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Prof. S. V. Joshi
Professor and Head of Mech. Engg. Deptt.

IF
If you can keep your head when all about you
Are losing theirs and blaming it on you;
If you can trust yourself when all men doubt you,
But make allowance for their doubting too;
If you can wait and not be tired by waiting,
Or, being lied about, don’t deal in lies,
Or, being hated, don’t give way to hating,
And yet don’t look too good, nor talk too wise;

If you can dream - and not make dreams your master;

If you can think - and not make thoughts your aim;
If you can meet with triumph and disaster
And treat those two imposters just the same;
If you can bear to hear the truth you’ve spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to broken,
And stoop and build ‘em up with worn out tools;

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If you can make one heap of all your winnings

And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
And never breath a word about your loss;
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: “Hold on”;
If you can talk with crowds and keep your virtue,
Or walk with kings - nor lose the common touch;
If neither foes nor loving friends can hurt you;
If all men count with you, but none too much;
If you can fill the unforgiving minute
With sixty seconds’ worth of distance run -
Yours is the Earth and everything that’s in it,
And - which is more - you’ll be a Man my son!
Rudyard Kipling

 Rudyard Kipling, in full Joseph Rudyard Kipling (born

Dec. 30, 1865, Bombay, India—died Jan. 18, 1936, London,
Eng.) English short-story writer, poet, and novelist chiefly
remembered for his celebration of British imperialism, his
tales and poems of British soldiers in India, and his tales for
children.
 Kipling's works of fiction include “The Jungle Book.”

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Values -
 Humans have the unique ability to define their identity, choose their values
and establish their beliefs.
 All three of these directly influence a person’s behavior. People have gone to
great lengths to demonstrate the validity of their beliefs, including war and
sacrificing their own life! Conversely, people are not motivated to support or
validate the beliefs of another, when those beliefs are contrary to their own.
 People will act congruent with their personal values or what they deem to be
important.
 A value is defined as a principle that promotes well-being or prevents harm.”
 Another definition is: Values are our guidelines for our success—our paradigm
about what is acceptable.”
 Personal values are defined as: “Emotional beliefs in principles regarded as
particularly favorable or important for the individual.” Our values associate
emotions to our experiences and guide our choices, decisions and actions.

Introduction
 Values’ education is a term used to name several things, and there is much
academic controversy surrounding it. Some regard it as all aspects of the process
by which teachers (and other adults) transmit values to pupils. Others see it as an
activity that can take place in any organization during which people are assisted
by others, who may be older, in a position of authority or are more experienced, to
make explicit those values underlying their own behavior, to assess the
effectiveness of these values and associated behavior for their own and others’
long term well-being and to reflect on and acquire other values and behavior
which they recognize as being more effective for long term well-being of self and
others.
 This means that values education can take place at home, as well as in schools,
colleges, universities, offender institutions and voluntary youth organizations.
There are two main approaches to values education. Some see it as inculcating or
transmitting a set of values which often come from societal or religious rules or
cultural ethics.
 Others see it as a type of Socratic dialogue where people are gradually brought to
their own realization of what is good behavior for themselves and their
community. Value education also leads to success. It has values of hard work, how
nobody is useless and loving studies.

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Types of value education -

 Explicit values education is associated with those different pedagogies,

methods or programmes that teachers or educators use in order to create
learning experiences for students when it comes to value questions.
 Implicit values education on the other hand covers those aspects of the
educational experience resulting in value influence learning, which can be
related to the concept of hidden curriculum. This discussion on implicit and
explicit raises the philosophical problem of whether or not an unintentional
action can be called education.

Objectives of Value Education:

a. To improve the integral growth of human begins.
b. To create attitudes and improvement towards sustainable
lifestyle.
c. To increase awareness about our national history, our
cultural heritage, constitutional rights, national
integration, community development and environment.
d. To create and develop awareness about the values and their
significance and role.
e. To know about various living and non-living organisms and
their interaction with environment.

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Human values -
 Examples of human values include love, kindness, justice, peace, honesty,
respect, openness, loyalty and equality. Human values are universal and are
important considerations to take into account, when interacting with other
people. These values help to create bonding between people of different
nationalities, race, religious beliefs and cultures.
 Today, human values play a great role in establishing peace and protecting society.
Respect is one of the most essential values that people need to have. To show
respect to a person, one must be able to appreciate that person's views, qualities
and behaviors. A person should be willing to do to others what one expects other
people to do to him or her. Ideally, respect is considered the most basic value from
which all other social standards are derived.
 Valuing the connection between human beings is important in creating peaceful
coexistence and happiness. A person should be able to manage his or her
reactions and feelings that could lead to misunderstandings or injury. Social
standards help people to behave accordingly even when in a state of anger and to
avoid any behavior lacking in respect.
 Putting human values into practice helps to contribute towards morality within
the society. By integrating human values with personal relations, a person can live
in harmony with others.

