#German Language School Kolkata

[overseas-abroad-education]

Why Study Bachelor’s degree in Germany after the 12th?

In recent years, Germany has emerged as a leading destination for international students seeking quality higher education. With its renowned universities, affordable tuition fees, and vibrant cultural scene, Germany offers a compelling proposition for students worldwide. One particularly appealing aspect is the opportunity to pursue a Bachelor’s degree directly after completing high school, making it an attractive option for those eager to embark on their academic journey without delay.

Why Germany?

Germany boasts a rich academic tradition, with many of its universities consistently ranked among the best in the world. From engineering to humanities, business to natural sciences, German institutions offer a diverse range of programs taught by esteemed faculty members. Moreover, the emphasis on research and practical training ensures that students receive a comprehensive education that prepares them for the demands of the professional world.

For more info visit: Study Abroad Consultant in Delhi

Unlike some other countries, Germany is known for its relatively low tuition fees, especially when compared to the quality of education provided. Additionally, many universities offer scholarships and financial aid opportunities for international students, further easing the financial burden. This makes Germany an accessible option for students from various socioeconomic backgrounds.

The Bachelor’s Degree Structure:

In Germany, the Bachelor’s degree typically spans three to four years and is offered in a wide array of disciplines. Whether you’re interested in computer science, medicine, economics, or art history, you’re likely to find a program that suits your interests and career aspirations. The curriculum often combines theoretical learning with practical experiences, such as internships or research projects, allowing students to gain valuable skills and insights.

For more info visit: Study Abroad Consultant in Indore

One notable aspect of the German higher education system is its focus on flexibility and individual autonomy. Students have the freedom to design their study plan, choosing elective courses and specialization areas that align with their interests. This flexibility encourages exploration and fosters a sense of ownership over one’s academic journey.

Language Requirements:

While many German universities offer programs taught in English to cater to international students, proficiency in the German language can greatly enhance your experience, both academically and socially. Therefore, it’s advisable to invest time in learning German before or during your studies. Many institutions provide language courses for international students, helping them improve their language skills and integrate into the local community.

For more info visit: Study Abroad Consultant in Gurgaon

Benefits of Studying in Germany:

Studying in Germany offers numerous benefits beyond the academic realm. Living in a culturally rich and diverse environment provides opportunities for personal growth and intercultural exchange. Whether exploring historic landmarks, attending cultural events, or sampling delicious cuisine, Germany offers many experiences to enrich your time abroad.

Furthermore, Germany’s central location within Europe makes it an ideal base for travel and exploration. With its efficient public transportation system and affordable travel options, you can easily explore neighboring countries and immerse yourself in different cultures and traditions.

For more info visit: Study Abroad Consultant in Kolkata

Conclusion:

Embarking on a Bachelor’s degree journey in Germany after completing high school presents a unique opportunity for students to receive a world-class education in a dynamic and welcoming environment. With renowned universities, affordable tuition fees, and an emphasis on practical learning, Germany offers an attractive alternative to traditional higher education destinations. By choosing to study in Germany, students can broaden their horizons, develop valuable skills, and pave the way for a successful future.

Whether you’re passionate about science, arts, engineering, or business, Germany has something to offer for everyone. So why wait? Seize the opportunity and embark on your academic adventure in Germany today!

[rojgarbharat]

Name of Post:

Amity University Teaching Non Teaching Recruitment 2024

Post Date:05/05/2024Short Information :Amity University invites has Recently Recruit to the Pro Vice-Chancellor,Deans,Directors,Associate Professor/ Professor,Non-Teaching Faculty Recruitment 2024.

Amity University, Bihar

Teaching & Non Teaching Job Recruitment 2024

WWW.ROJGARBHARAT.INFO

Application Fee

 No Need.

Important Dates

Job Posted : 05/05/2025

Last Date : NA

Job Location

MUMBAI, LUCKNOW, JAIPUR, GURUGRAM, GWALIOR, RAIPUR, BENGALURU, KOLKATA, RANCHI, PATNA AND MOHALI

Job Title: Details

Pro Vice-Chancellor

Deans

Directors

Associate Professor/ Professor

Non-Teaching Faculty:

Admission Counsellors

Accounts Department

Manager HR (Talent Acquisition)

Manager HR CHRIS)

Digital Marketing

Incubation Manager

Performance Marketing

Social Media Management

Content Marketing

Department :

DIRECTORS FOR INSTITUTIONS IN THE FOLLOWING DISCIPLINES: • School of Applied Science • School of Architecture & Interior Design • School of Business • School of Engineering & Technology • School of Fashion Technology • School of Fine Arts • School of Foreign Languages • School of Hospitality • School of Law • School of Liberal Arts • School of Mass Comm. • School of Paramedical Sciences • School of Performing Arts • College of Commerce & Finance • College of Nursing • Institute of Biotechnology • Institute of Psychology & Allied Sc. • Institute of Pharmacy • Institute of Information Technology • Medical School • Film School • Institute of Clinical Psychology

DIRECTORS FOR FOLLOWING DEPARTMENTS: • Academic Monitoring & Support • Admissions • Outreach • Human Resources • International Engagement • IPR • Marketing • Open Learning Resources • Internal Quality Assurance • Academic Coordination • Controller of Examination • Accreditation & Ranking • Hostels and Security • Administration • Registrar • Placements and Industry Integration • Corporate Communications and PR

DEANS FOR FOLLOWING DEPARTMENTS: • Academics • Research • International Affairs • Student Welfare Preference will be given to the candidates applying for the position of Directors with exposure in Foreign Universities and strong research and administrative track record

PROFESSORS/ ASSOCIATE PROFESSORS IN: • Applied Sciences • Architecture & Planning • Artificial intelligence • Clinical Psychology • Commerce • Cyber Security • Design • Data Science • Economics • Education • Engineering (Aerospace, Biomedical, Computer Science/IT, Chemical, Civil, Electrical, ECE, Mechanical) • English • Environmental Sc. • Fashion Technology • Finance • Fine Arts • Food Technology • Forensic Science • Hospitality • Humanities and Social Sciences • Interior Design • International Business • Journalism & Mass Communication • Languages (Chinese, Spanish, German, French, Japanese, Russian) • Law • Management (Finance, HR, Marketing, Qualitative Techniques, Strategy) • Machine Learning • Medical and Allied Sciences (Audiology & Speech Language Pathology, Dietetics & Nutrition, Orthodontics, Clinical Optometry, Medical Lab Technology, Clinical Research, Public Health, Hospital Administration) • Nanotechnology • Performing Arts • Nursing • Pharmacy • Physical Education & Sports Sc. • Psychology and Behavioural Sc. • Special Education • Robotics • Travel & Tourism

Employment Type

Full Time.

Qualification Details

As per UGC norms. Ph.D.

USE IMPORTANT LINKS

Apply Online

[devsharma23]

Language Learning Adventures: Enhancing Skills Through Overseas Education

Embarking on a journey of overseas education is not just about acquiring a degree; it's also an opportunity to immerse yourself in a new culture and language. In this article, we will explore how studying abroad can be a language-learning adventure, enhancing your linguistic skills while opening doors to new opportunities and experiences.

 The Multilingual Advantage

 Bilingualism vs. Multilingualism

Discuss the advantages of being multilingual, including cognitive benefits and increased employability. For more info visit: Study Abroad consultant in Delhi

 Language Diversity Abroad

Highlight the diverse range of languages you can encounter when studying abroad, depending on your chosen destination.

 Language Immersion: A Total Experience

 Living in a Foreign Language

Explain how everyday life in a foreign country exposes you to the language in a way that goes beyond classroom learning. For more info visit: Study Abroad consultant in Noida

 Cultural Insights

Discuss how language is intertwined with culture, and how learning a language abroad can deepen your understanding of the local culture. For more info visit: Study Abroad consultant in Lucknow

 Language Programs and Courses

 University Language Courses

Explore the language courses offered by universities and how they cater to various levels of proficiency. For more info visit: Study Abroad consultant in Ghaziabad

 Language Schools and Institutes

Discuss the option of enrolling in specialized language schools or institutes for intensive language learning. For more info visit: Study Abroad Consultant In Chandigarh

 Beyond the Classroom

 Language Exchange Partners

Highlight the benefits of connecting with native speakers for language exchange, both informally and through organized programs. For more info visit: Study Abroad consultant in Gurugram

 Community Engagement

Discuss the value of engaging with the local community, participating in events, and joining clubs or groups where the primary language is spoken. For more info visit: Study Abroad consultant in Kolkata

 Language Challenges and Triumphs

 Initial Challenges

Share stories of initial language barriers and how students overcome them through perseverance and practice.

 Milestones and Achievements

Celebrate the milestones and achievements in language learning during the overseas education journey. For more info visit: Study Abroad consultant in Jaipur

 Career Benefits

 Language Skills in the Job Market

Discuss how being proficient in multiple languages can significantly enhance your career prospects, making you a valuable asset in various industries.

 International Opportunities

Highlight the opportunities for international job placements and cross-cultural experiences that multilingualism can bring. For more info visit: Study Abroad Consultant In Punjab

 Success Stories

 Maria: Mastering Mandarin and Breaking into the Chinese Market

Detail Maria's journey of studying Mandarin in China, leading to a successful career in international business.

 Javier: From Novice to Native in Spanish

Explore how Javier's dedication to learning Spanish in Spain transformed him into a fluent speaker, opening doors to Latin American business ventures. For more info visit: German Education consultant in Chandigarh

 Conclusion

Studying abroad offers more than just a degree; it offers a language-learning adventure. The skills you gain in a foreign language are invaluable, not just for your career but also for personal growth and cultural enrichment. Embrace the opportunity to immerse yourself in a new language and culture; it may be the key to unlocking a world of possibilities.

 FAQs (Frequently Asked Questions)

1. Do I need prior knowledge of a language to study it abroad?

   - No, many language programs cater to all levels, from beginners to advanced learners.

2. How long does it take to become proficient in a new language abroad?

   - It varies depending on the language and your dedication, but immersion can accelerate the learning process significantly.

3. Will studying a language abroad help me in my career?

   - Absolutely, being multilingual is a valuable skill that can open doors to international job opportunities.

4. Are there scholarships for language learning programs abroad?

   - Yes, many universities and organizations offer scholarships specifically for language studies.

5. Can I continue using my language skills after returning from overseas education?

   - Yes, you can maintain and further develop your language skills through online resources, language exchange, and continued practice.

[bilingualacademy]

German Language Course Training Kolkata-Speak German like a Native

If one wants to learn a foreign language, then the first choice may not be German. What the language sounds to non-speakers maybe intimidating but speaks German to 100 million of the world's 38 countries population. At German Language Course Training Kolkata there are many reasons for considering studying German.

Germany is the largest exporter in the world, and is the third largest exporting country in the world. If you struggle with business dealings, you'll probably find another German-speaking businessman. Well, German people know how to speak English but learning their language at the German Language Course Training Kolkata gives you the advantage of winning their trust. And you can fully understand the original sense of what they are trying to suggest. German can be a wonderful business language when you use it online, at web conferences or during presentations.

For most eastern European countries, German is second language. If you're going to Czech Republic, Russia, Hungary, Romania, or Kazakhstan, apart from Germany, Austria, and Switzerland, you may want to learn a few phrases. The German language course in Kolkata are available online. You may also inquire about the formal classes offered in Kolkata if you wish to learn the language.

It is best to have a handy English-German dictionary if you are moving to a German speaking country. A translation book of helpful sentences means that when you reach point Z, you don't waste your time trying to search for point A.

