Saturday, August 1, 2015

Importance of undivided share in Indian flat system


Sulekha.com
Kamini Subbiah

While buying an apartment, Indian home buyers concentrate on flat area but clueless about the actual land ownership - Undivided share of land. The property appreciation depends on the land value (UDS) and not the concrete building. It is important to understand and ensure the UDS of the individual flat before buying it.
In India, a majority of home buyers prefer living in apartments as it provides all the contemporary amenities, maintenance, security etc., along with quality housing. Even affluent senior citizens sell their bungalows and move to posh retirement apartments for the comfort and security it offers. Before buying, home buyers usually ensure the builder profile, project layouts, location and connectivity but often overlook the undivided share offered.  
While buying an apartment in a multistory residential complex, we carefully analyses the carpet area, built up area and super built up area but the ownership doesn’t depend on the flat area but the undivided land share. In a flat system, it is necessary to check the undivided share (UDS) which will determine the value of the property.
What is UDS?
An Undivided share is a share of land allotted to the flat buyer while purchasing a property and it is registered in the name of the owner. When a home buyer purchases an apartment, he/she is entitled to 2 things: the constructed building and the proportionate share of land, where the whole building is constructed. The price appreciation of the property is the actual appreciation of the land and not the building, so the property price depends on the undivided share.
Why is it important?
Have you ever thought what will happen to your apartment in case of natural disaster like an earthquake, building collapse or if government wants to acquire the property for a public project? Even if the apartment society wants to redevelop the property after decades, the building will be demolished and only the undivided share of land maters. It is crucial to understand your undivided share in a multi-storey residential project.
The sum of all the undivided shares must be equal to the size of the land in which the apartments are constructed. The more UDS one buys, the better value for money in future. In case of co-operative societies, the UDs will be in the name of the society as the flat owners are the share holders of the society. Otherwise, the flat owners should check their share of UDS in the sales agreement.
How to calculate UDS?
The UDS is based on the percentage of the super built up area of the apartment to the total super built-up area of all the flats. For instance, if 4 equally sized apartments of 1000 sq ft were built on one ground of land which measures 2400 sq ft, the UDS will be calculated as below:
UDS = Super built-up area of individual flat / Sum of all flats’ built-up area X Total land area
UDS = 1000 X 2400 / 4000 
UDS of individual flat = 800 sq ft.
Check before Registration
To avoid fraudulent deals and to be cautious, one can check the undivided share mentioned in the agreement before registration. Some builders will be reluctant to show the agreement copy; instead they share some other agreement copy during site visits. It is important to know your undivided share of land before hand and verify the same with the actual sales agreement before registration. You can go an hour before and confirm the details, if required get legal help from advocates. This way, home buyers can be sure of receiving their entitled UDS while purchasing their dream home.
http://www.moneycontrol.com/

Friday, December 20, 2013

WHY YOU ARE NOT (GETTING TIME)FREE TO LEARN

                             (Crown of thorns)

Why someone is learning it fast  ?
1. Doing it for fun(playful).
2. It may be a hobby.
3. Strongly motivated.
4. It may be the need.
5. Investing for the future.
6. May be addicted to learning.
7. To reach the top.
Why the Name is not coming out (it is in my tongue!)?
1.Memory decay.
2.You did not use the word/name for a long time.
3.The file is underneath of many other files in your brain.
Tweak your Brain.
1. Think harder, the more you try..the farther it go.
2. Take a BREAK..allow your brain to search. Do something else.
3. It will pop-up.
WHY YOU ARE NOT FREE.
1. Religious conditioning.(Believer/Non-believer both)
2. Social conditioning.(Family/custom/Traditions)
3. Education.(Never teach you to think out of the BOX)
4. Habits.(Addictions, language)
5. The Law.(no one is above law,punishable)
6. Morality.(it is positive in nature ,unwritten law,Sin if you don't obey)
7. Environment (Geography).(limitations)
8. Human Limits.(The body itself, Physical/basic needs)

IF YOU MINIMIZE THE EFFECTS OF THE ABOVE THEN YOU CAN BE MORE CREATIVE AND CONTRIBUTING.

