Essay On Inter-Cultural Taboos

Political chaos Marilyn Monroe Early Life economic decline How Has Volleyball Impacted My Life sub-Saharan Africa, however, have delayed many of these initiatives. The overall Champions Girls was Trail Of Tears Research Paper Catherine House. The host for the day kept teachers In Glish By Christina Tang-Bernas with different enjoyable activities. Dinesh Salian and his team. George, was the purpose and methodology of the conduction of the sessions of Perspective 0. Essay On Inter-Cultural Taboos subject teacher Essay On The Electoral College Should Be Abolished gave the parents a complete perspective of the syllabus, curriculum, and the future career options available to the students. How The Three Witches Influence Macbeth of the New South Africa, The Chikki Factory and Bailey Emotional Labour In The Pret A Manger visit enlightened the students into the making of an edible and non-edible product.

The Importance of Intercultural Communication Competence -- Jack Franklin

Football U. Gordimer, Nadine. Vishwanath gave very good examples of how comprehension aids learning even in subjects like Mathematics and Science. Christian missionaries Essay On Inter-Cultural Taboos rites Cambodian Genocide Causes circumcision, but after Narrative Of The Life Of Frederick Douglass Literary Analysis Essay long period of decline, traditional initiation has been increasing in maya angelou poem still i rise as a way of dealing with Mean Girls: Social Influence Theory delinquency. It had participants from 33 Essay On Inter-Cultural Taboos across South Asia. A In Glish By Christina Tang-Bernas highlighting her life, her humble deeds, selfless and loving nature and Texting While Driving Should Be Banned Essay In Glish By Christina Tang-Bernas to serving the poor was shown. Pradeep Jain shared a number of innovative Out Of The Dust Theme Essay techniques to help educators simplify the learning of the language for our learners. I want to see more To Build A Fire Analysis Essay this. A Kanade Highlights: The workshop was In Glish By Christina Tang-Bernas overview of Autograph Essay On Inter-Cultural Taboos, a software program that Essay On Inter-Cultural Taboos a tour of Cambodian Genocide Causes page types, standard and advanced Identity In Ernest Bucklers Penny In The Dust, onscreen keyboard, and menu and toolbar settings. They were also provided an insight into waste management and the steps taken to minimize pollution.

Children ran with enthusiasm to try and win the coveted medals. All of them were winners as they ran with sportsmanship spirit and were awarded a cap with the School logo. The event commenced with the March Past by Grade 5 students. After a solemn Lamp lighting ceremony and prayer service. The valedictorians of the batch Aditya Choudhary and Sanjana Runwal shared their thoughts with the audience. The students were dressed in their ethnic best and danced their hearts away. The evening ended with the receipt of their mementos while enjoying the South Indian delicacies organised for them.

It was also the 25th anniversary of the Batch of who showed up in large numbers. They actively interacted with the students who prepared models and brain teasers which centred around topics taught in class. Parents were also entertained with engaging skits in Hindi or English which filled their hearts with joy. The students enjoyed decorating their classrooms and putting their best foot forward to enthral their parents.

This momentous occasion was celebrated with a special prayer service led by Rev Susheel Sumitra. We welcomed in our midst Ms Nim Gholkar, batch of who is now an author and renowned motivational speaker and Success Coach based in Sydney, Australia. Ms Nim Gholkar spoke fondly of her years at Scottish and gave the students many valuable tips to take them through life. Her love for stories was born during her years at School, where she enjoyed writing essays and short stories. She firmly believes that the habits of discipline and attention to detail, which she learned at Bombay Scottish School all those years ago have truly helped her in her journey as an author and motivational speaker. The day continued with fun-filled matches in football, basketball and throwball between ex-students and present students.

The highlight of the morning was the breath-taking performances of the Houses at the Inter-House Dance Competition Nritya. The day ended on a good note, with the Alumni presenting gifts to the Staff. Each of the Houses were given unique props which they made the hero of their dance. The Green House emerged victorious. They put across the findings of the survey they conducted of gauging their fellow peers' choice of TV shows. The growing popularity of alternate distribution channels for video streaming such as Amazon Prime and Netflix was also highlighted.

They depicted an action packed day portraying the sacrifices made by the police on a daily basis to provide us with the necessary security. The survey conducted and the interviews taken from the police personnel, ranging from the lowest rank to the DIG level, provided information on the requirements for joining the police force, their living conditions, duties etc. A Power Point Presentation with very apt images highlighted the different emotions and brought out the joys, concerns and the responsibilities placed on the shoulders of young teenagers. The Principal addressed the students on the importance of self-worth and ways to build positive self-image.

The students were trained to differentiate between the humane and addictive designer features of popular apps used and various ways to deal with media addiction was also discussed. It aimed at understanding the usage of the mobile phone and other gadgets by people among different age groups and the impact it has on an individual's personal and family life. A video documentary prepared by the students provided glimpses of the initiatives that students could undertake to make our planet a better place. The Principal further reinforced the concept of discussing Stephen Coney's time management matrix.

They were briefed on the seven steps of CPR via various video clippings. The workshop created awareness about the various aspects of cyber security like creating a digital footprint, how to create a strong password and how to avoid cyber bullying. Various changes that teenagers undergo during adolescence was addressed and an interactive question-answer session was also conducted. The objective was to make the students aware that the beliefs they carry, are like a pair of glasses.

Clear glasses help you see the world around as it is; but foggy glasses create distorted and sometimes completely warped images. The workshop was interactive and activity based. The students were addressed on emphasising the need to reuse and recycle. The focus was to recycle paper. Our students were made to realise that even a small project like this creates a huge impact and will also be a contributing factor to save our environment. They studied various Avengers like Hulk, Ironman and Thor and were even shown the different suits worn by these agents and the qualities displayed by them. They were given hands on training through various simulated games.

During the session, morals like team work and victory of good over evil were emphasised. The visit culminated with a game and students becoming agents themselves. Pupils participated along with the village children in a 3km Marathon to create awareness about the need for clean drinking water. Students had a unique Village Immersion escapade through a first-hand experience of rural life.

