Kho Kho

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Kho kho
Kho Kho is an Indian sport played by teams of twelve players who try to avoid being touched by members of the opposing team, only 9 players of the team enter the field. Kho Kho and Kabaddi, in spite of popular misconception, are not the same. In Kho-Kho, one team sits or kneels in the middle of the court, in a row, with alternate members in the row facing opposite directions. The other team may send two or three members in the court. The motive for the sitting team is to try to "tag" the opponents. The chasers can only run in one direction and cannot cut across the sitters (unlike the dodgers who can run randomly and in between the sitters). They have to run round the entire row to reach the other side. The other option is to pass the chasing job to another sitter whose back is facing you as you are running. The chaser touches the sitter he wants (usually nearest to the target) and shouts "kho" to signify the change of guard. The objective is to tag all the opponents in the shortest time possible. If the other team takes longer, the former team wins.

Chasers

Field
The Kho- Kho playground is rectangular. It is 29 meters in length and 16 meters in breadth. There are two rectangles at the end. One side of the rectangle is 16 meter and the other side is 2.75 meters. In the middle of these two rectangles, there shall be two wooden poles. The central lane is 23.50 meters long and 30 cm X 30 cm on the lane. There are eight cross lanes which lie across the small squares and each of it is 16 meters in length and 30 cm in breadth, at right angles to the central lane and divided equally into two parts of 7.30m each by central lane. At the end of central lane, two posts shall be fixed. They shall be 120 cm above the ground and their circumference shall be not less than 30 cm and not more than 40 cm. The post shall be made of wooden poles which are smooth all over. The posts shall be fixed firmly in the free zone tangent to the post-line at a height between 120 to 125 cm. The top of the post shall be flat and free from any sharp edges.

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Carrom
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carrum, Couronne, carum, , fatta (

Carrom also Caroom or carroms is a family of tabletop

games sharing a similarity in that their mechanics lie somewhere between billiards and table shuffleboard. The game has various other names around the world, including carrum, couronne, carum, karam, karom, karum, fatta (Punjabi) and finger billiards. The origins of carrom are uncertain, although western sources suggest that the game is of India, Pakistan, Bangladeshn, Portuguese colonial, or Burmese origin.[1] Variations of the game played with a cue stick similar to those used in billiards-type games may have independently developed in several cases as a mixture of billiards and shuffleboard. International Carrom Federation (ICF) formed for the first time in the year 1988 in Madras. It was in the same year the Laws for carom was codified. Carrom federation can be traced back to Madras a city in India. The game is very popular in India, Bangladesh and Pakistan. Similar games are played throughout the world, and may or may not share common origins with carrom. There is a carrom-like game also played with cues in China. Games similar to carrom appear all over Asia, for example vindi vindi in Fiji and szhe szhe in Israel. Some variants make use of discarded objects instead of fashioned playing pieces; bottle caps are used for games similar to carrom in both Mexico and Java.[citation needed] Various North American and European games bear a resemblance to (and may be related to) carrom, including crokinole, pitchnut, pichenotte and novuss. According to the International Carrom Federation (ICF), the world carrom champion recognized in 2003 is Indian striker Wasif Osmani[citation needed]. He has been Indian defending champion 6 years running[citation needed]. The national competition consists of over 10 million competitors[citation needed]. [edit] Standardised equipment The standardized Indian game is played on a board of lacquered plywood, normally with a 29 inch (74 cm) square playing surface. The edges of the playing surface are bounded by bumpers of wood, and the bottom of the board is covered by a net with a 10 cm2 or larger capacity.[2] Instead of the balls of billiards games, carrom uses disks. The object of the game is to strike or flick with a finger a comparatively heavy disk called a "striker" such that it contacts lighter object disks called "carrom-men" and propels them into one of four corner pockets.

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shuffleboard .

