English SYLLABUS IC38 INSURANCE AGENTS (GENERAL BRANCH) SECTION I CHAPTER 1: INTRODUCTION TO INSURANCE: Life insurance – History and evolution - History of insurance - Insurance through the ages - Modern concepts of insurance - History of insurance in India - Life insurance industry - How insurance works - Risk management techniques - Risk avoidance - Risk retention - Risk reduction and control - Risk financing - Insurance vs Assurance - Insurance as a tool for managing risk - Considerations before opting for Insurance - Role of insurance in society - Insurance and Social Security. CHAPTER 2: CUSTOMER SERVICE: General concepts - Why Customer Service - Quality of service - Customer service and insurance - Insurance agent’s role in providing great customer service - The Point of Sale - Best advice - The proposal stage - Acceptance stage - The claim stage - Grievance redressal - Integrated Grievance Management System (IGMS) - The Consumer Protection Act, 1986 - The Insurance Ombudsman - Communication process - Non-verbal communication - Ethical behavior. CHAPTER 3: GRIEVANCE REDRESSAL MECHANISM: Consumer courts, Ombudsman - Integrated Grievance Management System (IGMS) - The Consumer Protection Act, 1986 - The Insurance Ombudsman. English Green chemistry From Wikipedia, the free encyclopedia This article is about the concept of the environmentally friendly design of chemical products and processes.

Download Management Case Study on Mc. This case study discusses how Mc. Donald’s India managed to buck the trend in a struggling economy, its early years. Henri Fayol's Principles of Management - Duration: 12:02. BBA MBA Concepts by Neha Sharma 42,583.

For the journal, see Green Chemistry (journal). English trancelateGuidance and Counselling- definition, principles, functions, difference Journal Published: June 26, 2014 Definitions of guidance Guidance is a process through with an individual is able to solve their problems and pursue a path suited to their abilities and aspirations. (Brewer) Guidance is a facilitative service, which provide aids to pupils and staff To help pupils determine the courses most appropriate to their needs and abilities To find instructors who will be more sympathetic to their individual requirements and seek out activities which will help them to realize their presentation ( McBaniel) Guidance is an aspect of educational programme which is concerned especially with helping the pupil to become adjusted to her present situation and to plan his future in line with her interests, abilities and social needs. (Hamrin and Erikson) Meaning of guidance Guidance is all round assistance to individual in all aspect of his or her development. It makes use of the science of psychology to determine the attitude, interest, intelligence, personality and the discipline of the education for providing right and suitable assistance. It has the characteristic of It is a process of helping or assisting an individual to solve their problems.

It help them to identify where to go, what to do and how to do for post accomplishment of their goals. It is a continuous process which start right from childhood, adolescence and continues over in old age.

It is assistance to the individual in the process of development rather than direction of that development. It is a service meant for all: its regular service which is required for every student, not only for abnormal students.

Guidance is an organized service not in incidental activity of the school. Guidance is more an art than science.

Guidance is centered around the needs and aspiration of students. Principles of guidance According to Crow and Crow there are 14 significant principles for guidance they are Every aspect of person’s complex personality pattern constitutes a significant factor of his total displayed attitudes and form of behavior.

Guidance service which are aimed at bringing about desirable adjustments in any particular area of experience must take in to account, the all round development of the individual. Although all human beings are similar in many respect, individual difference must be recognized and considered in any effort aimed at providing help or guidance to a particular child. The functions of the guidance is to help a person Formulate and accept stimulating, worthwhile and attainable goals of behavior Apply the goals to conduct his behavior. Existing social, economic and politic unrest is giving rise to many maladaptive factors that require the cooperation of experienced and thoroughly trained guidance workers and the individuals with the problem. Guidance should be regarded as a continuing process of service to an individual from young childhood through adulthood. Guidance service should not be limited to the few who give observable evidence of its need, but should be extended to the all person of all ages who can benefit there from either directly or indirectly.

Curriculum materials and teaching procedure should evidence a guidance point of view. Parents and teachers have guidance appointed responsibilities.

To administer guidance intelligently and with as thorough knowledge of the individual as is possible, programs of individual evaluation should be conducted and accurate consultative records of progress should made accessible to guidance workers. An organized guidance programme should be flexible according to the individual and social needs.