[singh82nolan-blog]

The particular role of test preparation in getting admission from a highly regarded university abroad

If you are intending to study abroad next you must have come after the various tests engaged in a top admit. SAT coaching in Kolkata be the English proficiency exams such as this IELTS/ TOEFL, as well as the aptitude tests such as GMAT/ GRE/ SAT/ TAKE ACTION, you would have come over a few challenge or often the other such as these tests. Here we will go through the roles that each regarding these exams play inside the admissions process to analyze overseas at a good college. We will look at the most often asked questions we find out about English proficiency plus aptitude tests. Do My partner and i need to take typically the language proficiency assessments? Why don't start at the outset. Typically the short answer to help this issue is Of course, and No! Puzzled? Nicely, if you’re from some sort of predominantly non-English speaking region and you’re applying to be able to a rustic where English is definitely the primary vocabulary, next the university plus the country embassy will want in order to appear from your Everyday terms talents test scores ahead of handing you an entrance offer you as well as a university student visa. This can be done in order to make sure that the dialect of communication doesn’t grow to be a good reason for very poor performance at university. Also, this kind of test serves because some sort of smart way to eradicate students as their main objective is not knowledge. Often the commonly accepted English language skills tests throughout the planet are classified as the International English Vocabulary Evaluation System (IELTS) together with the Evaluation of Uk as a Foreign Language (TOEFL). The Pearson Check of English or the PTE has likewise developed in popularity from the recent years. If you’re making use of to the university located in The ussr or Indonesia, then you may furthermore need to take a basic skill test throughout A language like german or perhaps Russian vocabulary. Almost all the language proficiency exams are not normally aggressive and tend to simply have the requirement connected with scoring a basic cutoff to prove the essential amount of proficiency. A good score higher than the cut-off does not actually offer a benefit in admissions but may increase often the chances of securing some sort of scholarship or apprenticeship. Different nations have different words talents requirements, so your first interface of call should be to meet up with an education counsellor or perhaps execute a thorough research to be able to find the actual requirements. To study abroad, whenever should I take these types of checks? It's critical that will you take the requisite testsmuch beforeyou desire to apply with regard to your study vacation spot. An individual will need to have got a new very clear career system and be familiar with requirements involving the colleges you would like to attend. Another important feature for you to keep in mind will be the dates that this testing are conducted. For instance , this SAT exam will be carried out just 4 times a year in certain elements of the world. As well, your own scores can point in the direction of a proper group of educational institutions and give you plenty of to prepare for some other features of the app, such as page creating, CV building, essay ideation and preparation, recommendations, in addition to others. Getting done having often the tests early on will allow you to be able to have a hold on most aspects of the application form course of action. What precisely would be the aptitude or admissions try out that I actually need to have? Often the admissions process includes of different tests these kinds of as SAT/ GRE/ GMAT/ ACT/ APs/ LSAT etcetera. The short summary of each and every of the tests is given under: SAT/ ACT – The particular SAT/ BEHAVE is an skills analyze taken by students throughout high school for admissions to help universities in USA, Europe and some different parts of the earth. It primarily tests men and women at English and Maths. SITTING Subject Tests ~ A few colleges in the US ALL call for subjects test found in places such as Physics, Mathematics, Biochemistry, Dialects as well as World Record. GRE : The Scholar Record Test (GRE) or perhaps the GRE is one of the recommended understanding tests for universities providing top engineering and other programs, especially often the ones in the ALL OF US. GMAT – The GMAT can be conducted by typically the GMAC for admissions to help top universities and colleges in often the management programs. A great GMAT score is the place to start of getting a fine MBA admission. How do I prepare for these types of exams? Before you get started preparation you must extensively research on the actual scannings required for your admissions to the dream college or university. Check the deadlines together with estimate the fb timeline with regard to the entire process, not just the test prep period. There are about three well-liked modes of prep: • Self Study – This particular is appropriate if an individual are self-motivated and include the material readily offered. This problem is that you would need to research all the aspects from scratch, together with right now there wouldn’t be anyone to support with your doubts. • Online Prep – On the internet cooking has become famous in recent years due to much better internet velocities. Generally, the particular course requires a particular number of pre-defined several hours and in many situations the course can become self-paced. Lectures are generally good nonetheless individual focus is not current. A good point is that you can find not travel occasion engaged. • Classroom Ready : This is this traditional process regarding prep. Students benefit from face-to-face interaction and in several instances good institutes will definitely provide with least a few level of custom made preparation and doubt dealing with. Just how long will the preparation acquire? Prep normally requires anywhere involving 3-6 a few months but may even go up to a year for every of these examinations. We have taken the required test, what next? Hopefully a person have obtained your own personal desired scores. Now just prepare yourself the rest of your current application. You can speak for you to one of our specialist counsellors at +91 8583841032 or perhaps WhatsApp us from +91 8583841032 for further more data approach continue.

[online-journalist]

Biography of Anupama Chopra — A Film Critic, Journalist and Author

Anupama Chopra’s Early Life

Anupama chopra was born in the Chandra Parshad family in Kolkata and later also lived in Badayun, Uttar Pradesh.

She was brought up with her family in Nepean Sea Road and then in Cuffe Parade in Mumbai.

Anupama was fond of films since her childhood.

Anupama Chopra’s Educational Qualifications

Anupama graduated from St. Xavier’s College, Mumbai with a BA in English literature in 1987.

She completed her master’s degree in journalism from Northwestern University’s Medill School of Journalism.

Anupama Chopra’s Journalist Journey

Anupama started her career as a journalist in New York with the magazine ‘Harper’s Bazaar’.

Her detailed story about mafia culture in Bollywood in the Sunday magazine made her come into the limelight in the early 1990s.

Anupama’s career excelled to new heights as she wrote a long write-up on the 1993 Mumbai serial blast and interviewed people in the mafia.

Anupama hosted a film review show called ‘Picture This’s on NDTV 24×7 channel.

In 2012, she also started her weekly review show called ‘Front Row with Anupama Chopra’ on Star World.

In 2014, Anupama hosted a Hindi show on Star Plus by the name ‘Star Verdict’.

In July 2014, she founded ‘Film Companion’ on YouTube, a pan-India entertainment journalism platform, where she critiques Hindi films, television, and web series.

Anupama became the chairperson of the MAMI Mumbai Film Festival in November 2014, replacing Shyam Benegal.

Anupama Chopra as an Author

Anupama debuted as an author with the book, ‘Sholay: The Making of a Classic’, in 2000, on the occasion of the 25th anniversary of the film, Sholay.

She wrote a book on Shah Rukh Khan in 2007, titled ‘King of Bollywood: Shah Rukh Khan and the Seductive World of Indian Cinema’.

Anupama also wrote ‘Dilwale Dulhaniya Le Jayenge’ as a modern classic series.

Her 2011 publication, ‘First Day First Show: Writings from the Bollywood Trenches’ is a compilation of her articles on Hindi cinema over 2 decades.

In 2013, Anupama released 2 books, ‘Freeze Frame’ and ‘100 Films to See Before You Die’, based on interviews with filmmakers and actors on the TV show and her weekly film column respectively.

Her latest release, ‘The Front Row: Conversations on Cinema’ is a collection of her television interviews with both Bollywood and Hollywood personalities.

Anupama Chopra’s Achievements and Awards

Anupama won the Harrington Award for ‘academic excellence and promise for success in the field of magazine journalism at Northwestern University’s Medill School of Journalism.

She won the National film award for best book on cinema (India) in 2001 for her debut book, Sholay: The Making of a Classic.

Her book on Shah Rukh Khan was featured on the annual editor’s choice list of the New York Times Book Review. It was also translated into Polish, German, and Indonesian languages.

Anupama’s works have been published in India Today and Vogue India.

Her writing about Hindi films has been featured in various international publications like Los Angeles Times, Sight & Sound, The New York Times, and Variety.

[unique-live]

Biography of Anupama Chopra — A Film Critic, Journalist and Author

Anupama Chopra’s Early Life

Anupama chopra was born in the Chandra Parshad family in Kolkata and later also lived in Badayun, Uttar Pradesh.

She was brought up with her family in Nepean Sea Road and then in Cuffe Parade in Mumbai.

Anupama was fond of films since her childhood.

Anupama Chopra’s Educational Qualifications

Anupama graduated from St. Xavier’s College, Mumbai with a BA in English literature in 1987.

She completed her master’s degree in journalism from Northwestern University’s Medill School of Journalism.

Anupama Chopra’s Journalist Journey

Anupama started her career as a journalist in New York with the magazine ‘Harper’s Bazaar’.

Her detailed story about mafia culture in Bollywood in the Sunday magazine made her come into the limelight in the early 1990s.

Anupama’s career excelled to new heights as she wrote a long write-up on the 1993 Mumbai serial blast and interviewed people in the mafia.

Anupama hosted a film review show called ‘Picture This’s on NDTV 24×7 channel.

In 2012, she also started her weekly review show called ‘Front Row with Anupama Chopra’ on Star World.

In 2014, Anupama hosted a Hindi show on Star Plus by the name ‘Star Verdict’.

In July 2014, she founded ‘Film Companion’ on YouTube, a pan-India entertainment journalism platform, where she critiques Hindi films, television, and web series.

Anupama became the chairperson of the MAMI Mumbai Film Festival in November 2014, replacing Shyam Benegal.

Anupama Chopra as an Author

Anupama debuted as an author with the book, ‘Sholay: The Making of a Classic’, in 2000, on the occasion of the 25th anniversary of the film, Sholay.

She wrote a book on Shah Rukh Khan in 2007, titled ‘King of Bollywood: Shah Rukh Khan and the Seductive World of Indian Cinema’.

Anupama also wrote ‘Dilwale Dulhaniya Le Jayenge’ as a modern classic series.

Her 2011 publication, ‘First Day First Show: Writings from the Bollywood Trenches’ is a compilation of her articles on Hindi cinema over 2 decades.

In 2013, Anupama released 2 books, ‘Freeze Frame’ and ‘100 Films to See Before You Die’, based on interviews with filmmakers and actors on the TV show and her weekly film column respectively.

Her latest release, ‘The Front Row: Conversations on Cinema’ is a collection of her television interviews with both Bollywood and Hollywood personalities.

Anupama Chopra’s Achievements and Awards

Anupama won the Harrington Award for ‘academic excellence and promise for success in the field of magazine journalism at Northwestern University’s Medill School of Journalism.

She won the National film award for best book on cinema (India) in 2001 for her debut book, Sholay: The Making of a Classic.

Her book on Shah Rukh Khan was featured on the annual editor’s choice list of the New York Times Book Review. It was also translated into Polish, German, and Indonesian languages.

Anupama’s works have been published in India Today and Vogue India.

Her writing about Hindi films has been featured in various international publications like Los Angeles Times, Sight & Sound, The New York Times, and Variety.

[sarabjeetkaur45]

#KIITSchoolOfLanguages #KSOL #organized #webinarcumworkshop #UnityforPeace #commemorate #GermanUnityDay #KIITDeemedtobeUniversity #DrAchyutaSamanta #Founder #KIITKISS

[loyallogic]

Pursuing LLM from abroad, working in Europe- Germany, London- A Webinar Brief

This summary is written by Sharanya Ghosh, from Symbiosis Law School, Noida.

The Guest Speaker: Abhijit Narayan completed his senior secondary education from Airforce Bal Bharti School and went on to study Political Science. Later, he picked up law and studied at Campus Law Centre (Delhi University) before pursuing his LLM in Corporate Law from New York University School of Law. After that, he returned to India and worked as a corporate lawyer for a few years. However, he wanted to go abroad and thus began working in Germany. Today he is Foreign Counsel; Head of India Desk and Middle East Desk for Continental Europe at Orrick, Herrington & Sutcliffe LLP. 

The Host: Ramanuj Mukherjee is an alumnus of National University of Judicial Sciences, Kolkata. He is currently the CEO of LawSikho and the co-founder of iPleaders. His previous work experience includes being a part of the Private Equity and M&A Team at Trilegal, Mumbai.

Why should I pursue my LLM from Europe?

The real question here is why you want to pursue LLM in the first place. After you have answered that, you may consider the fact that the standard of education in European nations is very high and the cost of living and studying much lower as compared to the United States. Thus, pursuing LLM from Europe can be very useful.

How realistic is it to want to work in a European country abroad?

Anti-immigration sentiment may exist in a few countries but even otherwise, finding a job in Europe in the legal field is not easy. Some people don’t go for LLM directly after graduation. Some people study LLM only because they want to work abroad. The supply of LLM graduates is much more than demand LLM graduates globally. One reason why international law firms have few Indian lawyers because they are expected to handle India related transactions. 