Self introspection -
 Introspection means "to look inside," and describes the act
of thinking about your own actions or inner thoughts.
When you examine what you do, say, think or feel and how
it affects your life and the lives of others, that's
introspection.
 It means the act of "looking within." Introspection isn't
"thinking about yourself" in the sense of calculating your
own interests; it's more like searching inside in order to
understand yourself — what some people mock as "navel
gazing." Nineteenth-century philosopher William Godwin
once said, “The philosophy of the wisest man that ever
existed is mainly derived from the act of introspection.”

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Morals -
 Morals are the welfare principles enunciated by the wise
people, based on their experience and wisdom.
 They were edited, changed or modified or evolved to suit
the geography of the region, rulers (dynasty), and in
accordance with development of knowledge in science and
technology and with time.
 Morality is concerned with principles and practices of
morals such as: (a) What ought or ought not to be done in a
given situation? (b) What is right or wrong about the
handling of a situation? And (c) What is good or bad about
the people, policies, and ideals involved?

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Ethics -
 Ethics is the word that refers to morals, values, and beliefs
of the individuals, family or the society.
 The word has several meanings. Basically it is an activity
and process of inquiry. Secondly, it is different from non-
moral problems, when dealing with issues and
controversies. Thirdly, ethics refers to a particular set of
beliefs, attitudes, and habits of individuals or family or
groups concerned with morals. Fourth, it is used to mean
‘morally correct’.

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Ethics – Continued
 The study on ethics helps to know the people’s beliefs, values,
and morals, learn the good and bad of them, and practice them
to maximize their well-being and happiness. It involves the
inquiry on the existing situations, form judgments and resolve
the issues.
 In addition, ethics tells us how to live, to respond to issues,
through the duties, rights, responsibilities, and obligations. In
religion, similar principles are included, but the reasoning on
procedures is limited.
 The principles and practices of religions have varied from to
time to time (history), region (geography, climatic conditions),
religion, society, language, caste and creed. But ethics has grown
to a large extent beyond the barriers listed above. In ethics, the
focus is to study and apply the principles and practices,
universally.

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Laws -

 As against morals and ethics, laws are norms, formally

approved by state, power or national or international
political bodies. Breaking the norms is called crime, and
invite specific punishment.

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Values for life -

 The five core human values are: (1) Right conduct,
(2) Peace, (3) Truth, (4) Love, and (5) Nonviolence.
1. Values related to RIGHT CONDUCT are:
(a) SELF-HELP SKILLS: Care of possessions, diet, hygiene,
modesty, posture, self reliance, and tidy appearance
(b) SOCIAL SKILLS: Good behavior, good manners, good
relationships, helpfulness, No wastage, and good
environment, and
(c) ETHICAL SKILLS: Code of conduct, courage,
dependability, duty, efficiency, ingenuity, initiative,
perseverance, punctuality, resourcefulness, respect for all,
and responsibility

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Values – continued
2. Values related to PEACE are: Attention, calmness,
concentration, contentment, dignity, discipline, equality,
equanimity, faithfulness, focus, gratitude, happiness,
harmony, humility, inner silence, optimism, patience,
reflection, satisfaction, self-acceptance, self-confidence,
self-control, self-discipline, self-esteem, self-respect, sense
control, tolerance, and understanding
3. Values related to TRUTH are: Accuracy, curiosity,
discernment, fairness, fearlessness, honesty, integrity
(unity of thought, word, and deed), intuition, justice,
optimism, purity, quest for knowledge, reason, self-analysis,
sincerity, sprit of enquiry, synthesis, trust, truthfulness, and
determination.

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Values – continued
4. Values related to LOVE are: Acceptance, affection, care,
compassion, consideration, dedication, devotion, empathy,
forbearance, forgiveness, friendship, generosity, gentleness,
humanness, interdependence, kindness, patience, patriotism,
reverence, sacrifice, selflessness, service, sharing, sympathy,
thoughtfulness, tolerance and trust
5. Values related to NON-VIOLENCE are:
(a) PSYCHOLOGICAL: Benevolence, compassion, concern for
others, consideration, forbearance, forgiveness, manners,
happiness, loyalty, morality, and universal love
(b) SOCIAL: Appreciation of other cultures and religions,
brotherhood, care of environment, citizenship, equality,
harmlessness, national awareness, perseverance, respect for
property, and social justice.