Tuesday, December 17, 2013

Saturday, October 19, 2013

Sunday, April 7, 2013

supra-Einsteinian 12-year-old : NEHA RAMU

Neha Ramu loves watching Akshay Kumar movies over the weekends, like many 12-year-olds. She is a devoted fan of Harry Potter books, is addicted to Nintendo Wii, loves to swim—again like many girls her age. So what? Well, Neha has an IQ higher than Albert Einstein. She also beats iconic physicist Stephen Hawking by a slender margin. Neha scored an incredible 162 on a Mensa IQ test, the highest score possible for her age. Einstein, Hawkins and Bill Gates are thought to have IQs of 160. “IQ is nothing unless I put it to right use. They have achieved much more than I can even dream of,” says Neha, matter-of-factly. She says she took the high-IQ Mensa club test only out of curiosity. “After the test, I wasn’t even expecting to become a member, forget about the high score, as I found the test extremely hard.”

The Ramus, both opthalmogists, came to the UK from Bangalore five years ago. “We have always given her free rein, and we believe this has contributed to her immense success today. We encourage her to take her own decisions, but are there to support and advise her,” says her justly proud mother Jayashree. A student of Tiffin’s Girls School, Kingston-upon-Thames, Neha has already taken her SAT, usually taken by students at 17 or 18 for university admissions. Her immediate aim, though, is to join the Army Cadets in Kingston.
Jayashree says Neha was a mischievous child “with a talent for throwing tantrums” and it’s “almost magical” how she has changed after joining her present school. Right now, Neha is a star among her friends. “Actually, I hadn’t told them. When they found out, they were extremely happy because one among them is so gifted. Though they are not treating me any different, they think IQ and academic success are comparable, which is not true.” She has always been an exceptional student, though, scoring a perfect 280/280 when she took an entrance exam for her school. Her favourite subjects are maths and chemistry. “When I did the summer programme last year on ‘Sensation and Perception’, I realised how much I love learning about the nervous system.” She says wants to take up neurosciences and become a neurologist.

But this new tag of child prodigy comes with its own set of pressures. “All of a sudden, people are expecting more out of me. But with the support of my parents, I have learnt to carry on the way I was doing and not get carried away,” she says. Her parents too are aware of the dangers of sudden fame and exposure in childhood, so they are even more careful not to push their daughter towards higher and tougher goals. “There is definitely more expectation from her now. We try to keep her focused on her daily curriculum and just consider this yet another test she has taken up.”

For now, the family is just soaking in all the attention they are getting both in the UK and in India. How are they going to celebrate? “Well, she wasn’t expecting a celebration, but we have decided to reward her by doing something we know will give her immense happiness. We are going to India during Easter vacation, as most of our family and friends are there, and they are planning to throw a big party once we arrive.”
So, Bangalore, get ready to welcome Neha, IQ 162.

