AFSPA: Necessity or Misused Power

Dipankar Choudhury

Department of Mathematics

Bhawanipur Anchalik College, Bhawanipur

“The issue of human rights is one of the most fundamental human issues and also one of the most sensitive and controversial”- Ali Khamenei

Abstract:  North East India possesses incomparable cultural wealth and natural beauty but has suffered badly due to insurgency and political turmoil. As the NE states, have remained cut off from the mainland for years, human rights violations in these areas largely go unnoticed and ignored. Armed Forces (Special Powers) Acts is collective name of several acts passed by Indian parliament for providing special powers to the Indian Armed Forces and to provide army officers and jawans legal immunity for their actions in disturbed areas. The Army maintains that it needs AFSPA’s protection; allegations of misuse of power have surfaced frequently and bred resentment against the state and its armed forces in Manipur.

In this paper we are going to discuss the necessity of AFSPA in Manipur or it is a black cave on human rights in India.

Key Words:  Insurgency, political, violations, AFSPA, Army, Human Rights.

Introduction:  The Armed Forces (Special Powers) Acts (AFSPA) is one of the oldest and the most controversial parliamentary regulations of the Indian government. The acts have been enforced in 'disturbed areas' whenever a large scale civil disrupts has taken place that can threaten the national security. Although it's a precautionary measure from the part of the Parliament, the Armed Forces (Special Powers) Acts have been criticized by academicians, activists and politicians since long. The Armed Forces (Special Powers) Acts allows the Indian Armed Forces to observe a strict vigil in what the acts term as 'disturbed areas'. The Armed Forces (Special Powers) Acts was put in action by the British Empire on August 15 in the year 1942 to suppress the Quit India Movement. Till date, the Government of India is using this act to mobilize the Indian Armed Forces to suppress any threatening uprising in 'disturbed areas'.

Importance for the study:  Every country dealing with insurgency or with terrorism has its own laws and legislations to tackle the menace. Likewise, India has laws to fight insurgency and terrorism, and has given legal powers to armed forces operating in ‘disturbed’ areas under AFSPA 1958.

Objective for the Study:  The main objective for study is to find the necessity of AFSPA in Manipur or it is a misused power for army and military to violate the fundamental rights of Manipuri people.

Methodology:

The data use in preparing the topic is the secondary data. The data are collected from various documents, periodicals, books, magazine and internet. These data are collected and analyzed in systematic order.

What can an Indian Armed Forces officer do under AFSPA?

Under AFSPA, an Indian Armed Forces officer can do the following:

·   After giving warning, an officer can fire upon or use other kinds of force, even if it causes death, against the agitator who is acting against the law and order in the 'disturbed area', for the maintenance of public order

·   Seize any unauthorized arms storage, hide-outs, shelter or training camp which is being used by the militants

·   Arrest anyone who has committed cognizable offences or is suspected of having committed such a crime, without a warrant

·   Search any place to make such arrests, or to recover any suspect, or confiscate unauthorized arms and ammunition

·   Stop and search any vehicle or vessel, suspected to be carrying such a person or weapons

·   The arresting officer must present the suspect to the nearest police station with least possible delay, with a report of the circumstances that resulted in the arrest

·   No Army officer can be held against any arrest under the AFSPA. No prosecution or any other legal proceeding can be made against the arrest or seize. Even the state government cannot question his action.

Feeling among People of Manipur

 The 1972 amendments to AFSPA extended the power to declare an area disturbed to the Central Government whereas in the 1958 version of AFSPA, only the state Governor had the power. A section of the Manipuri’s feels that power should remain only with the state government. They also feel that the Section 3 of the AFSPA does not specify any time limit. The notification in Manipur issued in 1980 still continues even after 24 years, and thereby they feel that they have been deprived of the spirit of liberty, freedom and democracy for too long a period. The exercise by the armed forces of the unchecked powers to arrest, search, seize and even shoot to kill conferred under Section 4 of the Act has resulted in large-scale violation of the fundamental rights of the citizens under Articles 14,19,21,22 and 25 of the Constitution. The power under the Section 4(a) of AFSP Act 3 has hurt the citizens of Manipur the most as they feel that the Act confers the armed forces with broadly defined powers to shoot to kill and that this is a law, which fosters a climate in which the agents of law enforcement are able to use excessive force with impunity. It is alleged that security forces have destroyed homes and other structures presuming them to be used by insurgents under provisions of Section 4(b) of AFSPA. Manipuri’s also feel that arrests without warrants is a serious encroachment on the right to liberty of a person. The power of search and seizure under Section 4(d) has been extensively used by the armed forces in cordon and search operations leading to widespread violation of fundamental rights of citizens and the forces have kept arrested persons (Section 5) for several days in their custody. Due to protection under Section 6 of the Act 8 some security force personnel even violated the human rights of people and left the victims without any effective remedy. The failure to identify those responsible for human rights violations and to bring them to justice has meant that some members of the security force continue to believe that they are above law and can violate human rights with impunity.

