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Today, released the “Status of Urdu Medium Education in Karnataka – Study Report 2025” in the presence of Hon’ble Legislative Council Speaker Sri Saleem Ahmed , Hon’ble Cabinet Ministers Sri Madhu Bangarappa , UT Khader and Sri B Z Zameer Ahmed Khan . The study is significant in understanding...

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Rizwan Arshad

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22,680 Aufrufe • vor 2 Tagen •via X (Twitter)

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Profilbild von ನಾಗೇಂದ್ರ ರಾವ್ (ಕನ್ನಡಿಗರ ಕುಟುಂಬ)
ನಾಗೇಂದ್ರ ರಾವ್ (ಕನ್ನಡಿಗರ ಕುಟುಂಬ)vor 1 Tag

@SaleemAhmadINC @Madhu_Bangarapp @utkhader @BZZameerAhmedK ಕರ್ನಾಟಕದಲ್ಲಿ ಉರ್ದು ಮಾಧ್ಯಮದ ಅವಶ್ಯಕತೆ ಏನಿದೆ ಒಂದು ಭಾಷೆಯಾಗಿ ಕಲಿಸಿ ಅದನ್ನು ಬಿಟ್ಟು ಉರ್ದು ಮಾಧ್ಯಮದ ಮೂಲಕ ಕನ್ನಡದ ನಾಡಿನ ಸಂಸ್ಕೃತಿ ಯಿಂದ ಪ್ರತ್ಯೇಕಿಸಿದಾಗೆ ಅಲ್ಲವೇ. ಉರ್ದು ಮಾಧ್ಯಮ ಶಾಲೆಯನ್ನು ರದ್ದು ಮಾಡಿ ಭಾಷೆಯಾಗಿ ಮಾತ್ರ ಕಳಿಸುವ ವ್ಯವಸ್ಥೆ ಮಾಡಿ. ಅತಿಯಾದ ಓಲೈಕೆ ಸರಿಯಲ್ಲ

Profilbild von ಮನೋಜ್❤️💛
ಮನೋಜ್❤️💛vor 1 Tag

@SaleemAhmadINC @Madhu_Bangarapp @utkhader @BZZameerAhmedK Why the hell urdu is needed in karnataka. Urdu people does not qualify as educated and struggle to even fill basic bank forms in karnataka.

Profilbild von ಕಿಷ್ಕಿಂಧಾಪುರದೊಳ್
ಕಿಷ್ಕಿಂಧಾಪುರದೊಳ್vor 1 Tag

@SaleemAhmadINC @Madhu_Bangarapp @utkhader @BZZameerAhmedK Stop Urdu imposition

Profilbild von Khan
Khanvor 2 Tagen

@SaleemAhmadINC @Madhu_Bangarapp @utkhader @BZZameerAhmedK Excellent initiative Kindly implement and make Urdu language most important

Profilbild von Bosssuuuuu
Bosssuuuuuvor 21 Stunden

@SaleemAhmadINC @Madhu_Bangarapp @utkhader @BZZameerAhmedK ಯಾಕೆ ಬೇಕು ಉರ್ದು?

