Original Creation of Earth - 1117 Words

Original Creation of the Earth (The Big Bang vs. Six-Day Creation) TANITKA C. SMITH PHSC210_A24_201240 Debora Ladner December 3, 2012 INTRODUCTION The Big-Bang Theory, accepted widely by atheists and many scientists, simply says this: between 10 and 20 billion years ago a â€Å"bang† or explosion occurred from a single point in nothingness and with the scattering of googles of atoms, the earth came into being. An eruption of sorts occurred, haphazardly distributing the smallest particles of matter that miraculously adjoined themselves to create living, breathing organisms and every other object on the earth. Every word of the Bible is true. Every day, creation scientists are finding more and more evidence to support†¦show more content†¦A scientific theory is our effort to observe, comprehend, and explain processes and events that are taking place repetitively in the present within our observation. Such a theory must be testable by repeatable experiments and be proficient of being falsified if false. Neither evolution nor creation satisfies these criteria. Both instead are attempts to clarify the o rigin of the universe and of life. And, as by definition the origin of these things is non-repeatable and cannot be observed today, both evolution and creation cannot be scientific theories. Nevertheless, both systems do own scientific character, since each attempts to associate and explain scientific data. So evolution and creation are best viewed as explanatory scientific models that are used to correlate and explain data related to origins. Thus, creation is in every sense just as scientific as evolution. Amazingly, evolution is as religious as creation because as a theory of origins it has both an ideological basis and religious implications. Evolution claims that God is not necessary to origins, that the universe effectively made itself. Such a concept constitutes a worldview that denies a Creator, simply because to create such an awesome universe just speaking a word and it is so! Is just simple impossible, as viewed by science. CONCLUSION Even though there are differences in opinion between religion and science, and within science, the decisionShow MoreRelatedComparative Essay Original Creation of the Earth1271 Words   |  6 PagesElements of Earth Science Comparative Essay Original Creation of the Earth Rhonda L. Carter 9 March 2014 PHSC 210-B13 LOU | | Introduction It should be easy to say that the Earth was created by a higher power. For a Christian this higher power is God. The Bible gives us the six day creation of the heavens and the Earth and all that dwell upon it. For anyone else, the higher power is some unknown power that science is still trying to figure out. There are a lot of theories in science aboutRead MoreA Comparative Essay on the Original Creation of the Earth710 Words   |  3 PagesCreation is slowly becoming a taboo topic in our current society and the â€Å"Big Bang Theory† seems to be the trending theory of the century. What is the difference though? The Catholic Church, in 1950, proclaimed that the â€Å"Big Bang Theory† did not contradict the doctrine of creation; therefore, the Catholic Church now teaches something called Theistic Evolutionism. (Brom, 2004) Are many churches teaching a false doctrine regarding the â€Å"Big Bang Theory† or is science exempt from biblical doctrineRead MoreOrig inal Creation Of The Earth ( Nebular Hypothesis Vs. Six Day Creation )1064 Words   |  5 PagesIntroduction: The topic selected for the following comparative essay is, â€Å"Original creation of the earth (nebular hypothesis vs. six-day creation).† This essay will discuss the key points and differences found in both of the creation theories. The young-earth six-day creation view will be compared against the secular nebular hypothesis. For introductory purposes the definition of the two theories will be provided as follows: the nebular hypothesis can be defined as, â€Å"A great cloud of gas and dustRead MoreComparative Essay: â€Å"Original Creation of the Earth (the Big Bang vs. Sis Day Creation)† Phsc 2101438 Words   |  6 PagesPHSC 210-A17 Sonia Cooper Weeks Adjunct Instructor Table of Contents I. Introduction II. Old - Earth View III. Young - Earth View IV. Compare and Contrast V. Conclusion Introduction Christians today have a biblical principle and opinion of the universe existence. Christians believe that God created earth and that he accomplished that in only six days. Genesis 1 explains the creation and the interpretation is so utterly clear and one writer states â€Å"Thus, any interpretation that goes beyondRead MoreComparative Essay1281 Words   |  6 PagesComparative Essay: Original creation of the Earth PHSC 210, D03-LUO I. Introduction The old-Earth evolution and young-Earth creation debate has been one that has gone on for centuries. Each viewpoint seeks to give an answer to life’s most difficult questions or origins and how the Earth came to be what it resembles today. While the Young Earth viewpoint has remained constant and unchanged throughout the centuries the Old Earth view seems to be continually evolving as new discoveriesRead MoreCreation Essay564 Words   |  3 Pagesthe second of creation, I say the second story because in Genesis 1: 1-28 there is another account of creation to refer to. The creation story in Chapter 1 differs in format to the story in Chapter 2, but they cover all the main details of creation. In Chapter 1 the story of creation is broken up into days and on each day, seven total, God created something in particular. On the first day Chapter 1 reads, In the beginning, when God created the heavens and the earth, the earth was a formlessRead MoreThe World And The Word By Eugene Merrill, Mark Rooker And Michael Grisanti1299 Words   |  6 Pagescontemplated the idea of creation; how exactly was the earth created? Creationism and evolution have become progressively more controversial within the Christian body. In The World And The Word by Eugene Merrill, Mark Rooker and Michael Grisanti explains the three major positions on the creation of the universe: the theistic evolution, in which absolute evolution and natural selection occur, old-earth creationism, involving divine intervention and evolution, and young-earth creationism, consistingRead MoreSimilarities And Differences Of The Creation Story Of Adam And Eve808 Words   |  4 Pages1. Some scholars suggest that the creat ion story of Adam and Eve was made as a contrast between the Babylonian Creation story since at the time the Israelites were enslaved by the Babylonians. Still there are not only contrasts but similarities between the two stories. One contrast is that God related heaven and earth by himself with no war driving him while in the Babylonian story it was out of the fruits of war with other Gods. Also, God created Heaven and Earth out of nothing while in the BabylonianRead MoreThe Myth Of The Bible1392 Words   |  6 PagesThere are many aspects of christianity that cause me to wonder if the god that I have been taught about my entire life exists. The matter of creation is not one of the things that causes my doubt. Many atheists cite the proof of evolution as their reason to disprove the bible because it clearly teaches young earth creationism. They along with the majority of christians are wrong. Evolution, the Big Bang and science do not completely conflict with the bible. In order t o truly understand the bibleRead MoreThe History of Creation in Genesis1496 Words   |  6 PagesThe History of Creation in Genesis 1:1-5 Introduction The passage that I choose to write about was Genesis chapter 1 verses 1-5. I choose this passage because I was interested in studying how God supposedly created the earth and turned darkness into a world full of life and spirit. Genesis 1 begins by saying â€Å"in the beginning God created the heavens and the earth.†(NKJV) I think that the purpose of this verse is to summarize the things that God would do in the future. This text tells us that

Mary Shelley s Frankenstein As A Gothic Novel - 1042 Words

Mary shelley uses Spooky castles, mystery, and suspense: these are all elements of a Gothic novel. Mary Shelley’s Frankenstein was written in the early 19th century, the novel certainly contains many components of a Gothic novel. Shelley uses various literary devices to support the element of a supernatural event, dreams, emotions, and metonymy of gloom, which classify Frankenstein as a Gothic novel. Immediately after Frankenstein’s supernatural creation, Victor’s horrifying dream foreshadows Elizabeth’s death to come in Chapter Twenty-Three. The ominous dream, a common component of Gothic novels, serves as a presage of the monster’s savage homicide of Victor’s true love. Victor dreams that he â€Å"saw Elizabeth, in the bloom of health, walking†¦ I embraced her, but as I imprinted the first kiss on her lips, they begin livid with the hue of death† (35). This portentous dream that eventually becomes reality is a consequence of V ictor’s desertion and society’s rejection of his creation. Gothic literature can be defined as a literature that uses, as its main driving force, a combination of the supernatural, the grotesque, and the absurd in order to convey its point to the reader. Furthermore, the elements of the gothic work are not some random congregation of obscenities and meaningless calamity. The elements are cleverly calculated, and calamity never occurs simply for the sake of calamity.Gothic literatures have that certain something thatShow MoreRelatedMary Shelleys Frankenstein: A Gothic Novel1595 Words   |  7 Pages Mary Shelly’s Frankenstein is one of the greatest Gothic novels to come out during the Romantic Period. Frankenstein is a prime example of what a Gothic novel should present to its reader through the genre’s twisted themes. Even though it was written in the Romantic period, Mary Shelley still wrote Frankenstein to be a Gothic work of literature. Many characteristics of Gothic novel can be seen within this novel. Mary Shelleyâ€⠄¢s outstanding novel Frankenstein is a prime example of a Gothic novelRead MoreMary Shelley and Flannery OConnor: Gothic Isolationists1724 Words   |  7 Pages Gothic fiction is a genre of literature that combines fiction, horror and Romanticism with a particular focus on the mysterious and supernatural aspects. Gothic fiction originated in England during the latter half of the 18th century. This distinctive genre of literature soon developed into a 19th century phenomenon. The success of this dominant genre in England is frequently attributed to Mary Shelley. Despite its success during this time period, gothic fiction ceased to be a dominant genre byRead MoreSublime In Frankenstein Essay1497 Words   |  6 PagesMost Gothic novels aim to show the sinister side of human nature. They depict the dark terrors which lie beneath the reader s mentality. The term Gothic suggests a genre which deals with frightening and mysterious settings by giving connotations of ghostly castles and s upernatural events. The Sublime experience as stated by the critic Longinus is, à ¢Ã¢â€š ¬Ã‚ ¦a matter of treatment. The particular form of the sublime experience that requires prepossessing objects is not only the form; it is simply theRead MoreGothic Literature : A Dark Atmosphere967 Words   |  4 PagesMrs. Schroder English IV Honors 8 December 2016 Gothic Literature Gothic literature has been popular since the 19th century and has given readers the opportunity to look at romantic movement that focuses on a darker horror like imagination. Some of these involve a combination of extreme landscapes, icy wastes, and extreme weather, horrifying events or the threat of such happenings, as well as supernatural manifestations, and presenting evil. Gothic literature gives us a way of looking more depthRead MoreWhat Makes Frankenstein A Gothic Novel?877 Words   |  4 PagesDecember 4, 2016 What makes Frankenstein a gothic novel? Mary Shelley creates a sense of gloom, mystery, and suspense, in her novel Frankenstein. The book generates these perceptions though the setting and the terrible events that go on throughout the book. Gothic novels came from the English genre of fiction popular in the 18th and 19th centuries. Gothics are defined by the mysterious and horrific atmosphere, similar to that of Mary Shelley’s writing. Frankenstein is a gothic novel because of the combinedRead MoreFemale Gothic The Monsters Mother Essay1534 Words   |  7 PagesFemale Gothic: The Monster’s Mother In Ellen Moers’ critical essay Female Gothic: The Monster’s Mother (1974) on Mary Shelley’s novel Frankenstein, she argues that Mary Shelley’s story is greatly influenced by her experience of motherhood. This essay uses the historical approach, biographical, and formalist approach at point. Moers references the cultural context of the novel, Mary Shelley’s experience as a woman and mother and how that influenced her writing, and focuses on the genre of the novelRead MoreFrankenstein As A Gothic Classic Written By Mary Shelley Essay1417 Words   |  6 PagesToday, we all see Frankenstein as a gothic classic written by Mary Shelley. Though that was not the case during the early 1800s. When Frankenstein, a novel that tells the story of a young man that creates a monster by assembling body parts, was anonymously published, many believed that the author of the novel was Percy Bysshe Shelley rather than his wife Mary Shelley. Mary Shelley, previously Ma ry Wollstonecraft Godwin, was the only daughter of William Godwin and Mary Wollstonecraft, two noted writersRead More Significance of Chapter 5 in Mary Shelley’s Frankenstein Essay1212 Words   |  5 PagesComment on Chapter 5’s significance in Mary Shelley’s Frankenstein. Famous writer, Mary Shelley was born in London in 1797. She was the daughter of writer William Godwin and Mary Wollstonecraft. Shelley’s mother sadly died while giving birth to her. This was an influence included in the later successful novel ‘Frankenstein’. At 19, she married poet Percy Shelley, who she married in 1816. Together, Mary and Percy had five children, but only one survived past childhood. This tragedy, alongRead MoreMary Shelley s Novel And Exotic Beautiful Places Essay2160 Words   |  9 Pages Frankenstein was a novel written by author Mary Shelley in 1818. The novel tells the story of a scientist named Victor Frankenstein who creates a grotesque creature. The novel is a mix of Gothic and romantic literature. Shelley sets her novel and exotic beautiful places, which is an example of romanticism. She also uses gothicism by focusing on the death and gruesome macabre. Throughout the novel Shelley uses both romantic and Gothic elements in the setting ,characterization ,subject matter ,andRead MoreAlexandra Giambruno. Mrs.Schroder. English Iv Honors. 231030 Words   |  5 Pages2016 Frankenstein Frankenstein is considered a gothic novel that has different elements that combine to create what the story is. The story of Frankenstein has mysterious aspects that help the main character Victor create the monster. In a gothic novel, there are a ton of abstract thoughts that can be in play pertaining to the type of story that the author creates. Power and Constraint is one point that plays a lot in the novel itself, it all started with the main creator. Victor Frankenstein had