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Values – continued
 PERSEVERANCE is defined as persistence, determination, resolution,
tenacity, dedication, commitment, constancy, steadfastness, stamina,
endurance and indefatigability. To persevere is described as to continue, carry
on, stick at it (in formal), keep going, persist, plug away, (informal), remain,
stand firm, stand fast, hold on and hang on. Perseverance builds character.
 ACCURACY means freedom from mistake or error; conformity to truth or to a
standard or model and exactness. Accuracy is defined as correctness,
exactness, authenticity, truth, veracity, closeness to truth (true value) and
carefulness. The value of accuracy embraces a large area and has many
implications. Engineers are encouraged to demonstrate accuracy in their
behavior through the medium of praise and other incentives. Accuracy
includes telling the truth, not exaggerating, and taking care over one’s work.
 DISCERNMENT means discrimination, perception, penetration, and insight.
Discernment means the power to see what is not obvious to the average mind.
It stresses accuracy, especially in reading character or motives. Discrimination
stresses the power to distinguish or select what is true or genuinely excellent.
Perception implies quick and often sympathetic discernment, as of shades of
feelings. Penetration implies a searching mind that goes beyond what is
obvious or superficial. Insight suggests depth of discernment.

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Integrity -
 Integrity is defined as the unity of thought, word and deed
(honesty) and open mindedness. It includes the capacity to
communicate the factual information so that others can make
well-informed decisions.
 It yields the person’s ‘peace of mind’, and hence adds strength
and consistency in character, decisions, and actions. This paves
way to one’s success. It is one of the self-direction virtues. It
enthuse people not only to execute a job well but to achieve
excellence in performance. It helps them to own the
responsibility and earn self-respect and recognition by doing the
job.
 Moral integrity is defined as a virtue, which reflects a
consistency of one’s attitudes, emotions, and conduct in relation
to justified moral values.

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Virtues -
 Virtues are positive and preferred values. Virtues are desirable
attitudes or character traits, motives and emotions that enable
us to be successful and to act in ways that develop our highest
potential. They energize and enable us to pursue the ideals that
we have adopted. Honesty, courage, compassion, generosity,
fidelity, integrity, fairness, transparency, self-control, and
prudence are all examples of virtues.
 Virtues are tendencies which include, solving problems through
peaceful and constructive means and follow the path of the
golden mean between the extremes of ‘excess and deficiency’.
They are like habits, once acquired, they become characteristics
of a person. Moreover, a person who has developed virtues will
naturally act in ways consistent with moral principles. The
virtuous person is the ethical person.

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Caring -
 Caring is feeling for others. It is a process which exhibits the
interest in, and support for, the welfare of others with fairness,
impartiality and justice in all activities, among the employees, in
the context of professional ethics. It includes showing respect to
the feelings of others, and also respecting and preserving the
interests of all others concerned. Caring is reflected in activities
such as friendship, membership in social clubs and professional
societies, and through various transactions in the family,
fraternity, community, country and in international councils.
 In the present day context, caring for the environment
(including the fauna and flora) has become a necessity for our
very survival. If we do not care for the environment, the
environment will scare us.

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Honesty -
 Honesty is a virtue, and it is exhibited in two aspects namely,
(a) Truthfulness and (b) Trustworthiness.
 Truthfulness is to face the responsibilities upon telling truth.
One should keep one’s word or promise. By admitting one’s
mistake committed (one needs courage to do that!), it is easy to
fix them. Reliable engineering judgment, maintenance of truth,
defending the truth, and communicating the truth, only when it
does ‘good’ to others, are some of the reflections of truthfulness.
 But trustworthiness is maintaining integrity and taking
responsibility for personal performance. People abide by law and
live by mutual trust. They play the right way to win, according to
the laws or rules (legally and morally). They build trust through
reliability and authenticity. They admit their own mistakes and
confront unethical actions in others and take tough and
principled stand, even if unpopular.

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Empathy -
 Empathy is social radar. Sensing what others feel about,
without their open talk, is the essence of empathy.
 Empathy begins with showing concern, and then obtaining
and understanding the feelings of others, from others’
point of view.
 It is also defined as the ability to put one’s self into the
psychological frame or reference or point of view of
another, to know what the other person feels. It includes
the imaginative projection into other’s feelings and
understanding of other’s background such as parentage,
physical and mental state, economic situation, and
association. This is an essential ingredient for good human
relations and transactions.

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Positive thinking and creative thinking -

 Positive thinking is a mental attitude in which you expect good and
favorable results. In other words, positive thinking is the process of creating
thoughts that create and transform energy into reality. A positive mind
waits for happiness, health and a happy ending in any situation.
 Creative thinking - A way of looking at problems or situations from a
fresh perspective that suggests unorthodox solutions (which may look
unsettling at first).
 Creative thinking can be stimulated both by an unstructured process such
as brainstorming (process for generating creative
ideas and solutions through intensive and freewheeling group discussion),
and by a structured process such as lateral thinking (a way of solving
a problem by thinking about it in a different and original way and not using
traditional or expected methods).