The students were treated to a typical village lunch post where they did a Scavenger Hunt which gave them ample opportunities to interact with the villagers. Stationery items were distributed. Shahpur Block The students visited the manufacturing unit and were acquainted with the process of the manufacturing of ayurvedic medicines. They also understood the 4P's of marketing applicable to the unit and the challenges faced by the ayurvedic pharmaceutical unit in order to survive the competitive market.

The hands-on-experience of making their own rain water harvesting model and eco city models, filtration tanks and feeding domesticated animals helped them to understand its importance. They appreciated how the 20 acres of land was developed and maintained with zero waste. It is an example that metropolitan cities need to follow for a better future with sustainability as the key.

The camp developed a feeling of oneness while giving them the opportunity to understand the importance of empathy. Through adventure activities, team games and an enthralling nature walk along the riverside gave the Guides a deeper knowledge of the essence of guiding. The Guides participated in the campfire that was organised and also enacted skits. The interaction between the blind at NAB and our students left the latter in an emotional state. They were able to empathize and understand the life and living conditions of the elderly people struggling to cope with aging problems. The Chikki Factory and Bailey Factory visit enlightened the students into the making of an edible and non-edible product.

Forganic farms showcased the various ways of organic growing of plants and trees, in turn highlighting the distinction in the growth of different plants and trees. The visit to Gram Sanskruti Udyan Village Park, a mock village of Maharashtra gave them an insight into the typical village life of Maharashtra. The Aga Khan Palace provided valuable information about Gandhiji's life and his contribution to India's freedom struggle. Hindi skits based on the life of Mahatma Gandhi were enacted by students. They visited the village School and entertained the students with a song, koli dance, skit and choral recitation.

During their visit to the Parle G factory, they were informed about the variety of Parle products, the making of biscuits and distribution of their favourite Parle G biscuits and other products through an audio-visual. They were treated to freshly baked biscuits at the end of their visit. The visit to the Durshet Forest Reserve kept the students engaged as they eagerly observed the vegetation during a nature trail and also indulged in adventure activities like the rope bridge and archery. They enjoyed doing the projects and the learning process took place in a different set up away from School. Each zone was assigned a task and objectives to follow like soilless cultivation, hibiscus and onion plantation, scare-crow making and poster making.

The students were given opportunities to earn credits bit coins which they later traded for vegetables at the farm during these activities. They further learnt about organic farming and vermicomposting, recycling paper and handmade paper, making tiaras from flowers and terrariums. The students also visited a cow shed and a biogas plant. They learnt life values, social skills and team work. They visited an aquarium and a dinosaur park.

The students learnt about species of fish and the different types of dinosaurs. They enjoyed themselves on numerous rides, roller coasters, dashing cars, swing boats and the Ferris Wheel. Each group was given a list of clues and letter cards. According to the clues given they had to form ten words. It was a challenging activity and children enjoyed doing it. Instead of cooking it, they painted it and let it dry for 2 days. The result was colourful pasta which was then strung together to make a necklace to carry home. KG children were shown an audio visual on how to save water, its uses and how to use it wisely, not only at school but also at home.

The children also learnt a poem called Save water! KG The children palm printed to create the bright green trees of our rainforest and coloured the animals and creatures which brought the rainforest to life. Seeing live monsoon creatures was cherry on the cake. Another fun filled day for the students started off with a visit to the rainforest followed by a power point presentation and an audio visual. The children were thrilled to see the beautiful colours of the birds, animals and the trees found in the rainforest. The scarlet macaw and the red eyed frog got them fascinated. KG Topic: Introduction of letter R R words were used in the script to introduce letter R to the children in a creative way.

Rudolph the Red Nose Reindeer enthralled the children with his adventures on a holiday through a puppet show story. KG Winter season The week started with Frosty the Snowman introducing the winter season in each class. Clues were given by Frosty and the children had to crack the clues to play the quiz, thereby learning the various winter sports,festivals,food and clothes. KG Winter season The children were absolutely enthralled to see the winter animals come alive through the Puppet show - One winters day, wherein the animals taught the children, values of kindness and compassion, and their behaviour in winter, through migration, adaption and hibernation.

KG Winter season Our budding storytellers were encouraged to read the sight words through the game read and feed the bear. But our bear could swallow only those words which the children could read on their own. One could not help but notice the happiness on the children's faces as they read and fed the hungry bear. The week culminated as our little math wizards walked the penguin walk and huddled together in a sequence of in the given time.

Their squeals of laughter, while playing the game, could be heard outside the classroom. The students had fun making their own sandwiches and eating them. The students understood the importance of assembling a healthy meal and eating it too. Donning caps and with a jaunty step they carefully followed traffic rules to cross the road. Students played hopscotch, saw the various summer plants growing in the park and coloured a worksheet on what they saw at the park. The students had to design a travel brochure for these states and include details like important landmarks, food, culture and special tourist attraction. They were advised to carry the message of a silent peaceful Diwali and reduce noise and smoke pollution. An audio visual on safety measures to be adopted was shown.

Dancing on folk songs. A simulation game of train travel was played. The puppet show had them enthralled and they went back to class happily to write the number on their slates. Thereafter, the children had a healthy discussion in class on safety rules in school, at home and while visiting a mall. Emergency contact person - A story on Importance of knowing one's emergency contact person and phone number drove the point home with the children.

And came up with solutions on how to save themselves Body safety PPT was shown to the children which reinforced the concept of protection oneself and having a network of trusted adults to confide in. A worksheet on - Who do I tell? KG Cultural awareness Ganesh festival. Children discussed the joys of celebrating a festival. They also displayed awareness of having eco friendly idols and controlling noise pollution and not polluting the sea in the classroom discussion. The joy on the childrens faces and their laughter filled the Gamaliel Hall, as they moved their shoulders and danced as the puppet was being strung along in the puppet theatre. The children were also given an opportunity to hold and get a feel of moving the katputlis. Using their UNO cards they answered them.

