foremost among the factors responsible for the success of the Old Kingdom was the close partnership between the "lords temporal" and the "lords spiritual"—the state and the church. The state consisted of a highly centralized monarchy ruled by a Pharoah who personified temporal authority. This authority was strengthened because it represented a consensus of the many gods recognized and worshiped by the Egyptians of the Old Kingdom. The monarch was also looked upon as an embodiment of divinity. Some Egyptian pharoahs had been priests who became rulers. Others had been rulers who became priests. The two aspects of public life—political and religious—were closely interrelated.
In theory the land of Egypt was the property of the Pharoah. Foreign trade was a state monopoly. In practice the ownership and use of land were shared with the temples and with those members of the nobility closest to the ruling monarch. Hence there were state lands and state income and temple lands and temple income. The use of state lands was alloted to favorites. Each temple had land which it used for its own purposes.
Political power in the Old Kingdom was a tight monopoly held by the ruling dynasty of the period. During preceding epochs it seems likely that rival groups or factions had gone through a period of power-survival struggle which eliminated one rival after another until economic ownership and political authority were both vested in the same ruling oligarchs. This struggle for consolidation apparently reached its climax when Menes, a pharoah who began his rule about 3,400 B.C., in the south of Egypt, invaded and conquered the Delta and merged the two kingdoms, South and North, into one nation which preserved its identity and its sovereignty until the Persian Conquest of 525 B.C.
The unification of the northern kingdom with the South seems to have been a slow process, interrupted by insurrections and rebellions in the Delta and in Lybia. Inscriptions report the suppression of these insurrections and give the number of war-captives brought to the south as slaves. In one instance the captives numbered 120,000 in addition to 1,420 small cattle and 400,000 large cattle.
Using these war captives to supplement the home supply of forced and free labor, successive dynasties built temples, palaces and tombs; constructed new cities; drained and irrigated land; sent expeditions to the Sinai peninsula to mine copper. Such enterprises indicate a considerable economic surplus above that required to take care of a growing population: the high degree of organization required to plan and assemble such enterprises, and the considerable engineering and technological capacity necessary for their execution.
Chief among the binding forces holding together the extensive apparatus known as the Old Kingdom was religion, with its gods, its temples and their generous endowments. Each locality consolidated into the Old Kingdom had its gods and their places for worship. In addition to these local religious centers there was an hierarchy of national deities, their temples, temple lands and endowments. The ruling monarch, who was official servitor of the national gods, interpreting their will and adding to the endowments of the temples, was the embodiment of secular and of religious authority.
Egyptians of the period believed that death was not an end, but a transition. They also believed that those who passed through the death process would have many of the needs and wants associated with life on the Earth. Furthermore they believed that in the course of their future existence those who had died would again inhabit the bodies that they had during their previous existences on Earth. Following out these beliefs the Egyptians put into their tombs a full assortment of the food, clothing, implements and instruments which they had used during their Earth life. They also embalmed the bodies of their dead with the utmost care and buried them in carefully hidden tombs where they would be found by their former users and occupied for the Day of Judgment.
Holding such views, preparation for the phase of life subsequent to death was a chief object of the early Egyptian rulers and their subjects. One of the preoccupations of each new occupant of the throne was the selection of his burial place. Early in his reign he began the construction of suitable quarters for the reception of his embalmed body. The great pyramids were such tombs. Other monarchs constructed rock-hewn chambers for the reception of their bodies. In these chambers in addition to a room for a sarcophagus were associated rooms in which every imaginable need of the dead was stored: food, clothing, furniture, jewelry, weapons.
Adjacent to the royal tomb favored nobles received permission to build their own tombs, similarly equipped but on a smaller, less grandiose scale than that of the pharaoh. By this means the courtiers who had attended the pharaoh in his life-time would be at hand to perform similar services in the after death existence.
Construction and maintenance of temples and tombs absorbed a considerable part of Egypt's economic surplus. These drains on the economy grew more extensive as the country became more populous and more productive. Thanks to the lack of rain in and near the Nile Valley and despite the depleting activities of persistent vandalism these constructs have stood for thirty centuries as monuments to one of the most extensive and elaborate civilizations known to historians. Despite the absence of detailed records, Egyptian achievements under the Old Kingdom indicate an abundance of food, wood, metal and other resources far in excess of survival requirements; a population sufficiently extensive to produce the necessaries of existence and a surplus which made it possible for the lords temporal and spiritual to erect such astonishing and enduring monuments; high levels of technical skills among woodsmen, quarrymen and building crews; the transport facilities by land and water required to assemble the materials, equipment and man power; the foresight, planning, timing and over-all management involved in such constructs as the pyramids, temples and tombs which have withstood the wear and tear of thousands of years; the willingness and capacity of professionals, technicians, skilled workers, and the masses of free and slave labor to co-exist and co-operate over the long periods required for the completion of such extensive structural projects; the utilization of an extensive economic surplus not primarily for personal mass or middle-class consumption but to enhance the power and glory of a tiny minority, its handymen and other dependents; and a considerable middle class of merchants, managers and technicians.