Why Are Special Powers Essential:

Every country dealing with insurgency or with terrorism has its own laws and legislations to tackle the menace. The power to declare an area ‘disturbed’ lies with the Governor or the Central Government, who have to form an opinion that the use of armed forces in the aid of civil power is essential and then notify it as ‘disturbed area’. The declaration of an area as a ‘disturbed area’ is for a limited duration and review of the declaration before the expiry of six months has to be undertaken by the executive. A non-commissioned officer has also been conferred with the powers under the Act because it is he who is the commander of a section and leads it for any operation. While exercising powers under Section 4(a), the armed forces should use minimum force required for effective action. This force is to be used against armed militants. While executing action under powers conferred under Section 4(b) of the Act during operations against militants, there are chances that a few houses may get damaged where the militants take shelter. Section 4(d) is essential, so as to search out the militants or any other equipment hidden in villages or in residential areas. Innocents are likely to be harassed during cordon and search operations. Though, the security force personnel are protected under Section 6 of the Act, but if they violate the law they are severely punished under the respective laws of Army and the Armed Forces. The powers conferred under the AFSPA have been upheld by the Supreme Court in 1998. The people influenced by the militants are concerned about human rights violations by security forces, but what about the violations committed by the militants? As per a police report, during 2000-2004, militants killed more than 450 civilians and kidnapped several senior government officials. Initially, there were only three militant groups; today, there are at least 26 militant groups operating in the small state. Most of the groups operate under the influence of external directors. There is also the menace of drug trafficking in the state. Overall, the situation in Manipur is alarming and to counter this, the armed forces operating in the state require special powers to support them.

General Effect, if AFSPA is repealed in Manipur:

It will cause a chain reaction in all states where the Act has been enforced.

No armed force would like to carry out any operation in the insurgent affected areas without proper legal protection for its personnel.

It will demoralize the armed forces and all initiative will be lost.

Whenever any offensive action is taken by armed forces, the militant groups will instigate the people/local authorities to initiate legal cases against the armed forces. Justice may be biased under the influence of militants.

The militants will get an upper hand and may be difficult to contain.

Incidents of extortion from the civilian population/government organizations will go unchecked.

Civil administration will be overrun by the militants and there will be chaos all around.

The Supreme Court has come out strongly in favor of the human rights of Indian citizens, including those living in the “disturbed” areas. The court’s direction on a PIL petition on the 1,528 alleged killings by security forces and the police in Manipur shows that it was not satisfied with the submissions made in defense by the government and the Army. After a long time the controversial Armed Forces Special Powers Act (AFSPA) has come under a critical review. The court has asserted that there is no absolute immunity under the Act.

While the Army maintains that it needs AFSPA’s protection, allegations of misuse of power have surfaced frequently and bred resentment against the state and its armed forces in Manipur and Jammu and Kashmir. Ideally, the Army should not deal with terrorism. Punjab was able to contain militancy without Army help. Whenever the Army is deployed, it has to be ensured that excessive or retaliatory force is not allowed to be used. A prolonged Army deployment with unlimited powers under AFSPA can prove counter-productive as has happened in Manipur. For many years now Manipur has lived with internal disturbances, fake encounters and protests against AFSPA. The Centre and the state government are to blame for the excessive reliance on the Army to contain insurgency.

The Supreme Court has called for an inquiry by an independent agency into all Manipur encounters that have happened in the last two decades. This will hopefully make the powers-that-be realise that no matter how difficult and challenging a situation, violations of the rule of law cannot be overlooked or sanctioned. The Army, at best, can supplement the civil administration’s efforts to control a volatile situation in the short term. If allowed to carry on beyond a point for whatever reason — political convenience or inadequacies of the state/Central forces — the arrangement is bound to backfire. When AFSPA is allowed to stay for six long decades, instances of abuse of power are bound to crop up. As and when excesses happen, these must be investigated thoroughly and swiftly so that the guilty don’t go unpunished.

Remedial Measures:

The general administration in Manipur is not able to give effective justice to the people, with the result that it has to depend on the security forces for its normal functioning. Therefore, the forces operating in the state have to be honest, law abiding and must respect the rights of the people of the state. The commanders at all levels should follow the principle of “use of minimum force” required for effective action. They should brief their men to respect all womenfolk. In case any woman is to be arrested, then it should be done with the help of a lady police/ force personnel, who should also remain present during interrogation. While carrying out search operations, the force personnel should associate a local respected person and also the owner of the house, and after the search, the owner should be permitted to search the search party is he so desires. One must challenge before opening fire and to ensure that one fires only in self-defense. A grievance cell should be opened at Sector Headquarters/ Battalion Headquarters so that the civilians can lodge complaints against the force personnel if they so desire and the commander should take necessary action as deemed fit. Police representatives must be associated with every operation conducted by the security forces.

The training should be of high level so that the armed force may be able to handle all types of situations with professional competence. It is high time that the state police is trained to take over operational responsibilities from the Army and the BSF. The normal operations may be conducted by the state armed police and only major and pinpointed operations be left for the armed forces. Junior level personnel should be properly briefed to not to over react to any sensitive situation.

