Chemical bonding- Human bonding

One more publication in Afternoonvoice.  Thanks to my dear Vaidehi akka of http://afternoonvoice.com/

For a convenient reading.....

Many students find it difficult to study chemistry. Most of them are unable to imagine the concepts like electron shifting, excitation, interaction, formation of bonds and so on which are very basic in chemistry. Unless a student understands these concepts he can’t understand chemistry.

Man being a social animal interacts with different people in different ways in different circumstances. We can see many kinds of bonds between individuals like personal bonding, professional bonding, bonding with the community, class, gender group, peers etc. One’s behaviour with his friends, relatives, parents, neighbours, enemies, competitors etc are totally different from one another. These are the subject matters of Sociology. But how would it be, if we combine Sociology and Chemistry to understand the concepts like chemical bonding?!!

Yes, I have found some similarities in the types of chemical bonds and in the types of human relationships. You would be surprised to know that how similar kind of incidents occur between living and non-living things!

1)   Covalent bond:  It is a type of bonding in which two atoms share their electrons and form a bond. Here both the atoms are equal. Because both the atoms donate one electron each for bonding.

I see these atoms like friends. They are equal. Unless there is equality and an input of common interest, the friendship can’t remain for long time.

2)   Ionic Bond: This is a type of bonding which takes place between oppositely charged ions. Unlike poles attract each other and like poles repel each other.

    As we all know, we can correlate this interaction with attractions between boys and girls.

3)  Vander Waal’s interaction: It is a very weak interaction between two adjacent atoms of different molecules.

This is like the relationship between neighbours. The neighbours keep good relationship unavoidably because help in critical moments comes from neighbours only. But this bond may not be quite deep seated. For instance, if we shift our house from one place to another, then the new neighbours become more important and the earlier ones are sidelined.

4)  Coordinate bond: This is a type of bond in which one atom or a group donates its lone pair of electrons and forms the bond. The electrons required for the bonding belongs to only one atom. And the other atom is totally electron deficient.

This is a type of bonding which we can see between a child and parents. Child is not capable of fulfilling its needs on its own. Parents will support the child and nurture it by providing all the things that it needs. The speciality of parent - child relation is that in the beginning the coordinate bond exists. Later covalent bond comes into picture. Further the coordinate bond reappears in the opposite direction to the previous one along with the presence of covalent bond. Let me explain it more specifically. In the beginning, when child is very small, parents will donate everything to child. As the child grows and becomes an adult, commonly there exists a covalent type of bonding. Many parents treat their children as their friends. There would be sharing of ideas between parents and children. Further, when the son/ daughter gets a job and starts earning and the parents get retired, then it is the son/ daughter’s responsibility to look after his/her parents. Here, son/ daughter will fulfil the requirements of parents. But this is not a coordination bond like the earlier. Here mutual respect exists. Hence, it is covalent too.

        If a chemistry teacher teaches chemistry in this way in the class room, definitely students will feel chemistry to be an easy subject as they can correlate the things with their daily life and won’t feel chemistry to be an abstract subject. Another benefit of this kind of presentation is, in addition to the knowledge of chemistry, the teacher will be giving some social values like children’s responsibility towards parents, which should be imbibed in our life. 

India needs to reassess its foreign policy

India needs to reassess its foreign policy

Akshara

India and Afghanistan have been in good terms since long time. In fact, Afghanistan was a part of earlier Bharatavarsha as mentioned in Mahabharata. In the recent past, the domination of Afghanistan by Talibans had worsened the situation in that country. After the attack on twin towers in New York, George Bush started attacking Afghanistan in order to get live or dead the main culprit Osama Bin Laden who was suspected to be hiding in that country. Meanwhile, a huge number of US soldiers were shifted to Afghanistan. Frequent bomb attacks and unrest has made Afghani citizens to live always under fear.

Last year that is in 2011, when US President Barack Obama declared that the US troop will vacate Afghanistan by 2014, all US soldiers were pleased that they can meet their family. But at the same time, Afghanistan was worried as there was no systematic police force or military force of its own. The worry still continues as the whole nation has to be brought into order. The social order has been torn away since many years with poor living condition for majority of citizens. People have terrible difficulty for drinking water, sanitation and other b     asic human needs.

In this scenario, 70 countries and organizations have joined together in order to re-establish law and order in the disturbed country. In Tokyo Conference, they have pledged $16 bn dollars to the badly hit Afghanistan. India is one among the leaders who is in the forefront by stretching its hands to Afghan with help. India had supplied medical aid and food to that nation. Our country is also funding on construction of new parliament house and other construction works in Afghanistan.