What are the chances of getting a job after I get my degree in LLM?

The chances of getting a job after getting an LLM depends on the market demand. It is important to develop contacts and understand the client requirement. It is very important to understand that the client is not coming to you for a lesson in law but because they seek solutions. 

A lot of people are interested in working abroad. What are some of the pros and cons of working in Europe?

There is a long list of benefits of working abroad. The stipend is decent, depending from place to place, there is a great experience and exposure and with the technological advancements of the world, you can stay connected with your family back home. There aren’t many cons of working or studying abroad according to Mr. Narayan. 

What is the situation of Indian lawyers abroad?

Several Indians tend to go back home since it is not easy to grow in an international firm. Even if you become a partner, it is difficult to be accepted unless you build a brilliant case. In fact, even today, there are few Indian equity partners in German and other European firms. This, however, should be looked at as an opportunity instead of a downside.

Some students face the issue of language barriers. How should they deal with that?

The best solution to a language barrier is to learn it. It is not a prerequisite in a world where English and other global languages do exist. However, it is an essential skill that one may develop to add value to their own profile.

How long does it take to learn a language?

Depending on the language and its difficulty level, it can take around two years to become fluent in speaking a European language. It looks good on your resume and around three years of studying the language, one may even be able to use it comfortably in the business process.

When should you start learning the language? How do you choose which language to go for?

Choosing the language depends on your interest level and the field and country you want to work in. As for when you should start learning it, the earlier the better. 

Why should I pick up a language?

Most people feel more comfortable speaking in their domestic languages and if you are able to interact with them through it, it adds value to your image. Whether you are into litigation or corporate, if you have clients from that foreign country, you can speak to them in that language. This is a major benefit. It opens doors for you across countries and creates more job opportunities for you.

Does learning a foreign language help if I plan to stay in India after my LLM?

Yes. There are firms in India that work across countries and thus they have language desks. You can approach such firms to join their teams. Not only that, it allowed you to collaborate with people and widen your circles.

What should I do in order to land a job in a foreign law firm?

These law firms will look at what you bring to the table and thus it becomes important to reach out to the right people, such as lawyers in a firm who have worked on cases related to India. Cover letters are an essential feature of your application and need to be created in a way that the person reading it feels like it was created for him alone. 

What kind of a track record should I have before I apply for a job?

Here it becomes important to put yourself in the shoes of the person reading your application, since they must be receiving multiple applications. What sets you apart? What value will you add to the firm? A cover letter becomes so important that you may be rejected based on that alone. 

How do I build my connections and set myself apart?

You should think out of the box in this situation. You need to work on your profile and ensure that you come across as a professional. You should also be ready to face rejections from Universities and job applications. You only need one job to kickstart your career and a lot is riding on your job profile.

Where in Europe should I go for an LLM?

Any European country such as Germany, France and Spain offer great education at subsidised rates. The quality of education is superior and the overall cost is less as compared to the United States (and also the United Kingdom if we look specifically at the European Union). Getting an education in big cities will help you intern at big law firms too.

Why is it better to work for a while after my graduation and before I go for my LLM?

Working before going for LLM is quite helpful in getting a scholarship. You may even be able to work in India that have connections with those respective countries, such as Germany. If you plan to settle abroad, you may join Indian companies based abroad or even foreign companies that work with Indian organisations. 

Some questions asked by the audience and students of the LawSikho community:

How do I write a good Statement of Purpose?

A good statement of purpose generally does not have a single formula. It is one way of connecting with a person. Statements of Purpose have word limits when it comes to law universities and it is important to condense your thoughts in a sensible manner. Mr. Narayan also suggested that universities while looking for unique messages still keep an eye out for some clichés.

                              Click Above

Is going abroad for a PhD in law a good idea?

Going for a PhD in law is a good decision because not only does it ensure that you get a decent stipend, it also enables you to connect with people. Your references increase and it propels your career forward. It is important to get on the Internet and do some research first, though.

I’ve been working for four years. Is it too late to consider going for an LLM? Will it add any value to my resume?

Mr. Narayan mentioned that if you want to pursue an LLM you should definitely consider it. Not only does it add to your resume, it also gives you more exposure and improves your overall profile. Mr. Mukherjee also added that it depends on the field that you would like to enter as well.  

What are some tips you can give for planning an education abroad, especially financially?

If you are a law student who is planning to go abroad, it is very important to add to your resume. You need to participate in moot court competitions, go for internships, write papers and publications and most importantly, it is essential to maintain a good quality of these activities. You also need a good plan that you can keep in mind. This might even help you land a scholarship. 

Even if I get an LLM, generally law students are required to get local qualifications. How does that affect my education? Does LLM really help?

It is important to first identify which field of law you want to enter and what you want to pursue. Depending on that, you should choose your specialisation and plan for any local qualifications that you will need. Again, based on what your field of law is all about, you can go for both an LLM and cover the local qualifications.

If I’m already enrolled in the LLM programme of a good University. What is the next step to get a job?

Mr. Narayan says that you must utilise your time well. Getting good grades during your LLM is essential if you want to land a good job. You should also utilise your time while in the programme to go for informational interviews and try to have conversations with people instead of looking at jobs immediately. This will help you build your contacts and your profile.

Can it be a problem is a person is only a foreign legal consultant? 

It is usually not a problem to simply be a foreign legal consultant. Most big firms internationally use standardised language in their work and overall it is a global job. However, if you really want to build a career, you should strive to become a partner in a firm. For this, local qualifications become extremely important. 

Should I go for a specialised LLM or a general LLM?

It is best to go for a specialised LLM. You can also cover different courses under a specialisation and focusing on one field helps you gain proper exposure and a greater understanding. 

What steps should I go for in the future if I have studied under an International Human Rights LLM programme in the United Kingdom? 

It becomes essential here to know what kind of a field you are going for. You may return to India and go into litigation while keeping in mind this field. You may go into teaching. Otherwise, you should try to get a job at the United Nations and at well-known large NGOs.

I have a work experience of over three years and had applied to a few German Universities for LLM. However, what with the pandemic, I am unsure about the admission currently.

To this, Mr. Narayan responded by saying that it would be best to wait for a year or so before pursuing an LLM abroad. Since it is a trying time, it is best not to take a risk. Even so, you should go for it or defer it by a year.

Do top universities in the Europe have top placement cells like we have in India?

It’s the same in Europe, they have internships and also collaborate with Indian colleges. There are firms there that even hire international interns from time to time.

LawSikho has created a telegram group for exchanging legal knowledge, referrals and various opportunities. You can click on this link and join:

https://t.me/joinchat/J_0YrBa4IBSHdpuTfQO_sA

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The post Pursuing LLM from abroad, working in Europe- Germany, London- A Webinar Brief appeared first on iPleaders.

Pursuing LLM from abroad, working in Europe- Germany, London- A Webinar Brief published first on https://namechangers.tumblr.com/

[rightsinexile]

Announcements

Conferences and workshops

Conference on EU migration governance, 2 April 2019, Toronto, Canada

The Centre for Refugee Studies will host a seminar entitled: “Crisis, what (refugee) crisis?” The business of “business-as-usual” in EU migration governance. For more information visit here.

Panel discussion on refugees and global migration, 4 April 2019, Boston, United States of America

WorldBoston, Boston Network for International Development, and the United Nations Association of Greater Boston join forces to host Great Decisions on Refugees and Global Migration. More information and registration are available here.

Global Migration Conference: Inclusion and Exclusion, 11-12 April 2019, Newton, United States of America

Boston College Law School and Boston College School of Social Work will hold the inaugural Global Migration Conference bringing together leading experts – academics, policymakers, activists, refugee rights advocates, and mental health professionals – to address global trends and tensions between inclusion and exclusion. Attendees must register by 5 April 2019 here.

Escaping Violence, 12 April 2019, New York, USA

The New School will hold a conference on new approaches to “the ‘problem’ of refugees”. The conference marks the 30th anniversary of the publication of Aristide Zolberg's Escape from Violence: Conflict and the Refugee Crisis in the Developing World, and will consider new approaches – conceptual and field-based – for responding to forced migration today. Registration and additional information are available here.

Contemporary Challenges Facing LGBT+ Asylum Seekers: UK and Global Perspectives, 1 May 2019, Reading, United Kingdom

The Migration and Asylum Section of the Society of Legal Scholars is hosting a conference with the participation of Dr. Ruvi Ziegler and Dr. Ana Beduschi. More information is available here and pre-registration is required by contacting Dr. Ziegler.

What makes Americans act on behalf of refugees? 1 May 2019, San Diego, USA

Associate Professor of Political Science Claire Adida will present the results of quantitative research on how countries deal with existing and new forms of diversity. She examines whether US citizens can be persuaded to adopt more inclusionary behavior toward refugees by using a minimally invasive online perspective-taking exercise frequently used by refugee advocates in the real world. For more information, contact Ana Minvielle.

Salvadoran migration and collective action in times of violence, 13 May 2019, San Diego, United States of America

Joseph Wiltberger, Visiting Professor at the Center for for Comparative Immigration Studies, will be speaking about how, despite having endured and navigated various situations of violence and displacement in El Salvador and elsewhere as migrants, Salvadorans work toward building possibilities to be able to stay in place. For more information, contact Ana Minvielle.

Sexual Orientation and Gender Identity Claims of Asylum, 4 July 2019, Frankfurt, Germany

The Goethe University in Frankfurt, Germany, in collaboration with the Cornelia Goethe Centre and other German NGOs is organizing a workshop on “Under the Asylum Rainbow: Intersectional Queer Challenges” in hopes of exploring the most important issues with regard to LGBTQI asylum in Europe. The event aims to bring together refugees and people seeking asylum, NGO workers, activists, decision- and policy-makers, lawyers and academics to build a network for discussion and knowledge exchange. The conference will be free to attend and registration will open soon. For more information or to register interest contact Nina Held.

Research and Orientation Workshop on Refugees and Migrants, 25 - 29 November 2019, Kolkata, India

The Calcutta Research Group invites research papers or creatives pieces addressing issues of protection for refugees and migrants, gender, race, religion and other fault lines in the protection regime, neo-liberalism and migrant labour, statelessness, borderlands and the Indian and South Asian experiences in a global context. The last date for submission of applications is 31 March 2019. Inquiries related to the application process are welcome. The application form can be downloaded from the CRG website.

Save the Date: Conference of the International Association for the Study of Forced Migration, July 2020, Accra, Ghana

The conference of the IASFM will be held from 27-30 July 2020 at the University of Ghana, Accra, under the auspices of the Centre for Migration Studies. More information on the conference, entitled “Disrupting Theory, Unsettling Practice: Towards Transformative Forced Migration Scholarship and Policy,” is available here.

Calls for papers

Chapter proposals sought for “Refugee education across the lifespan: Mapping experiences of language learning and use”

This volume highlights work that demonstrates how an educational linguistics perspective might contribute to scholarship and/or educational innovations needed to advance the research base, inform professional development of teachers (in preschool, K-12, and continuing/adult education settings), and improve the educational, social and economic opportunities available to refugee-background children, youth and adults. With a focus on language learning and use among refugee-background learners across the lifespan, this proposed volume demonstrates that educational linguistics as an approach to inquiry is well positioned to identify, examine, and theorize the language and literacy dimensions of the refugee experience. Proposals - including chapter title, author name and affiliation, a 300 to 500 word chapter overview, and a 50-100 word biography of each author - are due by 1 May 2019. All inquiries should be directed to Doris Warriner.

Courses

Odysseus Network Summer School: EU migration and asylum policy

Applications are now being accepted for the Odysseus Network’s summer program from 1 to 12 July 2019 at the Université Libre de Bruxelles. In addition to the classes, evening debates and visits to the European Institutions, the course provides the opportunity to spend an intellectually stimulating fortnight and to network amongst a group of participants specialised in migration and asylum coming from all over Europe. More information is available here. Grants are available for a PhD seminar during the summer school; details can be found here. Additional funding is being collected for scholarships for refugee students to attend the summer program.

