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RF_DIS_19_SUDHA
CATHOLIC HOSPITAL ASSOCIATION OF Mpjj)
EVANGELISATION MEANS PROCLAMATION C~
OF THE GOOD NEWS OF
salvation to the poor
Its signs are ? The Blind see 9 the Deaf hear,
the Dumb speak, the
Lame walk5 the Captives <are set free and the
oppressed are
liberated.
(lk 4, 18? 7,22).
The Blinds The Poor were unable to
see the powers and forces which
dominate and exploit them because the Elite
, to keep up
their status quo, never let them
see the reality of domination and exploitation,
They brainwashed them , with
the words of ’’Humility , service, obedience,
blessed are
the poor 9 tlie will of God etc. . it
9
«’
See s
Now they see, because critically aware of these forces
which dehumanise and exploit them and they see also the
ways and means which put them in the path of liberation
and progress.
The Deaf:
For the people who were conditioned to live in perpetual
slavery and suppression the words, freedom, equality
justice and human dignity meant nothing because they
never experienced these realities.
were deaf to them.
hear s
As a result they
Now they hear,
they understand the meaning of human dignity freedom, equality, justice and development.
Their
ears are attuned to these realities because they already
experience them in their common discussions and action
programmes and in their oo—operative living.
The Dumb;
Centuries of suppression and Domination made
them silent.
They were not allowed to express their opinions,
They
had only to listen, do and die.
As
a
result
they
As a
were
afraid to open their mouth,5, thoughts,
ideas
and
feelings.
thoughts,
Others thought for them, spoke for them and decided for
them thus made them Dumb.
Speak:
Now the silent masses are getting organised and have
gained the courage to express their thoughts
feelings boldly.
They discuss their life
, ideas and
problems above
all take their own decision.
The Larne:
The ago old master, servant relationship made the poor'
depend on their masters for every thing.
Their masters
never let the stand .and walk on their own feet,
They
remained as children continuously depending
on their
’’benefactors” for every thing.
1
F
-2Now they are confid,ent to stand and walk on their own
Walk:
feet independently as adults.
They will never allow
themselves to be crippled by any dominating and explo
iting powers, because now they know that it is in walking
on their feet they and their children are going to achi
eve their development.
The
captives s
The social, economic, political, cultural and religious
systems favoured the Elite and kept the poor in fear,
poverty and illiteracy and made them blind and deaf to
the dehumanising and exploitive factors.
are set
froo:
The critical understanding of these systems librate them
in their thoughts and attitudes and motivates them to
struggle for their liberation and progress with hope.
Thus they are no more passive victims of exploitation
but courageous agents of change and commited architechts
of their own destiny.
This movement from darkness to light , ignorance to knowledge, slavary
to freedom is called salvation.
ction-action
Through a process of aotion-refle-
the poor are already experiencing thia reality,
They were blind, now they see, were deaf, now they hear, were dumb
Thus this action reflection
now they speak, lame now they walk,
programme becomes good news to the poor though apparently it is a
bad news to the Elite, the Masters, because the poor challenge their
dehumanising thoughts and systems.
If the Elite are not prepared
to change their evil ways they will never be able to experience the
kingdom of God, the Kingdom of Equality, Justice, Truth and Brother
hood.”
They have eyes,
eyes ? but they do not see.
They have ears but
they do not hear.,.”
-COmUNITY HEALTH DEPARTMENT
CHAI, CBCI CENTRE
GOWAKKHANA, ASHOKA PLACE
NEW DELHI - 11000^.
CATHOLIC HOSPITAL ASSOCIATION OP INDIA
W' DELEII
QUrZs
POVERTY AND HEALTH
1 . The largest number of deaths in India are because of;
a. Deficiency diseases b. Heart disease c. Cancer
d.
Low birth weight and diseases of infancy
2. In.Bombay babies born in rich families :have a moan birth
weight of 3300
‘I gms. 'While in poor families'have
------ j a weight of;
a. 2000 gms b. 2600 gms c. 2800 gms
d. 3000 gms
3. The percentage of children under 5 years who are underweight is:
a.
30%
b. 50%
c. 65%
d. 78%
4. In India the typical diet has how many kilo calories?
a. 1500 b. 2000 c. 2500 d. 3000
5. a) What is the daily calorie requirement
requirement for
for a man doing
heavy work (Ploughing, Stone breaking etc.)?
a.
2400
b.
2800
c.
3200
d .
3900
b) According to an estimate in a poor family the average
kilo calories for a man is:
a.
1400
b.
1600
c.
1700
d.
2100
6. a) What is the,daily calorie requirement for a woman doing
requirement for
heavy work (Agriculture Construction work etc.)?
a. 1900
b.
2200
c.
2800
d.
3000
b) -According to an estimate in a poor family the average
kilo calories for a woman is;
a. 1400 b. 1600 c. 1700 d. 2100
c) What is the extra daily calorie requirement for
pregnant woman?
a.
100
b.
200
c.
300
d.
400
d) A survey in South India showed that percentage of
pergnant woman with symptoms of malnutrition is;
a.
20%
b. 30%
c.
50%
d.
60%
Which of the following diseases are directly related to
the nutritional status o± the person?
Diarrhoea
Vitamin A
deficiency
Tuberculosis
Anaemia
Measles
W or ms
- Upper resp.
infections
....2/
1
•I
2
8. The percentage of all conditions
are definitely pre' eatable are: reported in India which
a. 40% b. 50% cc.. 60% d. 70%
9. In 1976 the patients treated for dvsentrv
dysentry
gastro-enteritis (all
__e more than:
a»
10 lakhs
bo
29 lakhs
c.
49 lakhs
■' typhoid and.
. —? and
d.
69 lakhs
10. The percentage of diseases
o'- '.'.ring in rural a
are caused by lack of clean drinking water andareas which
.1 sanitation is;
a. 40% b. 60% c. 75%
d. 80%
11. In a city in U.P. ;after
"
water ’work
-- and sanitation
were installed, the cholera
-a death rate decreased
---- -J by:
a. 25% b. 52% c. 74% d.
85%
12, A rsurvey
----- found that of all the •' ‘
tube wells installed.
Government
the
the
- the percentage
of wells still ’ ---. in use areby
:
a. 15% b. 25% Cc.o 50%
d . 99%
13. What is the percentage of villages
in India which still d oes
not have' a safe drinking water
supply?
a. 50%
b.
50%
C O
70%
d.
90%
14. In India it is <estimated that the
of 65 years while the poor have an rich have a life expectancy
average life expectancy of:
a. 35 years b. 45 yrs.
c. 50 yrs. d . 60 yrs.
Ifter discussing the ;
answers write down the conclusion that
emerges out of this quiz.
I. The per capita comparable
land s
Life expectancy:
in India is 0.27 hectacres
in China is 0.15 hectacres
in India is 51.5
in China is 64
Infant mortality:
in India is 129/1000 live
11
births
in China is 56/1000 live
--- ? births
...3/
. ll
- 3
Annual death rate:
in India is 13.9/1000 pop.
in China is 8.8/1000 pop.
How is it that a country like China with more population and.
less per capita land as compared to India able to have better
health status?
II.
The population of India in
1971 was 54,81, 59,652
1981 was 68,38,10,051
The total grain production in
1971 was 9,40,80,000 tons
1978 was 11,38,10,000 tons
The amount of per capita grain availability in India in?
1971 was 453 gms/day
1978 was 469 gms/day
The amount of per capita grain required by man doing
sedentary work (office) ?
400 gms
Man doing hard work
;
650 gms
The amount of land used for growing food crops was
12,81,22,000 hectacres
Non-f'od crops like tobacco, c offee, tea was
11,41,000 hectacres
The amount of food exported by India in 1979 was
3,12,997 tons
Pulses are the major source of protein in the diet
The amount of pulses produced per person in
1956 was 70.4 gnis
1975 was 40 gms.
Analyse the information given above and give your
conclusion
POPULATION
1 . The average number of children produced by a family in
India is?
a. 5.7
b. 4.8
c.
6.3
d. 8.0
2. The reasons for producing so many children are;
a. Ignorance
b. Children are an economic asset
c . Children are a security in old age
d. Too many children die in the 1st year of life
e.. No family
„ planning services available
f. No other, entertainment in the village
5. How many children does a family in India need to help
collect enough fire wood for cooking, lighting etc. for
each day?
At least 2 children; 3 children; 4 children; 5 children
o . . 47
- 4
HE4LTH SERVICES
1. The amount of money spent on training a doctor is;
a. 20,000
h.
50,000
c.
70,000
d. More than 1,00,000
2, The amount of money spent on training an ANM is:
a. 3,000
b.
4,000
c.
5,000
d. 6,000
3. The amount of money spent on training a
VHW is (Govt.):
a, 600 b. 800 c . 1,000 d.
1,200
4. The percentage of ailments that can be prevented or
treated by a VHW in the village (before"becoming serious)
J- O o
a.
20%
b.
40%
c.
70%
d.
85%
5. The percentage of ANM working
in the rural areas is:
a. 47% b. 57% c.
c . 70% d . 87%
6. The percentage of Doctors working in the rural
areas:
a. 20% b. 30% c. 40% d
50%
7. The.number of people for <
each nurse (nurse population
ratio. ) is:
a.
1500
b.
3000
c.
4500
d. 6300
number of people for each doctor(doctor
population
ratio) is:
a.
2500
b.
3900
c#
4500
d. 10000
9. The ppercentage
'
of hospital beds in rural areas where
80% of the people live is:
;T'J
a. 14%
b.
32%
c.
48%
d.
.. - ’
57%
10. Through the Fifth Five
Year Plan what percent of the
health budget was spent in- ---rural- areas?
a.
10%
b.
20%
c.
30%
d.
50%
11 . The number of children that
go blind cevery
------- year
* _ due
2
to
Vitamin A fdeficiency
‘
is 14,000.. To prevent" blindness"
---- J by
giving Vitamin A. the cost per child
per year would
bo Rs:
a.
0.50
b.
1.00
"Prepared by"
c.
S
2,00
d.
3.00
Community Health Team
C-14, Community Centre
^ew De llii-110 0
EXERCISE
IN
B. ?MNOJ 'GUPTA
/
Manoj Gupta is a c-evotc-c1 artist running a studio in the
City and according to him, his life-long ambition has always been
the creation of a piece of art that will be of eternal value.
He wanted to-give- expression to a female form that will surpass
Venus. And he was on the look out for a model for achieving
this ambition. He used to visit all places where he could find
beautiful ladies, but nowhere- could he find the form that he
had in mind. Then one day. .. (the same scenes that we saw
earlier follows with Manoj ’s 'Comments put in brackets).
Scene (1)
Manoj was sitting one evening in a restaurant with a
girl friend. An extremely beautiful lady appears at the entrance
along with a gentleman; they occupy a table at the other end of
the hall. Manoj is enchanted with the beauty of the lady (l
realise that at last I have found the form that I wa$ searching
for long) and he becomes restless, For the moment, he forgets
the fact that he is in the company of a (§irl friend and he doesn't
even listen to her. Growing impatient, he brushes aside the
girl friend and walks over to the other end of the hall where the
beautiful lady and the gentleman
—) were sitting. He says ’’Excuse me11
to the gentleman and beckons the lady to rise up and come to him.
They go together to the lobby and he whispers something in her ears
to which she- noc’s. (I requested her to act as my model; she agreed.
I fixer an appointment with her at my studio at o.OO am the next
day.) They come back, the lady goest to the gentleman
Abnoj
comes back to his old seat. Being restless, he could not remain
any longer in the restaurant; he takes the hand of the girl
friend and they walk out of the restaurant. One of the two
waiters, who were watching all this, tells the other : ”What a
woman-hunter?"
Scene (2)
Next morning Manoj gets up early from the bed and putting
on his dress hastily rushes out of the house. Mother brings a cup
of coffee and requests him to take coffee before going out. He
brushes her aside saying ”1 have no time now; I have an appointment
to keep.” Without listening to the repeated entreaties of his
mother, he hurries down the stairs and out into the street.
(I did not mean any disaffection towards my mother; I only wanted
to get to the studio in time). The mother wails: "What has happened
to my Manoj who was such a good boy? He has been moody and difficult.”
....2
2
Scc-ne- (3)
Out in the street, he spots out a taxi, but-the driver was
talking in the telephone booth nearby. Manoj requests him to come
away, but the man continues to talk. Growing impatient, Manoj
bawls out at him to hang up and come away. The driver is stunned,
but he hangs the phone- and comes back.