It is important for India to contribute to Afghanistan not only because Afghan president, Hamid Karzai has maintained a good relation with New Delhi but as China is willing to establish its presence in Afghanistan. China has always been a threat to India in its border though there is a very good trade relation between India and China. In case if China establishes itself in Afghan too, then it will pose a major threat to India. In fact, the red dragon is looking forward to occupy the vacancy that will be caused by the return of American military. Pakistan is worried about India’s contribution to Afghan as India will have a hold in that country. In the current situation, it is important for India to make right steps in order to build a cordial relationship with its neighbours. In other words, India should stand firm to meet the challenges by Pakistan and China to maintain the balance of power.

My first publication in English. Thanks to Vaidehi Sachin, editor, printer and publisher of  http://www.afternoonvoice.com/

On Throat Panel suggestions

Cartoons are not made just for fun. Many times, they contain very thought provoking messages in them. Just because some of the cartoons criticize the politicians, it is not advisable to remove them from the text books. Moreover, students of 11^th and 12^th grade will definitely have the capability to analyse such cartoons and interpret them.

The cartoons in the text books will definitely give the stimulations to the young brains who are future citizens of the nation to think more pragmatically than remain biased about some political leaders or political party or even about bureaucracy.   

Tackling the problem of no motivation at workplace

“Hey man, I am not feeling like taking class today. Ask the students to go to library and prepare notes on transpiration. Let them also prepare for their seminar tomorrow” Dr. Rajesh, Prof of botany said to Gaureesh who was a newly appointed lecturer. “ok sir” he replied and went to the class to give instructions to the students. For Gaureesh, it was not a new thing as he is an old student of Dr. Rajesh and for the professor, it is a routine to tell his students to prepare notes on one or the other topic, carelessly hearing (not listening) to their seminars and pass the time in the dept. There are so many people like Dr. Rajesh, who are not interested to work at the workplace irrespective of government job or corporate job. Whenever such persons are there in a team, it is a headache to the team lead, and whenever the number of such people increases in an organization it is a trouble to the organizational head. They not only do not work on their own but also do not allow others to work. Immediate effect is deceleration in the growth of an organization.

What is the reason for disinterest at workplace? It is difficult to give a one word answer for this question. Because, an organization is a complex institution in which so many extrinsic factors influence continuously on the work force. Along with that, if a person is not intrinsically motivated to work, he will easily be influenced by the things which operate on him to withdraw from the work. Slowly he will start spreading his boredom to his neighbours by calling them for tea/coffee very often and within a very short duration, a team of workers who are not interested to work will be formed who will be found most of the times in canteens or tea shops than at the workplace. Finally the whole organization will be filled with such employees and it will attain ‘stagnancy’. Canteen will attain ‘dynamism’ or ‘exponential growth’ you can say.

Other significant reason that appears is lack of ‘need for achievement’ (nAch) and ‘positive goal discrepancy’. If I refer to the above example again, I would say, for Dr. Rajesh, he is satisfied with a Ph.D. and professorship. He doesn’t have any further nAch. People with low nAch get satisfied easily with whatever they have done. They are very happy with what they are. So there is no chance of discrepancy about their current position. Definitely they will stop upgrading themselves and also try to hold back their colleagues.

If I think in Marxian terms, ‘alienation from work’ is also a probable reason for low motivation at workplace. But many psychological studies suggest that participatory management is not that successful in India as the people tend to establish personalised relations. Therefore, hierarchy is unavoidable, though it can incorporate participation of employees to certain extent.

As per many Indian psychological studies ‘External Locus of Control’ (ELC) is another major problem of most of the Indians. People with ELC always believe that if something new has to be done, then that has to be done by someone else, but not by themselves. For ex: 1. Even though we are facing the problem of corruption since long time, we needed Anna Hazare and his team to initiate an agitation. Later huge crowd joined them!!!   

2. In cities, we want city municipality to clean the city. Many of us are not intrinsically motivated to keep our surroundings clean.

How to tackle this problem of no motivation?