Speaking sociologically, the structure of Egyptian society from sometime before 3,400 B.C., to 525 B.C., passed through four distinct phases or stages. During the first phase, the Nile Valley, which had been separated by tribal and/or geographical boundaries into a large number of more or less independent units, was consolidated, integrated and organized into a single kingdom. This working, functioning area (the land of Egypt) could provide for most of its basic needs from within its own borders. In a sense it was a self-sufficient, workable, liveable area. Egypt was populous, rich, well organized, with a surplus of wealth, productivity and man-power that could be used outside of its own frontiers. Some of the surplus was used outside—to the south, into Central Africa, to the west into North Africa, to the north into Eastern Europe and Western Asia, inaugurating the second phase of Egyptian development. During this second phase Egyptian wealth, population and technology, spilling over its frontiers onto foreign lands, established and maintained relations with foreign territory on a basis that yielded a yearly "tribute," paid by foreigners into the Egyptian treasury. The land of Egypt thus surrounded itself with a cluster of dependencies, converting what had been an independent state or independent states into a functioning empire.
The land of Egypt was the nucleus of the Egyptian Empire—center of wealth and power with its associates and its dependencies. The empire was held together by a legal authority using armed force where necessary to assert or preserve its identity and unity.
Expansion, the third phase of Egyptian development, involved the export of culture traits and artifacts beyond national frontiers, extending the cultural influence of Egypt into non-Egyptian lands inhabited by Egypt's neighbors. Merchants, tourists, travelers, explorers and military adventurers carried the name and fame of Egypt into other centers of civilization and into the hinterland of barbarism that surrounded the civilizations of that period.
Thus the land of Egypt expanded into the Egyptian Empire and the culture of Egypt (its language, its ideas, its artifacts, its institutions) expanded far beyond the boundaries of Egyptian political authority and established Egyptian civilization in parts of Africa, Asia and Europe.
The era of Egyptian civilization was divided into two periods by an invasion of the Hyksos, nomadic leaders who moved into Egypt, ruled it for a period and later were expelled and replaced by a new Egyptian dynasty.
The fourth period of Egypt's experiment with civilization was that of decline. From a position of political supremacy and cultural ascendancy Egyptian influence weakened politically, economically, ideologically and culturally until the year of the Persian Conquest, 525 B.C., when Egypt became a conquered, occupied, provincial and in some ways a colonial territory.
Egyptian civilization can be summed up in three sentences. It covered the greatest time span of any civilization known to history. Its monuments are the most massive. Its records, chiefly in stone, picture massed humans directed for at least thirty centuries toward providing a satisfying and rewarding after-life for a tiny favored minority of its population. To achieve this result, the natural resources of three adjacent continents were combined and concentrated into the Nile Valley through an effective imperial apparatus that enabled the Egyptians to exploit the resources and peoples of adjacent Africa, Asia and Europe for the enrichment and empowerment of the rulers of Egypt and its dependencies. The disintegration and collapse of Egyptian civilization occupied only a small fraction of the time devoted to its upbuilding and supremacy.
Before, during and after Egyptians played their long and distinguished parts in the recorded history of civilization, the continent of Asia was producing a series of civilization in four areas: first at the crossroads joining Africa and Europe to Asia; then in Western Asia (Asia Minor); in Central Asia, especially in India and Indonesia and finally in China and the Far East.
Experiments with civilization during the past six thousand years have centered in the Eurasian land mass, including the North African littoral of the Mediterranean Sea. Within this area of potential or actual civilization, until very recent times, the centers of civilization have been widely separated geographically and temporally. Occasionally they have been unified and integrated by some unusual up-thrust like that of the Egyptian, the Chinese or the Roman civilizations. In the intervals between these up-thrusts various centers of civilization have maintained a large degree of autonomy and isolation. Only in the past five centuries have communication, transportation, trade and tourism created the basis for an experiment in organizing and coordination of a planet-wide experiment in civilization.
Nature offered humankind two logical areas for the establishment of civilizations. One was the cross-roads of migration, trade and travel by land to and from Asia, Africa and Europe. The other was the Mediterranean with its possibility of relatively safe and easy water-migration, trade and travel between the three continents making up its littoral. Both possibilities were brought together in the Eastern Mediterranean with its multitude of islands, its broken coastline, and its many safe harbors.
The Phoenicians developed their far-flung trading activities around the Mediterranean as a waterway, and the tri-continental crossroads as a logical center for a civilization built around business enterprise.
Aegean civilization occupied the eastern Mediterranean for approximately two thousand years. Its nucleus was the island of Crete. Its influence extended far beyond its island base into southern Europe, western Asia and North Africa. Experiments with civilization on and near the Indian sub-continent centered around the Indonesian archipelago and the rich, semi-tropical and tropical valleys of the Ganges, the Indus, the Gadari, the Irra-waddy and the Mekong. Although they were contiguous geographically and extended over a time span of approximately two thousand years they were aggregates rather than monolithic civilizations, retaining their localisms and avoiding any strong central authority.
Beginnings of civilization have been made outside the Asian-European-African triangle centering around the Mediterranean Sea and the band of South Asia extending from Mesopotamia through India and Indonesia to China. They include the high Andes, Mexico and Central America and parts of black Africa. In no one of these cases did the beginnings reach the stability and universality that characterized the Eurasian-African civilizations.