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pichenotte novuss ( ,

Wasif Osmani [ . . ] [ 29 (74 . 10 cm2 6

bumpers

Badminton
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Badminton Badminton is a racquet sport played by either two opposing players (singles) or two opposing pairs (doubles), who take positions on opposite halves of a rectangular court that is divided by a net. Players score points by striking a shuttlecock with their racquet so that it passes over the net and lands in their opponents' half of the court. A rally ends once the shuttlecock has struck the ground, and each side may only strike the shuttlecock once before it passes over the net. The shuttlecock (or shuttle) is a feathered projectile whose unique aerodynamic properties cause it to fly differently from the balls used in most racquet sports; in particular, the feathers create much higher drag, causing the shuttlecock to decelerate more rapidly than a ball. Shuttlecocks have a much higher top speed, when compared to other racquet sports. Because shuttlecock flight is affected by wind, competitive badminton is played indoors. Badminton is also played outdoors as a casual recreational activity, often as a garden or beach game. Since 1992, badminton has been an Olympic sport with five events: men's and women's singles, men's and women's doubles, and mixed doubles, in which each pair consists of a man and a woman. At high levels of play, the sport demands excellent fitness: players require aerobic stamina, agility, strength, speed and precision. It is also a technical sport, requiring good motor coordination and the development of sophisticated racquet movements.

Swimming The aquatic sport of swimming is based on the human act of swimming, that is, locomotion in water by self propulsion, usually with the goal to complete a given distance in the smallest amount of time. There are also swimming competitions based on endurance or precedence rather than speed, such as crossing the English Channel or some other stretch of open water. As a sport, swimming is usually distinguished from other aquatic sports (such as diving, synchronized swimming and water polo) that involve the act of swimming but where the goal is neither speed nor endurance. Competitive swimming consist of four different strokes. The different strokes one can swim in a race are the butterfly, breaststroke, freestyle (or front crawl), and backstroke. When all four strokes are done during a race, it is called medley swimming (otherwise known as the individual medley, or I.M.). Swimming has been part of the modern Olympic Games since their inception in 1896, and is governed by the Fdration Internationale de Natation Amateur (FINA). The belief is widely held that swimming is the best aerobic exercise in the world. Competitive swimming in Europe started around 1800, mostly using breaststroke. In 1873 John Arthur Trudgen introduced the trudgen to Western swimming competitions, after copying the front crawl used by Native Americans. Due to a British disregard for splashing, Trudgen employed a scissor kick instead of the front crawl's flutter kick. Swimming was part of the first modern Olympic games in 1896 in Athens. In 1902 Richard Cavill introduced the front crawl to the Western world. In 1908, the world swimming association, Fdration Internationale de Natation (FINA), was formed. The butterfly stroke was developed in the 1930s and was at first a variant of breaststroke, until it was accepted as a separate style in 1952.

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CRICKET This article is about the sport. For the insect, see cricket (insect). For other uses, see cricket (disambiguation). "Cricketer" redirects here. For other uses, see Cricketer (disambiguation). Cricket is a bat-and-ball team sport that is first documented as being played in southern England in the 16th century. By the end of the 18th century, cricket had developed to the point where it had become the national sport of England. The expansion of the British Empire led to cricket being played overseas and by the mid-19th century the first international matches were being held. Today, the game's governing body, the International Cricket Council (ICC), has 104 member countries.[1] With its greatest popularity in the Test playing countries, cricket is the world's second most popular sport.[2][3][4] The rules of the game are known as the Laws of Cricket.[5] These are maintained by the ICC and the Marylebone Cricket Club (MCC), which holds the copyright. A cricket match is played on a cricket field at the centre of which is a pitch. The match is contested between two teams of eleven players each. One team bats, trying to score as many runs as possible without being dismissed ("out") while the other team bowls and fields, trying to dismiss the other teams batsmen and limit the runs being scored. When the batting team has used all its available overs or has no remaining batsmen, the roles become reversed and it is now the fielding teams turn to bat and try to outscore the opposition. There are several variations in the length of a game of cricket. In professional cricket this ranges from a limit of 20 overs per side (Twenty20) to a game played over 5 days (Test cricket). Depending on the form of the match being played, there are different rules that govern how a game is won, lost, drawn or tied. CRICKET
" . , (ICC), 104 . outscore 20 ( , ) , , . . . ( . -20) 5 , , , ("" ) Marylebone .. ( . [2] [3] [4 ] [5] ) , . . " .], , [1 . . 19 , , . 18 16 ( ).