            First of all people should be ‘intrinsically motivated’ towards work. That means, work itself should reinforce the employees to work more than the salary or status what they get for their work. Above that, the person should be capable of bringing freshness to his daily routines by himself. People may find it difficult when it is same work place, same people, same schedule etc. Most of us might not have observed that we are capable to look at the same things as new things and it is inherent with us. I found out this in my niece, who is about 1 and half years of age. She expresses her happiness whenever she sees her doll even though it is with her since many months. She stops crying when we show that doll to her. She plays with it with the joy as if she has got it just now. What I inferred from this is that the child looks at the same things with new vision and with new perception. Every day, every thing is new to it. Then where or when do we lose this inherent nature of looking the same things in a new or different way? May be during the process of socialization. Learned psychologists would answer this question. But I would definitely say, if we strengthen our inherent capability of looking the same things in a new fashion, then there is no chance of occurrence of boredom in our life!! If we try to regain our inherent capability, then work will be interesting, life will be interesting!!!

Poverty of sharing ideas

Dear Sri Sudheendra Kulakarni ji,

I am an ordinary youth of India with some knowledge about my society and poverty. Of course, Rajaneeti is beyond my imagination. Yet I am interested to watch the political discussions in T. V. Incidentally on 14 March 2012, I happened to watch you on Times Now, discussing about Railway budget. One point that you mentioned made me very curious. “We know how to bring funds for the Railways” (may not be exact words which you said, but meaning is same). Oh! The implication was that if we had NDA government then we would not have raised the railway fares. But the paradox is that we have a UPA govt.

            But, Sri Kulkarni Ji, I am only bothered about the welfare of common people of my nation and ‘inclusive and sustained growth’ of the country.  I am not bothered which party has the reins of power.  Whoever it is, the purpose of growth and development of the country must be achieved with the contributions all wise people like you.

The Indian Railways, which has spread over 64,000km, with 12,000 passenger and 7000 freight trains each day from as many as 7,500 stations to carry almost 25 million travellers and 2.65 million tonnes of freight or 36% of the total hauled across the country, is short of funds and is facing lot of shortfalls in safety, maintenance etc. What I thought soon after your statement was, “why don’t you give your ideas of raising funds in railways to the present government? Why do you allow them go wasted?”  Yes, I know that you may be tied being in the opposition party. But, my simple question is which is primary for you - whether growth and development of our country? Or rule of India by NDA? Should India wait till NDA comes to power? Why can’t you step forward and give your developmental ideas to the Railway minister?

My humble request to you is to provide your innovative ideas to the present govt. In this era of coalition governments at the centre, you may not be sure of getting railway ministerial berth to moot your ideas even if NDA comes to power. So, present your ideas for the benefit of the country. What I expect is that both the ruling and opposition parties should join together in the nation’s interest.

Ideologically am not bound to any political party. I support those individuals who work for the country. As Indian constitution mentions, First–past-the-post system is followed in India. According to this system, individuals will contest in the elections and not the political party. I am a strong follower of Law of Land. So, my final request is, please raise above party politics and work for the country with unity in diversity.

Yours faithfully

Akshara C Damle

Citizen of India.


[Sent to The Hindu... But was not considered for publication... ]

Question - Answer....

 This is a question asked by a parent (name and other details have not been mentioned) of our school i.e. Sneha School in its monthly news bulletin.
            I have two daughters. Elder one is in 5^th standard, younger one is in 3^rd standard. Both are studying in Sneha School. Elder daughter reads sincerely but while writing makes mistakes. Younger daughter will answer orally to all the questions asked at home, but does not answer when her teacher asks in the class. Why?     

I have tried to address the problem in following way:

Socio- cultural influence:

It is difficult to give a clear cut solution as the family background of the children which plays very important role in the cognitive development of children has not been mentioned. But still I will try to answer in a generalized way.

Regarding first child’s problem:


Possibility of learning style:

Even though both reading and writing are verbal exercises, there exists a difference in reading and writing. In what way mistakes are taking place while writing has not been mentioned. Whether it is writing wrong spelling, or omitting some spellings or writing a letter in a wrong way and so on. I think the child is not a visual learner. Further details like whether she remembers the things that have been taught in the classroom is also not mentioned, which could be an important evidence to make whether she is an auditory learner.

Learning the information and memory:

It has been mentioned that she reads. But how she reads is more important than whether she sits to read or not. Many children consider by hearting the information is an easy way to score marks and get appreciation from teachers and parents. The practice of by hearting starts initially from learning tables which later extends to learning of other information also which is not good always. More emphasis should be given to the understanding of the concept. While learning also, child must not be in a pressure of getting marks in the examination i.e. focus of learning should not be exams. Instead it should be towards gaining the information. Parents should see to it that the child is not overlapping the information which is similar in nature. For example, it doesn’t learn the chronology of history and a scientific discovery. There are chances of mixing of years i.e. interference of information between the two.