Mattel’s China Experience Free Essays

In 1945, the Mattel brand was born. Ruth and Elliot Handler and Harold â€Å"Matt† Matson launched Mattel out of a garage workshop in Southern California. The first Mattel products were actually picture frames, but Elliot soon started using those picture frames to create dollhouse furniture. We will write a custom essay sample on Mattel’s China Experience or any similar topic only for you Order Now Harold Matson eventually sold out to his partner, Ruth and Elliot Handler. The Handler’s, encouraged by the success of the doll furniture and turned the emphasis of the company to toys. By 1955 Mattel was advertising toys through the popular show â€Å"Mickey Mouse Club†; this revolutionized the way toys were marketed. By 1959 Mattel had introduced Barbie, named after their daughter Barbara’s nickname. Barbie would soon lead Mattel to the forefront of the toy industry and fascinate girls all over the world for decades. In 1960, Mattel became a publicly owned company, stock was listed was listed on the New York and Pacific Coast Stock Exchanges in 1963. By 1965, sales topped $100 million and the company joined the Fortune 500. In the years to come Mattel would enter the ever growing electronics industry, they would also enter several joint ventures and licensing agreements that would earn them more profit (Mattel History, www. Mattel. com). In 2010, Mattel posted profit of $24. 8 million, or 7 cents a share, compared with a loss of $51 million, or 14 cents a share in the previous period. Sales totaled $880. 1 million, an increase of 12% compared with $785. 6 million a year earlier (Chang, 2010). A host of external factors can influence a firm’s decision of direction and action. Influencing Mattel’s decisions are economic factors, social factors, political factors, technological factors and ecological factors. Mattel must lso understand the globalization strategy as it will allow them to pursue opportunities anywhere in the world and enable them to optimize business functions in the countries in which it operates (Pearce Robinson, 2011). Companies such as Mattel, seeking lower prices have benefited from the â€Å"China price† which was 30 to 50 percent cheaper than the cost to make the equivalent product in the U. S. Companies choose China for a variety of reasons including lower business costs, cheaper labor, facilities, plant and equipment and raw materials. There were also differences in regulatory oversight between China and many other countries, including the U. S. The U. S. banned lead toys in 1978; China only signed an agreement to do so in September of 2007 (Pearce Robinson, 2011). Being a global company, Mattel faces multiple political, economic, legal, social and cultural environments as well as various changes within each of them. Other issues arise in geographic separation, cultural and national differences and variations of business practices which all tend to make control and communication efforts between headquarters and the overseas affiliates difficult. Global companies like Mattel also face intense competition due to the differences in industry structures within countries. External factors such as technological change force Mattel to promote innovation to remain competitive. Mattel must be aware of technological changes that might influence its industry. Political factors are also considered external and are designed to benefit and protect firms like Mattel. Political constraints are placed on firms through actions like fair trade decisions, antitrust laws, tax programs, minimum wage legislation, pricing and polluting, many of these aimed at protecting employee’s (Pearce Robinson, 2011). Outsourcing to China also creates concerns in quality control as in the case of the 2007 recall for Mattel. In July of 2007, Mattel announced it would be voluntarily recalling some of its products from a contract manufacturer in China that was utilizing non-approved paint containing lead. Mattel requires that their manufacturing partners use paint from approved and certified suppliers and have procedures in place that test and verify but in this particular instance, procedures were not followed. Of the 19 million plus Mattel toys recalled, 2. 2 million were because of lead paint. Toys were pulled from the shelves of retailers, media frenzy ensued and public pressure was mounting. By the time the dust had settled from the recall, Mattel had recalled over 19 million toys that were produced in China. Their stock price had declined as they took a $40 million charge for the recalls and their cost increased. Customers were threatening to boycott Mattel and all toys that were made in China. When it appeared nothing could get worse for Mattel, congress sent a letter in 2008 charging that Robert was not honoring the commitment he made to the public during the initial recall incident (Pearce Robinson, 2011). Mattel had to determine what next steps they would take to recover from such a crisis and move quickly in order to protect their brand. Mattel had to identify an approach to the recalls that would enable them to protect the Mattel brand and their reputation while not undermining their intent to be the â€Å"World’s Premiere Toy Brand – Today and Tomorrow† (Pearce Robinson, 2011). Moving forward a solution this type of dilemma should include increased quality control efforts in all areas, increased audits and inspections to retain compliance with industry standards. Chinese policy makers would also need to review their policies and change the countries practices to reduce such problems. In the months after the recall China announced high profile inspections and clampdowns on quality. Another solution would be for producers could subject individual shipments of toys to the same box-by-box inspection that is now applied to pet food additives. China could also force exporters to conform to foreign food and product safety standards, even if they exceed China’s own laws (Oneal, Callahan, Osnos, N. D. ). Current safety checks in place, including independent audits would need to be reviewed as they did not prevent the chain of events leading to the recall (Story, 2007). There are many different solutions mentioned above that could work together to minimize the likelihood of such massive recalls in the future. Mattel should increase its quality controls for the toy industry, especially for product produced in China. The company and its subsidiaries should comply with the suggested standards of the CPSC Toy Safety Standards which can inspect, monitor, prosecute and even fine for defects. Mattel should report a defect or recall within 24 hours of discovery which did not happen in this case and lead to many distraught consumers that had lost faith in the Mattel brand. Instead of shifting blame to producers in China, Mattel needs to realize that it was their choice to produce in China and therefore the producers are not completely at fault. Mattel also needs to determine the root cause of the problem in order to perform corrective action and prevent it from happening again. Increased quality control and testing should be implemented immediately after a recall of this magnitude. Investigations should take place immediately and continue ongoing until it is deemed that all quality control issues have been addressed. Mattel should take appropriate actions with its producers if it finds that their safety procedures were knowingly ignored. In this case Mattel worked to intercept incoming shipments to keep potentially hazardous problems from being placed on store shelves. Mattel should continue to focus on protecting children from lead-tainted imports (Pearce Robinson, 2011). In conclusion, in preparation for another scenario similar to the toy recall, Mattel could incorporate the following objectives into their action plan. Objective 1: Get all pertinent information about the recall to the public accurately, efficiently and quickly. Objective 2: Reassure consumers, parents especially, that Mattel is committed to making the safest toys, fixing the problem and being honest and open. Objective 3: Take responsibility for the recall, Mattel should solve the problem while maintaining a stable relationship with producers in China (Mattel Toy Recall, 2007). How to cite Mattel’s China Experience, Essay examples

Food Drug Administration (FDA) free essay sample

Analyzes bureaucratic problems, focusing on approval of new drugs. Organization, powers, consumer safety, deregulation, examples, impact of drug companies, reform. Twenty-five percent of the American consumer dollar is spent on products regulated by the Food and Drug Administration (FDA). Each day in America there can hardly be an individual or, for that matter, a pet or stock animal that does not eat foods, take drugs or use devices that have been, at some stage, regulated by the FDA. The control of such a vast array of products has generated a large bureaucracy that has been under intensifying siege for the last fifteen years. The terms of the siege vary considerably. The deregulating impulses motivating the Reagan-Bush administrations produced as much criticism of the FDA as have the pro-regulation feelings of consumer advocacy groups. The agency has been criticized for its excessive indulgence of the industries it regulates and it has been accused by these same industries of producing pointless barriers to economic and

