The Indus Valley Civilisation

The Indus Valley Civilisation (IVC) was a Bronze Age civilisation (3300–1300 BCE; mature period 2600–1900 BCE) mainly in northwest South Asia, extending from what today is northeast Afghanistan to Pakistan and northwest India.Along with ancient Egypt and Mesopotamia it was one of three early civilisations of the Old World, and of the three the most widespread. It flourished in the basins of the Indus River, one of the major rivers of Asia, and along a system of perennial, mostly monsoon-fed, rivers that once coursed in the vicinity of the seasonal Ghaggar-Hakra river in northwest India and eastern Pakistan.Aridification of this region during the 3rd millennium BCE may have been the initial spur for the urbanisation associated with the civilisation, but eventually also reduced the water supply enough to cause the civilisation's demise, and to scatter its population eastward.

At its peak, the Indus Civilisation may have had a population of over five million.Inhabitants of the ancient Indus river valley developed new techniques in handicraft (carnelian products, seal carving) and metallurgy (copper, bronze, lead, and tin). The Indus cities are noted for their urban planning, baked brick houses, elaborate drainage systems, water supply systems, and clusters of large non-residential buildings.

The Indus Valley Civilisation is also known as the Harappan Civilisation, after Harappa, the first of its sites to be excavated in the 1920s, in what was then the Punjab province of British India, and now is Pakistan.The discovery of Harappa, and soon afterwards, Mohenjo-Daro, was the culmination of work beginning in 1861 with the founding of the Archaeological Survey of India in the British Raj. Excavation of Harappan sites has been ongoing since 1920, with important breakthroughs occurring as recently as 1999. There were earlier and later cultures, often called Early Harappan and Late Harappan, in the same area of the Harappan Civilisation. The Harappan civilisation is sometimes called the Mature Harappan culture to distinguish it from these cultures. As of 1999, over 1,056 cities and settlements had been found, of which 96 have been excavated,mainly in the general region of the Indus and Ghaggar-Hakra Rivers and their tributaries. Among the settlements were the major urban centres of Harappa, Mohenjo-daro (UNESCO World Heritage Site), Dholavira, Ganeriwala in Cholistan and Rakhigarhi.

The Harappan language is not directly attested and its affiliation is uncertain since the Indus script is still undeciphered. A relationship with the Dravidian or Elamo-Dravidian language family is favored by a section of scholars.

Early Vedic Period and Later Vedic period

Early Vedic Period (ca. 1500–1100 BCE)

These migrations may have been accompanied with violent clashes with the people who already inhabited this region. The Rig Veda contains accounts of conflicts between the Aryas and the Dasas and Dasyus. The Rig Veda describes Dasas and Dasyus as people who do not perform sacrifices (akratu) or obey the commandments of gods (avrata). Their speech is described as mridhra which could variously mean soft, uncouth, hostile, scornful or abusive. Other adjectives which describe their physical appearance are subject to many interpretations. However, many modern scholars connect the Dasas and Dasyus to Iranian tribes Dahae and Dahyu and believe that Dasas and Dasyus were early Indo–Aryan immigrants who arrived into the subcontinent before the Vedic Aryans.

Internecine military conflicts between the various tribes of Vedic Aryans are also described in the Rig Veda. Most notable of such conflicts was the Battle of Ten Kings, which took place on the banks of the river Parushni (modern day Ravi). The battle was fought between the tribe Bharatas, led by their chief Sudas, against a confederation of ten tribes— Puru, Yadu, Turvasha, Anu, Druhyu, Alina, Bhalanas, Paktha, Siva, Vishanin. Bharatas lived around the upper regions of the river Saraswati, while Purus, their western neighbours, lived along the lower regions of Saraswati. The other tribes dwelt north-west of the Bharatas in the region of Punjab.Division of the waters of Ravi could have been a reason for the war. The confederation of tribes tried to inundate the Bharatas by opening the embankments of Ravi, yet Sudas emerged victorious in the Battle of Ten Kings.[40] Purukutsa, the chief of Purus, was killed in the battle and the Bharatas and the Purus merged into a new tribe Kuru after the war.