It is also important to evolve a mechanism to deal/ tackle with over ground support structures that are generally well-connected with local politicians and are regarded in the society. Everything depends on intelligence and hence we must sharpen the skills of the armed forces for collection of hard intelligence. Senior commanders should handle civil society sensibly so as to extract sympathy and maximum information from them. This will also help in changing the perception of the local population in the larger interest of the Government/ Nation.

Conclusion:

There can be no two options that insurgency has to be put down with a firm hand within the provisions of law and not to be dictated by the militants. You cannot tie both hands of the security forces and then ask them to fight armed militants. The militants will keep on exploiting the sentiments of the local people and they (militants) will try to reap benefits from such situations. Avoid any tendency to carry out blind operations against militants without specific intelligence/information. Indiscriminate arrests and harassment of people out of frustration for not being able to locate the real culprits should be avoided. Security forces should be very careful while operating in the Northeast and must not give any chance to the militants to exploit the situation. All good actions of the force get nullified with one wrong action. Any person, including the supervisory staff, found guilty of violating law should be severely dealt with. The law is not defective, but it is its implementation that has to be managed properly. The local people have to be convinced with proper planning and strategy.

Reference:

1)     Armed Forces (Special Powers) Act, 1958

2)     AFSPA in Manipur: Securing India's Northeast

3)     Human Rights Violation :Exposing AFSPA

4)     Wikipedia, Google.

5)     A Place where Human Rights are violated - E-Pao.

6)     The Tribune- Misuse of AFSPA (Jul 11, 2016)

7)     Various Newspapers and Magazine articles related to the topic.

Flood Management in Lower Assam : A Review Of Barpeta district floods In the recent years

Mr. Dipankar Choudhury

Asst. Lecturer, 

Bhawanipur Anchalik College

INTRODUCTION :-

Assam Agriculture is the primary sector in the state's economy. The socioeconomic condition of Assam largely depends on its agricultural production. Though India is becoming one of the rapidly developing countries, some states, especially Assam, are not being able to escape from taking help of huge sectors like Agriculture. Compared to most other states in India, Assam is considered a less developed state, which depicts a gloomy picture the economic condition of the state given that India is considered a less developed country (LDC).

            Floods and dry spells are the principal natural disasters faced by farmers in Assam every year. The principal source of floods is the Brahmaputra river and its tributaries. Flood is highly ruinous for crop production. During 1991-92, the state of Assam witnessed three floods in one year which has caused a heavy loss to the cultivation sector damaging a cropping area of around 3.5 lakh hectares. Therefore, flood control is very important and should be given foremost priority to save the crops in Assam.

            Among all natural disasters, floods are the most frequent to be faced by India. Floods in the eastern and north eastern part of India (Orissa, Bengal, Andhra Pradesh, Bihar and Assam) in the recent past, are striking examples. The annual precipitation, in India, including snowfall is estimated at 4,000 Billion Cubic Meter (BCM). Out of this, the seasonal rainfall in monsoon is of the order of 3,000 BCM (Report by Central Water Commission (CWC)). The rest includes sparse rainfall, lower depression and rain due to cloud bursts.

The records of the last century show a trend of widening of the Brahmaputra in Assam. The Brahmaputra occupied around 4000 sq. km in the 1920s and now the Brahmaputra occupies about 6000 sq. km (WRD, 2008). Based on the satellite image estimation of area eroded in the Brahmaputra for the recent years of 1997 to 2007-08 (WRD, 2008), the total land loss per year (excluding avulsion) is reported to be from 72.5 to 80 Sq. km/year. Bank erosion has been continually wiping out more than 2500 villages and 18 towns including sites of cultural heritage and tea gardens affecting lives of nearly 500,000 people.

            In north India numerous streams and rivulets rise in the Himalayan foothills and sub-mountain region from Kashmir in the west to Assam in the east. These streams are subject to flood due to the incidence of heavy rainfall in their respective catchment areas during monsoon. The instant rainfall over the steep terrain causes sharp rise in the water level of streams resulting flood in the sub-mountain region downstream. The rainfall in India shows great temporal and spatial variations, unequal seasonal distribution and geographical distribution and frequent departures from the normal. As reported by Central Water Commission (CWC) under Ministry of Water Resources, government of India, the annual average area affected by floods is 7.563 million ha. This observation was based on data for the period 1953 to 2000, with variability ranging from 1.46 million ha in 1965 to 17.5 million ha in 1978. On an average, floods have affected about 33 million person between 1953 and 2000. There is every possibility that this figure may increase due to population growth. The National Flood Commission (1980) has reported that the total flood prone area of India was 34 million ha. It has also mentioned that an area of 10 million ha has been protected, but the effective protection may be available to only 6 million ha. Main problems in India with respect to floods are inundation, drainage congestion due to urbanization and bank erosion. The river system, topography of the place and flow phenomenon are the different contributing factors responsible for flooding. Being a vast country, the flood problems in India may be visualized on regional basis.

