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Tuesday, March 30, 2021

Rich Man’s Game vs Poor Man’s World




                                        Augusta National Golf Club in Georgia 




                                                Pebble Beach Golf Club, California

Rich Man’s Game vs Poor Man’s World by Satvik Gupta

( The contents of this blog belong to my grandson, Satvik Gupta )

Last summer I had the privilege of going on a vacation to California, specifically visiting San Francisco and going on the scenic highway 1. While on highway 1, my family stopped by to take a detour to Monterey where we went on the iconic 17 mile drive. Both my father and I have played golf for many years, so we were extremely excited to see the famous Pebble Beach Golf Club, located near mile 15. When we got to the golf course, we stepped onto the first tee because nobody was playing at the time and took it all in. Majestic green fairways, the grainy bunkers, and tons of trees. A couple of  weeks later when reviewing the photos we had taken, my mother explained that golf courses were outside the cities and surrounded by trees, but were actually significantly harmful to the natural environment. Initially, I did not believe her because golf courses were in nature and there was always wildlife roaming around . She agreed that golf courses did have some positive effects but continued to explain the negative effects. From that conversation, I started to understand the relationship between golf courses and the natural environment. Even though golf courses are in nature, they are not very natural and seem to harm the environment more than they help it. Just a couple weeks ago, the Masters, a major golf tournament, was played at Augusta National Golf Club in Georgia. Augusta has an extremely prestigious reputation; the course is known for having near perfect conditions for a golf course. In the golf world, most if not all golf courses want perfect conditions, known as having the Augusta National syndrome. But to satisfy this desire, copious amounts of chemicals and water need to be used. According to Katharine Gammon, just in America, some 2.08 billion gallons of water are used every day just to water golf courses. Billions of gallons being lost every day doesn’t seem intelligent when places like Las Vegas and most of California face droughts and have water scarcity problems. On top of droughts, California alone has over 1000 golf courses and each course (on average) uses 130,000 gallons of water every day, so there is a massive amount of water used just for keeping grass green. Gammon also explains that if golf courses reduced water use by 25% in just California, one million bathtubs could be filled. This is a great example of how water could also be used to help people directly instead of keeping grass green. The water could also be used to assist other countries facing water crises, like Lesotho or Uganda. While millions of children and women walk for hours every day to collect dirty water in developing countries, America is using over two billion gallons every single day for sustaining golf courses. This inequality reflects back to why golf has traditionally been called “the rich man’s game.” In America and other developed countries, golf courses have been created for leisure and recreation because the countries have the resources to spend, while developing countries rarely have golf courses because they need to conserve their resources. But to fully satisfy the Augusta National syndrome, golf courses also need many chemicals, including pesticides, herbicides, insecticides, fungicides, and fertilizer. Pesticides are substances created and distributed meant to control pest populations. Similarly, herbicides are meant for controlling plants, insecticides are meant for controlling insects, and fungicides are meant for controlling fungi and bacteria. Finally, fertilizer is a substance that gives plants or soil nutrients. According to author Carol Leonetti from The Environmental Magazine, “the average golf course dumps regular treatments of herbicides, pesticides, fungicides and fertilizer--more per square foot than the average farm.” Even in small amounts, these chemicals can be very harmful, but when a golf course (on average) uses even more of these chemicals than a farm, there is a huge issue; all of these chemicals can contaminate groundwater, kill animals and disrupt the local food chain, and change nutrient levels of soil. Groundwater contamination occurs when chemicals such as pesticides enter groundwater, and mainly happens through leaching, a process in which chemicals travel to foods or beverages. This concept is further explained by Samantha Jakuboski,  who founded the Green Science blog: “Many people depend on groundwater for their drinking