Once inside the taxi, Manoj pulls out a pad and begins
making line sketches of the post, form and other details of
pre-sentation of the great piece of art that he is going to. create,
He draws
one one sheet, then tears it off and tries another, Like this, he
makes a number of trial sketches and be
is deeply absorbed in the
thought of how to give expression to the idea that he
was carrying
in hi® mind for long.
curing the- drive, as Is usual with all taxi drivers, he talks
about the weather, last nieht-s crln.es in the city and petty
an^that h
t'HS h‘"
“ "Ot
In any of theee
”ants t0 have a quiet time. The taxi driver chuckles
a man is this.
thumps him first at the" resumes
back”of his
Jhl talk.
s^t' h^-3
=
f"rl°US
at
the
back
of
the
driver- h.
h seat
£at shouting "shut up". The
driver becomes mortally
afraid
to
open
his mouth again
After
mortally afraid to copen his
mouth again.
st ths
appointcr’place,
place’he won''cr5'
a —’Wat
the appointed
, he wonders, "Vi/hat
x?rXu.trt;8f.-man is
unobic to
XJticn
the londto^Xdiarthr^JirX1"^ WSS 'T11"9 the Wilding,
’’Good morning. ” (He+
"‘ki
alrS
Wlshec3 hirn,
(He is
is
his way, T
be c,el
,
h 1/ \
haVG
delayed at . least
to play foul w.th
tst half an hour. So, I decided
by the collar, esks him’. Manoj runs into
did
be good morning to some' m"What \
anr’’ Aching him
« may
may be bad
bo you want with me?"
loudly, after Manoj had The n:
“
man
is c Tetely
hell
Uers
gone- up -the stairs : "What a lunatic?"
Scene (5)
Inside the building the Janitor woman notices Manoj coming
much earlier than usual and getting into his room. Shortly after
wards, she also sees a beautiful lady coming up the stairs and
going into Manoj's room. She could not helo
help smiling meaningfully.
3
3
As the lady knocks at the door, Manoj comes and opens the
door. He removes and hangs up her coat,
After requesting her to take
the seat, he- begs her pardon for making her wait for
a little while
and arranges the drawing board, dishes,
colours, etc* Then he walks
over to the lady still holding the rod
of the stand in his hand
and cirects her to pose for the model,
Instead of posing as directed,
she makes overtures to him. Manoj
I'
gantly tries to make her sitfi
time tooeth9
thS
..a W03?k
work iS
is °ver’ thGy wiU have
a nice
9
er. But, she continues with her flirtations with
him
in a more and more passionate manner in spite of all his
entreaties
to let the work be finished first and after
a while she tries to
put hands around him and embrace him. T
Losing all hope- of doing
the work and feeling frustrated with the
o shattering of his lifelong
ambition, he pushes her hand against the sofa and
she screams aloud.
The janitor woman hears
u scream from the room. She rushes
up, opens -.he door and sees Manoj with
an iron rod in his hand
and the lady lying motionless
on the sofa. She jams the door
shouting, "Murder" and frantically
runs away.
& & &
Now what do you
1
’’ ’
think
of Manoj?
summarising his character).
(Give a one-word expression
* * * *
t!
EXERCISE
IN
COiVWNICATIONS
A. MANOJ GUPTA
Scene (1)
Manoj was sitting one c
evening in a restaurant with a
girl friend, An extremely beautiful lady
/ appears at the entrance
along with a gentleman; they occupy
a table at the other end of
the hall. Manoj is enchanted with the
beauty of the lady and he
becomes restless,
For the moment, he forgets the fact
that he is
in the company of a giri friend 0nd he
even listen to her.
“7oZatiE'nt’ he
hE brushes
toSh'S asir,e th*
Mend and walks over
• here the beautiful
i!r end of
°f the
thG hall
hal1 “
lady and the
ger, letan were
wre sittin,.
,Bxcuse
.
sitting4 Hesays
He
to the gentleman and
lady t0
to riSG
rise Up anc' 6°"* »lth > him
ton tT t
They move
lobby and he
' ears to
They come back,
- -■
gentleman
comes back to his
not remain any
in the
the restaurant
’ he could
any longer
longer in
girl friend and they walk out of th.
/
hand of the
and they walk ouc ot the restaurant.
“alters, who were watching all this
0"'9
watching all this, tells
the
other:
tells
the
woman-hunger.w
’
^be other: ’•What a
x
and h: whi‘pers
Next■ morning Manoj gets
up early from
on his dress hastily rushes
bed and Putting
out
of
the
house.
coffee and requests him to ■'
Mother bring s a c up
->
take
cdffee
before
brushes her' aside
going out. He
saying "I have
--■
no
time
now;
to keep." Without listen!
I have an
appointment
ng to the repeated
mother, he hurries down
Entreaties of his
the steps and
mother wails; "What has happened to . out into the: street, The
my Manoj who iwas such
boy? He has 'become moody and difficult."
a good
Scene (3)
C^t into the street, he
spots out
was talking in the
telephone booth nearby. a taxi, but the driver
to come away, but the man
Manoj requests him
continues
to
1
talk.
Manoj bawls (°ut1 at him to
Growing impatient,
haug up and <come away. The driver is’
stunned, but he
hangs the phone
up and comes back,
drive, as is
the
usual with all
taxi
drivers,
weather, last
he talks.... about the
.night's crimes in the
city and the petty politics.
Manoj tells him that he is not
he wants t0 have a quiet time> interested' in any of th6se anc,
The taxi .gnvar chuckles, thinking
what sort of
a man is this.
Enable to
resist the temptation,
• . .2
■1 •»
2
•
•-
’n-5^
;
-
•_
after a while, he "again resumes, his talk. Manoj becomes furious
and thumps his fist at the back of the. seat shouting fshut-upf.
The driver becomes mortally afraid to open his mouth again.’ After
leaving A/Ianoj- at the appointed place-, he wonders; ’’What a rowdy?”
Scene (4)
Getting ogt of the taxi, as Manoj was entering the
building the landlord stood at the foot of the stairs and wishes
him, Good morning. 1 Manoj runs into a fury and, catching him
by his collar, asks him: "Wat did you say? Good morning.'
It may be good morning to some, may be bad morning for some
others; what the hell.do you want with me?" Tlqe man is completely
taken aback and .wonders loudly after Manoj has' gone up .the stairs"What a lunatic?"
Scene (5)
Inside the building, the janitor woman notices Manoj
coming much earlier than usual anc1 getting into his room.
Shortly afterwards, she also sees a beautiful lady coming up the
stairs and going into his room. She could not help smiling
meaningfully. A
short while
while afterwards
aftGrwards>, she hears. g &cream
A short
She rushes up, opens the door and sees Manoj standing
the room.
W\
away'
lr°n r°d ln hls ha^/and the lady lying motionless on the
C,°Or Sb°Uting 'raurr’Gr ' ^nd frantically runs
1. What do you think of Manoj? (Give
one-word expression
summarising his character).
t'he „„ wttn6„„ of tho sc£ne,
2. Wbat
mother the taxi r’rlvcr,. the la„^lorf antf
woman think of him?
l
<anito ’
uaniror
@ @ @ @
)'
•
VALUES & VALUES (F)
Miss Sumati was from a 'very
\ poor family. She lived in
a hut near the bank of a river.
_ ’r"
She was in love with Mr.Sunil,
who lived on the other side of the river,, and was also from a
poor family. This love affair was known to both the families.
Ome day Sumati heard that Sunil is seriously ill. It was
monsoon time and the river was overflowing. She had to cross the
river by a country boatr But she had no money to pay the boat man.
She approached Suresh, her neighbour to borrow some money, but
he refused to give. She then met Shankar, the boat man and ex
plained to him the situation, and assured him that she will pay
him the boat fare later. Shankar insisted that only if she
pays the boat fare (rs. 2/-) he will take her to the other side
of the river. She pleaded with him and told that her lover is
seriously ill, and that she must meet him immediately* Shankar
told her that if the matter is so urgent he will take her to the
other side on the following day provided she is prepared to
sleep with him that night. When Sumati realized that arguments
were of no use she agreed to the condition.
On the following morning Sunati reached Sunil’s house, and
in the course of their heart to heart talks, she narrated the h ar d’
ships she had to go through inorder to meet him. Sunil got a
shock of his life when ho realized that Sumati is no more a
Virgin, and in his anger he beat her and chased her out of the
house. Sumati returned home very sad and frustrated.
When Sathish, her brother asked Sumati the reason for her
sadness she told that Sunil rejected her and she was ill treated
and beaten by him when she visited him at his sick bed. Infuriated
by this Sathish rushed to Sunil’s house, pulled him out of his
bed and killed him.
Who is the most virtuous character in this story? Why?
Who is the worst character in this story? Why?
17/11/1987.
to j ./I. k.
200 o Co
Community Health Department
Catholic Hospital Association
of India, P.B.2126,
Secunderabad - 500 003.
FOR RESTRICTED USE ONLY
ALLPORT
5
VERNON
:
LINDZEY
gTUDg.OF V^UES
Part I
Some of the alternatives may
may appear
appear equally
equally attractive
attractive or
or unattractive
unattractive to
to
4 \ert’h2less’ picase_attempt to choose the alternative that is
relatively more
i
acceptable to you. For each question you have three points
that you may distribute in
__a any of the following combinations.
1 • If you agree with alternative (a)
(b) wi-i
and disagree with (b),
write 3 in
• the first box and 0 is the second
box, thus
a
2. If you agree with (b); disagree
with (a) , write
J.
I°J
a
Fl
3. If you have a slight preference
for (a) over (b), write
?
I
.a
I3 I
s I?
a
f
b
4t If you have a slight preference
'Cor (b) over (a)? write
LLi
I
.1
o
Do not write any combination of numbers except
except one
one of
of these
these four.
four.
Thi;rc is no time limit, but do not linger over any one question or
statement, and do not leave out any of the questions unless you find
it Really impossible to make a decision.
!
BEHAVIOimi SCIENCE CENTRE, ST. ~XAVIER 1S COLLEGE? AHMEDABAD 380 009
- 2 t
1. The main object of scientific research
should be the discovery of truth rather
than its practical applications.
(a) Yes; (b) Nd.
f
0
I
i
Q
□
a
5. Do you think it is justifiable for
great artists to ’be selfish and
negligent of the feelings of others?
(a) Yes; (b) No.
7. Which would you consider the more
important function of modern leaders?
(a) to bring about the accomplishment
of practical goals; (b) to encourage
followers to take a greater interest
in the rights of others.
C
a
4. Assuming that you have, sufficient
ability would you prefer to be:
(a) a banker; (b) a politician?
6. Which of the following branchesof
study do you expect ultimately will
prove more important for mankind ?
(a) terthematics; (b) Theology
i
a
2. Taking the Bible/ftamayana/Koran as a
whole, one should regard it from the
point of view of its beautiful
mythology and literary style rather
than as a spiritual revelation.
(a) Yes; (b) No.
3. Which of the following men do you think
should be judged as contributing more
to the progress of mankind ?
(a) Aristotle; (b) Abraham Lincoln. '
t
*J
b
□
a
b
□0
. a
0
£]
0 n
b
8« When witnessing a gorgeous ceremony
(ecclesiastical or academic, induction
into office, etc.), are you more impres
sed; (a) by the colour and pageantry of
the occasion itself; (b) by the influence
and strength of the grot?)?
a
?
TOTAL
■n
b
- 3 I
I
9. Which of these character traits do you
consider the more desirable? (a) high
ide<als and reverence: (b^ unselfishness
and sympathy.
l
a
b
0
1 '■ i
!
I
10. If you wore a university professor .and
had the necessary ability, would you
prefer to teach: (a) Poetry; (b)
chemistry and physics?
□
a
I
b
n
I
11. If you should s<e the following news
items with headlines of equal size in
your -morning paper, which would you
read more attentively? (a) RELIGIOUS
DIFFERENCES WITHIN ANY COMMUNITY:
(b) GREAT IMPROVEMENTS IN MARKET
CONDITIONS.
□
a
12. Under circumstances similar to those
of Question 11 ? (a) SUPREME’ COURT
RENOIRS DSCtSlONj (b) NEW SCIENTIFIC
THEORY ANNOUNCED.
b
a
I
u
a
twr-» ■>;
13. When you visit a cathedral/temple/ '
mosque are you more impressed ty a
pervading sense of reverence and
worship than by the architectural
features, (a) Yes; (b) No.
□
a
r"
b
I
j
j
i
14. Assuming that you have sufficient
leisure time, would you prefer to
use it: (a) developing your mastery
of a favourite skill; (b) doing
volunteer social or public service
work ?
I
nn
a
•; b
15. At an o^poaiticn, do you chiefly like
to go to the buildings where you can
see: (a) new manufactured products;
(b) scientific (eig. chemical)
apparatus?
a
16. If you had the opportunity, and if
nothing of the kind existed in the
•community where you live, would you
prefer to found: (a) a debating society
or forum; (b) a classical music club
(Sangeet Sammelan)
a
?