STUDY AREA:-

 Barpeta district in the State of Assam was created and started functioning since 1983. The district is spread across 3245 sq.kms. It is surrounded by Bhutan Hills in the north, Nalbari and Baksa districts in the east, Goalpara and Kamrup districts in the south and Bongaigaon and Chirang districts in the west. Total population of the district is 16,93,190 (2011 census) with a population density of 632 per sq.km. and sex ratio of 1000:951. The major rivers flowing through the district are Brahmaputra, Beki, Manas, Pahumara, Kaldia, Palla, Bhelengi and Chaulkhowa. The rivers flowing through the district are also causes annual floods and riverbank erosion particularly in the char areas (flood plane), leading to a considerable loss of life and property. Barpeta district has overall flat topography with gentle slope towards south . The northern part of the district is slightly elevated, while the southern part close to the northern bank of the river Brahmaputra is low lying and flood prone.

                              .

2012 to 2015  BARPETA FLOOD INCIDENT :-

Barpeta district experienced serious catastrophic flood during the last three years. These were one of the most severe floods in the Barpeta history. The river Brahmaputra touched the highest flood level of 43.62 m in the history of last nine years in 2012. The main rivers which are responsible for the fooding are Pahumara, Kaldia, Bhellengi, Brahmaputra, Nakhonda and Mora chaulkhowa. The major revenue circles affected are Sarthebari, Bajali, Sarupeta, Barpeta, Baghbor, chenga , Kalgachia and Barnagar. The brief impacts of the floods are as in the following table-

Particulars	2012	2013	2014
No. of villages affected	72	48	63
Total crop area affected  ( in Hectors )	1401	874	1243
Population affected	64583	23038	36204
Animals affacted	557	327	483
Houses Damaged	10886	5038	8223
Human lives lost	8	NIL	2

The floods in Assam grew worse in 2015 at Barpeta district., Affecting an estimated 43000 people in 76 villages across the districts. The district authority also added that over approximate 1325 hectares of crop areas had been flooded. The Assam state authority's daily flood report also added that a total of 38 roads, bridges and culverts were damaged in various districts, while 11 breaches were noticed in embankments across the state.

 FLOOD MANAGEMENT BY DISTRICT ADMINISTRATION :-

Early Warning:-

In Barpeta district early warning dissemination was quite effective to connect the last mile. Central Water Commission (CWC), the agency responsible for monitoring of all the rivers in the state, released the first early warning for 2015 flood. In case of rise in water level or any probability from the catchments area, CWC issues the warning to the SDMA/DDMA for further dissemination through EWS established by the DDMA. For each village State Government has appointed a resource person (village head man), who is responsible for the dissemination of early warning in his/her villages during flood situation. Also DDMA informs the nearby police station/ outpost for the early evacuation or to warn the villages under their jurisdiction.  Early warning has been disseminated on time for the quick response and evacuation for all the three flood waves.

Rescue and Response:-

Since flood is a regular phenomena in the district, District Administration and all the concern departments was prepared in advance to manage the flood situations. Here are the Major steps towards the relief and rescue explained in following table-

Step 1	On receipt of warning of the impending flood for all the three waves, part of the immediate response an early warning has been disseminated in each village to warn the people.
Step 2	Emergency Operation Centre (EOC) has been activated in the District on 24 x7 basis
Step 3	District Administration has been disseminated early warning in the likely affected areas especially to those people who have no access to mass media.
Step 4	Immediately after inundation evacuation activities has been started from the worst affected circles on the priority basis.
Step 5	Adequate number of Disaster Management staff, rescue swimmers, boats, and equipment had been deployed to all the affected villages for quick rescue and relief operations
Step 6	Flood affected people had been shifted to pre-identified safe places at higher elevations i.e. schools, Panchayat Ghar, embankments.
Step 7	As a key responsibility, food, safe drinking water, hygiene and sanitation facilities etc. has been provided to all the affected people by the District Administration
Step 8	Search and Rescue activities were also carried out through out the district along with the relief work. All the injured and people needed medical attention had been administered by the medical care unit.
Step 9	Damage assessment has also been carried out for the assessment of loss due to flooding for private and public infrastructures and crops etc.
Step 10	Cost of damages has also been sent to the State Govt. for release of funds from the “Calamity Relief Fund” as per the prescribed norms.

MAJOR CHALLENGES FACED BY DISTRICT ADMINISTRATION :-

The flood situations at the district were significantly well managed but still there were challenges to reach the final goal of zero casualties. During the entire flood management process, number of issues had been identified which need to be addressed on the priority basis to deal the future floods efficiently. Some major issues and challenges identified by the District Administration are discussed below,

Problem Concerned with People’s Return to Home:

Since the embankments are on higher elevation than flood plains, people have taken immediate shelter during the floods. The flood affected victims, who have lost their homes stayed back on the embankment for a long time, some stayed back permanently. Though the people on the temporary embankment are protected physically but on the flip side the temporary embankments are highly vulnerable to erosion and breaching.

Disease Surveillance and Control:

During the entire flood period (June-Oct, 2015), no disease outbreak was reported. District Administration, Medical and Public Health Department were prepared in advance to deal with any disease outbreak situation. A total number of 40 medical teams have been deployed to the various sites for the surveillance and monitoring purpose.