supply, yet if that water has pesticides in it, it is unsanitary and harmful for people to drink.” Jakuboski emphasizes that people depend on groundwater, but so do animals who drink from freshwater streams and lakes. Due to pesticides killing animals and disrupting the local food chain, some species can go extinct, become endangered, or be forced to migrate thereby causing a loss of biodiversity. All of these effects relate to each other, and even one effect happening can cause the other effects to happen. For example, if a species becomes endangered, some of their predators’ population will decrease and some will be forced to migrate because there’s a lack of prey (food for predators) in the ecosystem. Finally, if nutrient levels change, certain crops may not be able to grow which directly affects the food supply of many species, once again altering the population of these species, causing imbalances in the local ecosystem. One way that nutrient levels can change is through volatilization, a process that happens when “a pesticide turns into a gas or vapor after it has been sprayed, allowing it to travel through the air and spread to different pieces of land” (Jakuboski). If pesticides spread through air, they can easily find soil and fields changing the nutrient levels in them. While it is not the most obvious, many people and animals’ food supply and water sources can be disrupted through the processes of leaching and volatilization. Even though golf courses use large amounts of chemicals and water, they still benefit the natural environment by protecting biodiversity and providing wildlife sanctuaries. Since the property on a course is being used for golf, the land cannot be urbanized and used for other constructions. Not only does this protect the biodiversity within the area, but it protects local plants and local species by continually providing a habitat. Lauren Sewell,  expands on protecting biodiversity by explaining that “Researchers are finding that golf course land can actually mimic naturally occurring habitats.” By mimicking naturally occurring habitats, local species can live peacefully without threats to biodiversity. Sewell’s point also reiterates the fact that golf courses provide sanctuaries because all the trees, natural bodies of water, and interacting ecosystems on the golf course work to allow animals to live like it’s their natural habitats. These sanctuaries help land animals, amphibians, and birds, with one bird sanctuary being Pinehurst Golf Club, where endangered red cockaded woodpeckers have been living and recovering from endangerment (Sewell 335). I believe that even though golf courses directly negatively impact the environment, courses directly positively impact people. I have been playing golf since I was 9, and the game has been a huge part of my life. I am confident that my experiences are similar to those of 25+ million who play golf around the world. Golf courses allow for a multitude of individual benefits, including family bonding time, skill development, improving mental and physical health, and teaching life lessons to players. Because of golf courses, I am able to bond with my family and friends because I spend 4 hours every round talking to them and enjoying their company. I am able to work on my golf skills over time, set goals for myself, and challenge myself to be better. I get to be outside improving my physical health by walking and carrying my clubs on my back. I get to improve my mental health by also walking and being in nature to see wildlife. Currently with Covid, golf has become especially beneficial because golfers can safely play and improve their mental health. I also learn life lessons, like learning how to behave in a group (etiquette), how to leave areas better than I find them (repairing divots and cleaning bunkers), how to have respect for others and my surrounding environment, and how to be thankful for what I have. Many golfers appreciate all these individual benefits. Golf courses also have general benefits that help many people, like attracting real estate and creating jobs. With all these benefits, I want to emphasize that even though golf courses negatively affect the environment, they also directly positively affect people. Although golf courses protect biodiversity and provide wildlife sanctuary, they have high pesticide and water usage. Golf courses being constructed and existing negatively impact the environment, but on a grander scale, we are destroying our Earth. Our standard of living in America is not sustainable. We must make a change, and it can start with the beginning of using more sustainable practices to maintain our golf courses. Hopefully in the future, golf courses will focus on conservation of resources and won’t develop the Augusta National syndrome.



