Technology

Almost everyone believes that technology has made life easier and more comfortable and that it has enabled us to perform tasks that we could not do otherwise.  A list of the benefits of technology would be very long indeed.  However, as with almost everything we human beings have created, technology has a downside.  There is, we might say, a dark side to technology.

For openers, technology does not necessarily make life simpler; rather, it tends to make life more complicated.  Nowadays, for example, nearly every discussion of the "wonderful power of technology to enrich our lives" mentions the cell phone.  Certainly, the instant communication brought about by the telephone has been a boon.  It was originally a rather simple device that anyone could learn to use in a matter of minutes, and we soon began using phones to make and receive phone calls, usually about matters of some consequence.  Recently, however, we have enabled these devices to perform a ridiculous number of irrelevant functions.  One needs a thirty-page booklet to learn how to use them.  Anyone who enters a phone store today seeking a phone that simply sends and receives phone calls is likely to be looked upon as a refugee from the Dark Ages – or from another planet.  Furthermore, we have millions of people walking about or driving their cars while talking on cell phones, usually discussing matters of no importance whatsover.  If an alien civilization were to tap into our phone lines, its inhabitants would think that everyone on our planet was insane, and they wouldn't be far from wrong.  In a sane world, would almost all of its inhabitants carry complex, multifunction gadgets that are used primarily to engage in trivial chatter – and use them in ways that are socially annoying and unsafe?

Another example of the complexity of modern technology is the computer.  Again, nobody can deny that computers have enabled us to share information, process data, and perform numerous other tasks with speed and ease that, as recently as a generation ago, we would have thought impossible.  Computer technology has been advancing so rapidly that new applications are discovered faster than anyone can keep pace – and that's a problem.  Even the experts understand only a fraction of what these machines do (just ask an expert for help when a computer malfunctions).  Although most users can and do master some of the basic operations, most computer owners cannot use many of the functions that are built into computer programs.  Much has been written about how the younger generations who have been been brought up in the computer age know intutitively how to use these machines.  However, considerable anecdotal evidence suggests that they learn only what amuses or entertains them.  Most haven't the patience or the desire to go through the complicated process of learning more utilitarian programs.  Furthermore, they tend to use computers rather than their own brains for many tasks that they should be able to perform without mechanical assistance.  It is possible to argue that the invention of the calculator is largely responsible for the inability of many people to do simple math; it is likewise possible to prove that electronic spell-checking (which is, and may always be, imperfect) has created at least one generation of individuals who cannot spell and know nothing about the logic of language.

Complexity is not the only downside of computers.  They have created an even greater gap between the rich and the poor, the educated and uneducated.  To use these devices, one needs both experience and education.  Lacking computers at home (even if they can access them at school), poorer people do not have the opportunity to gain much experience with them.  Even as the computer becomes a commodity (something to which virtually everyone has access), the pace of technology is so rapid that these individuals are light years behind the more fortunate people.  Furthermore, since computer skills must be learned (this knowledge is not as intuitive as some people would have us believe), less educated individuals have an insurmountable disadvantage.  Educated individuals can use computers to expand their knowledge; uneducated or less educated people are stuck where they are.  The gap widens.

Finally, with respect to computers, many of the advantages have spawned a nightmarish array of problems.  While technology has now given us the ability to shop from home, it has opened a whole new frontier in which con artists can conduct scams – a frontier that authorities admit is impossible to police.  While it has enabled us to bank by mail, it has brought on a wave of identity theft such as we have never before seen.  While it enables banks and other organizations to process data with lightning speed, electronic processing creates greater opportunity for error.  One incorrect keystroke can set in motion an automated series of mistakes that are not easily detected or corrected.  Every day there is a report of some mass mailing, system glitch, or loss of data brought on by a single and very simple human error that spun out of control when a mindless computer took over and ran with it.

Speaking of mindless computers (and the telephone), consider automated answering systems.  The only individuals who see any benefit in these systems are executives who, with their eyes on the bottom-line, look upon them as a cheap way to reduce or eliminate customer service personnel.  These systems create the illusion of offering customer service when, in fact, they have practically eliminated customer service altogether.  Automated answering systems constitute an area of technology that symbolizes what happens when tasks that only a human being can perform effectively are relegated to machines.  Customers universally hate these systems because they provide little or no service, waste time, and often put the customer into an electronic loop that leads nowhere.  The worst of these systems are those that provide voice messages in which a machine pretends to be a real human being (cf. Verizon).  While we may find definite advantages to almost any technological advancement, it is very difficult to find anything good to say about automated phone systems.

