Principal S Message: Govt, Degree College Latamber

GOVT, DEGREE COLLEGE LATAMBER CHANGHOSE
PRINCIPAL‟S MESSAGE
All praises be to Allah Almighty. By the grace of the Lord, we have been successful in
publishing the magazine Changhose from the Govt Degree College Latamber, Karak.
In the midst of multiple challenges, it was a bit hard initiative to do something which
has never been done before. But, I am proud enough to say that my team has the
potential to make “possible” of an “impossible” on the basis of their high caliber,
devotion, professionalism, and outstanding qualities. Whenever, I assign them a task,
they quickly and gracefully endeavor to accomplish it much earlier than is expected.
Owing to mutual understanding and teamwork, we have built a conducive and
homogeneous environment where the academic and co-academic activities sail
smoothly.
In this 2nd edition of Changhoz, I would like to loud the efforts of the editorial board,
pay tribute to the teacher writers and the student writers for their pithy writings and all
those who facilitated and contributed in any form. Being the first one, it might have
slight shortcomings and room for improvement, but I am confident enough that these
will be eliminated and overcome in the next edition to come. May Allah bless us and
make the things easier for us.
Principal
Rais Khan
GDC Latamber (Karak)
1
OUR CURRICULUM
MUHAMMAD RAFIQUE
Lecturer in English
Curriculum is a Latin word which means “Race Course”. In this context it means
something which determines a path for someone to follow in order to reach their destiny.
Albeit, in general and comprehensible sense, curriculum implies the subjects that are included
in a course of study or taught in a school, college, and university, etc. It is no doubt, the
backbone or the heart and soul of an education system. Curriculum pertains to the overall
program whereas syllabus is peculiar to a specific subject.
Contrary to literature, which represents or reflects the life of a nation, curriculum is

reflected in the life of a nation itself. Life here refers to the entire set of values, norms, trends,
psyche, and the aims and objectives cherished and pursued in search of truth and success. All
the merits and demerits of an education system and the behavior of a nation owe to its
curriculum being offered in the educational institutes.
Unfortunately, our curriculum has got numerous flaws and drawbacks which are
obvious and eminent in the precarious and the ready-to-collapse condition of our education
system. Instead of hatching a constructive and creative nation, it engenders a crippled and
parasitic “in”. Some of the striking and stunning drawbacks and shortcomings of our
curriculum are enumerated and elaborated vide infra.
Our curriculum has the abuse and curse of making students parochial minded as it focuses on a
narrow approach of confining the students to some books at each level. They are molded in
such a way that if they follow the already set patterns and benchmarks they can achieve
success with flying colors as we observe the marks and grades in the case of our tests, and
examinations. The courses and their mode of instruction do not care for making students
innovative, inventive, exploratory and research-oriented. Moreover, in assessment and
evaluation process, focus is laid merely on judging the cognitive knowledge of the students by
ignoring and not taking into consideration the other levels of cognitive domains of assessment
as demarcated in Bloom‟s Taxonomy which in hierarchal way after knowledge are
comprehension, application, analysis, synthesis and evaluation. As the other levels are not
even touched upon, so rote and superficial learning attitude is inculcated and infused in the
students‟ minds.
Our curriculum makes people fond of finding short cuts in life through both fair and
unfair means. It is as clear as vodka that students spare no effort in adopting illegal means in
the form of impersonation, cheating, tampering, and even in bribing their examiners. They are
confident enough to gain a reward and an exalted position if they succeed in grabbing degrees
carved with twinkling and glistening grades. After becoming accustomed to adapting illegal
approach they do not hesitate in making use of the same in tests and interviews for jobs and in
case of selection, instead of improving, flourishing and furnishing the respective organization,
they sap and exploit it with the capital “S” and “E” in a very bold and brash manner. This sort
of curriculum makes people dishonest and mean in the sense of making them seeking dignified
2
positions and minting money which promote and promulgate corruption, jobbery, bribery, and
nepotism, and hence vanishes the concept of “right man for the right job” and the “rules of
business”. At the most, a figure amongst ciphers is selected whenever an endeavor is made to
update or enhance the effectiveness of an organization.
Our educated class bears slavish and officious mentality due to the Imperialist English
Curriculum and the price tag labeled by them with English is still in vogue. They are fed up of
their own culture and traditions with a sense of scorn in their minds. They tend to repudiate
religiosity, and extol always their colonialist masters, presented as their heroes and role
models. In our text books their so-called deeds have been given considerable space and
significance, which consequently have transmuted them into the victims of inferiority
complex. They are unaware of the glorious history of their heroic ancestors and so their noble
and monumental deeds, for instance, the Pious Caliphs and the glory of the companions of the
Holy Prophet (SAW), the adventures and hallmarks of the Muslims caliphs and the kings, the
Muslim scientists, the history of and the sacrifices rendered by the Ulama-e-Deoband in the
Independence Movement, etc.
No equity is observed and entertained in curriculum as we have four types of curricula