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Interpersonal and intra personal relationship-

 The difference is that "interpersonal" refers to relationships or actions that
take place between two or more people while "intrapersonal" refers to things
that go on exclusively within one person.

Team work –
 The process of working collaboratively with a group of people in order to
achieve a goal.
 Teamwork is often a crucial part of a business, as it is often necessary
for colleagues to work well together, trying their best in any circumstance.
Teamwork means that people will try to cooperate, using their
individual skills and providing constructive feedback, despite any
personal conflict between individuals.

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Human Rights -
Universal Declaration of Human Rights (UDHR)
 Published by United Nations, as adopted by United Nations
General Council in 1948.
 The international community has a duty to uphold and defend
these rights.
 Let us each do our part to make these universal rights a living
reality for every man, woman and child, everywhere.

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Human rights – continued

 Human rights abuses did not end when the Universal
Declaration was adopted. But since then, countless people
have gained greater freedom. Violations have been
prevented; independence and autonomy have been
attained. Many people – though not all – have been able to
secure freedom from torture, unjustified imprisonment,
summary execution, enforced disappearance, persecution
and unjust discrimination, as well as fair access to
education, economic opportunities, and adequate resources
and health-care. They have obtained justice for wrongs, and
national and international protection for their rights,
through the strong architecture of the international human
rights legal system.

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Article 1

All human beings are

born free and
equal in dignity and
rights. They are
endowed with reason
and conscience
and should act towards
one another in a spirit of
brotherhood.

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Article 2
Everyone is entitled to all the rights
and freedoms set forth in this
Declaration, without distinction of any
kind, such as race, colour, sex,
language, religion, political or other
opinion, national or social origin,
property, birth or other status.
Furthermore, no distinction shall be
made on the basis of the political,
jurisdictional or international status of
the country or territory to which a
person belongs, whether it be
independent, trust, non-self-governing
or under any other limitation of
sovereignty.

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Article 3

Everyone has the right to

life, liberty and security of
person.

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Article 4

No one shall be held in

slavery or servitude;
slavery and the slave
trade shall be prohibited
in all their forms.

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Article 5

No one shall be
subjected to torture
or to
cruel, inhuman or
degrading treatment
or punishment.

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Article 6

Everyone has the

right to recognition
everywhere as a
person before the
law.

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Article 7

All are equal before the

law and are entitled
without any
discrimination to equal
protection of the law. All
are entitled to equal
protection against
any discrimination in
violation of this
Declaration and against
any incitement
to such discrimination.

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Article 8

Everyone has the right to

an effective remedy by
the competent national
tribunals
for acts violating the
fundamental rights
granted to him by the
constitution or by law.

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Article 9

No one shall be subjected

to arbitrary arrest,
detention
or exile.

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Article 10

Everyone is entitled in full

equality to a fair and
public hearing by an
independent and
impartial tribunal,
in the determination
of his rights and
obligations
and of any criminal
charge against him.

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Article 11
(1) Everyone charged with a
penal offence has the right to be
presumed innocent until proved
guilty according to law in a
public trial at which he has had
all the guarantees necessary for
his defence.
(2) No one shall be held guilty of
any penal offence on account of
any act or omission which did
not constitute a penal offence,
under national or international
law, at the time when it was
committed. Nor shall a heavier
penalty be imposed than the one
that was applicable at the
time the penal offence was
committed.

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Article 12

No one shall be
subjected to arbitrary
interference with his
privacy, family,
home or
correspondence, nor to
attacks upon his honour
and reputation.
Everyone
has the right to the
protection of the
law against such
interference or attacks.

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Article 13

(1) Everyone has the right

to freedom
of movement and
residence within the
borders of each State.
(2) Everyone has the
right to leave any
country, including his
own, and to
return to his country.

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Article 14

(1) Everyone has the

right to seek and to
enjoy in other
countries asylum from
persecution.
(2) This right may not
be invoked in the case
of prosecutions
genuinely arising
from non-political
crimes or from acts
contrary to the
purposes and
principles of the
United Nations.

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Article 15

(1) Everyone has the

right to a nationality.
(2) No one shall be
arbitrarily deprived
of his nationality nor
denied the right to
change his nationality.