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The sculptors of the Bhagavan Sri Ramlalla at Ramjanmabhoomi Mandir & the over 80-year-old Vigraha of Sri Rama Darbar at Sundar Sadan, Ayodhya are linked through a teacher-student lineage. The story of the Sri Rama Darbar Vigraha's eventual arrival in Ayodhya, decades after it was sculpted, is one of intrigue. The Vigraha is a unique creation by a master sculptor and has been connected to the Sringeri Math for nearly 80 years. The Vigraha is so exquisite that it is impossible to not get moved by its beauty. Bhagavan Sri Rama has Maata Sita sitting on his lap and tenderly holds Her. Sri Lakshmana and Sri Shatrughna fan Bhagavan with chamara and Sri Bharata stands in front devotedly with folded hands. Sri Hanuman sits in front holding Bhagavan Sri Rama’s Lotus feet and fully absorbed in it. In the middle of the 20th century, Sri M.R. Balasubramaniam from Manathattai village near Trichy, was a Chief Engineer in Public Works Department of the erstwhile Madras Presidency. He was an ardent devotee of the Jagadgurus of the Dakshinamnaya Sringeri Sri Sharada Peetam and was serving the Sringeri Math in many ways. He was instrumental in building the Ratna Garbha Ganapati temple and Shankara Matha at Sivaganga in Tamil Nadu. In 1958, the Sringeri Jagadguru had graced his residence at Manathattai and later his residence at Chennai too. Pleased with his immense devotion, the Jagadguru blessed him with the title, “Guru Bhakta Ratnam”. Sri M.R. Balasubramaniam used to frequent Sringeri to have Darshan of the Sringeri Jagadgurus. Once in 1951, he was in Sringeri to have Darshan of the renowned Jivanmukta, the 34th Shankaracharya of Sringeri, Jagadguru Sri Sri Chandrashekhara Bharati Mahaswamiji. The Mahaswamiji would often be in the state of Antarmukha and there would be occasions where devotees would wait for months together to have Darshan of the Mahaswamiji who revelled in the highest spiritual state of the bliss of the Atman. When Sri M.R. Balasubramaniam 1951, happened to meet Sri Siddhanti Siddhalinga Swami, a renowned sculptor patronized by the Mysore Maharaja. Sri Siddhalinga Swami had been waiting for a long time in Sringeri to obtain darshan of Jagadguru Sri Chandrashekara Bharati Mahaswamiji. Coming to know of this, Sri MR Balasubramanian promised to try and help him have the Darshan of the Jagadguru. Soon it transpired that both could have Darshan of the Jagadguru. The joyous Sri Siddalinga Swami asked Sri Balasubramaniam to visit his Shilpa Vidyalaya Gurukula in Mysore at the earliest opportunity. When Sri Balasubramaniam visited within a span of few months, Sri Siddalinga Swami showed him around and asked him to select any Vigraha he wished and he would give it to him as a token of gratitude for ensuring that he could have the darshan of the Sringeri Jagadguru. Sri Balasubramaniam chose an incredibly beautiful Sri Rama Vigraha that is essentially the present-day Sri Rama Darbar. Initially taken aback by this request, Sri Siddalinga Swami mentioned that he had not expected that this particular Vigraha would be chosen as it had been sculpted by him, not to be sold or given, but as a testament of his skill that had been handed down through generations. He had single-handedly worked on the Vigraha for over ten years! However, Sri Siddalinga Swami kept up his word, and had the Vigraha of Sri Rama Darbar sent to Manathattai in the summer of 1952. In all earnestness, Sri Balasubramaniam purchased a piece of land and began preparations for the construction of a temple in his beloved Manathattai agraharam. However, his efforts were beset with numerous obstacles. His son Sri B Raju, was based out of Chennai and building the temple in Manathattai did not seem possible due to domestic commitments. In recent years after his retirement, he did take some preliminary steps towards building the temple, however even this effort did not fructify. When his wife, Smt. Sujatha read about the Sringeri Sharadha Peetham establishing a new branch Math at Ayodhya, a thought crossed her mind – why not offer Sri Rama to the Sringeri Shankara Math at Ayodhya? With this thought, they came to Sringeri on August 17th 2022 to have Darshan of the Jagadgurus and to seek Their guidance. Both Sri Maha Sannidhanam and Sri Sannidhanam were very happy to and instructed them to bring the Vigraha to Sringeri at the earliest. Thus, it seemed it was pre-ordained that the sequence of events pertaining to the Vigraha began in Sringeri more than 70 years ago and again culminated in Sringeri. This is what is called Ram Leela. On January 22, 2024, the day Bhagavan Sri Ramlalla was consecrated in Ayodhya, Sringeri Jagadguru Shankaracharya Sri Sri Bharati Tirtha Mahasannidhanam and Jagadguru Sri Sannidhanam worshipped the Vigraha carved by Sri Siddalinga Swami at the same time as the Vigraha of Bhagavan Sri Ramlalla carved by Sri Arun Yogiraj, grandson of Sri Siddalinga Swami’s disciple was consecrated and worshipped at Ayodhya. Likewise, on February 10, 2025, Sringeri Jagadguru Shankaracharya Sri Vidhushekhara Bharati Mahaswamiji consecrated this Vigraha which was offered by Shilpi Siddalinga Swami as a gratitude for having been able to obtain the Darshan of Jagadguru Sri Chandrashekhara Bharati Mahaswamiji. Watch the full video of the consecration here: *-*-* Join our Official WhatsApp Channel for regular updates: The online book store - Sharada eGranthalaya: #Ayodhya #SriRama #ramjanmabhoomi #SanatanaDharma #Shankaracharya #Sringeri #Yatra #SuvarnaBharati #Dharma #sriram Arun Yogiraj