for a single nation i.e. curriculum for VVIPs (in foreign institutes), a special curriculum for
elite class, a separate curriculum for upper-middle class and an obsolete curriculum for lower-
middle class which signify sheer racism and discrimination and ultimately produce four
diversities and hence things fall apart. The wide chasms among these categories have no other
way besides curriculum to be bridged and the poor country has to pay for it.
Besides an outdated curriculum, no evaluation measures for curriculum are bothered

about. Curriculum is a dynamic object which needs a thorough and consistent evaluation, so to
eliminate the unnecessary parcels and incorporate the new and desired inputs. But no one is
worried about it, nor have they time to undertake such a measure to reform and refine the
curriculum. Only formalities might have been fulfilled in this regard but no solid or
commendable steps have been taken which could speak aloud.
The sole credit of all these flaws and defectiveness is to be ascribed and attributed to
the designing and formulation process of curriculum. Curriculum should not be designed by
single person or a handful of people; rather, all stakeholders should be got involved in the
process. “Variety is the spice of life”, the more stakeholders and experts are got involved, the
more refined and standardized will be the curriculum. Efforts are also needed to make the
curriculum at par with that of advanced countries and the highest budget to be allocated for
education sector. Besides these, a periodic evaluation of the curriculum may be undertaken by
a team of eminent educationists and experts. If we cannot do these all, then we should be ready
for the repetition of the era of “noble savages”.
3
THE BEAUTY OF JOY FOREVER

HIMAT ULAH
4th year Student
Beautiful things give happiness that lasts even longer than the beautiful things
themselves.
This line implies that, as we know that our lives are full of tests and trials, and we often find
ourselves in the center of despair; even so, beautiful things can help us forget our frustrations,
hatred, and misery. A thing of beauty is joy for ever only when it makes the strongest possible
appeal to our emotions or when it touches the innermost harmonies of our soul.
Beauty lies everywhere and in everything. Beautiful things give everlasting pleasure. It means
that all beautiful things provide happiness throughout our life time. For example, if a person
passes away, it does not mean that all beautiful things with him will perish away. That is why
beauty is a source of continuous pleasure, and it never passes into oblivion.
In everyday life, when great people die, their great achievements make them powerful figures
to inspire others through their noble works, even after their deaths. A beautiful thing never
cease to exist, and gives delight to the after that generation.
The soul gets motivated by the external view of beauty. Artistic creations are man‟s attempts
to depict the joy created by beauty. Thus a piece of art which has a strong hold on our
emotions and moves us deeply is more lasting than the one which gives us only instant
sensation by a show of formal beauty.
A person may see a beautiful thing for a short interval but its memory lasts for a long time.
Man cherishes the beautiful instants in life. The imagination helps to restore and relive the
happy moments spent in the company of beautiful things. A colorful butterfly seen for five
minutes gives instant delight for the same time, but if that scene is recaptured twenty, the joy
becomes twenty fold. Recollection of this feeling becomes a continuous source of
contentment.
Spiritual beauty is something nobler and higher than physical beauty. Spiritual beauty is
accompanied by truth and goodness. We find a similar view in Keats‟ poem, when he says,
„Beauty is truth, truth beauty‟.
To live according to one‟s nature and purpose is to create beauty is one‟s life.
4
QUOTES FROM BACON’S ESSAYS