                It is important to see the method through which child encodes the information. If there is some fault in encoding the information then there will be problem while writing and in order to plug the gaps in the information which is stored in the memory, the child may undertake the action of confabulation or it may simply guess and write. If there is some problem in storage then over learning i.e. frequent recall of information is necessary which will also facilitate the retrieval.        
                Make sure that your child is sitting straight and reading the book. If it reads lying on the bed, then parents must advice the child not to read like that. Apart from strain to eye sight, the learner will find it difficult to recall the information due to ‘context effect’ i.e. there should be an overlap between the condition in which one recalls the information and the condition in which the information was encoded.
                Ask the child to write the information soon after reading. The problem of writing may also arise due to lack of writing practice. But since the child is in 5^th I presume it has got enough practice of writing by now.  
                In case if child is missing with the letters like writing 9 instead of 6, or writing q instead of p etc. then it is a learning disability which is referred to as DYSLEXIA, for which you need to take proper suggestions from a psychologist and teach the child in a different way and not in the conventional method.  

Regarding second child:

                Child answers at home but not in school. This may have following reasons like attitude of the child towards the teacher, lack of self efficacy or response bias.

Attitude of the child towards teacher:

                It has not been mentioned whether the child does not answer to a teacher or to all teachers. If the child is not answering to only one teacher then we can make sure that the child has some negative attitude towards the teacher due to some past experiences. If it is not answering to any teacher then teachers must ensure that the child doesn’t not have fear towards teachers. Even though teachers might not have induced fear appeal in the child, there is a possibility of induction of fear towards teacher by parents, peers or relatives etc. Then it is the work of the teachers to change that attitude by showing love and affection towards the child and bring a feeling in the child that teachers are very friendly people and there is no need to fear to them.

Self efficacy:

                The lack of self efficacy may also make the child not to answer. If in its past experiences it has been a laughing stock by peers for answering wrongly then it might have affected greatly on the child’s self efficacy. This may lead to escaping from the problems also. In order to address this problem we need to increase its self efficacy. How can we increase the self efficacy? By noticing some positive things in it, making it to do small and easy things and appreciating it for doing it, make it to mingle with its peers more than leaving it to stay solitary etc.

Response characteristics:

                We can’t discard the possibility of this problem also. Many children neglect the importance of answering a question in the classroom, which is very necessary to increase the self efficacy in them. Some children answer in the same way to all the question and some will not answer for no reason. If this is the case, then child must be convinced the importance of answering the questions in the classroom.

             In addition to these measures, there must be a motivation for learning in the children. Without motivation, learning can not take place. Parents should motivate the children by appreciating their performance, by small rewards whenever they score good marks and so on. This will definitely impact in a positive way towards the learning. So both parents and teachers must take active participation in the learning process of a child.

POSITIVE REINFORCEMENT IS WHAT THEY NEED

            “Rohith, if you don’t get 100 out of 100 in all the subjects in next exam, you are not my son. Mind it!! You don’t know the competition in the world. If you don’t score out of out, then you won’t get seat in good institution for higher studies. I may not be able to get you payment seat and all. So you have to work hard” Mr. Prasad warned his 8 years old son. Rohith didn’t understand what does his father’s statement mean exactly. You are not my son means what? Is it my score decides the relationship between me and father?! Working hard means what?! Young mind was really upset.

            Rohith was a brilliant boy. He was good at studies. He was jovial all the times, he had many good friends with him. He was a very good painter. Even in the subjects like, science, mathematics, social studies etc. he was performing well. He was regarded as an all rounder in his school. All teachers were happy with him. BUT NOT THE FATHER!!!!! Because Rohith was not first in the class. He got second place only with a difference of very few marks which made Mr. Prasad discontent.  Rohith couldn’t digest his father’s attitude. Mr. Prasad never considered the fact that his son was more active than the girl, Anusha who was getting first place in Rohith’s class. Anusha was a bookworm which took her a few more marks than Rohith. Thats it. 

            We see many people like Mr. Prasad in today’s world. They don’t have a holistic approach. They don’t want their child to be a participant in many fields. Their goal is marks and only marks!! This leads to rote learning in children. The way how Mr. Prasad warned Rohith was never a motivation but only a threat. It is a very bad way of reinforcing the child for study.  Most of the parents use this kind of fear appeals to make their child alert, which ruins its life in the latter part.