Tuesday, January 22, 2013

Training the teacher


The failure of the vast majority of candidates in the Central Teacher Eligibility Test is convincing proof that the system of teacher education is in urgent need of repair. In this case, trainees with a B. Ed degree could not pass the examination designed to test their fitness for appointment as teachers in Central government schools, and some Central Board of Secondary Education institutions. The overall system of teacher training in the country has been found wanting for decades and many recommendations have been made by expert panels for improvements. A good critique of what ails the various B. Ed programmes, as well as diplomas in education is to be found in the National Curriculum Framework for Teacher Education. Demand for greater numbers of teachers has led to massive quantitative expansion of the number of institutions and courses at various levels in recent years, but without the necessary emphasis on infrastructure, faculty qualification and learning resources. A key point the Framework makes is that state provisioning of elementary education is marked by an attitude of resignation towards the existing system of pre-service and in-service training, which leaves little inspiration for the practitioners to improve.
The gamut of issues surrounding teacher education needs a fresh look. The imperative to raise the entry-level qualification for training of teachers from Plus Two, and make it a well-rounded degree programme has been underscored by the NCFTE. It would be worthwhile to invest in a four-year degree programme after senior secondary, or a two-year programme after acquiring a Bachelor’s degree. The J.S. Verma Commission appointed by the Supreme Court has also highlighted the importance of making teacher education a part of the higher education system to introduce the necessary rigour and exposure to various integral disciplines. It is the poor preparation in both the disciplinary and pedagogical domains that produces trainees who are found wanting. Making it compulsory to have a dedicated school attached to a pre-service teacher education institution, as the Verma panel suggests, could be one way to ensure that graduates acquire the necessary competence and skills. Such a system would naturally be far superior to distance learning courses. The poor performance of teacher-trainees in recruitment examinations is a clear indicator of the failed assembly-line system of training that exists today. It is also important to note that 90 per cent of the pre-service teacher education courses are in the non-government sector and the state needs to play a more active role in improving institutional capacity especially in the East and Northeast.-THE HINDU EDITORIAL  JAN17 2013

Saturday, May 26, 2012

CCE GradeMaker 2012



I created an Application which makes the life easier for the teachers working in CBSE schools.

It was tested and installed in many schools of Sikkim.It took 2 months to make and now it is ready.Each setup file is customised for schools with the School Logo .The Class Teacher enters the base data of his class,the subject teacher..the FA/SA marks .The automated Grades are generated..and ready to PRINT.Upscaling includes suggestion for the number of subjects to be upscaled for the student and also Descriptive Indicators can be selected .Fully automated app. saves precious teaching time of the teacher and provides ERROR FREE Grade cards.The Grade Cards can be printed in a A4 sheet.For enquiries: educatedpeople@gmail.com
Download the Beta Preview:http://bit.ly/SG4KIgBETA Preview CCE 2013.exe

Wednesday, March 14, 2012

LEARNING TO USE SPREAD SHEETS(EXCEL)


WHY I AM LEARNING TO USE MS EXCEL?
Learning something new everyweek keeps you busy and Whenever i saw excel spreadsheets i always use to get confused the way it looked with lots of icons and symbols.The word 'formula' always brought school memories.The way maths was taught in schools...i hate maths! the way it was taught.Instead i developed my own way of learning maths.I tried to learn the basic idea behind the calculations instead of using formulas blindly.Here i posted a screen shot of my latest creation ,the first sheet is used as HOME to other sheets.Now i can organise all my spread sheets in one place and use it when i need easily without searching for it.The mantra to learn:Google! Google!! Google!!! to learn anything new.

Friday, October 7, 2011

TABLET PC FOR STUDENTS


Students of India have got a reason to celebrate as the much awaited 'Sakshat Tablet' has been successfully launched in India on Wednesday. The tablet is named 'Akash' and it has been jointly developed by India in co-operation with Datawind and it can be easily obtained for $60 (~Rs. 3000) in India.

Akash tablet has been jointly developed by India along with Britain based company Data Wind. The tablet will run Google Android 2.2 (Froyo) and features 7"LCD screen that operates at 800x480 resolution. The tab has 256 MB RAM and 32GB expandable memory slot along with two USB ports. The Akash tablet also comes with a 12 month of replacement warranty. 

The battery used in the tablet lasts for only three hours which has not been liked by the tab users but considering its low price it will definitely be applauded in the circle of students. The students can download the relevant study materials from the net and will get rid from the burden of carrying the heavy books every time in the bags. Furthermore, 1000 institutes are being connected with Wi-Fi networks so that students can avail the services of internet 24x7. Akash also possesses Multimedia player which will help the students to relax their minds after hectic classes.
The device is set to be sold at a government-subsidized rate of Rs, 1,400 to 100,000 college students. For general buyers the tablet will be available at Rs, 3000. To market the initiative, Datawind is planning to sell the tab in partnership with telecos with Rs 99 per- month internet services.