Later Vedic period (1100–500 BCE)

Modern replica of utensils and falcon shaped altar used for Agnicayana, an elaborate srauta ritual originating from the Kuru Kingdom,around 1000 BCE.

After the 12th century BCE, as the Rig Veda had taken its final form, the Vedic society transitioned from semi-nomadic life to settled agriculture. Vedic culture extended into the western Ganges Plain.The Gangetic plains had remained out of bounds to the Vedic tribes because of thick forest cover. After 1000 BCE, the use of iron axes and ploughs became widespread and the jungles could be cleared with ease. This enabled the Vedic Aryans to settle at the western Gangetic plains.Many of the old tribes coalesced to form larger political units.

The Vedic religion was further developed when the Indo-Aryans migrated into the Ganges Plain after c. 1100 BCE and became settled farmers, further syncretising with the native cultures of northern India. In this period the varna system emerged, state Kulke and Rothermund, which in this stage of Indian history were "hierarchical order of estates which reflected a division of labor among various social classes". The Vedic period estates were three, Brahmin priests and warrior nobility were first, peasants and traders as second, and laborers and artisans belonging to indigenous (non-Aryan) people were third.This was a period where agriculture, metal and commodity production as well trade greatly expanded, and the Vedic era texts including the early Upanishads and many Sutras important to later Hindu culture were completed.

The Kuru Kingdom, the earliest Vedic "state", was formed by a "super-tribe" which joined several tribes in a new unit. To govern this state, Vedic hymns were collected and transcribed, and new rituals were developed, which formed the now orthodox Srauta rituals.Two key figures in this process of the development of the Kuru state were the king Parikshit and his successor Janamejaya, transforming this realm into the dominant political and cultural power of northern Iron Age India.

The most famous of new religious sacrifices that arose in this period were the Ashvamedha (horse sacrifice). This sacrifice involved setting a consecrated horse free to roam the kingdoms for a year. The horse was followed by a chosen band of warriors. The kingdoms and chiefdoms in which the horse wandered had to pay homage or prepare to battle the king to whom the horse belonged. This sacrifice put considerable pressure on inter-state relations in this era. This period saw also the beginning of the social stratification by the use of Varna, the division of Vedic society in Kshatriya, Brahmins, Vaishya and Shudra.

The Kuru kingdom declined after its defeat by the non-Vedic Salva tribe, and the political centre of Vedic culture shifted east, into the Panchala kingdom on the Ganges. Later, the kingdom of Videha emerged as a political centre farther to the East, in what is today southern Nepal and northern Bihar state in India, reaching its prominence under the king Janaka, whose court provided patronage for Brahmin sages and philosophers such as Yajnavalkya and Uddalaka Aruni.

Second urbanisation

By the 6th century BCE, the political units consolidated into large kingdoms called Mahajanapadas. The process of urbanisation had begun in these kingdoms and commerce and travel, even over regions separated by large distances became easy. Anga, door step of modern-day West Bengal, a small kingdom to the east of Magadha, formed the eastern boundary of the Vedic culture. Yadavas expanded towards the south and settled in Mathura. To the south of their kingdom was Vatsa which was governed from its capital Kausambi. The Narmada River and parts of North Western Deccan formed the southern limits. The newly formed states struggled for supremacy and started displaying imperial ambitions.

The end of Vedic India is marked by linguistic, cultural and political changes. The grammar of Pāṇini marks a final apex in the codification of Sutra texts, and at the same time the beginning of Classical Sanskrit. The invasion of Darius I of the Indus valley in the early 6th century BCE marks the beginning of outside influence, continued in the kingdoms of the Indo-Greeks.[58] Meanwhile, within India, the shramana movements (including Jainism and Buddhism) challenged the authority and orthodoxy of Vedic scriptures and ritual.

primary education

The United Nations Millennium Development Goal 2 is to achieve universal primary education by the year 2015, by which time they aim to ensure that all children everywhere regardless of race or gender, will be able to complete primary schooling.