            In psychology, positive reinforcement and negative reinforcement are the main two kinds of reinforcement methods. Each individual works more when he is reinforced, irrespective of positive or negative. Appreciation is an excellent example for positive reinforcement. Positive reinforcement encourages the individual to work more efficiently. The individual being appreciated gets more enthusiasm to work and that motivates him to work. On the contrary, negative reinforcement drags the individual to work hard for the satisfaction of others. Fear appeal is a sarcastic example for negative reinforcement. Due to the fear of being punished, the person will work. The fear of punishment may motivate a person to work to some extent. When the factor that makes the person to work is removed from the scenario, the person stops working. Because his work is never self motivated.

            A child must be made to study by a positive reinforcement. But normally this doesn’t happen. Common comments from parents we come across are as follows; “My child is not good at study”. “He never sits to study. How can I appreciate him?” “I have to scold him to make him to study. In an effort to avoid my scolding he takes the books for study.” But let me ask the parents to ponder their past. How much were they all studying when they were young? Didn’t they enjoy playing with their siblings or friends soon after the school? Weren’t they doing some mischievous things? Whether they liked to be a bookworm right from 1^st standard? If they do such introspection then they will not blame “today’s children are purposeless. They are not serious about their future” etc. They would realise they were also not serious when they were so young. They became serious only once they were grown up and got responsibilities on their shoulders.  

Do the children of present days grow in a naturally and homely atmosphere? Now a days, the young parents send their child to play home when the child is just 2 or 3 years and make it grow in an artificial environment. Why today’s children are not allowed to grow naturally? Why parents are in a hurry to make the child extraordinary? Let it take its own time. Slow pace of growth of the child should not be a matter of worry. We should understand the fact that each child has its own capacity and system of growth. So let us have patience. Therefore it is necessary to give positive reinforcement at each step of the evolution of the child. That is the real reinforcement to the child to grow to greater heights.          

            So, all parents please do remember, POSITIVE REINFORCEMENT IS WHAT THEY NEED.

'ವಿಟಮಿನ್ ಡಿ’ಗಾಗಿ ಒಂದಿಷ್ಟು ಹೊತ್ತು.....

                        

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       ªÀiÁ£ÀªÀ zÉúÀ ºÀ®ªÁgÀÄ ªÀÄÆ®ªÀ¸ÀÄÛUÀ¼À£ÀÄß ºÉÆA¢zÉ. DªÀÄèd£ÀPÀ, EAUÁ®, ¸ÁgÀd£ÀPÀ, d®d£ÀPÀ, ¥sÉƸÉÆágÀ¸ï, PÁå°ìAiÀÄA, PÉÆèÃj£ï, ¸À®ágï, ªÉÄVßòAiÀÄA ªÀÄÄAvÁzÀĪÀÅUÀ¼ÀÄ ªÀÄÄRåªÁzÀªÀÅUÀ¼ÀÄ. ¥ÀæwAiÉÆAzÀÄ ªÀÄÆ®ªÀ¸ÀÄÛ«UÀÆ zÉúÀzÀ°è CzÀgÀzÉÝà DzÀ ¥ÁæªÀÄÄRå EzÉ. EAUÁ®, d®d£ÀPÀ, ¸ÁgÀd£ÀPÀ ªÀÄÄAvÁzÀĪÀŪɯÁè PÉÆñÀUÀ¼À gÀZÀ£ÉAiÀÄ°è, ¥ÉÆæÃnãïUÀ¼À gÀZÀ£ÉAiÀÄ°è ¸ÀºÁAiÀÄ ªÀiÁqÀÄvÀÛªÉ. ªÀÄƼÉUÀ¼ÀÄ §°µÀתÁUÀĪÀÅzÀPÉÌ PÁå°ìAiÀÄA §ºÀ¼À CUÀvÀå. ªÀÄUÀÄ«£À ¨É¼ÀªÀtÂUÉAiÀÄ ¸ÀAzÀ¨sÀðzÀ°è ªÀÄƼÉUÀ¼À ªÉÄÃ¯É PÁå°ìAiÀÄA dªÉÄAiÀiÁV ªÀÄƼÉUÀ¼ÀÄ UÀnÖUÉƼÀÄîvÀÛªÉ. ‘«l«Ä£ï r' AiÀÄ PÉ®¸ÀªÉãÉAzÀgÉ, gÀPÀÛzÀ°è PÁå°ìAiÀÄA ªÀÄvÀÄÛ ¥sÉƸÉÆágÀ¸ïUÀ¼À ¸ÀªÀÄvÉAiÀÄ£ÀÄß PÁ¥ÁqÀĪÀÅzÀÄ - J®Ä©£À ¨É¼ÀªÀtÂUÉUÉ ¥ÀÆgÀPÀªÁUÀĪÀÅzÀÄ. EzÀgÉÆA¢UÉ PÉÆñÀUÀ¼À «¨sÀd£ÉAiÀÄ°è, «AUÀqÀuÉAiÀÄ°è, ºÀ¼ÉAiÀÄzÁzÀ PÉÆñÀUÀ¼À UÀÄr¸ÀÄ«PÉAiÀÄ QæAiÉÄAiÀÄ°è ªÀÄvÀÄÛ gÉÆÃUÀ ¤gÉÆÃzsÀPÀ QæAiÉÄAiÀÄ°èAiÀÄÆ §ºÀĪÀÄÄRå ¥ÁvÀæ ªÀ»¸ÀÄvÀÛzÉ.

