Saturday, September 8, 2012

What Is Judaism?

Level: Basic
• Judaism has been described as a religion, a race, a culture, and a nation
• All of these descriptions have some validity
• The Jewish people are best described as an extended family

What is Judaism? What does it mean to be a Jew? Most people, both Jewish and gentile, would instinctively say that Judaism is a religion. And yet, there are militant atheists who insist that they are Jews! Is Judaism a race? If you were to say so, most Jews would think you were an antisemite! So what is Judaism?

Is Judaism a Religion?

Clearly, there is a religion called Judaism, a set of ideas about the world and the way we should live our lives that is called "Judaism." It is studied in Religious Studies courses and taught to Jewish children in Hebrew schools. SeeWhat do Jews Believe? for details. There is a lot of flexibility about certain aspects of those beliefs, and a lot of disagreement about specifics, but that flexibility is built into the organized system of belief that is Judaism.
However, many people who call themselves Jews do not believe in that religion at all! More than half of all Jews in Israeltoday call themselves "secular," and don't believe in G-d or any of the religious beliefs of Judaism. Half of all Jews in the United States don't belong to any synagogue. They may practice some of the rituals of Judaism and celebrate some of theholidays, but they don't think of these actions as religious activities.
The most traditional Jews and the most liberal Jews and everyone in between would agree that these secular people are still Jews, regardless of their disbelief. See Who is a Jew? Clearly, then, there is more to being Jewish than just a religion.

Are Jews a Race?

In the 1980s, the United States Supreme Court ruled that Jews are a race, at least for purposes of certain anti-discrimination laws. Their reasoning: at the time these laws were passed, people routinely spoke of the "Jewish race" or the "Italian race" as well as the "Negro race," so that is what the legislators intended to protect.
But many Jews were deeply offended by that decision, offended by any hint that Jews could be considered a race. The idea of Jews as a race brings to mind nightmarish visions of Nazi Germany, where Jews were declared to be not just a race, but an inferior race that had to be rounded up into ghettos and exterminated like vermin.
But setting aside the emotional issues, Jews are clearly not a race.
Race is a genetic distinction, and refers to people with shared ancestry and shared genetic traits. You can't change your race; it's in your DNA. I could never become black or Asian no matter how much I might want to.
Common ancestry is not required to be a Jew. Many Jews worldwide share common ancestry, as shown by genetic research; however, you can be a Jew without sharing this common ancestry, for example, by converting. Thus, although I could never become black or Asian, blacks and Asians have become Jews (Sammy Davis Jr. and Connie Chung).

Is It a Culture or Ethnic Group?

Most secular American Jews think of their Jewishness as a matter of culture or ethnicity. When they think of Jewish culture, they think of the food, of the Yiddish language, of some limited holiday observances, and of cultural values like the emphasis on education.
Those secular American Jews would probably be surprised to learn that much of what they think of as Jewish culture is really just Ashkenazic Jewish culture, the culture of Jews whose ancestors come from one part of the world. Jews have lived in many parts of the world and have developed many different traditions. As a Sephardic friend likes to remind me, Yiddish is not part of his culture, nor are bagels and lox, chopped liver, latkesgefilte fish or matzah ball soup. His idea of Jewish cooking includes bourekas, phyllo dough pastries filled with cheese or spinach. His ancestors probably wouldn't know what to do with a dreidel.
There are certainly cultural traits and behaviors that are shared by many Jews, that make us feel more comfortable with other Jews. Jews in many parts of the world share many of those cultural aspects. However, that culture is not shared by all Jews all over the world, and people who do not share that culture are no less Jews because of it. Thus, Judaism must be something more than a culture or an ethnic group.

Are the Jews a Nation?

