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Monday, September 3, 2012

ചാലയിലെ ടാങ്കര്‍ ലോറി അപകടത്തിനു ആരാണ് ഉത്തരവാദി ?

ഇക്കഴിഞ്ഞ ദിവസങ്ങളില്‍ സ്വന്തം നാടായ കേരളത്തിലെ ഓണക്കാല വിശേഷങ്ങള്‍ മൂവായിരത്തില്‍ പരം കിലോമീറ്റര്‍ അകലെ ഇരുന്നു ടി വി ചാനെലുകളില്‍ കണ്ടും കേട്ടും ഇരുന്നപ്പോള്‍ ഉത്തര കേരളത്തില്‍ നടന്ന ഈ ടാങ്കര്‍ ലോറി അപകടത്തെ പറ്റി അറിയാനിടയായി.

പത്തൊന്‍പതു പേരോളം ഇതിനോടകം ഈ അപകടത്തില്‍ മരണപ്പെട്ടതായി ആണ് വാര്‍ത്തകള്‍.

കേരളത്തിലെ പ്രതിപക്ഷ നേതാവ് തന്‍റെ രോഷം പൊതുവായി പ്രകടിപ്പിച്ചത് ഈ അപകടത്തില്‍ പൊട്ടിത്തെറിച്ച പാചക വാതക കുറ്റികള്‍ കയറ്റി അയച്ച കേന്ദ്ര പൊതുമേഖലാ സ്ഥാപനമായ ഐ ഓ സി ക്കെതിരെ കൊലക്കുറ്റത്തിനു കേസെടുക്കണമെന്ന് അഭിപ്രായപ്പെട്ടു കൊണ്ടാണ്. [വാര്‍ത്ത വായിക്കുക]

ആ ടാങ്കര്‍ ലോറി ഓടിച്ചിരുന്ന പാവം ഡ്രൈവറുടെ പേരില്‍ പോലീസ് കേസെടുക്കാതെ വിടുമെന്ന് ആരും ധരിക്കരുത്. അങ്ങേരു ജീവനോടെ ഇരിക്കുന്നത് ഒരു അത്ഭുതം മാത്രമല്ല പോലീസിന് തല്‍ക്കാലം കേസെടുത്തു തടി തപ്പാനുള്ള ഒരു ഉപാധി കൂടി ആയി എന്ന് നമുക്ക് കരുതുന്നതില്‍ ഒരു തെറ്റും ഇല്ല.

അപകടത്തില്‍ ജീവനും സ്വത്തും ഒക്കെ നഷ്ടപ്പെട്ട നിരപരാധികളായ ആ നാട്ടുകാരോട് സഹതപിക്കുക അല്ലാതെ എന്ത് ചെയ്യാന്‍ ?

ആ അപകടം എങ്ങനെ സംഭവിച്ചു എന്ന് ആ ടാങ്കര്‍ ഡ്രൈവര്‍ ടി വി ചനെലുകാരോട് പറഞ്ഞത് ഞാന്‍ ശ്രദ്ധിച്ചു. രാത്രി സമയം ഒരു വാഹനത്തെ ഓവര്‍ ടേക്ക് ചെയ്യുന്ന സമയം എതിരെ വന്ന വാഹനത്തിന്‍റെ ഹെഡ്‌ ലൈറ്റ്‌ കാരണം സൈഡില്‍ കെട്ടിയിരുന്ന റോഡ്‌ ഡിവൈഡര്‍ കാണാന്‍ സാധിക്കാതെ അതില്‍ ലോറി ഇടിച്ചു കയറി മറിയുകയായിരുന്നു എന്നാണു അയാള്‍ പറഞ്ഞത്.

അത് തികച്ചും സംഭവിക്കാന്‍ സാധ്യത ഉള്ള ഒരു കാര്യം. 