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       EwÛÃa£À ¢£ÀUÀ¼À°è fêÀ ªÉÊeÁÕ¤PÀ PÉëÃvÀæzÀ°è §ºÀ¼ÀªÁV ZÀZÉðAiÀiÁUÀÄwÛgÀĪÀ «µÀAiÀĪÉà ‘«l«Ä£ï r'AiÀÄ PÉÆgÀvÉ. F fêÀ¸ÀvÀézÀ PÉÆgÀvɬÄAzÀ gÀPÀÛzÀ°è PÁå°ìAiÀÄA ¥ÀæªÀiÁtzÀ°è UÀt¤ÃAiÀĪÁzÀ E½PÉ GAmÁUÀÄvÀÛzÉ. DUÀ, ‘«l«Ä£ï r’ UÉ C£ÀĸÁjAiÀiÁzÀ E£ÉÆßAzÀÄ ºÉÆêÉÆÃð£ï ‘¥ÁgÁxÉÊgÁ¬Äqï’ ºÁªÉÆÃð£ï, gÀPÀÛzÀ°è PÁå°ìAiÀÄA ¥ÀæªÀiÁtªÀ£ÀÄß ºÉaѸÀĪÀÅzÀPÉÌ QæAiÀiÁ²Ã®ªÁUÀÄvÀÛzÉ. ºÁUÉ M«ÄäAzÉƪÉÄä¯É gÀPÀÛPÉÌ PÁå°ìAiÀÄA£ÀÄß ¥ÀÆgÉʸÀĪÀÅzÀÄ ºÉÃUÉ?! J°èAzÀ?! EAvÀºÀ EPÀÌnÖ£À ¥Àj¹ÜwAiÀÄ°è zÉúÀPÉÌ gÀPÀÛzÀ°ègÀĪÀ PÁå°ìAiÀÄA£À ¥ÀæªÀiÁtzÀ ¸ÀªÀÄvÉAiÀÄ£ÀÄß PÁ¥ÁqÀĪÀÅzÀPÉÌ ¸ÀÄ®¨sÀzÀ G¥ÁAiÀĪÉãÉAzÀgÉ PÁå°ìAiÀÄA£À ¨sÀAqÁgÀªÁVgÀĪÀ ªÀÄƼÉUÀ½AzÀ §¼À¸ÀĪÀÅzÀÄ. F QæAiÉÄAiÀÄ£ÀÄß ‘rPÁå°ì¦üPÉñÀ£ï' J£ÀÄßvÁÛgÉ. »ÃUÉ ªÀÄƼÉUÀ¼ÀÄ PÁå°ìAiÀÄA£ÀÄß PÀ¼ÉzÀÄPÉÆAqÁUÀ CªÀÅUÀ¼À ¸ÁªÀÄxÀåð PÀÄUÀÄÎvÀÛzÉ. vÀvÀàjuÁªÀĪÁV ¥ÀÄlÖ ªÀÄPÀ̼À°è ‘jPÉmïì', ªÀAiÀĸÀÌgÀ°è ‘N¹ÖAiÉÆêÀįÉùAiÀiÁ' PÁt¹PÉƼÀÄîvÀÛzÉ. ªÀÄÄ¢¥ÁæAiÀÄzÀªÀgÀ°è PÀAqÀħgÀĪÀ ‘N¹ÖAiÉÆÃ¥ÉÆgÉƹ¸ï' JA§ PÁ¬Ä¯ÉUÀÆ ‘«l«Ä£ï r'AiÀÄ PÉÆgÀvÉAiÀÄÆ MAzÀÄ PÁgÀt.