The traditional explanation, and the one given in the Torah, is that the Jews are a nation. The Hebrew word, believe it or not, is "goy." The Torah and the rabbis used this term not in the modern sense meaning a territorial and political entity, but in the ancient sense meaning a group of people with a common history, a common destiny, and a sense that we are all connected to each other.
Unfortunately, in modern times, the term "nation" has become too contaminated by ugly, jingoistic notions of a country obsessed with its own superiority and bent on world domination. Because of this notion of "nationhood," Jews are often falsely accused of being disloyal to their own country in favor of their loyalty to the Jewish "nation," of being more loyal toIsrael than to their home country. Some have gone so far as to use this distorted interpretation of "nationhood" to prove that Jews do, or seek to, control the world. In fact, a surprising number of antisemitic websites and newsgroup postings linked to this page (in an earlier form) as proof of their antisemitic delusions that Jews are nationalistic, that Israel is a colonial power and so forth.
Because of the inaccurate connotations that have attached themselves to the term "nation," the term can no longer be used to accurately describe the Jewish people.

The Jewish People are a Family

It is clear from the discussion above that there is a certain amount of truth in the claims that it is a religion, a race, or an ethnic group, none of these descriptions is entirely adequate to describe what connects Jews to other Jews. And yet, almost all Jews feel a sense of connectedness to each other that many find hard to explain, define, or even understand. Traditionally, this interconnectedness was understood as "nationhood" or "peoplehood," but those terms have become so distorted over time that they are no longer accurate.
Rabbi Adin Steinsaltz has suggested a better analogy for the Jewish people: We are a family. See the third essay in his 2005 book, We Jews: Who Are We and What Should We Do. But though this is a relatively new book, it is certainly not a new concept: throughout the Bible and Jewish literature, the Jewish people are referred to as "the Children of Israel," a reference to the fact that we are all the physical or spiritual descendants of the Patriarch Jacob, who was later called Israel. In other words, we are part of his extended family.
Like a family, we don't always agree with each other. We often argue and criticize each other. We hold each other to the very highest standards, knowing that the shortcomings of any member of the family will be held against all of us. But when someone outside of the family unfairly criticizes a family member or the family as a whole, we are quick to join together in opposition to that unfair criticism.
When members of our "family" suffer or are persecuted, we all feel their pain. For example, in the 1980s, when Africa was suffering from droughts and famines, many Jews around the world learned for the first time about the Beta Israel, the Jews of Ethiopia. Their religion, race and culture are quite different from ours, and we had not even known that they existed before the famine. And yet, our hearts went out to them as our fellow Jews during this period of famine, like distant cousins we had never met, and Jews from around the world helped them to emigrate to Israel.
When a member of our "family" does something illegal, immoral or shameful, we all feel the shame, and we all feel that it reflects on us. As Jews, many of us were embarrassed by the scandals of Monica Lewinsky, Jack Abramoff and Bernie Madoff, because they are Jews and their actions reflect on us all, even though we disapprove. The Madoff scandal was all the more embarassing, because so many of his victims were Jews and Jewish charities: a Jew robbing from our own "family"! We were shocked when Israeli Prime Minister Yitzchak Rabin was killed by a Jew, unable to believe that one Jew would ever kill another member of the "family."
And when a member of our "family" accomplishes something significant, we all feel proud. A perfect example of Jews (even completely secular ones) delighting in the accomplishments of our fellow Jews is the perennial popularity of Adam Sandler'sChanukkah songs, listing famous people who are Jewish. We all take pride in scientists like Albert Einstein or political leaders like Joe Lieberman (we don't all agree with his politics or his religious views, but we were all proud to see him on a national ticket). And is there a Jew who doesn't know (or at least feel pride upon learning) that Sandy Koufax declined to pitch in a World Series game that fell on Yom Kippur?