E±3
I
.0
- 4 i
17. The aim of the religious organizations
at the present time should be: (a) to
bring our altruistic and charitable
tendencies; (c) to encourage spiritual
worship and a sense of communionwith
the highest
I
I
£
0
18. If.you had some time to spend in a
waiting room and there were only two
magazines to choose from, would you
prefer: (a) SCIENTIFIC AGE; (b) A?TS
AND DECORATIONS?
22. Are our modern industrial and scien
tific developments signs of a greater
degree of civilization than those
attained by any previous society, the
Greeks, for example? (a) Yes; (b) No.
23.- If you were engaged in an industrial
organization (and assuming salaries to
be equal), would you prefer to work;
(a) as a counsellor for employees;
(b) in an administrative position?
total
i
f
»i
a
b
□
19. Woul^ you prefer to hear a series of
lectures on: (a) the comparative merits
of the forms of government in Britain
and in the United States; (b) the com
parative development, of the great
religious faiths?
20. Which of the following would you con
sider the more important function of
education? (a) its preparation for
practical achievement and financial
reward; (b) its preparation for
participation in community activities
and aiding less fortunate persons.
21. Arc you more interested in reading
accounts of the lives and works of
men such as: (a) Alexander, Julius
Caesar, and Ashoka; (c) Aristotle,
Socrates, and ^adhakrishnan
b
a
b
J
LJ
X
u d
a
b
uJ
a
b
Hid
I
- 5 -
24. Given your choice between two books
to read, arc you more likely to select:
(a) THE STOP.Y OF RELIGION IN ODIA:
(b) THE STORY OF INDUSTRY IN INDIA;
1
I
25. Would modern society benefit more from;
(a) more concern for the rights and
welfare of citizens; (b) greater know
ledge of the fundamental laws of human
behaviour.
1
1
28_ .All the evidence that has been im«r
partially accumulated goes to show,
that the universe has evolved to its
present state in accordance with
natural principles, so that there is
no necessity to assume a first course,
cosmic purpose, or God behind it.
(a) I agree- with this statement;
(b) I disagree
b
b
□
b
u
r
a
&
□
a
. b
29. In a F’-per, such as the New York
Sunday times, are you more likely to
read: (a) the rc*l estate sections
■and the account of the stock market;
(b) the section on picture galleries
and exhibitions?
30. Would you consider it more important
for your child to secure training in
(a) religion; (b) athletics?
li
□□
a
26. Suppose you were in a position to help
raise standards of living, or to mould
public opinion. Would you prefer to
influence: (a) standards, of living;
(b) public opinion?
27. Would you prefer to hear a scries of
popular lectures on: (a) the progress
of social service work in your part of
the country; (b) contemporary painters?
t
n ri
□
a
b
□
TOTAL
j
6 -
DITtECHOI'S: Each of the following situations or questions is followed
by four possible attitudes or answers. Arrange these answers in the
order of your personal preference by writing, in the appropriate box
at the right, a score of 4,
2, or 1. \To the statement you prefer
most give 4, to the statement that is second most attractive 3, and
so on.
Example.: If this were a question and the following statements were
T
alternative choices you would place:
f
i
4
in the box if this statement
appeals to you.
5
in the box if this statement
appeals to you second best.
2
in the box if this statement
appeals to you third best
1
in the- box if this statement
reoresents your interest or
preference least of oil.
I
A
0
I
You may think of answers which would be preferable from your poin+ of
view to any of those listed. It is necessary, however, that you make
your selection from the alternatives presented, and arrange all four
in order of their desirability, guessing when your preferences are not
distinct, if you find it really impossible to state your preference,
you may omit the question. Be Surf' not to assign more than one 4,
one- 35 etc., for each Question.
7 -
I
1. Do you think that a good government
should aim chiefly at—(itemember to give
ZQJT. first choice 4, etc7F~-----a. more aid for the poor, sick and old
b. the development of manufacturing and
trade
i
c..introducing highest ethical principles I
into its policies and diplomacy
d. establishing a position of prestige
d_
and respect among nations.
□
b
I
2. In your opinion, can a man who works
in business all the week best spend
Sunday in
a. trying to educate himself by
reading serious books
b. Trying to win at golf, or racing
c. going to anorchestral concert
d. hearing a really good sermon
a
a
.c
.L
jL
LJ
□
a
b
c
□
n
,d
a
c
0
5. If you lived in a small town and had
more than enough income for your needs,
. would you prefer to—
a. apply it productively to assist
commercial and industrial development
b. help to advance, the activities of
local religious groups
c. give it for the development of scienti
fic research in your locality
d. give it to the Family Welfare Society
total
□
b
3. If you could influence the educational
policies of the public schools of some
city, would you undertake—
a. to promote, the study and nanticipa
tion in music and fine arts.
b. to stimulate the study of social
problems
c. to provide additional laboratory
facilities
d. to increase the practical value of
courses
4. Do you prefer a friend ( of your own
sex) who—
a. is efficient , industrious and of a
practical turn of mind.
b. is seriously interested in thinking
out his attitude toward life as a
whole
c. possess dualities of leadership and
organizing ability.
d. shows artistic and. emotional sensiti
vity
□
c
□
a
b
c
d
8 !
6. When you go tothe theater, do you, as
a rule, enjoy most—
a. plays that treat the lives of great
men
a
b
b. ballet or similar imag-inat^vo •nerfoo^ances
c. plays that have a theme of human
suffering and love
d6 problem plays that argue consis
tently for some noint of view
d .
□
7. 'Assuming that you arc a man with the
necessary ability, and that the
salary for each of the following
occupations is the same, would you
prefer to be a —
a. mathematician
b. sales manager
c. religious preacher
d. politician
8... If you had sufficient leisure and
money, would you prefer to—
a. make a collection of fine sculp• turps or paintings
b. establish a crrt* r for the care
and training of the feeble-minded
c. aim at a membership of Parliament
or a scat in the Cabinet
d. establish a business or financial
enterorise of your own
9. At an evening discussion with intimate
friends of your own sex, arc you more
interested when you talk about—
a. themeaning of life
b. developments in science
c. literature
d. < socialism and social amelioration
10. W.ich of the following would you
prefer to do during part of your
next summer vacation (if your ability
and other conditions would permit)a. write and-publish an original
biological essay or article
b. stay in some secluded part of the
country where- you can appreciate
fine scenery
c. enter, a local tennis or other
athletic tournament
d oct experience in some new line of
business
TOTAL
i
a
0
b
d
P
i
a
□
I
i
c
u
i
A
I
d
□
a
□
c
I
'
d
□
a
□
C
9 -
i
11. Do great exploits and adventures of
discovery such as Columbusrs,
Magellan’s, Byrd’s and Amundsen’-s
seen to you significant because—
a. they represent conquests by man
over the difficult forces of
nature
b. they add to our knowledge of
geography, meteorology, oceano
graphy, etc.
c. thty wield human interests and
international feelings throughout
.the-world
d. they contribute each in a small way
to ah ultimate understanding of the
universe
a
□
b
c
n
12^’ -should one guide one’s conduct according
to, or develop one’s chief loyalties
toward—
a. one’s religious faith
b. ideals of beauty
c. one’s occupational organization and
associates
d. ideals of charity
13. To what extent do the following famouspersons interest you —
a. Florence Nightingale
b. NanoIcon
c. Henry Ford
d. Galileo
14. In choosing a wife would you prefer
a woman who-- (Main 7 . answer the
^^^Ye^oriTbclow)'’ "
a. can achieve social prestige,
commanding admiration from
others
b.likes to help people
c. is fundamentally soiritual in
her attitudes toward life
d. is gifted along artistic lines
(.For women) Would you prefer a husband
who
a. is successful in his profession,
commanding admiration from others
b. likes to help people
c. is fundamentally spiritual in his
attitudes toward life
d. is gifted along artistic lines
p
d
a
u
b
!
C
I□
c
d
a
b
I
□
a
i
□
c
□
,d
7
a
n
'- -
6
J2—
I I
i
i
TOTAL
i
r
- 10 t,
15. Viewing Ajanta Paintings, would you
tend to think of those —
a. as expressing the highest spiritual
aspirations and emotions
b. as the most priceless and irreplace
able ever painted
c . in relation to their place in history c
d. the quintessence of harmony and
design
!
>
TOTAL
f
a
I
b
Q
2
■ d
tzi
<
The Catholic Hospital Association of India
C. B. C. I. Centre, Goldakkhana, New Delhi - 110001
Tel.
310694, 322064
CHOMAN1S STORY
Choman, a tribal, had been working as a bonded labourer
with Mathau, a big landlord in Kerala,
Being a bonded
labourer he was getting very low wages.
His family
had been working with Mathan for generations.»
With the
low income, he
J
was experiencing real pain in meeting
even the bare minimum requirementsj of his six member
family.
Once Choman hinted to Mathan the wages that were in
practice in that jarea and pleaded with the landlord that
unless he increases
— the wages he cannot pull along at a
time when the prices of essential goods> are very high.
Mathan was surprised to hear this,
Such a response from
a tribal, and moreover his slave !
He became furious.
He did not listen to Choman.
Upon this Choman revealed
that in this circumstances he cannot continue to work
there.
Choman should be taught a lesson,9 he decided.
The Ifamous
festival of the local temple was during that time.»
Mathan
was isure that Choman and his family would go for the
festival..
at
At mgnt
night Matnan's
Mathan’s son, with some ‘’goondas’
’ , set
fire to Choman’s house.
From the temple Choman could see
fire rising from that part of the area where his house was
situated. He ran to the spot.
From distance he could
see his house being reduced to ashes.
He rushed madly
towards that.
But before he could approach he was cought
hold of.
He was beaten up very badly.
Hearing the noise
neighbours came to the spot.
They were given a different
version by Mathan’s son and his goondas.
Deliberately
they had brought a sack full of coffee.
The new story
was that Choman had stolen this and when they came to ask
about this he resisted and to make his position clear and
to defame Mathan he himself set fire to his own house.
None from the crowd spoke for Choman.
By this time Choman’s
wife and children came back from the temple.
They could
only cry aloud in utter helplessness and agony.
Choman had heard about Fr. Samson working among tribals,
The next day itself he went to Fr. Samson and shared with
him all that happened.
Fr. Samson gave some money to
support the family that was starving and he filed a case
in the court.
The case was taken up by the advocate
appointed by the Government for free legal aid to the
Poor •
Some other developments were going on on the other side.
The local politicians were close aides of Mathan.
With
their initiative a public meeting was held.
In addition
to this, a case was filed alleging stealing charges
against Choman.
This case was also taken up by the same
advocate.
Mathan got the cooperation of Fr William, the local
Parish Priest,
Choman should withdraw the case.
Mathan’s
case •
eldest son was studying in the seminary.
Hence a pending
case will affect him.
That was the argument•
The next
day itself Mathan with Fr. William went to meet Fr.Samson
to influence him against Choman.
But they did not succeed.
2/
:2:
They suggested that they would give some money to
settle the issue.
But the loss was no little for Choman.
He lost his house and all that were kept inside that —
all the warnings of a life-time,
And more than everything else he was offended and j
thoroughly put down.
He
was beaten up and made a thief before the £.
public.
So
9
if it is a question of < ’
giving compensation, Choman should
be given an amount sufficient
——j to construct a rather
ratner convenient house
---- j and an adequate amount to make up for the
other looses,
In addition to that 9 Mathan should
apologise before Choman.
himt?oicomJelbFrk Samson^o^^hd
to
influence
went
out.
way back they r
Samson
were explained to the
Z to withdraw
“thcirw ^e case.
All these
to SaVe the eood narae of the
Seminarian.
'
P> tO
After few months Mathan faced
some other problems too.
His younger son had got a
i job
' ' abroad
for which he had
to be free of any criminal case.
Again
he approached
Fr. Samson.
But Fr. Samson
repeated
his previous
demands.
Mathan could not
agree with that.
Especially
the part asking him to apologise.
He
was
very
furious
Samson,*
Samson
He came out of the
room.
Continue
with the case, he decided.
yO I C.
/'-v
Of
^AlavcA
S
7
n <rA.
fv u. e
a
Ko
I
!
THIBUNELLY - CASE STUDY
Thirunelly is situated in Wynad District of Kerala
State, adjacent to Karnataka
boundry, with thick reserve
forests around and it has a population of 2000 people, 90%
of the inhabitants are Adivasis who once enjoyed the ownershi-p of the entire land, But later, with the invasion of
migrants from other places , the illiterate and simple Tribals
lost all their land and today they own only 10 to
cents
of land and a few people have 2- to 3 acres. About 9?% of
the people are agricultural labours, The nearest public
health centre is U km. away from this villag
e> and the
lower primary school in the area has 86 students but
only
8 are Adivasis. rThere
"
is a temple in Thirunelly 7 which
attracts pilgrims from all
---- over the country.