                                            Pinehurst Golf Club


Works Cited 

Gammon, Katharine. “In Face Of Drought, Golf Tries to Reduce Water Use.” insidescience.org, 18 June 2015, https://insidescience.org/news/face-drought-golf-tries-reduce-water-use

 Jakuboski, Samantha. “The Dangers of Pesticides.” nature.com, 25 July 2011, https://www.nature.com/scitable/blog/green-science/the_dangers_of_pesticides/#:~:text= Pesticides%20are%20stored%20in%20your,but%20surely%20poison%20the%20body.&t ext=After%20countless%20studies%2C%20pesticides%20have,system%2C%20and%20t he%20endocrine%20syst.

Leonetti, Carol. “Green Golf.” E: The Environmental Magazine, vol. 6, no. 3, May 1995, p. 22. 

Sewell, Lauren. “Golf Course Land Positive Effects on the Environment.” Seattle Journal of Environmental Law, vol. 9, no. 1, pp. 329-356. Seattle University School of Law, https://digitalcommons.law.seattleu.edu/cgi/viewcontent.cgi?article=1090&context=sjel#: ~:text=Environmentalists%20argue%20that%20golf%20course,destroying%20habitats% 20for%20wildlife%20species. 

Sunday, March 21, 2021

STORY TELLING TO CHILDREN IN SCHOOLS

 


During our living and working in Nigeria, Ethiopia, Lesotho, America and Canada, we found that story-telling to children in schools is very common and a part of their teaching. We observed that the effect and influence of story-telling is very good for learning , at least we found very useful for our children and grand children. I thought that such a teaching method should be applied in our schools in India also; A short description of such a programme is given here :

___________________________________________________________________________________

" If you want your children  to be smart, tell  them stories. If you want them to be brilliant, tell them more stories  "

      -    Albert Eisenstein

"  Storytelling is an age-old art shared among friends, families and strangers, and its presence can captivate young and even older learners in the classroom too."

Story telling to children is stepping stone for future learning;

makes learning easier and natural,


Storytelling is a form of teaching and has the potential of fostering EMOTIONAL INTELLIGENCE and help children gain insight into human behaviour . ( SOCIAL SKILLS)

*Stories have transformation power to see the world in a different way (EXPOSURE)

* Developed and used purposefully, storytelling can contribute to inclusion and connection, build confidence and bring about change.

 IMPORTANCE of storytelling/stories;

SKILL DEVELOPMENT: 

Develops various skills, behavioral , social, ( learning about kindness, wisdom, honesty , compassion and more) communication skills etc.

Develops confidence ( enhances their communication skills; increase their ability to express themselves; encourages them to communicate their thoughts, feelings and ideas;

 Develops listening, reading and writing skills;

Develops  imagination, creativity,,  understanding, open to new ideas,

 Stories teach about life, about ourselves and about others; and the world ( about various and different cultures); increase their cultural understanding ; expose young children to new things, places, cultures, traditions and values


Motivational memories with characters whose value they can emulate,

* improves social SKILLS; children learn how to pay attention and listen actively to the person talking;

* Boost LISTENING skills  ( to focus, to be attentive)

* Fosters their imagination, enhances their creativity and open to new ideas

* Increase their CULTURAL understanding ; expose young children to new things, places, cultures and traditions

* Enhances their COMMUNICATION SKILLS; increase their ability to express themselves; encourages them to communicate their thoughts, feelings and ideas

* Pick up new words and hence the VOCABULARY Promotes LANGUAGE learning by enriching  vocabulary and  acquiring new language structures

* Help sharpen memory ( through feedback, reviewing process etc )

*Increases knowledge and confidence ( exposure to new things, environments etc )

* Learn about kindness, wisdom, honesty, compassion  and more  and try to emulate ( VALUE SYSTEM)

* Develops VALUE SYSTEM  ; learn values, critical values  sharpens our opinions and values

* Improves THOUGHT PROCESS ( imagination, creativity, thinking  and expression etc)

----------------------------------------------------------------------------------------------------------

STORY_TELLING PROGRAMME IN A SCHOOL: 

* Story-telling programme can be initiated in a school any time in a most flexible manner; 

* May start at any level /standard/class of children  as a regular programme or casual weekly /periodically as suits to the environment of the school;   or

may a a few minutes at the end of the class as suits to the teachers; 

SELECTION OF STORIES: 

Short stories can be selected /identified according to the type of story from Internet,  Google and many other websites; for example ;  http://sushmajee.com/

http://sushmajee.com/stories/index-stories-1.htm

stories for children (Shishu Sansar); http://sushmajee.com/shishusansar/index-shishu.htm