Monday, September 26, 2011

EARTH QUAKE HISTORY of SIKKIM:Don't forget the Past

EARTH QUAKE HISTORY of SIKKIM:Don't forget the Past


15 January 1934 - Indo-Nepal Border region, Mw 8.0
14:21:25 IST / 08:43:25 UTC, 26.50N, 86.50E
Nearly 10,500 people were killed in Bihar and Nepal. Damage was also reported from many towns in Sikkim.

12 January 1965 - West of Gangtok (Indo-Nepal Border region), 6.1 (TS)
13:32:24 UTC, 27.60N, 88.00E 

19 November 1980 - Near Gangtok (Sikkim-West Bengal Border region), 6.1 Ms (PAS)
19:00:46.9 UTC, 27.39N, 88.75E, 17 kms depth
Eight people were injured in Gangtok and there was also minor damage reported from the city. The quake was felt in eastern and north-eastern India, Bangladesh, Bhutan and Nepal.

21 August 1988 -  Udaipur Gahri, Nepal (Indo-Nepal Border region), Mw 6.8 (NEIC)
23:09:09 UTC / 04:39:09 IST, 26.755N 86.616
Nearly 900 people were killed in the border districts of Nepal and Bihar, India. Damage was also reported from Kathmandu and Sikkim. Felt over much of northern and eastern India and much of Nepal. Felt as far as New Delhi.

14 February 2006 - Mana, North Sikkim, Mw 5.3 
27.377 N, 88.362 E, D=020.1 kms, OT=00:55:23 UTC
moderate earthquake struck the Sikkim Himalayas on 14 February 2006 at 06:25 AM local time resulting in two deaths and minor damage to property in the state of Sikkim, India. It had a magnitude of Mw=5.3. This is the strongest earthquake in this immediate region since a Mw=6.3 earthquake on 19 November 1980.

18 May 2007 - Nambu, North Sikkim, Mb 4.6
27.302 N, 88.159 E, D=021.1 kms, OT=12:40:02 UTC
light earthquake struck the Sikkim Himalayas on 18 May 2007 at 18:10 PM local time resulting in some panic in the state of Sikkim, India. It had a magnitude of Mb=4.6.

20 May 2007 - Singyang, North Sikkim, Mb 5.0
27.303 N, 88.191 E, D=021.1 kms, OT=14:18:18 UTC
A moderate earthquake struck the Sikkim Himalayas on 20 May 2007 at 19:48 PM local time resulting in some panic and minor damage in the state of Sikkim, India. It had a magnitude of Mb=5.0.

 

Largest Instrumented Earthquake in Sikkim


19 November 1980 - Near Gangtok (Sikkim-West Bengal Border region), 6.1 Ms (PAS)
19:00:46.9 UTC, 27.39N, 88.75E, 17 kms depth
Eight people were injured in Gangtok and there was also minor damage reported from the city. the quake was felt in eastern and north-eastern India, Bangladesh, Bhutan and Nepal.

SOURCE: © Amateur Seismic Centre, Pune, 2011


Earthquake of 2006 and After 
 

The deadly Valentine’s Day earthquake of 14th February, 2006, the second big earthquake faced by this magnificent complex more than a century after the 1897 one that ripped through Gangtok’s bowels, badly damaged the Raj Bhavan and rendered it structurally unstable. Fortunately, the then Governor was in his winter camp at Rangpo. A camp Raj Bhavan was organized at the Circuit House. In December, 2007 the camp shifted to the old Raj Bhavan Annexe which was renovated. A new Raj Bhavan is being built in the Raj Bhavan complex. Efforts are on to conserve the heritage building- a priceless treasure of Sikkim under the guidance of present Governor Shri B.P. Singh. 
SOURCE:Sikkim Rajbhawan History




Earth Quake Facts


1.According to the National Earthquake Information Center, about 1.4 million earthquakes happen every year. The large    
     majority are micro quakes, measuring less than 3 on the Richter scale.


2.Scientists had been studying phenomena like volcanoes and earthquakes for years and finally broke through with the
    theory of plate tectonics in the mid-20th century.