Sringeri Math

16,045 Aufrufe • vor 1 Jahr

Welcome to Sri Lanka 🇱🇰 🙏 Ayubovan ආයුබෝවන් வணக்கம் 🙏 New Zealand Deputy Prime Minister & Foreign Minister Winston Peters has arrived in Sri Lanka for an official visit from May 24–28. 🇳🇿🇱🇰 He will meet with President Anura Kumara Dissanayake, PM Harini Amarasuriya & FM Vijitha Herath to boost ties in trade, tourism, education & more. The talks will focus on strengthening cooperation between the two countries in trade and investment, agriculture, education, connectivity, tourism, and sports. The Deputy Prime Minister is also expected to engage with members of Sri Lanka's private sector and media representatives during his visit. Mr. Peters is accompanied by a delegation of three senior officials from New Zealand’s Ministry of Foreign Affairs and Trade. Winston Peters NZ HC Sri Lanka, Bangladesh, Maldives & Pakistan MFA SriLanka 🇱🇰 Prasanna Gamage🇱🇰 Michael Appleton
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Welcome to Sri Lanka 🇱🇰 🙏 Ayubovan ආයුබෝවන් வணக்கம் 🙏 New Zealand Deputy Prime Minister & Foreign Minister Winston Peters has arrived in Sri Lanka for an official visit from May 24–28. 🇳🇿🇱🇰 He will meet with President Anura Kumara Dissanayake, PM Harini Amarasuriya & FM Vijitha Herath to boost ties in trade, tourism, education & more. The talks will focus on strengthening cooperation between the two countries in trade and investment, agriculture, education, connectivity, tourism, and sports. The Deputy Prime Minister is also expected to engage with members of Sri Lanka's private sector and media representatives during his visit. Mr. Peters is accompanied by a delegation of three senior officials from New Zealand’s Ministry of Foreign Affairs and Trade. Winston Peters NZ HC Sri Lanka, Bangladesh, Maldives & Pakistan MFA SriLanka 🇱🇰 Prasanna Gamage🇱🇰 Michael Appleton

Sri Lanka Tweet 🇱🇰

12,121 Aufrufe • vor 1 Jahr

Revitalizing Schools, Empowering Students: Telangana's Mana Ooru-Mana Badi Program 🏫 The "Mana Ooru-Mana Badi" program, spearheaded by Chief Minister Sri KCR is a transformative initiative aimed at comprehensive development and infrastructure strengthening of schools in the state. 26,065 schools across the state are being comprehensively developed in three phases with an outlay of Rs. 7,289 crores. 🏫 Through the "Mana Ooru-Mana Badi" program, the Telangana government is striving to provide quality education and create an enabling environment for students. This initiative reflects the government's commitment to empower and strengthen the education sector, ultimately shaping a brighter future for the youth of Telangana. #తెలంగాణదశాబ్దిఉత్సవాలు #TelanganaFormationDay
3:55

Revitalizing Schools, Empowering Students: Telangana's Mana Ooru-Mana Badi Program 🏫 The "Mana Ooru-Mana Badi" program, spearheaded by Chief Minister Sri KCR is a transformative initiative aimed at comprehensive development and infrastructure strengthening of schools in the state. 26,065 schools across the state are being comprehensively developed in three phases with an outlay of Rs. 7,289 crores. 🏫 Through the "Mana Ooru-Mana Badi" program, the Telangana government is striving to provide quality education and create an enabling environment for students. This initiative reflects the government's commitment to empower and strengthen the education sector, ultimately shaping a brighter future for the youth of Telangana. #తెలంగాణదశాబ్దిఉత్సవాలు #TelanganaFormationDay

Telangana CMO

15,348 Aufrufe • vor 3 Jahren

VIDEO | Delhi: Union Education Minister Dharmendra Pradhan (Dharmendra Pradhan) chairs a two-day conclave of Education Ministers from states and Union Territories on DoSEL schemes. While addressing the event, he says, "July 29 is an important occasion for all of us. It marks the completion of six years of the National Education Policy (NEP) 2020. This will be the sixth anniversary of the policy's implementation, and we will be entering its seventh year. On the suggestion of the Prime Minister, we are preparing to accelerate the implementation of key initiatives in the coming years... In that context, this two-day conference of Education Ministers and senior officials is extremely important. Today, around seven ministers presented their views, while the remaining ministers will do so tomorrow." (Full video available on PTI Videos - #Delhi
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VIDEO | Delhi: Union Education Minister Dharmendra Pradhan (Dharmendra Pradhan) chairs a two-day conclave of Education Ministers from states and Union Territories on DoSEL schemes. While addressing the event, he says, "July 29 is an important occasion for all of us. It marks the completion of six years of the National Education Policy (NEP) 2020. This will be the sixth anniversary of the policy's implementation, and we will be entering its seventh year. On the suggestion of the Prime Minister, we are preparing to accelerate the implementation of key initiatives in the coming years... In that context, this two-day conference of Education Ministers and senior officials is extremely important. Today, around seven ministers presented their views, while the remaining ministers will do so tomorrow." (Full video available on PTI Videos - #Delhi