History and Civilization

We may think and talk about civilization as one pattern or level of culture, one stage through which human life flows and ebbs. In that sense we may regard it abstractly and historically, as we regard the most recent ice age or the long and painful record of large-scale chattel slavery.
From quite another viewpoint we may think of civilization as a technologically advanced way of life developed by various peoples through ages of unrecorded experiment and experience, and followed by millions during the period of written history. It is also the way of life that the West has been trying to impose upon the entire human family since European empires launched their crusade to westernize, modernize and civilize the planet Earth.
A third approach would regard civilization as an evolving life style, conceived before the earliest days of recorded human history and matured through the series of experiments marking the development of civilization as we have known it during the five centuries from 1450 to 1975.
Thinking in terms of this age-old experience, with six or more thousand years of social history as a background, it is possible to give a fairly exact meaning to the word "civilization" as it has been lived and is being lived by the present-day West. It is also possible to understand the history of previous civilizations in cycle after cycle of their rise, their development, decline and extinction. At the same time it will enable the reader to recognize the relationship (and difference) between the words "culture" and "civilization".
Human culture is the sum total of ideas, relationships, artifacts, institutions, purposes and ideals currently functioning in any community. Three elements are present in each human society: man, nature and the social structure. Human culture at any point in its history is the social structure: the aggregate of existing culture traits, the products of man's ingenuity, inventiveness and experimentation, set in their natural environment.
Civilization is a level of culture built upon foundations laid down through long periods of pre-civilized living. These foundations consist of artifacts, implements, customs, habit patterns and institutions produced and developed in numerous scattered localities by groups of food-gatherers, migrating herdsmen, cultivators, hand craftsmen and traders and eventually in urban communities built around centers of wealth and power: the cities which are the nuclei of every civilization.
Urban centers, housing trade, commerce, fabrication and finance, with their hinterlands of food-gatherers, herdsmen, cultivators, craftsmen and transporters, are the nuclei around which and upon which recurring civilizations are built. Within and around these urban centers there grows up a complex of associations, activities, institutions and ideas designed to promote, develop and defend the particular life pattern.
A civilization is a cluster of peoples, nations and empires so related in time and space that they share certain ideas, practices, institutions and means of procedure and survival. Among these features of a civilized community we may list:
(1) means of communication, record-keeping, transportation and trade. This would include a spoken language, a method of enumeration, writing in pictographs or symbols; an alphabet, a written language, inscribed on stone, bone, wood, parchment, paper; means of preserving the records of successive generations; paths, roads, bridges; a system for educating successive generations; meeting places and trading points; means for barter or exchange;
(2) an interdependent urban-oriented economy based on division of labor and specialization; on private property in the essential means of production and in consumer goods and services; on a competitive survival struggle for wealth, prestige and power between individuals and social groups; and on the exploitation of man, society and nature for the material benefit of the privileged few who occupy the summit of the social pyramid;
(3) a unified, centralized political apparatus or bureaucracy that attempts to plan, direct and administer the political, economic, ideological and sociological structure;
(4) a self-selected and self-perpetuating oligarchy that owns the wealth, holds the power and pulls the strings;
(5) an adequate labor force for farming, transport, industry, mining;
(6) large middle-class elements: professionals, technicians, craftsmen, tradesmen, lesser bureaucrats, and a semi-parasitic fringe of camp-followers;
(7) a highly professional, well-trained, amply-financed apparatus for defense and offense;
(8) a complex of institutions and social practices which will indoctrinate, persuade and when necessary limit deviation and maintain social conformity;
(9) agreed religious practices and other cultural features.
This description of civilization covers the essential features of western civilization and the sequence of predecessor civilizations for which adequate records exist.
Successive civilizations have introduced new culture traits and abandoned old ones as the pageant of history moved from one stage to the next, or advanced and retreated through cycles. Using this description as a working formula, it is possible to understand the development followed in the past by western civilization, to estimate its current status and to indicate its probable outcome.