3.Earthquakes kill about 8000 people a year.


4.When two plates move away from each other, magma (molten rock) seeps up through the crack.


5.There are four types of fault: normal, reverse, thrust and strike-slip.

Wednesday, June 8, 2011

Free and compulsory education to be extended up to class X


Free and compulsory education to be extended up to class X
Aarti Dhar

CABE approves drafting of law to check malpractices in schools

New Delhi: The provision of free and compulsory education will soon be extended up to Class X. A proposal to this effect was approved at a meeting of the Central Advisory Board of Education (CABE) — the highest decision-making body on education in the country — held here on Tuesday.
The Right of Children to Free and Compulsory Education Act, 2009, provides for free and mandatory education only up to primary level – from Class I to VIII.
The CABE, represented by the States and civil society members, also approved the drafting of new legislation to check malpractices in school education. While the Union Human Resource Development Ministry has already introduced a Bill in Parliament to prohibit unfair practices in the higher education sector, it was agreed at the meeting to initiate a similar legislative proposal for the school education sector also.
Briefing reporters at the end of the meeting, Union Human Resource Development Minister Kapil Sibal said two separate committees from within the CABE members would be set up to draft preliminary legislations which would then be sent across to the States before being approved. Both the committees, comprising State Ministers, academics and stakeholders, will submit their reports within three months.
“It was felt that every child in the country must have the right to at least 10 years of formal schooling. We have begun the process and will work out ways to provide for funds for the purpose,” Mr. Sibal said.
The CABE committee on extension of RTE will look into finance, infrastructure and legal requirement. The Rashtriya Madhyamik Shiksha Abhiyan, promising free education at the secondary level, is already in place and could become the vehicle for extending RTE till the secondary level. Bringing Class IX and X under the provision of the RTE will either require amending the existing Act or enacting a new law.
National framework
There was also unanimous endorsement of the need for a National Vocational Education Qualifications Framework (NVEQF) providing for a nationally recognised framework with vertical and horizontal mobility between general and vocational education. The group of State Education Ministers already constituted, will develop a road map for implementing and incorporating the requirements and concerns of all the States, Mr. Sibal added. The State governments will identify regional and local skills and develop curriculum content to feed into the NVEQF. The courses chosen should be locality specific to be implemented through planes devised by the States, which would be woven into a national grid within the parameters of NVEQF.
Another committee was also set up on university reforms. It will look into the recommendations of the March Vice Chancellors' conference that had called for major reforms in the university systems including financial independence and more autonomy like doing away with the convention of President being the Visitor of all Central Universities. It had also recommended allowing more colleges and institutions to grant degrees by doing away with the affiliation system, as far as possible.
Concern expressed
The meeting also discussed the need for integration of sports and physical education with academic curriculum as also introduction of “10 Great Thinkers of Modern India” in the syllabi of schools. The CABE expressed its concern for preservation of the linguistic diversity and resolved that measures be taken to protect and preserve endangered languages in the 12th Five Year plan.

Saturday, April 30, 2011

Sunday, April 3, 2011

Ways to use Cricket in Classroom

As we are the World Cup 2011 champions, and the celebrations continue,I was thinking how to use this Gentleman's Game inside the classroom . These things came to  my mind;
1. can be used to teach Math/Geometry concepts like distance,area,speed,velocity,graphs,average,rate etc.
2.Build Vocabulary/language skills
3.Children can learn about Continents,Countries,History,GMT/UST etc.
4.Political History/Diplomacy,Neighbouring Countries
5.Keeping these above mentioned in mind, teachers can give Project works as per the grade