The responsibilities for administration of guidance programme should be centered in a personally qualified and adequately trained person, working cooperatively with his assistance and other community welfare and guidance agencies. Periodical appraisal should be made for existing guidance programmes. Guidance touches every phase of an individual’s life pattern. Specific guidance problems on any age level should be referred to persons who are trained to deal with particular areas of adjustment.

Difference between guidance and counseling Guidance is mainly preventive and developmental where as counseling is remedial as well as preventive and developmental. Intellectual attitudes are the raw material of guidance but emotional rather than pure intellectual attitude are the raw materials of counseling process. In guidance decision making operable at intellectual level, where as in counseling it operate at emotional level.

In educational context, counseling service is one among various service offered by guidance programme. Functions of guidance and counseling Guidance and counseling have three fold functions namely adjustmental, orientataional and development. Adjustmental They help the student in making the best possible adjustment to the current situation in the educational institution in the home and the community. It enable the student to accept the things which they cannot change in life and differentiate what they can change and cannot change in life.

Orientational They orient the student in the problem of cancer planning, educational programming and direction towards long term personal aims and values. Developmental It is concerned with helping the people to achieve self development and self realization. Need of guidance and counseling The need for guidance and counseling can be summarize as To help is the total development of the students. To arise students in leading a healthy life by abstaining from whatever is deterious to health. To help the proper selection of educational programme. To select career according to their interest and abilities.

To help students in vocational development. To develop readiness for change and to face challenges. To help freshers to establish proper written. To identify and motivate students of the weaker society. To help the students to overcome the period of turmoil and confusions. Ensure proper utilization of time –spend outside the class. To help in tackling problems arising out of student exploration and co-education.

To minimize the indiscipline. To motivate youth for self employment. English Human interference with our environment is excessive, and the situation is rapidly worsening due to our population growth.

Policies must therefore be changed. These policies affect basic economic, technological, and ideological structures. The way to these policy changes is in the “Deep Ecology” ecosophy (110).

Deep ecology is a philosophical way of looking at our environmental problems that was founded in 1972 by Norwegian Arne Naess, a former head of the philosophy department at the University of Oslo. Naess’ writings show us what is wrong with the world and give us a blueprint by which we can bring about change. In its most basic form, deep ecology is a necessary wisdom, requiring humans to see themselves as part of the bigger picture. That picture is our sacred relationship with Earth and all beings. Many believe overpopulation, the greenhouse effect, global warming, and loss of habitat are no cause for alarm. Some, in fact, claim media and politicians perpetuate the hysteria regarding our environmental decline because they have something to gain by painting such a bad picture. Countless studies I have read or am personally involved with, however, have convinced me these problems are real and can be resolved if the following are supported: 1.

Continued inquiry into the appropriate human roles on our planet. Root cause analysis of unsustainable practices. Reduction of human consumption. Conservation and restoration of ecosystems. A life of committed action for Earth.

(Oslo 1973) The solution to our ecosystem mess is through the principles Dr. Naess has developed. These principles begin with a statement that all life, human and nonhuman, has intrinsic value. This means everything about life is valuable, including individuals, cultures, species, habitats, and populations. Another principle states that the diversity of life forms contribute to our appreciation of their value, but these forms also have value in and of themselves. A person with first hand experience, or one who works in the ecological field, is mindful of the live-and-let-live axiom but, unfortunately, most relate this only to humans.

Naess makes it another principle that humans have no right to reduce riches, resources, and diversity of life, except to fulfill vital needs. Human interference with the nonhuman world is out of control and getting worse (Drengson)..

Therefore, the another principle requires strategies be put in place for the first-world nations to overcome delusions and laziness on these issues The next principle requires a major change in the policies that affect our economic, technologic and ideological norms. Our society's values are geared toward wealth and technological advancement, which result in reckless buying and careless disposal of our mass waste (Burton 2002).