In contrast, few of us question the value of technological advances in transportation – notably motor vehicles and airplanes.  Because of these developments, we can travel further and faster than anyone a century ago would have imagined possible.  However, even here technology has its downside.  We live in a more dangerous world, not only because cars, trucks, and airplanes can kill but also because the ease and speed with which we can get from one place to another has made national borders more porous.  The same technology that can deliver us to Grandma's house halfway across the world can also deliver an explosive device that can obliterate Grandma and a few thousand of her neighbors.  In addition, we have been seriously depleting the Earth's natural resources to run these machines and have appreciably hastened global warming because of the gasses that they emit.  On a simpler level, too, we may perhaps question whether it is necessarily desirable to go further and faster.  Is it always better?  Do we enjoy the trip more, or has the process of getting there (albeit very quickly) become a hassle?  For what are we saving all this precious time – to have more time to watch commercials on TV, many of them promoting technology that we don't need?

Entertainment is probably the one area in which technology has had positive effects with very little negative impact.  If the content of television is mediocre, we can't really blame that on technology.  If the music that people listen to on their various gadgets is trash, we can't blame the gadgets.  If we are spending more time being entertained because we have, thanks to technology, a wide variety entertainments to choose from, that is not necessarily a bad thing.  We can complain about the intrusion of too much marketing in the entertainment media, but that is not the fault of technology.  Indeed, with television, there's a quiet little war going on between the technology that subtly (or not so subtly) tries to sell us products and the technology that enables us to bleep out the advertisements.

To be objective about it, the so-called downside of technology – real as it is – represents more what's wrong with us than what's wrong with our creations.  We are making them complicated, often more than they need to be, because we arrogantly believe that man will always be the master of the machine.  We turn the cell phone into a public nuisance and a safety hazard instead of a useful tool because we are too foolish to use it wisely.  We cause sporadic outbreaks of massive "computer errors" because we are stupid and careless; what we call computer errors are, in fact, idiotic blunders made by human beings.  We are the self-destructive species who turn machines for transportation into weapons of mass destruction.  The real issue regarding technology is not whether it is good or bad but whether we are grown-up and mature enough to use wisely what we have created.  The evidence suggests that, on the whole, we are not.  Indeed, we have never been – ever since we created a tool by fastening a pointed rock to a stick and then decided that it could also be used to smash the skull of someone we didn't like.


Education

Education System of Nepal.
Hence, until the recent past, Nepal followed the traditional three-tier sixteen-year education system,
 allocating ten years to school education, four years to college level studies - two years each for
 intermediate and bachelor program, and two to the Masters program at the university.
Education in Nepal from the primary school to the university level has been modeled from the very

inception
 on the Indian system, which is in turn the legacy of the old British Raj. Hence, until the recent past,
 Nepal followed the traditional three-tier sixteen-year education system, allocating ten years to school education,
four years to college level studies - two years each for intermediate and bachelor program, and two to the Masters
program at the university.

During the 1950s and in the subsequent decades, Nepali students started facing comparative disadvantage in
their academic and professional career advancement not to mention in the regional or international fields
 even in their home country. Therefore, in order to make the nepali education system more competitive and
compatible, policy and structural changes were made and gradually implemented, although for the lack of funds
 and resources only at a snail's speed during the last three five year plan periods. As a result, the present
 education system although still in the transition phase, stands as follows:

(i) Pre-School Education
The pre-school learning, be it kindergarten, Montessori or any other form of pre-school education, does not yet
form an integral part of the formal school education system. Nevertheless, the need for such facility is being
 increasingly felt by the society. And, a number of pre-school establishments have come into
existence in response
 to the demand particularly among the affluent, the educated and the working parents in the urban areas. These
facilities range from simple day-care centers operated by semi skilled tutors and ayahs to sophisticated but informal
playgroups run by trained teachers and nurses, and from formal pro-primary schools managed as junior wings of large
school set-ups to advanced westernized kindergarten and Montessori pre-school establishments. Very different in their
 fees and infrastructure, they profess equally diverse professional objectives and educational goals, and practice
 divergent approaches to early education. His Majesty's Government of Nepal has recently formulated some guidelines
 for pre-primary curricula.