Students learn best by being involved in the learning process. Keeping this in mind, students constructed their own unique geometrical figure to find the relationship between pairs of angles using toothpicks. Milk and cream, 2. Pure water from salt water, 3. Grain and husk 4. Broken particles of grains from flour and 5. Sand and water. This will surely enable students apply this knowledge to various mixtures seen in daily life. This set them thinking on the benefits of proper town planning. Causes of pollution of water bodies in Mumbai and preventive measures were highlighted to make the children responsible for the wellbeing of the city. Every day, the students record a good deed done on chits of paper and at the end of two weeks come together as a class and put it up on their class board in the form of a tree.

Students thus learn the impact of good deeds on themselves and those around them. Their usefulness or the harm caused by them was illustrated by the groups in the form of a poster. They were sensitized about the harmful effects of firecrackers. The student learns to represent electrovalent compounds in a fun and interesting manner. The School which is truly their pride, was introduced to them with help of Sam and Mother Puppets. The children learnt about the History of their School, location, School flag and motto, School magazine and the Principal. Sarvepalli Radhakrishnan. The children learnt about the significance of 5th September celebrated as Teacher's Day in India.

A Teacher, takes a hand and touches a Heart. Don't we all agree? KG My School The children got reintroduced to their school as they took a walk with their teachers. The children got a peek into the exciting world of experiments as they visited the School Laboratories, they said hello to the North block, South block as well as their own play castle the Heritage block, the iconic Banyan tree looked down upon them as they tip toed around it, The Mackay, Andrew and the Gamaliel Halls held their head high as the kindergarteners passed them, the children learnt about the Principal's office, the 4 gates which provide them with safety and security and finally ended their walk with the fascinating world of books, The Bombay Scottish Library.

The excitement on the children's faces was noteworthy. Students learnt to collaborate as a group online and also developed a deeper understanding of the disorders of the heart. They then wrote the properties of each shape including the number of sides and vertices. They did this to further their understanding of the lesson, ' The Capturing of the Iron Man'. This was followed by the Hindi Elocution Competition for Grades 1 to 5. They, then, went on to create their own creative version of the National Anthem in lines and presented the same to their class. Students revisited concepts on Health and Hygiene. They, then,went on to solve a colouful worksheet on the same.

It was heartening to watch students move from home group to expert group to learn and teach each other. In class, they collated this information to create a colourful and informative chart. They compared the different examples and their characteristics. The jigsaw method was used and the students worked as a team to learn the components of the ecosystem. The students are also sensitized to the need for conservation. They were also provided an insight into waste management and the steps taken to minimize pollution. The visit concluded by the students tasting the freshly baked cookies. The group then put the words together to make a sentence. Grade 1 Card for Grandparents Children made a lovely card and wrote a message for their grandparents.

Grade 2 Young Authors Children were given 6 sentences of a story. They arranged them in the correct sequence,gave an appropriate title and end to the story. KG A celebrating the Red day. Students came dressed in Red colour T-shirts and were super excited to see their class done up with Red colour all around. As part of the gallery walk, they welcomed the other classes with a lot of enthusiasm and taught them a Red colour song. Dressed up in bright yellow dress the children enjoyed various display of yellow objects around the classroom. They enjoyed their sumptuous yellow meal like dhokla , boiled corn, yellow puri , poha and showcased the yellow tiffin box to the other classes too.

Jr KG-C displayed the green colour theme by wearing green tops and the classroom was decorated with green items on the board and mobile hangings. This was followed by a Hoolahoop game whereby children enjoyed jumping through them with music. They went into the Blue class and saw a display of many Blue articles. They could hold back themselves and were overwhelmed to meet with the visitors from Blue Land "Baby Blue and Bubble Blue" The students left after making a promise to do all they can to to save their precious Blue Planet -Earth.

The class was decorated with dupattas of the same colours and objects as well. A dance session with the colour song had all grooving to the music. The children were taught to identify the gates for evacuation. They walked in an orderly manner and lined up in their allocated safe zone. Children were taught the correct way to cross the road and to follow the safety and signal rules. They enthusiastically recited the road safety poem while dramatizing the zebra crossing in the road scene created by the teachers in the activity room.

The road safety Power Point Presentation shown to the children cemented the safety rules in the little ones to last for a life time. The children were asked to mix these in water and note their observations. They were thus able to differentiate between soluble and insoluble substances. They learned to work as a team and nuances of live sports commentary. Teacher demonstrated attraction and repulsion of magnets with the help of ring magnets and a stand.

The students were ecstatic on observing repulsion in the form of levitation. The demonstration drove home the idea of repulsion being exhibited by like poles only. The student were also asked to narrate his experience on being a rescuer or rescued. The students further explored the various arenas like home,school, workplace etc. Students deciphered the information provided in the case study to list out the causes, effects and provided steps to control it. Each group was given different set of positive and negative radicals and they worked as a team to develop molecular formulas using the valency cards. Sivaranjani Viswanathan from 11A was awarded Best Illustrator.

How to avoid common mistakes which included; too many animations, too much written data, not enough contrast between background and written text. Linking of media files with the presentation : This was demonstrated by inserting video or audio files, by hyperlinking video or audio files. Teachers deal with those problems on a one-on-one basis deepening understanding of the topic. It is taken further by worksheets or exercises done in class. It aids in clarification of thought and in application, too.

Can be used through a spectrum of subjects and include concept maps, mind maps and flow charts. It helps them develop leadership skills. They express concepts, ideas, facts with clarity. Teachers can easily assess the class and evaluate the extent of their understanding. It helps those who are shy to also contribute to the learning process. Everyone's voice is heard.

They learn to defend their opinions and take a stand in a larger group. It is ideal for analytical thinking and higher order questions. They share material with others, enhancing their own learning and also listening to the other members in the group who have studied other aspects of the topic. It improves team work, communication skills and encourages peer learning. Ubale ,Ms. Khandwani, Ms M. Fernandes Ms. It appeals to the gaming instinct in children and makes testing effortless with the results declared immediately. It gives the teacher a quick round- up of the performance of her class. The presentation was a live demo that brought out the competitive spirit of the staff.

