Part- IV Value Education - III Year – Fifth Semester

Unit I:
Value education-its purpose and significance in the present world – Value system – The role
of culture and civilization-Holistic living – Balancing the outer and inner – Body, Mind and
Intellectual level- Duties and responsibilities.
Unit II :
Salient values for life- Truth, commitment, honesty and integrity, forgiveness and love,
empathy and ability to sacrifice, care, unity , and inclusiveness, Self-esteem and
self-confidence, punctuality – Time, task and resource management – Problem solving and
decision making skills- Interpersonal and Intra personal relationship – Team work – Positive
and creative thinking
Unit III :
Human Rights – Universal Declaration of Human Rights – Human Rights violations –
National Integration – Peace and non-violence – Dr. A P J Kalam’ s ten points for
englightened citizenship – Social Values and Welfare of the citizen – The role of media in
value building.
Unit IV:
Environment and Ecological balance – interdependence of all beings – living and non-living.
The binding of man and nature – Environment conservation and enrichment.
Unit V :
Social Evils – Corruption, Cyber-crime, Terrorism – Alcoholism, Drug addiction – Dowry –
Domestic violence – untouchability – female infanticide – atrocities against women How to
tackle them.
Books for Reference:
1. M.G.Chitakra: , A.P.H.Publishing Corporation, New Delhi, 2003.
2. Chakravarthy, S.K. : : , Oxford
University Press, New Delhi , 1999.
3. Satchidananda, M.K.: , Ajantha Publications, Delhi,
1991.
4. Das, M.S. & Gupta, V.K. : , M.D.
Publications, New Delhi, 1995.
5. Bandiste, D.D.: , B.R. Publishing Corporation, Delhi, 1999.
6. Ruhela, S.P. : , Sterling Publications, New Delhi, 1986.
7. Kaul, G.N.: , Associated Publishers, Mumbai,
1975.
8. NCERT, , New Delhi, 1992.
9. Swami Budhananda (1983) : Ramakrishna Mission, New
Delhi.
10. (4 Vols.), Bharatiya Vidya Bhavan, Bombay. (Selected Chapters
only).
11. – UNESCO Publication.
12. , Sri Ramakrishna Math, Chennai, 1996.
13. Swami Vivekananda, , Ramakrishna Mission, Chennai.
14. Swami Vivekananda, , Advaita Ashrama, Calcutta.
15. , Chinmayananda Mission, 2003.

UNIT 1: Introduction of Value Education

Value Education: Definition, Need, Content, Process and relevance to present day.
Concept of Human Values, self-introspection.
1. Introduction
According to T. Roosevelt, “To educate a man in mind and not in morals is to educate a
menace to society.” The supreme end of education is expert discernment in all things
– the power to tell the good from the bad, the genuine from the counterfeit, and to
prefer the good and the genuine to the bad and the counterfeit.

The Hindu vision of life gives four goals, ideals and core values for a better quality of
human life. They are artha (economic values of wealth), kama (psychological values of
pleasure), dharma (moral values) and moksha (liberation). These four goals embody
the formulation of human values.

Right living is reached only through value education which only stands against cardinal
sins as Mahatma Gandhi has cautioned us: “Pleasure without conscience; Politics
without principles; Prayer without devotion; Education without character; Wealth without
work; Science without humanity; And commerce without morality.”

The Context
Today youngsters are confused because of the change in value system in the society
and lead them to many dilemmas. Due to liberalization, industrialization and
globalization rapid changes are occurring in almost all social sciences. The so called
philosophical foundations of India are declining day to day with the country in a state of
social turbulence, the goals and functions of formal education need to be reassessed
and updated.

What are Values?

Values are principles, fundamental convictions, and ideals, standards of life which act as
general guide to behaviour or as a reference point in decision making. Values are
beliefs about what is right and what is wrong and what is important in life. Value literally
means something that has a price, precious, dear and worthwhile, one is ready to
sacrifice for.