Due to the fact that the United Nations OF specifically focusing on Sub-Saharan Africa and Southern Asia, as they are both home to the vast majority of children out of school, they hypothesize that they might not be able to reach their goal by 2015. According to the September 2010 fact sheet, this is because there are still about 69 million school-age children who are not in school and almost half of them are in sub-Saharan Africa and more than a quarter are in Southern Asia. 

In order to achieve the goal by 2015, the United Nations estimates that all children at the official entry age for primary school would have had to be attending classes by 2009. This would depend on the duration of the primary level as well as how well the school schools retain students until the end of the cycle. In half of the sub-Saharan African countries, however, "at least one in four children of primary-school age were out of school in 2008."

Also, not only is it important for children to be enrolled but countries will need to ensure that there are a sufficient amount of teachers and classrooms to meet the demand. As of 2010 and 2015, the number of new teachers needed in sub-Saharan Africa alone equals the current teaching force in the region.

The gender gap in the number of students not in school has also narrowed. Between 1999 and 2008, the number of girls not in school decreased from 57 percent to 53 percent globally. In some regions, however, there is a greater percentage; for example, in Northern Africa, 66 percent of "out-of-school children" are girls. 

According to the United Nations, there are many things in the regions that have been accomplished. Although enrollment in the sub-Saharan area of Africa continues to be the lowest of all regions, by 2010 "it still increased by 18 percentage points—from 58 per cent to 76 per cent—between 1999 and 2008." There was also progress in both Southern Asia and Northern Africa, where both countries witnessed an increase in enrollment. Southern Asia increased by 11 percentage points and Northern Africa by 8 percentage points over the last decade.

Also, major advances have been made even in some of the poorest countries, again the majority of them in the sub-Saharan region of Africa. With the abolition of primary school fees in Burundi, there was an increase in primary-school enrollment since 1999; it reached 99 percent in 2008. The United Republic of Tanzania experienced a similar outcome. The country doubled its enrollment ratio over the same period. Other regions in Latin America such as Guatemala and Nicaragua as well as Zambia in Southern Africa "broke through the 90 percent towards greater access to primary education

Education- in prehistory

Education began in prehistory, as adults trained the young in the knowledge and skills deemed necessary in their society. In pre-literate societies this was achieved orally and through imitation. Story-telling passed knowledge, values, and skills from one generation to the next. As cultures began to extend their knowledge beyond skills that could be readily learned through imitation, formal education developed. Schools existed in Egypt at the time of the Middle Kingdom.

Matteo Ricci (left) and Xu Guangqi (right) in the Chinese edition of Euclid's Elements published in 1607

Plato founded the Academy in Athens, the first institution of higher learning in Europe.The city of Alexandria in Egypt, established in 330 BCE, became the successor to Athens as the intellectual cradle of Ancient Greece. There, the great Library of Alexandria was built in the 3rd century BCE. European civilizations suffered a collapse of literacy and organization following the fall of Rome in AD 476.

In China, Confucius (551-479 BCE), of the State of Lu, was the country's most influential ancient philosopher, whose educational outlook continues to influence the societies of China and neighbors like Korea, Japan and Vietnam. Confucius gathered disciples and searched in vain for a ruler who would adopt his ideals for good governance, but his Analects were written down by followers and have continued to influence education in East Asia into the modern era.

After the Fall of Rome, the Catholic Church became the sole preserver of literate scholarship in Western Europe. The church established cathedral schools in the Early Middle Ages as centers of advanced education. Some of these establishments ultimately evolved into medieval universities and forebears of many of Europe's modern universities.During the High Middle Ages, Chartres Cathedral operated the famous and influential Chartres Cathedral School. The medieval universities of Western Christendom were well-integrated across all of Western Europe, encouraged freedom of inquiry, and produced a great variety of fine scholars and natural philosophers, including Thomas Aquinas of the University of Naples, Robert Grosseteste of the University of Oxford, an early expositor of a systematic method of scientific experimentation, and Saint Albert the Great, a pioneer of biological field research.Founded in 1088, the University of Bologne is considered the first, and the oldest continually operating university.