We need to appreciate life’s quality instead of what society sets as standards. This is the next principle, but the notion is difficult to characterize since quality of life cannot be quantified. The last principle simply states that if you believe in what deep ecology teaches, then you should do your best to employ those changes. As you can see, the fundamental principles of deep ecology outlined in Arne Naess’ writings demand radical changes in our life. Changes that affect our population growth, hazardous waste, and global warming dilemmas must include birth control, recycling, and yielding sustainable resources for energy and building. Population growth drives or multiplies most of our environmental problems.

Between 1900 and 1999, world population quadrupled. Just between 1960 and 1999 it more than doubled, from three billion to over six billion and currently, we are growing more than 80 million people every year (2002 World Population Data Sheet). This growth means more energy and resource needs, more land occupied, and more waste. As population and consumption increase, there are fewer resources available per person. At some point, there are not enough resources to go around, and scarcity occurs. Resource scarcity is the root of many problems.

If there are not enough resources to adequately support the population, poverty results. Greater environmental destruction occurs, as people are forced to over-exploit the resource base (Burton 2002). Scarcity leads to discrimination, because when resources are scarce, someone gets less. Girls, women, ethnic or religious minorities, the poor, and the elderly are most often victims of this (Population Reference Bureau 2002). Scarcity also leads to migration, conflict between bands, tribes or nations as they fight to obtain resources.

This has been evidenced by the Aztec people’s demise. We should teach the deep ecology philosophy in school when the kids are small. This will ensure that our earth’s future will be in the hands of humans who have appreciation of our world and its inhabitants, living and nonliving. It will teach harmony instead of killing and dominance because deep ecology discards the survival of the fittest concept. (Oslo 1973) In closing, the earth is a living entity that is being snuffed-out by too many people. Selfishness and egocentricity is rampant and these attitudes need to be changed. The deep ecology philosophy, if made available to the world will do this.

Just as philosophies taught by Aristotle, Hume, and Kant have open the door to new thinking, so can Naess beliefs. English Respect to Elders The story of markandeya maharshi, the child born with Alpaayu but made a chiranjeeva by the grace of Lord Shiva, is well known. His father was Mrukanda maharshi. He also had alpaayu.

So after his upanayanam his father told him to bow to all elders and get their blessings. He followed his father’s words. He used to bow to every one whether a pandit or a lay man.

Once saptarshis came to Mrukanda’s father. Mrukanda in his usual habit, bowed to them and got the blessings of the great saptarishis.

The blessing was “dhirga ayushman bhava”. After knowing the truth that is life was short they went to Lord Bramha to solve this puzzle. Mrukanda bowed to Brahma too.

And he also gave him the same boon, “dhirga ayushman bhava”. Morals in the story: Respecting elders and parents is one of the foremost principles of Indian culture. Even Lord Krishna used to prostrate before his elders, however bad they may be Since the saptarishis always speak the truth, whatever they spoke became true.

With the power of truth, even the unavoidable death can be stopped! English Benign positional vertigo is the most common type of vertigo. Vertigo is the feeling that you are spinning or that everything is spinning around you. It may occur when you move your head in a certain position. Causes Benign positional vertigo is also called benign paroxysmal positional vertigo (BPPV).

It is caused by a problem in the inner ear. The inner ear has fluid-filled tubes called semicircular canals. When you move, the fluid moves inside these tubes. The canals are very sensitive to any movement of the fluid. The sensation of the fluid moving in the tube tells your brain the position of your body. This helps you keep your balance. BPPV occurs when a small piece of bone-like calcium breaks free and floats inside the tube.

This sends confusing messages to your brain about your body's position. BPPV has no major risk factors. English google translaBenign positional vertigo is the most common type of vertigo. Vertigo is the feeling that you are spinning or that everything is spinning around you. It may occur when you move your head in a certain position.

Causes Benign positional vertigo is also called benign paroxysmal positional vertigo (BPPV). It is caused by a problem in the inner ear. The inner ear has fluid-filled tubes called semicircular canals. When you move, the fluid moves inside these tubes.

The canals are very sensitive to any movement of the fluid. The sensation of the fluid moving in the tube tells your brain the position of your body.

This helps you keep your balance. BPPV occurs when a small piece of bone-like calcium breaks free and floats inside the tube. This sends confusing messages to your brain about your body's position. BPPV has no major risk factors.