ഇന്ത്യന്‍ നഗര പ്രദേശ റോഡുകളിലെ ആളെക്കൊല്ലികള്‍ ആണ് ഈ ആധുനിക ഇന്ത്യന്‍ റോഡ്‌ സംസ്ക്കാര മായ ഈ ഡിവൈഡറുകള്‍. സ്ഥല പരിമിതി നിമിത്തം റോഡിനു ഒട്ടും വീതി കൂട്ടാന്‍ പറ്റാത്ത ഇടങ്ങളില്‍ പ്പോലും റോഡിന്‍റെ ഒത്ത നടു ഭാഗം നെടുനീളത്തില്‍ കുഴിച്ചു മൂന്നും നാലും അടി വീതിയില്‍ ഒരടിയോ അതില്‍ കൂടുതലോ ഉയര്‍ത്തി കോണ്‍ക്രീറ്റ് ചെയ്യുക എന്ന മഹാകാര്യം ചെയ്യാന്‍ എന്‍ജിനീയര്‍മാരാണ് തീരുമാനിച്ചതെങ്കില്‍ എന്‍ജിനീയര്‍ എന്ന ഗണത്തില്‍ പെട്ടുപോയതില്‍ ഞാന്‍ ലജ്ജിക്കുന്നു.

ഇത്തരം റോഡ്‌ ഡിവൈഡറുകളിലും സ്പീഡ്‌ നിയന്ത്രണത്തിനു എന്ന് പേരില്‍ ഓരോ അപകട സ്ഥലങ്ങളിലും തലങ്ങും വിലങ്ങും തോന്നിയ രീതിയില്‍ പണിത് വച്ചിരിക്കുന്ന വരമ്പുകളിലും പെട്ട് നൂറു കണക്കിന് അപകടങ്ങള്‍ ഇന്ത്യയില്‍ സംഭവിക്കുന്നു. 

റോഡു നെടുകെ മുറിക്കാന്‍ കോണ്‍ക്രീറ്റ് ഡിവൈഡറുകള്‍ പണിയാന്‍ റോഡിനു ടാര്‍ ഇടുന്നതിലും കൂടുതല്‍ ചെലവാക്കുന്നത് കാണുമ്പോള്‍ ചിരിക്കണോ അതോ കരയണോ ?

ഒരു പക്ഷെ ഇങ്ങനെ കോണ്‍ക്രീറ്റ് പണി നടത്താതെ അത്രയും സ്ഥലം വെറുതെ മെറ്റല്‍ ഇട്ടു വിട്ടിരുന്നെങ്കില്‍ സ്ഥലവും ആയേനെ, കോടികള്‍ നഷ്ടപ്പെടുകയും ഇല്ലായിരുന്നു.  അതിലുപരി ഇങ്ങനെയുള്ള അപകടങ്ങള്‍ക്ക് ഒരു പരിഹാരവും ആയേനെ. ഇനിയിപ്പോ ഈ കോണ്‍ക്രീറ്റ് ആളെക്കൊല്ലികള്‍ ഇടിച്ചു നിരത്താനും കോടികള്‍ മുടക്കിയെ പറ്റൂ !

മനുഷ്യരെ കൊല്ലാനായി പണിതീര്‍ത്തിരിക്കുന്ന ഈ നെടു നീളന്‍ റോഡ്‌ വരമ്പുകള്‍ക്ക് വേണ്ടി ഉപയോഗിച്ചിരിക്കുന്ന  സിമെന്റ്റ്‌, കമ്പി എന്നിവയുടെ അളവ് ഒന്ന് പ്രത്യേകം ശ്രദ്ധിക്കാമോ ? ഇവയുടെ അളവ് കൂട്ടുന്നതില്‍ പ്രത്യേക ഉത്സാഹം കാട്ടിയിരിക്കുന്നതായി കാണാം. ഇതു കേരളത്തില്‍ മാത്രമല്ല. ഇന്ത്യ ഒട്ടാകെ ഇപ്പൊ കാണാന്‍ കഴിയും. 