Thirunelly comes to limelight and public attention
every year because of mass deaths in the beginning of mansoon,
when there is no work. People are affected by Diarrhoea
vomiting and fever and quite a number of them succumb to it.
Government named this phenomenon gastro-enterits. In 1977,
13 people died and many groups like Lions Club, leycees and
other agencies including the Diocese brought in aid from
outside, hater in 1978 Diocesan Social Service launched
a conscientization programme in their village on a massive
scale.In 19?8, 8 people and in 1979, 7 died again.
Questions.
<
LO ill’o
- Why .mass death in Thirunelly?
- If you are in this situation what programmes
would you undertake?
COMMUNITY HEALTH DEPARTMENT
CHAI.
The Catholic Hospital Association of India
C. B. C. I. Centre, Goldakkhana, New Delhi - 110001
*Tel. 310694, 322064
i
STORY
OF VASU
w.n.
Vaou', an eight year old.boy
was the only child of
hie parents, who were very poor,
They worked as bonded
laborers under the landlord who had very little conoern
for his workers. Tne family found it very difficult to
meet their dialy needs.
Vasu used to help his parents by
cutting grass from tho forest for the animals.
There was .a Government suboentre about 2 EJd^-away
from Vasu’s house/ The ANMs used to visit the village but
since the villagers were not co-operating with them,
they
stoped their work ini that villagg.
Aa usual, one day Vasu went to the fore at to out
•e grass and he had a th»m prick on hia foot/-since ho
had no chappals. The parents treated him with country
medicine, and applying oow dung on the wound. As the days
wenVVasu.s condition become very serious and they thought
o
a ing him to the hospital. Since they had no money his
father borrowed to. WO/- from the landlord, and took him to
he P H 0. Since Vasu had developed signs of tetanus by
his time, P H C. was not able to treat and adviced the
parent to take Vasu to tho District Hospital, which was
situated very far,
Since the money they had with them.wae not enough,
the parents decided to return home. On the following day
Vasu died.
- Why did Vasu Dio?
OHD Department ♦
vear___
MTTTTIAL ACCOW
8 . Pho^CA o
Year
Yj e 1 d s- P Podiip f/ on
Maize
j
-round rut
Totpl
--J
-f—“t—
1
Total!
Voar
. • <
■’Vodupf^ on
r—r---- -—
t-H— i t"'
Parf.
t. Fnter any loss to
crops fron diseases,
nests, drought, etc.
Fields
vear
product'’ on
rn
r • ■ (1
i7?eldsTProduct'’ or
-4--i"1
—-------
I
j
Total ?
,rotel .1
v°ar
-r-'
-1
-
•
^roduntT or
i r~i------1
L
r—
I Total |
c . T^t^r cr‘rn''''-''uercAs o^
ary nalnutri.t/on or
a ana so in nr^nous
year
Tnter ary sum?us
.from umv-’*ous mar
a .
+
rnr»tai ^ood available
tMs mar
f. ^nter any p^oceed-S of
bo-mowing se?'’iny land,
grants, ?ifts etc.
g. Trter anvr ioan repavments, and cost of
any marriages, we?_,s, •
bunds etc.
h. rood eater by ^mily
th.i s mar
i. Pumlu-s carried forward
♦ to next year (enter at ’d’)
■
+
AJ^TTJAL account
s . Cho-;ce o
vear.-
Ctodh:
vear
. • i
elds • ?----------roditetd-___
on
- --------Pa^i
I—>
I
j.
O’roiirdrut
b . Knter any loss to
crops from diseases,
nests, drourht, etc.
■ProducVorb
4
Maize
I
—j....
':
Tote-’
. II
vear
r.
r
r
■
•
■• i
•
Ft el ds Pr^ducti or
i—y_-_j p
Total !
. .»
^ar
^roHuetn np
t
I
I
!
Total
;—
__ t
Total I
i
c . Fnter cons^^nerces or
any nalnutrit? on or
d 3 e sea se in nr'nr? oi is
year
d . Cnter any sum? ns
from nrev:’ one year
A .
I
+
+
+
motr.i ^ood available
thi s year
f. Cnter any proceeds of
borrowing, se?“’ing land,
grants, yifts etc.
+
+
+
+
g. Urter anv loan repay
ments, .and.cost.of
any marrtases,. ve?s9
hnnds etc, .................
h. Food eaten by ^ajriily
this year
i. Cumlus carried forward
. ‘ to next year (enter at ’d1)
*
ANALYSIS AND REFLECTION (PRISONER'S DILEMW)
./After the game, the observers of each group are to report on
the following points?
aMhat were the actual objectives set by the group, in con
trast to the stated objective of the game, namely, to win as much
money as possible, without hurting or helping the others? (The
intension of most of the groups will have been to win, to beat the
other group).
b.
Mhat was the group’s strategy and tactics?
sistent throughout?
If they changed, why did they?
Mere they con-
Co
Mho were the leader(s) of the group?
How did they arise?
Mas there any rivalry?
How was a difference of opinion resolved?
d.
Mas there an effort to bring all the members into the
group decision? Did some remain passive, dominated by the more
active members?
e.
How much time was required to come to a decision?
f.
Mhat was the group reaction (i) after negotiations?
(ii) when the other group did not keep its word?
9*
group?
h.
What were the assumptions of the group about
How were these expressed?
the ot h cj?
How might TRUST have been developed between the groups?
t
c
HOUSE VISIT SURVEY
1.
Uhat community do you belong to?
2.
How many members are there in your family?
3.
Are all the children doing to school?
4.
How many members of the family earn living?
5o
UJhat are the market prices? rice? wheat? dal? oil? etc.?
6.
Can you manage to buy what you need for the family?
7.
hJhat are you most worried about now? low employment?
rising prices? childrens education? health? debts? etc.
8.
UJhat kind of injustice are you facing in your daily life?
unfair practices? discriminations?
solving your problems?
9.
Do you get any help from any source in
10.
UJhat kind of support would you like to get from us?
H3UJ
could we help you?
11.
UJhat makes you feel happy about your life?
12.
UJhat are your hopes and ambitions for the future?
13.
Family make-up; ages (children, teenagers, adults, old) and
sex.
14.
Type of house;
mud or cement; number of rooms electrified or
not; owned or rented.
15.
Occupation of wage-earners; self-employed or not; farmer,
factory worker, government worker, contract labourer, t eacheTj
----etc.
16.
Education; how many literate; how many with basic schooling;
high schooling, higher studies; language(s) spoken.
17.
Income; sources and how it is spent on food, clothing, fuel
and lighting, entertainment, rent and other things.
18.
Savings; in what form
19.
Religion and caste
20.
Medical facilities at family1s disposal.
/At the end of each interview,
you should record your findings
to these questions once you have returned home.
CASE STUDY : GUMRI
(T.W.)
Gumri Health Centre had a staff of three trained ANMs, Sindhu, Kamala
and Bal ana. Balama was the most experienced of the three having worked in
a good Community Health Programme for three years. She had also attended
a course in Canmunity He al th and Development. Sindhu a—d Kamala had joined
Gumri immediately after their training 5 years ago. These ANMs decided
to start a Canmunity Health Progranme in the nearby villages. As Balana
was more
experienced, she was naturally chosen as their leader.
The ANMs visited several villages. They selected three of the villages
where they had been particularly well received. Together they discussed
the objectives of their programme and how they would go about implementing
it.
They decided to take as target group the under-five children and
the women of child bearing age.
Balama who was aware of the necessity to
have the people involved in the progr^nme, insisted that they should first
spend time visiting the villages, befriending the people, and learning’about
the problems of the conmunities before starting any specific activity.
Sindhii and Kamala did not contradict her, but Sindhu felt strongly that
immunisation and Family Hanning progranmes should be started immediately.
Sindhu thought, ’’After all,don1! we all know that thes^ programmes are a
priority ? Then why waste* time visiting the villages, and chatting with
the people when we could already start good programmes? ” Kanala.was a
happy, go lucky person and could not care less what she started with. She
was therefore ready to follow Balama all the way.
Sti 11, after their discussion, the following plan of action was decided:
1.
2.
3.
4.
5.
Joint weekly visits to the three villages
Primary level curative service to be started immediately
Intensive visits of the families to be done
Leaders to be identified, feood rapport with the people to be
established, before starting specific programme
Health programme to be planned jointly with the people.
Sindhu was amused, ’’Whoever would think of planning with the people?”
___________ JSo they started their woik. After six months a visitor
she thought.
helped the health workers to review their activities in order to find out
how things were progressing.
The folio-wing observations were made:
1.
The three villages were regularly visited by the.three workers cnce
a week. During these visits the patients we’re first seen.
Ihen
the workers visited the families separately e Besides this, .Balaana
and Kamala very often went together for an extra weekly visit to all
the villages. During that time Sindhu went to the PHC and obtained
from the doctor there, DPT and DT vaccines.
2.
Balama and Kanala took time to visit the families, discussed with the
people and became quite friendly with all. They met.the Sarpanch and
several of the important people in the village and discussed with them
the canmunity1 s needs. They learnt that, in two villages, there was
no drinking water facility and this was a real problem. The drinking
water had to be taken frcm a pool where buffaloes tocktheir bath.
2/
t
2
:
3.
Sindhu visited the schools and Balwadi, gathered the children
present there and gave the first dose of DPT and DT'to 450
children.
When the time ewe for the second .dose, only 200
children received the dose (it was the marriage season and many
children did not come to the school).
4<
During another visit, Sindhu had also gathered the wonen to '
give health educaticn. She expected, through this programme,
to be able to motivate the women for family planning. The first
day all the women came ae they did not know what to expect.
But soon most of the women • dropped out of the class.
After two months of the work Sindhu decided that it was a waste of
time to visit the villages so often and so decided to visit cnce
a month only. Bahama and Kan al a continued their weekly visit with
the. sane enthusiasm.
chttrpt: 19<5<1 & 1
-
9
A
1.
Estent of inequality in the world todays-
a.
In 1850,
world’s wealth.
3/4 of the world’ s population possessed 5/8 of the
In 1975,
world’s wealth
2/3 of the world’ s population possessed l/8 of the
b»
IJhence came this uneven distribution of the world1 s resources?
’’The tilting of the balance in favour of the West has come about
in the last 130 years....o.o.through the gun, through colonial plunder,
slave trade, slave labour, child labour, racial discrimination, the
creation of a dispossessed proletariate, and the destruction of the soul
and life-style of many peoples.”
(S-Rayan)
c.
The growing gap between the rich nations and the poor had
already been pointed out by Barbara IJard in the 1950’s but the gap
continues to widens
’’Today 85^ and tomorrow 90% rot in misery to make possible the
economic comfort of 15% today and 10% tomorrow”
( Heder Camara)
d.
The result of this inequality is the A850LUTE POVERTY of
millions in the ’’fourth” world:
- 1/3 to 1/2 of the two billion human beings in Asia 9 ■Africa
and Latin America suffer from hunger and malnutrition.
- l/5 to 1/4 of their children die before their fifth birth
day, and millions of those who do survive lead impeded lives? due to
brain damage, stunted physical growth and sapped vitality due to
undernourishment.
- The life expectancy of the average person is twenty years
less than his counterpart in the affluent world; that is, he is
denied 30% of the life-span of one born in the developed nations:
he is condemned at birth to an early death.
- 800 million of those people arc illiterate and, despite
continued expansion of educational opportunities, even more of their
children are likely to be so.
eJulius Nyerere, President of Tanzania, has warned the rich
nations: ’’Poverty is not the roal problem of the modern world, for
we have the knowledge and the resources wbioh will enable us to over
come poverty.
The real problem of the modern world, the thing which
creates misery, wars and hatred among men, is the division of mankind
into rich and poor”.
f.
It is not so much the question of some having more to eat or
better clothes to wear, while others cannot provide even the basic
requirements; it is rather the power that this wealth gives to some
to dominate, to oppress and to exploit the others.
in so .doing,
the rich and powerful justify themselves: ”Ue deserve this wealth
and powers we have put our God-given talents to use and have worked
hard.
If the rest of the world is lazy, shiftless and ignorant,
we can’t help that.”
-22.
Extent of inequality in India today:
a. While wg often and with some justification, blame all our
problems on the greediness of the affluent, developed
the
same ever-widening gap between the "haves" and the have-nots
appears hero even
b.
Within'our population of upwards 600 millions of PeQple’
roughly 250 million live below the "poverty line", that dividing
line that demarcates bare minimum of survival for an individua .
This is the bottom 40 per cent.
.Another 250 million live just
above the"poverty line" of human survival, the remaining 15-20
per cent, in an ascending pyramid represent the.wealthy, dominant
classes with power, position and quality educations the raw ma e
rial for further exploitation of the others.
c.
in rural India, the top ten per cent own 50% of the land,
In rural India
cent get
get l/3
while the bottom 50 per cent own 4%; top ten per? cent
1/ ~oof
bottom
50^
get
less
than
annual income of the nation,while the
0.1% of the population owns
this amount for all of their numbers,
more than half the wealth of the area.
d.