English visthapan ke symasya Infrastructural development projects frequently result in the displacement of peoples from home giving way to dams, highways, or other large-scale construction projects. This Article focuses on applying an ethical analysis of the tension between the right to development, on the one hand, and the resulting risks to human security and their human rights, on the other hand.

The authors argue that displacement is a multidimensional phenomenon, not confined to physical relocation. It reduces the 'quality of life' of human beings into sub-human conditions. Studies on the social impact of development projects suggest that displacement mostly affects indigenous people and ethnic minorities. Unsystematic and piecemeal approach to development has resulted in depletion of the environment and loss of ecological balance.

It is suggested that this unsystematic displacement of humans amounts to a gross violation of Article 21 of the Constitution of India. The judiciary has further played an important role in protection of environment by incorporating 'right to clean and healthy environment' under Article 21. The founding fathers of the Constitution, under Article 39, imposed a mandate on the state towards distribution of resources so as to subserve common good. However, the law which has been consistently invoked for land acquisition is a pre-constitutional law dated 1894 with 'compensation' as the only remedy for the persons affected by such acquisitions and having no provisions for rehabilitation and resettlement.

Also, the Article lays emphasis on various international policy guidelines and mechanisms, designed to safeguard those who are internally displaced as a result of development projects. In the light of the above mentioned problems, the authors suggests that a comprehensive National Policy on Rehabilitation and Resettlement (NPRR) of displaced population be framed replacing the anomalies of NPRR, 2007. Introduction 'Being forcibly ousted from one's land and habitat by a dam, reservoir or highway is not only immediately disruptive and painful, it is also fraught with serious long term risks of becoming poorer than before displacement, more vulnerable economically, and disintegrated socially'1.

Development-induced displacement can be defined as the forcing of communities and individuals out of their homes, often also their homelands, for the purposes of economic development.Natural resource extraction, urban renewal or development programmes and infrastructure projects such as highways, bridges, irrigation canals, and dams all require land, often in large quantity. One common consequence of such projects is the upheaval and displacement of communities.

It is estimated that 10 million people were displaced annually by these so called 'developmental activities.' However, national leaders and policy-makers typically viewed these as legitimate and inevitable costs of development, acceptable in the larger national interest.

Nehru said 'If you have to suffer, you should do so in the interest of the country'2. Indigenous People and Tribal Disproportionately Affected Studies on the social impact of development projects suggest that indigenous people including tribals and women are disproportionately affected. The Scheduled Tribes constitute about 8.1 percent of the total population of the country according to 1991 census but they also constituted 55.16% of total displaced people which indicates victimization of the tribals. Development for the nation has meant displacement, pauperisation, or, at its very best, peonage for the tribals.3 Impact of Displacement Forcibly ousted from one's land and habitat carries with it many risk.Some of the identified interlinked potential risks intrinsic to displacement4 are: 1. Landlessness 2.

Joblessness 3. Homelessness 4. Food Insecurity. Increased Morbidity and Mortality 7. Loss of Access to Common Property. Social Disintegration.5 Development- Displacement and Environment In achieving the so called 'greater common good' or 'the national interest' the long run adverse impacts on the natural resources are ignored. Various developmental projects stands accused of the destruction of entire environments, including flora, fauna, landscapes, river systems, water quality, and shorelines as well as the creation of mercury contamination, greenhouse gases, water quality deterioration, downriver hydrological change, reservoir sedimentation, transmission line impacts, quarries and borrow pits.

The large scale deforestation due to mining and establishment of industries has resulted in climate change and inconsistent weathers. Intel Indeo R5 1 Codecombat. Big Dams submerge huge area of forest cover causing irreversible loss to varieties of flora and fauna besides the land area.

The pollution (air, water, soil and noise) caused by the industries accentuate the miseries of the present as well as the generations to come. No wonder that the environmental impact assessment of most of the big and mega projects reveal that such hyped and appreciated mega ventures are nothing but surviving at human and environmental costs6. It is high time we realize the need of transforming our developmental policies to answer the larger human and environmental requirements until it becomes too late. Human Rights Challenges That Arise in Relation to Development-Induced Displacement There is no doubt about the developmental benefits of any planned project, but these cannot be weighed against human rights. Human rights thus have to be considered independently.