Bal Gangadhar Tilak Essay Essays

Bal Gangadhar Tilak Essay Essays Bal Gangadhar Tilak Essay Essay Bal Gangadhar Tilak Essay Essay Essay Topic: Salvage the Bones Born in a well-cultured Brahim household on July 23. 1856 in Ratangari. Maharashtra. Bal Gangadhar Tilak was a multifacet personality. He is considered to be the ‘Father of Indian Unrest’ . He was a bookman of Indian history. Sanskrit. mathematics. uranology and Hinduism. He had imbibed values. civilizations and intelligence from his male parent Gangadhar Ramchandra Tilak who was a Sanskrit bookman and a celebrated instructor. At the age of 10. Bal Gangadhar went to Pune with his household as his male parent was transferred. In Pune. he was educated in an Anglo-Vernacular school. After some old ages he lost his female parent and at the age of 16 his male parent excessively he got married to a 10-year-old miss named Satyabhama while he was analyzing in Matriculation. In 1877. Tilak completed his surveies and continued with analyzing Law. With an purpose to leave instructions about Indian civilization and national ideals to India’s young person. Tilak along with Agarkar and Vishnushstry founded the ‘Deccan Education Society’ . Soon after that Tilak started two weeklies. ‘Kesari’ and ‘Marathi’ to foreground predicament of Indians. He besides started the jubilations of Ganapati Festival and Shivaji Jayanti to convey people near together and fall in the nationalist motion against British. In contending for people’s cause. twice he was sentenced to imprisonment. He launched Swadeshi Movenment and believed that ‘Swaraj is my birth right and I shall hold it’ . This quotation mark inspired 1000000s of Indians to fall in the freedom battle. With the end of Swaraj. he besides built ‘Home Rule League’ . Tilak invariably traveled across the state to animate and convert people to believe in Swaraj and battle for freedom. He was invariably contending against unfairness and one sad twenty-four hours on August 1. 1920. he died. Bal Gangadhar Tilak was one of the premier designers of modern India and is still populating in the Black Marias of 1000000s of India. Bal Gangadhar Tilak. a adult male of an never-say-die energy and a new vision. was born in Maharashtra in 1856. of the caste of Chitpavan Brahmins. who had ruled over Shivaji’s imperium. He was born 38 old ages after the concluding British conquering of Maratha power. He was a bookman of the first rank. pedagogue. journalist and first among the leaders of new India. Tilak learned of the values of Bharatdharma as a kid in his place at Ratnagiri. His male parent was an pedagogue and he carefully tutored the male child in Sanskrit and Mathematics. and his female parent helped to model his house character and to learn him the values of his classical heritage. From both parents he learned a healthy fear for religious values. and he learned that he shared the history of the Marathas. that he was heir to a glorious soldierly tradition. His spiritual or religious orientation. the merchandise of his family’s religiousness. was evident in his ulterior Hagiographas. as when he wrote. ‘The greatest virtuousness of adult male is to be filled with admiration and devotedness by anything in the animate and inanimate creative activity that suggests built-in deity. 1 He besides made uninterrupted mention to the great Shivaji and the history of his Maratha people. the ardent tradition of their independency. their war against the Mogul Empire to reconstruct Swaraj and to salvage the Dharma. The Maratha people had non forgotten that they had been free. that Swaraj had been their birth-right. From his childhood. he inherited a vision of a new India arising. steadfastly based on the spirit and traditions of her civilisation and her yesteryear. Tilak had an English instruction. but he was far less denationalised than most pupils of his coevals. for he specialized in Mathematics and Sanskrit. and. if anything. his instruction brought him closer to the beginnings of his heritage. When he studied jurisprudence. he concentrated on classical Indian Law. reading about all the great books of jurisprudence and legal commentaries in Sanskrit. His survey of Sanskrit was a life-long business and he was recognised as one of India’s taking Sanskrit bookmans. Trusting upon his cognition of this ancient linguistic communication and his mathematical preparation. he wrote Orion. Studies in the Antiquity of the Vedas. in which he explored the thesis that the Rig Veda was composed every bit early as 4500 B. C. . establishing his grounds on astronomical computations from the Sanskrit texts. This work gained him acknowledgment in the Western universe for his scholarship in Oriental surveies. His 2nd great book was once more on the Vedas. The Arctic Home of the Vedas. in which. trusting upon astronomical and geological informations. he argued that the Aryans likely originally lived in the far northern ranges of the Asiatic continent. This book is credited as being one of the most original and unusual plants in Sanskrit scholarship. The Vedic Chronology was a posthumously published volume of his notes and farther researches. His greatest work was the Gita-Rahasya. a philosophical enquiry into the secret of the instruction of the Gita. the holiest book of Aryadharma. In this volume he reinterpreted the Gita in its classical sense. reconstructing the proper accent to the doctrine of action. Karma-Yoga. and his is considered one of the outstanding surveies of the Gita in modern Indian literature. The Gita-Rahasya assured Tilak’s topographic point among the greatest of India’s bookmans and philosophers. His classical surveies enabled him to recapture the spirit of India’s classical doctrine of life. In his bosom of Black Marias he ever remained a low pupil of India’s illustriousness. Even after he had become the first political leader of India. he frequently said that he wished he could give his life to learning Mathematicss. and prosecuting his scholarly researches into the wisdom of India’s ancient civilisation. Soon after the completion of his university instruction. Tilak embarked upon his mission in life. As he was profoundly interested in instruction and public service from his immature age. he resolved to give his life to the cause of reorientation of Indian instruction and drastic societal and political reforms. In these ventures he was joined by his best friends. G. G. Agarkar and Chiplunkar. All of them wanted. as N. C. Kelkar has written. ‘the state to cognize itself and its past glorifications. so that it may have†¦ . assurance in its ain strength. and capacity to accommodate itself sagely and good to the new milieus. without losing its individuality’ . 2 Hence. Tilak. assisted by his friends. started the New English School in 1880. The establishment was such an immediate success that they founded the Deccan Education Society in Poona. and the following twelvemonth started the celebrated Fergusson College. Simultaneously. they began redacting and printing two newspapers. the Kesari. a Marathi-language Weekly. and The Mahratta. its English-language opposite number. All these immature work forces dedicated themselves. their lives and their lucks to popular instruction through their schools and through their newspapers. But shortly a crisp difference arose between Tilak and his friends over the inquiry of societal reform. As a consequence. Tilak could non stay for long associated with the Deccan Education Society. and he. finally parted with his colleagues. It was eventually decided at the terminal of 1890 that Tilak should buy the Kesari and The Mahratta and give himself to news media. while Agarkar and other societal workers would hold a free manus in the Deccan Education Society. As an editor. Tilak was unsurpassed. The Kesari and The Mahratta. under his counsel. were ever enormously influential and came to be financially successful. His earnestness and unblinking sense of dedication led him to defend the causes of his people against any and all who would be unfair. bossy or timeserving. As editor of the Kesari. Tilak became the awakener of India. the Lion of Maharashtra. the most influential Indian newspaper editor of his twenty-four hours. It was as editor that Tilak began his three great battles–against the Westernizing societal reformists. against the inert spirit of orthodoxy. and against the British Raj. It was as editor that he became a leader of the new forces in the Indian National Congress and the Indian state. Tilak’s first reaction was to the Western civilization’s system of values. He rejected the political orientation of those intellectuals who based their programme of societal and political action about wholly on the doctrine of life of 19th century Europe. These intellectuals were genuinely more the merchandises of Western civilisation than Indian. Tilak. unlike them. was non prepared to reject India’s ain doctrine of life in order to copy the doctrine of the British. He recognised that the societal order in India needed a drastic reform. but alternatively of judging Indian societal patterns by the criterions of the West. he interpreted them and looked for their reform from Indian criterions. Aurobindo Ghose exemplified this new attack in composing. ‘Change of signifiers there may and will be. but the fresh formation must be a new self-expression. a self-creation developed from within ; it must be characteristic of the spirit and non obsequiously borrowed fr om the incarnations of an foreigner nature’ . 3 Tilak knew that there must be alteration. but besides he knew that a doctrine must steer the remake of India. and that the important inquiry for India’s hereafter was whether that usher. that doctrine. would be Western or Indian in inspiration. He wrote. ‘It is hard to see the manner in darkness without visible radiation or in a thick jungle without a guide’ . And he rejected the rationalism and agnosticism of Western doctrine. when he remarked that ‘mere common sense without religion in faith is of no help in seeking for the truth’ . In the epoch of the spiritual and philosophical Renaissance of Bharatdharma. Tilak sought the counsel of India’s ain doctrine. Undoubtedly. his initial motivation was non to rediscover a theory of societal and political action but instead to happen a hearty personal doctrine of life. In his private life. he attempted to rediscover and reapply the Indian doctrine of life. And his accomplishments in private and pu blic life gave him a footing for constructing up a new theory of political action. duty and ordination. His first undertaking was to look behind the wasted signifiers of spiritual orthodoxy and usage. to happen the values that had built the Indian civilisation. Tilak recognised that ‘the building of Hindu faith was non based on a delicate land like usage. Had it been so. it would hold been levelled to the land really long ago. It has lasted so long because it is founded on everlasting Truth. and ageless and pure philosophies associating to the Supreme Being’ . 4 This truth was non recognised by the Westernized intellectuals. in their compulsion with the remake of India harmonizing to their ain image. But. on the contrary. Tilak started with a religion in the religious intent of human life. which the antediluvian Indian doctrine taught. And he regarded religious good as the footing of societal good. He wrote: ‘The construction of faith prostrations with and the prostration of religion in the being of the psyche. The philosophy of soul-lessness removed the demand for r eligion. But when faith therefore ceased to be an organic force adhering society together. society was bound to be disrupted and persons populating in a community were certain to happen their ain different waies to happiness. The ties which bind society in one harmonious organisation would be snapped. and no other binding rule would take their topographic point. Moral ties would loosen. and people would fall from good moral criterions. 5 His personal life was based on this ‘structure of faith’ and the moral sense of purpose provided by this foundation remained with him throughout his life. No credo that doubted the being of the psyche or the religious intent of human life could animate Tilak or his people ; therefore the rediscovery of religion as the ‘organic binding force’ was the first rule in his emerging doctrine. From the thought of religious rediscovery Tilak. like Aurobindo Ghose and others. developed a personal doctrine of life. steadfastly based on the cognition that ‘the person and the Supreme Soul are one’ . and that the ‘ultimate end of the psyche is liberation’ . He explored the wisdom of the Real and the comparative universes. the significance of creative activity. and the moral working out of the cosmic development towards release. From this foundation he understood the intent of life. to populate in agreement with Dharma. the incorporating rule of the cosmic order. As Aurobindo Ghose wrote of the Indian doctrine of life. ‘The thought of Dharma is. following to the thought of the Infinite. its major chord ; Dharma. following to spirit. is its foundation of life’ . 