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Article 16

(1) Men and women of full age,

without any limitation due to
race, nationality or religion, have
the right to marry and to found a
family. They are entitled to equal
rights as to marriage, during
Marriage and at its dissolution.
(2) Marriage shall be entered
into only with the free and full
consent of the intending
spouses.
(3) The family is the natural and
fundamental group unit of
society and is entitled
to protection by society and the
State.

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Article 17

(1) Everyone has the right

to own
property alone as well as
in association
with others.
(2) No one shall be
arbitrarily deprived
of his property.

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Article 18

Everyone has the right

to freedom of
thought, conscience
and religion; this
right includes freedom
to change his
religion or belief, and
freedom, either
alone or in community
with others and in
public or private, to
manifest his religion or
belief in teaching,
practice, worship and
observance.

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Article 19

Everyone has the

right to freedom
of opinion and
expression; this right
includes freedom to
hold opinions
without
interference and to
seek, receive and
impart information
and ideas through
any media and
regardless of
frontiers.

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Article 20

(1) Everyone has the

right to freedom
of peaceful assembly
and association.
(2) No one may be
compelled to belong
to an association.

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Article 21

(1) Everyone has the right to

take part in the government of
his country, directly or
through freely chosen
representatives.
(2) Everyone has the right to
equal access to public service
in his country.
(3) The will of the people shall
be the basis of the authority of
government;
this will shall be expressed in
periodic and genuine elections
which shall be by
universal and equal suffrage
and shall be held by secret
vote or by equivalent free
voting procedures.

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Article 22

Everyone, as a member of
society, has the right to
social security and is
entitled to realization,
through national
effort and international
cooperation and in
accordance with the
organization and
resources of each State, of
the economic,
social and cultural rights
indispensable for his
dignity and the free
development of his
personality.

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Article 23
(1) Everyone has the right to work, to
free choice of employment, to just and
favourable conditions of work and to
protection against unemployment.
(2) Everyone, without any
discrimination, has the right to equal
pay for equal work.
(3) Everyone who works has the right
to just and favourable remuneration
ensuring for himself and his family an
existence worthy of human dignity,
and supplemented, if necessary, by
other means of social protection.
(4) Everyone has the right to form and
to join trade unions for the protection
of his interests.

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Article 24
Everyone has the right to
rest and leisure,
including reasonable
limitation of working
hours and periodic
holidays with pay.

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Article 25
(1) Everyone has the right to a
standard of living adequate for the
health and well-being of himself and
of his family, including food,
clothing, housing and medical care
and necessary social
services, and the right to security in
the event of unemployment,
sickness, disability, widowhood, old
age or other lack of livelihood in
circumstances beyond his control.
(2) Motherhood and childhood are
entitled to special care and
assistance. All children, whether
born in or out of wedlock, shall enjoy
the same social protection.

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Article 26
(1) Everyone has the right to education.
Education shall be free, at least in the
elementary and fundamental stages.
Elementary education shall be
compulsory.
Technical and professional education
shall be made generally available and
higher education shall be equally
accessible to all on the basis of merit.
(2) Education shall be directed to the
full development of the human
personality and to the strengthening of
respect for human rights and
fundamental freedoms. It shall promote
understanding, tolerance and friendship
among all nations, racial or religious
groups, and shall further
the activities of the United Nations for the
maintenance of peace.
(3) Parents have a prior right to choose
the kind of education that shall be given
to their children.

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Article 27
(1) Everyone has the
right freely to
participate in the
cultural life of the
community, to enjoy the
arts and to share in
scientific advancement
and its
benefits.
(2) Everyone has the
right to the protection of
the moral and material
interests resulting from
any scientific, literary or
artistic production of
which he is the author.

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Article 28

Everyone is entitled to a
social and international
order in which the rights
and freedoms set forth in
this Declaration
can be fully realized.

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Article 29
(1) Everyone has duties to the
community in which alone the free
and full development of his
personality is possible.
(2) In the exercise of his rights and
freedoms, everyone shall be subject
only to such limitations as are
determined by law solely for the
purpose of securing due recognition
and respect for the
rights and freedoms of others and of
meeting the just requirements of
morality, public order and the general
welfare in a democratic society.
(3) These rights and freedoms may in
no case be exercised contrary to the
purposes and principles of the United
Nations.

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Article 30
Nothing in this
Declaration may be
interpreted as implying for
any State,
group or person any right
to engage in
any activity or to perform
any act aimed
at the destruction of any of
the rights
and freedoms set forth
herein.