It is a set of principles which guide the standard of behaviour. Values are desirable and
held in esteem. They give strength to a person’ s character by occupying a central
place in his life. It reflects ones attitudes, choices, decisions, judgments, relationships,
dreams and vision.
The guiding principle of life which are conducive to all value development. It is like the rails
which keep the train on track. Without values, life will be chaotic.

Values are virtues, ideals and qualities on which actions and beliefs are based. Values are
guiding principles that shape our world outlook, attitudes and conduct. The moral
values present a true perspective of the development of any society or nation. They tell
us to what extent a society or nation has developed itself.

Definitions of VE:

According to Perry (1968), “Value means the relation of an object to a valuing subject.”

According to Hindzay (1966), “ By values we mean a person’ s idea of what is desirable,

what he actually wants”

In the words of John Dewey (1966), “Value education means primarily to prize to esteem
to
appraise, holding it dear and also the act of passing judgment upon the nature and
amount of its value as compared with something else” .

Need for Value Education

Mahatma Gandhi found that there is a great deal of moral degradation in the
society. The main causes of moral degeneration are:

Lack of respect for the sanctity of human life.

Breakdown of parental control of children in families
Lack of respect for authority, seen through the brazen breaking of the law and total
disregard for rules and regulations
Crime and corruption
 Abuse of alcohol and drugs
Abuse of women and children, and other vulnerable members of society.
Lack of respect for other people and property.

Other reasons for the need of VE are:

 to teach the values of the culture and society

 to enable them to distinguish between right and wrong

 to form the conscience of youngsters

 to continue the traditions of the society

 to make meaningful the practices and beliefs

 to connect to every human being in the right way

To solve all these type problems it is necessary to know the main causes of the above
problems. We know today children are tomorrow’ s citizens. If we give good education to the
present day children, the future of the next generations will be well. In Gandhiji’ s opinion
education is the solution for all types of the problems. Now we are living in the modern
century. If we use science and technology in the proper way it is not difficult for us to solve all
the problems of the non-moral and value things.

The main object of the study is to inculcate moral and value based education in schools
and colleges and to know the attitude of intermediate students towards moral values.

Objectives of VE

The following objectives of VE are identified:

 Full development of child’ s personality in its physical, mental, emotional and spiritual
aspects.
 Inculcation of good manners and responsibility and cooperative citizenship.
 Developing respect for individual and society.
 Inculcating a spirit of patriotism and national integration.
 Developing a democratic way of thinking and living.
 Developing tolerance towards and understanding of different religious faith.
 Developing a sense of human brotherhood at social, national and international levels.
 Helping children to have faith in themselves and in some supernatural power and order
that is supposed to control this universe and human life.
  Enabling children to make moral decision on the basis of sound moral principles.
Types of Values

Values however are either innate or acquired.

Innate values are our inborn divine virtues such as love, peace, happiness, mercy and
compassion as well as the positive moral qualities such as respect, humility, tolerance,
responsibility, cooperation, honesty and simplicity.

Acquired values are those external values adopted at your “place of birth” or “place
of growth” and are influenced by the immediate environment. Examples of acquired values
are one’ s mode of dress, cultural customs, traditions, habits and tendencies.
Categorization of Values

There are a number of different categories into which values can be placed.
Personal values: Personal values are those you take for yourself and which constitute a
critical part of your values and are apparent in attitudes, beliefs, and actions. Personal
values may be prioritized, such as honesty then responsibility then loyalty and so on.

Social values: Social values are those which put the rights of wider groups of people first.
This may include equality, justice, liberty, freedom, and national pride. These are often
instilled into us when we were young.

Political values: Political values are ideological beliefs about the best way to govern a
country or organization, for example through welfare, democracy and civic
responsibility.

Economic values: Economic values are those around money, and may include beliefs
around ownership of property, contributing to the common good (taxes!), the balance of
supply and demand and so on.