Monday, June 18, 2012

Committee to look into BMC schools’ closure


Committee to look into BMC schools’ closure

Clara Lewis, TNN Jun 16, 2012, 02.10AM IST, Times of India (NEWS NETWORK).
MUMBAI: The state government has decided to look into why civic schools are being shut down and handed over to private agencies.
Nitin Wadhwani, co-ordinator of Mumbai for Child Rights, an arm of Child Rights and You, which is monitoring civic schools in Mumbai, said nearly 29 schools have shut down claiming lack of enrollment. "BMC is yet to formally declare them as closed and quite a few are from south Mumbai," he said. The committee comprising the state education minister, seven MLAs and education officers will submit its report within two months. Education minister Rajendra Darda had given an assurance during the budget session to the state legislative assembly that a committee would be constituted to ascertain reasons for closure of civic schools.

Mumbai TOI News -English-medium BMC schools face dearth of teachers


The BMC seems to be taking the Right to Education Act mandate, which prescribes that there should be adequate number of teachers for students, rather lightly. Even as the number of students opting for English-medium schools has gone up, the number of teachers in these schools has dropped.

Details procured under the Right to Information Act shows that currently, there is a dearth of 211 in civic English-medium schools (where the students have increased by 36% in the last three years). In contrast, there are 2,076 teachers extra in regional language schools, where the number of students seeking admission is dropping, the data showed.

"Looking at the 2010-2011 data and looking at the RTE rules, the BMC needs to have one teacher for every 40 students in Marathi, Hindi, English and Urdu medium schools. For Tamil, Telugu, Kannada and Gujarati medium schools, there has to be one teacher for every 30 students. But the way it has been organized, there are extra teachers in all the other schools, whereas there are fewer teachers than required in English-medium schools," said RTI activist Anil Galgali.

There are 1,706 extra teachers in Marathi-medium schools, while Hindi-medium schools have 148 more teachers than required. Urdu medium schools have 116 extra teachers, while Tamil, Gujarati, Telugu and Kannada-medium schools have 54, 200, 37 and 260 teachers in excess respectively. English schools, which have 29,808 students, have a dearth of 211 teachers.

The data also shows that between the academic years 2007-2008 to 2010-2011, English-medium schools were the only ones to register an increase in the number of admissions. While admissions to Marathi-medium and Hindi-medium schools saw a 20% and 2.8% drop respectively in the number of students, English-medium schools saw a 36% increase. While there were 4,11,907 students studying in all BMC schools (regional and English medium), the number went down to 3,76,059 students in 2010-2011.

A senior BMC official in charge of education said that the administration is doing all it can to bridge the gap. "We are looking into the matter and are planning to hire teachers with proficiency for teaching in English. We have already begun revamping the education system after an MoU was signed with UNICEF and have come up with the School Excellence Programme last year," he said.

Right to Education Act that mandates adequate teachers for students does not seem to be taken seriously by the BMC. Even though the number of students ditching regional language schools and embracing English medium schools is gradually increasing, the number of teachers to teach them in English has gone down.

Details procured under the Right to Information Act show that currently, there is a dearth of 211 teachers for civic English medium schools (where students have increased by 36 per cent over the last three years). There are 2076 teachers extra in all the other regional language schools where the number of students seeking admission is dropping, the data showed.

"Looking at the data of 2010-2011 and looking at the RTE rules, the BMC needs to have one teacher for every 40 students in Marathi, Hindi, English and Urdu medium schools. For Tamil, Telugu, Kannada and Gujarati medium schools, there needs to be one teacher for every 30 students. But the way it has been organized, there are extra teachers in all the other schools, whereas the number of teachers is lesser than required in English medium schools," said RTI activist Anil Galgali.

Data procured for schools run in eight different languages, there is an excess of 2,076 teachers, the more number of which (1,706) are in Marathi medium schools. Hindi schools have 148 teachers extra, Urdu 116, Tamil 54. Gujarati, Telugu and Kannada medium schools have an excess of 200, 37 and 260 teachers. English schools, which have 29,808 students, have a dearth of 211 teachers. BMC data shows there are 3,76,059 students and 11,683 teachers while the current need of teachers is 9,609.