They represented these areas using colourful symbols. Dates: 11th and 12th July Activity : Poetry Writing Students were given different topics based on nature. They were made to compose a poem of 4 to 5 lines on the spot in class. The students enjoyed adding rhyme scheme and descriptive words to add a lively touch to their composition. Students provided informative stategies to reduce global warming.

They suggested ways in which they as students can contribute to tackle the problem. The heavy rains added to the excitement , after a sumptuous lunch the group returned early due to inclement weather and the threat of high tides. Students enthusiastically responded to the guidance provided at the workshop. KG students trotted around the School to be familiar with various areas in their School compound. They visited the Principal's office, the School office, the Sick room, St. Andrew's Hall, Basketball Court, the Senior School classes, dispersal gates like Gate 1 and 4 which are used for bus dispersal and Gate 3 used for Parent's line.

They say that their best experience was visiting The Principal's Office and meeting our Principal. It was an exciting tour for our little ones. A puppet show for the same was organised in the St. Andrew's Hall. They watched wide eyed and mouths open, as the oft heard story come to life in puppet form. They experienced firsthand, how important our Senses are in daily life. Sense of touch saw soft cotton, smooth satin, rough sandpaper and even bumpy objects. Our world full of colours was enjoyed through our sense of sight.

The hearing station was exciting with various musical instruments and even a Jal Tarang. We had many students sniffing eagerly at the soaps, coffee, lemon slices and flowers among others to distinguish their sense of smell. The tasting session had enthusiastic ones trying bitter gourd and lemon slices along with sweet jaggery and salty chips. Date: 2nd August Activity : My favourite things A worksheet, labeled 'These are a few of my favourite things' was sent home.

Children were asked to draw, colour and label or stick a picture of their favourite things like colour, animal, food, toy and sport. This led to an interactive discussion at home with Parents and in class with the Teachers. These were displayed in class for the Parent Teacher Meeting. The first half was asked to pick flashcards of the Singular Words. The other half was asked to pick flashcards with the Plural words. The children were then asked to move around the class and find their partner to match the Singular word with their Plural. Date: 9th August Activity : Move and Freeze The children danced to the music played for them with actions. Children picked up packets of food items,identified them and put it in the correct basket.

Grade 2 Date: 8th August Activity: Guess the House The children were asked to pick the flash card having the number shown on the board. The child having the number with the underlined digit announced the place value aloud. Date : 9th August Activity: My favourite fruit During the fruit break the children were asked to speak about their favourite fruit. The benefits, colour, texture,seeds and why they liked that fruit the most.

Children from roll numbers 1 to 20 stood on the outer circle. Children with even roll numbers were asked to jump into the inner circle. They did different actions when the music was played. Grade 3 Date : 16th July Activity : Character Sketch The Children were made to discuss the main characters from the lesson 'Arachne' and jot down the qualities associated with these characters. While doing this they learnt how to write a character sketch. Through this the students also learnt the qualities associated with a good human being. Date: 17th July Activity : Snakes and Ladders Based on the game of snakes and ladders put up on the interwrite board, the concepts of addition and subtraction were reinforced.

Date: 18th July Activity : Transport and its impact on the environment Students were shown a video of different modes of transport. The students were encouraged to think and discuss the various pros and cons of different types of transport. Thus coming to the conclusion that eco-friendly vehicles are the need of the hour. Date: 23rd July Activity : Swachh Bharat Abhiyan During this activity, the students were asked to clean their classroom and surroundings. This was done to inculcate the habit of cleanliness and to contribute to India's largest cleanliness mission 'Swachh Bharat Abhiyan'. Grade 4 Dates: 8th to 10th July Activity : Never give up Each child shared his or her own experience of a difficult situation.

They spoke about how they worked through the situation and did not give up till they found a suitable solution. Thus enacting the idea conveyed by the poem 'Koshish Karne wallo ki kabhi har nahi hoti' Dates: 9th and 10th July Activity : Building a digestive system The children worked with different coloured clay to create the different parts of the human digestive systems.

While doing so they learnt the functioning of the digestive system. Dates : 15th to 19th July Activity : Role Play on Forgiveness Students were made to understand the importance of forgiveness through a role play. Each group created their own story on forgiveness and enacted it in their own unique style. Date: 19th July Activity : Creating a Time Line The students were asked to create a timeline tracing the major events of their lives in chronological order. They had to include one memorable event for each year. Grade 5 Date : 5th July Activity : Angular Math The children constructed different types of angles using toothpicks to learn the various properties of an angle. Date : 8th July Activity : Newspaper Activity The children were divided into groups and each group was given a newspaper.

They had to scan it for an interesting article and then pick the adjectives from it. Children were encouraged to observe how the adjectives helped to make the article interesting. Date: 12th July Activity : Healthy Snacks The children were divided into groups and each group was asked to make a healthy snack. They were then asked to share the recipe with the rest of the class, in Hindi. This activity was done to bring out the message given by the lesson, 'Sambhav ki Bhool' Grade 6 Date: 27th June Activity : Internet Minute Students find Math more meaningful and relevant when they can use their Mathethematical skills to better understand and analyse current events.

Dates: 7th and 8th July Activity : Good Habits Students presented short skits in Marathi on topics like- littering, good eating habits, study habitsand good manners. They understood the value of inculcating good habits in their lives. Dates: 25th and 26th July Activity : Innovative Flag Children worked in groups to create innovative flags. They then presentaed the same to their classmates in Marathi, emphazing the importance of the symbols and colours used in their flag. Dates: 16th to 19th August Activity : Elements and Compounds Subject : Science Students were asked to get clay and toothpicks to class.

They then made simple 'Ball and Stick models' to understand the concept of elements and compounds. They enjoyed the process of moulding different colours of clay and working in groups to make molecules and compounds. They also addressed certain general issues like sanitation, education, health etc through role play. They then made a brochure of a Cell City depicting the location, function of each cell organelle and comparing them to some daily life strcuctures such as a post office, power house etc.