Religious values: Religious values are spiritual in nature and include beliefs in how we
should live.
Factors Influencing the Learning of Values:

Hogan (1973) believes that moral behavior is determined by five factors:

Socialization: becoming aware as a child of society’ s and parents’ rules of conduct for
being good.
Moral judgment: learning to think reasonably about our own ethics and deliberately deciding
on our own moral standards.

Moral feelings: the internalization of our moral beliefs to the degree that we feel shame and
guilt

when we fail to do what we “should.”

Empathy: the awareness of other people’ s situation, feelings, and needs so that one is
compelled
to help those in need.

Confidence and knowledge: knowing the steps involved in helping others and believing that
one is responsible for and capable of helping.
Value Education in India

In the history of VE we see rather a slow development of the system in India. In the 1980s, the
government was more responsive to the needs of VE in our schools.

Ancient India. Value Education in India from the ancient times has held a prime place of
importance. From the gurukul stage the child not only learnt skills of reading and
archery but more the philosophy of life in relation with its impermanence. Hence
education in India was born of this vision to achieve one’ s experience in the absolute
as a spark of the divine and in this process practice of one’ s duty accompanies the
acquisition of knowledge.

In the modern school system value education, was termed moral education or moral
science.
British were absolutely neutral in their policy towards religion and value education.
CABE – (1943-46) emphasized spiritual land moral education. It was the responsibility of
home and community.
Committee on Emotional Integration (1961) pointed out that the science students should
have at least some background of humanities; it opined that there should be a
compulsory paper on India’ s cultural heritage.
Education Commission (1964-66) recommended moral, social and spiritual values at all
levels.
UNESCO (1972) felt that the education system should promote values of world peace and
international understanding and unity of mankind.
National Policy on Education (NPE 1986) proposed readjustments in curriculum to make
education a forceful tool to inculcate social and moral values; to eliminate
obscurantism, fanaticism, superstition, illiteracy and fatalism.
 The National Policy on Education (NPE), 1986 envisages a national system of
education based on a National Curricular Framework containing a common core along with
other components that are flexible.
The common core includes the history of India’ s freedom movement, the
constitutional obligations and other content essential to nurture national identity.
These elements will cut across subject areas and will be designed to promote values
such as India’ s common cultural heritage, etiquette, egalitarianism, democracy and
secularism, equality of the sexes, protection of the environment, removal of social barriers,
observance of the small family norm and inculcation of the scientific temper.

10. Implementing the above in the school systems under the Central control.
On the basis of the guidelines given in the National Curricular Framework (NCF) for
Elementary and Secondary Education, brought out by NCERT in 1988 after adoption of NPE,
1986, the NCERT revised the entire school syllabi and brought out revised textbooks for
classes I to XII. The main focus of the revised syllabi of the NCERT for different stages of
school is on the development of knowledge, values and attitudes conducive to actualising the
student’ s potential, for enabling effective participation in the national development
endeavour.
Keeping in view the NCERT textbooks and curricular guidelines, the State Governments
are expected to undertake measures to revise their school syllabi/ textbooks for introduction
in their school system in a phased manner.

Initiatives from the Planning Commission:

As recommended by the Planning Commission’ s Core Group on Value Orientation of
Education, a Standing Committee was set up for promotion and coordination of value
orientation of education at the school and higher education stages.

This standing committee further constituted sub-groups, one of them for schools and
education, to formulate plans of action to implement various recommendations made
in the core group report

The plan of action of the school sub-group broadly covers the following areas i. e.
integration of elements of value education into:

Textbooks/textual material

Non-textual educational materials such as audio- visual materials, posters, charts, stories,
picture books, etc.

Extra-curricular activities.

In-service and pre-service training of teachers.

 12. Approaches to teaching VE:

Broadly there are two approaches to teaching VE:

Integrated approach and

Curricular Approach.

Integrated approach: is also known as indirect method. This is adopted by many public
schools. In this approach, values are integrated and taught through various subjects and
activities. For example, physical education imparts values of health, strength, agility, grace
etc.