In 1986, the UN General Assembly adopted a Declaration on the Right to Development7. The heart of the problem is that people displaced by development projects are generally seen as a necessary sacrifice on the road to development. The Human rights that are affected: Right To Life The right to life and livelihood is threatened by the loss of home and the means to make a living when people are displaced from habitual residences and traditional homelands. The right to life is protected in the UDHR (Article 3) and the ICCPR (Article 6)8. In Indian context, The Supreme Court in Ollega Tellis case envisaged right to livelihood under the aegis of Article 21 and condemned the unjustifiable displacement of people from their land. Right to life doesn't mean merely animal existence but living with human dignity and all that goes along with it like right to shelter9. Moreover, Unsystematic and piecemeal approach to development has resulted in depletion of the environment which 'makes life worth living, materially and culturally10.'

And so it has lead to violation of right to clean and healthy environment. Right to own Property The rights to adequate housing and security of the person and property serve to protect individuals and communities from being arbitrarily displaced from their homes and land. The right to own property and not to be arbitrarily deprived of this property is spelled out in the UDHR Articles 17 as well as in Article 6 of the ICESCR.

Rights To Residence The eviction or displacement of persons unlawfully amounts to violation of the rights to freedom of residence11. Article 19(e) of the Indian constitution asserts right to residence as fundamental right. All these rights and many others are of direct relevance in the case of large-scale displacement of people. Indeed, in a number of cases, not only socio-economic rights such as the right to housing that are at stake but a number of civil and political rights, from the right to be informed about the displacement procedures to the freedom of expression, may be violated if the government tries to coerce people to move out from their homes12. Defects in Compensation, Rehabilitation and Resettlement Policy For the Government and its agents of development, cash compensation seems to be the only panacea for the problems induced by displacement and only policy for rehabilitation.

It's hard to believe that how land, natural resources, means of livelihood, social and cultural loss resulting from displacement can be quantified and compensated in monetary terms? Moreover, the manner in which the law is framed and interpreted ensures that the displaced land-owner or house-owner is always the loser. The limited provisions in the Land Acquisition Act to challenge the rate of compensation are, in practice, inaccessible to the indigent and illiterate oustees. Even, only those landowners who were familiar with the legal details of the Land Acquisition took their cases to court.

The value of the land is calculated as on the date of the gazette notification and interest is liable to be paid only from the date of taking possession up to the date of payment of full compensation. The LAA thus does not take into consideration the escalation of the market value between the time of notification and the date of actual possession. The ill-effects of the displacement induced by development ought to be taken care off by the state and necessary arrangement thereof made, i.e.

The displaced persons be resettled in a safe habitat wherein they can start their life afresh. However, this would require more than mere allocation of certain piece of land for resettlement or mere construction of make shift camps for temporary settlement. What is needed is the 'rehabilitation' of the persons affected by the projects; rehabilitation means to 'restore to the former condition', and thus, all that was lost by displacement, the emotional, cultural, social, political and economic losses must be restored at a priority basis than to the Project itself, which is the cause of the impoverishment.

The Ethics of Development Induced Displacement and Rehabilitation (Didr) In dealing with issues of development and displacement, important ethical questions are raised such as why is displacement often considered morally objectionable? Under what conditions, if ever, can a development project justify displacement? Is it ethically just to displace people so long as they are compensated? If so, what type of compensation is owed to displacees? According to Peter Penz,13 Three broad ethical perspectives that can be used to justify development-induced displacement are public interest, self-determination, and egalitarianism. The public interest perspective, embodied in cost-benefit analysis, supports the decision that brings the greatest net benefits to the population as a whole. The self-determination perspective privileges freedom and personal control.

In its form, forced displacement (at least of those who legally own property) is unjust because it violates property rights. The egalitarian perspective privileges actions that reduce poverty and/or inequality14. Theoretically, can be justified here if it benefits the poor at the cost of the wealthy, but questions are raised when a project benefits an under-privileged group at the cost of another such group. As Penz points out, is an ethically complex issue, in which public interest and distributive concerns stand in tension with self-determination and individual rights. He concludes that there are conditions under which can be justified, but that these conditions must be strong15.