It also shows that from the academic year 2007-2008 to 2010-2011, English medium schools are the only ones where admissions are increasing. While admissions to Marathi medium and Hindi medium schools saw a 20 per cent and 2.8 per cent drop in the number of students. English medium students saw a 36 per cent increase. During the same period, the number of students coming to civic schools went down by 8.7 per cent. While there were 4,11,907 students studying in BMC-run schools (regional and English medium), the number went down to 3,76,059 students in 2010-2011.

A senior BMC official in charge of education said that the administration is doing all it can to bridge the gap. "We are looking into the matter and are planning to hire teachers with proficiency for teaching English. We have already begun revamping the education system after an MoU was signed with the UNICEF and came up with the School Excellence Programme last year," the official said.

Friday, May 18, 2012

Uttarakhand.. A Simply Heaven: Industries Sidcul in Uttarakhand

Uttarakhand.. A Simply Heaven: Industries Sidcul in Uttarakhand: Industries SIDCUL STATE INFRASTRUCTURE & INDUSTRIAL DEVELOPMENT CORPORATION OF UTTARAKHAND LTD About SIDCUL SIDCUL, a Government of Utt...

Wednesday, May 9, 2012

GMAT-2012 JUNE 5th,BEYOND...detailed support link !!


GMAT Test


The graduate management admission test (GMAT) is designed to check the candidates' skills for success in the master programme. The graduate management admission test is the one of the selection criteria for selection to 4800 courses in 83 countries. GMAT test is checked the skill of the candidates in quantitative and analytical writing skills, verbal check etc.

Time duration of the GMAT test



Analytical writing assessment


1. Analysis of an issues for that there is one topic for the time duration for analysis of an issues is 30 minutes.

2. Analysis of an argument, there is one topic and time duration for analysis of an argument is also 30 minutes

Optional break

There are optional breaks in between the quantitative test is eight minutes break.

GMAT (MATHS)Quantitative test,CHANGED PATTERN POST JUNE5,2012.

There are the 37 questions in the quantitative test section. The time duration for the quantitative test is 75 minutes. Quantitative test includes the problem solving and data- sufficiency.

Optional break

There are optional breaks in between the verbal test is eight minutes break.

Verbal test

There are 41 question it the verbal test section. The time duration for the verbal test is 75 minutes. The verbal section includes the following topics

1. Reading the comprehension
2. Critical reasoning
3. Sentence correction

Change in GMAT test from June 2012


In June 2012 the GMAT is going to change GMAT exam pattern by adding 30 minutes integral reasoning section. The new test is to assess test-takers abilities to evaluate information presented in the new formats and from multiple sources, skills though critical for them in the increasing technology in the depended word.

The total length of the GMAT will be remaining same thee and half hour excluding the breaks. The analytical writing assessment section is to be reduced by 30 minutes only. Remaining all the sections is same as it's the old pattern except in analytical writing assessment section.

Free GMAT preparation material


The Free GMAT preparation material is available on the website http://www.mba.com/the-gmat/schedule-a-gmat-appointment/pay-for-the-test.aspx. From this site student who wants give the GMAT test get all the information regarding the syllabus and preparation material.

Fee for GMAT test


Fee for the graduate management admission test (GMAT) is USD$250.

How to apply for GMAT and contact information of GMAT



To get the appointment of the GMAT test, first the candidate needs to get an mba.com account. Candidates have to register on that site. Then candidates can get the appointment after submitting the required fee and important information.

Candidates can get more information regarding GMAT test registration for visiting the site http://www.gmac.com/GMAC/service/contactus

Candidates also get the more information regarding GMAT test India from the phone 0124-4311111 ext. 261 and the email apac@gmac.com 

Friday, April 13, 2012

RTE-Comment

Hello,
 My best wishes to all implementing bodies which are contributing so hardworkingly, in the effortive directions of ,"RTE-RIGHT TO EDUCATION". My question here is, if at all this is an open forum to find solutions; that ---How is Governing body incharge for promulgating right Teacher:Student Ratio (I was shown, 1 teacher: 20 students) effectively seen monitored in every Government-run Primary School ? I have so far seen Teachers struggling with 55(Std 6th)-to-80(Std- 1st) students per unit division in a class in Mumbai Municipality Government-run Primary Schools.