“If there were good men, there would never be this rapture in nature…. Man is fallen;
nature is erect, and serves as a differential thermometer.”
– Ralph Waldo Emerson
Two things that have been wanting urgent attention are human relationships and our
earth, wronged and wounded beyond proportions. When nothing worked, Covid-19
pandemic, apparently, did the trick.
Entangled in your daily web of stories, you could never find time to just sit back for a
while, unwind, and realise what you were really missing out on. But this is your time.
Talk to your children, listen to their innocent complaints, be a spectator of their little
jealousies, and take pleasure in addressing their problems forthwith. In the rush of
everyday life, you must have ignored the catches in your spouse‟s voice and the
dimpled smile on the face of your youngest. This is your time.
In his recent 2020 book, Pandemic! : COVId-19 Shakes the World, Slavoj Zizek
rightly observes: “So there is a hope that corporeal distancing will even strengthen the
intensity of our link with others. It is only now, when I have to avoid many of those
who are close to me, that I fully experience their presence, their importance to me.”
A little too estranged to ourselves, neither the poets nor social scientists have been able
to convince us to get out of our crazy go-getting profiles and stop this heady chase of
money, power, and comfort. Each one of us has been scared lest we should fall short
of reaching the goals for us. Only now have we slowed down.
Never in recent human history have sports galas, musical concerts, congregational
gatherings, international travel, teaching and learning in educational institutions,
political caucuses, yeas and nays of international diplomacy, the noise of who-will-
attack-whom, trade relations, goodwill UN missions, the vanity of human wishes and
their good-natured revelry been brought to such a halt. Thank this new pathogen for
jolting us out of our stupor and re-humanizing us by bringing us face to face with our
personal realities. It has suddenly brought back to us the painful realisation that we
might suddenly die without having the chance to say goodbye to our dear ones. As the
toll goes up every day, we are getting more conscious of our vulnerability and,
ironically, allocating more time to our families.
Inspirational writers and speakers have been our guides on how to be more successful
in everyday life in normal times - when all is right with the world. They have helped
5
us dig out our latent talent and improve interpersonal skills. A Dale Carnegie, for
instance, would teach us How to Enjoy Your Life and Your Job. He would tell is that if
we address people by their names, we can become popular, but he would not give us
lessons in empathy, sacrifice, self-denial, and social welfare. The likes of Napoleon
Hill might still be preparing notes on letting people know how to Think and Grow
Rich. The reason is that writers of how-to books pander to the capitalist machine; they
don‟t teach us how to make friends as a moral necessity but as tricks of the trade in
order to be successful in a competitive world.
Those who deal in morals ask you to turn inward, make up for the wrongs you have
done to others, and focus on the human connection you‟ve been ignoring because of
your life in the fast lane. The coronavirus crisis is a sudden reality check thrown your
way if you feel like turning your life around and re-arranging your priority lists.
Generally, when it comes to environmental studies, the centrality of human beings is

considered unethical in terms of the human capacity to damage eco- and biospheres
through deforestation, jerry-built housing schemes, air-pollution, and killing of
animals and birds, etc. The going-green slogans imply that the non-human need to be
brought at par with the human. Only then might the issues of environmental protection
and global warming be addressed effectively.
Rachel Carson dedicates her famous book on environmental hazards, Silent Spring, to
Albert Schweitzer who said: “Man has lost the capacity to foresee and to forestall. He
will end by destroying the earth.” The irony of our history is that what could not be
accomplished by climate change activism (by people like Al Gore) and environmental
organisations, like the WWF (World Wildlife Fund), Green Peace, and UNEP has
been done by the new pathogen. Martha Henriques of BBC Future wrote on March 27
that “Pollution and greenhouse gas emissions have fallen across continents as
countries try to contain the spread of the new coronavirus… As industries, transport
networks and businesses have closed down, it has brought a sudden drop in carbon
emissions. Compared with this time last year, levels of pollution in New York have
reduced by nearly 50 percent because of measures to contain the virus.” The world has
been considerably de-carbonised, but are we up for keeping our earth like that? At
least, for once, we have been facilitated, though at a huge cost.
Though there are doubts, in Zizek‟s words, that “this epidemic will make us any
wiser”, it is high time we realised what to do with our planet and how to go about our
human bonds. When EM Forster wrote A Passage to India, he invoked GM Moore‟s
philosophy of “Only Connect” in order to see if the British and the Indians could
6
become friends. In the times of Corona, we need to learn our lessons in empathy and
try to connect with people and earth simultaneously. Only then shall our world be a
livable and sustainable place. While half of humanity is now confined to their homes
reconciling with the new “normal”, we must do what Elizabeth Sewell writes in her
poem, New Year Resolutions:
7
MUHAMMAD Rafique
Lecturer in English
Even in this age of widespread surveillance, various subcultural communities in
South Asia have been successfully keeping their secrets from the outside world.
Among these secrets are the many hidden tongues that several communities
speak. These code languages are used mainly by criminals, merchants and the
marginalised.
The history of the invention and use of a secret tongue is unclear, but one of the oldest
Indian texts, the Kama Sutra — believed to have been written in the 4th century AD
— recommends it as one of the 64 arts for women to master. The text even includes
some techniques of encryption, as explained by particle physicist and popular science
author Simon Singh in The Code Book: The Science of Secrecy from Ancient Egypt to
Quantum Cryptography.
An ancient secret lexical code that is now available in documented form is Thuggee. In
his introduction to Mustalahat-i-Thuggee [A Glossary of Thuggee], Rasheed Hasan
Khan, one of the most respected Urdu-language critics from India, writes that the
Thuggee language had existed in India since ancient times. It was spoken by a violent
group that believed in the goddess Kali. They always killed their targets before
robbing them of their possessions and the dead body would then be presented as an
offering to the goddess in a religious ritual.
However, Thuggee became much more widespread in the era after the Mughal
emperor Shah Jahan. In 1830, William Bentinck, then governor general of India,
tasked Captain William Sleeman with suppressing the Thuggee community. The
captain not only abolished this „sect‟, but also wrote the Ramaseeana: Or a Vocabulary
of the Peculiar Language Used by the Thugs. This is an extensive account of Thuggee
beliefs, practices and their methods of killing and robbery, and includes a glossary of
their secret terms.
In contemporary South Asia, secret languages are used by many criminal subgroups —
burglars, thieves, pickpockets, etc. In his book Pickpockets: The Mysterious Species,
former Indian police officer Krishna Kumar Gupta writes that pickpockets in India
speak a secret language that is consistent across the vast country. Taash, for instance,
“is a secret term used for a piece of blade.”
Many subcultures use secret languages
to create cohesion within the community
and to keep themselves safe
from outsiders
8
The eighth volume of Maulvi Zafarur Rahman Dehlvi‟s Farhang-i-Istalahat-i-