River Erosion and Breaching of Embankments:

River erosion and breaching of embankments are major cause for the rapid inundation. Roads and embankments have been breached or overtopped at various places, with the worst breaches developed at places.

Coordination among the Agencies :

Interdepartmental coordination during disaster situation is one of the important issues need to be addressed. In normal practice majority of the NGOs are trying to reach the affected sites in proximity of roads and headquarter with the similar type of relief materials. Hence, a good coordination mechanism among the NGOs is high priority need.

Boat Management:

Availability of the adequate number of boats during the relief and rescue work at the time of flood was a challenge for the administration. All the resources i.e. boats men, rescue swimmers etc. need to put in loop in terms of regular meetings and exercises especially during the non-flood period.

Relief Camp Management:

During flood managing relief camps were a major challenge for the department especially distribution of food, hygiene and sanitation at the campsite etc. Even each relief camp context presents different unique challenges, which require improvisation and quick problem solving techniques.

Damaged Roads:

Most of the roads were severely damaged including the State Highways, PWD roads due to the inundation and waterlogging caused serious communication disruption in relief and rescue operations. The district administration has planned alternative solution to combat with these situations through the deployment of adequate number of boats for the relief and rescue operations. But restoration of road connectivity is the challenge to pursue quick relief and rescue operations.

Waterlogged Agricultural Land:

In many cases, the temporary small embankments were made to stop the high flow of water inside the town. After the flood is over the same small embankments were acted as barrier to stop the backflow of trapped water. District administration faced huge challenge to drain out the trapped floodwater in the agricultural lands. Finally the administration removed the temporary embankments to help the trapped water for backflow.

Conclusions and Recommendations:

                               Barpeta is regularly affected by floods due to high discharge in the Brahmaputra and other river system of the district. The main causes of floods are widespread heavy rainfall in the catchment areas and inadequate capacity of the river channel to contain the flood flow within the banks of the river.

Flood hazard and potential flood risk from all sources need to be identified and considered at the initial stage in the planning process. Disaster Risk Reduction need to be mainstreamed in the developmental processes of the district and should preferentially be located in areas with little or no flood hazard thereby avoiding or minimizing the risk. Identification and mapping of all the resources, alternative routes is required in advance in view to the worst flood scenarios along with the capacity building exercises for all the stakeholders including the community. Flood awareness among the communities need improvement along with the concept of community based disaster risk management. Launching public awareness campaigns on flood safety and risk reduction and sensitizing all stakeholders to flood problems and mitigation in flood prone areas is essential.

                                Water Management is another major identified issue by the District Administration. Presently administration is working on the planning phase of this issue. Since the area is too big, so instead of making embankments, Administration and PWD planning to do the proper channelization of the rivers and tributary system. During the flood time, instead of creating flooding excess water will be distributed in different channels to avoid inundation. Proper channelization of water is an effective and long-term solution for the flood management. In case of embankment development, the concern is the regular increase in riverbed height, as much as big embankments we develop, it will be shorter each year due to the high quantity of sedimentation in the riverbed. So development of embankments may not be a long-term solution for the problem. Geographical Information System (GIS) based database need be prepared to map, analyze, plan and manage all the hazards and resources for the better management of future floods. Flooding becomes a major hazard to life and property only when people live on the floodplain. Identification of the unplanned and unauthorized construction in the riverbed areas could be mapped through GIS for planning. Flood hazard maps will be showing flood boundary based on different magnitudes of flood with specific return periods. These maps can be used to regulate developmental activities within the floodplain, so that damages could be minimized. Some of the data required for hazard mapping is difficult to obtain from ground measurements and it is time consuming; in such cases satellite imageries plays an important role. Satellites provide synoptic and frequent coverage of flood affected areas and thus become valuable for monitoring flood disaster. Thus satellite data can be directly used for deriving the flood inundation limits. If satellite data sets during flood times are available over a period of time for a floodplain, they can be conveniently used for hazard zone mapping. A GIS based detailed mapping and modelling will be useful for flood hazard. Flood zones are geographical areas likely to be flooded in a particular range and they are also a key tool in flood risk management within the planning process as well as in flood warning and emergency planning. The basic concept of flood plain zoning is to regulate land use in the flood plains in order to restrict the damage due to floods, while deriving maximum benefits from the same.

                                                           

REFERENCES

[1] Askew, A. J. (1999). Water in the International Decade for Natural Disaster Reduction. In Leavesley et al (eds) Destructive Water: Water-caused Natural Disasters, their Abatement and Control. IAHS. Publication No. 239.

[2] Assam State Disaster Management Authority  „Relief Camp details‟, Guwahati, Assam .