Vacancies

UNICEF Refugee Child Protection consultancy, Bangkok, Thailand

UNICEF Thailand is seeking an individual consult to provide technical support on analysis on the possibility of withdrawing Thailand’s reservations on Article 22 of the Convention on the Rights of the Child (CRC). The consultant will study the feasibility of withdrawing the reservation of Article 22 of the CRC and develop a Policy Brief and a Policy Advocacy Strategy. Additional details and application information are available here.

Staff Attorney - Center for Gender and Refugee Studies, San Francisco, USA

The Center for Gender and Refugee Studies (CGRS), based at the University of California Hastings College of the Law, one of the nation's leading refugee research and advocacy organizations, works to advance the human rights of women, children, LGBT, and other refugees who flee persecution, both in the US and internationally. CGRS is seeking a highly motivated individual passionate about refugee rights and ready to participate in all CGRS program areas, which include our technical assistance and training, policy advocacy, impact litigation, and international human rights work. For more information and to apply, visit here.

Pro Bono Manager - ABA Commission on Immigration, Harlingen, USA

The American Bar Association's (ABA) Commission on Immigration is hiring a Pro Bono Manager to increase pro bono engagement between ABA members and its two direct-service projects on the Southern border: the South Texas Pro Bono Asylum Representation Project (ProBAR) in Harlingen, Texas, and the Immigration Justice Project (IJP) in San Diego, California. ProBAR provides pro bono legal services to immigrants and asylum-seekers detained in the Rio Grande Valley of South Texas, and IJP provides pro bono legal services for indigent immigrants and asylum-seekers detained in the Otay Mesa Detention Center near San Diego, California. To apply, click here. Questions regarding the position can be directed to Jennie Kneedler.

[completecoaching]

The classroom is a social build that is designed to accomplish learning. When learning can take place even when the only active participant is the student–as is the case when a person is reading a user manual–the most effective learning circumstances are those which entail the practical participation of both teachers and students.

[juudgeblog]

Ten most important law subjects taught in law schools

In this article, Parthapratim Das pursuing M.A, in Business Law from NUJS, Kolkata discusses ten most important law subjects taught in law schools.

Introduction

There are so many laws in India which passed during pre and post-independence period that are in vogue at present. Most of the Indian Laws are constituted and passed during the pre and post independence period and they are still very effective and Active and are in use in the modern legal system of India. Indian legal system is structurally a hybrid system of civil law, common law and customary law. Those laws are made keeping in mind the British colonial regime and influenced by that era and such the Indian legal framework is basically inherited from the British ruler and they are still continued and functional in some modified versions or same as it was. Indian legal system has a great adherence to the Guidelines of United Nations and as a result, various laws are adopted from the guidelines of the international platforms especially in the domain of Human rights law, Environmental law, International trade laws and intellectual property law etc.

The Constitution of India

The 26th January 1950 is a red letter day in the long history of India because the Constitution of India came into effect. The Indian Constitution is the lengthiest and the most detailed of all the written Constitution of the world. The Indian Constitution originally consisted of 395 Articles divided into 22 Parts and 8 Schedules. Since 1951 several Articles and Parts have been added to and several Articles have been omitted from the Constitution. At present, there are, 448 articles in 25 parts, 12 schedules, 5 appendices in the Indian Constitution. As of September 2016, there have been 101(latest by GST Act) amendments made in the Indian Constitution.

The framers of the Indian Constitution have gained experiences from the working of all the known Constitutions of the world like the American Constitution, UK Constitution, Ireland Constitution, German Constitution etc. This was the reason that they sought to incorporate good provisions of those Constitutions in order to avoid defects and loopholes that might come in future in the working of the Indian Constitution. The vastnesses of the country and peculiar problems relating to the language have added to the bulk of the Constitution.

The Indian Constitution lays down the structure not only of the Central Government but also of the States. The American Constitution leaves the States to draw up their own Constitutions.

The Indian Constitution contains a long list of fundamental rights and also a number of directive principles, which confer no justifiable rights upon the individual. Through these directives by their very own nature could not be made legally enforceable yet the framers incorporated them in the Constitution with a view that it would serve as constant reminder to the future Governments that they will have to implement them in order to achieve the ideals of the welfare State as envisaged in the Preamble of the Constitution.

The preamble of the Constitution declares India to be a “Sovereign, Socialist, Secular and Democratic Republic”. Sovereign power is that which is absolute and uncontrolled. The word ‘Sovereign’ emphasizes that India is no more dependent on any outside authority. In a ‘Democratic’ state, it may have an elected or a hereditary head. But it is ‘republic’ because the head of the State is not a hereditary monarch. It envisages not only a democratic form of government but also a democratic society, infused with the spirit of ‘Justice, Liberty, Equality, and Fraternity’. The following are the objectives which the Preamble secures to every citizen: Justice – social, economic and political;

Liberty – of thought, expression, belief, faith and worship;

Equality – of status and opportunity; and to promote among the all;

Fraternity – assuring the dignity of the individual and the unity and integrity of the Nation.

Part III of the Indian Constitution contains a long list of fundamental rights which can be classified under the following six groups:-

Right to equality (Articles 14-18)

Right to Freedom (Articles 19-22)

Right Against Exploitation (Articles 23-24)

Right to Freedom Of religion (Articles 25-28)

Cultural and Educational Rights (Articles 29-30)

Right to Constitutional remedies (Articles 32-35)

The 44th Amendment has abolished the right to property as a fundamental right as guaranteed under Article 19(1)(f) and Article 31 of the Constitution, and hence Article 19(1)(f) and Article 31 have been omitted.

Last week Supreme Court of India upholds Right to Privacy as a Fundamental Right. Recently in a unanimous judgment by all nine Honourable Justices of Supreme Court of India endorsed Privacy as a Fundamental Right to the citizen of India in the case of Retd. Justice K.S. Puttaswamy vs. Union of India. The finding comes against a petition questioning the Constitutional cogency of Aadhaar. The right to privacy is judged under the scanner of Constitutional fundamental right as follows:

“The right to privacy is protected as an intrinsic part of the right to life and personal liberty under Article 21 and as a part of the freedoms guaranteed by Part III of the Constitution”.

Code of Civil Procedure, 1908

Code of Civil Procedure, 1908 (C.P.C.) contains elaborate and exhaustive provisions for dealing with executability of a decree in all its aspects. The numerous rules of Order 21 of the Code take care of different situations, providing effective remedies not only to judgment-debtors and decree-holders but also to claimant objectors as the case may be. The remedy under C.P.C. is of superior judicial quality than what is generally available under other statutes. It is difficult to find a case where interference in writ jurisdiction for granting to a judgment-debtor or a claimant objector can be justified – Ghanshyamdas vs. Anant Kumar (1991)4 SCC 379.

The preamble of the Code indicates that it is Act to consolidate and amend those laws relating to the procedure of the court of civil judicial. The C.P.C. is a Procedural Law regarding the administration of Indian civil procedure. No doubt it also deals with certain substantive rights. But as the preamble vouchsafes, the object essentially is to consolidate the law relating to Civil Procedure. At the same time this procedure is in a subordinate position and the handmaid of justice and not its mistress – Prem Lata v Chandi Prasad (2007)2 SCC 551. As to the nature of a consolidating statute it is also made clear that the very object of consolidation is to collect the law bearing upon the particular subject in bringing it up to rule. A consolidating Act is to be construed by examining the language of such a statute and by giving it natural meaning uninfluenced by considerations derived from the previous state of law.

The Civil Procedure Code is a law relating to procedure and procedural law is always intended to facilitate the process of achieving ends of justice. The courts normally favour the interpretation which would achieve the object. The provisions of procedural law which do not provide for penal consequences in default of their compliance should normally be construed as directory in nature and should receive liberal construction. The court should always keep in mind the object of the statute and adopt an interpretation which would further such cause in light of attendant circumstances.

Section 3 of this Procedural Law administers the Subordination of courts for the intention of this Act and described as the High Court is subordinate to the Supreme Court, the District Court is subordinate to the High Court, and every other Civil Court of a grade inferior to that of a District Court and every Court of Small Causes is subordinate to the High Court and District Court.

Neither ‘suit’ nor ‘proceeding’ has been defined in the Code. They are not used interchangeably.

The Code of Civil Procedure, 1908 was originally aimed to employ to Civil Courts of India. But, it is often enforced in different tribunals and revenue courts.

The Code of Criminal Procedure (CrPC), 1973

The Code of Criminal Procedure (CrPC), 1973, has come into effect from April 1, 1974. It received the assent of the President on January 25, 1974. There was at first no uniform law of criminal procedure for the whole of India. There were separate Acts. mostly rudimentary in their character, to guide the procedure of the Courts. The Code of Criminal Procedure (CrPC), 1973 is an Act to consolidate and amend the law relating to Criminal Procedure.

Ordinarily, the Code does not affect (1) any special law (s.41, Penal Code), (2) any local law (s.42, Penal Code), (3) any special jurisdiction or power, or (4) any special form of procedure (s.5). the Criminal Procedure Code is mainly an adjective law of procedure. Object of a Code of Criminal Procedure is to provide machinery for the punishment of offenders against the substantive criminal law, e.g., the Indian Penal Code. In fact, the two Codes are to be read together. Some terms are specially defined in the Criminal Procedure Code, but in the absence of such definition, the definitions set out in the Indian Penal Code are to be adopted [s.2(y)]. The Code also provides machinery for the punishment of offences under other Acts.

Enactments regulating the procedure of courts seem usually to be imperative and not merely directory. In other words, the rules of procedure are enacted to be obeyed. The object of these rules is to simplify and shorten proceedings. The provisions are procedural, where the violation of any provision does not cause prejudice it has to be treated as directory despite the use of the word ‘shall’. So interpreting s.202 (2) (proviso), the court said examination of all the witnesses cited by the complainant was not mandatory.

Laws of limitation – Limitation Act, 1963

The fundamental principle of the law of limitation is that the rules of limitation are intended to induce claimants to be prompt in claiming relief and unexplained delay or laches – AIR 1966 Raj 213, 218: ILR (1965)15 Raj 543: 1965 Raj LW 201: 1966 Cr LJ 1062.

If any period is to be excluded from the prescribed period of limitation, the party necessarily has to satisfy any of the appropriate provisions of Sections 4 to 24 of the Limitation Act. 1963. (P.K. Kutty Anuja Raja & Anr. v. State of Kerala & Anr. JT 1996(2) S.C. 167)

The law of limitation is an artificial mode of terminate the justiciable disputes and it is construed strictly, always leaning on benefits of the suitor – AIR 1966 Pat 1, 5 (FB): ILR 45 Pat 393: 1966 BLJR 359.

The object of the law of limitation is to prevent disturbance or deprivation of what may have been acquired in equity and justice by long enjoyment or what may have been lost by a party’s own inaction, negligence or laches – AIR 1973 SC 2537, 2542: (1973) 2 SCC 705. Statues of limitation are designed to effectuate a beneficent public purpose, viz. to prevent the taking away from one what he has for long been permitted to consider his own and on the faith of which he plans his life, habits and expenses – AIR 1961 SC1704, 1706: (1962)2 SCR 324.

Object of fixing time-limit not meant to destroy rights but founded on public policy fixing a life-span for legal remedy for general welfare – N. Balakrishnan vs. M. Krishnamurthy (1998)7 SCC 123.

The provisions of the statute of limitation cannot be construed in a pedantic manner. It is no doubt true that in terms of section3 of Limitation Act, 1963 as also the provisions of the said Act, a suit must be filed within the prescribed period of limitation. The civil court has no jurisdiction to extend the same.

Limitation Act bars the remedy but not the right. The right remains, but it cannot be enforced by judicial process. The Act does not in terms apply to claims against the State in respect of violation of fundamental rights.