The poor are organised, without political power, and are
taken advantage ofA slum dweller admits: "Even to get a
sweeper's job, we have to pay a bribe of Rs.200/-
—? (bottom 40 percent) have less
e.
The very poor
Host
cannot read or write.
month to spend.
I.--
than Rs.,40/- per
GQrt H So —
SCORE SIFTO FOR TH^ STUDY OF VALUES
DIRECTTQMS :
1. First make sure that every question has been answered.
Note: If you have found it impossible to r~
„1 the questions,
answer all
you may give equal scores to the alternative answers under
each question that has been omitted; thus.
Part I, 1^- for each alternative.
(b) must always equal 3.
The sun of the scores for (a) and
Part IT. 2-J- for each alternative. The sum of the scores for the four
alternatives under each question must al ways equal 10.
2. Add the vertical columns of scores
<
on each page and enter the total in
the boxes at the bottom of the page.
3* Transcribe the totals from each of the foregoing pages to the columns
below. For each page enter the total for each column (R, S,T, etc)
in the space that is labeled with the same letter. Note that the order
in which the letters are inserted in the columns below differs for the
various pages.
i
Page}
I Theore
Totals
tical
Economic
Aesthe
tic
Social P olitical
’The"’sum”o? ” <
the scores for
each row must
eqial the
figure given
below.
Religious
PART 1
Page 2
(R)
(S)
(T)
(X)
(Y)
(Z)
Page 3
(Z)
(Y)
(X)
(T)
(S)
(R)
24
24
Page 4
(X)
(r)
(Z)
(S)
(T)
(y)
21
Page 5
Part H
(S)
(X)
(X)
(R)
(z)
(T)
21
Page 7
(Y)
(T)
(S)
(Z)
(R)
(X)
Page 8
(T)
(Z)
(R)
(Y)
(X)
(S)
9
(R)
(S)
(T)
(X)
(Y)
(Z)
Page
5^
p
W
-
24»
Total
t
Correction
Figure s
FINAL TOTAL
I
+2
-1
-4
-2
+2
-5
24$
'
I
-2 4. Add the totals for the six columns,
figures as indicated.
Add or subs tract the correction
5* Check your mark by making sure that the total score for all six columns
equals
. (Use the margins for your additions, if you wish).
«
i
*
E
mRKET SURVEY PRACTICE
Directions to the Students
~
In
How much does it cost■ for
a1 family to survive these days?
what is the minimum amount of money a wage-earner must
other words, i
to meet the absolute requirements of himself and
make in your area
ng, rent,'fuel, electricity and other
his family with regard to clothing
miscellaneous items.
Following calculations of the Indian Labour
(three consumption units) as
Conference and using a family of four
Visit the market in your area
a model, we might be able to find out.
check the prices of items listed below.
used by working families, and c.,—.
Then make the required calculations.
Dat e:
Places
5.FOOD
It ems
Caloric
value
Daily Adult
Requirement
(Grams)
Rice
900
256
Ijheat
500
142
Puls es
300
85
Non-leafy vegetables
65
170
Leafy vegetables
40
227
Milk
100
114
Fat and oils
49U
Sugar and Oaggery
220
Average
Price
(Kg.)
Daily
Cost
(Rs.)
57
57
- Total daily expenditure on food for ONE consumption unit
=(a) Rs. __________ _____
for THREE consumption units
- Total monthly expenditure on food
=(a) X (3) = Rs.
Jf)
II CLOTHING
Price of one yard of cloth
Shirting
Rs.
Blouse piece
Rs.
Dhoti/Pant
Rs.
Long cloth
Rs.
Sari
Rs.
Average(a)
Rs.
- T 'tai monthly exoenditure on cloth = average price (a) X
/
-
I
-2-
III HOUSE RENT
Find out through inquiries what is the minimum rent for a
quarter in a
bustee or village per month = Rs.(HI)
IV MISCELLANEOUS
Expenditure for fuel,
light, etc. is calculated as 20% of
the total monthly income.
Food
(I)
Rs.
Cloth
(II)
Rs.
(III)
Rs.
- Rent
TOTAL
= Miscellaneous
Rs.
X 1/4
Rs.
(IV)
Therefore, the minimum amount of money needed today to support
a family of four in yiur area = I + II
III > IV = Rs.•
• -T’.V'P'
BEYOND SOCIAL WORK
During their summer vacation, a group of students went to a
village to help the villagers complete a well that they were cons
tructing with government assistance.
During their work there, the
students discovered that the villagers were not receiving the
necessary funds that they had been promised by the local Block
Overseer to complete the well.
That official wanted a bribe f>om
the villagers before he would release the moneyBut, with stu
dent support and encouragement, the villagers refused to pay the
bribe- The students began to investigate the situation while work
ing side by side with the villagers- They discussed the question
of rights with the villagers and urged them to take steps to seek
payment of the required funds- The students told the villagers
that if they (the villagers) decided to take action, they (the
students) would accompany and support them in their efforts.
Finally, the villagers got up enough courage to walk seven miles
from their village to the Block Development Office,
An equal number of students joined them,
ViHagers and students together
demanded of the B.D.O. and his superior, the D.D.O., the payment
of public funds owed for the completion of the well,
The following
day, both officials, perhaps expecting a pnlite, official welcome,
drove to the village by jeep.
The villagers greeted them with even
stronger demands for the payment of funds owed them for the well.
The following day, the villagers received the funds, and in the
weeks following, further payments were made for the completion of
the well.
ELira MATING THE DIDDLE DAN
On the local bazaar day, villagers came from miles arountl into
the central market place to buy and sell, and to meet their friends.
There are four main roads leading into the bazaar from the surround
ing villages.
It has long been the custom for the.town merchants to
send their agents out along these roads to grab the fowl, grains,
vegetables and fruits which village women are carrying into th.e bazaar
to sell.
By so doing, these agents prevent the women from reaching
the bazaar with their goods, where they can bargain in order to get
the best price possible.
These agents then pay the simple village
women a nominal sum for their wares — far below a fair price - and
head back to town in time to enjoy a considerable profit for their
trouble. Since this was a practice of long standing, the village
women had grown used to this sophisticated form of stealing.
However, local high school and college boys and girls had
become aware of the injustice in this practice and organised them
selves into teams to patrol the main roads leading into the bazaar
on the weekly market days.
They protected the women from these
agents some «f whom they chased away.
They explained to the vil
lage women that they deserved and could obtain higher prices for
their produce, if they sold their items themselves in the bazaar.
IJithin two months the roads were cleared of agents sent by the
merchants.
On one occasion, as a result of their work, the students faced
arrest by the police who had been called in by the merchantsHow
ever, a group qf girls challenged the police to put them in jail
for what they were doing, a crowd of about 200^300 people masse^
in front of the police statiqn and the students had to be released.
-2-
This is an on—going issue, since merchants, often with police
protection, continue to try to send their agents out on bazaar day
to intercept the village women before they reach the bazaar.
And
students and villagers continue in their efforts to protect these
women from being exploited.
LAND-GRABBLING
Tribal land cannot legally be transferred, by sale or otherwise,
to non-tribals.
The government can, however, grant authority to non
tribals to take over tribal land if, ”in the judgement of the government,”, such a takeover is required for ’’the national interest”.
The area around Chaibasa is rich in natural resources, A mine
He disowner was working on the edge of a village near Chaibasa.
covered in his mine a very expensive type of stone.
This stone was
in great demand and brought a high price in Calcutta, where it was
used in building luxury.homes and office buildings
In order fur
ther to increase his profits, the owner decided to expand his mine
and by so doing he threatened the very existence of the neighbouring
village and its inhabitants, many of- whom were employed in the mine.
The owner made a trip to Patna where he managed to convince the
officials there and got the stone in question labelled by the govern
ment as ’’necessary for the national interest”*
Returning from Patna
with the required permission, the mine owner frightened a few of the
villagers into selling their land to him for the minimal legal rate
of Rs.400/— per acre, whereas the actual value of the land was closer
to ten times this amount.
But he succeeded in convincing the people
that if they would not sell him their land at the minimal rate, the
police would in any case tome to take their land from them, and they
would receive no money at all*
•*
But other villagers were not so easily hoodwinked.
They orga
nised themselves and, through sit-down’s at the site of the mine,
they tried to stop further work and resist the takeover of their
land and homes.
However, police came and drove them away from the
work site. The owner, with police protection brought in workers
from other villagers to keep the mine open.
A group from the threatened village informed the students of
their problem and asked them for their help. The village was divided
into various interest groups.
The students decided to visit the vil
lage and study the situation as they spoke with the villagers. One
of the village leaders, together with the students invited the mine
owner to a meeting at which the issue could be debated.
Even though
the owner had ti/ice warned the students not to interfere in ’’this
private matter between me and the villagers”, he agreed to come to
the meeting.
The students took the opportunity to expose the owner’s
tactics in getting the ’’legal authority” to expand his mine. The
students followed up this meeting by organising a mass meeting of
the entire village during which the villagers, encouraged by the
presence and support of the students, rose one after another to
denounce the owner and warn him against trying to expand his mine
into their village.
As a result of these two meetings, the villagers made it clear
to the mine owner that under no circumstances would th^/allow the
n}ine ijro be expanded into their village,
The owner, despite the
fact that he had ’’the ^auJ,, on his side - a law purchased in the
c
f his meeting with the necessary Officials, gsve up his
„
Ji . , t r.
......
■
• j.
ti..... r . ...<.
...-'•'•■I
V., .
..
OUTCRY AG/AINST NEGLIGENCE
Late one night, a Calcutta-based truck struck a young student on
a Chaibasa street.
The driver fled, but nnt before another student
noted down the number of the truck and also took a set of the truck’s
keys.
(The driver drove off with a duplicate set.)
The student
immediately gave the number and keys to the officer on duty at the
local thana.
The officer first refused to take any action. Only
after public pressure was brought to bear on the police were both
the driver and the truck seized two days later.
In the meantime, the injured student was admitted to the local
government hospital in a conscious condition.
Two days later, how
ever, his conditioh took a serious turn and he was operated on.
He
never regained consciousness.
The necessary medicines were not
available in the hospital, so students had constantly to go and buy
what medicine they could find in the local bazaar.
One evening,
the hospital ran out of oxygen and the students had to rush to
Jamshedpur, some forty miles distant, to bring the needed oxygen.
The student died the next morning.
During the week the student spent in the hospital, the truck
Nor did
owner never came forward to offer any form pf assistance,
the police make any efforts to bring him forward.
As a result of this negligence, an application was submitted
to the D.C. in the name of the students of Chaibasa demanding that,
/that
the S-P. be removed;/that action also be taken against the person in
charge of medicine and oxygen supply at the government hospital?
action
taken
that action be taken against the driver of the truck, and, finally?
against
. , ■ compensation be made by the truck owner to the family of the
the policetriaT;
1 ,
The application went on to say that should no res
officer onbead student,
ponse on these points be made within four days, the students would
duty at
the time
of the
accident;
begin a hunger strike in front of the D.C.Ts office.
The DoCo did not respond and so the students undertook a hunger
strike, during which two of the students had to be hospitalised.
They ended the strike only when the D.C., meeting with the students
in his office, promised to deal with all the students1 demands
within a one-month period.
At the conclusion of one month, a student delegation went to
meet the D.C. who informed thorn that he had nothing bo report to them.
A week later, some 900 students marched on to the D.C.’s office
for the DoC. had as yet done nothing in connection with the students’
demands.
The students met again, and contrary to a faction that,
wanted to turn violent, a core group of students decided to detain
peacefully all the trucks of the Calcutta-based company coming into
Chaibasa. That evening, one truck was halted. A few days later,
the truck owner’s son came to Chaibasa to begin negotiations with
the students and with the family of the dead student regarding compen
sation.
\ owner and the family of
Uhen negotiations between the truck
Rs.
250,000/compensation caso was taken
the deceased broke down, a f
,
This case is still
out by the family against the truck company,
in co urt.
As a result of the students1 actions, the S.P. was trans
ferred and the Civil Surgeon of the government hospital fled and
was replaced by a new man with a new assistant.
•>
PERSISTENCE WINS THE DAY
In a local village high school, with nine out of every ten
students tribals, one hundred and thirty-two tribal students in
classes IX and X and not received their government scholarships for
between two and four years.
Organising themselves with the he^p of a student leader, two
hundred students of this school marched on the Welfare office demand
ing either payment of their scholarship money or an explanation of
why they were not receiving their scholarships.
The Welfare Officer
refused to speak with him individually.