6 Once these rules were accepted. Western rationalism and agnosticism. philistinism and utilitarianism could keep small entreaty. It was from this basic apprehension that he began his unfavorable judgment of the Westernizers who would destruct this wisdom and these values. It taught them to love and esteem. non the signifiers of wasted orthodoxy. but instead the spirit of the entire Indian doctrine. the manner of life and wisdom of life of the Indian civilisation. India’s civilisation and her history provided Tilak the new penetration for his theory of societal and political action. He felt that there was no ground for India to experience ashamed of her civilisation when campared with the West. On the contrary. India should experience great pride. Indian values were different from but non inferior to Western values. The Westernized intellectuals. who abhorred India’s value system and who wanted to alter and refashion India in an foreigner religion. were rather incorrect. for as Tilak reminded them. ‘How can a adult male be proud of the illustriousness of his ain state if he feels no pride in his ain faith? ’ It was Bharatdharma that provided an apprehension of the moral sense of purpose of the existence. which is the necessary footing of a doctrine of life. and it provided them with a usher to concrete action in personal. societal and political affairs. It was with this position and this inspiration that Tilak and other echt patriots began their conflicts for the creative activity of a new India. Trusting on a realistic assessment of the universe as Tilak found it. he set approximately non to refashion India in the image of an foreigner system of values. but to animate India on the foundations of her ain illustriousness. From an Indian doctrine of life he began to build an Indian doctrine of societal reform and of political relations that was to go the political theory of the Indian Independence Movement. Tilak believed in Aryadharma. but he was neer a unsighted follower of orthodoxy. He did non disregard the obvious immoralities of the atrophied societal system which were repellant to the societal reformists and instigated them to take action. But he became the foremost of those in India who opposed the radical steps of these societal reformists. But the really fact that he was educated and that he refrained from fall ining the reformists indicted him as a guardian of orthodoxy in the eyes of the extremists. He was condemned by the extremists as a reactionist. as the spokesman for retardation. Nothing could be further from the truth. He seriously hoped to see of the immoralities of the Indian societal system removed. the full system reformed. and to this terminal he brought frontward his ain concrete proposals for bettering societal conditions. He was a steadfast advocator of advancement. At the same clip. he unrelentingly fought against the grandiose strategies of the Westernizing reformists. Alternatively of strategies he wanted concrete programmes for the he relief of existent and pressing demands of the people. His reform work was direct. as in the instance of the famine alleviation programme. the fabric workers’ aid. the pestilence bar work. Tilak was non an arm-chair reformist ; he was a worker with and for the people. His expostulation to the societal reformism of work forces like Mr. Justice Ranade and his adherent. Gopal Krishna Gokhale. Professor Bhandarkar. Byramji Malbari. Agarkar and the others. was two crease. First. without a full grasp of the values that had been preserved and transmitted by the societal system. these work forces were willing to fling virtually everything. to refashion India about wholly in the image of the West. and to establish Indian societal signifiers on the values they had learned from their Western instruction. To Tilak. it was folly. it was condemnable. to ostracize everything created by India’s civilisation because Indian values and Indian faith did non co-occur with the 19th century European impressions of philistinism. rationalism and utilitarianism. He knew their compulsion was contrary to common sense and good pattern. He one time wrote: ‘†¦ . a figure of our educated work forces began to accept uncritically the mercenary philosophies of the Westerners. Therefore we have the hapless state of affairs of the new coevals doing on their heads a C transcript of the gross philistinism of the West’ . 7 And he went on to remind the societal reformists that ‘our present ruin is due non to Hindu faith but to the fact that we have perfectly forsaken faith. ’ Second. since the reformists could non animate mass popular support for their imitative societal reform programme. they sought to implement reform through administrative decree. to trust upon the coercive power of the province. the foreign province of the British regulation. to consequence societal alteration. From Tilak’s point of view. to refashion India in the image of the West would intend to destruct her illustriousness ; and to utilize the force of an foreigner regulation to enforce any sort of reform would be to do that reform itself immoral. Reforms. to Tilak’s head. must turn from within the people. Since he accepted this proposition as true. it logically followed that efforts to hale the community to accept them were absurd. Reform. harmonizing to him. would hold to be based upon the value system of the people and non on the values taught to the Westernized few in an foreigner system of instruction. The reply ballad. he believed. in popular instruction which must be initiated with an apprehension of the classical values and must continue to animate the verve of those values in the signifiers of societal order. Since the classical values were exhaustively intermixed with popular faith. he believed that ‘religious instruction will first and foremost prosecute our attending. ’ In this manner a new spirit will be born in India. India need non copy from some other civilisation when the can trust on the spirit of her past illustriousness. As D. V. Athalye has written ‘The difference was this. that while Ranade was prepared. if convenient. to chat up with spiritual countenance to societal order. Tilak insisted that there should be no divorce between the two’ . 8 proceeded to take action in conformity with his strong belief. Because he wanted echt reform and non simple imitation of Western life and manners. and because he believed that such reform must come from the people themselves and non from a foreign authorities. Tilak was led to recommend two causes which were to go his life’s work. First. he fought to reawaken India to her yesteryear and to establish her hereafter illustriousness on her past glorifications. Second. cognizing good that existent advancement can merely be made by a autonomous people. cognizing that moral advancement can merely be made through moral and democratic determinations. knowing. therefore. that Swaraj or self-government was the requirement of existent societal. political. economic. cultural and religious advancement. Tilak began to believe in footings of the Restoration of Swaraj. The societal reformists were prepared to knock about everything Indian. to copy the West in the name of betterment. and to trust upon the power of a foreign authorities to convey about this betterment. They were convinced that merely by societal reform would they gain political reform ; that. hence. societal reform must predate political reform. Tilak argued merely the contrary manner. that political reform must predate societal reform ; for it is merely popular self-determination that is moral authorities. that it is merely moral authorities that can make moral societal alteration ; and. hence. self-government is necessary. and the first object which must be pursued is the waking up of the people to their heritage of self-government. Tilak’s attack being more realistic and founded on solid moral values. he could comprehend more clearly the root causes of the Indian societal immoralities than did his societal reform oppositions. He felt that it was non merely the signifiers and patterns of Indian society which had to be changed if meaningful societal reforms were to be brought approximately. He sensed that opprobrious societal patterns were the direct branch of the ‘spirit of orthodoxy’ which filled the signifiers of societal order and inertly resisted alteration. This spirit had resulted from a thousand old ages of instability. licking. foreign overlordship. defensiveness and inflexibleness. Therefore. effectual reform. Tilak believed. must finally depend upon a reawakening of the true. critical. life-affirming spirit of the Indian people and civilisation. Alternatively of knocking societal signifier as the great immorality. he began his conflict with the wasted spirit of orthodoxy while still engaged in his conflict with the Westernized reformists. He wrote: ‘†¦ . . merely as old and Orthodox sentiments ( and their holders the Pandits etc. . ) are nonreversible. so the new English educated reformers’ are besides and dogmatic. The old Sastries and Pandits do non cognize the new fortunes whereas the freshly educated category of reformists are nescient of the traditions and the traditional doctrine of Hinduism. Therefore. a proper cognition of the old traditions and doctrines must be imparted to the freshly educated categories. and the Pandits and Sastries must be given information about the freshly changed and altering fortunes. ’ 9 His conflict was non characterized by abomination for the old spirit because he understood it and the function it had played. The spirit was locked up in signifiers. rites. and imposts. that had become virtually dead things. The Orthodox spirit had served its intent because it has transmitted classical values to a new coevals who could understand them and convey about the necessary metempsychosis and reapplication of those values. The debauched facets of the spirit of orthodoxy were lethargy. laziness. clannishness and inactivity. They had fed on disunity and divisiveness. Born of defensiveness and rigidness. and from this had arisen casteism in all its worst manifestations. defeatism and fatalism. the loss of the ideal of harmonious societal cooperation. of bravery and of self-respect–in a word. the kineticss of the classical doctrine of life had been perverted into negation and passiveness. This spirit. Tilak believed. was harmful to India’s advancement. and it was with this spirit that he did conflict. Atrophied orthodoxy had no spiritual justification. Its spirit was in portion the perversion and negation of the universe and of the classical construct of the fulfillment of the intent of life. the brotherhood of adult male with his Godhead. But Tilak besides realized that mere philosophical debate was non plenty for the re-awakening of India. and it required alteration in the Black Marias of people and non. as the reformists believed. alteration in the signifiers of establishments. As an editor who had ever dedicated himself to popular instruction. he foremost reached the people. As his head co-worker. N. C. Kelkar. wrote. ‘Through his paper. the Kesari. he exercised an huge influence over the multitudes. and it is this influence that is chiefly responsible for the extract of a new spirit among the people’ . 10 He was a sincere. forceful talker. and he taught from both the schoolroom and the public platform his new message of rousing India. Possibly. the most effectual manner in which he reached the people was through the jubilation of national festivals. He was instrumental in popularising two great festivals. one to Ganapati. the Hindu divinity of acquisition and auspiciousness. and the other. a festival to resuscitate the memory and glorification of Shivaji. the liberator of Maharashtra. and the refinisher of Swaraj through his battle with the Mogul Empire. He particularly emphasised the dynamic spirit of Shivaji. He wrote. ‘It is the spirit which actuated Shivaji in his behaviors that is held away as the proper ideal to be kept invariably in the position of the lifting generation’ . To maintain this spirit in changeless position. Tilak worked endlessly to make the people and to educate them through the festivals. Throughout Maharashtra. he carried his philosophy. he waged his conflict. Education through faith and history. through the association in the popular head with Gods and heroes. through animating an grasp of the heritage of the past as a usher to the future–this was the manner he conducted his conflict. He shortly became the first articulate spokesman for the no-longer silent. tradition-directed. multitudes of India. He became the guardian and the awakener of India’s doctrine of life. He taught foremost the Dharma of action. This doctrine of action he drew from the Gita. He reminded the people that India had non become a great state through negativity and laziness. but instead through a dynamic willingness to run into the jobs of the twenty-four hours and to work out them morally. This was the greatest demand of the present twenty-four hours. He frequently said such things as. ‘No one can anticipate Providence to protect one who sits with folded weaponries and throws his load on others. God does non assist the indolent. You must be making all that you can to raise yourself up. and so merely you may trust on the Almighty to assist you’ . 