Sale of Goods Act, 1930

Initially, the commercial transactions relating to sale and purchase of goods was governed by section 76 to section 123 of Chapter VII of Indian Contract Act, 1872 till the year 1930. Those sections of the Indian Contract Act, 1872 were repealed in 1930 and a new law had been introduced namely The Indian Sale of Goods Act,1930. The Indian Sale of Goods Act is enacted on 1st July 1930. And further, the word ‘Indian’ was excluded from the name of the Act on 22nd September, 1963. At present the Act is named as ‘The sales of goods act, 1930’.

Indian Sale of Goods Act, 1930 is a Mercantile Law that means it is the body of rules applied to commercial transactions; derived from the practices of traders rather than from jurisprudence. The Sale of Goods Act is to some extent like Indian Contract Act. It is a contract whereby the seller transfers or makes an agreement to transfer the title or ownership of the property in the goods to the buyer against a fixed price and at a given period of time.

This act deals with: Formation of contracts of sale, Goods and their classification, parties, price, time period, Conditions, and warranties, Transfer of property in goods, Performance of the contract of sales, Unpaid seller and his rights. This act does not deal with ‘mortgage’ or ‘pledge’ of goods; those are subjects to the purview of Transfer of Property Act, 1882.

The word ‘sale’ is a nomen juris. It is the name of a consensual contract. The law with regard to chattels is embodied in the Sale of Goods Act. A contract of sale is different from an agreement to sell and unlike other contracts, operates by itself and without delivery to transfer the property in the goods sold. The word ‘sale’ connotes both a contract and a conveyance or transfer of property.

The essential ingredients of the ‘sale’ are agreement to sale movables for a price and property passing therein pursuant to an agreement – Association of Leasing and Financial Service Co. v Union of India (2011)2 SCC 352. A sale may be complete without effecting immediate delivery or immediate payment- AIR 1968 Punj 289.

Partnership Act, 1932

This Act lays down to define, govern and amend the law regarding partnership.

Earlier, ‘Partnership Firm’ was regularized by the provisions of the Indian Contract Act, 1872. S.239 – 266 of Chapter XI of the Indian Contract Act, 1872, which originally regulated Partnership were repealed in 1930 and a new statue, the Indian Partnership Act, 1932, was introduced. This Indian Partnership Act, enacted on the 1st October 1932. A Partnership is a special kind of contract and Partnership Act does not perform comprehensively and completely; the provisions of Indian Contract Act, 1872 also apply to a partnership where there is no definite provision available regarding a matter.

A partnership is a tie-up of two or more persons who have common aims and goals. According to the Section 4 of the ‘Indian Partnership Act, 1932’ ‘partnership’ is “relation between persons who have agreed to share the profit of a business carried on by all or any of them acting for all”. Anyone who entered into a contract and constitutes a partnership firm is called ‘partner’ individually each of them and collectively a ‘firm’ altogether.

A partnership firm is not an independent legal entity. Though the Code of Civil Procedure enables the firm to sue or be sued in its name, really the partners are the actual owners of the assets of the partnership firm.

The concept of partnership is to embark upon a joint venture and for that purpose to bring in as capital money or even property including immovable property. Once that is done whatever is brought in would cease to be the exclusive property of the person who brought it in. It would be the trading asset of the partnership in which all the partners would have interest in proportion to their share in the joint venture of the business of partnership. The person who brought it in would, therefore, not be able to claim or exercise any exclusive right over any property which he has brought in, much less over any other partnership property. He would not be able to exercise this right even to the extent of his share in the business of the partnership. As already stated his right during the subsistence of the partnership is to get his share of profits from time to time as may be agreed upon among the partners and after the dissolution of the partnership or with his retirement from partnership of the value of his share in the net partnership assets as on the date of the dissolution or retirement after a deduction of liabilities and prior charges – Addanki Narayanappa vs. Bhaskara Krishtappa, AIR 1966 SC 1300.

Dissolution Of Muslim Marriage Act, 1939

“This Act lays down general principles of justice, equity and good conscience” – Satgunj vs. Rahmat, AIR 1946 Sind 48.

The non-judicial conception of Muslim law on divorce is talak, while judicial conception is faskh.

Section 125 of CrPC has conferred right on Muslim wife, including a divorced wife, to obtain maintenance from the husband. But the husband alone enjoys the unilateral right to giving talak. Only on some insignificant situations the wife enjoyed the right by way of Khula or Mubaarat. In other words, in spite of various matrimonial drawbacks of the husband, the wife was forced to continue with such conjugal life. This Act has given some relief to such aggrieved wives.

Spirit of the Act – small misunderstandings or quarrels may be adjusted with passage of time in the matrimonial life. But there may be some situations which the parties cannot reconcile. To avoid further damages in the married life, the dissolution of marriage is left with the only option to come out of the unhappy married life.

The Supreme Court of India on 22nd August, 2017 held instant triple talak unconstitutional as it violates the fundamental rights of Muslim women as it is irrevocable and struck it down by a 3:2 majority of a bench constituting 5 Honourable Justices, led by Chief Justice of India.

Instant triple talak is a Muslim practice which is a verbally announced divorce which is used by the husband to divorce their wives instantly by pronouncing the word “talak” three times at a go.

Hindu Marriage Act, 1955

It is an Act to amend and codify the law relating to marriage among Hindus. So, if a party to such marriage is not a Hindu, the marriage itself would be void notwithstanding the rituals of a Hindu marriage having been followed – Gullipilli Sowria vs. Bandaru Pavani (2009) 1 SCC 714: AIR 2009 SC 1085. This marriage Act contemplates marriage between two both of whom professing Hindu faith. Act applies to all Hindus by religion in any of its forms or developments including Virashaiba, Lingayat, Bramha, Prarthana, Arya Samaj – AIR 1968 AII 412, 414.

Hindus refined the institution of marriage and idealized it. In this process they have laid down detailed rules covering practically all aspects of marriage. While maintaining some continuity with the past, the Hindu Marriage Act has simplified the law of marriage. The Act has also added a chapter on matrimonial causes.

According to the law the custom of a Hindu marriage must be ancient, certain and reasonable. Necessary conditions of a Hindu marriage are invocation before sacred fire and saptapadi (seventh steps). Provisions of this Act do not infringe Article 25 of the Constitution of India – AIR 1957 AII 411; AIR 1961 AII 334. Customary right of divorce is not affected by this Act – AIR 1965 AP 455. Proof of ingredients of marriage as required in a criminal proceeding is not necessary in a civil suit. If marriage, in fact, performed it will be presumed that necessary ceremonies have been duly performed- AIR 1979 Ori 51:46 Cut LT 545: 1979 Mat LR 280; AIR 1974 Ori 107: (1973)2 Cut WR 1108. At the time of marriage the age of the bride should be 18 years and above and the age of the groom should be 21years or above. But marriage of minor bride under the Hindu Marriage Act is not void ipso facto. In the absence of any other valid ground, she cannot be detained in State Home for Girls instead of allowing her to live with her husband – Kokkula Suresh vs. State of Andhra Pradesh, AIR 2009 AP 52; and Makemalla Sailoo vs Supdt. Of Police, Naigonda Dist. 2006(2) ALT 283 (DB). A second marriage by the husband while the first wife is living is null and void – AIR 1964 SC. Similar provision is applied to a wife marrying second time without having a lawfully end of the first marriage. Registration of marriage under section 8 is optional. Registration furnishes proof of marriage. If marriage has not been solemnized according to section 7, registration itself does not make the marriage complete and binding – 86 CWN 1088: (1982) 2 CHN 193.

Hindu Succession Act, 1956

The Hindu Succession Act, 1956, bases its rule of succession on the basic Mitakshara principle of propinquity, i.e., preference of heirs on the basis of proximity of relationship. The Mitakshara limited the effect of the principle by the twin rules of exclusion of females and of agnatic preference. The rule of exclusion of females has been done away with, while the rule of agnatic preference has been considerably modified so far as it concerns the nearer relations. The Dayabhaga principle of religious efficacy has been abrogated. The modern Hindu law of succession is essentially a secular law. Religious or spiritual considerations figure nowhere.

The Hindu Succession Act, 1956 is a socio-economic legislation and it deserves to be interpreted with widest possible connotation. Our Constitution prescribes equality status among equals and abhors gender bias.

The Hindu Succession Act is a prospective law. Under the provisions of the Hindu Widows Remarriage Act, the life estate enjoyed by the widow would come to an end on her remarriage. But under the Hindu Succession Act, such limited estate matured into absolute ownership. The widow’s subsequent marriage would have no reflection on her ownership.

The Hindu Succession Act, 1956 has undergone a lot of change by virtue of the Hindu Succession (Amendment) Act, 2005. The section 6 of the said Act has been totally replaced by a new provision.

This amendment is based on the 17th Report of Law Commission of India on “Property Rights of Women: Proposed Reforms under Hindu Law” in 2000. This Commission recommended for the removal of anomalies and ambiguities with regard to property rights of Hindu women under the Act of 1956. As per the view of the Law Commission of India, the exclusion of daughters from participating in coparcenary property ownership merely by reason of sex was unjust. Therefore, this Amending Act gives full fledged property rights to daughters I ancestral property along with sons.

Sons and daughters both have equal rights to inheritance in their father’s property according to Hindu Succession (Amendment) Act, 2005. But it does not have retrospective effect; it means if a man died before this amendment his daughters do not have equal right to inheritance.

Also the Mitakshara dual mode of devolution of property has also been done away with. According to section 6(3) of the Act of 2005, the interest of a deceased Hindu dying after commencement of the Act of 2005 shall devolve by testamentary or intestate succession, as the case may be, under this Act and not by survivorship.

Income Tax Act of 1961

The Indian Constitution has elaborately described about which Authority will collect which type of tax and has allocated the power to impose several taxes between the Centre Government of India and the State Governments. But this power is restricted somehow to the authorities with the provision in Article 265 of the Indian Constitution; according which “No tax shall be levied or collected except by the authority of law.” That means any type of tax can only be imposed and collected through distinct laws for that particular type of tax which must be passed by the Parliament for the centrally imposed and collected taxes or by the State Legislatures for those taxes which are imposed and collected by the State Governments.

In India ‘Income Tax’ is imposed and collected by the Union Government of India with the provisions under one of the direct taxes in India namely the Income Tax Act 1961. State Governments have no power to collect Income Tax from the citizen of India under the provisions of the Constitution of India.

Income Tax Act of 1961 had come into force on the 1st day of April, 1962. This is an Act to consolidate and amend the law relating to income-tax and super-tax. The Income-tax Act, 1961 is the charging Statute of Income Tax in India. It provides for levy, administration, collection and recovery of Income Tax of individuals and corporations.

According to u/s 4 of this Act, Charge of income-tax :

“4. (1) Where any Central Act enacts that income-tax shall be charged for any assessment year at any rate or rates, income-tax at that rate or those rates shall be charged for that year in accordance with, and subject to the provisions (including provisions for the levy of additional income-tax) of, this Act in respect of the total income of the previous year of every person :

Provided that where by virtue of any provision of this Act income-tax is to be charged in respect of the income of a period other than the previous year, income-tax shall be charged accordingly”.

This Income-Tax Act, 1961 levies taxes on income from the following:

House and Property;

Business and Profession;

Salaries;

Capital Gains; and

Other Sources.

According to the report of income tax department of India, in the year 2011-12, among the registered returned files, approximately one lakh people showed ‘zero’ income and 17,515 person declared their salary which range from Rs 1 crore to 5 crores, only 6 persons has come in the highest earning bracket of Rs 50-100 crore of salary income. According to this report only 1% of the total population paid tax for assessment year 2012-13. Five crore population has filed their tax return in the year of 2014-15 which is an increase from four crore tax payers three years back. Maharashtra ranked top among all states and union territories in regards to collection of income tax followed by Delhi.

After demonetization income tax collection has been increased dramatically for the latest year. Budget of the year 2017-18 by Union Government of India has predicted 25.4% yearly increase (which is highest growth in this decade) in income tax collections over income tax collected for 2016-17. Income tax collected for 2016-17 showed 23.3% increase over 2015-16. Though, ITR e-filing data from income tax department shows that number of ITR filings increased from 43.3 million to 52.9 million between FY16 and FY17. This increase is not significantly more than what was achieved between FY15 and FY16.