Press Trust of India

91,921 Aufrufe • vor 1 Monat

Jagadguru Shankaracharya Sri Sri Vidhushekhara Bharati Mahaswamiji, in response to the earnest request of the Hon’ble Chief Minister of Uttar Pradesh, Sri Yogi Adityanath Ji, to frequently visit Uttar Pradesh and other northern parts of Bharat, expressed immense happiness at the deep reverence and devotion of the people towards the Dakshinamnaya Sringeri Sri Sharada Peetham. Despite a long gap of 30 years since the previous visit of the Jagadguru, the unwavering faith and respect shown by the devotees moved the Jagadguru. With boundless compassion and grace, His Holiness assured that Vijaya Yatras in northern parts of Bharat will be undertaken frequently. ▶️Watch the full video of the Guru Vandana Sabha & Anugraha Bhashanam from Gorakhpur here: *-*-* Join our Official WhatsApp Channel for regular updates: #gorakhpur #uttarpradesh #SanatanaDharma #Shankaracharya #Sringeri #Yatra #VijayaYatra #SriSannidhanam #Dharma #bhagawadgita #YogiAdityanath Ji
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Jagadguru Shankaracharya Sri Sri Vidhushekhara Bharati Mahaswamiji, in response to the earnest request of the Hon’ble Chief Minister of Uttar Pradesh, Sri Yogi Adityanath Ji, to frequently visit Uttar Pradesh and other northern parts of Bharat, expressed immense happiness at the deep reverence and devotion of the people towards the Dakshinamnaya Sringeri Sri Sharada Peetham. Despite a long gap of 30 years since the previous visit of the Jagadguru, the unwavering faith and respect shown by the devotees moved the Jagadguru. With boundless compassion and grace, His Holiness assured that Vijaya Yatras in northern parts of Bharat will be undertaken frequently. ▶️Watch the full video of the Guru Vandana Sabha & Anugraha Bhashanam from Gorakhpur here: *-*-* Join our Official WhatsApp Channel for regular updates: #gorakhpur #uttarpradesh #SanatanaDharma #Shankaracharya #Sringeri #Yatra #VijayaYatra #SriSannidhanam #Dharma #bhagawadgita #YogiAdityanath Ji

Sringeri Math

27,817 Aufrufe • vor 1 Jahr

Urdu and Hindi are both of Indian (🇮🇳) origin. The former is central of the Indian Muslim ethnic identity. Major native Pakistani tongues include Punjabi, Pashto, Sindhi, Brahui, Hindko. The Sikh and Hindus Rajput rulers were the first people to impose Urdu (till some degree) upon them region. “Ranjeet Singh introduced Urdu as the medium of administration in various parts of the kingdom. The Dogra ruler Ranbir Singh introduced Urdu in his state.” #Reference: People of India: Jammu & Kashmir; by K.S. Singh, page - xxviii; 1992. However, the Sikh and British imposition of Urdu had negligible effect on the masses. It was after 1947, when a small group of Indian Muslim bureaucratic immigrants to Pakistan paved way for the popular imposition of Urdu at the cost of the destruction and respect of native tongues. For example, Niyaz Fatehpuri, one such immigrant, also a poet wrote: “The second important change that must come to pass is that the Muslim Punjabis instead of their own language, Punjabi, must be made to start speaking Urdu. Their children also should immediately be taught to speak Urdu in their infancy, so that, eventually, within a short period, it will have become the norm, and the coming generations of Muslim Punjabis will only speak Urdu.” Urdu is the short of the epithet (Zaban-e URDU-e Mualla) of the Hindustani tongue. As the name suggests, this tongue is ethnically linked to Hindustani (Gangetic Indian, and her sister Deccani Indian) Muslim identity. There are around 5 million Indian Muslim students who study in proper Urdu-medium schools. These students, as they are orignal native speakers, speak the most authentic form of Urdu, their accent is the standard Urdu accent free of impurities. Additionally, Urdu is the mother tongue of some 91.06 million Indian Muslims. 👉 However, it is also worth noting that being Indian does not mean it belongs to Hindus. No! It is an exclusive Indian Muslim language, and this was so well known that even European travellers of the 18th century would explicitly refer to Hindustani (=Urdu) as the language of Indian Muslims. Also, overwhelming Hindu majority has historically (and till today) vilified, and harmed Urdu. Today, only Indian Muslims and their religious institutions preserve it in its authentic form. Urdu is to Indian Muslims what Hebrew is to the Jews. Anybody can speak Urdu, adopt it as their national language, or sing and cherish poetries, but till Qayamat, it will remain central to the ethnic identity of the Indian Muslims, Insha Allah.
1:27