11 Along with the Dharma of action. Tilak taught the Dharma of integrity to the people of India. The integrity of India. the integrity of the Indian civilisation. is Bharatdharma. the spiritually-based and spiritually-dedicated manner of life. The spirit of orthodoxy had done unfairness to that manner of life. It had compartmentalised society. it had placed work forces in unintegrated and sole caste communities that were unfriendly to the feeling of common heritage and common cause. The true spirit of Varnashrama-dharma was harmoniousness and cooperation and integrity. and this spirit Tilak sought to reawaken through spiritual instruction. He wrote. ‘It is possible to unify the followings of Hinduism by the resurgence and growing of the Hindu religion’ . for ‘the Hindu faith does non lie in caste. feeding and drinking’ . The Ganapati and Shivaji festivals served the intent of conveying people together. Peoples who worship a common divinity. people who recognise a common historical tradition will. in his head. be able to stand together. to get the better of the disunity of societal signifier and to work together for the common good. Tilak envisaged a integrity of all the people of India. united among themselves and united with their traditions. united to confront the hereafter by the common ideals they held. In this manner. through common. united attempt. societal immoralities could be corrected by the people themselves. and. moreover. the spirit of national resurgence. the Restoration of national dignity. indispensable for deriving self-government. depended upon the Restoration of national integrity and common regard. Therefore through his messages of action and integrity and as editor of the Kesari and The Mahratta. Tilak became the acknowledged ‘awakener of India’ . As editor of his newspapers. he besides became active in political personal businesss. After he left the Deccan Education Society in 1889. he joined the Indian National Congress. trusting that it would be instrumental in farther unifying the state and in procuring political reforms. He held a station in the Congress every bit early every bit 1892. as secretary of the Bombay Provincial Conference. At the same clip. he actively participated in public personal businesss. keeping public office on several occasions. In 1894. he was elected a Fellow of the Bombay University. and following twelvemonth he held a station in the Poona Municipality. For two old ages he was a member of the Bombay Legislative Council. but. he called the wholly limited powers and the work of this organic structure a ‘huge joke’ . He did non seek public office because he desired a political or governmental calling but instead because it was one agencies. among several. which he chose to use to foster the causes in which he strongly believed. But he shortly realized that keeping public office was one of the least effectual ways of advancing his terminals. and. more of import. he Soon realized public office under the foreigner raj was self-defeating. About this clip he besides began to go disillusioned with the programme and policies of the Moderate-dominated Congress. His contending spirit was antagonised by the prevailing Congress attitude of pleading for reform and go throughing mild declarations of protest against the maltreatments of the disposal. The Congress was non coming to clasps with the existent jobs of the people. In 1896. he publically announced his dissension with the policies of the Congress in composing. ‘For the last 12 old ages we have been shouting hoarse. wanting that the authorities s hould hear us. But our cheering has no more affected the authorities than the sound of a gnat. Our swayers disbelieve our statements. or profess to make so. Let us now try to coerce our grudges into their ears by strong constitutional agencies. We must give the best political instruction possible to the nescient villagers. We must run into them on footings of equality. learn them their rights and demo how to contend constitutionally. Then merely will the authorities realize that to contemn the Congress is to contemn the Indian Nation. Then merely will the attempts of the Congress leaders be crowned with success. Such a work will necessitate a big organic structure of able and resolved workers. to whom political relations would non intend some vacation diversion but an every-day responsibility to be performed with the strictest regularity and extreme capacity. ’ 12 As he had relied on democratic societal action through spiritual instruction. Tilak now relied on political instruction to beat up the people behind the cause of political reform. He. hence. began. through the pages of the Kesari and through an administration of voluntary dearth alleviation workers. to inform the poorness afflicted provincials of their legal rights. He urged the people to protest against govern ­mental inactivity. He sent out voluntaries to roll up elaborate informa ­tion on the desolation in rural countries which he so forwarded to the authorities to back up his instance. He printed and distributed a cusp explicating the commissariats of the Famine Relief Code to the people and urged them to take their instance to the authorities. His attempts informed and aroused the people and alienated the bure ­aucracy. On the heels of the dearth Poona was stricken by an epidemic of pestilence. The metropolis was in a terror. Tragically. many of the educated. many of the t aking societal reformists. fled the metropolis ; Tilak did non. He offered his services to the authorities and went through the pestilence infested territories of the metropolis with the Government Sanitation Teams. He opened and managed a infirmary for pestilence victims when authorities installations proved unequal. He established a free kitchen. and did everything within his power to relieve the tragic status of the people. If societal reform meant anything. it meant indefatigable work on behalf of the people in the clip of their greatest demand. His dearth and pestilence work marked Tilak as the greatest societal reformist and national hero of the state. He was acclaimed the Lokmanya. the honoured and respected of the people. The British bureaucratism and the Anglo-indian imperativeness recognised that Tilak was an emerging leader of the people and of a new spirit in India. Those who lacked foresight began to fear him. When. in the tense ambiance of dearth and plague-racked Poona. a immature adult male assassinated Rand. the British functionary in charge of plague alleviation. many of those who feared him were speedy to fault Tilak for the decease. although he had no cognition of the incident. However. he was convicted and sentenced to two years’ imprisonment. This was non to be Tilak’s last imprisonment. For two decennaries he was persecuted by the British Indian Government because they saw in him the greatest challenge to their regulation over the Indian Empire. But Tilak was non an ordinary adult male who could be cowed down by such menaces and persecutions. He remained undismayed throughout. He had fought against unfairness. he had argued against the appeasing policies of the Moderates. and he now began to set forward a positive political programme centred round the construct of Swaraj. self-government for India. Equally early as 1895. he had begun to prophesy the necessity for Swaraj. He came to recognize that self-rule must predate meaningful societal reform. that the lone abiding footing for national integrity and national dignity must be national self-government. In 1895. he had reminded the people that Shivaji had recreated Swaraj as the necessary foundation of societal and political freedom and advancement and morality. His historical and philosophic frame of mention is clearly set out in his authorship. ‘One who is a bitty spot introduced to history knows what is Swarajya ( people’s ain authorities ) and Swadharma ( people’s ain faith ) . knows the extraordinary qualities that are needed for the laminitis to set up Swarajya and Swadharma when both of them are in a province of ruin for 100s of old ages. knows the heroism. bravery. backbones and encephalons of Shivaji Maharaj by the dint of which he saved the whole state from acrimonious ruin’ . 13 His insisting on Swaraj was wholly consistent with his personal. societal and political doctrine. He approached wholly issues as a realist. He had the illustration of his ain Maharashtrian history and the categorical jussive mood of his nation’s doctrine. As Aurobindo Ghose has written. ‘To found the illustriousness of the hereafter on the illustriousness of the yesteryear. to inculcate Indian political relations with Indian spiritual excitement and spiritualty. are the indispensable conditions for a great and powerful political waking up in India. Others. authors. minds. religious leaders. had seen this truth. Mr. Tilak was the first to convey it into the existent field of practical politics’ . 14 Tilak examined the political jobs of his twenty-four hours in the visible radiation of ‘the God-given Inspiration’ of India’s civilisation. And with the urgency of the state of affairs originating out of the divider of Bengal and the demand for an effectual programme of political action. he joined the group of the Patriots and presented a programme and a line of action to the state. The Nationalists initiated aggregate political instruction in footings apprehensible to the people. Tilak sounded the keynote in stating. ‘To spread our Dharma in our people is one of the facets of the national signifier of our religion’ . because. in his sentiment. ‘Politics can non be separated from religion’ . Precisely the same sentiment was expressed subsequently on by Mahatma Gandhi. The ground for political instruction and political action was non simply the unfairness of foreign regulation. non simply the arbitrary breakdown of Bengal. Self-government was a moral necessity. the accomplishment of self-government was the Dharma of all dignified work forces. As he subsequently wrote in the Gita-rahasya. ‘The blessed Lord had to demo the importance and the necessity of executing at all costs the responsibilities enjoined by one’s Dharma while life lasts’ . And. for Tilak and the Nationalists. ‘Swaraj is our dharma’ . Political action would entirely carry through the national Dharma. In order that India work out her ain fate. the first indispensable. as in the instance of the waking up of India. was the call for action. for a new spirit of bravery and selflessness. Merely a pride in history and the values of India’s ain civilisation could animate work forces to the undertaking in front. Tilak movingly wrote. ‘To win in any concern with full self-denial and finding. does non by and large go on in malice of our heroism. unless a house strong belief is engendered in our heads. that we are making good work and God is assisting us and that the spiritual inherent aptitude and the approvals of the saints are at our back’ . 15 It was with this house strong belief that Tilak and the Nationalists set out to elicit the state to political action for the creative activity of its ain fate. Tilak and the Patriots presented the state with a treble programme for effectual. practical. political action. The three rules were boycott. Swadeshi and national instruction. Originally. they were designed for usage in Bengal. as the most effectual manner to convey the British decision makers to their senses over the issue of the divider. But it was shortly distinct. nevertheless. that the full state could good collaborate with Bengal in following this treble programme and therefore increase enormously the force per unit area on the British. And it was farther taught that the great incorrect. the important immorality. was non entirely that an foreigner raj had partitioned the state of Bengal. but really that Bengal was merely a symbol. that an foreigner raj ruled dictatorially over the whole state of India. and that it was to relieve this incorrect that the programme was to be employed. Boycott ab initio involved the refusal of the people to buy British-manufactured goods. It was started as a step designed to convey economic force per unit area on the British concern involvements both in India and abroad. If British concern could be moved. so the concern could be counted on to travel the British raj. But shortly the boycott motion took on far more important facets than simply economic force per unit area. The Nationalists saw that the whole superstructure of the British Indian disposal. that the British system of regulation over India. was based upon the willing. or at least unthinking. cooperation of the Indian people. Tilak was one of the first to spot this. and he realized that boycott could be expanded to the point of endangering the foundation of the whole British administrative machinery in India. In a address at Poona. every bit early as 1902. he urged. ‘You must recognize that you are a great factor in the power with which the disposal in India is conducted. You are yourselves the utile lubricators which enable the mammoth machinery to work so swimmingly. Though downtrodden and neglected. you must be witting of your power of doing the disposal impossible if you but take to do it so. It is you who manage the railway and the telegraph. it is you who make colonies and collect grosss. it is in fact you who do everything for the disposal though in a subsidiary capacity. You must see whether you can non turn your manus to better usage for your state than laboring on in this manner. Boycott bit by bit moved from the economic into the political domain ; it moved from the sphere of Bengal to all-India. Boycott as an all-India political arm was the first rule of the programme of Tilak and the Nationalist leaders. Boycott fore-shadowed non-cooperation. Swadeshi ab initio began as a primary economic opposite number to the programme of economic boycott. Swadeshi meant self-help. to trust upon Indian-made goods instead than to sponsor the retail mercantile establishments of the manufactured green goods of Birmingham and Manchester. Get downing in Bengal. balefires of European vesture lit the dark sky. and the people turned to local Indian production of Swadeshi goods. Swadeshi was the first great drift to industrial development in India. Local Indian production was given the stimulation for its natural growing. But like boycott. Swadeshi shortly came to intend a great trade more than simple economic autonomy. If there could be self-help in the economic domain. so there most surely could be self-help in all domains of life. The Dharma of action had taught self-respect and autonomy. and Swadeshi extended autonomy to self-help in all things. Swadeshi was a touchable manner in which to show the new spirit. Tilak and the Patriots had been learning the people. The Swadeshi motion rapidly became a motion of national regeneration. Swadeshi was a practical application of love of state. As Tilak said. ‘To recognise the land of the Aryans as mother-earth is the Swadeshi movement’ . It was an economic. political and religious arm. Swadeshi was Vande Mataram in action. The 3rd component in the threefold programme for effectual political action was national instruction. Tilak had long earlier realized that the Western instruction started by Lord Macaulay and pursued in all the Government-supported schools was catastrophic to the hereafter wellness and wellbeing of the state. The younger coevalss were being educated off from non merely their households