Peshawaraan [A Glossary of Terms Used by Different Professionals] includes code
words used by thieves, robbers, thugs and gamblers. Tilwa, for instance, means an
infant. Phool refers to a deserted place that thieves identify by making a sign, such as a
flower, where to gather and discuss a thieving plan. Every member of these criminal
subgroups is trained in their particular secret language, which they use to regulate each
other and to work on plots against their targets.
It is interesting to note that most of the traditional old bazaars of South Asia still
maintain secret languages, with salesmen proficient in, at least, the use of code words
for numbers, to which customers have no access. With no standard prices for most
things in the markets, Baniyas in India, Khojas in Pakistan and Rezgars in Afghanistan
and, indeed, shopkeepers in several other areas, use secret tongues to trick their
customers.
Ikul, in the Khoja language, means one, for example, and tumman a hundred; these
terms are still used by the shopkeepers of Rani Bazaar in Dera Ghazi Khan. Modern
businesses also use secret languages; companies routinely encode their data to avoid
revealing trade secrets when sending information to other companies or to their own
offices in other parts of the world. Even more serious use of codes is prevalent in
military and diplomatic communications.
The socio-economic web of South Asia is so fixed and, for some, so dangerous, that
communities on the lowest rungs, or on the margins, spend most of their time and
energy in an everyday struggle just to survive. These underprivileged communities are
ostracised, stigmatised, exploited and, in some cases, even attacked and killed. For
day-to-day survival, they have to be inventive. They learn submission, practise silence,
create codes and keep secrets.
Some of Rajasthan‟s nomadic tribes were declared criminal by the British rulers of the
day and so created “a secret language because of the stigma attached to their
community”, as suggested by Soutik Biswas in his BBC article „The Man Who
“Discovered” 780 Indian Languages‟. Today, there are several such communities in
South Asia that live in a state of utter vulnerability. Their secret languages serve not
only as a tool for protection against outsiders, but also for in-group solidarity.
Conjurers belonging to an Indian Muslim „low‟ caste known as Maslet are “bound
together by a secret language,” asserts Lee Siegel in his essay „Conjuring‟, published
in South Asian Folklore: An Encyclopaedia. Similarly, members of the Parayas —
another „low‟ caste in Kerala, India — use a secret language called Vaaplanc. This
language, according to Dileep V., a graduate student at the University of Kerala‟s
Department of Linguistics, is used by the Parayas to keep themselves safe “from the
attacks of dominant classes.”
The Pakhiwass — a gypsy community in Pakistan — speak a secret language called

Od or Odki. In his graduate thesis titled „A Sociolinguistic Study of Od: The Language
9
of Pakhiwass of Rawalpindi Region‟, Shamailur Rehman sees Odki being used as a

“symbol of solidarity” among community members who “are considered rude, lazy
and lascivious” by members of other communities with whom they frequently interact.
Perhaps the most widespread of all the secret languages of South Asia is Farsi, which
is “unrelated to Persian Farsi”, as sociolinguist and anthropologist Professor Kira Hall
rightly states in her essay „Intertextual Sexuality: Parodies of Class, Identity and
Desire in Liminal Delhi‟, published in the Journal of Linguistic Anthropology.
This Farsi is used by Hijras all over Bangladesh, India and Pakistan, and by the Kotis
of India. The Hijras, according to Hall, have been “discussed variously as
„transvestites‟, „eunuchs‟, „hermaphrodites‟ and even „a third sex‟.” Most are born as
boys and almost all are raised as boys, before they join Hijra households that can be
found in practically every town and city in the Subcontinent. They use Farsi as a
marker of their identity and a tool of group solidarity. It helps them maintain their
privacy and secrecy. It also helps them regulate each other in the vulnerable situations
in which they frequently find themselves, given the social stigma they face.
In her dissertation „Language, Gender and Identity: The Case of Kotis in Lucknow‟,
Ila Nagar, associate professor of Near Eastern Languages and Cultures at the Ohio
State University, defines Kotis as men who dress and act like women and live away
from Hijras and English-speaking gay communities in India. However, with no
identity of their own, they pretend to be Hijras and, in order to falsely adopt a Hijra
identity, they learn Farsi.
As they are not fully aware of the significance of the secrecy of this language, they
give away much information about it to outsiders, unlike Hijras who would do
everything in their capacity not to do so. From body parts — nejma meaning tooth —
to footwear and garments — khalki meaning shoe, santli meaning shawl — this well-
guarded language has words for almost everything, including „I love you‟, which
would be „Hamala tamala nal rootha krendi ey‟.
Secret languages are not unique to South Asia. They are found all over the world; for
instance, the Lunfardo spoken by prisoners in Argentina, the Thieves‟ Cant of criminal
gangs in Britain and the Carny of professional wrestlers. But in South Asia, they are
more in number and, in some cases, can pose serious threats to society.
The use of secret tongues by criminals could be stopped by law enforcement