Long-established thought-habits cry aloud in protest against such a description of civilization. Until quite recently the word "civilization" has been used in academic circles to symbolize a social idea or ideal. Professor of History Anson D. Morse of Amherst College presents such a view in his Civilization and the World War (Boston: Ginn 1919). For him, civilization is "the sum of things in which the heritage of the child of the twentieth century is better than that of the child of the Stone Age. As a process it is the perfection of man and mankind. As an end, it is the realization of the highest ideal which men are capable of forming…. The goal of civilization … is human society so organized in all of its constituent groups that each shall yield the best possible service to each one and thereby to mankind as a whole, (producing) the perfect organization of humanity." (page 3).
Such thoughts may be noble and inspired; they are not related to history. We know more or less about a score of civilizations that have occupied portions of the earth during several thousand years. We know a great deal about the western civilization which we observe and in which we participate. Professor Morse's florid words apply to none of the civilizations known to history. Certainly they are poles away from an accurate characterization of our own varient of this social pattern.
We are writing this introduction in an effort to make our word pictures of mankind and its doings correspond with the facts of social history. With the nuclear sword of Damocles hanging over our heads, it is high time for us to exchange the clouds of fancy and the flowers of rhetoric for the solid ground of historical reality. The word "civilization" must generalize what has been and what is, as nearly as the past and present can be embodied in language.
Civilization is a level or phase of culture which has been attained and lost repeatedly in the course of social history. The epochs of civilization have not been distributed evenly, either in time or on the earth's surface. A combination of circumstances, political, economic, ideological, sociological, resulted in the Egyptian, the Chinese, the Roman civilizations. One of these was centered in North Africa, the second in Asia, the third in eastern Europe. All three spilled over into adjacent continents.
No two civilizations are exactly alike at any stage of their development. Each civilization is at least a partial experiment, a process or sequence of causal relationships, altered sequentially in the course of its life cycle.
These thoughts about culture and civilization should be supplemented by noting the relationship between civilizations and empires. An empire is a center of wealth and power associated with its economic and political dependencies. A civilization is a cluster or a succession of empires and/or former empires, co-ordinated and directed by one of their number which has established its leadership in the course of survival struggle.
The total body of historical evidence bearing on human experiments with civilization is extensive and impressive. It covers a large portion of the Earth's land surface, includes parts of Asia, Africa and Europe and extends sketchily to the Americas. In time it covers many thousands of years.
Experiments with civilization have been conducted in highly selective surroundings possessing the volume and range of natural resources and the isolation and remoteness necessary to build and maintain a high level of culture over substantial periods of time. In these special areas it was possible to provide for subsistence, produce an economic surplus large enough to permit experimentation and ensure protection against human and other predators. Egypt and the Fertile Crescent were surrounded by deserts and high mountains. Crete was an island, extensive but isolated. Productive river valleys like the Yang-tse, the Ganges and the Mekong have afforded natural bases for experiments with civilization. Similar opportunities have been provided by strategic locations near bodies of water, mineral deposits and the intersections of trade-routes. Others, less permanent, were located in the high Andes, on the Mexican Plateau, in the Central American jungles.
Histories of civilizations, some of them ancient or classical, have been written during the past two centuries. There have been general histories in many languages. There have been scholarly reports on particular civilizations. Prof. A.J. Toynbee's massive ten volume Study of History is a good example. Still more extensive is the thirty volume history of civilization under the general editorship of C.K. Ogden. These writings have brought together many facts bearing chiefly on the lives of spectacular individuals and episodes, with all too little data on the life of the silent human majority.
At the end of this volume the reader will find a list, selected from the many books that I have consulted in preparation for writing this study. Most of these authorities are concerned with the facts of civilization, with far less emphasis on their political, economic and sociological aspects.
In this study I have tried to unite theory with practice. On the one hand I have reviewed briefly and as accurately as possible some outstanding experiments with civilization, including our own western variant. (Part I. The Pageant of Experiments with Civilization.) In Part II I have undertaken a social analysis of civilization as a past and present life style. In Part III, Civilization Is Becoming Obsolete, I have tried to check our thinking about civilization with the sweep of present day historical trends. Part IV, Steps Beyond Civilization, is an attempt to list some of the alternatives and opportunities presently available to civilized man.
Any reader who has the interest and persistence to read through the entire volume and to browse through some of its references will have had the equivalent of a university extension course dealing with one of the most critical issues confronting the present generation of humanity.