Sports teach the values of courage, initiative, rapid decision, action, perseverance,
leadership, self control, acceptance of failure and victory.

Work Experience: Manual skills, utilizing materials, avoiding wastage, creativity, live in
harmony with nature, appreciating art and music

Social studies: lives of great men will instruct on courage, patriotism, citizenship, civic
sense, hard work, diligence etc.

It also makes use of leisure periods, reading books on values, by organizing discussions
and debate by eminent scholars,

Further it is expected use the incidental method of relating the life of students to various
events that take place in the surrounding.

Further it depends on the morning assembly, celebration of festivals and other occasions
to

impart values.

Curricular approach: It is also known as the direct method or formal method. It is adopted by
many private schools. In this approach, text books are identified for various levels for teaching
the values. It is carried out by teachers through specified number of periods and specified
syllabus.
The role of Teachers

In teaching and inculcating values, the teachers have a great role to play. The following
roles are significant:
 A teacher has to function as an agent who stimulates, provokes, informs and sensitizes the
learners with reference to value situations in life.

Through involving the learners actively in discussion, dialogue and practical activities, the
teacher should make them think and reflect on human actions and events.

The teacher should also expose students to works of art, beauty in nature, and in human
relationships and actions of moral worth, and develop their moral sensibilities.

They should help in creating an atmosphere of love, trust, cooperation and security in the
school conducive to the development of high ideals and values.

They should possess the right qualities of mind and heart necessary for the pursuit of
knowledge— love of knowledge, curiosity and desire to know, sincere desire to keep on
learning and update knowledge, humility and honesty to admit ignorance.

They should have a sound social philosophy, characterized by social sensitivity, concern for
social justice and human rights. It is essential that they carry out their professional
obligations in accordance with the highest standards and ethics of the teaching
profession.

The institutional processes in the training institution should help teachers acquire these
capabilities by providing concrete situations and opportunities and actively involve
them in appropriate learning experiences.

They should develop a nationalistic feeling among students.

Create an awareness about the problems of future specially those related to food, water,
energy, environment, pollution, health and population.

Give equal importance to all students irrespective of caste, creed, sex and money.

Conclusion: VE is an important aspect of education affecting the students and the society as
a whole. Many educators tend to take lightly the proper growth of students. Negligence will be
detrimental to the well being of our society on the whole. For adequate inculcation of values,
educational institutions need to give support as well. As values are caught more than taught,
the students need to grow up in an atmosphere of well-being.

UNIT 2: Salient values for life

Truth, commitment, honesty and integrity, forgiveness and love, empathy and ability to
sacrifice, care, unity, punctuality, Interpersonal and Intra personal relationship, Team work ,
Positive and creative thinking.

Having integrity and being honest are fundamental requirements if you want to
grow spiritually and follow your true destination of personal development. It’ s not simply
about being honest with people. Whilst that will make you a better person and a more
accepted one it’ s more importantly about being honest with yourself.

Honesty Vs Dishonesty

Personal development or self-growth is all about fostering the positive qualities

within yourself to enable you to lead a fuller, more enriched life and to rid yourself of negative
qualities, feelings and emotions which have been holding you back.

If we’ re honest in all that we do and say, it means we are genuine, real and
true whereas dishonesty symbolizes all that is fake, fictitious and unreal. Living your life
honestly and with integrity means that you’ ve decided to live openly and to show your true
self to others and that you can be relied upon to be genuine. On the other hand, dishonesty is
all about shade and concealment and living your life in ‘dark corners’ . When you’ re
dishonest, it means that you remain living in the dark and cannot grow spiritually.

Honesty and integrity produce trust – trust in ourselves and in all those around
us. Trust in turn produces confidence which we all need to conquer life’ s problems and
which also encourages us to take risks in order to fulfill our goals.