documenting these codes and increasing public awareness of them. Investing in the
rehabilitation of criminals is equally important. To deal with the challenge posed by
secret tongues spoken in the bazaars and business centres, it is important to ensure
customers‟ right to information in the markets.
However, the creation and use of secret tongues by the Maslets, Pakhiwass, Parayas,
Hijras and Kotis shows that not all subgroups owning a secret tongue necessarily
belong to a criminal subculture. Susan Wadley, professor emeritus of anthropology at
10
Syracuse University, is right in not agreeing with R.R. Mehrotra who, in his book
Sociology of Secret Language, associates secret languages with crimes and considers
groups such as pandas (Hindu priestly agents) and dalaals (brokers, in this case
middlemen in the silk business) as belonging to criminal subcultures. Instead of
condemning these groups as criminals just on the basis of their use of a secret tongue,
experts need to analyse their situations and highlight the reasons why a community
prefers to stay unheard by the world. This should lead to mainstreaming of the
marginalised.
11
COMPUTER
ZAKI ULLAH
Lecturer In Computer Science
Compute is an electronic device designed to work with information. The term computer is
derived from the Latin term “Computer”, this means to calculate or a programmable machine.
Computer thus means to calculate or a programmable machine. Computer cannot do anything
without a program. It represents the decimal numbers through a string of binary digits. The
word “Computer” usually refers to the Central Processing Unit plus internal memory.
Charles Babbage is called the “Grand Father” of the computer. The first mechanical
computer designed by Charles Babbage was called Analytical Engine. It uses read- only
memory in the form of punch cards.
Computer is an advanced electronic device that takes raw data as input from the
user and processes these data under the control of set of instructions (called program ) and
gives the result (output) and saves output for the future. It can process both numerical
and non-numerical (arithmetic and logical) calculations.
Computer and Global Village:
The definition of a global village is that people are connected by easy travel, mass
media and electronic communications, and have become a single community.
The term global village represents the simplifying of the whole world into one
village through the use of electronic media. Global village is also a term to express the
constituting relationship between economics and other social sciences throughout the world.
The term was coined by Canadian media theorist, Marshal McLuhan, and popularized in his
books The Gutenberg Galaxy the Making of Typographic Man ( 1962) and Understanding
technology ever since his use of the word in his book. McLuhan described how electric
technology has contracted the globe into a village because of the instantaneous movement
of information from every quarter to every point at the same time.
The information technology has come a long way and is ever evolving. It has truly
made the world a global village.
The internet has changed the world. It has greatly impacted communication virtually
reducing the world to a global village by enabling individuals to communicate easily and
quickly. The internet has also changed the conventional ways of buying and selling and has
transformed commercial activities. The term “e-commerce” simply put is the use of the
internet to conclude contracts through electronic means. In Europe, statistics show that most
countries have a growing internal e-commerce market with more and more e-shoppers using
the internet to purchase goods and services daily. Countries like Norway , Germany , France
and the United Kingdom have the highest percentage of individuals between the ages of 16-
74 that use the internet to order goods and services. While national e-commerce markets
flourish, such and evident contrast exists with regards to the growth of cross border consumer
e-commerce.
12
A report on cross border e-commerce in the EU shows that while consumer e-