1; General stories; http://sushmajee.com/stories/index-stories-1.htm

2. Inspirational Stories: http://sushmajee.com/stories/inspirational/index-inspirational.htm

3. Religious stories; http://sushmajee.com/stories/inspirational/index-inspirational.htm

4. Historical stories: http://sushmajee.com/shishusansar/stories-historical/index-historical.htm

5 Motivational: ( Great Indians)  http://sushmajee.com/shishusansar/stories-great-indians/index-great-indians.htm

 (Great People)     http://sushmajee.com/shishusansar/stories-great-people/index-great-people.htm



Probably, should be started in an experimental way by forming three groups of children and watching the effect on them:

A; group of children , no story-telling to them;

B;  group of children with story telling to them;

C;  group of children with story-telling to them with REINFORCEMENT ( by giving them some assignments and taking feedback etc.)

An experimental programme can be designed for feedback from the children of different groups as how they interact among themselves with others and outside the school at home with their friends, family member etc;

A competitive environment can be created by giving children various assignments based on the stories and evaluating their performance and awarding them certificates and trophies  of MERIT and Prizes etc. 

One school /your school can serve as a MODEL and then motivates other schools to introduce such a programme if successful in your school; Competition can be extended to several schools locally, then at District level- state  level and even at National level; ( Such programmes are already there for Maths, Geography, Public Speaking etc. at various levels in Canada and USA): https://www.northsouth.org/public

Potential of a story-telling programme as a new technique of learning/teaching of school children must be tested in our schools.



Monday, March 8, 2021

गायत्री मंत्र ; बच्पन्न के कुत्छ संस्मरण ;

 हमारे  गांव , झालु में, मेरे बचपन के दिनों में , संत, महात्मा, पंडित , समय , समय पर आते रहते थे; ठंड के दिनों में तो प्रतिएक  वर्ष ही आते थे ! गढ़वाल तथा कश्मीर से  तो सदैव ही कोई न कोई पंडित हर वर्ष ही आते थे !   कुत्छ दिन रहते  और कभी कभी प्रवचन भी करते थे! मेरे बाबा जी , भगत जी के नाम से तो जाने ही जाते थे  परन्तु वह , इन संत, महात्माओं की सेवा में सदेव ही रहते थे ! यह सभी लोग, ठाकुरद्वारे वाली धर्मशाला   में ही रुकते थे ! कुत्छ दिन रहते , फिर कहीं और चले जाते ! बाबा जी  सांयकाल के पश्चात , प्रायः प्रतियेक दिन ही  उनके दर्शन करने तथा  वियाखियाँन  सुनने जाया करते थे ! मुझे भी साथ में ले जाया करते थे ! मुझे भी उनके दर्शन का लाभ होता, षष्टाचार भी सीखने को मिल गया ! स्वमी जी तथा डंडी स्वामी जी को " नमो नारायण " कहना है! उनके चरण स्पर्श करने हैं ! आदि आदि! 