You’ ll have no doubt heard expressions such as “what goes around, comes
around” and “you get back, what you give out in life” and that’ s very true. If we don’ t
live our lives honestly, we become shrouded in mystery. People are very adept at sensing
dishonesty in others even if they think they’ re the best liars on earth and if you hide behind a
dark mask of suspicion, you can be assured that the people you’ ll attract will turn out to be
very similar to you and it’ s therefore inevitable that one day you’ ll be on the receiving end
of someone’ s dishonest actions or words.
Honesty at the Core

One of the key elements in any relationship, be it a personal or professional one,

is the ability to trust and be trusted. Without trust, we have no credibility which is at the core of
being able to influence people and provide strong leadership. Without honesty, there is no
foundation upon which to build a personal relationship with someone you love.

The risk of temptation is most prevalent when we live our lives hovering
between honesty and dishonesty. You’ ll have no doubt been in a position where you’ ve had
the opportunity for gain in perhaps your career or some other situation attached to money or
power. Some of you might even consider yourselves to be basically good and honest people
but have, on occasion, turned a ‘blind eye’ or have been “economical with the truth” in
order to gain something. However, if you truly respect yourself, you’ ll often find yourself
reflecting later and feeling bad about yourself because your gains were obtained through
dishonest means. Therefore, you find that they were not really gains at all as they were
obtained dishonestly and you may find your ‘inner self’ starting to beat you over the head
over your indiscretion. So, were they really gains you made at all? The answer is ‘no. Of
course, being brutally honest all of the time can also backfire on you. There may be situations
where telling the whole truth causes you to inflict a lot of pain and distress on somebody else.
For example, John may have told Paul that he can’ t go on a weekend fishing trip with him
because he has a family commitment arranged that weekend. You know differently and that
the real reason John isn’ t going is because he hates Paul. When Paul asks you if you know
whether the reason is genuine, what do you say? Well, in instances like this, it’ s often better
to be economical with the truth. You might say that you don’ t know why John can’ t go or
that you think he has something on that weekend.” Of course, this isn’ t telling the complete
truth but you are sparing Paul’ s feelings on something that won’ t, after all, have dramatic
implications for Paul’ s future. Clearly however, the compromises you might wish to make
with regards to your total honesty have to be clearly thought through. Some may even say that
it’ s better to be brutally honest all of the time than to be indecisive in what you say or do
which could make matters worse.

However, in taking the decision that you are going to live your life honestly and
openly, you will find that your life becomes enriched as a result as you reveal your true self
which in turn will be reciprocated in the respect and honesty you’ ll receive from others.
Test for meaning

Think of a leader you know who exemplifies integrity, honesty, and trust. What

specific behaviors cause you to experience this leader as upright, honest and trustworthy? I’
ve posed this question to scores of leaders and have found the responses as varied as the
leaders themselves.

Here are some examples of what I’ ve heard.

Honesty may be seen as transparency and openness- your willingness to

communicate what you’ re thinking or feeling, even when it is uncomfortable
or unpopular. Honesty may be seen as a willingness to listen and discuss
issues before the data is completely thought through, when available
alternatives are not fully crystallized, and when decisions are not yet final. It
 may also be seen as keeping your word, following through on promises, and
delivering on time.

Integrity is often equated with courage- courage to speak up when your point of
view is at odds with a manager’ s perspective or with a commonly held belief
about how things should be done. Integrity may also be interpreted as work
ethic- in early, staying late to get the right things done for the company.

Trust may be based on a feeling that you have the other person’ s back when
he or she is not in the room. It may be the confidence you will advocate the
other person’ s point of view with clarity and understanding. Or, trust may be
gained as you’ re seen to act in the best interest of the team or organization
rather than acting primarily to advance your personal agenda.

Do What it Takes

While most everyone is adamant that their leaders ought to demonstrate

integrity, honesty and trust, they do not define or understand those terms consistently. The
differences in perception make it critical for you to find out more specifically what your
managers, colleagues, direct reports, and other key stakeholders are looking for when it
comes to honesty, integrity, and trust.