They include the avoidance of coercive displacement in favour of negotiated settlement, the minimization of resettlement numbers, the full compensation of displacees for all losses, and the use of development benefits to reduce poverty and inequality. Unfortunately, in most cases of DIDR, these conditions have been violated. International and National Organisation and Policies Over the past decade, different international legal entities and institutions have responded to the human rights impacts and risks of development-induced displacement by formulating a variety of guidelines, laws and best practices. Some of the most important international guidelines and practice on this issue are: • The UN Guiding Principles on Internal Displacement.

• The OECD's Guidelines for Aid Agencies on Involuntary Displacement and Resettlement in Development Projects, 1992. • World Bank's Operational Directive 4.30 on Involuntary Resettlement. • United Nations and Other International Organizations- Different agencies of UN work as cluster and have sectoral responsibility to deal with the issue of development-induced displacement rehabilitation and resettlement. The Representative of the Secretary-General on IDPs The report formed by this agency is the basis for the provisions in the Guiding Principles on protection against displacement. Internal Displacement Unit Using the Guiding Principles as an overall framework, the Unit identify and draw attention to gaps in the response to internal displacement c.

World Food Program The essential condition for the provision of WFP food is the food insecurity of displaced people. UN Development Programme UNDP in particular has become increasingly involved in programs involving the resettlement and reintegration of internally displaced populations.

UN-Habitat The twin goals of the Habitat Agenda are 'adequate shelter for all' and 'sustainable human settlements development in an urbanizing world. Recommendations Ill-consequences of the displacement lead to the requirement of policies and legislations that address the issues of not only development induced displacement, but also about rehabilitation and resettlement. Following are some suggestion and recommendations to deal with problem of displacement caused by development: 1. States should ensure that eviction impact assessments are carried out prior to the initiation of any project which could result in development-based displacement, with a view to fully securing the human rights of all potentially affected persons, groups and communities. States should fully explore all possible alternatives to any act involving forced eviction.

Sufficient information shall be provided to affected persons, groups and communities concerning all State projects as well as to the planning and implementation processes relating to the resettlement concerned, including information concerning the purpose to which the eviction dwelling or site is to be put and the persons, groups or communities who will benefit from the evicted site. The State must provide or ensure fair and just compensation for any losses of personal, real or other property or goods, including rights or interests in property. Resettlement must occur in a just and equitable manner and in full accordance with international human rights law.

States should ensure that adequate and effective legal or other appropriate remedies are available to any persons claiming that his/her right of protection against forced evictions has been violated or is under threat of violation16. To make new Law on rehabilitation and change the LAA (1894), since it goes against the rights of the poor. Rehabilitation should not be separated from land acquisition and that the LAA (1894) should be changed in such a manner as to minimize displacement and turn rehabilitation into an integral part of such acquisition. The very basis of the Land acquisition policies in its legal premises is required to be compatible with constitutional frame of Fundamental Rights, Directive Principles of State Policy and Special Provisions for the Scheduled Castes / Tribes and weaker sections. The effects of displacement spill over to generations in many ways, such as loss of traditional means of employment, change of environment, disrupted community life and relationships, marginalization, a profound psychological trauma and more. The issue of Displacement is an example of how law has to be consistent with socioeconomic and political circumstances, and it appears to have failed in doing so.

To conclude, there is a strong need to put legal thought into issues concerning the land acquirers as well as to thoroughly investigate issues regarding removing the imbalance from the system. English Early Life Raja Ramanna was born to B. Ramanna and Rukminiamma in the busy industrial town of Tumkur in Karnataka. His father was highly reputed and served as a judge in the judicial service of Mysore state. His mother was highly intelligent and loved to read. She often read Shakespeare and Charles Dickens, though her favorite was Sir Walter Scot. Apart from gaining immense influence and inspiration from his parents, Ramanna was greatly touched by his mother's sister Rajamma, who was widowed at an early age but with his grandfather's support, she managed to move ahead and became the headmistress of a Government Middle School earning fifty rupees a month.