Conclusion

All of the above laws are enacted during pre and post independence of India and are equally effective and appropriate today. Those laws are playing even more and more important role in the Indian judiciary system and are very much in trend in application with their necessary amendments and modifications.

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NCERT Class 12 English Chapter 1 The Last Lesson

 NCERT Class 12 English :: Chapter 1 The Last Lesson

(English Flamingo Prose)

QUESTIONS FROM TEXTBOOK SOLVED:

THINK AS YOU READ Q1. What was Franz expected to be prepared with for school that day?Ans:  That day Franz was expected to be prepared with participles because M. Hamel had said that he would question them on participles. Franz did not know anything about participles.

Q2. What did Franz notice that was unusual about the school that day?Ans: Usually, when school began, there was a great bustle, which could be heard out in the street. But it was all very still that day. Everything was as quiet as Sunday morning. There was no opening or closing of desks. His classmates were already in their places. The teacher’s great ruler instead of rapping on the table, was under M. Hamel’s arm.

Q3. What had been put up on the bulletin-board?Ans: For the last two years all the bad news had come from the bulletin-board. An order had come from Berlin to teach only German in the schools of Alsace and Lorraine. The Germans had put up this notice on the bulletin-board.

THINK AS YOU READ Q1. What changes did the order from Berlin cause in school that day?Ans: M. Hamel had put on his best dress—his beautiful green coat, his frilled shirt and the little black silk cap, all embroidered. The whole school seemed so strange and solemn. On the back benches that were always empty, the elderly village people were sitting quietly like the kids.

Q2. How did Franz’s feelings about M. Hamel and school change?Ans: Franz came to know that it was the last lesson in French that M. Hamel would give them. From the next day they will be taught only German. Then he felt sorry for not learning his lessons properly. His books, which seemed a nuisance and a burden earlier were now old friends. His feelings about M. Hamel also changed. He forgot all about his ruler and how cranky he was.

UNDERSTANDING THE TEXT Q1. The people? in this story suddenly realise how1 precious their language is to them. What shows you this? Why does this happen?Ans: M. Hamel told the students and villagers that henceforth only German would be taught in the schools of Alsace and Lorraine. Those who called themselves Frenchmen would neither be able to speak nor write it. He praised French as the most beautiful, the clearest and most logical language in the world. He said that for the enslaved people, their language was the key to their prison. Then the people realised how precious their language was to them. This shows people’s love for their own culture, traditions and country. Pride in one’s language reflects pride in the motherland.

Q2. Franz thinks, “Will they make them sing in German, even the pigeonsT’ What could this mean?(There could he more than one answer.)Ans: This comment of Franz shows a Frenchman’s typical reaction to the imposition of learning German, the language of the conquerors. Being deprived of the learning of mother tongue would mean cutting off all bonds with the motherland. Teaching the pigeons to sing in German indicates how far the Germans would go in their attempts of linguistic chauvinism.

TALKING ABOUT THE TEXTQ1. “When a people are en slaved, as long as th ey hold fast to their language it is as if they had the key to their prison.”Can you think of examples in history where a conquered people had their lan¬guage taken away from them or had a language imposed on them?Ans: Mother tongue helps a person to express his feelings and thoughts most lucidly and intimately. Conquerors try to subdue and control the people of the enslaved territory by enforcing many measures such as use of force to crush dissent and imposing their own language on them.From time immemorial the victorious nations have imposed their own language on the conquered people and taken away their own language from them. The Romans conquered many parts of Europe and replaced the local languages by their own language— Latin. Later on Spanish, Pourtuguese, Italian and French developed from Latin. The Muslim invaders imposed Arabic and Persian in the countries of Asia overpowered by them. In many Arab countries the local religion and language have disappeared. In India, a new language Urdu developed from the mixture of Persian and Hindi.

Q2. What happens to a linguistic minority in a state? How do you think they can keep their language alive? For example:Punjabis in     BangaloreTamilians in   MumbaiKannadigas in  DelhiGujaratis in     KolkataAns. The linguistic minority in any state is easily marked and faces the same discrimination as the religious, social or ethnic minorities. There is, however, a pronounced difference in the treatment meted out and the level of acceptance displayed by the majority community in that region/city. Some cities like Delhi, Mumbai are cosmopolitan in outlook.The linguistic minority tries to preserve its identity through an intimate contact, interaction and preservation of their language in social get-togethers, family functions and festivals of their own region. Adherence to social customs and traditions in family gatherings/group meetings of women also promote the unity between members of the linguistic minority.In short, they create a mini-Punjab in Bangalore, mini-Chennai in Mumbai, mini-Bangalore in Delhi and mini-Surat in Kolkata.

Q3. Is it possible to carry pride in one’s language too far? Do you know what “lin¬guistic chauvinism” means?Ans. ‘Linguistic chauvinism’ means an aggressive and unreasonable belief that your own language is better than all others. This shows an excessive or prejudiced support for one’s own language. Sometimes pride in one’s own language goes too for and the linguistic enthusiasts can be easily identified by their extreme zeal for the preservation and spread of their language. In their enthusiasm, love and support for their own language, they tend to forget that other languages too have their own merits, long history of art, culture and literature behind them. Instead of bringing unity and winning over others as friends, having excessive pride in one’s own language creates ill-will and disintegration. The stiff-resistance to the acceptance of Hindi as national language by the southern states of India is a direct outcome of the fear of being dominated by Hindi enthusiasts. The result is that ‘One India’ remains only a slogan.

WORKING WITH WORDS Q1. English is a language that contains words from many other languages. This inclusiveness is one of the reasons it is now a “world language”. For example’.petite – Frenchkindergarten – Germancapital – Latindemocracy – Greekbazaar – HindiFind out the origins of the following words:tycoon barbecue zerotulip veranda skilogo robot trekbandicootAns.Word Origin Word OriginTycoon Japanese Veranda PortugueseTulip Persian Robot CzechLogo Greek Zero ArabicBandicoot Telugu Ski NorwegianBarbecue Spanish Trek South African Dutch

Q2. Notice the underlined words in these sentences and tick the option that best explains their meaning:(a) “What a thunderclap these words were to me!”The words were(i)loud and clear.(ii)startling and unexpected.(iii) pleasant and welcome.(b)“When a people are enslaved, as long as they hold fast to their language it is as if they had the key to their prison.”It is as if they have the key to the prison as long as they(i)do not lose their language.(ii)are attached to their language.(iii)quickly learn the conqueror’s language.(c)Don’t go so fast, you will get to your school in plenty of time. You will get to your school.(i)very late.(ii)too early.(iii)early enough.(d)I never saw him look so tall.M. Hamel (i) had grown physically taller.(ii) seemed very confident.(iii) stood on the chair.Ans. (a) (ii) startling and unexpected.(b) (ii) are attached to their language.(c)(iii) early enough.(d)(ii) seemed very confident.

NOTICING FORM 1.Read this sentence:M. Hamel had said that he would question us on participles.In the sentence above, the verb form “had said” in the first part is used to indicate an “earlier past”. The whole story is narrated in the past. M. Hamel’s “saying” happened earlier than the events in this story. This form of the verb is called the past perfect.Pick out five sentences from the story with this form of the verb and say why this form has been used.Ans. (i)For the last two years all our bad news had come from there.Reason: The ‘coming’ of bad news happened earlier than the bulletin in the story.(ii)Hauser had brought an old primer.Reaeon : The event of ‘bringing’ happened earlier than Franz noticed it.(iii) That was what they had put up at the town-hall!Reason’. The ‘putting up’ of bulletin happened earlier. Now it is recalled.(iv)they had not gone to school more.Reason’. The action of ‘not going* happened much earlier.(v)the hopvine that he had planted himself twined about the windows to the roof.Reason’. The ‘planting’ of hopvine happened earlier than its twining about the windows.

WRITINGQ1. Write a notice for your school bulletin board. Your notice could be an announcement of a forthcoming event, or a requirement to be fulfilled, or a rule to be followed.Ans:

Q2. Write a paragraph of about 100 words arguing for or against having to study three languages at school.Ans:                             STUDYING THREE LANGUAGES AT SCHOOLIn most of the states in India, students have to study three languages at school. One of them is the mother tongue, the second is Hindi (the national language) and the third is English (the international or link language). In Hindi speaking region, a South or East Indian language—Tamil, Telugu, Kannada, Malyalam or Bangla, Oriya, Assamese etc is taught. The three language formula helps in national integration by acquainting young students about the social customs, rituals, culture and traditions of the various parts of the country. It also focuses on the principle of unity in diversity. The only drawback in this system is that it puts an excessive burden on the minds of the young learner. To alleviate their problem, the courses of study in the three languages may be structured suitably.

Q3. Have you ever changed your opinion about someone or something that you had earlier liked or disliked? Narrate what led you to change your mind.Ans: Facts are sometimes stronger than fiction. Many occurrences of life come as eye-openers. Such an experience occurred the previous day which led me to change my mind about our hostel warden Miss Angela Thomas. Overnight the terrible titan was transformed into a loving and affectionate elder sister full of milk of human kindness. Now when I remember how I disliked her and invented nicknames and pranks to tease her, I feel ashamed of myself. Yesterday, I had a terrible nightmare and I cried and wept. My room-mate failed to console me and reported the matter to the warden. God knows how long I remained unconscious! When I came to my senses I found my head in the lap of Miss Angela Thomas. Her eyes were red with tears and bps moving in prayer. She had really proved an angel for me and saved me.

THINGS TO DOQ1. Find out about the following (You may go to the internet, interview people, consult reference books or visit a library.)(a)Linguistic human rights(b)Constitutional guarantees for linguistic minorities in India.Ans: Extension Activity: To be done under the Teacher’s Guidance.

Q2. Given below is a survey form. Talk to at least five of your classmates and fill in the information you get in the form.Ans: Classroom Activity: Do it yourself.

MORE QUESTIONS SOLVED

SHORT ANSWER TYPE QUESTIONSQ1. Why do you think was little Franz afraid of being scolded?Ans: Franz was afraid of being scolded that day especially because M. Hamel, the teacher, had said that he would question them on participles. Franz frankly admits that he was totally ignorant about the topic. His exact words are: “I did not know the first word about them.” Secondly, he had started for school very late that morning.

Q2. “It was all much more tempting than the rule for participles.” What did Franz find ‘much more tempting’? How did he finally react?Ans: Franz found that it was a very warm and bright day. The birds were chirping at the edge of woods. The Prussian soldiers were drilling in the open field at the back of sawmill. He could gladly spend life out of doors. However, he had the strength to resist the temptation. Finally, he hurried off to school.

Q3. “What can be the matter now?” says Franz. Why, do you think, did he make this comment?Ans: There was a bulletin-board near the town-hall. When Franz passed by it, he noticed a crowd there. He did not stop to look at it. He wondered what could be the matter then. For the last two yeairs they had received all the bad news from the bulletin-board—the lost battle, conscription and the orders of the commanding officer.

Q4. Who was Wachter? What did he ask Franz and why? How did Franz react?Ans: Wachter was a blacksmith. He was reading the latest bulletin. He asked Franz not to go so fast to his school. He added that the little boy would get to his school in plenty of time. Wachter had read the latest bulletin about teaching of German. Franz thought that the blacksmith was making a fun of him. So, he ran to the school and reached there breathless.

Q5. What was the usual scene when Franz’s school began in the morning?Ans: Usually, when the school began, there was a great bustle. The noise could be heard out in the school. Students opened and closed their desks. They repeated the lessons together very loudly. They kept their hands over their ears to understand better. The teacher would go on rapping the table with his great iron ruler.

Q6. How had Franz hoped to get to his desk? What had he to do and why?Ans: Franz had hoped to get to his desk unseen during the commotion. But that day it was very quiet. So, Franz had to open the door and go in before everybody. He blushed as he was late. He was frightened that the teacher might rebuke him, but M. Hamel spoke kindly to him that day.