में, नौ या दस वर्ष का  हूँगा , एक बहुत ज्ञानी/योगिये स्वामी जी आये !  उनोहने  गायत्री मंत्र के विषय में , मंत्र की महत्ता के  विषय में बड़े विस्तार से समझाया ! कुच्छ दिनों तक मंत्र के उचित प्रकार से उच्चारण करने का अभ्यास भी कराया ! में उसमे बड़ी ततपरता तथा  धियान   से भाग   लिया !  He mentioned that in our Vedic system, we have Mantra, Yantra, and Tantra which our great ancestors, Rishi/Mehrishi- the great scholars and researchers created after long long time of search/research through tapasya, yagiya, upasna  etc.  All the three have great powers as they are designed for specific purpose. MANTRAS are very special , constructed based on the effects of sound vibrations  on our sensory organs , especially the EARS which transmit those vibrations to the brain to create certain effects : each Mantra has its own effect; In most of the Mantra, you may find "  OM " in the beginning which has maximum sound vibration effects on our brains, even on animals and plants and other living beings) ; Each Mantra is created by some Rishi after deep studies over long period of time. GAYATRI MANTA is Mahamantra among all the mantras created by BRAHAM RISHI, Vishwamitra jee. Great gift to us. The  sound vibrations created by chanting Gayatri mantra when strike to our ears, they transmit  special effects to the brain faculties especially related to Intelligence. These vibrations in a balanced way can improve, one or several brain faculties depending upon the existing brain cells and composition ( you may find some are born genius , some intelligent and some dull ... retarded etc. ) But over all , Gayatri mantra and its sound vibrations do improve/boost  our brain faculties. He further explained that among many other things , brain has five main faculties- Understanding, Memory,  Imagination,  Thinking, Creativity and totality of these faculties is called as Intelligence );Swami jee gave some very simple examples illustrating the effects of sound waves; we do not like to hear the sound of a Drum ? Drum beating , we do like to hear melodious music of flute because they differently affect our brain. music is pleasant feeling while Noise is a disturbance or kind of pollution (sound pollution); Swami jee,s preaching on the aspect of Mantras and especially of Gayatri Mantra left a long lasting impression on me.


 उनके प्रवचनो का प्रभाव , मेरे मस्तिष्क तथा हिरदय पर आज तक भी विद्यमान है! अपने जीवन में  मैंने उसका अभ्यास भी किया, पिरयोग भी किया ! मंत्र उच्चारण के लाभ का व्यक्तिगत रूप से अनुभव भी किया ! कई उद्धरण हैं ! उनमें से दो का , यहां वियाखां कर्रूँगा! 

१. विद्यार्थी की सफलता के लिए मस्तिस्क की दो शक्तियों की अव्शाकियता होती है , समझ तथात यद्दाश्त  ( Understanding and Memory ; ) A student needs two things- UNDERSTANDING- to understand the contents and concepts of the subject , MEMORY to retain those understood concepts and be able to RETRIEVE them whenever necessary. A student understands but he fails in the examination by not reproducing/retrieving them . I had wonderful memory up to my High School and Intermediate examinations though better till High School. I successfully passed my examinations based on these two faculties. I was confident about my abilities and depending on them, I prepared my B.Sc.Part I Examination very well but I knew that my memory did not work for me in my first examination paper in Chemistry. I left my answer sheet completely blank; At home, I tried to prepare for the next paper but found that my understanding was OK but Memory did not work, so I decided to drop from rest of my examination. Remembered the preaching of Swamijee in my childhood and I decided that I will try and test Gayatri Mantra to boost my memory. I decided to go to BHU where, they had old style B.Sc. Exam. - only final examination at the end of two years though had half yearly exam for first year and second year and annual examination after first year to promote one to second year. I chanted Gayatri Mantra and tested my memory by appearing in the half yearly exam , a little bit improved, then did my first year annual , it was better, then appeared in half yearly exam of second year ( most students will good memory never appeared in annual exam of first year and half yearly exam of second year as they do not affect the result of final exam.) I found it was much better and was confident that atleat, I will pass B.Sc. with 3rd. Division. to my surprise and of my friends, I got more than 55% - passed with second division. It was simply based on my boosted Memory as I did not understand the contents of the subject. Even my attempt for Dynamics and Statics paper was based purely on guess work and memory. Stories are long to put them here. Honestly telling, I do not know even the topics of Physics, Maths though know  somewhat of Geology. Realising this fact, I never tried my admission to M.Sc.Physics or Maths, and found no interest in Geology. I only tried my admission for LL.B but I was late in applying and lost the year . But destiny then decided to do my M.Sc. in GEOPHYSICS - it was simply because of Prof Raj Nath, HOD Geology and geophysics. Story is long and should not be discussed on public platform.

2. A similar example is of a very close person to me who wanted to drop from his Engineering course because of loss of Memory. I gave him example of my personal experience and watched his progress , he got out of it; redid some of the exams. Finally came out with success.

3. I experimented this even on some foreign elders with memory loss or confusion, it helped them too even with deviated vibrations.