Finally, the students sent
in a representative to tell the officer that if their scholarship
money was not forthcoming, a larger group of students would be march
ing on his office.
The officer immediately began to bargain with
the student, but the student walked out of his office, refusing to
deal individually with him.
The students then went to the D.C.’s
office and made an appointment with him for the following morning.
Next day, the students arrived late for their appointment after
their three-mile walk from the village school. They made another
appointment for the following week, but when they arrived at the
D.C.’s office they were told that he had gone to Delhi.
When they
finally succeeded in meeting the D.C., he tried to give them various
reasons why government scholarship money can be withheld from tribal
students.
However, when scholarship payments were next made, an
additional ten percent of the original number of tribal students in
that school, who had hot been receiving their stipends from the
government, did in fact receive the scholarships.
SAMPLE QUESTIONS TO INITIATE DISCUSSION
1. Would you.' agree with the actions taken by the students in these
incidents? Why or why not?
2» Should students get involved to this extent in social issues, or
are these involvements distractions from their studies?
3. What was the basic -driving force behind the students1
actions?
a
4. Should social awareness stop at /study of a situation or should it
lead to action?
5. Are you aware of similar situations and issues in your own community?
' . h-'.s
n- y "
'
■ thesc : n ’ i st i c«.s un t- ’
least preferred colleague questionnaire
Directions?
Please read these instructions carefully.
Think of the person
you can work least well with
He may be someone you work with now,
or he may be someone’ you knew in the past.
He need not be the person you like least, but rather should be that person with whom you
have (had) the most i
difficulty in getting a job done.
Describe this
person as he appears to you..
Circle the number most appropriate for
the person
Pleasant
8
7
6
5
4
3
2
1
Unpleasant
Friendly
8
7
6
5
4
3
2
1
Unfriendly
7
6
5
4
3
2
1
Accepting
8
7
6
5
4
3
2
1
Frust rating
Un enthusiastic
8
7
6
5
4
3
2
1
Ent husiastic
T ens e
8
7
6
5
4
3
2
1
Relaxed
Distant
8
7
6
5
4
3
2
1
Clos e
Cold
8
7
6
5
4
3
2
1
Warm
Co-operative
6
7
6
5
4
3
2
1
Uncooperative
Supportive
8
7
6
5
4
3
2
1
Host ile
Boring
8
7
6
5
4
3
2
1
Int eresting
Quarrelsome
8
7
6
5
4
3
2
1
Harmonious
Self-Assured
8
7
6
5
4
3
2
1
Hesitant
Efficient
I
7
6
5
4
3
2
1
Inefficient
Gloomy
8
7
6
5
4
3
2
1
Cheerful
Open
8
7
6
5
4
3
2
1
Guarded
ReJ ecting
Helpful
)
I’DST PREFERRED COLLEAGUE QUESTIONNAIRE
Directions?
Please read these instructions carefully,
Think of the person
with wbjifl you can work best with.
r
He may be someone you work with
now, or he may be someone you knew in the Past,
He does not have to
be the person you like most, but should be the
person with whom you
had little or no difficulty in getting a job do^;
Describe this
Person as he appears to you.
circle the number most
appropriate for
this person.
9
-2-
Pleasant
8
7
6
5
4
3
2
1
Unpleasant
Friendly
8
7
6
5
4
3
2
1
Unfriendly
Reject ing
8
7
6
5
4
3
2
1
accepting
Helpful
8
7
6
5
4
3
2
1
Frustrating
Un ent husiastic
8
7
6
5
4
3
2
1
Ent husiastic
T ens e
8
7
6
5
4
3
2
1
Relaxed
Distant
8
7
6
5
4
3
2
1
Close
Cold
8
7
6
5
4
3
2
1
Uarm
Co-operat ive
8
7
6
5
4
3
2
1
Uncooperative
Supportive
8
7
6
5
4
3
2
1
Hostile
goring
8
7
6
5
4
3
2
1
Int eresting
Quarrelsome
8
7
6
5
4
3
2
1
Harmonious
Self-assured
8
7
6
5
4
3
2
1
Hesitant
Efficient
8
7
6
5
4
3
2
1
inefficient
Gloomy
8
7
6
5
4
3
2
1
Cheerful
□ pen
8
7
6
5
4
3
2
1
Guarded
x
y
PERSONAL STYLE DESCRIPTIONS (PARAGRAPHS)
Directions;
The following are five paragraphs describing various leadership
styles.
You have to decide to what extent each paragraph is a typi
cal description of your own style as a leader.
Put ”1” against the
’’most typical” paragraph, ”2” against the ’’next most typical”, and so
on to ”5” which will represent the ’’least typical”, of you.
In other
words, you have to rank the paragraphs in a descending rank order,
from ”1” to ”5”o
Uhen you have finished ranking, there should be only
one of each number from ”1” to ”5” against each paragraph,
There can
be no ties.
Please be as honest as you can.
a.
I accept decisions of others.
I go along with opinions?
attitudes, and ideas of jthers, or avoid taking sides.
When conflict arises, I try to remain neutral; I rarely
get excited.
I try to stay out of conflicts.
My humour
is very often seen by others as irrelevant or pointless.
I just put in enough effort to get by.
b.
I place very high value on maintaining good relationships,
I prefer to accept opinions, attitudes and ideas of others,
rather than to push my own, because I do not like losing
friends.
I try to avoid generating conflicts, but when
they do arise, I try to soothe feelings and to keep people
together.
I react in a warm and friendly way, because
tensions disturb my peace of mind.
My humour aims at
maintaining friendly relations; or when strains do arise 9
my humour shifts attention away from the serious side.
I rarely lead, but extend help.
c . I place high value on making my decisions stick,
I stand
up for my ideas, opinions and attitudes even though it
sometimes results in stepping on toes.
When conflict
arises, I try to cut it off firmly or to win my position.
When things are not going right, I defend, resist or
come back with counter arguments.
My humour is very
often hard-hitting
I drive myself and others hard.
d.
i
I search for workable, even though not perfect decisions.
Ijhen ideas, opinions or attitudes different from my own
appear, I initiate middle road positions.
When conflict
arises I try to be both fair and firm, and to get work
able compromises.
Under tension, I feel uncertain which
way to turn or shift, to avoid further pressure.
My
humour is aimed at putting me, or a position, in a favour
able light.
I seek to maintain a good and steady, but
not fast, pace.
e • I place high Value on sound and creative decisions that
result in a real understanding and agreemento
I listen for
and seek out ideas, opinions and attitudes different from
my own.
I have clear convictions, but am open to change
in the face of sound ideas.
When conflict arises, I try
to identify reasons for it and to resolve underlying
causes.
When aroused by someone or something, I contain
myself, although my impatience may be visible.
My
humour fits the situation and always aims at giving
perspective to it; even under pressure I retain my sense
of humour.
I put in vigorous effort and others join in.
*
personal style descriptions
(elements)
Directions:
Consider all the statements in ELEMENT 1 ("Decisions") first,
and select from these the one (i.e., a.1, b.1, c.l, d.1, e.1) which
best describes you.
Proceed similarly with the remaining Elements,
in the given order.
In other words, select the one statement in
each Element which is most typical of you.
Circle that statement,
You can select only one statement under each Element.
Element 1: Decisions
a. 1
I accept decisions of others.
b. 1
I place very high value on maintaining good relations
,
making my decisions.
c. 1
I place high value on making my decisions stick.
d.1
I search for workable, even though not perfect decisions.
e. 1
I place high value on sound and creative decisions that result
in a real understanding and agreement.
Element 2:
while
Convictions
a.2
I go along with opinions, attitudes and ideas ofothers and I
avoid taking sides
b.2
I prefer to accept opinions, attitudes and ideas of others rather
than push my own.
c, 2
I stand up for my ideas, opinions and attitudes,
sometimes results in stepping on others’ toes.
d.2
When ideas, opinions or attitudes different from
my own appear,
I initiate middle road positions.
e.2
I listen fox, . and seek out ideas, opinions and attitudes different from my own.
I have clear convictions, but am open to
change in the face of sound ideas
Element 3:
even though it
Conflict
a* 3
IJhen conflict arises ,
b.3
I try to avoid generating conflict, but when it. does arise,
I try to soothe feelings and keep people together.
c.3
When conflict arises,
my position prevail.
I try to cut it off firmly
d.3
When conflict arises,
workable compromises.
I try to be Loth fair and firm , and get
e.3
When conflict arises, I try to identify reasons for it,
and to
resolve the underlying reasons.
Element 4s
I try to remain neutral or stay out of it.
or to make
Emotions (Temper)
a* 4
Sy remaining neutral,
b.4
I react in a warm and friendly way, because tensions disturb my
peace of mind.
c. 4
IJhen things are not going right,
with counter arguments.
I rarely get
excited.
I defend,
resist or come back
orz'ei? tension I feel uncertain which way to turn or shift, to
c
-2-
Element 5:
I
Humour
a. 5
My humour is very often seen by others as irrelevant or pointless.
b.5
My humour aims at maintaining friendly relations? or when strains
do arise, it shifts attention away from the serious side.
c. 5
My humour is very often hard-hitting, e.g. loud and pointed.
d.5
My humour is putting me, or a position, in a favourable light
e. 5
My humour fits the situation and always aims at giving pers
pective to the situation? even under pressure I retain my
sense of humour.
Element 6?
.6
Effort
I just put in enough effort to. get by
b.6
I rarely lead,
c. 6
I drive myself and others hard
d. 6
I seek to maintain a good and steady, but not fast pace
e. 6
I put in vigorous effort and others join in.
but extend help
WORK SHEET
PiAR/A GRAPHS
i
a
b :
(Enter the rank 1 or 2 or 3 or 4 or 5
against each paragraph (a,b,c,d,e) on
the dotted line)
c s
d s
s
e
/
ELEMENTS
Copy the code letter (a or b or c or d or e) against each
Element(1 to 6) in the dotted space belows
Element 1
Decisions
Element 2 :
Convictions
Conflict Element 3: •
Emotions Element 4 s
Humour
Element 5 :
Effect
Element 6 :
T.P. LEADERSHIP QUESTIONS IRE
Directions?
The following items describe aspects of leadership behaviour.
Respond to each item according to the way you would be most likely
Circle whether you
to act if yourwere the leader of a work group,
_________
z
_____
_
.
.5
ALWAYS
(nA) 5
would be likely to behave in the described way:
FREQUENTLY ("F’'); OCMSIOWLLY ("□"); SELDOM ("S") 5 or NEVER (”N”) •
This is a continuum of frequency, so ’’seldom” id defined as ’1 ’less
and
frequently than’occasionally’ and more frequently than ’never
so forth.
If I were the leader of a work group —
A F 0 S N
1.
I would most likely act as the spokesman of the
group.
A F 0 S N
2.
I would allow members complete freedom in their
work.
A F 0 S N
3.
I would encourage the use of uniform procedures
A F 0 S N
4.
I would permit the members to use their own judge
ment in solving problems.
I
A F 0 S N
5.
I would needle members for greater effort 9 i. e- >
would try to get the most out of them.
A F 0 S N
6.
I would let the members do their work the way they
think best.
A F 0 S N
7.
A F 0 S N
8.
I would keep the work moving at a rapid pace
I would turn the members loose on a job and let
them go to it.
A F 0 S N
9.
I would settle conflicts when they occur in tne
group.
A F 0 S N
10.
I would be reluctant to allow the members any
freedom of action.
what shall be done and how it shall
A F 0 S N
11.
I would decide
toe done.
A F 0 S N
12.
I would push for increased production
A F 0 S N
13.
I would assign group members to particular tasks
A F 0 S N
14.
I would be willing to make changes
A F 0 S N
15.
I would schedule the work to he done
A F 0 S N
16.
I would refuse to explain my actio»s.
A F 0 S N
17.
I would persuade others that my
advantage
A F 0 S N
18.
I would permit the group to set its owl pare.
□
ideas are to their
V
LEADERSHIP STYLE QUESTIONS RE
Directions
For each of the ten statements below, three possible attitudes or
positions are listed which each person scores for himself as follows:
score ”3” on the position he would be most likely to take on the state
ment: and score ”2” on the position he would be next most likely to
take on a statement and score ”1 n on the position he would be least
likely to take on a statement.
I
The leader of a meeting should
(1) Focus his attention on the agenda (either written-or
hidden)
II
(2)
Focus it on each person’s feelings, so as to help them
express their emotional reactions to the issue.
(3)
Focus it on the different positions members take, and
the ways they deal with each other.
a primary aim, the leader should:
(4)
Establish a group climate in which learning and accomplishment can t-ke place®
(5)
Run the meeting efficiently
(6)
Help members of his discussion group ’’find themselves” as
members of that group.
III When strong disagreement occurs between a group leader and a member
the former should:
(?)