Profile of Chandansenji

Bio Data

Basically from the field of Science and Technology and wirking in the field of Development Education since 1996. Chaired different development organizations and participated in the



Name
Chandan Sengupta

Date of Birth
2nd February 1974

Address
Aurovindo Nagar, Bankura – 722101
West Bengal
Mobile - 08906477849
Phone - 08016210720
Phone - 03242-257864

Academic Qualification
B Sc (Zoology Honours)
M A ( Comparative Religion and Philosophy)
 Completed Research in Education
( Topic: Enhancement of Critical Competencies through Computer Aided Learning Packages).

Certificate in Java, HTML, Web Page Designing, Hardware and PC Maintenance.

Work Experiences
  1. Facilitated Supervisor Training Programmes organized by National Council of Educational Research and Training, Govt of India ( 1998-2001).

  1. Facilitated different skill enhancement programmes organized by Mahila Seva Mandal, Mahila Ashram Warddha. ( 2003 – 2007).
  2. Worked in close association with different Gandhian Institutions of Wardha ( as a gude, a technical consulate and a rector.( 2008-2010).
  3. Worked in close association with Informatics Division of M S Swaminathan Research Foundation, Vidarbha ( VRC Project).
  4. Prepared different training and Facilitation Manuals in local language for using in need based curriculum transaction.
  5. Submitted final document of Research to the Evaluation Committee of JVBU, Rajasthan.
  6. Accepted membership of the Network for the promotion of Girl’s Education, Capacity Building and Empowerment formed by National Council of Educational Research and Education, Govt of India.




Technical Knowledge
  1. A Web Designer having knowledge of PHP and MY SQL, Database applications and other web designing tools of current market trend.

  1. Some Active Projects:









  1. A Trainor ( Tally 9.0, Windows Applications, Photoshop, Computer Languages, Server Seide Profgramming and Client Side Programming).

  1. A content writer, Rajeev Gandhi Computer Literacy Mission, Bankura.

  1. A Trainer,  Different Development Organisations.

  1. Live Projects( Library Automation, Online Client Management System, Online Knowledge Management Portal, Online Resource Directory Portal, Content Management System).

Basic Skills
Computer Application, Teaching Methodology and Project Planning, System Design Methodologies, Participatory Process Exercises, Resource Management System, Participatory Administrative Exercises ( Experiences of Working in Gandhian Institutions).

Areas of Interest
Rural Development, Computer Application, Cottage Industries, Small Projects;

Languages Known
Hindi, Marathi, English, Bengali ( Proficient);
Oriya ( Basic);

Achievements
  • Received award from Central Hindi Directorate for proficiency in Hindi ( all India Level).
  • Received honour at Jain Viswa Bharati University for delivering a research note on Population Education.
  •  

Memberships
Dept of Women Studies( NCERT), Mahila Seva Mandal, RCEAM( Rajasthan);

Contact Details
Email: chandansenji@gmail.com
           mssrfwda@gmail.com
           chandansenji@hotmail.com
           chandansenji@live.com
           mahilashram31@rediffmail.com
           senguptabqa@gmail.com

Mobile - 08906477849
Phone - 08016210720

Phone - 03242-257864

Publications
  1. Modern Education in India ( NCERT, 1999).
  2. Tribal Education( NCERT, 2000);
  3. Organic Farming(Marathi/Hindi) -2006
  4. Creative Learning – Mahila Seva Mandal.2007  
  5. Teacher’s Manual ( Marathi) – Mahila Seva Mandal – 2007.
  6. Population Education Perspectives

( JVBU, 2008)