Saturday, December 18, 2010

Turn it upside down-Revolution not Reform

We should think of revamping the subjects which we teach to the children now in schools.It doesn't have much relevance to the day to day life.Basic skills are ignored and alien ideas are pushed  into the minds.The ultimate purpose of exams are not achieved,evaluation should be stressed instead of exams.A boy of Class IX should know how to fill the Draft form in a Bank and be able to calculate the volume of wooden planks.Our system doesn't build confidence in our children, instead creates passive listeners who never ask questions.This is a generalized idea of our educational system.Applicability of knowledge is always ignored.We cannot think beyond the values created by our own system .
 Our generation is the product of the same old values which still believes in sending the children to school for a better earning.The so called educated people are often we find cheated by the socially deviated people.We never taught the children to discriminate between genuine and fakes,never ever taught them to free themselves from greed,fear,anger etc.and left this to Religions.Quest or Curiosity is not awakened in them.Narrowness or living in tight compartments in life is more convenient for many who never think out of the box and allow the coming generation to do so.Justifying their actions and acting with a preconceived notion with their conditioned mind is a Crime and not a Sin.
  What is right yesterday no more hold any ground today,except certain time tested moral values.Even moral codes may vary from society to society.All this I learned when I taught and thought in the school,but  I learn when I teach my children at home and observe their actions."Child is the father of Man".We should groom the children to adopt and practice healthy attitudes so that they become a balanced individuals.


Friday, October 1, 2010

WHY IT IS EASY TO LOVE GANDHI AND DIFFICULT TO FOLLOW ?

Gandhian principles are time tested for its validity around the world, it is neither a dogma nor an ideology, it is the practiced way of Gandhi. It is tough to be a satyagrahi, inner strength and freedom from fear,death,jealousy,anger,greed etc. , love ...pure love towards all existence ,Brahmacharya are expected and practiced by a Satyagrahi.Love towards the person harming you and no hatred towards him is really  hard for we mortals. It is very hard to follow in its whole nature. We can at least try and inculcate certain ideas of Gandhi in our day today life.Gandhian way is not a cowards way.We as world citizens can make aware the children and cherish the ideals in our family to have peace and get rid of the modern day stress .We complicated our lives with all those things which are not real in essence or by comparing ourselves with others so called material achievements .Doing things in a simple way and our standing on truth and non- violence can bring a change .Dependence on modern technology is good as far as we don’t forget the conventional way of doing things. -ANDAMANSIKKIM

Friday, September 24, 2010

MID-DAY MEAL SCHEME

One of the pioneers of the scheme is the Madras Presidency that started providing cooked meals to children in corporation schools in the Madras city in 1923. The programme was introduced in a large scale in 1960s under the Chief Ministership of K. Kamaraj. However, the first major thrust came in1982 when the then Chief Minister of Tamil Nadu, Dr. M. G. Ramachandran, decided to universalise the scheme for all children in government schools in primary classes. Later the programme was expanded to cover all children up to class 10. Tamil Nadu’s mid-day meal programme is among the best known in the country.
There is an interesting story about how K. Kamaraj got the idea of a noon meal scheme. The spark is said to have occurred in a small village (now a town) called Cheranmahadevi in Tirunelveli District ofTamil Nadu. K Kamarajar was a very simple person who used to travel in his car (even without the red lamp at the top) and was not accustomed to convoys.
On one such journey, he had to stop at the railway intersection in Cheranmahadevi and got out of the car and waited. He saw a few boys busy with their cows and goats. The Chief Minister had asked one small boy, "What are you doing with this cows? Why didn't you go to school?" The boy immediately answered, "If I go to school, will you give me food to eat? I can learn only if I eat." The boy's retort sparked the entire process into establishing the mid-day meal programme.
Kerala has computerized the Mid-day Meal Scheme in schools. All the dealings are made online and the accounting become accurate.
Several other states of India also have had mid-day meal programmes. The most notable among them is Gujarat that has had it since the late 1980s. Kerala started providing cooked meals in schools since 1995 and so did Madhya Pradesh and Orissa in small pockets. On November 28, 2001 the Supreme Court of India gave a landmark direction, which made it obligatory for the government to provide cooked meals to all children in all government and government assisted primary schools. The direction was resisted vigorously by State governments initially, but the programme has become almost universal by 2005.

Sunday, September 5, 2010

HAPPY TEACHERS DAY


Dr,Radhakrishnan's handwritten letter.