[3] Barpeta District Disaster Management Authority „Barpeta District Disaster Management Plan‟, Barpeta, Assam

[4] ENVIRONMENTAL ASPECTS OF FLOODS: A CASE STUDY FOR BARPETA DISTRICT OF ASSAM, INDIA S. Kalita and N. K. Talukdar

Gauhati University, Assam, India

[5] Flood Management in Assam, INDIA: A review of Brahmaputra Floods, 2012 Dr. Indrajit Pal (Ph. D)*, Dr. Siddharth Singh,IAS, Mr. Abhinav Walia*

জন বিস্ফোৰণ আৰু ইয়াৰ স্হায়ী সমাধান

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Dipankar Choudhury

Blog: dipankarchoudhury.blogspot.in

Twitter: dipankar1990

Why Paid Media and IT cells trying to create a propaganda against Supreme Court four judges ?

Why were our most respected senior Supreme Court Judges forced to come infront of our media for the first time in History of India ? What is the reason behind this essu between Chief Justice Mishra and the four judges  and why is there a propaganda campaign against thses four judges ?

In a first, four sitting judges of the Supreme Court of India held a press conference on Friday saying that the administration of the country’s highest court was not in order. The judges also warned that democracy would not survive in the country unless the institution was preserved.

The conference that highlighted the growing rift between senior justices and the Chief Justice of India, Dipak Misra, was held at Justice Chelameswar’s residence in New Delhi.

BJP’s Sambit Patra said, “Surprised and pained that Congress which has been rejected number of times by people in elections is trying to gain political mileage, it has exposed itself.”

This is an internal matter of the Supreme Court,AG has given statement. No politics should be played: Patra

         Now BJP and BJP's IT cell to trying to defame all thses four Judges among public through social media and their paid medias. The reason behind Justice Loya murder case was mentioned by these Judges and Amit Shah is the main accused person in this case. If justice Loya murder case is reopened then president Shah is in big trouble. The chief justice handover most of sensitive political related case to justice Arun Mishra ,which was raised by these judges without mentioning his name. Mishra is political connected to most of thr senior BJP leaders.
        From one of the respected judge J. Chelameswar previously give some of most important judgement against the central government policy which are big problems for Ruling government from initial. J. Chelameswar give verdict that National Anthem is not mandatory in cinema halls, Adhar should not be mandatory for public beacause according to him privacy is one of the basic rights for humans also By quashing Section 66A of the IT Act as unconstitutional because citizens have right to criticize their MLA, MP or any personal on social media.
       These are the main reason why BJP party and all paid Godi Media trying to defame all these for respected Judges.

Dipankar Choudhury,  Assam, India
°Blog: dipankarchoudhry.blogspot.in
°Twitter:dipankar1990

The Mathematical Attitudes, Beliefs and Ability of Students

The Mathematical Attitudes, Beliefs and Ability of Students

[International Research Journal of Interdisciplinary & Multidisciplinary Studies (IRJIMS)
A Peer-Reviewed Monthly Research Journal
ISSN: 2394-7969 (Online), ISSN: 2394-7950 (Print)]

Dipankar Choudhury
Department of Mathematics.
Bhawanipur Anchalik College, Bhawanipur.
Email: dipankarchoudhury1990@gmail.com

Introduction: Mathematics is abstract. It does not have a shape. Students cannot see it. They need to visualize properly for solving a mathematical problem. Visualization comes from the everyday experience and relating mathematics with it requires a very strong trainer. There is growing evidence of the importance of student’s attitudes and beliefs about mathematics for their achievement in and successful applications of the subject. Research studies have shown that students in higher education who are not maths majors often have negative images, beliefs and attitudes towards mathematics. There is great variation across all students. It is often but not invariably the case that mathematical achievement is correlated with positive attitudes to the subject. Typically, it is confidence in one’s own mathematical ability that is correlated with achievement rather than liking or pleasure in the subject.
Where such correlations do occur it is observed that the achievement-attitude link forms self-reinforcing cycles-
Students fall below their expected level of mathematics achievement for a variety of reasons. When asked why they were not as successful in learning mathematics, many people reply that they “never understood math,” or “never liked it because it was too abstract and did not relate to them.” These reasons and others can be categorized, in general, as environmental or personal, individualized factors.
In this paper I am going to discussed various issue related why students are not interested in mathematics or reason behind for quite mathematics.

Importance for the Study:
Mathematical principles and concepts have become a part of almost every area of work. Knowing these principles will help students succeed in both school and work. One of the skills needed to be successful in the 21st century elementary math is becoming an increasingly important part of early childhood education. The math skills that students learn at a young age build a foundation for future learning endeavors and can be a good indicator of whether or not young people will be able to meet and overcome new challenges as they mature.
Objective for the Study:
To determine why most of students in higher class are not interested in mathematics or avoiding it. What problems they have faced when they were studying mathematics in school. Also focus on the drawbacks of teaching methods in mathematics at school or college.
Methodology:
The data use in preparing the topic is the primary and secondary data. The primary data are prepared from my own experienced in teaching mathematics in school and discussed with various parents why their children is not interested in mathematics or reason for why their children have very poor knowledge in mathematics. The secondary data are collected from various documents, periodicals, books and internet. These data are collected and analyzed in systematic order.