Elsewhere during the Middle Ages, Islamic science and mathematics flourished under the Islamic caliphate which was established across the Middle East, extending from the Iberian Peninsula in the west to the Indus in the east and to the Almoravid Dynasty and Mali Empire in the south.

The Renaissance in Europe ushered in a new age of scientific and intellectual inquiry and appreciation of ancient Greek and Roman civilizations. Around 1450, Johannes Gutenberg developed a printing press, which allowed works of literature to spread more quickly. The European Age of Empires saw European ideas of education in philosophy, religion, arts and sciences spread out across the globe. Missionaries and scholars also brought back new ideas from other civilisations — as with the Jesuit China missions who played a significant role in the transmission of knowledge, science, and culture between China and Europe, translating works from Europe like Euclid's Elements for Chinese scholars and the thoughts of Confucius for European audiences. The Enlightenment saw the emergence of a more secular educational outlook in Europe.

In most countries today, full-time education, whether at school or otherwise, is compulsory for all children up to a certain age. Due to this the proliferation of compulsory education, combined with population growth, UNESCO has calculated that in the next 30 years more people will receive formal education than in all of human history thus far.

Formal education

Formal education occurs in a structured environment whose explicit purpose is teaching students. Usually, formal education takes place in a school environment with classrooms of multiple students learning together with a trained, certified teacher of the subject. Most school systems are designed around a set of values or ideals that govern all educational choices in that system. Such choices include curriculum, physical classroom design, student-teacher interactions, methods of assessment, class size, educational activities, and more.

Kung fu- - Chinese art

Kung fu/Kungfu or Gung fu/Gongfu  is a Chinese term referring to any study, learning, or practice that requires patience, energy, and time to complete, often used in the West to refer to Chinese martial arts, also known as Wushu. It is only in the late twentieth century, that this term was used in relation to Chinese Martial Arts by the Chinese community. The Oxford English Dictionary defines the term "Kung-fu" as "a primarily unarmed Chinese martial art resembling karate.This illustrates how the meaning of this term has been changed in English. The origin of this change can be attributed to the misunderstanding or mistranslation of the term through movie subtitles or dubbing. In its original meaning, kung fu can refer to any skill achieved through hard work and practice, not necessarily martial arts. The Chinese literal equivalent of "Chinese martial art" would be 中國武術 zhōngguó wǔshù.

In Chinese, Gōngfu (功夫) is a compound of two words, combining 功 (gōng) meaning "work", "achievement", or "merit", and 夫 (fū) which is alternately treated as being a word for "man" or as a particle or nominal suffix with diverse meanings (the same character is used to write both). A literal rendering of the first interpretation would be "achievement of man", while the second is often described as "work and time/effort". Its connotation is that of an accomplishment arrived at by great effort of time and energy. In Mandarin, when two "first tone" words such as gōng and fū are combined, the second word often takes a neutral tone, in this case forming gōngfu. The word is also sometimes written as 工夫, this version often being used for more general, non-martial arts usages of the term.

Originally, to practice kung fu did not just mean to practice Chinese martial arts. Instead, it referred to the process of one's training - the strengthening of the body and the mind, the learning and the perfection of one's skills - rather than to what was being trained. It refers to excellence achieved through long practice in any endeavor. This meaning can be traced to classical writings, especially those of Neo-Confucianism, which emphasize the importance of effort in education.

In the colloquial, one can say that a person's kung fu is good in cooking, or that someone has kung fu in calligraphy; saying that a person possesses kung fu in an area implies skill in that area, which they have worked hard to develop. Someone with "bad kung fu" simply has not put enough time and effort into training, or seems to lack the motivation to do so. Kung fu is also a name used for the elaborate Fujian tea ceremony (kung fu cha).

However, the phrase 功夫武術 (kung fu wu shu) does exist in Chinese and could be (loosely) translated as 'the skills of the martial arts'..