and the great bulk of the Indian people. but besides off from the value system of India’s civilisation. Government-supported Western instruction uprooted the young persons from their ties to the yesteryear and made them Indians in name merely. Hence such a system of Western instruction was abhorrent to Tilak and the Patriots. They pleaded for the constitution of national schools and colleges throughout the state to supply cheap and wholesome instruction underscoring the new spirit of self-help and autonomy which immature people could non anticipate to have in the Government-supported establishments. And national instruction became an built-in portion of the nationalist programme for the India of the 20th century. This treble programme of boycott. Swadehsi and national instruction was presented to the state by Tilak and the Patriots and was besides presented to the Indian National Congress for its blessing and acceptance. The programme began chiefly as an economic arm but rapidly its political importance was realized and became prevailing. The drift behind the programme was ab initio a reaction to the breakdown of Bengal. but it shortly developed an all-India impulse. The first ground for its usage was to bring on the authorities to reunite Bengal. but it shortly became a programme for national reawakening and national liberation–Swaraj. Thus. an economic programme became a political programme ; a locally centred agitation became a national issue ; the cause of changing a specific British policy evolved into the cause of deriving India’s self-government. Swaraj became the ground and justification for the full programme and motion led by Tilak and the Nationalists. Tilak realized that Swaraj. the end of all attempts. was a moral national necessity. He held that the attainment of Swaraj would be a great triumph for Indian patriotism. He gave to Indians the mantra: Swaraj is the birth-right of Indians ( at the Lucknow Congress of 1916 ) . He defined Swaraj as ‘people’s regulation alternatively of that of bureaucracy’ . This was the kernel of Tilak’s statement with the societal reformists when they sought to hold the British Government legislate and implement societal reform steps. Tilak held that unless the people supported the reforms. in consequence. unless the people exercised self-government to pass and implement the reforms. the reforms were non merely meaningless but besides undemocratic and without moral significance. And for forcing his ideal of Swaraj frontward. he started Home Rule Leagues in 1916 with the cooperation of Mrs. Annie Besant. which shortly became so popular that the Government had to follow terrible inhibitory steps. But he went on undiscouraged with the propaganda of Home Rule throughout the state. He intended that a measure should be introduced in the British Parliament for Indian Home Rule. by the good offices of the Labour leaders. although he could non be successful in the effort. However. the fact that Tilak began his Home Rule agitation in the twelvemonth 1916 is an facile testimony to his acute perceptual experience of political worlds. Tilak contemplated a federal type of political construction under Swaraj. He referred to the illustration of the American Congress and said that the Government of India should maintain in its custodies similar powers to exert them through an impartial council. Although in his addresss and Hagiographas Tilak largely stated that Swaraj did non connote the negation and rupture of ultimate British sovereignty. we have every ground to believe that in his bosom of Black Marias he ever wanted complete independency. He one time said that ‘there could be no such thing as partial Swaraj’ . Self-rule under Dharmarajya either existed to the full or did non be at all. Partial Swaraj was a contradiction in footings. Merely the Westernized few who could non understand this could speak in such contradictory footings. could hold to settle for administrative reforms. could non see that ‘Swaraj is India’s birth-right’ . Through Swaraj. the radical alteration in the theory of authorities. and through Swaraj ; entirely. could the fate of India be fulfilled! This is Tilak’s existent significance when he wrote. ‘Swaraj is our dharma’ . Before the people of the state he set this end. Next he set about to do it a political world. to implement the programme to convey about the end. For the right execution of his programme. Tilak urged the method of non-violent inactive opposition. Here it must be made clear that many foreign critics regard Tilak as a radical. Chirol. 16 John S. Hoyland17. and several others. believe that Tilak believed in armed revolution. that he was responsible for many political slayings and that his addresss and articles contained â€Å"a covert menace of mutiny. † But it is non true. Undoubtedly. he supported the action of Shivaji in killing Afzal Khan. He appreciated the dare and accomplishment of Chafekar. as besides the loyal excitement of the Bengal revolutionists. But. as a moralist he put the highest premium on the purification of purposes. The external action could neer be regarded as the standard of moral worth. Hence if Arjuna or Shivaji or any other fervent nationalist did commit or would perpetrate some violent action. being impelled by higher selfless motivations. Tilak would non reprobate such individuals. But in malice of his metaphysical defense mechanism of selfless force. Tilak neer preached political slaying ; nor did he of all time motivate anybody to perpetrate slaying as a political agency. A realist in political relations though he was. he neer taught the omnicompetence of force as Machiavelli or Treitschke did. His pragmatism taught him to move in the political existence in such a manner. that his oppositions could non take advantage of him. Merely by inactive opposition and democratic agencies. he taught. could the united action of the people prove powerful plenty to convey about the non-violent revolution that was Swaraj. Boycott and Swadeshi were. in consequence. the precursors of the ulterior non-cooperation motion. The inactive opposition taught by him and the Nationalists was the precursor to non-violent civil noncompliance. Tilak clearly foresaw that force would be uneconomical. and that it would finally be ineffective. Bing a realist. he recognised that ‘the military strength of the Government is tremendous and a individual machinegun lavishing 100s of slugs per minute will quite suffice for our largest public meetings’ . 18 Action must be direct. but. realistically measuring the power of the Government. he urged that it be inactive as good. He continually taught. ‘As our battle is traveling to be constitutional and legal. our decease besides must. as of necessity. be constitutional and legal. We have non to utilize any violence’ . 19 Therefore Tilak’s method of action was democratic and constitutional. He had stirred the popular imaginativeness and taught the people the necessity for united action. He had constructed a practical programme for the accomplishment of his political aim. He had defined for all clip the intent of the Indian motion for self-rule–Swaraj–and he had begun to develop the techniques that would be used in the popular motion to recognize that end efficaciously. Tilak left a monumental bequest to the independency motion. Gandhiji and those who came after Tilak could construct upon the work and the triumphs which he had won. In his conflicts against orthodoxy. lassitude and bureaucratism he was mostly successful. The independency motion. mostly through his work. had been winning. over stagnancy. the spirit of orthodoxy that was negative. that compartmentalised instead than unified. and that could non lift to accept the challenges of the 20th century. Tilak freed the state from lassitude and stagnancy. and in rousing the people. inspired them with a promise of rousing India. an India united. strong and capable of action. autonomous and on the route to triumph. 1 Kesari. June 1. 1897.2 N. C. Kelkar. Pleasures and Privileges of the Pen. BK. I. p. 121. 3 A. Ghose. The Foundations of Indian Culture. pp. 8–9.4 S. V. Bapat ( ed. ) . Gleanings from Tilak’s Writings and Speeches. p. 346. 5 Kesari. Spt. 19. 1905.6 A. Ghose. The foundations of Indian Culture. P 63.7 Kesari. September 19. 1905.8 D. V. Athalye. The Life of Lokamanya Tilak. p. 54.9 Kesari. Jan 21. 1904.10 N. C. Kelkar. Landmarks in Lokamanya Life. p. 10.11 B. G. Tilak. His Hagiographas and Speeches. p. 277.12 Kesari. January 12. 1896.13 Kesari. July 2. 1895.14 A. Ghose. in Introductory Appreciation to Bal Gangadhar Tilak. His Hagiographas and Speeches. p. 7. 15 Gleanings from Tilak’s Writings and Speeches. p. 121.16 V. Chirol. India. pp. 121-22.17 John S. Hoyland. Gokhale. pp. 24-25.18 B. G. Tilak. His Hagiographas and Speeches. p. 64 and 69.19 Ibid. . p. 229-30. Back Independence Day Speech in English | Essay A really happy Independence twenty-four hours to my honest Chief Guest. my respectable instructors A ; parents and all my lovely brothers and sisters. As You all Know Today we have gathered here for observing the 68th Independence twenty-four hours of our state. The twenty-four hours when India got freedom against the British Rule after so many old ages of battle. On this twenty-four hours we pay tribute to our great freedom combatants like Mahatma Gandhi. Pt. Jawahar Lal Nehru. Bal Gangadhar Tilak. Sarojini Naidu and many others who sacrificed their lives for the freedom of our state. It is on this twenty-four hours in 1947 that Pt. Jawaharlal Nehru addressed the component assembly at the Parliament. presenting his famed. facile address. Tryst with Destiny denoting India’s freedom at midnight. This proclamation brought about a rise in liquors all over the state. for India was eventually recognizing a dream to be a free state. free from subjugation and domination under the Br itish regulation. It was a historic twenty-four hours as India eventually shook off the bonds of British Rule and became free. It was a dark of jubilation all over the state. This twelvemonth in 2014. India will finish 67 old ages of Independence from the colonial Rule and will observe it’s 68th Independence twenty-four hours. This twenty-four hours is started with Flag Hoisting ceremonials. Parades and whole twenty-four hours different types of cultural plans A ; events are organized in India in schools. colleges and offices. The President and PM of India spring ‘messages to the country’ . After hoisti the National Flag at the Red garrison. the PM give a address on some past accomplishments. some moral issues of present clip and calls for the farther developments. The PM besides salutes and retrieve to the offering of the legender nationalists of our state in his address. Despite these the people of India celebrate this twenty-four hours through show the flag at store. accoutrements. Car/bicycle and they besides watching nationalist films and listening patriot vocals and many other things. Every Indians ‘s of import responsibility is that to give full regard the Independence twenty-four hours A ; National Flag and besides understand the importance of this twenty-four hours. But in this modern age. the peoples are basking their life as much that they are non giving so importance of this twenty-four hours. We request to that people that at list one clip retrieve to our legender nationalist on this twenty-four hours. In this present clip in our state there increases a tonss of immoralities issues like Terrorism. Corruption. Women subjugation etc All these immoralities truly destruct our civilization really severely. We shoul all take pledge to do our state safe and deserving life for each and every person of the society. So. I request all of you to sing with me national anthem ‘Jan-Gan-Man†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬â„¢ . Vande Mataram. Bharat Mata Ki Jai. Thank you everyone A ; JAI HIND.– See more at: hypertext transfer protocol: //www. happyindependenceday2014x. com/2014/07/Independence-Day-Speech. html # sthash. K4Di3xtF. dpuf Address FOR INDEPENDENCE DAY 13/8/2014 A really happy Independence twenty-four hours to my honest Chief Guest. Head Mistress and my respectable instructors A ; parents and all my lovely brothers and sisters As You all Know Today we have gathered here for observing the 68th Independence twenty-four hours of our state. The twenty-four hours when India got freedom against the British Rule after so many old ages of battle. On this twenty-four hours we pay tribute to our great freedom combatants like Mahatma Gandhi. Pt. Jawahar Lal Nehru. Bal Gangadhar Tilak. Sarojini Naidu and many others who sacrificed their lives for the freedom of our state. Today I am traveling to state you few words about Lokmanya Bal Gangadhar Tilak. Bal Gangadhar Tilak. a adult male of an spirited energy and a new vision. was born in Maharashtra in 1856. He is considered to be the ‘Father of Indian Unrest’ He was a bookman of Indian history. Sanskrit. mathematics. uranology and Hinduism With an purpose to leave instructions about Indian civilization and national ideals to India’s young person. Tilak along with Agarkar and Vishnushstry founded the ‘Deccan Education Society’ . Soon after that Tilak started two weeklies. ‘Kesari’ and ‘Marathi’ to foreground predicament of Indians. He besides started the jubilations of Ganapati Festival and Shivaji Jayanti to convey people near together and fall in the nationalist motion against British. In contending for people’s cause. twice he was sentenced to imprisonment. He launched Swadeshi Movement and believed that ‘Swaraj is my birth right and I shall hold it’ . This quotation mark inspired 1000000s of Indians to fall in the freedom battle. With the end of Swaraj. he besides built ‘Home Rule League’ . Tilak invariably traveled across the state to animate and convert people to believe in Swaraj and battle for freedom. He was invariably contending against unfairness and one sad twenty-four hours on August 1. 1920. he died.