Q7. What three things in school surprised Franz most that day?Ans: First, M. Hamel, the teacher had put on his fine Sunday clothes—his beautiful green coat, frilled shirt and the little black silk cap, all embroidered. Second, the whole school seemed quite strange and solemn. Thirdly, the village people were sitting quietly like school children on the back benches that usually remained empty.

Q8. Why had the villagers come to school that day? How did they look?Ans: The villagers had come there to thank M. Hamel for his forty years of faithful service. They also wanted to show their respect to the country that was theirs no more. They were sorry that they had not gone to school more. They were sitting quietly and looked sad.

Q9. “What a thunderclap these words were to me!” Which were the words that shocked and surprised the narrator?Ans: M. Hamel, the teacher, told the children in a solemn and gentle tone that it was their last French lesson. Henceforth, only German would be taught in the schools of Alsace and Lorraine. The new master would come the next day. As that was their last French lesson, he wanted them to be very attentive. The teacher’s kind gesture and use of soft words shocked and surprised the narrator.

Q10. How did Franz react to the declaration: ‘This is your last French lesson’?Ans: The words appeared startling and unexpected like a thunderclap. He now understood why there was a crowd at the bulletin board, why the village people had come to school, why the teacher was dressed in his Sunday best and why there was sadness and silence in the school.

Q11. What tempted Franz to stay away from school? [Delhi 2014]Ans: Franz was not prepared Tor the test on participles. The Prussian soldiers were drilling in the open field at the back of sawmill. The birds were chirping at the edge of woods. These things tempted him. So he hurried off to school.

Q12. Who did M. Hamel blame for neglect of learning on the part of boys like Franz?Ans: He thought it typical with the people of Alsace. They would put off learning till tomorrow. Parents are not quite anxious to have their children learn. They put them to work on a farm or at the mills in order to have a little more money. The teacher got his flowers watered or gave them a holiday. He too neglected their lessons.

Q13. What did M. Hamel tell them about French language? What did he ask them to do and why?Ans:M. Hamel told them that French was the most beautiful language in the world. It was the clearest and the most logical language. He asked them to guard it among them and never _ forget it. He gave a reason also. When a people were enslaved, as long as they held fast to their language, they had the key to their prison.

Q14. Why were the elders of the village sitting in the classroom? [All India 2014]Ans: M. Hamel was taking the class of last French lesson. That is why elders of the village were sitting in the classroom to attend it. It was done not only to pay respect to M.Hamel but to pay respect to his own language.

Q15. How did Franz and other hoys enjoy their lesson in writing? Ans: That day M. Hamel had new copies for them. The words “France, Alsace, France, Alsace” were written on them in a beautiful round hand. The boys set to work quietly. The only sound was the scratching of the pens over the paper. Nobody paid any attention to the beetles who flew in.

Q16. How did M. Hamel feel and behave during the last lesson?Ans: M. Hamel was solemn and gentle. He sat motionless in his chair during the writing lesson. He gazed at one thing or the other. Perhaps he wanted to fix in his mind how everything looked in that little school room. Surely, it must have broken his heart to leave it all after forty years.

Q17. “He had the courage to hear every lesson to the very last.” What led Franz to make this remark?Ans: Franz noticed that M. Hamel was feeling sad on having to leave the place sifter 40 years and not being allowed to teach French any longer. Yet, he kept control on his emotions. He performed his duties faithfully. He heard every lesson to the last. The school was dismissed only at mid-day prayer time.

Q18. What happened when the lesson in history was over?Ans: After the lesson in history was over, the babies chanted their ba, be, bi, bo, bu. Old Hauser, who was sitting at the back of the room, had put on his spectacles. He was holding his primer in both hands. He was spelling the letters with the babies.

Q19. “Ah, how well I remember it, that last lesson!” says the narrator. Which scene does he remember more vividly than the others?Ans:The narrator remembers the scene of old Hauser spelling the letters from the primer with the babies. He too was crying. His voice trembled with emotion. It was so funny to hear him that all of them wanted to laugh and cry at the same time.

Q20. How did M. Hamel behave as the last lesson came to an end?Ans: M. Hamel stood up in his chair. He looked very pale and tall. He wanted to say some parting words, but something choked him. Then he wrote “Vive La France!” on the blackboard with a piece of chalk. Then he stopped. He leaned his head against the wall. Without a word, he made a gesture to the students with his hand to permit them to go as the school was over.

LONG ANSWER TYPE QUESTIONSQ1. Why was Franz scared that day 1 What did he see on his way to school and how did he get to his deskiAns: Franz was not good at learning. He would rather take the day off and waste time in searching birds’ eggs or going sliding on the Saar. Franz was scared that day because M. Hamel had said that he would question them on participles. Franz did not know anything about participles.He found that the day was warm and bright. The birds were chirping at the edge of the woods. The Prussian soldiers were drilling in the open fields. There was a crowd in front of the bulletin-board near the town-hall.Franz found the school room unusually quiet. So, he had no option but to open the door and go in before everybody. He blushed and was frightened of the teacher. M. Hamel spoke very kindly to him and asked him to go to his place quickly. Franz jumped over the bench and sat down at his desk.

Q2. What order had been received from Berlin that day? What effect did it have on the life at school?Ans: An order had been received from Berlin that only German would be taught in the schools of Alsace and Lorraine. This order had far-reaching effects on the life at school. M. Hamel, who had been teaching French at the village school for the last forty years would deliver his last lesson that day.It was in honour of the last lesson that M. Hamel, the teacher had put on his best clothes. Old men of the village were sitting quietly at the back of the classroom. They were sad as well as sorry for they had not gone to school more. They had come to thank the master for his forty years of faithful service and to show respect for the country that was theirs no more.The teacher addressed the students in a solemn and gentle tone. He asked them to be attentive and explained everything quite patiently. He appealed to them to preserve French among them. During slavery it would act as key to the prison. He felt so overwhelmed by emotion that he could not bid farewell properly.

Q3. What do you think is the theme of the story ‘The Last Lesson’? What is the reason behind its universal appeal?Ans:The theme of the story ‘The Last Lesson’ is linguistic chauvinism of the proud conquerorsand the pain that is inflicted on the people of a territory by them by taking away the right to study or speak their own language and thus make them aliens in their own land of birth. The story has a sub-theme also. It highlights the attitudes of the students and teachers to learning and teaching.Though the story is located in a particular village of Alsace district of France which had passed into Prussian hands, it has a universal appeal. It highlights the efforts of the victors to crush their victims—the vanquished people in all possible manner��materially, spiritually, mentally and emotionally. Taking away mother tongue from the people is the harshest punishment. The proper equation between student and teacher, his focused attention, helpful and encouraging attitude and kind treatment can encourage students to learn better.

Q4. Comment on the appropriateness of the title ‘The Last Lesson’.Ans: The story has an appropriate and suggestive title. It is the centre of attention throughout and the whole story revolves around it. The beginning of the story serves as preparation for it. The unusual quietness at school, presence of village elders and the teacher in his Sunday best dress—all point out to the unusual and unique occasion—the last lesson in French in a French village school in a district conquered by the Prussians. While delivering the last lesson, the teacher wants to transmit all his knowledge in one go. He explains everything with patience and the students as well as old villagers listen attentively.For the narrator it is an unforgettable experience. “Ah, how well I remember it, that last lesson,” says he. Old Hauser is crying and his voice trembled with emotion. As the teacher is unable to express His emotions because of choked throat, he ends the lesson by writing Wive La France’ on the blackboard. He makes a gesture with his hand to indicate that the school is dismissed and students can go home.

Q5. What impression do you form ofM. Hamel on the basis of your study of the story ‘The Last Lesson’?Ans: M. Hamel is an experienced teacher who has been teaching in that village school for forty years. He imparts primary education in all subjects. He is a hard task master and students like Franz, who are not good learners, are in great dread of being scolded by him.The latest order of the Prussian conquerors upsets him. He has to leave the place for ever and feels heart broken. He feels sad but exercises self-control. He has the courage to hear every lesson to the last.His performance during the last lesson is exemplary. He is kind even to a late comer like Franz. He uses a solemn and gentle tone while addressing the students. He has a logical mind and can analyse problems and deduce the reasons responsible for it. The problem for Alsace is that he (the district) puts off learning till tomorrow.He knows the emotional hold of a language over its users. He is a good communicator and explains everything patiently. Partings are painful and being human, M. Hamel too is no exception. He fails to say goodbye as his throat is choked. On the whole, he is a patriotic gentleman.

VALUE-BASED QUESTIONSQ1. War causes destruction and spreads hatred. People feel insecure. Discuss the disadvan¬tages of war keeping in mind Franco-Prussian war (1870-71).Ans: War is a great threat to mankind. Fear, anxiety, tension and hatred are some of the offsprings of war. No individual is in favour of this brutal act. Innocent people lose their life because of the vested interests of some of the corrupt politicians. Moreover, war is not the solution to any problem. It only increases the hiatus between two nations. The desire to overpower the other disseminates hatred and the feelings of enmity. The aftermaths of Hiroshima and Nagasaki are evident before us. It should also be remembered that each nation is trying its level best to become a nuclear power. A nuclear bomb has the power to devastate nations. Thousands of people will lose their lives. There will not be any survivor. If someone is left alive, he/she will be crippled. There is no doubt that war has put the human existence at stake. We have heard seers say that one should shed one’s ego. The nations should also feel equally important. No nation is self-sufficient. Peace enhances creativity and productivity. The concept of a global village should be followed by all countries. Thus, war does not benefit any individual. It must not be encouraged.

Q2. It is often said that each language is unique in itself. No language is superior or inferior. People need to understand that a language is one of the means of communication. Discuss this statement in the light of the following lines:“My children, this is the last lesson I shall give you. The order has come from Berlin to teach only German in schools of Alsace and Lorraine. The new master comes tomorrow. This is your last French lesson…”Ans: Language is always considered a medium of communication. Man is a gregarious animal. He has to interact with the fellow human beings. Therefore, a set of complex symbols is designed to serve this purpose. We must ruminate over the past before discussing the status of a language. There are innumerable man made problems. At the dawn of civilisation there was no discrimination on the basis of caste, colour, creed, language and nationality. But in this century these problems exist. Nature does not segregate nations. Scientific advancement, material prosperity, lofty aspirations, materialistic attitude, a desire to rule the world and vested interests are some of the causes of human sufferings. The concepts of all languages are similar. They have nouns, pronouns, adjectives, adverbs, prepositions and conjunctions. As no religion is insignificant in the same way no language is inferior. The characteristics and nature of all languages are similar. The only difference is in symbols and pronunciation. The purpose and objective of all languages are synonymous. There is a dire need to understand that there should be only one religion i.e. humanity and there should be only one language i.e. the language of love. A language must not become the cause of rift among masses. It should bring people together instead of spreading hatred. One should not despise others because of their language. It is against human dignity and grace.

Q3. The people of Alsace and Lorraine were forced to study German. They were not allowed to study French. It implies that students of the area were taught only one language. They did not follow the concept of three languages at school. Write an article on the topic Advantages of Three Language System at school.Ans:                                                     Advantages of Three Language SystemIndia is a democratic stater. It is replete with people who have diverse backgrounds, and culture. Their customs and traditions vary. Their languages are also different. The language of a South Indian is entirely different from that of the North Indians. People have their regional languages and dialects too. In such circumstances it becomes a herculean task to decide which language should be taught at schools. So, India opted for three language system at schools. It is a boon to the residents of a particular area. They do not feel that their language is insignificant and ignored. They are given ample opportunities to opt for the languages they intend to speak or learn. Pupils get fundamental knowledge of three languages and can appreciate the literature of all these three languages. Such students never face failure due to language barriers. They bring laurels to their parents and nations as well. They explore new avenues and horizons with an astonishing ease. Three language system must be adopted by all nations so as to acquaint the children with various language patterns. The people of Alsace and Lorraine could be taught both languages i.e. German and French. Linguistic discrimination mars the future of humanity.