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Right to Information Act - 2005

 The Right to Information Act (RTI Act) covers all levels of government
Centre, State, district and local self governing bodies like Panchayats and
Municipal bodies. It will also cover non-governmental organizations- i.e.
NGOs and other private bodies- that are financed substantially with public
finds provided by the Government. This means every citizen has the right to
put in an application requesting information or copies of records held by
these bodies and such information should be given by the concerned body.
 The citizens’ right to information is not explicitly mentioned in the
fundamental rights chapter of the Constitution. But in more than 10 cases the
Supreme Court of India has declared that the fundamental right to life and
liberty [Art.21] and the fundamental right to freedom of speech and
expression [Art.19 (1)] include every citizen’s fundamental right to access
information. Parliament passed the RTI Act to enable all citizens to use their
fundamental right to access information from public bodies.
 The main objectives of the RTI Act are –
 To promote transparency and accountability in the working of every public
authority, and
 To set up a practical regime for giving citizens access to information that is
under the control of public authorities.

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Right to Information Act - continued

1. When did it come into force?
It came into force on the 12th October, Some provisions have come into force with immediate
effect viz. obligations of public authorities, designation of Public Information Officers and
Assistant Public Information Officers and constitution of Central Information Commission,
constitution of State Information Commission, non-applicability of the Act to Intelligence and
Security Organizations and power to make rules to carry out the provisions of the Act
2. Who is covered?
The Act extends to the whole of India except the State of Jammu and Kashmir.
3. What does information mean?
Information means any material in any form including records, documents, memos, e-mails,
opinions, advices, press releases, circulars, orders, logbooks, contracts, reports, papers, samples,
models, data material held in any electronic form and information relating to any private body
which can be accessed by a public authority under any other law for the time being in force.
4. What does Right to Information mean?
It includes the right to -
i. inspect works, documents, records.
ii. take notes, extracts or certified copies of documents or records.
iii. take certified samples of material.
iv. obtain information in form of printouts, diskettes, floppies, tapes, video cassettes or in any
other electronic mode or through printouts.

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National integration -
 Mahatma Gandhi had once said, "We have to produce a society of those people who
profess different religions, but they live like brothers." In fact, this statement of
Gandhiji has the essence of national integration in India. India is a vast country with a
number of differences in food, clothing, languages, even in her different New Years
in different communities. Besides, India has seen the mixture of various races,
cultures, traditions etc. Again, there are those who are vegetarians and those who are
non- vegetarians. Through all these diversities and differences there runs the invisible
link of common culture, common civility, common heritage, the same
form of greeting one another, the same form of respect shown to elders as well as there
are common Vedas, the Bhagwad Gita, the Ramayana and the Mahabharata, the
festivals, National symbols and finally the struggle for Independence that united the
whole mass of Indian people. Thus, national integration means a feeling of oneness
among the entire Indians. All our countrymen must feel emotionally integrated. We
must think that we are Indians first and members of a particular religion afterwards.
Whenever India has been attacked by a foreign country, it has stood as one man to
meet the crisis. National integration is essential for social peace and harmony too. The
safety and prosperity of our country depends upon our unity. Our states are like parts
of our body prosperity o different states means the progress of the whole country. The
most important for us as Indians is our national feelings, because only this feeling can
develop a peace-based- society, the need of the hour.

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Dr. APJ Abdul Kalam’s ten points for enlightened citizenship -

1) I realize that small aim is a crime. I will have a great goal in my life and work
hard to achieve that goal. I will acquire the knowledge continuously. I will
sweat, sweat, sweat. I will persevere to achieve the goal.
2) I will work with integrity and succeed with integrity.
3) I will be a good member of my family, a good member of the society, a good
member of my stat, a good member of the nation and a good member of the
world.
4) I will always try to save or better someone’s life, without any discrimination of
caste, creed, language, religion or state. Wherever I am, a thought will always
come to my mind. That is, “What can I do for you?”
5) I will never get addicted to liquor, smoking and gambling. I will always try to
retrieve at least 5 people from addiction and help them to lead a quality of
life.

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Dr. APJ Abdul Kalam’s ten points for enlightened citizenship -

6) I will always remember the importance of time. My motto will be “Let not my
winged days be spent in vain”.
7) I will plant at least 5 trees in my neighbourhood and grow. I will always work
for making my village clean, city clean and state clean so that my earth will be
clean and green. I will do my best to achieve energy independence by 2030.
8) As a youth of my nation, I will work and work with courage to achieve success
in all my tasks and enjoy the success of others.
9) I am as young as my faith and as old as my doubt. Hence, I will light up then,
the lamp of faith in my heart.
10) My national flag flies in my heart and I will bring glory to my state and the
nation.

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Role of media in value building -

 There can be no doubt about the fact that media CAN play a very
important role in promoting ethical standards, moral values and
accountability in society. Ideally speaking, media SHOULD play a
prominent role in advocating good morals and ethics like integrity and
honesty, and, as a practical consequence, the fight against corruption.
 However, the actual role of the media in this regard depends heavily
on the political will of those in power and on the political system in
place. For example, if there is no true press freedom it will be difficult
or even impossible for the media to investigate corruption and to
promote the fight against it.
 Without a free but responsible media the project to build
accountability, transparency and integrity and to fight against
corruption will be doomed to failure.