Urdu and Hindi are both of Indian (🇮🇳) origin. The former is central of the Indian Muslim ethnic identity. Major native Pakistani tongues include Punjabi, Pashto, Sindhi, Brahui, Hindko. The Sikh and Hindus Rajput rulers were the first people to impose Urdu (till some degree) upon them region. “Ranjeet Singh introduced Urdu as the medium of administration in various parts of the kingdom. The Dogra ruler Ranbir Singh introduced Urdu in his state.” #Reference: People of India: Jammu & Kashmir; by K.S. Singh, page - xxviii; 1992. However, the Sikh and British imposition of Urdu had negligible effect on the masses. It was after 1947, when a small group of Indian Muslim bureaucratic immigrants to Pakistan paved way for the popular imposition of Urdu at the cost of the destruction and respect of native tongues. For example, Niyaz Fatehpuri, one such immigrant, also a poet wrote: “The second important change that must come to pass is that the Muslim Punjabis instead of their own language, Punjabi, must be made to start speaking Urdu. Their children also should immediately be taught to speak Urdu in their infancy, so that, eventually, within a short period, it will have become the norm, and the coming generations of Muslim Punjabis will only speak Urdu.” Urdu is the short of the epithet (Zaban-e URDU-e Mualla) of the Hindustani tongue. As the name suggests, this tongue is ethnically linked to Hindustani (Gangetic Indian, and her sister Deccani Indian) Muslim identity. There are around 5 million Indian Muslim students who study in proper Urdu-medium schools. These students, as they are orignal native speakers, speak the most authentic form of Urdu, their accent is the standard Urdu accent free of impurities. Additionally, Urdu is the mother tongue of some 91.06 million Indian Muslims. 👉 However, it is also worth noting that being Indian does not mean it belongs to Hindus. No! It is an exclusive Indian Muslim language, and this was so well known that even European travellers of the 18th century would explicitly refer to Hindustani (=Urdu) as the language of Indian Muslims. Also, overwhelming Hindu majority has historically (and till today) vilified, and harmed Urdu. Today, only Indian Muslims and their religious institutions preserve it in its authentic form. Urdu is to Indian Muslims what Hebrew is to the Jews. Anybody can speak Urdu, adopt it as their national language, or sing and cherish poetries, but till Qayamat, it will remain central to the ethnic identity of the Indian Muslims, Insha Allah.