വാഹനങ്ങള്‍ക്ക് അപകടം ഇല്ലാതെയും എന്നാല്‍ ശ്രദ്ധയില്ലാതെ ഓടിക്കുന്ന ഡ്രൈവര്‍മാരെ പിന്തിരിപ്പിക്കുന്ന രീതിയിലും എങ്ങനെ റോഡു ഡിവൈഡറുകള്‍ അമേരിക്കയില്‍ ചിലയിടങ്ങളില്‍ പണിതിരിക്കുന്നു എന്ന കാര്യം കുറെക്കാലം മുമ്പ്  ഒരു ലേഖനത്തില്‍ വായിച്ചത് ഓര്‍മ്മ വരുന്നു.

ഒരു മീറ്റര്‍ ഉയരത്തില്‍ ഉയര്‍ന്നു നില്‍ക്കുന്ന ഫൈബര്‍ ഡിവൈഡറുകള്‍ ആണ് അത്. സ്പ്രിംഗ് പോസ്റ്റ്‌ (Spring Post ) എന്നും പറയും. ഇതുപോലെ ലോകമെമ്പാടും ശാസ്ത്രീയമായ പല ഡിസൈനുകള്‍ ഇപ്പോള്‍ ലഭ്യമാണ്. ചെലവും കുറവ്. ഇന്ത്യയിലും ഇങ്ങനെയുള്ള റോഡ്‌ സേഫ്റ്റി ഉപകരണങ്ങള്‍ നിര്‍മ്മിച്ചു നല്‍കുന്നതോ ഇറക്കുമതി ചെയ്തു കൊടുക്കുന്നതോ ആയ പല കമ്പനികള്‍ ഇപ്പോള്‍ പ്രവര്‍ത്തിച്ചു വരുന്നു.

എന്നിട്ടും നമ്മുടെ ഉത്തരവാദിത്തപ്പെട്ടവര്‍ക്ക് അങ്ങനെ ഒന്നും തോന്നുന്നില്ല എന്നത് അതിശയം തന്നെ.

റോഡ്‌ അപകടങ്ങളില്‍ അവര്‍ക്ക് യാതൊരു ഉത്തരവാദിത്വവും ആരും കല്‍പ്പിക്കുന്നില്ല എന്നതായിരിക്കാം അതിനു കാരണം.

അതോ അങ്ങനെ എടുത്തു പറയത്തക്ക ഉത്തരവാദിത്തപ്പെട്ട ആരും ഇന്ത്യയിലെ റോഡുകള്‍ക്ക് ഇപ്പോള്‍ ഇല്ല എന്നതോ ?

ട്രെയിന്‍ അപകടം നടന്നാല്‍ റെയില്‍വേ നടത്തുന്നത് സര്‍ക്കാര്‍ ആയത് കൊണ്ട് ഒരു കേസും താഴേക്കിട ജീവനക്കാരുടെ മേളില്‍ കവിഞ്ഞു പോകാറില്ല. 

എന്നാല്‍ ഭോപ്പാലില്‍ ഗാസ് ടാങ്കര്‍ പൊട്ടിയാല്‍ അമേരിക്കയില്‍ ഇരുന്നിരുന്ന കമ്പനി ചെയര്‍മാന്‍ ആണ് അതിനു ഉത്തരവാദി എന്ന് പറയാന്‍ നമുക്ക് യാതൊരു ഇളിപ്പും ഇല്ല തന്നെ.

അതാണ്‌ നമ്മുടെ ഒരു രീതി.

അങ്ങനെ ഒക്കെ ആയ സ്ഥിതിക്ക് കേരളത്തിലെ പ്രതിപക്ഷ നേതാവ് പറഞ്ഞതില്‍ എന്താ തെറ്റ്? 

അങ്ങനെയിങ്ങനെ പലരും പലതും പറയും.

അപ്പൊപ്പിന്നെ ഇങ്ങനെയുള്ള അപകടങ്ങള്‍ക്ക് ആരാണ് ശരിക്കും ഉത്തരവാദി ?

ആ, ആര്‍ക്കറിയാം ?