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Role of media in value building – continued

 To fight corruption we do not only need media freedom but also a qualified,
responsible investigative journalism. Responsible investigative journalism is
not only costly but can also become very dangerous. Therefore, we need
wealthy and courageous publishers, too, who are not only committed but also
in the material position to support investigative journalism.
 In addition, we need training courses for journalists in responsible
investigative journalism and in journalist ethical standards in general. A
journalist without good moral values and not guided by good ethical
standards cannot do a responsible work.

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Ecological balance -
 Ecological balance is a theory stipulating that natural conditions, including
numbers of various animal and plant species, remain stable on their own
through variations over time. The theory, also known as balance of nature,
also holds that natural equilibrium can be changed significantly by new
species entering an ecosystem, the disappearance of some species, man-made
changes to the environment or natural disasters.
 The theory of ecological balance holds that natural systems typically correct
themselves when small changes occur. For instance, if a particular species
becomes too plentiful, numbers of a predator species may also increase
temporarily to bring total numbers back into balance. Most ecologists now
feel that natural systems are best described by catastrophe theory, which
holds that small changes in one component of a natural system can result in
significant and permanent changes to the entire system.

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Social values -
 Social values form an important part of the culture of the society. Values
account for the stability of social order. They provide the general guidelines
for social conduct. Values such as fundamental rights, patriotism, respect for
human dignity, rationality, sacrifice, individuality, equality, democracy etc.
guide our behaviour in many ways. Values are the criteria people use in
assessing their daily lives; arrange their priorities and choosing between
alternative course of action.
Social conscience means an attitude of sensitivity toward and sense of
responsibility regarding injustice and problems in society.
Social Consciousness –
It is consciousness shared by individuals within a society. According to Karl
Marx, human beings enter into certain productive, or economic, relations and
these relations lead to a form of social consciousness.

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Consumer rights -
 Consumer right is 'the right to have information about the
quality, potency, quantity, purity, price and standard of goods or
services’, as it may be the case, but the consumer is to be
protected against any unfair practices of trade. It is very essential
for the consumers to know these rights.
 Out of the various laws that have been enforced to protect the
consumer rights in India, the most important is the Consumer
Protection Act, 1986. According to this law, everybody, including
individuals, a firm, a Hindu undivided family and a company,
have the right to exercise their consumer rights for the purchase
of goods and services made by them. It is significant that, as
consumer, one knows the basic rights as well as about the courts
and procedures that follow with the infringement of one’s rights.

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Consumer rights – continued

In general, the consumer rights in India are listed below:
 The right to be protected from all kind of hazardous goods
and services
 The right to be fully informed about the performance and
quality of all goods and services
 The right to free choice of goods and services
 The right to be heard in all decision-making processes
related to consumer interests
 The right to seek redressal, whenever consumer rights have
been infringed
 The right to complete consumer education

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Consumer responsibilities -
 There is no denying of the fact that most of us always prefer knowing
facts related to our rights to avail them as well but often we remain
lazy in practicing them by judging their values in the context of the
consumer responsibilities we owe. Consumers can hardly enjoy the
benefits of such rights until and unless they understand their own
responsibilities for them because both are entwined to each other
hence consumer responsibility remains crucial for long term availing
of rights. That is why every consumer is advised to step forward
cautiously while dealing with the concerned markets. Make sure you
ask certain questions to self whenever buying a particular stuff:
 Do you seriously need a product buying?
 The time period for which you might use certain product
 Do you expect the item would last till a time you expect for?
 Know the health fallout of an item you choose. Whether it is a food
item and do you find it to be best in terms of benefitting your health.
Don’t forget to see the product nutritional chart through keen eye on
the labeling before buying.

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Consumer responsibilities – continued

 Buy only standardized goods. Look for ISI mark on

electronic goods, FPO mark on food products, Hallmark on
jewelry etc.
 Follow manufacturer’s instructions and use the product
safely.
 Read labels carefully about prices, quality, weight, expiry
date of the product.
 Ask for cash memo.
 Avoid black marketing.
 Respect the environment. Avoid waste, littering and
contributing to pollution.

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Professional ethics -
 Professional ethics means professionally accepted standards of personal
and business behaviour, values and guiding
principles. Codes of professional ethics are often established by
professional organizations to help guide members in performing their job
functions according to sound and consistent ethical principles.