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Mother Teresa Mother Teresa (26 August 1910 5 September 1997), born Agnes Gonxhe Bojaxhiu (pronounced [ans nde bjadiu]), was an Albanian Catholic nun with Indian citizenship[4] who founded the Missionaries of Charity in Kolkata (Calcutta), India in 1950. For over 45 years she ministered to the poor, sick, orphaned, and dying, while guiding the Missionaries of Charity's expansion, first throughout India and then in other countries. Following her death she was beatified by Pope John Paul II and given the title Blessed Teresa of Calcutta.[5][6]
[2][3]

Mother Teresa
(1910 ( ), 1950 1970 , 1980 , , . Parenti, Aroup proselytizing . , hospices . , , . , Hitchens, , , 123 , / . , 610 . , , , 1979 Muggeridge . 26 -5 [ [4], 45 , beatified . [5] [6] , 1997), Agnes nde bjadiu] ans), , , . , [2] [3]

Gonxhe Bojaxhiu (

ministered,

By the 1970s, she was internationally famed as a humanitarian and advocate for the poor and helpless, due in part to a documentary and book Something Beautiful for God by Malcolm Muggeridge. She won the Nobel Peace Prize in 1979 and India's highest civilian honour, the Bharat Ratna, in 1980 for her humanitarian work. Mother Teresa's Missionaries of Charity continued to expand, and at the time of her death it was operating 610 missions in 123 countries, including hospices and homes for people with HIV/AIDS, leprosy and tuberculosis, soup kitchens, children's and family counselling programs, orphanages, and schools. She has been praised by many individuals, governments and organizations; however, she has also faced a diverse range of criticism. These include objections by various individuals and groups, including Christopher Hitchens, Michael Parenti, Aroup Chatterjee, Vishva Hindu Parishad, against the proselytizing focus of her work including a strong stance against contraception and abortion, a belief in the spiritual goodness of poverty and alleged baptisms of the dying. Medical journals also criticised the standard of medical care in her hospices and concerns were raised about the opaque nature in which donated money was spent.

hospices

Adult education Adult education is the practice of teaching and educating adults. This often happens in the workplace, through 'extension' or 'continuing education' courses at secondary schools, at a college or university. Other learning places include folk high schools, community colleges, and lifelong learning centers. The practice is also often referred to as 'Training and Development'and is often associate with workforce or professional development. It has also been referred to as andragogy (to distinguish it from pedagogy). A difference is made between vocational education, mostly undertaken in workplaces and frequently related to upskilling, and nonformal adult education including learning skills or learning for personal development.

Adult education
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Wings of Fire "The most inspiring account I've read in recent years" "The unexamined life is not worth living," said Socrates more than two millenia ago. Here, we have in print, a well-examined life of one of the icons of the post-colonial technological renaissance of the country. All civilisations are technological, originating from basic discoveries and determined applications of fire, agriculture, the wheel, irrigation, knowledge of materials and metals, etc. A defining feature of post-renaissance technological development was the organised marriage of science and technology, each feeding on the other in a synergistic way. This is where the non- Western nations, India being a typical example, got rapidly left behind. Kalam very vividly recalls a piece of sculpture he saw at the NASA Langley Research Centre where his initiation into Rocket Engineering began - "a charioteer driving two horses, one representing scientific research and the other technological development, metaphorically encapsulating the interconnection between research and development." Elsewhere, he writes with great insight - "Gradually, I became aware of the difference between science and technology, between research and development. Science is inherently open-ended and explanatory. Development is a closed loop. ... Science is a passion - a never ending voyage into promises and possibilities." Since independence, India has sought in various ways, to harness scientific technology to secure for its people, a life free of want, but free from fear, as well. A P J Abdul Kalam represents the quintessential best of this difficult journey, through personal and professional struggle, to self-realisation, and fortunately, also to adulation and success. This autobiographical account has been one of the most inspiring I've read in recent years. His life has been most selflessly devoted to his country, and rewarded most deservingly, with the highest civilian award of the country, the Bharat Ratna. The book also goes beyond biography, and serves as an excellent practical guide to R & D management, on how to design and build institutions, mentor and inspire men, to success and fulfilment. The account often goes deep into his own personal philosophy, austere beyond the reach of most average householders, and fortunately for posterity, records his philosophical and spiritual insights in a most accessible way, in spite of his own modest disclaimer, "I am not a philosopher." This man, who spent all his life "learning rocketry", also learnt many valuable lessons on how to manage men, matters and materials, while building up the country's defence R & D Programmes, as also its technological capabilities in space and atomic energy. Kalam chooses to organise the autobiographical material into four sections: Orientation, Creation, Propitiation and Contemplation, devoted roughly to the first 32 years (1931-1963), the next 17 years (19631980), another 10 years (1981-1991), and beyond. Born to an obscure middle-class family in a remote but spiritually supercharged island town at the southern tip of the Indian peninsula, Kalam progressed in sure and steady steps through childhood, among loving family members who sacrificed readily for him, through scholarship with devoted and inspirational teachers (Rameswaram Elementary School; Schwartz High