[This blog in Malayalam language depicts the pathetic road safety conditions and the public road transport systems of India viewed against the recent tanker lorry accident that killed about 19 people in North Kerala. The accident was as a result of the vehicle hitting the concrete road divider constructed along the centre of the road while it was trying to overtake a slow moving vehicle in the night time. The head lights of the vehicles coming in the opposite direction in the other lane caused the driver's road visibility. That made the tanker lorry to hit the concrete divider and overturn making the cylinders exploding damaging lives and property nearby. Most often this type of freak accidents that kill many are caused by unscientific construction and maintenance of the Indian roads. If that is so, why only the drivers and vehicle owners get punished ? Why don't the governments share the responsiblity ?  ]

[View the linked list of all Blogs of the Author Here ]        

Wednesday, August 29, 2012

Dividing Independent India by Experimenting with School Education System !

The other day, this teenage girl approached my wife with a request. She wanted my wife to give her some free coaching for her school subjects which she finds difficulty to cope up. She is from a poor family of daily wage earners living in the capital city of the mineral rich state of Jharkhand.

This city has a legacy of good schools that got established right from the British era. There are a number of so called privately run  'public' schools many of them managed by christian churches of various denominations.

Of late, with the liberalisation of education policies, the number of such institutions set up by various kinds of societies and trusts have multiplied many fold. Almost all the schools which are set up almost exclusively by private funding carry out their instructions in English language. They are commonly known as English Medium schools. Of late, most of these schools carry the word 'public' in their names.

I am at a loss to understand what do they mean by this word 'public' because their actions and activities normally do not support anything of general public interest. Except, perhaps the public craze for imparting english medium education for their wards. The ultra 'nationalist' politicians have transformed the state run schools deprived of good standards including facilities for good english education and english medium education. The  craze for english medium education has resulted from their perception to consider the English medium education as superior as far as opportunities of higher education and employability are concerned.

Now coming back to the story of the girl. My wife was a little apprehensive of her capability to accept her request. So she requested her to bring her text books of the subjects for which she felt the most difficulty. So, the girl brought the text books of two subjects . One was the reader for English Language. The other was in Hindi with many lines  of mathematical equations having English language symbols on all pages. Obviously it was her Mathematics text in Hindi medium. This girl is studying in the Eighth grade in a government run school in the city which imparted education only in Hindi medium.

The standard of the English Reader was a bit high for my wife who does not use that language for her day to day communications or activities any more. More over she did her graduation in Economics from a reputed college of Kerala some three decades ago and never had an opportunity to make any use of her economics or english except perhaps refreshing some of those things a decade ago while our children were still in the schools.  She found the Mathematics totally beyond understanding due to its artificial Hindi which was something even the common Hindi speaking people never used in their daily life.

So she decided to take my help.

So I got the opportunity to glance through these two government sponsored text books intended for imparting free education to the economically weaker sections of the society.

The English text book was produced by the researchers of the National Council for Educational Research and Training (NCERT). Obviously the authors wanted to impress every one with their knowledge in English and their literary skills ! This book is being prescribed on a pan India basis for English language education at this grade on all state run schools regardless of the culture and background of the children. For example, for those children who are from and English speaking background, this book might appear too silly whereas for others it would be too difficult. Apparently the author and the text book selection committees had no idea regarding the conditions at the receiving end !

The Mathematics text book, I found, was written in Hindi, apparently taking great pains. Great pains would indeed be needed to find all those Hindi translations for those commonly understood english words such as algebra, perfect numbers, rational numbers, simultaneous equations, etc for which there are no commonly used Hindi terms. The author or authors were too patriotic that they did not consider it befitting to give the corresponding English words that are universally used in Mathematics. Instead they thought it fit to invent  some uncommon Hindi equivalents making use of the now dead Sanskrit language roots. I am sure, the teachers of these schools also might find this mathematics teaching difficult. The difficulty here is posed by the artificial language of education ! How can the teachers make the students understand the meanings in the right manner  as the language proficiency needed is more than the normal language proficiency attained at that level of education ?

Unlike me and my wife, the girl has her mother tongue as a local version of Hindi. But this mathematics text for her was much more difficult to understand than her English text book.