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Code of ethics of engineers -

National Society of Professional Engineers has laid the code as
below -
Engineers, in the fulfillment of their professional duties, shall:
1. Hold paramount the safety, health, and welfare of the public.
2. Perform services only in areas of their competence.
3. Issue public statements only in an objective and truthful
manner.
4. Act for each employer or client as faithful agents or trustees.
5. Avoid deceptive acts.
6. Conduct themselves honorably, responsibly, ethically, and
lawfully so as to enhance the honor, reputation, and usefulness
of the profession.

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Leadership qualities -
 How often have you heard the comment, “He or she is a born leader?” There are
certain characteristics found in some people that seem to naturally put them in a
position where they’re looked up to as a leader.
 Whether in fact a person is born a leader or develops skills and abilities to
become a leader is open for debate. There are some clear characteristics that are
found in good leaders. These qualities can be developed or may be naturally part
of their personality.
Seven Personal Qualities Found In A Good Leader:
1. A good leader has an exemplary character. It is of utmost importance that a
leader is trustworthy to lead others. A leader needs to be trusted and be known to
live their life with honesty and integrity. True authority is born from respect for
the good character and trustworthiness of the person who leads.
2. A good leader is enthusiastic about their work or cause and also about their role
as leader. People will respond more openly to a person of passion and
dedication. Leaders need to be able to be a source of inspiration, and be
a motivator towards the required action or cause. Although the responsibilities
and roles of a leader may be different, the leader needs to be seen to be part of the
team working towards the goal. This kind of leader will not be afraid to roll up
their sleeves and get dirty.

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Leadership qualities – continued

3. A good leader is confident. In order to lead and set direction, a leader needs
to appear confident as a person and in the leadership role. Such a person
inspires confidence in others and draws out the trust and best efforts of the
team to complete the task well.
4. A leader also needs to function in an orderly and purposeful manner in
situations of uncertainty. People look to the leader during times of
uncertainty and unfamiliarity and find reassurance and security when
the leader portrays confidence and a positive demeanor.
5. Good leaders are tolerant of ambiguity and remain calm, composed and
steadfast to the main purpose. Storms, emotions, and crises come and go and
a good leader takes these as part of the journey and keeps a cool head.

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Leadership qualities – continued

6. A good leader as well as keeping the main goal in focus is able to think
analytically. Not only does a good leader view a situation as a whole,
but is able to break it down into sub parts for closer inspection. Not
only is the goal in view but a good leader can break it down
into manageable steps and make progress towards it.
7. A good leader is committed to excellence. Second best does not lead
to success. The good leader not only maintains high standards, but
also is proactive in raising the bar in order to achieve excellence in all
areas
These seven personal characteristics are foundational to good leadership.
Some characteristics may be more naturally present in the personality
of a leader.
However, each of these characteristics can also be developed and
strengthened. A good leader whether they naturally possess these
qualities or not, will be diligent to consistently develop and strengthen
them in their leadership role.

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Personality development -
 Personality Development means enhancing and grooming one’s outer and
inner self to bring about a positive change to your life. Each individual has a
distinct persona that can be developed, polished and refined. This process
includes boosting one’s confidence, improving communication and language
speaking abilities, widening ones scope of knowledge, developing certain
hobbies or skills, learning fine etiquettes and manners, adding style and grace
to the way one looks, talks and walks and overall imbibing oneself with
positivity, liveliness and peace.
 Personality development is gaining more and more importance because it
enables people to create a good impression about themselves on others; it
helps them to build and develop relationships, helps in your career growth
and also helps to improve your financial needs.
 Personality development is nothing but a tool that helps you realize your
capabilities and your strengths making you a stronger, a happier and a
cheerful person.

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Tips for personality development -

The whole process of this development takes place over a period of time. Even though
there are many crash courses in personality development that are made available to
people of all age groups, implementing this to your routine and bringing about a
positive change in oneself takes a considerable amount of time. It is not necessary to
join a personality development course; one can take a few tips and develop his or her
own aura or charm.
 You may have heard this a million times “Think Positive”. It works.
 Smile. And smile some more. It adds to your face value and to your personality as well.
 Read a few articles in the newspaper loudly. This will help in communicating fluently.
 Follow table manners and dining etiquettes.
 Take good care of your health, dress well, be neat and organized.
 Prepare a chart that mentions your strengths and weaknesses. Now concentrate on the
latter and find ways to improve upon the same. Do not forget to strengthen your
strengths.
 Spend some time alone concentrating on you and yourself alone.
 Practice meditation and yoga. It will help you develop inner peace and harmony that
will reflect outside.
 Do not live a monotonous life. Be creative and do something new all the time.
Nothing bigger than the joy of creative satisfaction.

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