Indian Muslim Archives

27,612 Aufrufe • vor 4 Monaten

The Unspoken Truths of Education in Israel-Palestine Israeli professor and author Nurit Peled Elhanan Interviewed by Journalist Robert Martin. As the world grapples with issues of racism and discrimination, the education system often comes under scrutiny for its role in shaping societal attitudes. A glaring example of this is found in the Israeli education system, as highlighted by Israeli professor and author Nurit Peled Elhanan. This critical examination delves into the complexities and biases inherent in the education systems of both Israel and Palestine, revealing a tapestry of controlled narratives, racial prejudices, and missed opportunities for peace education. Introduction The discussion begins with an overview of the education systems in Israel and Palestine, setting the stage for a deeper exploration into their intricacies and disparities. The intertwining of education with political and societal narratives is a central theme, as the article explores how these systems shape the perspectives of their students. Palestinian Education This chapter discusses the Palestinian education system, particularly focusing on its control and oversight by Israel. The nuances of this control and its implications on the educational content and quality are critically examined. Palestinian Curriculum Delving into the Palestinian curriculum, this section sheds light on the content taught in Palestinian schools, providing insights into the educational materials and their underlying messages. Palestinian History A significant focus is placed on the restrictions imposed on teaching Palestinian history and culture. The chapter discusses the consequences of these restrictions on Palestinian identity and cultural heritage. Palestinian Literature The portrayal of Palestinian literature and culture in the educational context is explored. This includes an analysis of how these aspects are represented, or often underrepresented, in school curricula. Israeli School Books An in-depth analysis of Israeli school books reveals how Palestinians are portrayed within these educational materials. The chapter critically examines the rhetoric and imagery used and its potential impact on shaping student perceptions. Racism in Israeli Discourse The issue of racism in Israeli discourse, especially within the educational context, is discussed. This section examines how racial prejudices are perpetuated through educational content and the broader societal discourse. Research Study This chapter discusses a study conducted on Palestinian and Israeli school books, providing a comparative analysis and highlighting the differences in narratives and portrayal of historical events. Book Content Analysis Further insights into the content analysis of Israeli school books are provided, with a focus on the language and rhetoric used to describe Palestinians and other ethnic groups. Nakba Mention The depiction of the Nakba in Israeli school books is critically examined. The chapter discusses how this historical event is portrayed and the implications of this portrayal on Israeli and Palestinian students. Holocaust Education The approach to Holocaust education in Israeli school books is analyzed, examining its depth, context, and the narratives that are emphasized or omitted. Peace Education A significant gap identified in the Israeli education system is the lack of peace education and initiatives promoting coexistence. This chapter discusses the importance of such education and the consequences of its absence. BDS Movement The Boycott, Divestment, and Sanctions (BDS) movement is discussed in relation to the education systems. This includes an exploration of how the movement is portrayed in educational materials and its impact on students. Ian's Story The personal story of Ian provides a poignant illustration of racism within the Israeli education system. His experiences shed light on the broader issues of racial segregation and discrimination. Racism in Israel A broader discussion on racism in Israel examines its impact on various ethnicities, including Palestinians, non-white individuals, and other minority groups. The chapter explores the systemic nature of this racism and its manifestations in different spheres, including education. Media Representation The article concludes with reflections on media representation since 2009, focusing on the lack of diversity, particularly the absence of Arabs, Ethiopians, and Oriental Jews in educational materials and media. This discussion ties back to the central theme of how education shapes societal attitudes and the importance of inclusive and unbiased educational content. This comprehensive examination not only sheds light on the complexities of the Israeli-Palestinian educational landscape but also calls for a critical reevaluation of the role education plays in perpetuating or challenging societal prejudices and conflicts. #Israel #Palestine #IsraelIsAnApartheidState #IsraelPalestineWar #GazaGenocide
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The Unspoken Truths of Education in Israel-Palestine Israeli professor and author Nurit Peled Elhanan Interviewed by Journalist Robert Martin. As the world grapples with issues of racism and discrimination, the education system often comes under scrutiny for its role in shaping societal attitudes. A glaring example of this is found in the Israeli education system, as highlighted by Israeli professor and author Nurit Peled Elhanan. This critical examination delves into the complexities and biases inherent in the education systems of both Israel and Palestine, revealing a tapestry of controlled narratives, racial prejudices, and missed opportunities for peace education. Introduction The discussion begins with an overview of the education systems in Israel and Palestine, setting the stage for a deeper exploration into their intricacies and disparities. The intertwining of education with political and societal narratives is a central theme, as the article explores how these systems shape the perspectives of their students. Palestinian Education This chapter discusses the Palestinian education system, particularly focusing on its control and oversight by Israel. The nuances of this control and its implications on the educational content and quality are critically examined. Palestinian Curriculum Delving into the Palestinian curriculum, this section sheds light on the content taught in Palestinian schools, providing insights into the educational materials and their underlying messages. Palestinian History A significant focus is placed on the restrictions imposed on teaching Palestinian history and culture. The chapter discusses the consequences of these restrictions on Palestinian identity and cultural heritage. Palestinian Literature The portrayal of Palestinian literature and culture in the educational context is explored. This includes an analysis of how these aspects are represented, or often underrepresented, in school curricula. Israeli School Books An in-depth analysis of Israeli school books reveals how Palestinians are portrayed within these educational materials. The chapter critically examines the rhetoric and imagery used and its potential impact on shaping student perceptions. Racism in Israeli Discourse The issue of racism in Israeli discourse, especially within the educational context, is discussed. This section examines how racial prejudices are perpetuated through educational content and the broader societal discourse. Research Study This chapter discusses a study conducted on Palestinian and Israeli school books, providing a comparative analysis and highlighting the differences in narratives and portrayal of historical events. Book Content Analysis Further insights into the content analysis of Israeli school books are provided, with a focus on the language and rhetoric used to describe Palestinians and other ethnic groups. Nakba Mention The depiction of the Nakba in Israeli school books is critically examined. The chapter discusses how this historical event is portrayed and the implications of this portrayal on Israeli and Palestinian students. Holocaust Education The approach to Holocaust education in Israeli school books is analyzed, examining its depth, context, and the narratives that are emphasized or omitted. Peace Education A significant gap identified in the Israeli education system is the lack of peace education and initiatives promoting coexistence. This chapter discusses the importance of such education and the consequences of its absence. BDS Movement The Boycott, Divestment, and Sanctions (BDS) movement is discussed in relation to the education systems. This includes an exploration of how the movement is portrayed in educational materials and its impact on students. Ian's Story The personal story of Ian provides a poignant illustration of racism within the Israeli education system. His experiences shed light on the broader issues of racial segregation and discrimination. Racism in Israel A broader discussion on racism in Israel examines its impact on various ethnicities, including Palestinians, non-white individuals, and other minority groups. The chapter explores the systemic nature of this racism and its manifestations in different spheres, including education. Media Representation The article concludes with reflections on media representation since 2009, focusing on the lack of diversity, particularly the absence of Arabs, Ethiopians, and Oriental Jews in educational materials and media. This discussion ties back to the central theme of how education shapes societal attitudes and the importance of inclusive and unbiased educational content. This comprehensive examination not only sheds light on the complexities of the Israeli-Palestinian educational landscape but also calls for a critical reevaluation of the role education plays in perpetuating or challenging societal prejudices and conflicts. #Israel #Palestine #IsraelIsAnApartheidState #IsraelPalestineWar #GazaGenocide