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       ¥ÀÇgÉÊPÉ EgÀĪÀ°èAzÀ vÀÄA©¹PÉƼÀî¢gÀĪÀÅzÉà PÉÆgÀvÉUÉ ¥ÀæªÀÄÄR PÁgÀt. EwÛÃa£À ¢£ÀUÀ¼À°è d£ÀgÀÄ ©¹°¤AzÀ DzÀµÀÄÖ zÀÆgÀ«gÀĪÀÅzÀPÉÌ ¥ÀæAiÀÄw߸ÀÄvÁÛgÉ. PÉ®ªÀjUÉ ©¹°£À ¥ÀæRgÀvÉAiÀÄ£ÀÄß vÀqÉzÀÄPÉƼÀÄîªÀ ¸ÁªÀÄxÀåð«gÀĪÀÅ¢®è. E£ÀÄß ºÀ®ªÀjUÉ ¸ËAzÀAiÀÄð¥ÀæeÉÕ! ©¹°UÉ ºÉÆÃzÀgÉ PÀ¥ÁàUÀÄvÉÛêÉ, CwAiÀiÁV ¨ÉªÀj vÉÆAzÀgÉAiÀiÁUÀÄvÀÛzÉ ªÀÄÄAvÁzÀ PÁgÀtUÀ¼À£ÀÄß ¤Ãr ¸ÉÃ¥sï DVgÀ§0iÀĸÀÄvÁÛgÉ. PÉ®ªÉǪÉÄä ©¹°UÉ ºÉÆÃUÀ¯ÉèÉÃPÁzÀ C¤ªÁAiÀÄð ¥Àj¹Üw EzÁÝUÀ MAzÀµÀÄÖ ‘¸À£ï¹Ìçãï'£ÀÄß ZÀªÀÄðPÉÌ §½zÀÄPÉÆAqÀÄ ºÉÆÃUÀÄvÁÛgÉ. DºÁgÀzÀ®Æè ºÀ¹gÀÄ ¸ÉÆ¥ÀÄà-vÀgÀPÁjUÀ¼À£ÀÄß w£ÀÄߪÀÅzÀ£ÀÄß ©lÄÖ ‘dAPï ¥sÀÄqï'£ÀvÀÛ¯Éà ªÁ®ÄvÁÛgÉ. £Á®UÉUÉ gÀÄaAiÉĤ¹zÀÄÝ zÉúÀPÉÌ »vÀªÉ¤¸ÀĪÀÅ¢®è JA§ÄzÀ£ÀÄß E£ÀÆß Cjw®è! EªÀÅUÀ¼À eÉÆvÉUÉ, ¥ÁæAiÀĪÁzÀAvÉ ¸ÀÄPÀÄÌUÀnÖzÀ ZÀªÀÄð¢AzÁV, UÁqsÀªÀtðzÀ ZÀªÀÄð¢AzÁV, ¸ÀÆÜ®PÁAiÀÄ, wêÀæªÁzÀ ªÀÄÆvÀæ¦AqÀUÀ¼À ªÉÊ¥sÀ®å, zÉúÀªÀ£ÀÄß ¸ÀA¥ÀÆtðªÁV §mÉÖ¬ÄAzÀ ªÀÄÄaÑPÉƼÀÄîªÀÅzÀÄ, CwAiÀiÁzÀ OµÀ¢ü ¸ÉêÀ£É, ªÉÆÃqÀ PÀ«zÀ ªÁvÁªÀgÀt ªÀÄÄAvÁzÀĪÀÇ PÀÆqÁ ‘«l«Ä£ï r'AiÀÄ PÉÆgÀvÉUÉ PÁgÀtªÁUÀ§ºÀÄzÀÄ.