If we were to study those texts and pass the examinations, we would never make it. That much I am sure. Then what to talk about this poor girl and all those millions like her ? We felt sorry for her and all those like her.

Obviously the modern day Indian educationalists are churning out school curricula not for the children, but for benefitting someone else ! These text books, in my opinion, deprive a greater percentage of under privileged Indian children not to gain anything from education and remain illiterate or at the best name sake school passouts or dropouts. They seldom learn anything properly with reasonable understanding or knowledge. They do not even attain the mastery of simple reading and writing in their own mother tongue, forget english and the sciences !


On the other hand, there are millions of middle and upper class Indians who send their wards to schools that boasts of teaching in English, by paying hefty sums as fees and other educational expenses. In this english medium schools, the children are exposed to learning sciences, mathematics and other subjects in English medium when their own English language proficiency is just in the budding stage. None of the Indian children has English as the mother tongue and they pick up the meanings with great difficulty. It is very difficult to assess whether an Indian student has really understood the meaning of a scientific or mathematical term even while he or she had scored a high percentage of marks in the subject. In reality, those scoring high in English medium schools in physical or social sciences or mathematics are those with good memory to by heart their questions and answers rather than using their logical reasoning skills or original thinking.


Indian educationalists and their political bosses keep experimenting with the school education system that India has seen several changes in the curricula and the education pattern ever since independence. The changes in the recent years have been more frequent that it is difficult to find out whether systems are doing any good for the children.


It is a fact that millions of Indian children are studying in English medium schools and progressing their studies in higher education by spending heavily as school and college fees. They are the english speaking class of Indians or the affluent Indians. They are trained to do their works with the help of English as the working language. They can also use and understand their mother tongues if those vernacular local languages are partially or fully anglicized.


Above their class is perhaps the super rich Indians or the fully anglicansed super affluent class. They are multinationals of Indian origin. Most of them are residents of other countries or regular foreign visitors having a PIO [person of Indian origin] status. They are those who are affluent enough to create a fully anglicanised environment in their residences and schools that they are practically insulated from the influences of the mother tongues of their grandparents.


Then there is this class of intelligent but not so affluent Indians who study their mother tongues and learn other topics through their mother tongues but are intelligent enough to master all these. They are the ones who ultimately become the government servants and the so called bureaucrats of India, helping and supporting their political cousins.


All the above said class of citizens have made up their individual identities as distinct classes of subtle influence.


The last class is the majority in numbers. They are the ones who learnt nothing through their school education, but learnt much more through common sense and keen observations. Their brains are practically free from crap which they can use at their free will as they grow up through difficulties.


They have their muscle power to  their aid. Their simple common sense have taught them that their muscle power has value through which they could make themselves equally important as the other three classes.


So this way the school education system of India is making the Indian society divided as four strong classes at all states, districts, regions, cities and even in the villages. They are bound to become the modern day Brahmins, Kshatriyas, Vaishyas and Shudras of India.


Whether any one likes this transformation or not, this evolutionary change is taking place in India, slowly but surely.


The school education under the language fights and tug of wars is the big casualty. It is making the young Indians lose their creativity and scientific enthusiasm ! Otherwise why this more than a billion strong nation has failed to produce noteworthy inventions and discoveries corresponding to its numbers?


All credits go to those who keep experimenting with the Indian school education system !



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Monday, August 27, 2012

Some Urantia Book Quotations that Keep Intriguing Me !

Love of adventure, curiosity, and dread of monotony—these traits inherent in evolving human nature—were not put there just to aggravate and annoy you (humans) during your short sojourn on earth, but rather to suggest to you (humans) that death is only the beginning of an endless career of adventure, an everlasting life of anticipation, an eternal voyage of discovery.
[The Urantia Book 14:5.10]

Curiosity—the spirit of investigation, the urge of discovery, the drive of exploration—is a part of the inborn and divine endowment of evolutionary space creatures. These natural impulses were not given you (humans) merely to be frustrated and repressed. True, these ambitious urges must frequently be restrained during your short life on earth, disappointment must be often experienced, but they are to be fully realized and gloriously gratified during the long ages to come.
[The Urantia Book 14:5.11]


