LATITUDES AND LONGITUDES CLASS VI

LATITUDES AND LONGITUDES 

 Globe is a true model of the Earth.

A needle is fixed through the globe in a tilted manner, which is called its axis.

The imaginary line running on the globe divides it into equal parts. This line is known as the Equator.

All parallel circles from the Equator up to the poles are called parallels of latitude. Latitude is measured in degrees.

As we move away from the Equator, the size of the parallels of latitude decreases.

The four important parallels of latitude are :

• Tropic of Cancer (2312°N)
• Tropic of Capricorn (23122°S)
• Arctic of Circle (6612°N)
• Antarctic Circle (6612°S)

 The equator represents the zero degrees latitude. The latitudes in the Northern Hemisphere are designated as degrees north (°N), e.g. 10°N, 20°N, and so on till 90°N (which is the North Pole). Similarly the latitudes in the Southern Hemisphere are designated as degrees south (°S), and 90°S is the South Pole.

Heat Zones of the Earth

• Torrid zone receives the maximum heat.
• The temperate zone has a moderate temperature.
• The frigid zone has a cold climate as the sun rays are always slanting.

Longitudes

• The line of reference running from the North Pole to the South Pole is called Meridians of Longitude.
• The distance between them is measured in ‘degrees of longitude’.
• All meridians are of equal length.
• The meridian which passes through Greenwich, where the British Royal Observatory is located, is called the Prime Meridian.
• The value of Prime Meridian is 0° longitude and from it, we count 180° Eastward as well as 180° Westward.
• Prime Meridian divides the earth into two equal halves, the Eastern Hemisphere and the Western Hemisphere.
• 180° East and 180° West meridians are on the same line.
• We can locate any point on the globe if we know its latitude and longitude.

Longitude and Time

• As the earth rotates from West to East, those places East of Greenwich will be ahead of Greenwich time and those to the West will be behind it.
• The earth rotates 360° in about 24 hours.
• At any place, a watch can be adjusted to read at 12 o’clock when the Sun is at the highest point in the sky.

Standard Time

• The local time various places are different, so it is necessary to adopt the local time of some central meridian of a country as the Standard Time.
• 8212°E is treated as the Standard Meridian of India. The local time at this meridian is known as the Indian Standard Time (IST).
• India located East of Greenwich at 82° 30’E, is 5 hours and 30 minutes ahead of GMT.
• Some countries have a great longitudinal extent and so they have adopted more than one standard time.

STRUCTURE OF COURTS

 

What is the Structure of Courts in India?

There are three different levels of courts in India.

1. District Court: The courts that most people interact with are called subordinate or district courts or Tehsil level court.
2. High Court: Each state has a High Court which is the highest court of that state.
3. Supreme Court is at the top-level. The decisions made by the Supreme Court are binding on all other courts in India. It is located in New Delhi. 
   
   
   

Human Resources

 

What Is Human Resources (HR)?

Human resources (HR) is the division of a business that is charged with finding, screening, recruiting, and training job applicants, as well as administering employee-benefit programs. HR plays a key role in helping companies deal with a fast-changing business environment and a greater demand for quality employees in the 21st century.

John R. Commons, an American institutional economist, first coined the term "human resource" in his book "The Distribution of Wealth," published in 1893. However, it was not until the 20th century that HR departments were formerly developed and tasked with addressing misunderstandings between employees and their employers.

Natural Resources;

 What are Natural Resources?

Natural resources can be defined as the resources that exist (on the planet) independent of human actions.

These are the resources that are found in the environment and are developed without the intervention of humans. Common examples of natural resources include air, sunlight, water, soil, stone, plants, animals and fossil fuels.

Natural resources are naturally occurring materials that are useful to man or could be useful under conceivable technological, economic or social circumstances or supplies drawn from the earth, supplies such as food, building and clothing materials, fertilizers, metals, water and geothermal power. For a long time, natural resources were the domain of the natural sciences.

History class 8th

Education and the British rule

Three agents of modern education in India

1. The British Government (East India Company)
2. Christian missionaries
3. Indian intellectuals and reformers

Development of modern education

Development of Modern Education

• The company wanted some educated Indians who could assist them in the administration of the land.
• Also, they wanted to understand the local customs and laws well.
• For this purpose, Warren Hastings established the Calcutta Madrassa in 1781 for the teaching of Muslim law.
• In 1791, a Sanskrit College was started in Varanasi by Jonathan Duncan for the study of Hindu philosophy and laws.
• The missionaries supported the spread of Western education in India primarily for their proselytising activities. They established many schools with education only being a means to an end which was Christianising and ‘civilising’ the natives.
• The Baptist missionary William Carey had come to India in 1793 and by 1800 there was a Baptist Mission in Serampore, Bengal, and also a number of primary schools there and in nearby areas.
• The Indian reformers believed that to keep up with times, a modern educational system was needed to spread rational thinking and scientific principles.
• The Charter Act of 1813 was the first step towards education being made an objective of the government.
• The act sanctioned a sum of Rs.1 lakh towards the education of Indians in British ruled India. This act also gave an impetus to the missionaries who were given official permission to come to India.
• But there was a split in the government over what kind of education was to be offered to the Indians.
• The orientalists preferred Indians to be given traditional Indian education. Some others, however, wanted Indians to be educated in the western style of education and be taught western subjects.
• There was also another difficulty regarding the language of instruction. Some wanted the use of Indian languages (called vernaculars) while others preferred English.
• Due to these issues, the sum of money allotted was not given until 1823 when the General Committee of Public Instruction decided to impart oriental education.
• In 1835, it was decided that western sciences and literature would be imparted to Indians through the medium of English by Lord William Bentinck’s government.
• Bentinck had appointed Thomas Babington Macaulay as the Chairman of the General Committee of Public Instruction.
• Macaulay was an ardent angelicas who had absolute contempt for Indian learning of any kind. He was supported by Reverend Alexander Duff, JR Colvin, etc.
• On the side of the orientalists were James Prinsep, Henry Thomas Colebrooke, etc.
• Macaulay minutes refer to his proposal of education for the Indians.
• According to him:

• English education should be imparted in place of traditional Indian learning because the oriental culture was ‘defective’ and ‘unholy’.
• He believed in education a few upper and middle-class students.
• In the course of time, education would trickle down to the masses. This was called the infiltration theory.
• He wished to create a class of Indians who were Indian in colour and appearance but English in taste and affiliation.
• In 1835, the Elphinstone College (Bombay) and the Calcutta Medical College were established.

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