commerce is taking off at the national level all over Europe it is still quite rare for consumers
to purchase goods and services on the internet from other member states. A further report
conducted in 2006 estimated the European e-commerce market to be worth 106 million Euros.
Cross border e-commerce has an untapped potential that could empower not only the
economics of member states, but consumers as well by providing them with diversity in choice
and prices.
Across the global village people have reached out and transcended their
neighborhoods. They are involved in a complex community of networks stretching across
cities, nations, oceans, and governments. Yet at the same time the increasing communications
with friends on social media may also increase the density of interconnections within already
existing clusters. The global village‟s implications on sociological structures are yet to be fully
realized. Not only does multimedia have the ability to impact individuals differently for
cultural reasons, but messages also affect people due to their religion, politics, beliefs,
business, money etc. The time in which messages are received also affects how a message
is understood.
Electronic payment systems have become the engine for almost all online
transactions. The electronic system that govern current online transactions are credit card
processing systems and electronic payment gateways are the companies that facilitate
financial transactions online by authenticating credit cards and online bank accounts
authorizing certain transactions. They basically form the virtual connectivity between
merchant‟s website and the credit card companies; this sure reduces the hassle of long bank
queues and offer purchasing options when ever and where ever any one pleases to have these
while utilizing the splendors of computer technology .
The advancement in technology has certainly had a major effect on the lives of many.
This world is becoming a global village and distances no longer a problem. Communications
and mass information is just a few clicks away; thanks to the computer related technology ,
more specifically the utility of internet, which is a part of information technology.
13
Poetry
Sheraz Ahmad
nd
2 Year Pre-Engineering
I have built my house,
Without sand without water,
My mother‟s heart forms,
A great wall, my father‟s arms,
The floor and the roof,
My sister‟s laughter,
The door and the window,
My brother‟s eyes,
Light up the house,
My home feels goods,
My house is sweet.
14
THE IMPACT OF COVID-19 ON HUMAN BEINGS AND THE

EARTH
MUHAMMAD RAFIQUE
Lecturer in English
“If there were good men, there would never be this rapture in nature…. Man is fallen;
nature is erect, and serves as a differential thermometer.”
– Ralph Waldo Emerson
Two things that have been wanting urgent attention are human relationships and our
earth, wronged and wounded beyond proportions. When nothing worked, Covid-19
pandemic, apparently, did the trick.
Entangled in your daily web of stories, you could never find time to just sit back for a
while, unwind, and realise what you were really missing out on. But this is your time.
Talk to your children, listen to their innocent complaints, be a spectator of their little
jealousies, and take pleasure in addressing their problems forthwith. In the rush of
everyday life, you must have ignored the catches in your spouse‟s voice and the
dimpled smile on the face of your youngest. This is your time.
In his recent 2020 book, Pandemic! : COVId-19 Shakes the World, Slavoj Zizek
rightly observes: “So there is a hope that corporeal distancing will even strengthen the
intensity of our link with others. It is only now, when I have to avoid many of those
who are close to me, that I fully experience their presence, their importance to me.”
A little too estranged to ourselves, neither the poets nor social scientists have been able
to convince us to get out of our crazy go-getting profiles and stop this heady chase of
money, power, and comfort. Each one of us has been scared lest we should fall short
of reaching the goals for us. Only now have we slowed down.
Never in recent human history have sports galas, musical concerts, congregational
gatherings, international travel, teaching and learning in educational institutions,
political caucuses, yeas and nays of international diplomacy, the noise of who-will-
attack-whom, trade relations, goodwill UN missions, the vanity of human wishes and
their good-natured revelry been brought to such a halt. Thank this new pathogen for
jolting us out of our stupor and re-humanizing us by bringing us face to face with our
personal realities. It has suddenly brought back to us the painful realisation that we
might suddenly die without having the chance to say goodbye to our dear ones. As the
15
toll goes up every day, we are getting more conscious of our vulnerability and,
ironically, allocating more time to our families.
Inspirational writers and speakers have been our guides on how to be more successful
in everyday life in normal times - when all is right with the world. They have helped
us dig out our latent talent and improve interpersonal skills. A Dale Carnegie, for
instance, would teach us How to Enjoy Your Life and Your Job. He would tell is that if
we address people by their names, we can become popular, but he would not give us
lessons in empathy, sacrifice, self-denial, and social welfare. The likes of Napoleon
Hill might still be preparing notes on letting people know how to Think and Grow
Rich. The reason is that writers of how-to books pander to the capitalist machine; they
don‟t teach us how to make friends as a moral necessity but as tricks of the trade in
order to be successful in a competitive world.
Those who deal in morals ask you to turn inward, make up for the wrongs you have
done to others, and focus on the human connection you‟ve been ignoring because of
your life in the fast lane. The coronavirus crisis is a sudden reality check thrown your
way if you feel like turning your life around and re-arranging your priority lists.
Generally, when it comes to environmental studies, the centrality of human beings is