The Canaanite

475,331 Aufrufe • vor 2 Jahren

In an key move to enhance commuter safety in Outer Ring Road (ORR), the administration will be rolling out a comprehensive set of robust and proactive measures. As part of this initiative, a crucial coordination meeting was held on Tuesday at the TGICCC, chaired by Hyderabad Police Commissioner Sri V.C. Sajjanar, IPS. Transport Department Commissioner Sri Ilambarthi, IAS, HMDA Urban Forestry Director Sri VSNV Prasad, IFS, along with representatives from NHAI, GHMC, HGCL, and IRB Infra, as well as Traffic DCPs and Additional DCPs from the Cyberabad, Malkajgiri, and Future City Commissionerates, participated in the meeting and held extensive discussions. Initially, representatives from the ORR maintenance agency, IRB, gave a PowerPoint presentation detailing the measures currently being implemented for road safety. Speaking on the occasion, Hyderabad CP Sri V.C. Sajjanar, IPS, emphasised that rather than reacting after an accident occurs, many lives can be saved through proactive preventive measures. He instructed that utmost priority must be given to road safety on this route, which witnesses an average daily traffic of 2.80 lakh vehicles. Noting that an average of five to six accidents are currently occurring every day, he urged the officials to work in coordination and take steps to bring this number down to zero. He suggested that violators of traffic rules should not only be issued challans but also be provided with special counseling. Furthermore, he recommended that safety messages should be sent to the mobile phones of commuters as they enter the ORR. The CP directed officials to take measures to reduce response times during emergencies and recommended utilizing the services of traffic marshals if necessary. He made it clear that vehicles must not be stopped on the ORR under any circumstances, except in the event of a breakdown. If stopping is unavoidable, commuters must immediately inform the helpline, ensure adequate safety precautions, and park the vehicle exclusively in the extreme left lane. Analysing the statistics from the past four months, he pointed out that 33% of accidents occurred due to drowsiness/sleep deprivation, 25% due to reckless driving, 15% due to overspeeding, and 14% due to tire bursts. He explained that these accidents could be prevented by creating extensive awareness among motorists. He also advocated for data driven safety enhancement measures and implementing a safety ranking protocol for expressways. Subsequently, Transport Department Commissioner Shri Ilambarthi, IAS, stated that their department is taking all necessary measures to curb accidents. These include increase in CCTV penetration, implementation of recent Supreme Court guidelines and various other measures. He mentioned that directives have already been issued to officials to place special emphasis on inspecting vehicle fitness and tire quality. He also expressed the need to conduct a mandatory monthly review meeting exclusively on ORR road safety. The meeting was also attended by Additional CP Sri Tafseer Iqubal; NHAI DGM Smt. P. Meera Anusha; NH Hyderabad Executive Engineer Sri V. Shravan Prakash; HGCL CGM Smt. CH. Paramajyothi and GM Shri M. Chandrasekhar; GHMC SEs Sri B. Narender Goud and Sri D. Kishtappa; IRB Project Director Sri Girishwar Mamidanna, Senior General Manager Sri C. Sudheer Kumar, and Project Coordinator Sri Biswajit Singh. Also present were Hyderabad Traffic DCPs Sri Rahul Hegde, IPS, and Sri Avinash Kumar, IPS; Malkajgiri Traffic DCPs Sri Rahul Reddy, IPS, Sri K. Manohar, and Sri Srinivasulu; Cyberabad DCPs Smt. Seshadrini Reddy, Sri CH. Srinivas, and Sri N. Koti Reddy, along with several Traffic Additional DCPs and other officials. #AdminPost
0:57