Q4. Nature has the knack to fascinate even the cynics. Its beauty and spontaneous music galvanise the beings. Write an article expressing the astounding beauty of nature in the light of the following lines:“It was so warm, so bright! The birds were chirping at the edge of the woods… It was all much more tempting than the rule for participles…”Ans. Our touch with nature makes the whole world kin. Matthew Arnold has rightly said that:

“Nature, with equal mind,sees all her sons at play,sees man control the wind,the wind sweep man away.”

Nature’s working is mysterious. It is an astonishingly fabricated universe. Man has, undoubtedly, progressed a lot. Scientific advancement has explored the portals of every field. The hidden realities have been exposed. But science has not unearthed the mysterious traits of nature. It is also an acceptable fact that nature gives happiness to weary minds. It soothes and consoles the troubled souls. It banishes anxiety, tension, worry, fear and dejection. Its law is to please every beholder. The aesthetic pleasure we derive from Nature is incredible and cannot be expressed in words. Keats has rightly averred that ‘A thing of beauty is a joy forever!’ Lord Byron has said:

“There is a pleasure in the pathless wood,there is a rapture on the lonely shore,there is a society where none intrudes, ‘By the deep sea, and music in its roar:I love not man the less but nature more.”

Nature is our mother. It must be obeyed. It gives us moral lessons. All the seers and intellectuals have understood the significance of nature. “Nature goes on her own way, and all that to us seems an exception is really according to order.” It fascinates those who are indifferent to life. The boring scientific explorations and linguistic principles make our life insignificant. We are becoming devoid of emotions. But nature evokes sentiments and help us to become sensitive.

Q5. Teachers can act as trailblazers in the lives of pupils. They can affect eternity. But the advancement of technology has changed the role of a teacher. Write an article on the para¬digm shift in educational technology and the role of teachers.Ans:                                                     Technology and TeachersIt goes without saying that teachers shape the destiny of children. They mould them according to their inbred potential and considerable talent. Dronacharya taught his pupils together. But he could not make everyone so skilled in using the bow and arrow as Aijuna. He identified his latent talent and tapped the same potential. In modem education system teachers don’t have much time to study the child. Children stay in the school campus for six hours a day and study various subjects from teachers. At times it happens that the subject teachers do not remember the names of students. They use PITs, projectors and computers to make their lectures interesting. They lack any kind of emotional attachment with the pupils. It has happened because of the innovative educational tools and aids. Teachers are given softwares to teach students. The teaching community has made students information seekers. The role of a teacher has undergone a sea change. A teacher has become a facilitator. He has no right to scold and punish the child. The dictum ‘spare the rod, spoil the child’ has become obsolete and outdated. A teacher has to understand the psychology of a child in a period of thirty minutes. The role of a teacher is a mystery in today’s era.

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The Indian school where Indigenous children are ‘never outsiders’

Boro Baski’s goals in life were pretty simple: to complete his education and find a job to support his family.

But Baski, who is now in his late 50s, did not go into the same line of agricultural labour as generations of his family before him. 

He and his parents are members of the Santhal community in the village of Bishnubati in West Bengal, India.

The Santhal community is one of the largest Indigenous groups in South Asia, with 7.4 million members worldwide and an estimated four million in the Indian states of Jharkhand, West Bengal, Bihar and Odisha. Many can also be found in Assam.

Its members mostly follow the Sarna religion, worshipping nature and ancestral spirits, although some are now Christian or Hindu. While Baksi and his father, like most of their community, followed the Sarna religion, his mother was Christian.

In 1977, one of his mother’s brothers, a Christian teacher, persuaded Baski‘s parents to send him to a missionary boarding school 50km (30 miles) away, and offered to pay the fees.

He was not only the first member of his family to experience a formal education, he was also the first from his village.

He was also the first to be given a formal birth date. The people of his village recall dates of birth using the seasons and major natural occurrences. His parents, for example, remember his date of birth as “the year that had great floods”. It was only in school that the date of April 4, 1968, was assigned as his birth date – he will never know the actual date.

Boro Baski was the first person from his village to receive formal education; now he helps educate children from his community [Rosemary Marandi/Al Jazeera]

A language barrier

During the 11 years he attended boarding school, Baski returned to his village for summer and winter breaks but increasingly found its more traditional way of life uncomfortable. There were no ceiling fans or bright lights like they had at boarding school, no concrete floors, no tables or chairs to sit on, and no friends to communicate with in his new-found language, Bengali.

He felt distant from his peers in the village. “We did not, any longer, have common topics to discuss, nor common interests,” Baski remembers.

He experienced the same problem – in reverse – when he was at school. There, he longed to express himself in his mother tongue, to share stories he had heard from his elders and even to break into songs and dances from his community.

Baski came to understand that a major factor dividing tribal communities from the rest of India was the difficulty children from these communities face when it comes to accessing formal schooling, partly as a result of the language barrier. The Santhal community’s first language is Santhali but in mainstream Indian schools, lessons are taught in Bengali, Hindi or English.

“If you put a Santhal and Bengali boy together in a class, the former will obviously find it difficult to compete because he has the disadvantage of not knowing well the language of instruction,” Baski explains.

“Everyone wants to learn but the problem is atmosphere, the medium of teaching and the method of teaching, besides the facts of economics. It is the reason why tribal children find it difficult to integrate with the mainstream.”

Another factor is the cost of schooling. According to a 2015 report by the Indian Ministry of Human Resource Development, the annual secondary school drop-out rate among Indigenous children in India is just above 40 percent compared with the national average of about 25 percent. The ministry lists “economic” issues as the biggest reason for the dropouts – families just cannot afford to keep their children in school.

Bridging worlds

One evening, when Baski was 18, a chance encounter in the muddy, half-lit railway station in Prantik (a stop on the line to Kolkata), 6km (4 miles) from his village, gave him with the key to bridging his two worlds.

That evening, Baski spotted another local boy, Sona Murmu, travelling with German researcher Martin Kampchen. “I was intrigued to see a white man with a boy who looked like a local Santhal,” Baski remembers. “So I offered to help them board the train.”

Kampchen had come to the local Viswa-Bharati University in 1979 and had studied the Indigenous communities in surrounding West Bengali villages. He was particularly interested in discovering why so many children were dropping out of secondary school and wanted to devise a way to help them continue their studies.

Now, he was helping Sona, the only boy from his village to have completed his secondary education, to teach what he had learned to other local children during evening coaching lessons, often conducted under a tree.

The philosophy behind Kampchen’s method was simple: children within Indigenous communities who had received an education would teach those who had not or who were struggling with their schoolwork, to keep them from dropping out.

Six months after this fateful meeting, Kampchen visited Bishnubati and persuaded Baski to start the practice there. And so his life’s work of bringing education to the children of his community began, with coaching children who were just starting school to help them cope better with the syllabus.

Children in class at the Rolf Schoemb school near the village of Bishnubati in West Bengal [Rosemary Marandi/Al Jazeera]

‘Development from within’

To facilitate the evening coaching classes, Baski and Sona, together with Kampchen, founded the non-governmental organisation (NGO) Ghosaldanga Adibasi Seva Sangha (GASS), named after the village Sona comes from.

“Our idea of development is based on a very old idea taken up by many great minds such as Mahatma Gandhi and [the poet] Rabindranath Tagore,” Baski explains. “It is about development from within. Development through the strength of the community’s own.”

In 1996, the NGO went one step further, opening a day school – the Rolf Schoemb Vidyashram (RSV) – close to the villages of Bishnubati and Ghosaldanga (Vidyashram means the “house of learning”).

The school, which offers free education, also provides hot meals to encourage poor parents to send their children. Its ethos is one of community, with programmes devised and implemented by members of the community rather than by outsiders who might not be familiar with the strengths of and issues faced by local people.

The standard provision of blanket-style education, imposed by the Indian government, has often been criticised as unsuitable for Indigenous communities.

But now this more needs-focused form of schooling has started to spread, with about 500 such schools across India.

Known as “Ashram” schools, they are often residential, with pupils and teachers living on the campus.

The Rolf Schoemb school, named after the German astrophysicist who left a legacy in his will for this purpose, currently has 146 pupils and is funded by charitable donations but has books and study materials provided by the government. It takes students who live nearby in classes between kindergarten and Year 4.

We do not sell aspirations. What we are trying to do is help them identify their talent, through education as well as through various activities such as farming, art and music.

Boro Baski

Children start off learning in their own language before progressing to Bengali and, in later years, English. To help them learn the alphabets of new languages, the school uses words in the children’s mother tongue to explain them.

The multi-faceted approach of the school, which places equal emphasis on extracurricular activities, such as art, clay modelling, music, farming and gardening, also attracts parents and children to the school, where they attend classes until noon.

For children pursuing higher education in more formal schools beyond Year 4, GASS provides hostel accommodation within its grounds to enable them to remain in a learning environment. The schools they attend are usually a few kilometres away and they travel by public transport together. The hostels currently house 40 boys and girls.

The community’s needs are central to the aims of the school. “We do not sell aspirations,” Baski explains. “What we are trying to do is help them identify their talent, through education as well as through various activities such as farming, art and music.”

‘I never felt like an outsider’

This approach has found favour with parents and pupils. Pradeep Hansda, 17, who studied at RSV until Year 4 and now resides in the hostel for older students studying elsewhere, says: “I never felt like an outsider there. It always felt like being around your own people.”

Hansda’s parents are farmers but he wants to be a teacher. He will sit his Year 10 exams this year.

For Pansuri Baske, giving her niece a better life meant providing her with an education. She is encouraged when her niece, who is a Year 4 student at RSV, says she wants to go to school, even during holidays.

“My niece never wants to be absent from school. She loves singing and reciting poetry. The best thing about RSV is their informal way of teaching and the fact that these children learn in different languages, including our own,” she adds. Baske hopes her niece can realise her dream of becoming a nurse.

Schooling takes a practical approach here. Even though the school and the villages of Bishnubati and Ghosaldanga lie within 10km (6 miles) of the homes of two Nobel laureates – Bengali writer and poet Rabindranath Tagore and economist Amartya Sen – they are emphatically not held up as the children’s only local role models.

“They [the children] have aspirations but they will work within their means,” Baski explains. “Some people want to be carpenters, tailors or teachers, or to pursue hotel management, and we help them do it.”

The atmosphere at the school is informal, with equal emphasis on academic and extracurricular activities [Rosemary Marandi/Al Jazeera]

Keeping the faith

Baski, who holds a doctorate in education and a master’s in social work from Viswa Bharati University, says he is happy being an educator. He has become a strong voice of the community not just in India but elsewhere, writing articles and books, and representing his community at conferences.

He is also dedicated to preserving Santhal cultural heritage.

In 2007, GASS built a small museum in Bishnubati to preserve some 100 artefacts, including weapons, musical instruments, photographs and medicinal herbs, that represent the community. Most of the artefacts were donated by tribal elders from across the states of West Bengal, Jharkhand and Odisha. They include silver jewellery once owned by Baski’s mother.

“The idea is to tell the world that we are not just happy-go-lucky people, as perpetuated by the mainstream media,” he says. “We have held expertise in hunting and fishing tools, in sophisticated music and medicines, for generations. It is just that this expertise was never spoken about.”

One of the pictures adorning the walls of the museum is of his wedding to his Catholic wife, a teacher, in a ceremony that marked both Santhal and Christian traditions – a symbol of the amalgamation of two distinct identities.

Baski met his wife, Asha Baski, when he visited the school she was teaching at in Kolkata to talk about his initiative. His family lives 100km away in Bandel, where Asha works, while Baski stays on in his village, overseeing the school.

His oldest daughter, Ipil, is studying English literature at Jadavpur University in Kolkata, while his younger daughter, Aril, attends school in Bandel.

“I don’t yearn for luxuries any more,” he says, as the winter sun peeps through the sonajhuri and acacia trees in the school compound. “What I do yearn for is for our children to be proud of their cultural heritage and preserve the traditions we hold so close.”

As if to demonstrate, as the sun begins to set, Baski takes his flute from his office drawer and plays a traditional tune.

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