School, Ramanathapuram; St. Joseph's College, Trichy; Madras Institute of Technology, Madras), into his first foray into professional life. This first phase of his life covers 32 eventful years most felicitiously in the space of 31 pages. My nephew, an aspiring engineer himself, Review of A P J Abdul Kalam's autobiography , NAL, Bangalore, India file:///E:/oldhome/pages/kalam.htm 2 of 3 7/9/2007 1:49 PM just on the threshold of his career after graduation, found this the best part of the book. I was particularly intrigued by the following paragraph on pg. 18, which I thought the most meaningful lesson for a young person preparing for a professional life: "The trouble with Indians [was] not that they lacked educational opportunities or industrial infrastructure - the trouble was in their failure to discriminate between disciplines and to rationalise their choices," a lesson that young Kalam learned from Professor Sponder, an Austrian aeronautical engineer who taught him at the Madras Institute of Technology. It was Sponder who, as it were, dedicated Kalam to a life in Aeronautical Engineering. Kalam's own well meaning advice to all novitiate engineering students is "that when they choose their specialisation, the essential point to consider is whether the choice articulates their inner feelings and aspirations." All those young men and women who rush headlong into software careers should pause and reflect. Nearly half of the book goes to the "Creation" phase. Here, one sees Kalam managing and inspiring large scale developmental projects on rocket technology. This was an adventure, not without struggle and frequent failure, but culminating in the pioneering success of the Satellite Launch Vehicle (SLV-3), the fifth country to achieve satellite launching capability, and thus propelling India into the Space Age. He is seen as engineer and innovator, inspirer and mentor of courageous colleagues, and builder of teams and institutions. This also brought Kalam his first brush with fame, adulation and inevitably, professional rivalries due to jealousy. The "Propitiation" phase lets us see Kalam going into the defence stage of his career, breathing fresh life into struggling research institutions under the Defence R & D Organisation, and later taking charge of all the D R D O establishments, helping India to acquire modern weaponry and delivery systems. If the "creation" phase was marked by the SLV3 saga, this phase had the Agni and related missile programmes as the defining theme. As Kalam moved into the contemplative phase of his life, a grateful and worshipful nation heaped its highest awards on him, and ironically, also made him take more wide ranging responsibilities connected with science, technology and the Defence of the realm. He gives credit to the many great visionaries who prepared him for life, especially Professors Sarabhai, Dhawan and Brahm Prakash. He ends the book with the fervent prayer that eventually the country will become strong, prosperous and "developed". If for Arun Tiwari, "writing this book has been like a pilgrimage," then for me, reading it has been an equally stimulating and uplifting journey through a mind riding high on the wings of science and soulful spiritualism. Kalam's exhortation to all of us is that we should give wings to the divine fire we are all born with and have within us, and this will "fill the world with the glow of its goodness."