Medicinal use of marijuana essays

Medicinal use of marijuana essays In society today, there are many serious diseases that plague nations all across the world. Diseases like Glaucoma, Epilepsy, Parkinsons disease, and migraine headaches. What do all of these serious illnesses have in common? Every one of theses sicknesses can be cured or helped by the use of Marijuana. Throughout this paper I will discuss the positive aspects of Marijuana. This issue has been raising a lot of eyebrows ever since scientific evidence has been provided that links Marijuana to the cure and decrease of certain illnesses. The main reason that Marijuana has been looked down upon by so many people for so long is because many individuals abuse the drug. An obvious setback to legalizing marijuana for medicinal uses is that the number of people that abuse the drug will undoubtedly increase. I decided upon the question Should Marijuana be Medicine? because I wanted to confirm my strong beliefs of an anti-drug policy, but after research, my attitude towards medical marijuana changed because it seems the benefits far out-weigh the risks. Of the 60 some chemicals unique to the marijuana plant, the main psychoactive ingredient and the one for exploring the physiological as well as the psychological role in the anandamide system is delta-9 tetrahydrocannabinol, or more commonly known as THC. The anandamide system is concerned with mood, memory and cognition, perception, movement, coordination, sleep, thermoregulation, appetite, and immune response. Cannabis is the term used to describe the dried hemp spike. When burned and inhaled, the cannabis receptors bond to the macrophages in the brain and spine, which control the anandamide system. Macrophages are chemicals in the body, which attack the infected areas in the body and help take away the waste from an injury. THC acts as a catalyst in this process. It speeds up the macrophages disposal of the waste and is why therapeutic relief comes as such...

Comparative International Management Essay Example | Topics and Well Written Essays - 1500 words

Comparative International Management - Essay Example el is closer to the model of collectivism  described by Hofstede  which leads to find some features of Rhineland capitalism in other cultural contexts, whether Asian or North American. Rhine model of capitalism does not support American ideas of individualistic goals and ruthless corporate entities; rather it places great emphasis on strengthening social cohesion. Rhineland model believes in a harmonious collaboration between governments, workers and employers. Anglo-Saxon Model The Anglo-Saxon neoliberalism was coined in 1930s which appeared in contrast to the then prevailing Fabian socialism. Anglo-Saxon represents a neo-liberal social and economic model of democratic intervention in the economy. In Anglo-Saxon model, the planning of the economic process is assigned to the utopian social engineering. In Anglo-Saxon model government intervention leads to increasing restriction of individual freedom through authoritarian orders, prohibitions and regulations (Nobes, 2003). The res triction of economic freedom is not separable from the restriction of political freedom. Comparative Analysis of the Two Economic Models Albert (1991) is of the opining that major differentiation exists between two types of capitalism – the Anglo-Saxon capitalism and the Rhineland capitalism.  The Anglo-Saxon capitalism is presented by Albert (1999) as extremely liberal, based only on criteria of supply and demand.  The shareholders are the law firms, and they only want one thing: profitability.  Whatever the means, the key is to maximize profits, even if only to see that in the short term.  The Anglo-Saxon capitalism does not accommodate regulations that prevent companies have their way.  That is why Margaret Thatcher and Ronald Reagan have both worked to deregulate the economy at all... The paper critically evaluated the argument of Albert that Anglo-Saxon model will ultimately outperform the superior Rhine model. The analysis of these arguments is carried out in the context of economic theories and work of other prominent economists and researchers. It is concluded that Rhine model has been traditionally supported by thinkers because it stands on a moral high ground making it necessary for the society to look after the interest of the individual and to provide safety framework for weaker components of the society. Yet, Anglo-Saxon model is found to outperform Rhine model due to individual drive and motivation for gaining personal benefits. Thus, the thesis of Albert is supported by contemporary economic research and it is found that Anglo-Saxon model is anticipated to outperform Rhine model. This paper makes a conclusion that the progress of individualism finds expression in the demographic decline of the Rhine countries. The consequences were disastrous for the economy in every way and it destroys the basis of social solidarity and community. Under Rhine model of capitalism, governments are almost always afraid of being misunderstood and insecure in the face validity of the measures coming into question. Along with the influence of individualization, there are losses caused by trade unions and collective bargaining. According to Albert, this economic model produces less productivity because it is characterized by traditional career plans in favor of clear success-oriented career opportunities following the American example of the young graduates.

International Law and Protection of the Children Dissertation

International Law and Protection of the Children - Dissertation Example Despite the international legal framework for the protection of children in humanitarian crises and armed conflict, the UN reports that children in the millions are often targets of armed conflicts in various ways. In this regard children are either victims in part of a more general attack on civilians. Other children are subjected to sexual assaults and are simply deprived of substance therefore dying or suffering from starvation or disease. Some children are unlawfully forced to join the war effort or participated as combatants in humanitarian crises.4 It would therefore appear that international laws are inadequate for protecting children in humanitarian crises and armed conflict. This research study analyses the international legal framework for the protection of children in humanitarian crises and armed conflict and identifies the flaws which contribute to its general inadequacies. It is generally concluded that the enforcement of international law is problematic in that it requ ires cross-border cooperation for the collection of evidence and investigative purposes. Other problems such as the non-binding nature of international legal instruments on non-state actors and diverse ideologies relative to the definition of childhood also contribute to the inadequacy of international law in protecting children in humanitarian crises and armed conflict. It is also observed that the extent to which the state is prepared to intervene to protect children in large part depends on culture and norms. For example, China is less reluctant to override how adults, particularly parents treat their children as children are regarded as property. In Europe, the State is more willing to take the side of children over that of adults.5 It is also observed and argued that the extent to which states are committed to the protection of children is largely dependent on a state’s political and economic priorities and resources. Table of Contents Abstract 4 Table of Contents 5 Chap ter One 6 Introduction to the Study 6 Introduction 6 Statement of the Problem 9 Significance of the Study 10 Aims and Objectives 10 Research Methodology 11 Organization of the Study 12 Chapter Two 13 International Human Rights Laws and the Protection of Children 13 Introduction 13 International Norms and International Human Rights for the Protection of Children 14 The CRC and Protection of Children’s Human Rights 21 Conclusion 28 Chapter Three 29 International Humanitarian Laws and the Protection of Children 29 Introduction 29 International Humanitarian Law for the Protection of Children 31 Conclusion 47 Chapter Four 48 The Adequacy of International Humanitarian Laws for the Protection of Children 48 Chapter Five 55 Findings/Conclusion 55 Bibliography 60 Chapter One Introduction to the Study Introduction Humanitarian crises such as the Tsunami in 2004 which claimed 300,000 lives, the war in Darfur in 2002 left hundreds of thousands of children either parentless or displaced.6 The effects of war, most recently in the Middle East have been particularly devastating for children.7 The