Listen to the member and try to ascertain whether he mis
understood the task
,(S) Try to get other members of the group to express themselves
in order to involve, them in the issue®
P) Support the person for presenting his views.
IV
In evaluating a young member’s performance, i.e.,
done the job assigned to him, the leader should:
(10)
how well he has
Involve the whole group in setting the goals and in
evaluating the performance of individual members.
(11) Try to make an objective assessment of each person’s
accomplishments and effectiveness.
(12) (Allow each person to become involved in setting his 'own
goals and performance standards.
V
When two members of the group get into an argument 9 the leader should:
(13)
Help them deal with their feelings as a means of resolving
the argument
(14)
Encourage other members to help resolve it
(15) /Allow same time for the expression of both sides but keep
the discussion related to the task and subject matter at
han d«
■>
-2The best way to motivate someone who is not performing up to his
VI
ability is to:
(16) Point out the importance of the Job and his role in it.(17) Try to get to know him better so as to understand the
reason for his performance
(18) Show him that his lack of motivation is adversely
affecting other members of the group.
VII
In judging a person’s performance, the most important element
to consider is:
(19)
His skills in doing things
(20)
His ability to get along with his peers and to help
others learn and achieve
(21)
VIII
His success in meeting the goals he has set for himself-
In dealing with minority group issues, a leader should:
(22) Deal with such issues if they threaten to disturb the
atmosphere of the group-
(23) Be sure that all group members understand the history
of minorities in the country and in his comniunity-
(24) Help each member to understand his own attitude toward
persons of other castes, religions and cultures-
IX
As a goal the leader should?
.(25)
(26)
all members in the group have a solid
Make sure that
1
i
of
knowledge
and skills that will help them
foundation
become effective and productive workers-
Help members to work effectively in groups, to use the
their relationships
group resources, and to
- understand
-— with one another.
.(27)
Help each
each person
person accept responsibility for his own train
Help
ing and personal effectiveness thereby taking the first
step in realising his potential as a person.
X
The trouble with leadership responsibilities is that theys
(28) Make it difficult to attend bo all the necessary
details •
.(29) Keep a leader from getting to know well his group members
as individual persons.
(30)
Make it difficult for a leader to remain aware of
the intellectual climate of his group.
-3-
Stat ement
T ask
Climat e
Feelings
I
(1)
(2)
(3)
II
(4)
(5)
(6)
III
(7)
(9)
(8)
IV
(11)
(12)
(10)
V
(15)
(13)
(14)
VI
(16)
(17)
(18)
VII
(19)
(21)
(20)
VIII
(23)
(24)
(22)
IX
(25)
(27)
(26)
X
(28)
(29)
(30)
TOT^ LS
NOTE: The numbering of the position in the columns above does not
correspond with that of the questionnaire itself.
St udents
must be sure to place their scores beside the correct posi
tion in the columns.
/
10
15
20
25
30
’’Task” refers to efforts made to move the group towards the goal set
fo r it o
” Individual Feelings” refers to the leader’s effort to meet indi
vidual needs in the group
’’Group Climate” refers to the leader’s concentration on group morale
and well-functioning.
-J
RURAL ORIENTATION PROGRAMME
Assessment Questionnaire
I
List out 4
- - - •
TnDT™06?^
t.fle f?ollowin(J situations, IN THEIR
CiDER OF PRIORITY, that YOUthink
------- ---------; are most important for a RURAL
ami ly.
\
' - Minimum monthly expenditure
requirement and monthly income do not
muet.
•Ch-nnic indebtedness to the local money lender.
The monsoon rains have failed this
year
r J-inr-j-ng water wells in the
Harijan block of the village have
dried up.
- torijan has been elected to the Panchayat of the village
u
rearesr rural Health Centre is 25 Kms.
away
!'''3tht37
a sick child believes that
she and her child are
tejng punished for their sins.
is only one bus which p
passes through the village on its way
- tg Cir.y and its timing and
• J regularity are unpredictable.
H
T-
1
111-
ullxage is at the r~
-cross-roads where several buses from
7 c u Parts, pass through
on their way to the city.
.oavect primary school is
15 Kms. away.
v’iHage has a Primary school, a middle school
and a high school.
•z.MoJr,- -’■•y of the vi 1 lag.
ers are farmers.
I’'a,io • ,ity f 1 the villagers
are petty tradesmen
■’
■ r-'a ■■ i - * t v
of
rhe
villagers
work
.
■
ayui's wurK in
in the
the factories
factories of the nearby efty.
' '
-o ore four
foUr daughters aged 12 to 10
18 years, in the family>
thS family livB
live in « single-roomed bouse.
rne 3 gorig of thG famil hgus
completed their F
“
B.Sc.
and B.A<
•-■■•Ji.bbs m the nearby City and are
currently unemployed.
-3 a wo ma n
' representative in the local
panchayat body.
i- I he village has <
■no a iarivSH^mary Health Centre with 10 beds,
2 doctors
-ng a lady doctor and several health workers.
' • ■ Fha nearest post office and bank are 25 Kms.
away.
’••■J llaqe has its
□wn post and telegraph office
as well as
? small bank.
• 1
V!
?■'- Thu br.rth of a
male child in a
that of a female child.
rural family iQ more welcome
option of rice is
considered as a social status symbol
< . 'lij th? villagers.
:
<
’ Ties
■■■
year,
the village is used as
a Training Centre by
urban medical college.
a
Irer situation which you feel relevant to
the village
■-!!'m unity.
STUDYg(l tP 0 c)
A fairlyimportant cc
community Health Programme attached to the rual
hospital of Manacrar,
puhllc Heetth
5e5s?ns* Miss June, was the
'-l were all ANMs.
asZlSa-gX™ "hoe«sh: ^"^mty of ,mne and shews
erperteno? "SK »d
S^boX"1^ ?e,« «“ 10 W« °f
while Rajamma and Krisnaraia had bJen posted in > ')”’“? ?f Managar
where thev were residing Dnrrm
x • ed,in
different villages
activitiesRajamma and SiKa^a. mainly in charge of supervising the
tO ’islt th= villages
together
“ni9ht
eithar
work andwere
and Krisnamma were
■ Rajamma and Krisnamma were simple women hmthe Village people and in fact’were ve.-’- much llkodOhvaewn9 “e11 With
were working hard to ImnrOTe the hlJewlCSU ■ “ “ by the "oma>- Both
even though they were Srklnp S.S’J"1 c°”aitions of their village.
When June visited Ral™J an?
9reaJ communal difficulties.
more like, scents
baaly-
SurS^x:? s-xeSoVK
that they were rude andvery lazyt'
“h
them.
contrary, she told them
V-ZoTd^chi^rRS^^^irS^te^”
SsF”bat r
one
very morning,
tbA ?fewraother
'
anxious
j
erghbours andrelativcs came along with the mother.
not
that the treatment shSS haJe^gtS^nr^^n^T, th°U9ht
Rajamma tar^ntoMjra'"0™'’^'’* " &Ont Of ’X1 the
o
Do you.agree or disagree
c
o
with the following stattaents about an
ai-fectiva davalcpmen't
‘
worker?
Agree
Disagree
a . An (
_ -____
development worker is one who knows
what will be good for the village, and can convince
the villagers accordingly.
(
)
effective development worker is one who sees
that tne villagers follow the rules 9 observe
proper procedures and repay all th<=lr loans
(
)
(
)
(
)
(
)
(
)
(
)
e. An effective development worker is one who is
capable of getting funds for the village from outside ( )
(
)
f. ^n effective development worker is one who
carefully avoids any conflict.
(
)
(
)
g* An effective development worker is one who , after
studying the village can identify the pwwer
structures in it.
(
)
)
h. An effective development worker is one who is
already equipped with an analysis of the patterns of
exploitation in the village.
(
)
)
i • An effective development worker is one who is uncom
promisingly committed to an ideology, and never
allows his experience to -------influence> his convinctions (
)
)
development worker is one who remains in
the background and is careful! never to express his
own opinions.
)
(
)
k = An effective development worker is one who is not
committed to any doctrine, LuL
whu is oopen to learning
but who
and is always ready to change his ideas
‘’
> in the
light of his experience.
(
)
(
)
(
)
(
j
m. An^effective development worker is one who will use
different approaches and different styles of leader
ship depending on the situation.
(
)
(
)
c. An effective development worker is one who
always consults the village leaders before
meeting anyone else in the village
d o An effective development worker is onw who brings
modern technology to the village.
1. An,effective development worker is one who takes
things as they come without any goals or specific
objectives of his own.
)
n . An effective development worker is one who spends
most of his time at seminars and conferences in order
to keep up to date with the latest fashions-in
development thinking.
.
(
)
(
)
o . An effective development worker is one who can write up
a ]_project using languages and ideas that will appeal to
foreign donor agencies.
(
)
)
p. An effective development, worker is one who gets many invitations
to go on study tours in foreign countries.
( )
(
)
q. An effective development worker is one who believes that
nothing can be done except wait for the revolution ( )
(
)
COA-I H
Xastructl na
r
Tho usa of fliarlJuana haa beams a aajar health laau»« We feel that
it is important to detoraine th*? opinions of a group of pus lie health profeaaltmala
in training con.®mine' thin ieaua. AccoMinclyt we* request that you cooperate
by answ-jylne the questionsialre belw. .^11 rapliew are AMOSWOO and C WI»^HTU^»
Tour participation is greatly a preoiated*
i. How would you rank marijuana a« a proble®?
—•—equal to Mreotiaa (eg heroin)
-equal to proaarlption drwge (ag*» tnmquilift rs)
~-™-—equal to tobacco or alcohol
—uct n serious problem
2. wh-sre di
you got ato.^t of your infonsatlcm about marijuana?
—reona 1 exp arieno •
----~--Bexp-«rienc^ of others (eg*r clinical ^xperiMO*, exp^rienc^ of friends)
——^QQmi&unic-atima media (eg.» radio, Wt aa^asines, newp^em}
~~—-prou?ssional sources (eg confe^nccs, clinicians, j mmale)
5* In your opinion, which of th© following effects are produced by Marijuana?
To®
Mo
Iton*! know
a* Hao habit foxing qualitiea
(addictive}
b. FOtentially poisonous
hirii toxicity)
(due to its
o. DovT'-r-aeeo in.hibi tlcma
d, Develops Increasing tolerance
to Hi® drug
fl I II IW
e. Causes panwn nt aental di^ordere
(eg., in anity)
f» Loware? aohi&vaBt-mt
g. i rovideu unusual pex^optusl
experiences (lightheadednssa9
time distortions)
h> Xncreaam ag^reaaioiMi
i. Improves social interaction and socir^
bility
j. Incr ar s aonMtivity (eg to food*
itiusict «^x)
k. In r^asea pa^^ivity
1* Wor'tms social xrelatioM
»• Incr asea sexual, desire
n* Leads to other drug® (especially
heroin)
o. Incr^as^e self kn?wl dge
p« Loids to mental deterioration
q. Any oth^r effects (specify)
4. Ho* do you f^el about pr sent aariJuana lawe?
——*too strict
—-—not strict enough
satiafaetoxy
• • ••*2
2
5. What position would you advocate con reming future marlJuana laws?
—a# Mot available legally under any circumstances
---------b. Available by prescription only (and for medical research)
—c. Same availability and legs! status as tobacco and liquor
-------- d> No restrictions on its use
6» What is your general attitude toward mariJuana now?
-wfavourablo
«»——•siixed feeling®
——unfavorable
unf avo rable
?• How often have you used marijuana?
——never
—tried it a few times
-- — more than 3 time® per week
upto 5 tiiaos per week
8. (a)lf you X NOT use marijuana, and it ware lagalizsd, would you then use it?
—yes
——no
— undecided
t ftrnr
(b) If you DO use wrijuanat and it were legalised, how would your pattern
of usage change?
—”remain unchanged
decreased use
——increased use
9. Have your attitudes toward marijuana changed since you have boon in the
School of Public Health?
—yes, more favorable toward marijuana
——yes, less favorable toward marijuana
---- —no, unchanged
10. If you have used marijuana, at what age did you fii'at use it? —11. Which of the following drugs have you ever used •roerc at! ?nallyw (ie., not
medically prescribed)?
—Opiates
— ------ Mescaline
---LSD
—Cocaine
—Amphetamine® (’’pep* pill®)
——Tranquil ize J's
—Sleeping pills
—-—Oth r (specify)
———Cigarettes (nicotine)
——•Alcohol
——Coffee (caffeine)
12. What percentage of public health students do you think have tried marijuana? —%
What percentage of la* echo .1 students do you think hav^ tried marijuana?
13. Do you think that marijuana has potential for medicinal purposes?
- ---- yea (if yfis, please specify below)
—no
—don’t know
14. Do you think that marijuana Vias potential for medicinal purposes?
——yes (ifxysx
—no
15« What would you advocate as Anerican policy in Vietnam?