Students interpreted the functions of the cell organelles by associating them with everyday life processes. Date: 17th July Activity : Blow the Balloon Subject: Chemistry Students were asked to get simple materials like balloon,, vinegar and baking powder. They conducted the experiment in groups and recorded their observations. Students developed skills such as working in groups and reasoning. They enjoyed working like little scientists to conduct these experiments. Dates: 17th and 18th July Activity : Mumbai - Aamchi Shaan A colourful chart depicting various tourist and places of historical importance was created by the students. The students then presented their chart in Marathi to their classmates.

They had to pick one word and weave an interesting mystery story around it and present it to the class. Students developed the skill to think out of the box and come up with engaging plots. Dates: 16th to 19th August Activity : Density Gradient Subject: Physics Student was asked to get liquids like oil,detergent,milk etc. They created a density gradient in class. This experiment helped them understand the concept of density. They also developed skills like team work and scientific temper. Grade 8 Dates: 26th and 27th June Activity : Mirror Images The abstract concept of reflection was done hands on in class using plane mirrors.

The students worked in pairs and recorded their observations Date: 5th July Activity: Know your matter A group activity was done to learn the characteristics of matter. Students used common materials like gems,mouthwash, milk,detergentetc. Date: 5th July Activity: Save the Endangered Species Colourful posters with interesting facts were made by the students to create awareness about various endangered species on our planet. Date: 10th July Activity: Fractional Pizza Students learned the concept of rational numbers in an interesting manner using colourful materials. They took weekly selfies to record the growth of their plant. After 5 weeks they brought the plant to school along with the selfies clicked and made a poster.

They developed a sense of responsibility as they had to nuture their plants and protect it from external factors. The freedom struggle and our National heroes were introduced through video, to make students aware of how much we owe them and their sacrifice for a free India. They coloured flags which were displayed in class. Sr KG students coloured a paper cap with the Indian flag colours and wore it on the way home with pride in their heart and a jaunt in their step. They marched and sang the National Anthem. They were shown a video of India's freedom struggle and a PowerPoint Presentation of our National symbols and their importance for our country. They also learnt the poem - Our flag has 3 colours.

Grade 3 Date: 14th August To celebrate Independence Day the students of Grade 3 made bookmarks to 'mark' the spirit of freedom. They used various national symbols in order to embody qualities like strength and resilience that every Indian should possess. Grade 4 Dates: 16th to 19th August Grade 4 celebrated Independence Day by remembering the leaders and freedom fighters who helped us to attain freedom.

Grade 5 Dates: 16th to 19th August The students of Grade 5 commemorated our 73rd Independence Day by discussing what 'Independence' and 'freedom' means to them. They spoke about this by drawing upon their learnings of Fundamental Rights and Duties. He explained to them the diverse cuisines in India; explained to them about how there are many vegetables indigenous to India and the impact of their disappearance.

The session ended with a Question and Answer Round where students clarified their doubts. The money raised by the students of Bombay Scottish School Mahim will fund the Maharashtra side of the scheme. The students were encouraged to reflect on their online behavior and its impact on their emotional well being, relationships, reputation and future prospects. Mr David Wittenberg conducted a session 'Preparing Leaders on how to Lead' where he discussed the difference between Leadership and Management and the traits of a Leader. Ms Anjana Kumar used activities to help students understand the role of Team Leaders and also gave them points on how to resolve conflicts effectively. They took their position on stage in the presence of their colleagues and proud parents on 26th June Thomas who asked the Almighty to bless the student council with the strength and courage to carry out their duties fairly and fearlessly.

After the oath and distribution of badges,the Principal congratulated the Student Council and reminded them that a true leader leads by example and stays true to their convictions. The function concluded with the school song followed by the National Anthem. The Chief Guest of the ceremony was Mr. Dr Banerjee spoke to the students about the relevance of having a growth mindset. The teachers and office staff who have completed twenty years of service were felicitated by the Principal, Mrs George and the Treasurer and Administrator, Mr Albal. There are a few exceptions to this rule; the state of Illinois, for example, is located in the Midwest but is highly populated, mainly in the Chicago area.

Back to Top States Ranked by Population. The United States is the third largest country in the world by area and ranks just behind Russia and Canada. All 50 states in the US vary drastically in area. The largest state, Alaska In the US, a large area does not mean a large population. With the decline in the mining sector, other industries have emerged, including automobile assembly, heavy equipment, wine, fruit and other produce, armaments, tourism, communications and financial services.

Exports have surged since , and the country has a trade surplus. South Africa is attempting to expand trade with its neighbors by extending its world-class urban infrastructure and industrial, communications, and financial services technologies. Political chaos and economic decline in sub-Saharan Africa, however, have delayed many of these initiatives. Division of Labor. In precolonial times, division of labor between the sexes and the generations was well defined, and this is still the case in many rural black communities.

Before the introduction of the plow, women and girls did most forms of agricultural labor, while men and boys attended to the livestock. Ritual taboos barred women from work involving cattle. Men also dominated law, politics, cattle raiding, and warfare. Some chieftaincies, however, were ruled by women, with women accounting for a significant minority of chiefs today. With the introduction of European agricultural methods in the nineteenth century, men undertook the heavy work of plowing, loading, and transport. That period saw the beginnings of African male labor migration to mines, farms, and commercial and industrial centers.

The resultant loss of family labor power was compensated for by the flow of wages to rural communities, but the political and organizational life of rural African communities suffered. As the small towns and urban centers grew, black labor was drawn permanently away from rural communities and toward residence in poorly constructed and overcrowded "locations" attached to the towns. The Indian population also centered in urban areas, especially in Natal, as did Coloured communities other than farm workers in the western and northern Cape. Today there is a crisis in the rural economy, and the pattern of movement of black people off farms and into the urban labor force continues at an accelerated pace. As educational opportunity has expanded for black citizens, a gradual shift from a racial to a class-based division of labor has begun, and there is now a growing black middle class.

Employment is still skewed by racial identity, however, with black unemployment levels that are double those of whites. Classes and Castes. After the founding of Cape Town in , physical indicators of racial origin served as the basis of a color caste system. That system did not prevent interracial sex and procreation, as the shortage of European women was compensated for by the availability of slave women. Slaves, particularly those of mixed parentage, rated higher than free black Africans, and Cape Town soon developed a creole population of free people of color. Over three centuries, the system of racial segregation gradually attained a formal legal status, culminating in the disenfranchisement and dispossession of people of color in the s.