Ramanna had his early education in Mysore, but when the family shifted to Bangalore, he was admitted to Bishop Cotton Boys' School. On completion of matriculation, he went to St. Joseph's School for his intermediate studies. He joined the Madras Christian College in Tambaram for B. Sc (Hons) degree in physics and graduated in 1945.

He later traveled to England to attain his doctoral degree in nuclear physics from King's College, London. In 1948, Ramanna successfully obtained his PhD degree. TIFR Career Ramanna was extremely fond and highly influenced by Homi Jehangir Bhabha and was fortunate to meet him in 1944. He was introduced by an examiner at Trinity College of Music, Dr. Alfred Mistowski, who stayed back in India at the outbreak of World War II. Though Ramanna was still a science student, he was sure that this was not his first and only meeting with Homi Bhabha.

On his tour to London, Homi Bhabha offered Ramanna a job at Tata Institute of Fundamental Research (TIFR), the cradle of India's atomic energy program. Thus, on his completion of his PhD degree, Ramanna joined TIFR on December 1, 1949. Due to the relocation and renovation of the institute from Cumbala Hills in Mumbai to Yacht Club, Ramanna was offered two adjacent rooms on the fourth floor in Yacht Club by Homi Bhabha, seeing his interest in music. While the first room was for Ramanna, the second one was for his piano. Further, the ground floor became the nuclear laboratory of physics from where he started his project on nuclear fission and scattering. Here, he made several contributions in different areas of neutron, nuclear, and reactor physics.

BARC Career Ramanna organized physics and rector physics programs at Bhabha Atomic Research Center (BARC), Trombay. In 1956, when India's first nuclear reactor, Apsara, was commissioned by Homi Bhabha, Ramanna was one of the youngest reactor physicists in the team. However, the major advancement came when BARC Training School was established in 1957 to develop the skilled manpower required for facing the challenging problems in nuclear science and technology under the leadership of Ramanna. It was under his directorship that India carried out the first nuclear test in Pokhran in 1974, nicknamed as Operation Smiling Buddha. He held the position of the Director of BARC from 1972-78 and 1981-83. Later Life Raja Ramanna was associated with a number of science academies and learning bodies across India. He helped in setting up the Centre for Advanced Technology at Indore in the early 1980s, which was dedicated towards the development of advanced accelerators, lasers, and other related technologies.

Further, he even lent his support in the establishment of Variable Energy Cyclotron Centre (VEC) in Kolkata. He later ended up becoming the founder-Director of National Institute of Advanced Studies (NIAS), an institution set up by JRD Tata in Bangalore. Ramanna served his later years in supporting science institutions throughout the nation as President of Indian National Science Academy, Scientific Advisor Committee to Director General of International Atomic Energy Agency, President of 30th General Conference of the International Atomic Energy Agency, Vice President of Indian Academy of Sciences, President of Indian National Science Academy, and President of General Conference of Atomic Energy Agency at Vienna. He was honored with numerous accolades during his entire career tenure.

Death Raja Ramanna passed away on September 24, 2004 in Mumbai after a cardiac arrest. Till date, he is highly honored and respected in India and Pakistan, and often known as the 'Father of the Indian Nuclear Program'. Honors Shanti Swarup Bhatnagar Award, 1963 Padma Shri Award, 1968 Padma Bhushan Award, 1973 Padma Vibhushan Award, 1975 Meghnad Saha Medal of the Indian National Science Academy, 1984 Om Prakash Bhasin Award, 1985 R.D. Birla Memorial Award, 1986 Asutosh Mookerji Gold Medal, 1996 D.Sc. English VIKRAM SARABHAI [pic] Born: 12 August 1919 Died: 31 December 1971 Achievements: Considered the Father of the Indian space program; instrumental in establishing the Physical Research Laboratory (PRL) in Ahmedabad in November 1947; was Chairman of the Atomic Energy Commission. He along with other Ahmedabad-based industrialists played a major role in the creation of the Indian Institute of Management, Ahmedabad. Vikram Sarabhai was one of the greatest scientists of India.

He is considered as the Father of the Indian space program. Apart from being a scientist, he was a rare combination of an innovator, industrialist and visionary. Vikram Ambalal Sarabhai was born on August 12, 1919 at Ahmedabad in an affluent family of progressive industrialists.