Factors depend on Mathematics learning:
There are various issue related that’s depends upon students interesting towards on maths. Some of them are-
1) Environmental Factors.
2) The Gap between Learner and Subject Matter.
3) Locus of Control.
4) Memory Ability.
5) Attention Span
6) Understanding the Language of Mathematics .
7) Present Teaching System.

Discussion:

1) Environmental Factors: Mathematics instruction must provide many opportunities for concept building, relevant challenging questions, problem solving, reasoning, and connections within the curriculum and real-world situations. Students who are taught in a way that relies too heavily on rote memorization isolated from meaning have difficulty recognizing and retaining math concepts and generalizations.
2) The Gap between Lerner and subject matter: When the mathematics content being taught is unconnected to students’ ability level and/or experiences, serious achievement gaps result. This situation may occur if students are absent frequently or transfer to another school during the academic year. A student may find the mathematics curriculum to be more advanced or paced differently than what was being taught in the previous school. Without intervention strategies, students could remain “lost” for the duration of their education. Too few life experiences, such as trips to neighborhood stores or opportunities to communicate with others about numbers through practical life examples,
can make math irrelevant for students. Gaps exist, therefore, not only in the curriculum but between the learner and perceived usefulness of the subject matter.
3) Locus of Control: Some students believe that their mathematical achievement is mainly attributable to factors beyond their control, such as luck. These students think that if they scored well on a mathematics assignment, they did so only because the content happened to be easy. These students do not attribute their success to understanding or hard work. Their locus is external because they believe achievement is due to factors beyond their control and do not acknowledge that diligence and a positive attitude play a significant role in accomplishment. Students might also believe that failure is related to either the lack of innate mathematical inability or level of intelligence. They view their achievement as accidental and poor progress as inevitable. In doing so, they limit their capacity to study and move ahead.
4) Memory Ability: Some students lack well-developed mental strategies for remembering how to complete algorithmic procedures and combinations of basic facts. However, strategies to improve capacities for remembering facts, formulas, or procedures can be taught. Repetition games such as calling out fact combinations and having students solve them and then repeat those that were called before their turn can help. For example, the teacher would call out “3 X 5 = 15 and a student would respond with “15.” That student would then ask a number question such as “7 - 5" of the group. The responder would reply, “3 X 5 = 15 and 7- 5 = 2.” The game continues as each player calls out a new fact and each responder answers with all the previous combinations and the new answer. Students’ ability to organize their thinking and use it to recall data will affect success throughout the curriculum.
5) Attention Span: Students may be mentally distracted and have difficulty focusing on multistep problems and procedures. Dealing with long-term projects or a number of variables or pieces of information at one time can interfere with achievement. Effective teachers should use attention getters such as drawings and learning aids. Students who work in pairs can help each other stay on task.
6) Understanding the Language of Mathematics: Students are confused by words that also have special mathematical meaning, such as “volume,” “yard,” “power,” and “area.” Lack of understanding of mathematical terms such as “divisor,” “factor,” “multiple,” and “denominator” seriously hampers students’ abilities to focus on and understand terms and operations for algorithms and problem solving. Memorizing these terms without meaning and context is not productive.
7) Present Teaching System: Another major contributor to the difficulty of mathematics is lack of innovation in conventional system of teaching. The conventional system of teaching makes mathematics a dud and boring subject. Students are unable to visualize the concept taught by the teacher. Therefore, their interest level goes down. Hence they start developing a disassociation with the subject. If this disassociation continues for a longer period of time child starts hating mathematics.
This phenomenon of Math fear is growing every day and now central board has also recognized this problem. Through their circular they have asked the schools to create an environment where child takes interest in Mathematics. Fundamentals are still taught in old-fashioned way in the school. Teachers teach fundamental without much of illustration therefore, students are not able to visualize the problem when they face it. They try to learn mathematics much like other subjects where they memorize facts and figures. Mathematics wants a thorough and good understanding.

Prevention of Math Anxiety:

Mathematics anxiety has been defined as feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations Math anxiety can cause one to forget and lose one’s self-confidence (Tobias, S., 1993). Research confirms that pressure of timed tests and risk of public embarrassment has long been recognized as sources of unproductive tension among many students. Three practices that are a regular part of the traditional mathematics classroom and cause great anxiety in many students are imposed authority, public exposure and time deadlines. Although these are a regular part of the traditional mathematics classroom cause great deal of anxiety. Therefore, teaching methods must be re-examined. Consequently, there should be more emphasis on teaching methods which include less lecture, more student directed classes and more discussion.
Given the fact that many students experience math anxiety in the traditional classroom; teachers should design classrooms that will make children feel more successful. Students must have a high level of success or a level of failure that they can tolerate. Therefore, incorrect responses must be handled in a positive way to encourage student participation and enhance student confidence.
Studies have shown students learn best when they are active rather than passive learners (Spikell, 1993). The theory of multiple intelligences addresses the different learning styles. Everyone is capable of learning, but may learn in different ways. Therefore, lessons must be presented in a variety of ways. For example, different ways to teach a new concept can be through play acting, cooperative groups, visual aids, hands on activities and technology. Learners today ask questions why something is done this way or that way and why not this way. Whereas years ago learners did not question the why of math concepts; they simply memorized and mechanically performed the operations needed.
Students today have a need for practical math. Therefore, math needs to be relevant to their everyday lives. Students enjoy experimenting. To learn mathematics, students must be engaged in exploring, conjecturing, and thinking rather than, engaged only in rote learning of rules and procedures.
Students’ prior negative experiences in math class and at home when learning math are often transferred and cause a lack of understanding of mathematics. According to Sheila Tobias, millions of adults are blocked from professional and personal opportunities because they fear or perform poorly in mathematics for many; these negative experiences remain throughout their adult lives.
Math is often associated with pain and frustration. For instance, unpaid bills, unforeseen debts, unbalanced checkbooks, IRS forms are a few of the negative experiences associated with numbers. Parents should show their children how numbers are successfully used by them in positive pleasant ways, such as in cooking, sewing, sports, problem solving in hobbies and home repairs.
Math must be looked upon in a positive light to reduce anxiety. A person’s state of mind has a great influence on his/her success. Many games are based on math concepts. Some games that are beneficial to learners and are enjoyed are cards playing, Life, Yahtzee, Battleship and Tangrams. With all the tension and anxiety, math humor is greatly needed. Young children enjoy cartoons and jokes. Cartoons may be used to introduce a concept or for class discussion. Most children will master mathematical concepts and skills more readily if they are presented first in concrete, pictorial and symbols. For example manipulatives are concrete objects used to teach a concept. By using manipulatives, pictures and symbols to model or represent abstract ideas, the stage is set for young learners to understand the abstractions they represent. Students enjoy the change from lecture and books and they are more inclined to explore with manipulatives and show greater interest in classwork. Cooperative groups provide students a chance to exchange ideas, to ask questions freely, to explain to one another, to clarify ideas in meaningful ways and to express feelings about their learning. These skills acquired at an early age will be greatly beneficial throughout their adult working life.

Conclusion:
Some people feel like they are simply not able to learn math. They may have been unsuccessful in learning math earlier or may have been told that they could not do math. This is called math anxiety. Math anxiety has to do with feelings, not abilities. Because someone feels like they cannot do math does not mean that they are unable to do math. The feelings can get in the way, though. For instance, if we see a problem that is difficult
for us, we may unknowingly tell our self that we can't do it. A key to getting over math anxiety is to figure out what is going on. We need to know when our feelings occur before we can manage them.
Most of Students are telling they don’t feel confident in math, they don’t think they will do well in math and they don’t like math. Children’s discomfort with math must be of concern, and we must work together to build mathematics positivity because the research is clear. Before children can learn mathematics, they must become interested in it. Someone say’s” If kids are not having fun, they’re not going to commit themselves. They’re not going to practice or learn. Fun generates achievement and focus.”
There are many important role of mathematics in everyday life. The best way to teach math is to help children to learn something that they enjoy showing to people. If they’re having fun, they own the experience.
Therefore if we put interest for mathematics among students than we must give importance to their school level teach system in mathematics. In conclusion, math anxiety is very real and occurs among thousands of people. Much of this anxiety happens in the classroom due to the lack of consideration of different learning styles of students. Today, the needs of society require a greater need for mathematics. Math must be looked upon in a positive light to reduce math anxiety. Therefore, teachers must re-examine traditional teaching methods which often do not match students’ learning styles and skills needed in society. Lessons must be presented in a variety of ways. For instance, a new concept can be taught through play acting, cooperative groups, visual aids, hands on activities and technology. As a result once young children see math as fun, they will enjoy it, and, the joy of mathematics could remain with them throughout the rest of their lives.
Students are more motivated when they realize where all maths is needed. Point out the everyday applications of math to students. For example, basic math such as estimating prices and totals (when shopping), fractions (in cooking), decimals (calculating with money), and measuring skills (sewing, woodwork) are very needful in everyday life. Percent’s, large numbers, and basic statistics are essential in order to understand information in newspapers and schoolbooks. As adults, we have to calculate and file taxes for the year, compare payment methods, figure out loans and home budgets, etc. And where do you need algebra, trigonometry, calculus, and such "higher math"? Chiefly, if the student wants to study science, electronics, commerce, physics, math, medicine or various other fields in the college or university. Algebra also develops logical thinking and problem solving skills. The crucial point here is that many youngsters in ninth or tenth grade don't YET know what they will do after school. Therefore, if there is any chance that they might want to study one of these fields, it is advisable to take algebra, geometry, and so on in high school.

Reference:

1) Spikell, M. (1993). Teaching mathematics with manipulatives: A resource of activities for the K-12 teacher. New York: Allyn and Bacon.
2) Tobias, S. (1993). Overcoming math anxiety. New York: W. W. Norton & Company.
The Philosophy of Mathematics Education, Falmer Press,
3) London, Ernest, P., (1991).
4) Adults Mathematical Thinking and Emotions, Falmer Press,
London, Evans, J., (2000).
5) International Journal for Mathematical Education in Science and Technology 14(2), p217, Berenson, L. and Robinson, B., (1983).
6) Websites and journals related to this topics.