 Visiting Officers, turn a blind-eye to that, rather than intervening and re-aligning the Teacher-Student Ratios to 1:20?....... Now, by RTE-ACT, 46--48 Hours Teaching per week added. Can you imagine, assume a 48-periods per week teach-schedule;  how much time is effected in Correcting Books of ( 80 Students)? A wild guess from my side is almost 1 hour per day per subject ,multiply it with 7-Core teaching Subjects; we get less 7 Hours . So subtracting 7-Hours, we get leftover 41-Hours. Dividing the answer by 7-subjects, we get 6 Hours left; and divide that with 6-days schedule; we get 1-hours leftover to complete 7 subjects work of  6hours-daily teacher duty hours.

 Added to this is planning for activities,projects,discussions,etc.....Zero is the answer, to the Teacher who is  forced to teach and attend to 80-students per-second per week. God save our Primary Teachers then who are already overburedened with quality manifesting or shall we say manufacturing diktats by the Headmistress and all other superior staff.!! Who will save these teachers, planning and action by officers is to be seen now ??

Tuesday, April 10, 2012

"A Learned Mind."



"A Learned Mind."




A long ago, in the Vedic period; there was an ashrama of sage Dronacharya. He was know to be the guru
of Kings and Princess. The royalty came and paid him hefty "Swarna-Mudras", and got enrolled to learn the
various arts,especially Archery Warfare.

Nearby, in the forests,lived a boy named "Eklavya"; who came from a lowly-tribal family.His job was to assist his father
in gathering the firewood,lac,berries,Honey,Rudraksha-beads,etc;which they used to sell in the village
market and eke-out a simple living.His father was now getting very old,and weaker; so much so that one day he fell
ill and died. Now,the whole burden of upkeeping, the family needs came upon his tender youthful shoulders....
...
....
See, you can complete, the story your way,share it, how it ends here.

Maharashtra brings out rulebook to ease implementation of RTE Act

Maharashtra brings out rulebook to ease implementation of RTE Act
Published: Friday, Nov 5, 2010, 3:52 IST
By Puja Pednekar, Place: Mumbai ;Agency: DNA

To standardise implementation of the Right to Education Act (RTE) and to dispel misconceptions surrounding it, the government has decided to issue a rulebook to schools across Maharashtra with easy to follow guidelines.
Though it was introduced in 2009, the state has now devised the draft rules to simplify the jargon-loaded Act.
“Many schools have misunderstood the Act or are confused about its implementation. Earlier, we had issued government regulations (GRs) that sought to implementation of certain sections of the Act; however, confusion prevailed,” said Balasaheb Thorat, minister for primary and secondary education.
The draft rules have been uploaded on the education department website and are open for public suggestions or objections till November 19.

Scrutinising the feedback, the government will convey the same to the Centre and chalk out the next course of action. “We may come up with revised draft rules,” said Thorat.

According to the minister, many doubts about the Act still persist. “It’s unclear whether the onus of implementing the Act will be on a block education officer or a deputy director of public instruction,” he explained. Then there is this indisputable fact about 30 per cent students being first-generation learners.

“More importantly, the condition of schools in cities and villages varies. This factor also needs to be looked into,” Thorat added.

Lamenting what he termed “flawed” priorities, Thorat said prioritising primary education was overdue. “Unfortunately, higher education gets investments and priorities, whereas primary education is pushed to the corner. This should change,” he asserted. The state has also put the onus of implementation on the Centre, saying it should extend ‘sufficient’ monetary support.

“Unless the Union government releases the funds required for the implementation of the Act, the Act will not be feasible,” said Thorat.The Centre will incur 68 per cent of the implementation cost while the state will bear the rest.

Followers

Search This Blog