considered unethical in terms of the human capacity to damage eco- and biospheres
through deforestation, jerry-built housing schemes, air-pollution, and killing of
animals and birds, etc. The going-green slogans imply that the non-human need to be
brought at par with the human. Only then might the issues of environmental protection
and global warming be addressed effectively.
Rachel Carson dedicates her famous book on environmental hazards, Silent Spring, to
Albert Schweitzer who said: “Man has lost the capacity to foresee and to forestall. He
will end by destroying the earth.” The irony of our history is that what could not be
accomplished by climate change activism (by people like Al Gore) and environmental
organisations, like the WWF (World Wildlife Fund), Green Peace, and UNEP has
been done by the new pathogen. Martha Henriques of BBC Future wrote on March 27
that “Pollution and greenhouse gas emissions have fallen across continents as
countries try to contain the spread of the new coronavirus… As industries, transport
networks and businesses have closed down, it has brought a sudden drop in carbon
emissions. Compared with this time last year, levels of pollution in New York have
reduced by nearly 50 percent because of measures to contain the virus.” The world has
been considerably de-carbonised, but are we up for keeping our earth like that? At
least, for once, we have been facilitated, though at a huge cost.
16
Though there are doubts, in Zizek‟s words, that “this epidemic will make us any
wiser”, it is high time we realised what to do with our planet and how to go about our
human bonds. When EM Forster wrote A Passage to India, he invoked GM Moore‟s
philosophy of “Only Connect” in order to see if the British and the Indians could
become friends. In the times of Corona, we need to learn our lessons in empathy and
try to connect with people and earth simultaneously. Only then shall our world be a
livable and sustainable place. While half of humanity is now confined to their homes
reconciling with the new “normal”, we must do what Elizabeth Sewell writes in her
poem, New Year Resolutions:
17
IMPORTANT QUOTES
ADIL AHMAD
FSc-II
“The world is a dangerous place, not because of those who do evil, but because of
those who look on and do nothing.”
Albert Einstein
“Patience, persistence and perspiration make an unbeatable combination for success.”
Napoleon Hill
“The middle of every successful project looks like a disaster.”
Rosabath Moss Kanter
“Nothing is permanent in this world, not even our troubles.”
Charlie Chaplin
“One small positive thought in the morning can change your whole day.”
Dalai Lama
“Tie two birds together. They will not be able fly, even though they now have four
wings.”
Rumi
“Attack the evil that is within yourself, rather than attacking the evil that is in others.”
Confucius
18
“A gem cannot be polished without friction, nor a man be perfect without trials.”
Seneca
19
DIMENSIONS OF SCHOOL ENVIRONMENT
AHMAD
FA-II
A positive school environment is defined as a school having appropriate facilities,
well-managed classrooms, available school-based health supports, and a clear, fair
disciplinary policy. There are many hallmarks of the academic, disciplinary, and
physical environments of schools with a positive climate.
High-quality school climate is advantageous for all students and may be particularly
beneficial for at-risk students.
School environments vary greatly. Whereas some schools feel friendly, inviting, and
supportive, others feel exclusionary, unwelcoming, and even unsafe. The feelings and
attitudes that are elicited by a school‟s environment are referred to as school climate.
Although it is difficult to provide a concise definition for school climate, most
researchers agree that it is a multidimensional construct that includes physical, social,
and academic dimensions.
Physical Dimension
The physical dimension includes:
 Appearance of the school building and its classrooms;

 School size and ratio of students to teachers in the classroom;
 Order and organization of classrooms in the school;
 Availability of resources; and
 Safety and comfort.
Social Dimension
The social dimension includes:
 Quality of interpersonal relationships between and among students, teachers,

and staff;
 Equitable and fair treatment of students by teachers and staff;
 Degree of competition and social comparison between students; and
 Degree to which students, teachers, and staff contribute to decision-making at
the school.
Academic Dimension
20
The academic dimension includes:
 Quality of instruction;
 Teacher expectations for student achievement; and
 Monitoring student progress and promptly reporting results to students and
parents.
Rating School Environment

How students, teachers, and staff feel about their school environment underlies
individual attitudes, behaviors, and group norms. Schools that feel safe, for instance,
foster high-quality relationships among students and teachers while decreasing the
probability of violence. However, it is important to note that the environment of a
school is not necessarily experienced in the same way by all of its members. Rather,
there is variability in individual perceptions of a school‟s environment, and researchers
propose that it is the subjective perception of the environment that influences
individual student outcomes. Thus, if a student feels that a teacher does not care about
her, this perception will impact the student‟s behavior in the classroom. Moreover,
individual characteristics may impact these perceptions so that students who are
aggressive may perceive their school environment more negatively than those who are
not.
Because of the importance of individual perceptions, schools often assess how

students feel about their school. A number of assessment instruments are available for
examining student perceptions of school environment, including the Elementary and
Middle School Climate Survey (Haynes, Emmons, & Comer, 1993), the Quality of
School Life Scale (Epstein & McPartland, 1976), and the Elementary School
Environment Scale (Sinclair, 1970). Schools may use these instruments as-is, but may
also modify them to create their own. No instrument assesses every aspect of school
environment. Nonetheless, findings from such surveys provide a glimpse into how
students feel about certain dimensions of the school‟s environment and allow school
personnel to take the initial steps to improving their quality.
Impact on Student Behavioral and Emotional Problems