(ii) School Education
   (a) Primary Level
   (b) Middle School/Lower Secondary Level (S.L.C.)
   (c) High School/ Secondary Level
   (d) 10+2/ Higher Secondary Level

Formal school education in Nepal officially spans a period of 12 years, at the successful completion of which a
 student graduates with a certificate of Higher Secondary Education (10+2). However, since the majority of the schools
 in the country have not been upgraded for the lack of funds and resources to the 10+2 level, the old high school system
with School Leaving Certificate (SLC) examination at the end of 10 year still persists. Most of them are public schools
 funded by the government. However, they have not been able to reach and maintain the expected educational quality standards,
 nor have they been able to address the needs of the society. If the lack of adequate funds and resources is partly to be blamed,
 the lack of accountability and too much of politicization in the educational administration from the bottom to the top most
 hierarchy have had a crippling effect or the educational system. The S.L.C. examination results of the public schools, which
 have been getting bad to worse over the years, bear witness to this fact. Not surprisingly at all, in spite of tin provision
of free education up to primary level and free distribution of books to girl-children and children of socially discriminated
ethnic groups up to lower secondary level, parents prefer to send their children to comparatively more expensive private schools
 right from the beginning.

The private schools in general have better facilities, are better managed and have been showing a much better performance in the S.L.C. examinations.
However, the quality standards of the private schools, too, are not consistent and vary considerably from school to school. There are, on the one
hand 'A’ class private school establishments managed and run by charity organizations, companies, trusts or? visionary individuals, and on
the other, the so called private English boarding schools operated by business minded people in semi-furnished residential houses or even
factory-like tin-shades, which are in fact nothing more than teaching-shops. They do, nevertheless, seem to be catering to the taste and the
need of the different sections of the society. In addition, the capital also has a British and an American School, which, although initially
started for the children of the foreign diplomats, have opened their doors to Nepali children, too.

In the recent years, some public schools have upgraded themselves to the 10+2 level will governmental support, and in the urban and semi-urban
 areas a number of private 10+2 institution; have sprung up without any lower school base. This sorry state of transition to 10+2 level has
forced the universities to continue their intermediate or proficiency certificate level program! for the time being, at least until 2005
according to the latest revised phase-out schedule. Hence,| present, the 10+2 level school education in Nepal is being administered parallely
 and independent by the university as its intermediate program and as a higher secondary school education program by the Higher Education Board
 of the Ministry of Education, HMG/Nepal. Meanwhile, the S.L.C Examination continues to remain as the iron-gate to be crossed for an entry into
 either of the above programs.

The SLC Examination System.
The SLC thus being the gate way to higher education commands full attention of all concerned-students and their parents, teachers and their
 institutions. The students are virtually groomed for the S.L.C. from s VIII onwards. They are taught the actual S.L.C. courses in class IX
 and X and are required to pass the qualifying examination, popularly called Sent-up Test, at the end of class X to be eligible to appear in
 the C. examination. The S.L.C. requires the students to take three-hour written examination of 100 marks in each subject for the entire
syllabus covered in two years of class IX and X.

The evaluation scheme follows the traditional marking system with division ratings as follows:
            35%and above to below45% - Pass with 3nd division.
          45% and above to below 60% - Pass with 2nd division.
          60% and above to below 80% - Pass with 1st division.
          80% and above - Pass with distinction.

The S.L.C., however, as the policy makers claim, is now a matter of only a few years because after the full, nation-wide implementation of the 10+2 system,
the present S.L.C. examination will be replaced by a or regional level class X examination. The Higher Secondary Education Board only will t national level
 10+2 annual examinations to certify students of having completed their secondary school education or what is popularly called school education in the west.

Medicinal plants found in Nepal

Medicinal plants:
Medicinal and aromatic plants (MAPs) are an important part of the Nepalese economy, with exports to India,
 Hong Kong, Singapore, Japan, as well as France, Germany, Switzerland, the Netherlands, the USA, and Canada.
These plants have a potential for contributing to the local economy, subsistence health needs, and