In an key move to enhance commuter safety in Outer Ring Road (ORR), the administration will be rolling out a comprehensive set of robust and proactive measures. As part of this initiative, a crucial coordination meeting was held on Tuesday at the TGICCC, chaired by Hyderabad Police Commissioner Sri V.C. Sajjanar, IPS. Transport Department Commissioner Sri Ilambarthi, IAS, HMDA Urban Forestry Director Sri VSNV Prasad, IFS, along with representatives from NHAI, GHMC, HGCL, and IRB Infra, as well as Traffic DCPs and Additional DCPs from the Cyberabad, Malkajgiri, and Future City Commissionerates, participated in the meeting and held extensive discussions. Initially, representatives from the ORR maintenance agency, IRB, gave a PowerPoint presentation detailing the measures currently being implemented for road safety. Speaking on the occasion, Hyderabad CP Sri V.C. Sajjanar, IPS, emphasised that rather than reacting after an accident occurs, many lives can be saved through proactive preventive measures. He instructed that utmost priority must be given to road safety on this route, which witnesses an average daily traffic of 2.80 lakh vehicles. Noting that an average of five to six accidents are currently occurring every day, he urged the officials to work in coordination and take steps to bring this number down to zero. He suggested that violators of traffic rules should not only be issued challans but also be provided with special counseling. Furthermore, he recommended that safety messages should be sent to the mobile phones of commuters as they enter the ORR. The CP directed officials to take measures to reduce response times during emergencies and recommended utilizing the services of traffic marshals if necessary. He made it clear that vehicles must not be stopped on the ORR under any circumstances, except in the event of a breakdown. If stopping is unavoidable, commuters must immediately inform the helpline, ensure adequate safety precautions, and park the vehicle exclusively in the extreme left lane. Analysing the statistics from the past four months, he pointed out that 33% of accidents occurred due to drowsiness/sleep deprivation, 25% due to reckless driving, 15% due to overspeeding, and 14% due to tire bursts. He explained that these accidents could be prevented by creating extensive awareness among motorists. He also advocated for data driven safety enhancement measures and implementing a safety ranking protocol for expressways. Subsequently, Transport Department Commissioner Shri Ilambarthi, IAS, stated that their department is taking all necessary measures to curb accidents. These include increase in CCTV penetration, implementation of recent Supreme Court guidelines and various other measures. He mentioned that directives have already been issued to officials to place special emphasis on inspecting vehicle fitness and tire quality. He also expressed the need to conduct a mandatory monthly review meeting exclusively on ORR road safety. The meeting was also attended by Additional CP Sri Tafseer Iqubal; NHAI DGM Smt. P. Meera Anusha; NH Hyderabad Executive Engineer Sri V. Shravan Prakash; HGCL CGM Smt. CH. Paramajyothi and GM Shri M. Chandrasekhar; GHMC SEs Sri B. Narender Goud and Sri D. Kishtappa; IRB Project Director Sri Girishwar Mamidanna, Senior General Manager Sri C. Sudheer Kumar, and Project Coordinator Sri Biswajit Singh. Also present were Hyderabad Traffic DCPs Sri Rahul Hegde, IPS, and Sri Avinash Kumar, IPS; Malkajgiri Traffic DCPs Sri Rahul Reddy, IPS, Sri K. Manohar, and Sri Srinivasulu; Cyberabad DCPs Smt. Seshadrini Reddy, Sri CH. Srinivas, and Sri N. Koti Reddy, along with several Traffic Additional DCPs and other officials. #AdminPost

V.C. Sajjanar, IPS

17,277 Aufrufe • vor 4 Monaten

Today, we join the world in commemorating International Day of Education. Education is the backbone of our society; it shapes opportunity, strengthens our democracy, and builds the future of our nation. At the heart of quality education are the foundations of learning. When children learn to read, write, and count with understanding from an early age, they are empowered for lifelong success. Every learner deserves an environment that protects their wellbeing and unlocks their potential. This International Day of Education reminds us of our shared responsibility to achieve Sustainable Development Goal 4 - ensuring inclusive, equitable, and quality education for all. Together with our youth, educators, parents, and communities, we must continue to co-create an education system that leaves no learner behind. #InternationalDayOfEducation
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Today, we join the world in commemorating International Day of Education. Education is the backbone of our society; it shapes opportunity, strengthens our democracy, and builds the future of our nation. At the heart of quality education are the foundations of learning. When children learn to read, write, and count with understanding from an early age, they are empowered for lifelong success. Every learner deserves an environment that protects their wellbeing and unlocks their potential. This International Day of Education reminds us of our shared responsibility to achieve Sustainable Development Goal 4 - ensuring inclusive, equitable, and quality education for all. Together with our youth, educators, parents, and communities, we must continue to co-create an education system that leaves no learner behind. #InternationalDayOfEducation

Siviwe Gwarube

12,421 Aufrufe • vor 7 Monaten