It may not be enough for you to simply tell the truth when challenged or to turn
in accurate expense reports. To be known for your integrity, honesty, and trust, you may need
to demonstrate more personal courage; you may need to create an environment that is more
open and transparent; or, you may need to build a stronger sense of teamwork and
cooperation.

The critical next step is to ask around. When it comes to honesty, integrity, and
trust, what do the people in your organization expect from you?
 UNIT 3: Human Rights

Universal Declaration of Human Rights, Right to Information Act -2005, National Integration,
Peace and non-violence, Dr. A P J Kalam’ s ten points for enlightened Citizenship. The role of
media in value building.
UNIVERSAL DECLARATION OF HUMAN RIGHTS:
Simplified Version:
This simplified version of the 30 Articles of the Universal Declaration of Human Rights has
been created especially for young people.
We Are All Born Free & Equal. We are all born free. We all have our own thoughts and ideas.
We should all be treated in the same way.
Don’ t Discriminate. These rights belong to everybody, whatever our differences.
The Right to Life. We all have the right to life, and to live in freedom and safety.
No Slavery. Nobody has any right to make us a slave. We cannot make anyone our slave.
No Torture. Nobody has any right to hurt us or to torture us.
You Have Rights No Matter Where You Go. I am a person just like you!
We’ re All Equal Before the Law. The law is the same for everyone. It must treat us all fairly.
Your Human Rights Are Protected by Law. We can all ask for the law to help us when we are
not treated fairly.
No Unfair Detainment. Nobody has the right to put us in prison without good reason and keep
us there, or to send us away from our country.
The Right to Trial. If we are put on trial this should be in public. The people who try us should
not let anyone tell them what to do.
We’ re always Innocent Till Proven Guilty. Nobody should be blamed for doing something
until it is proven. When people say we did a bad thing we have the right to show it is not true.
The Right to Privacy. Nobody should try to harm our good name. Nobody has the right to
come into our home, open our letters, or bother us or our family without a good reason.
Freedom to Move. We all have the right to go where we want in our own country and to travel
as we wish.
The Right to Seek a Safe Place to Live. If we are frightened of being badly treated in our own
country, we all have the right to run away to another country to be safe.
Right to a Nationality. We all have the right to belong to a country.
Marriage and Family. Every grown-up has the right to marry and have a family if they want to.
Men and women have the same rights when they are married, and when they are separated.
The Right to Your Own Things. Everyone has the right to own things or share them. Nobody
should take our things from us without a good reason.
Freedom of Thought. We all have the right to believe in what we want to believe, to have a
religion, or to change it if we want.
Freedom of Expression. We all have the right to make up our own minds, to think what we like,
to say what we think, and to share our ideas with other people.
The Right to Public Assembly. We all have the right to meet our friends and to work together
in peace to defend our rights. Nobody can make us join a group if we don’ t want to.
The Right to Democracy. We all have the right to take part in the government of our country.
Every grown-up should be allowed to choose their own leaders.
Social Security. We all have the right to affordable housing, medicine, education, and
childcare, enough money to live on and medical help if we are ill or old.
Workers’ Rights. Every grown-up has the right to do a job, to a fair wage for their work, and to
join a trade union.
The Right to Play. We all have the right to rest from work and to relax.
Food and Shelter for All. We all have the right to a good life. Mothers and children, people who
are old, unemployed or disabled, and all people have the right to be cared for.
The Right to Education. Education is a right. Primary school should be free. We should learn
about the United Nations and how to get on with others. Our parents can choose what we
learn.
Copyright. Copyright is a special law that protects one’ s own artistic creations and writings;
others cannot make copies without permission. We all have the right to our own way of life
and to enjoy the good things that art, science and learning bring.
A Fair and Free World. There must be proper order so we can all enjoy rights and freedoms in
our own country and all over the world.
Responsibility. We have a duty to other people, and we should protect their rights and
freedoms.
No One Can Take Away Your Human Rights.

What is the RTI Act?