Revisions on Strategic Planning Modules Essay Example | Topics and Well Written Essays - 750 words

Revisions on Strategic Planning Modules - Essay Example The strategic planning and budgeting projects provided timely insights which provided the opportunity to examine and evaluate an organization in terms of how its strategic planning and budgeting process enables it to cope with diverse factors that affect its attainment of organizational goals. ((1) external environment analysis, (2) strategic issues and opportunities, (3) core values, (4) mission, (5) goals and objectives, (6) strategic and other indicators, (7) evaluation, (8) action steps, (9) revenue and costs; and (10) assessment) and SWOT analysis in providing relevant information to guide decision makers in creating the most appropriate action plan given the challenges in the environment and other factors that influence the organization’s operations. Only with a comprehensive and timely strategic plan in place can top management participate in the preparation, evaluation, and assessment of its operating budget to guide its operations in the near future. Given the aforementioned insights, the operating budget that was previously presented should be revised to incorporate the following factors: (1) tuition fee rate per school year amounts to $36, 300 for a full load undergraduate program, (2) the lessons learned on SWOT analysis of current and future conditions should focus on the impact of the global financial crisis in cost reduction thereby reducing the projected expenses more, (3) the further reduction in costs would enable the university in generating additional income from $25 million as previously projected, to $29 million – which can be utilized to address needed repairs and maintenance and salaries of personnel.

Child Obesity in Canada: Strategies for Intervention

Child Obesity in Canada: Strategies for Intervention   Child Obesity in Canada Immediate Action Needed for a Better Future Executive Summary Obesity is a condition that there is excessive body fat which leads to increased morbidity and mortality. Obesity puts children at significant risks for not only health problems such as cardiovascular diseases, diabetes, and cancers, but also mental and societal issues such as stigma, discrimination, social exclusion and decreased academic performance. Obesity in Canada has become a leading public health concern. The prevalence of childhood obesity has increased five-fold from 1981. Currently, there are approximately 600,000 obese school-aged children countrywide. Obesity costs the nation approximately $1.27 to $11.08 billion per year just in health care. Obesity is preventable. Promotion of healthy eating and active lifestyle is considered the most effective measure targeting childhood overweight and obesity. There are efforts to tackle this problem from federal, provincial and territorial governments, community, and school boards. However, they are not enough to end the obesity epidemic. There is still no nationally standardized school nutrition policy, resulting in different interpretation and implementation of school nutrition policies for our children across the country. The federal, provincial and territorial governments could work together to fix this. In addition, the federal government has attempted to tackle childhood obesity by the Child Fitness Tax Credit (CFTC) program since 2006. However, the CFTC does not prove to be effective and achieving its objectives. There is also a need to review and revise this initiative accordingly. School-based intervention is proved to be effective in modifying dietary habit and promoting active lifestyle. Reduction of overweight and obesity among students has been observed in the APPLE School program in Alberta. The potential obesity associated cost savings for our nation would be up to 330 million per year if this model was scaled up countrywide. Problem Definition Obesity is a condition involving an excessive amount of body fat. Obesity is normally determined by a simple index of weight-for-height called body-mass-index (BMI). In adults (20 years and older), a BMI of larger than 25 and 30 is considered overweight and obesity respectively [1, 2]. For child and teen (2 to less than 20 years), the United States Centers for Disease Control and Prevention (CDC) recommends a BMI-for-age percentile scale, in which BMI-for-age from 85% to 95% tile and 95% tile and higher is considered overweight and obesity respectively [3]. Although the causes of overweight and obesity are complex, the fundamental reason is the imbalance between energy consumed and expended. This is normally caused by increased intake of energy-excessive foods and sedentary lifestyle. Obesity is the most commonly seen disorder in children in developed world. Childhood obesity puts children at significant risks of many health problems. This can include chronic and fatal disease like type-2 diabetes, various types of cancer and cardiovascular disease [4-6]. Obesity also places children at a higher risk of stigma, discrimination, social exclusion and decreased academic performance in school [7]. However, scientists suggest that the greatest health problems will be seen as the present generation of overweight and obese children becomes the next generation of adults [8], probably with more social and medical problems and a shorter lifespan than their parents. Childhood obesity in Canada is on the rise and has become a leading public health concern. Currently, more than a quarter of Canadian children and youth are overweight or obese. Obesity and its resulting health effects are extremely expensive. Obesity is theoretically responsible for 9% of deaths among adults aged 20-64 years [9]. The cost of obesity in health care ranges from $1.27 to $11.08 billion per year [10]. The objectives of this policy brief are to: Promote awareness of childhood obesity problem in Canada and urge for immediate policy actions from federal, provincial and territorial governments, and school boards; Make recommendations on interventional policy actions to tackle obesity problem. Only peer-reviewed publications, health professional agencies’ (CDC, WHO) materials and government reports are used to provide evidence and supportive argumentation. Review of Evidence Canada, like many other developed nations, is facing an emerging epidemic of overweight and obesity. Scientific evidence indicates dramatic increases in both overweight and obesity over the last decades, particularly among children. Prevalence of childhood overweight has tripled since 1981 while that of obesity has increased five-fold during the same period [11, 12]. Presently, there are approximately 7 million obese adults and 600.000 obese school-aged children in Canada [12]. If current trends continue, 55% of Canadians will be either overweight or obese by 2020 [13] and up to 70% of adults aged 40 years will be either overweight or obese by 2040 [14]. Childhood obesity is driven by a number of factors, including personal, interpersonal factors, organizations, community and a broader social environment [15]. It is a complex and multifaceted web of reasons. Thus, a multidimensional and coordinated approach is needed to tackle this health problem. Among many possible interventions, promotion of healthy eating and active lifestyle is considered the most effective measure targeting childhood excessive body weight [16]. Junk food and sugar-added beverage provide excessive calorie intake while they lack nutritional value. However, this kind of food is still available in school vending machines or cafeterias in a number of provinces. Further, there is no standard policy on school nutrition, especially those related to vending machine foods, across provinces and territories of Canada. While New Brunswick and Ontario have mandatory regulations to ensure that only healthy foods are available at school environment, some others also have but do not cover all levels of education or have weak nutrition standards, which allow sale of high fat and high salt foods [17]. Apparently, the differences in school nutrition policies create unequal schooling environment for our children across Canada. It seems agreeable that any obesity prevention program should include some form of physical activity advocacy and education [18]. The Canadian Paediatrics Society recommends a healthy living for children and youth, in which children and adolescents are recommended to â€Å"increase the time that they spend on physical activities and sports by at least 30 min/day, with at least 10 min involving vigorous activities† [19]. In addition, promoting physical education in school has proved to be effective and is required in a number of places. Arkansas State in the United States mandates that every student in kindergarten through grade nine receive no less than one hour of physical education instruction per week for every student who is physically fit and able to participate [20]. For a maximum effectiveness, physical activities should be promoted at both community and school levels to create a continuum of active living from home to school and vice versa for our children. Possible Ways to Address the Problem Overweight and obesity are preventable [2]. Even though there are many policy options, this paper opts to highlight three possible solutions for federal, provincial and territorial policymakers, as well as school boards to win the fight against childhood overweight and obesity. Development of a national school nutrition policy Even though education and health rest with provincial and territorial responsibility, a policy from Health Canada can help shape common standards of school nutrition nationally. Such a policy can ensure that our children have access to heathy and nutritious foods while they are in school in all provinces, and hence provides better protection to our children in fighting against overweight and obesity. This can include, for example, nationally nutrition standards for foods provided in cafeterias, vending machines, and at school special events. This national policy should be mandatory and implemented at all levels of education. Provincial and territorial governments could issue additional school food-related policies to further protect their population. However, the national policy requirements should be adhered and kept as minimum standards. School boards and provincial, territorial health authorities will be responsible for implementation and monitoring of these policies. Revision of Child Fitness Tax Credit program Since 2006, the federal government has actively attempted to tackle childhood obesity by introducing Child Fitness Tax Credit (CFTC), in which parents can claim up to $500 to alleviate participation costs when they register children into eligible physical activity programs [21]. However, research has shown that this program does not meet its objectives. CFTC appears to provide little to no benefit to those who cannot afford physical activity program cost and carry that burden until the end of the tax year [22] and those who have no taxable income. Therefore, the CFTC has little impact on physical activities of children in low income families, who most need it. As overweight Canadians in low income households are 40% more likely to be obese than those in high income category [14], the CFTC has failed its childhood obesity prevention. Thus, there is a need to review and revise this initiative, so every Canadian kid has an equal and better chance of participating in physical activity pr ograms. Implementation of school-based intervention program School is an ideal place for childhood overweight and obesity prevention intervention as children spend a large proportion of their time at school. There is strong evidence supporting school-based intervention. A review of 16 school-based childhood obesity prevention programs in Chile, Belgium, United Kingdom and the United States shows that a positive change of dietary habits is highly achievable [18]. Specifically, the Alberta Project Promoting Active Living and Healthy Eating (APPLE) School program has proved that an intervention on healthy nutrition and active lifestyle in schools has resulted in reduced overweight and obesity in students. Currently, there are 40 APPLE schools in Alberta. If this school model was to be scaled up nationally, the potential cost savings for Canada would be $150 to $330 million per year [23]. Recommendation School-based program is effective in preventing childhood obesity and thus reducing comorbidity and health spending in the long run. This approach has an advantage of reaching almost all children in the community. In addition to health benefits, it may improve student academic performance and provide additional social benefits. Further, it establishes healthy behaviors at early stage of life that can lead to life-long healthy habits [16]. Given the complex nature of determinants of childhood overweight and obesity, school-based prevention intervention should be guided by behavioral theoretical frameworks. It is also worth to note that involvement of school food program and parent influence is the key to success. It has been shown that parent involvement is an important component of school-based intervention [18]. It would not be realistic to expect immediate results. Notable reduction in childhood overweight and obesity can only be seen in years with intensive and diversified interventions [18]. However, if no action is taken now, our children’s lives are at risk of being deteriorated by social and medical complications of excess body weight in the years to come.