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       «eÁÕ¤UÀ¼ÀÄ, ªÉÊzÀågÀÄ J®ègÀÆ ªÉÆzÀ® DzÀåvÉ ¤ÃqÀĪÀÅzÀÄ ©¹°UÉ. PÉÊ ªÀÄvÀÄÛ ªÀÄÄRzÀ ªÉÄÃ¯É ¸ÀĪÀiÁgÀÄ CzsÀð UÀAmÉUÀAiÀĵÀÄÖ ºÉÆvÀÄÛ ©¹®Ä ©zÀÝgÉ, zÉúÀPÉÌ ¨ÉÃPÁzÀµÀÄÖ ‘«l«Ä£ï r'AiÀÄ ¥ÀÆgÉÊPÉAiÀiÁUÀÄvÀÛzÉ. vÀ£ÀÆä®PÀ ‘«l«Ä£ï r’ AiÀÄ PÉÆgÀvÉAiÀÄ PÁgÀt¢AzÁV §gÀĪÀ EvÀgÀ ªÁå¢üUÀ¼À£ÀÄß ¤ªÁj¹PÉƼÀÀÄzÀÄ.

       ¸ÀÆAiÀÄð¤AzÀ §gÀĪÀ ¨É¼ÀPÀÄ MAzÀÄ ¸ÀAQÃtðªÁzÀ «zÀÄåzÀAiÀĸÁÌAwÃAiÀÄ vÀgÀAUÀ. CzÀgÀ°è £ÉÃgÀ¼ÁwÃvÀ QgÀtUÀ¼ÀÄ, CªÀgÀPÀÛ (Infra-red) QgÀtUÀ¼ÀÄ, PÀtÂÚUÉ UÉÆÃZÀgÀªÁUÀĪÀ QgÀtUÀ¼ÀÄ ªÀÄÄAvÁzÀ ««zsÀ vÀgÀAUÁAvÀgÀzÀ QgÀtUÀ¼À£ÀÄß M¼ÀUÉÆArgÀÄvÀÛªÉ. EªÀÅUÀ¼À°è 290 – 320 £Áå£ÉÆà «ÄÃlgï£À vÀgÀAUÁAvÀgÀ ºÉÆA¢gÀĪÀ ‘£ÉÃgÀ¼ÁwÃvÀ ©’ QgÀtUÀ¼ÀÄ £ÉÃgÀªÁV ZÀªÀÄðzÀ ªÉÄïÉ, CAzÀgÉ §mÉÖ¬ÄAzÀ ªÀÄÄZÀÑ®àqÀzÀ ¨sÁUÀUÀ¼À ªÉÄÃ¯É ©zÀÝgÉ ªÀiÁvÀæ ‘«l«Ä£ï r'AiÀÄ gÀZÀ£É ¸ÁzsÀåªÁUÀÄvÀÛzÉ. CzÀÆ PÀÆqÁ ¨É¼ÀUÉÎ 10 UÀAmɬÄAzÀ £ÀAvÀgÀ ªÀÄvÀÄÛ ªÀÄzsÁåºÀß ªÉÄÃ¯É 3 UÀAmÉAiÀÄ M¼ÀV£À ©¹®Ä¢£ÀPÉÌ ¸ÀĪÀiÁgÀÄ 10 ¤«ÄµÀUÀ¼ÀªÀgÉUÉ ©Ã¼À¨ÉÃPÀÄ.

       ºÀ®ªÁgÀÄ ZÀªÀÄð gÉÆÃUÀ vÀdÕgÀÄ vɼÀĪÁV ¸À£ï¹ÌçÃ£ï ºÀZÀÑ®Ä ºÉüÀ§ºÀÄzÀÄ. »ÃUÉ ºÀZÀÄѪÀÅzÀjAzÀ £ÉÃgÀ¼ÁwÃvÀ QgÀtUÀ½AzÀ GAmÁUÀ§ºÀÄzÁzÀ ZÀªÀÄðzÀ PÁå£Àìgï£ÀÄß vÀqÉUÀlÖ§ºÀÄzÀÄ. DzÀgÉ CwAiÀiÁzÀ ¸À£ï¹ÌçãïUÀ¼À §¼ÀPÉAiÀÄÆ ‘«l«Ä£ï r'AiÀÄ ¸ÀA±ÉèõÀuÉUÉ CrØAiÀiÁUÀ§ºÀÄzÀÄ. F £ÉÃgÀ¼ÁwÃvÀ QgÀtUÀ¼ÀÄ UÁd£ÀÄß zÁn §gÀ¯ÁgÀªÀÅ. ºÁUÁV UÁf£À ªÀÄÆ®PÀ ¸ÀÆAiÀÄðQgÀtUÀ½UÉ £ÀªÀÄä£ÀÄß MrØPÉƼÀÄîªÀÅzÀÄ AiÀiÁªÀÅzÉà ¥ÀæAiÉÆÃd£ÀªÀ£ÀÆß GAlĪÀiÁqÀĪÀÅ¢®è. 

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