Each of the seven superuniverses is constituted, approximately, as follows:
One system embraces, approximately. . ................ . . . 1,000 worlds
One constellation (100 systems). . . . . . .............. . . .100,000 worlds
One local universe (100 constellations). . . . .. . . .10,000,000 worlds
One minor sector (100 local universes) . . . . ..1,000,000,000 worlds
One major sector (100 minor sectors) . .... . 100,000,000,000 worlds
One superuniverse (10 major sectors) . . ..1,000,000,000,000 worlds
All such estimates are approximations at best, for new systems are constantly evolving while other organizations are temporarily passing out of material existence.
[The Urantia Book 15:2.18]

Practically all of the starry realms visible to the naked eye on Urantia (Earth) belong to the seventh section of the grand universe, the superuniverse of Orvonton. The vast Milky Way starry system represents the central nucleus of Orvonton, being largely beyond the borders of your local universe. This great aggregation of suns, dark islands of space, double stars, globular clusters, star clouds, spiral and other nebulae, together with myriads of individual planets, forms a watchlike, elongated-circular grouping of about one seventh of the inhabited evolutionary universes.
[The Urantia Book 15:3.1]

Irrespective of origin, the various spheres of space are classifiable
into the following major divisions:
1. The suns—the stars of space.
2. The dark islands of space.
3. Minor space bodies—comets, meteors, and planetesimals.
4. The planets, including the inhabited worlds
5. Architectural spheres—worlds made to order.
With the exception of the architectural spheres, all space bodies have had an evolutionary origin, evolutionary in the sense that they have not been brought into being by fiat of Deity, evolutionary in the sense that the creative acts of God have unfolded by a time-space technique through the operation of many of the created and eventuated intelligences of Deity.
[The Urantia Book 15:6.1]

The Dark Islands of Space:These are the dead suns and other large aggregations of matter devoid of light and heat. The dark islands are sometimes enormous in mass and exert a powerful influence in universe equilibrium and energy manipulation. The density of some of these large masses is well-nigh unbelievable. And this great concentration of mass enables these dark islands to function as powerful balance wheels, holding large neighboring systems in effective leash. They hold the gravity balance of power in many constellations; many physical systems which would otherwise speedily dive to destruction in near-by suns are held securely in the gravity grasp of these guardian dark islands. It is because of this function that we can locate them accurately. We have measured the gravity pull of the luminous bodies, and we can therefore calculate the exact size and location of the dark islands of space which so effectively function to hold a given system steady in its course.
[The Urantia Book 15:6.11]

The laws of physical-energy behavior are basically universal, but local influences have much to do with the physical conditions which prevail on individual planets and in local systems. An almost endless variety of creature life and other living manifestations characterizes the countless worlds of space. There are, however, certain points of similarity in a group of worlds associated in a given system, while there also is a universe pattern of intelligent life. There are physical relationships among those planetary systems which belong to the same physical circuit, and which closely follow each other in the endless swing around the circle of universes.
[The Urantia Book 15:6.16]

While each superuniverse government presides near the center of the evolutionary universes of its space segment, it occupies a world made to order and is peopled by accredited personalities. These headquarters worlds are architectural spheres, space bodies specifically constructed for their special purpose. While sharing the light of near-by suns, these spheres are independently lighted and heated. Each has a sun which gives forth light without heat, like the satellites of Paradise, while each is supplied with heat by the circulation of certain energy currents near the surface of the sphere. These headquarters worlds belong to one of the greater systems situated near the astronomical center of their respective superuniverses.
[The Urantia Book 15:7.1]

Read the Urantia Book Paper 15
authored by a Universal Censor hailing from Uversa Online Here !

Read the Urantia Book Paper 14
authored by a Perfector of Wisdom commissioned thus to function
by the Ancients of Days on Uversa, Online Here !

View and Read all the papers of the Urantia Book
with the names of the respective celestial authors Online Here !

Get to know about the Urantia Book by reading some introductory information

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