improved
natural resource management, leading to the conservation of ecosystem and biodiversity of an area (Subedi 1997).
 Nepal’s ethnic diversity is also remarkable (HMGN 2002); so are the traditional medical practices. About 85% of
total population inhabit in rural areas (HMGN 2002), and many of them rely on traditional medicines, mostly
 prepared from plants for health care. The majority of Nepal’s population, especially the poor, tribal and
 ethnic groups, and mountain people, relies on traditional medical practices. A large number of products for
 such medical practices are derived from plants. The knowledge of such medical practices has been developed
and tested through generations. In many cases this knowledge is transmitted orally from generation to generation
 and confined to certain people (Subedi 2000).
This paper briefly presents the conservation potentials of MAPs in Nepal in relation to opportunities and
challenges for the efficient, sustainable and equitable commercial uses. The strategies for handling the
challenges and enhancing the opportunities of this sector are suggested. Unlike any other business, MAPs
enterprise development can be linked to biodiversity conservation by creating economic incentives for local
people to conserve while safeguarding their traditional livelihood strategies as well as cultural values.
The information used in this paper came from the participatory action research process that encompassed a
broader understanding of biodiversity including medicinal plants, local communities, and enterprises in Nepal
 and closer examinations of issues and their relationships in the past 4-8 years. Review of literatures,
 wider interactions with key stakeholders (workshops, meetings, seminars, conferences, interviews and dialogues),
 and observations were used. A long-term involvement and deep interest of the researcher in the subject provided
 the foundation to build on the understanding in this topic.

Earthquake Held in Nepal

EARTHQUAKE


Out of 75 districts, 30 districts in Nepal have been affected with the earthquake on 25 April 2015.


 The hard hit districts are reported to be Lamjung (considered an epicenter of the earthquake),

Gorkha,
 Dhadhing, Rasuwa, Sindhupalchowk, Kavre, Nuwakot, Dolakha, Kathmandu, Lalitpur, Bhaktapur and Ramechhap.
 All of these districts are populated by various indigenous groups.

There has been no verified information received so far on the actual number of casualties and the situation
 in Lamjung despite of it being the epicenter of the earthquake. Lamjung has a high population of Gurungs.

Two villages of Gorkha, Barpark and Larpark have been totally flattened out. While the initiatives for Barpark
seem to have started, nothing has been possible for Larpark since the relief helicopters could not land.
The pictures shared in tweets show totally flattened out entire village and the badly damaged hills. Larpark
is notably a Gurung village. Baburam Bhattarai, former PM of Nepal has pointed out for the need of small
 helicopters to operate in this area to that of large ones currently deployed by the Indian Army.

Very less is known about Rasuwa. The helicopter survey shows all washed out village and completely ruined
 Langtang National park where the number of trekkers are either stranded or not have survived. Exact number
of casualties is not verified and known. This district is home to Tamang, Gurungs and Sherpa indigenous community.

Till now, Earthquake-Nepal (Ministry of Home Affairs) twitter handle has confirmed 875 deaths and 279 injured
 in Sindhupalchowk. Sindhupalchowk has population of Tamang, Majhi, Sherpa, Thami, Hyolmo, and Newars.

In Dolakha, 808 deaths and 2400 injuries has been reported by Earthquake-Nepal (Ministry of Home Affairs)
 twitter handle. Around 300 yarshagumba pickers are reportedly missing in the upper Dolakha valley. Dolakha
has the population of Surel, Jirel, Thami groups.

Earthquake-Nepal (Ministry of Home Affairs) twitter handle has confirmed the deaths (808) and injuries(2400)
in Kathmandu and 232 death and 232 injuries in Bhaktapur.

There has been no information on the death/injuries or the situation report on other districts. The media and
 the citizens-led relief initiatives seem to be concentrating on Kathmandu and Gorkha.

The earthquake has destroyed the four important UNESCO cultural heritage sites of Nepal which was important
 historical record of the Indigenous population in Kathmandu, Lalitpur and Bhaktapur. They used to hold significant
 role in the practice of cultural rituals too.
 Basic Needs:

a) food items

    energy/chocolate bars (as a back up)
    dry food (nuts, biscuits)
    instant noodles
    water (bottled)

b) clothes/survival kit

    blankets - rain coats (it can be use and throw type)
    wind cheaters (only if in large quantity or else it will lead to conflict)
    torches
    batteries -
    sanitary supplies (sanitizers, soaps, sanitary pads, etc.) -
    waterproof tents

c) medical supplies

    water purifiers/chlorine tablets
    first aid boxes (bandages, gloves, masks, band aid tapes, etc.)
For the hospitals/medical teams
a) all types of emergency medicines (I/V cannula IV drip sets, elastoplasts, leucoplast, splints, casts for
 fracture-plaster of paris various sizes, gloves, blades and scalpels, bandages and dressing pad, Injections
of xylocaine/Lidocaine

b) medicines for chronic conditions like diabetes, hypertension c) IV fluids d) IV antiobiotics (gentamicin, ceftriaxone)

and volunteers for orthopaedics, cardiothoracics, trauma specialists and nursing.




Information sourced out from various sources