YOGA- BEAUTY OF MIND

               Yoga  is the physical, mental, and spiritual practices or disciplines which originated in ancient India with a view to attain a state of permanent peace of mind in order to experience one's true self. The term yoga can be derived from either of two roots, yujir yoga (to yoke) or yuj samādhau (to concentrate).The Yoga Sūtras of Patañjali defines yoga as "the stilling of the changing states of the mind" Yoga has also been popularly defined as "union with the divine" in other contexts and traditions.

  Various traditions of yoga are found   in Hinduism, Buddhism and Jainism. In Hinduism, yoga is one of the six āstika schools (accepts authority of Vedas) of Hindu philosophy.Yoga is also an important part of Vajrayana and Tibetan Buddhist philosophy. Pre–philosophical speculations and diverse ascetic practices of first millennium BCE were systematized into a formal philosophy in early centuries CE by the Yoga Sutras of Patanjali. By the turn of the first millennium, hatha yoga emerged from tantra. It, along with its many modern variations, is the style that many people associate with the word yoga today. Vajrayana Buddhism, founded by the Indian Mahasiddhas, has a parallel series of asanas and pranayamas, such as caṇḍālī and trul khor.

                       Gurus from India later introduced yoga to the west, following the success of Swami Vivekananda in the late 19th and early 20th century.In the 1980s, yoga became popular as a system of physical exercise across the Western world. This form of yoga is often called Hatha yoga. Many studies have tried to determine the effectiveness of yoga as a complementary intervention for cancer, schizophrenia, asthma, and heart disease. In a national survey, long-term yoga practitioners in the United States reported musculo–skeletal and mental health improvements.

ALZHEIMER'S DISEASE

Alzheimer's disease (AD), also known in medical literature as Alzheimer disease, is the most common form of dementia. There is no cure for the disease, which worsens as it progresses, and eventually leads to death. It was first described by German psychiatrist and neuropathologist Alois Alzheimer in 1906 and was named after him. Most often, AD is diagnosed in people over 65 years of age, although the less-prevalent early-onset Alzheimer's can occur much earlier. In 2006, there were 26.6 million people worldwide with AD. Alzheimer's is predicted to affect 1 in 85 people globally by 2050.

Although Alzheimer's disease develops differently for every individual, there are many common symptoms..Early symptoms are often mistakenly thought to be 'age-related' concerns, or manifestations of stress. In the early stages, the most common symptom is difficulty in remembering recent events, known as short term memory loss. When AD is suspected, the diagnosis is usually confirmed with tests that evaluate behaviour and thinking abilities, often followed by a brain scan if available, however, examination of brain tissue is required for a definitive diagnosis. As the disease advances, symptoms can include confusion, irritability, aggression, mood swings, trouble with language, and long-term memory loss. As the person declines they often withdraw from family and society. Gradually, bodily functions are lost, ultimately leading to death. Since the disease is different for each individual, predicting how it will affect the person is difficult. AD develops for an unknown and variable amount of time before becoming fully apparent, and it can progress undiagnosed for years. On average, the life expectancy following diagnosis is approximately seven years.Fewer than three percent of individuals live more than fourteen years after diagnosis.

The cause and progression of Alzheimer's disease are not well understood. Research indicates that the disease is associated with plaques and tangles in the brain. Current treatments only help with the symptoms of the disease. There are no available treatments that stop or reverse the progression of the disease. As of 2012, more than 1,000 clinical trial shave been or are being conducted to test various compounds in AD. Mental stimulation, exercise, and a balanced diethave been suggested as ways to delay cognitive symptoms (though not brain pathology) in healthy older individuals, but there is no conclusive evidence supporting an effect.It is classified as a neuron degenerative disorder.

Because AD cannot be cured and is degenerative, the person increasingly relies on others for assistance. The role of the main caregiver is often taken by the spouse or a close relative. Alzheimer's disease is known for placing a great burden on caregivers; the pressures can be wide-ranging, involving social, psychological, physical, and economic elements of the caregiver's life. In developed countries, AD is one of the most costly diseases to society