He was one of eight children of Ambalal and Sarla Devi. He had his early education in a private school, “Retreat” run by his parents on Montessori lines. Some of the great men of India such as Gurudev Rabindranath, J. Krishna Murthi, Motilal Nehru, V. Shrinivasa Shastri, Jawaharlal Nehru, Sarojini Naidu, Maulana Azad, C. Andrews, and C. Used to stay with the Sarabhai family when they visited Ahmedabad.

Mahatma Gandhi also once stayed at their house while recovering from an illness. Visits by such great men greatly influenced Vikram Sarabhai. After his matriculation, Vikram Sarabhai proceeded to Cambridge for his college education and took the tripods degree from St. John's College in 1940. When World War II began, he returned home and joined as a research scholar under Sir C. Raman at the Indian Institute of Science, Bangalore His interest in solar physics and cosmic ray led him to set up many observation stations around the country. He built the necessary equipment with which he took measurements at Bangalore, Poona and the Himalayas.

He returned to Cambridge in 1945 and.

The Definition of Motivation Often, people confuse the idea of 'happy' employees with 'motivated' employees. These may be related, but motivation actually describes the level of desire employees feel to perform, regardless of the level of happiness.

Employees who are adequately motivated to perform will be more productive, more engaged and feel more invested in their work. When employees feel these things, it helps them, and thereby their managers, be more successful. It is a manager's job to motivate employees to do their jobs well. So how do managers do this?

The answer is motivation in management, the process through which managers encourage employees to be productive and effective. Think of what you might experience in a retail setting when a motivated cashier is processing your transaction.

This type of cashier will: • Be friendly, creating a pleasant transaction that makes you more likely to return • Process your transaction quickly, meaning that the store can service more customers • Suggest an additional item you would like to purchase, increasing sales for the store In short, this employee is productive and delivers a high-quality output. How to Motivate Employees There are many ways to motivate employees.

Managers who want to encourage productivity should work to ensure that employees: • Feel that the work they do has meaning or importance • Believe that good work is rewarded • Believe that they are treated fairly All of these tasks fall under one or more motivational theories. Expectancy Theory Expectancy theory outlines the connection employees expect between effort and reward. If an employee does very well and puts forth additional effort, they will likely expect to be rewarded accordingly.

In a retail setting, for example, a cashier might offer to work a double shift when a manager is short staffed, but would expect praise and perhaps additional compensation for doing so. Employees who do not feel rewarded become unmotivated. Think about how you might feel if you continually worked as hard as possible but never received additional recognition or compensation. Would you continue to work as hard as possible, or would you think 'why bother?' Equity Theory Equity theory indicates that employees are best motivated when they feel that they are being treated equally. If two employees perform the same job, and believe that they do so equally well, they would expect equal pay and equal recognition.

Lack of equity, whether real or imagined, can damage employee motivation. Again, imagine you are working as hard as you can and find that someone else who works at the same level doing the same job makes more money. Would you want to continue to work as hard? Maslow's Hierarchy of Needs Maslow, a well-respected psychologist, described several levels of needs that people seek to fill.

Usually described as a pyramid, these levels are: 1. Physiological, or the basic need for a place to live and food to eat 2. Safety, or a desire for security 3.

Belonging, or a want to feel like a part of something 4. Esteem, or the need for praise or respect 5. Self-Actualization, or the fulfillment of one's potential Employment typically fulfills the lower level needs, regardless of motivation. If a person has a job, they ideally have money to buy food and shelter and feel secure. Motivated employees will find their needs met at higher levels.

Employees who feel like they are part of a team and are praised for a job well done will fulfill the need for belonging and esteem and will likely be more motivated. Lesson Summary Managers seek to instill a desire to work hard and do well in their employees, and this is known as motivation in management. Activities that motivate employees to perform well might seem self-explanatory - treat everyone equally, reward good effort and make sure employees' needs are satisfied - but employee motivation is largely studied and discussed throughout the business world. Learning Outcomes Following this lesson, you should have the ability to: • Describe motivation in management, expectancy theory and equity theory • Identify ways to motivate employees • Explain the relationship between motivation in the workplace and Abraham Maslow's hierarchy of needs.