A great deal of research shows that student perceptions of school environment affect
academic motivation and achievement. Increasingly, research is showing that
perceptions of school environment also influence student behavioral and emotional
problems. Behavioral problems are characterized by acting-out behaviors such as
fighting, lying, and cheating. Unlike behavioral problems, which tend to be external
and observable, emotional problems are more difficult to identify because of their
internal nature, but include anxiety, sadness, loneliness, hopelessness, and
worthlessness.
21
In addition to being directly predictive of their outcomes, student perceptions of the

school‟s environment may offset or counteract the negative impact of risk factors that
elevate the probability of behavioral and emotional problems. For instance, research
has shown that student perceptions of a high-quality school environment offset the
negative effects of a difficult temperament, self-criticism, and low levels of self-
efficacy. Such findings indicate that although a perceived high-quality school
environment is advantageous for all students, it may be particularly beneficial for
students at-risk for negative outcomes
How Does School Environment Affect Students Outcomes?

Knowing that students‟ perceptions of school environment are related to their
behavioral and emotional problems is important, but understanding the processes or
mechanisms that underlie this relationship is critical to developing effective
interventions to improve school environment. One of the mechanisms that may explain
how school environment affects individual outcomes is school connectedness. School
connectedness is defined as student perceptions of belonging and closeness with others
at the school. Some researchers consider school connectedness a component of school
environment, but others suggest that it is a factor that intervenes between school
environment and student outcomes to explain their relationship. According to the latter
perspective, high-quality school environments cultivate a connection to the school and
in this way protect youths from negative outcomes. That is, quality of school
environment impacts student feelings of connectedness to the school and, in turn, the
level of connectedness is directly predictive of how students behave and feel.
Empirical research supports this perspective and shows that school connectedness
explains or accounts for the school environment effects.
Given that student perceptions of the school environment may counteract certain risk
factors, understanding how students feel about their school is an important first step in
decreasing the probability of negative student outcomes. However, given the
numerous components that comprise school environment and the prohibitive nature of
assessing the perceptions of each one, research indicates that interventions focused on
increasing students‟ sense of connectedness or belonging to the school may be an
effective means of decreasing behavioral and emotional problems.
Conclusion
As a conclusion we may say that school environment does play a pivotal
role in the academic achievements, general objectives, and character building of the
students. Moreover, it also affects either negatively or positively, the performance on
22
part of the teachers. Therefore, it should be framed and provided in accordance with
the national needs and goals and be made free of any sorts of drawbacks.
23

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GOVT, DEGREE COLLEGE LATAMBER CHANGHOSE

potential to make “possible” of an “impossible” on the basis of their high caliber,

devotion, professionalism, and outstanding qualities. Whenever, I assign them a task,

Owing to mutual understanding and teamwork, we have built a conducive and

homogeneous environment where the academic and co-academic activities sail

Contrary to literature, which represents or reflects the life of a nation, curriculum is

No equity is observed and entertained in curriculum as we have four types of curricula

Besides an outdated curriculum, no evaluation measures for curriculum are bothered

THE BEAUTY OF JOY FOREVER

QUOTES FROM BACON’S ESSAYS

– Ralph Waldo Emerson

Generally, when it comes to environmental studies, the centrality of human beings is

Many subcultures use secret languages

to create cohesion within the community

and to keep themselves safe

The eighth volume of Maulvi Zafarur Rahman Dehlvi‟s Farhang-i-Istalahat-i-

The Pakhiwass — a gypsy community in Pakistan — speak a secret language called

of Pakhiwass of Rawalpindi Region‟, Shamailur Rehman sees Odki being used as a

The use of secret tongues by criminals could be stopped by law enforcement

Computer and Global Village:

A report on cross border e-commerce in the EU shows that while consumer e-

I have built my house,

Without sand without water,

My mother‟s heart forms,

A great wall, my father‟s arms,

The floor and the roof,

The door and the window,

Light up the house,

My home feels goods,

THE IMPACT OF COVID-19 ON HUMAN BEINGS AND THE

– Ralph Waldo Emerson

Generally, when it comes to environmental studies, the centrality of human beings is

“Patience, persistence and perspiration make an unbeatable combination for success.”

“The middle of every successful project looks like a disaster.”

Rosabath Moss Kanter

“Nothing is permanent in this world, not even our troubles.”

DIMENSIONS OF SCHOOL ENVIRONMENT

 Appearance of the school building and its classrooms;

 Quality of interpersonal relationships between and among students, teachers,

The academic dimension includes:

Rating School Environment

Because of the importance of individual perceptions, schools often assess how

Impact on Student Behavioral and Emotional Problems

In addition to being directly predictive of their outcomes, student perceptions of the

How Does School Environment Affect Students Outcomes?

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