The RTI Act was introduced with the sole objective of empowering people, containing
corruption, and bringing transparency and accountability in the working of the Government.
The Right To Information Act mandates that timely response be given to any citizen who asks
for it. This was an initiative taken by the Ministry of Personnel, Public Grievances and Pensions
to ensure a portal for citizens who searched and needed quick information.

Here are a few things you need to know about the Act and filing an RTI appeal.
 Every public authority is obligated to maintain computerized versions of all records in
such a way that it can be accessed over a network anywhere in the country and issued to the
person who has requested for information.

Every public authority should provide essential information to the public through various
channels of information (including internet) at frequent intervals so that the use of the RTI Act
to obtain information can be kept to a bare minimum.

Any person who desires to obtain information shall submit a written or electronic
request in English or Hindi or in the official language of the area to the Central Public
Information Officer or his/her counterpart at the state level.

No applicant will be required to give any reason for application for request or to provide
any personal information except for contact details where it is necessary for the authorities to
contact the applicant.
In case an appeal is rejected, the Central Public Information Officer or his/her
equivalent will communicate the reason for rejection, period within which an appeal against
the rejection can be made and particulars of the appellant authority.

Under normal circumstances, the information requested for will be provided in the form
sought for - if a citizen asks for some information in the form of an email attachment, it will be
provided unless it causes damage to the original document itself.

The authority will be under no obligation to provide such information that might hurt the
sovereignty and integrity of India, information that has been forbidden to share by any court of
law, information received under confidence by a foreign Government and cabinet papers.

The role of media in value building

The term media is derived from Medium, which means carrier or mode. Media denotes
an item specifically designed to reach a large audience or viewers. The term was first used
with the advent of newspapers and magazines. However, with the passage of time, the term
broadened by the inventions of radio, TV, cinemas and Internet.

In the world of today, media has become almost as necessary as food and clothing. It is
true that media is playing an outstanding role in strengthening the society. Its duty is to inform,
educate and entertain the people. It helps us to know current situation around the world. The
media has a strong social and cultural impact upon society. Because of its inherent ability to
reach large number of public, it is widely used to convey message to build public opinion and
awareness.

Purposes:
Mass media can be used for various purposes:
The original idea behind the creation of various ‘media means’ was to entertain
masses. Radio, TV, cinemas and magazines spend most of their resources targeting on
entertaining items and programs. Because of the growing population and developing lifestyle,
the demand for more entertainment is increasing. Every year billion of dollars is traded in
entertainment industry.

News & Current Affairs:

One of major duties of media today is to inform the people about the latest happening
around them and the world. They cover all aspects of our interest like weather, politics, war,
health, finance, science, fashion, music, etc. The need for more and more news has evolved
into creation of dedicated TV & radio channels and magazines. People can listen, watch and
read latest news whenever and wherever they want.

Political Awareness:
Media is the overseer of the political system. If it plays its role honestly, it will be a great
force in building the nation. It plays a great role in bringing common man close to their leaders.
The media focuses in bringing details of all major political situations, decisions and scenarios.
Hence people can better understand their rights and make better decisions.

Education:
Because of the power of media is so extensive and huge, it can be used to educate
people with very little cost. Imagine a classroom in every city with thousands of students being
taught by just one teacher. But unfortunately, because of money-making approach of media
and lack of interest by government, very less work is done in spreading the education.

Public Announcements:

Various authorities and agencies utilize the power of media to spread informative
messages to public. This may include warning against a storm or epidemic, delay in arrival or
departure of flights and trains, etc. In some cases, it is legally binding to publish notices in
newspaper like tenders, change of property ownership, etc.

Advertisement:
Almost all business concerns uses the power of media to sell their products. They
advertise in media for the enhancement of business purposes. Huge amounts of money are
invested in media for marketing of a product. The more attractive the advertisement, the more
people will follow it.