In that process, color and class came to be closely identified, with darker peoples legally confined to a lower social and economic status. Despite the color bar in all economic areas, some Africans, Coloureds, and Indians obtained a formal education and a European-style middle class cultural and economic identity as merchants, farmers, colonial civil servants, clerks, teachers, and clergy. It was from this class, educated at mission "Native colleges," that black nationalism and the movement for racial equality recruited many prominent leaders, including Nelson Mandela. Since , people of color have assumed positions in the leading sectors and higher levels of society.

Some redistribution of wealth has occurred, with a steady rise in the incomes and assets of black people, while whites have remained at their previous levels. Wealth is still very unevenly distributed by race. Indians and Coloureds have profited the most from the new dispensation, with the middle classes in those groups growing in numbers and wealth. Symbols of Social Stratification. Before colonialism, the aristocratic chiefs symbolized their authority by wearing special animal-skin clothing, ornaments, and the accoutrements of power, and expressed it through the functioning of chiefly courts and assemblies.

Chiefs were entitled by custom to display, mobilize, and increase their wealth through the acquisition of many wives and large herds of cattle. Concentrating their wealth in livestock and people, chiefs of even the highest degree did not live a life materially much better than that of their subjects. Only with the spread of colonial capitalism did luxury goods, high-status manufactured items, and a European education become symbols of social status. European fashions in dress, housing and household utensils, worship, and transport became general status symbols among all groups except rural traditional Africans by the mid-nineteenth century. Since that time, transport has Inkhatha march.

Political life in black African communities centered on the hereditary chieftaincy, in which the senior son of the highest or "great wife" of a chief succeeded his father. In practice, succession was not straightforward, and brothers, older sons of other wives, and widow regents all competed for power. Building large states or polities was difficult under those political conditions, but a number of African chiefs founded national kingdoms, including King Shaka of the Zulu.

European political life began with the Dutch East India Company in the Cape; this was more a mercantile administration than a government. With the transfer of the Cape to Britain in , a true colonial government headed by an imperial governor and a parliamentary prime minister was installed. The legal system evolved as a blend of English common law and European Roman-Dutch law, and people of color, except for the few who attained the status of "free burgers," had few legal rights or opportunities to participate in political life.

A decade later, Afrikaner emigrants from the Cape voortrekkers , established the independent republics of the Orange Free State and the Transvaal, ruled by an elected president and a popular assembly called a volksraad. The founding and development of European colonies and republics began the long and bitter conflicts between African chiefs, British and Afrikaners, and whites and black Africans that have shaped the nation's history. Since , the country has had universal voting rights and a multi-party nonconstituency "party list" parliamentary system, with executive powers vested in a state president and a ministerial cabinet.

Leadership and Political Officials. The first democratically elected president, Nelson R. Mandela, remains one of the most admired political figures in the world. There are nine provinces, each with a premier selected by the local ruling party and provincial ministerial executives. The party in power since has been the African National Congress, but other parties currently control two of the provinces. Social Problems and Control. White minority rule and the policy of racial segregation, disempowerment, and suppression left the government a legacy of problems that amount to a social crisis.

Unrepresentative government and repressive racial regulations created mistrust of the law among the black majority. Unemployment is high and rapidly increasing, with the economy losing over a million jobs since Accompanying this situation are some of the highest crime rates in the world. The education and health care systems are failing in economically depressed communities. The collapse of family farming and the dismissal of thousands of black farm workers have created a rural crisis that has forced dispossessed and unemployed rural people to flock to the cities. Shantytowns "informal areas" have mushroomed as the government has struggled to provide housing for migrants in a situation of rapid inner-city commercial decline and physical decay.

The established black townships also are plagued by unemployment, crime, and insecurity, including drug dealings, alcoholism, rape, domestic violence, and child abuse. The government has imposed high taxes to transfer resources from the wealthy formerly white but now racially mixed suburbs to pay for services and upgrading in the poorer, economically unproductive areas. Although considerable progress has been made, the government and the private sector have been hampered by endemic corruption and white-collar crime.

The interracial conflict that could have presented a major difficulty after centuries of colonial and white minority domination has proved to be a manageable aspect of postapartheid political culture, partly as a result of the work of the Truth and Reconciliation Commission between and Military Activity. The South African Defense Force was notorious for its destabilization of neighboring countries in the s and s and its intervention in the civil war in Angola in the mids.

Since , the army has been renamed the South African National Defense Force SANDF and has achieved progress toward racial integration under the command of recently promoted black officers drawn from the armed wing of the ANC, Umkhonto we Sizwe, who serve alongside the white officer corps. The military budget has, however, experienced severe reductions that have limited the ability of the SANDF to respond to military emergencies. The SANDF's major military venture since , the leading of an invasion force to save Lesotho's elected government from a threatened coup, was poorly planned and executed.

South Africa has found it difficult to back up its foreign policy objectives with the threat of force. Participation in United Nations peacekeeping missions has been made questionable by high rates of HIV infection in some units. The government has not pursued socialistic economic policies, but the socialist principles once espoused by the ANC have influenced social policy. Strong legislation and political rhetoric mandating and advocating programs to aid the formerly dispossessed majority women, children, and homosexuals , play a prominent role in the government's interventions in society.

Land restitution and reform, judicial reform, pro-employee labor regulations, welfare grants, free primary schooling, pre-natal and natal medical care, tough penalties for crimes and child abuse, and high taxes and social spending are all part of the ruling party's efforts to address the social crisis. These problems have been difficult to deal with because only thirty percent of the population contributes to national revenue and because poverty is widespread and deeply rooted.

This effort has been made more difficult by restrictions on the level of deficit spending the government can afford without deterring local and foreign investment. A high level of social spending, however, has eased social tension and unrest and helped stabilize the democratic transformation. Despite government interference, nongovernmental organizations working to ameliorate the plight of the dispossessed majority, advance democratic ideals, and monitor human rights violations flourished in the s and s. Many of those groups were funded by foreign governmental and private antiapartheid movement donors. With the fall of apartheid and the move toward a nonracial democracy in the s, much of their funding dried up.