Disadvantages:
Even though there are lot of plus points for use of media but there are also many
disadvantages associated with it. Media has the bad effect of inducing baseless ideas through
advertisements. People are forced to buy harmful or substandard products. Sometimes, the
Media develops unnecessary sensation and distortion of truth to attract attention. Because of
its power to build public opinion, the influence of media can make or break the government.
Conclusion:
The media has the power of educating people, the good and the bad. Since it affect the
eyes, the ears and the mind simultaneously nothing can overcome the influence of the media.
The media in the advanced society should perform a noble mission of enlightening people and
discourage sectarian, communal and divisive trends.

UNIT 4: Environment and Ecology

Ecological balance, interdependence of all beings – living and non-living. Man and nature,
Environment conservation and enrichment.
Ecological imbalance is when a natural or human-caused disturbance disrupts
the natural balance of an ecosystem. A disturbance is any change that causes a disruption
 in the balance of an ecosystem. Examples of natural disturbances are volcanic eruptions.
floods.
All species are important and help keep the ecosystem balanced. Ecological
balance is a term describing how ecosystems are organized in a state of stability where
species coexist with other species and with their environment. ... A disturbance is any
change that causes a disruption in the balance of an ecosystem.
The balance of nature is important to maintain because mankind can no longer
(and it has been proven scientifically) consider itself separate from the natural world
around him. Everything is interconnected and when one thing is out of balance it causes
the entire organism to be weakened.
A Balanced Ecosystem - An Aquarium:

The term ecosystem describes both the living and non-living components of an area
that interact with one another. All the components are inter-dependant in some way with
each other. An ecosystem may be aquatic or terrestrial.
In an aquatic ecosystem rocks are needed for shelter and plants provide oxygen for
fish. An ecosystem is balanced when the natural animals and plants and non-living
components are in harmony- i.e. there is nothing to disturb the balance. With increasing
pollution, change in migratory patterns, and rise of human population, many ecosystems
are in danger of losing that harmony.
Advantages

It is difficult to find a perfectly balanced ecosystem but you can make a model at home
and observe how the ecosystem functions.

You can observe how different species interact with each other

Study the natural cycle of each species

Understand the relationship between different species- producer, predator, prey

How to create a balanced ecosystem model:

Here is a suggestion for making an aquatic ecosystem- an aquarium. You will need:
River silt or clean sand for the aquatic plants to grow.

An aquarium tank, at least 1 foot wide, 2 feet deep and 2.5 to 3 feet long. The top of the tank
should be detachable and foldable so that you can reach into the aquarium to clean the
glass sides and also feed the fish.

A light attached to the top lid to provide artificial light and for warming during cold winters.
You can also place the aquarium at a sunny place.
Aquatic plants.

Small rocks for the bottom.

Fish.

First clean the soil and put it in the bottom of the tank. Arrange the rocks. Then pour
a little water into the tank. Pouring the water directly will disturb the soil bed; so pour it over a
plastic plate that floats over the surface of the water.

This way you will not disturb the bed or any other plants or fish when you pour water.
When the water is at least 1 inch higher than the bed, put the plants into the soil. As the water
level goes up the leaves of the plants will also rise up.

After the tank is full with about 4 inches left on top, stop pouring the water. Let the water
settle for some time. Now introduce the fish one by one and close the top.
Observation:
Observe whether some fish are destroying the plants or whether some fish are eating
other fish. If the population of one species goes down dramatically, try and find the reason
why this has happened. See what will bring back the balance- is it more fish of the same
species, places for them to hide and be protected from predator fish, or more oxygen in the
water?

For your project display, describe the abiotic (nonliving) factors present. Explain why
the living and nonliving elements are needed in the aquarium. Give reasons for selecting the
organisms or type of fish and the plants. Explain what relationship the fish have with each
other and the plants- are they prey-predator? Show where they are in the food chain. Note their
life cycle. Describe their adaptations and interactions with each other and the environment.
 UNIT 5: Social values & Ethical values
Social values - Social consciousness and responsibility, Consumer rights and
responsibilities.
Ethical values - Professional ethics, Code of ethics of engineers, Influence of ethics on family
life, Leadership qualities and Personality development.