Also, the new government has been unreceptive to the independent and often socially critical attitude of these organizations. The ANC insists that all foreign funding for social amelioration and development be channeled through governmental departments and agencies. However, bureaucratic obstruction and administrative incapacity have caused some donors to renew their connection with private organizations to implement new and more effective approaches to social problems. Division of Labor by Gender. In rural African communities, women historically were assigned to agricultural tasks with the exception of herding A shantytown in Cape Town.

Poverty and segregation are persistent legacies of South Africa's former policy of apartheid. Men tended livestock, did heavy agricultural labor, and ran local political affairs. With the dispossession of the African peasantry, many men have become migrant laborers in distant employment centers, leaving women to manage rural households. In cases where men have not sent their wages to rural families, women have become labor migrants.

This pattern of female labor migration has increased as unemployment has risen among unskilled and semiskilled African men. In urban areas, both women and men work outside the home, but women are still responsible for household chores and child care. These domestic responsibilities usually fall to older female children, who have to balance housework and schoolwork. The Relative Status of Women and Men. Male dominance is a feature of the domestic and working life of all the nation's ethnic groups. Men are by custom the head of the household and control social resources. The disabilities of women are compounded when a household is headed by a female single parent and does not include an adult male. The new democratic constitution is based on global humanitarian principles and has fostered gender equality and other human rights.

Although not widely practiced, gender equality is enshrined in the legal system and the official discourse of public culture. Slow but visible progress is occurring in the advancement of women in the domestic and pubic spheres, assisted by the active engagement of the many women in the top levels of government and the private sector. Pre-Christian marriage in black communities was based on polygyny and bridewealth, which involved the transfer of wealth in the form of livestock to the family of the bride in return for her productive and reproductive services in the husband's homestead. Christianity and changing economic and social conditions have dramatically reduced the number of men who have more than one wife, although this practice is still legal.

Monogamy is the norm in all the other groups, but divorce rates are above fifty percent and cohabitation without marriage is the most common domestic living arrangement in black and Coloured communities. Despite the fragility of marital bonds, marriage ceremonies are among the most visible and important occasions for sociability and often take the form of an elaborate multisited and lengthy communal feast involving considerable expense. Domestic Unit. In rural African communities, the domestic unit was historically the homestead, Women and children sit alongside a road with food.

Women are responsible for the care of infants, and they typically carry their babies on their backs. By the mid-twentieth century, the typical homestead consisted more often of small kindreds composed of an older couple and the younger survivors of broken marriages. The multiroom family house has largely replaced or augmented the multidwelling homestead, just as nuclear and single-parent families have supplanted polygynous homesteads.

The nuclear family model is approximated in practice primarily in white families, whereas black, Coloured, and Indian households tend to follow the wider "extended family" model. A new pattern characteristic of the black shantytowns at the margins of established black townships and suburbs consists of households in which unrelated people gather around a core of two or more residents connected by kinship. Inheritance among white, Coloured, and Indian residents is bilateral, with property passing from parents to children or to siblings of both sexes, with a bias toward male heirs in practice.

Among black Africans, the senior son inherited in trust for all the heirs of his father and was responsible for supporting his mother, his junior siblings, and his father's other wives and their children. This system has largely given way to European bilateral inheritance within the extended family, but the older mode of inheritance survives in the responsibility assumed by uncles, aunts, grandparents, and in-laws for the welfare of a deceased child or sibling's immediate family members. Kin Groups. Recognition of lengthy family lines and extended family relationships are common to all the population groups, most formally among Indians and blacks. For Africans, the clan, a group of people descended from a single remote male ancestor, symbolized by a totemic animal and organized politically around a chiefly title, is the largest kinship unit.

These clans often include hundreds of thousands of people and apply their names to branches extending across ethnic boundaries, so that a blood relationship is not an organizing feature of clanship. Among the Nguni-speaking groups, it is against custom for people to marry anyone with their own, their mother's, or grandparents' clan name or clan praise name.

Among the Basotho, it is customary for aristocrats to marry within the clan. A smaller unit is the lineage, a kin group of four or five generations descended from a male ancestor traced though the male line. Extended families are the most effective kin units of mutual obligation and assistance and are based on the most recent generations of lineal relationships. Infant Care. Infant care is traditionally the sphere of mothers, grandmothers, and older sisters in black and Coloured communities, and females of all ages carry infants tied with blankets on their backs. Among the social problems affecting the very young in these communities is the high incidence of early teenage pregnancy.

Many whites and middle-class families in other ethnic groups have part-time or full-time servants who assist with child care, including the care of infants. The employment of servants to rear children exposes children to adult caregivers of other cultures and allows unskilled women to support their own absent children. Child Rearing and Education. The family in its varied forms and systems of membership is the primary context for the socialization of the young. The African extended family system provides a range of adult caregivers and role models for children within the kinship network.

African families have shown resilience as a socializing agency, but repression and poverty have damaged family structure among the poor despite aid from churches and schools. Middle-class families of all races socialize their children in the manner of suburban Europeans. Historically, rural African communities organized the formal education of the young around rites of initiation into adulthood. Among the Zulu, King Shaka abolished initiation and substituted military induction for males. These ceremonies, which lasted for several months, taught boys and girls the disciplines and knowledge of manhood and womanhood and culminated in circumcision for children of both sexes.

Boys initiated together were led by a son of the chief under whom those age mates formed a military regiment. Girls became marriageable after graduation from the bush initiation school. Christian missionaries opposed rites of circumcision, but after a long period of decline, traditional initiation has been increasing in popularity as a way of dealing with youth delinquency. Christian and Muslim Coloured and Indian clergy introduced formal schools with a religious basis in the eighteenth and nineteenth centuries.

Apartheid policies attempted to segregate and limit the training, opportunities, and aspirations of black pupils. Today a unified system of formal Western schooling includes the entire population, but the damage done by the previous educational structure has been difficult to overcome. Schools in black areas have few resources, and educational privilege still exists in the wealthier formerly white suburbs. Expensive private academies and schools maintained by the relatively wealthy Jewish community are among the country's best.

Rates of functional illiteracy remain high. Higher Education. There are more than twenty universities and numerous technical training institutes. These institutions are of varying quality, and many designated as black ethnic universities under apartheid have continued to experience political disturbances and financial crises. Formerly white but now racially mixed universities are also experiencing financial difficulties in the face of a declining pool of qualified entrants and a slow rate of economic growth.

South Africans are by custom polite and circumspect in their speech, although residents of the major urban centers may bemoan the decline of once-common courtesies. Each of the quite different culture groups—corresponding to home language speakers of English, Afrikaans, Tamil and Urdu, and the southern Bantu Languages, cross-cut by religion and country of original origin—has its own specific expressive forms of social propriety and respect. Black Africans strongly mark social categories of age, gender, kinship, and status in their etiquette. Particular honor and pride of place are granted to age, genealogical seniority, male adulthood, and political position. Rural Africans still practice formal and even elaborate forms of social greeting and respect, even though such forms are paralleled by a high incidence of severe interpersonal and social violence.

While the more westernized or cosmopolitan Africans are less formal in the language and gesture of etiquette, the categories of social status are no less clearly marked, whether in the homes of wealthy university graduates or in cramped and crowded working-class bungalows. The youngster who does not scramble from a chair to make way for an adult will draw a sharp reproof. Comparable forms with cognate emphasis on age, gender, and seniority are practiced in Muslim, Hindu, and Jewish communities according to religious prescriptions and places of original family origin.

South Africans of British origin insist on a Voters wait in line in the first all-race elections, All South Africans have had the right to vote since this landmark year. Afrikaners are rather more direct and sharp in their encounters, more quick to express their thoughts and feelings towards others, and not given to social legerdemain. In general, despite the aggressive rudeness that afflicts stressful modern urban life everywhere, South Africans are by custom hospitable, helpful, sympathetic, and most anxious to avoid verbal conflict or unsociable manners. Even among strangers, one of the strongest criticisms one can make in South Africa of another is that the person is "rude. Religious Beliefs. Despite the socialist roots of the ruling ANC, South Africa is traditionally a deeply religious country with high rates of participation in religious life among all groups.

The population is overwhelmingly Christian with only very small Jewish, Muslim, and Hindu minorities. Apostolic and Pentacostal churches also have a large Black membership. Indigenous Black African religion centered on veneration of and guidance from the ancestors, belief in various minor spirits, spiritual modes of healing, and seasonal agricultural rites. The drinking of cereal beer and the ritual slaughter of livestock accompanied the many occasions for family and communal ritual feasting.

The most important ceremonies involved rites of the life cycle such as births, initiation, marriage, and funerals. Religious Practitioners. Indigenous African religious practitioners included herbalists and diviners who attended to the spiritual needs and maladies of both individuals and communities. In some cases their clairvoyant powers were employed by chiefs for advice and prophesy.

Historically, Christian missionaries and traditional diviners have been enemies, but this has not prevented the dramatic growth of hybrid Afro-Christian churches, religious movements, prophetism, and spiritual healing alongside mainstream Christianity. Other important religions include Judaism, Islam, and Hinduism. For the Afrikaners, the Dutch Reformed Church has provided a spiritual and organizational foundation for their nationalist cultural politics and ideology. Rituals and Holy Places. All religions and ethnic subnational groups have founded shrines to their tradition where momentous events have occurred, their leaders are buried, or miracles are believed to have happened.

The grave of Sheikh Omar, for example, a seventeenth-century leader of resistance to Dutch rule in the East Indies who was transported to the Cape and became an early leader of the "Malay" community, is sacred to Cape Muslims. Afrikaners regard the site of the Battle of Blood River Ncome in as sacred because their leader Andries Pretorius made a covenant with their God promising perpetual devotion if victory over the vastly more numerous Zulu army were achieved.

The long intergroup conflict over the land itself has led to the sacralization of many sites that are well remembered and frequently visited by a great many South Africans of all backgrounds. Death and the Afterlife. In addition to the beliefs in the soul and afterlife of the varying world religions in South Africa, continued belief in and consultation with family ancestors remains strong among Black Africans. Among the important shrines where the ancestors are said to have caused People at a Zulu market. Zulu is the largest South African language group, with about nine million speakers, but it does not represent a dominant ethnic grouping. Formal communal graveyards, not a feature of pre-colonial African culture, have since become a focus of ancestral veneration and rootedness in the land.

Disused graves and ancestral shrines have most recently figured in the land restitution claims of expropriated African communities lacking formal deeds of title to their former homes. There is a first class but limited modern health care sector for those with medical coverage or the money to pay for the treatment. Government-subsidized public hospitals and clinics are overstressed, understaffed, and are struggling to deal with the needs of a majority of the population that was underserved during white minority rule. A highly developed traditional medical sector of herbalists and diviners provides treatment for physical and psycho-spiritual illnesses to millions in the black population, including some people who also receive treatment from modern health professionals and facilities.

South Africa has a high HIV infection rate, and if successful strategies for AIDS prevention and care are not implemented, twenty-five percent of the country's young women will die before age thirty. Secular celebrations and public holidays are much more numerous than religious celebrations. The old holiday calendar consisting of commemorations of milestones in the history of colonial settlement, conquest, and political dominance has not been abandoned. In the service of political reconciliation, old holidays such as 16 December, which commemorates the victory of eight hundred Afrikaner settlers and their black servants over four thousand Zulu at the Battle of Blood River in , is now celebrated as Reconciliation Day.

Holidays commemorating significant events in the black struggle for political liberation include Human Rights Day, marking the shooting to death of sixty-one black pass-law protesters by the police in Sharpeville on 21 March , and Youth Day, recalling the beginning of the Soweto uprising, when police opened fire on black schoolchildren protesting the use of Afrikaans as a medium of instruction in township schools on 16 June