—increased military escalation
—li ited de escalation
—complete and immediate withdrawal
16. How do you feel about pr sent abortion laws?
abortion should not be legalised
-a.
abortion
should be legalized under certain extenuating circumstances
—b.
—c» abortions should be legalized
——-d. abortion should be legalized and fnnded by the government
17. How do you feel about the Gay Liberation Movement?
—
--------favorable
favo rable
——undecided
Sex:----- —female
——■sale
age.
Academic status: •
College major : ~Usual occupation:—
student
——favorable
•faculty
Citizenship:------- —
Ethinic group (please specify):
Estimate inwhich of the following social class category your parents would 1fall:
---- —lower lower class —upper lower clans
---- —lower middle class
---- —middle middle class
■—upper Tai die class ——lower upper class
—upper upper class
Use the space below for any additional comments:
25TH FLOOR, DAH SING FINANCIAL CENTRE
EIU
108 GLOUCESTER ROAD, WANCHAI, HONG KONG
telephone: (852) 2802 7288 or (852) 2585 3888
The Economist
Intelligence Unit
fax: (852) 2802 7720
October 1998
3ABSFU
Dr Ravi Narayan
Coordinator
Socity for Community Health & Awareness Research
No 367 Srinivasa Nilaya
Jakkasandra 1st Main 1st Block
Koramangala
Bangalore 560 034
India
At last—an independent study of the worldwide
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Detailed industry statistics and case studies
You can turn to The future of the managed care industry for answers to all your questions
about the sector. You will find case studies of managed care organisations such as KaiserPermanente and Oxford Health Plans; country profiles of the potential for managed care in
the UK, Canada and Asia; together with a wide-ranging set of industry statistics.
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RESEARCH REPORT
from the Economist Intelligence Unit
EIU
The Economist
Intelligence Unit
The future of the managed
care industry: and its
international implications
A critical assessment of prospects into
the 21st century
An independent
study from
the Economist
Intelligence Unit
The future of the managed care indu
rm
UMWIHI"’*'
The future of the
managed care
industry
After the criticism of managed care, the first
independent analysis of its viability as a
global system of healthcare provision
Managed care
is the key topic
in the debate
on the future
of global
healthcare. Its
advocates see it
as the saviour of national healthcare systems—
the only approach that will certainly cut
healthcare expenditure. Its critics point to a
dangerous erosion of healthcare quality, an
alienated medical profession and new costs
which outweigh savings elsewhere.
Yet, until now, there has been little rigorous
analysis of its long-term suitability as a
method of healthcare provision. Now this
new report from the Economist Intelligence
Unit cuts through the controversy surrounding
managed care to bring you a completely
balanced view of its future.
Examining the evidence from an entirely
independent perspective, it shows which
aspects of managed care in the USA have
worked and which haven’t and assesses what
must change for it to have a viable future as
the standard form of global healthcare
provision.
Providing clear forecasts of prospects into the
21st century, it evaluates the viability of
managed care in Europe, Asia and Latin
America and analyses how managed care
must adapt to succeed in these markets.
It represents an ideal opportunity for all
companies in the healthcare sector to assess
the part managed care will play in their
future strategies.
Order your copy today
Understand the strengths and
weaknesses of managed care
The future of the managed care industiy,
using the US model, gives you a complete
understanding of managed care’s successes
and failings. The report evaluates the
changes it has introduced to the delivery of
medical care, examines its funding and
administration, and discusses the important
regulatory and ethical issues that have arisen.
It shows that the performance of managed
care in the US market will not inhibit its
introduction into other countries.
Case studies of US managed care
organisations such as Blue Cross/Blue Shield,
Kaiser Permanente, Aetna/US Healthcare and
Oxford Health Plans illustrate the
mechanisms of managed care and reveal the
particular problems of mixing profit with
medicine.
Are the criticisms justified?
The report investigates each of the criticisms
directed at managed care. By taking you to
the heart of the current debate, it helps you
identify how managed care must change to
have a viable future as a system of healthcare
provision.
•
Declining healthcare quality: is there
any evidence for this widespread public
fear?
•
Patient confidentiality: how grea< the
threat to confidentiality of medical
information from the growth of patient
databases?
Independent coverage of the healthcare industry from r*
the Economist Intelligence Unit
The Economist Intelligence Unit is ideally positioned to bring you independent analysis of the
healthcare industry.
It has over 50 years’ experience of analysing international business issues, interpreting the
interrelationships of politics, economics, government and business for a client list that now
includes the vast majority of “Fortune 500” companies.
As part of The Economist Group, publisher of The Economist newspaper, it shares the group’s
business values, displaying a fierce commitment to editorial independence and unbiased reporting.
Understand the major changes confronting
the healthcare business
n
Cost pressure, the growth of consumer-led healthcare and technological advances are
dramatically changing the healthcare industry worldwide. To provide you with accurate
analysis of these strategic issues and their relevance to your organisation, the Economist
Intelligence Unit now publishes two quarterly healthcare publications, Healthcare
international and Healthcare Asia.
Healthcare Asia
Healthcare
international
Healthcare
international
interprets radical
change in the
healthcare sector for
senior industry
decision-makers.
Through country and company case
studies, industry statistics and analysis of
corporate trends and new approaches, it
enables you to examine new markets and
new strategies across the world.
From the financing and delivery of
healthcare to biotechnology and the
ethics of genetic testing, it explains the
new relationships that are being forged
across traditional industry divisions and
shows how trends elsewhere in the sector
will soon influence the way you conduct
business.
Published quarterly ISSN: 1367-0085
Annual subscription US$1,170
@1
Healthcare Asia is the first
publication to place Asian
healthcare in its global
I context and examine the
I impact on Asia of the forces
I that are transforming the
| industry worldwide.
It covers both developed and emerging markets
and allows objective cross-country comparison,
such as the growth of managed care in Malaysia
against the experience in Singapore.
Healthcare Asia explores the complex relationship
between government and they healthcare industry;
highlights the strains technological advance places
on traditional healthcare funding; and assesses the
relevance of Western solutions to Asia’s unique set
of healthcare problems.
Healthcare Asia places you at the forefront of
developments in this rapidly evolving region and
offers high-quality sector intelligence that can be
used to inform your strategic decisions.
Published quarterly ISSN: 1460-7085
Annual subscription US$1,170
Order two or more publications and receive 15% discount
ty: and its international implications
•
Misleading cost reductions: are the
financial savings of managed care only a
one-off benefit that cannot be repeated in
future?
•
Measuring quality of care: is it possible
for quality to replace cost as the yardstick of
success for managed care?
What is the outlook for the
21st century?
The future of the managed care industry
concludes by presenting a set of detailed
forecasts of how the sector will change into the
next century. At a glance you can identify the
industry forces that will shape your own
strategies. It examines:
Does managed care have a future
in Europe and the emerging
markets?
The future of the managed care industiy also
provides the information you need to assess the
export potential of managed care outside the
USA. It examines how managed care must adapt
itself to overseas markets in accordance with
their differing economic and social conditions.
•
How will the industiy rationalise under
pressure from tighter government and
private client funding?
•
What is the outlook for profit-making and
non-profiting-making managed care
organisations?
•
What new regulations are government likely
to impose on the sector?
•
Where will managed care have its greatest
impact outside the USA?
Case ‘■♦’’dies of healthcare in the UK, Canada
and
show how aspects of managed care
may be able to solve the problems of a variety of
healthcare systems. Medicare and Medicaid are
examined to illustrate the difficulties of applying
managed care principles to nationalised
healthcare systems.
Published November 1997
120 pages, ISBN 0850 589 584
Report no. R902
Why you need this report
•
The future of the managed care industiy
offers you definitive analysis of all the issues
influencing the future of managed care. It is:
Comprehensive—it covers all aspects of
managed care, allowing you to use it as an
in-depth reference source
•
Balanced—it presents managed care’s
successes and failings
•
Predictive—it forecasts the sector’s
prospects into the 21st century
• International—it discusses the prospects
of transplanting US managed care abroad
rent—it is based on recent, direct
interviews with senior figures in the
managed care sector
• Timely—it is being published as managed
care is much debated in the USA and the
subject of close scrutiny overseas as Europe
and Asia struggle to restructure their
healthcare systems
•
Questioning—it challenges common
assumptions about managed care
Contents
Summary
Chapter 1: History and
evolution of managed care
• Managed care dates back to the
1930s
• What is managed care?
• A crisis in US healthcare
• Ten ways to tackle the
healthcare crisis
• Why the USA opted for
managed care
• Flaws in the practice
• Despite its flaws, managed care
is here to stay
• Exportability
Chapter 2: The managed care
industry
• The growth of the profit-making
sector
• The story of the Blues
• Kaiser Permanente: the original
MCO
• Merger mania and Aetna/US
Healthcare
• Oxford Health Plans
• Where is the US managed care
industry going ?
• And outside the USA?
Chapter 3: Medicare and
Medicaid as case studies
• Medicare and the need for
managed care
• The 1997 Balanced Budget Act
• Industry experience with
Medicare
• Government and the managed
care industry
• Medicaid reform
• The global lessons
Chapter 4: The export potential
• Transplanting US managed care
abroad
• The UK experience
• The situation in Canada
• Managed care in Asia
• Developments in Latin America
• Exporting managed care
Chapter 5: The problems arising
from managed care
• The patient’s point of view
• The physician’s point of view
• The US government intervenes
• Where now for the US
healthcare industry?
• The US experience has
influenced views globally
Chapter 6: The legal and ethical
questions raised by managed
care
• Medical litigation in the USA
• Why managed care raises
regulatory issues
• The side-effects of a litigious
society
• The lessons for regulators
worldwide
Chapter 7: How to measure
quality and performance
• Measuring physicians’
performance in the USA
• The medical profession opposes
quality assessment
• Rating the MCOs for quality
• Quality has become a global
byword
Chapter 8: What is the future
for managed care?
• Winners and losers
• The major battles ahead
• A matter of public relations
• Today managed care is battered
by many forces
• The potential for export
• A fresh start
Chapter 9: Glossary
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The definitive study of managed care’s prospects into
the next century—order your copy today
n
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THE MILLENNIUM'S MEDICAL MILESTONES
Tue, 04 Jan 2000 06:45:23 -0800
karin Schumacher <via@accessl.net>
MeggyEm@aol.com
vaccine information and awareness
via <via@accessl .net>
1
MeggyEm@aol.com wrote:
Of course it had to be there, check out numbers 4 and 5...not to mention all the others.
http://www.healthscout.com/cgi-bin/WebObjects/Af?ap=55&id=88658
The Millennium's Medical Milestones
10 discoveries in the last 1,000 years that revolutionized medicine
By Neil Sherman
HealthSCOUT Reporter
MONDAY, Jan. 3 (HealthSCOUT) -- Copernicus' sun-centered solar system. Newton's
discovery of gravity. Einstein's Theory of Relativity. Astonishing breakthroughs, without
question. But of all the millennium's scientific discoveries, perhaps none was as important as
mankind's constant efforts to defeat disease and cheat death.
While science has stretched our knowledge, medicine has given us what we desire most - a
longer and more comfortable life.
Medical knowledge came slowly. First, humanity had to stop clinging to ancient insights and
superstitions passed down by the Greeks and Romans.
Real progress didn't occur until adoption of the "scientific system of observation" - or
"experimental, anatomical and physiological investigation," says Roy Porter, medical historian at
the Wellcome Institute for the History of Medicine in London, England. Porter, considered one of
the world's experts on medical history, is the author of The Greatest Benefit to Mankind: A
Medical History of Mankind.
As a result, the millennium's medical breakthroughs began with the great awakening called the
Renaissance.
"If you want to know the most important thing that happened in the entire millennium, it was the
rise of scientific observation and the development of the scientific method," agrees Sherwin B.
Nuland, clinical professor of surgery at Yale University, and author of How We Die: Reflections
on Life's Final Chapter.
"Everything extends from that."
Peering into the human body helped doctors understand that illness was not the result of "evil
spirits, sorcery, witchcraft and diabolical or divine intervention," Porter says.
Both men say it would be impossible to rank the millennium's most important medical
milestones in order of importance because many built upon insights that had come before. But
they agree the 10 following breakthroughs were the highlights of the last 1,000 years:
1. Anatomy. The start of modem medicine dates to the publication in 1543 of De humani
corporis fabnca, the first complete textbook of human anatomy. The book was composed by the
great Italian professor Andreas Vesalius. It is considered the first effort by Europeans to break
free from medical literature written by Galen of Alexandria, considered the greatest physician of
antiquity.
2. The circulatory system. Eighty years later, England's William Harvey published De motu
cordis, "which put physiological inquiry on the map by experiments demonstrating the
circulation of the blood and the role of the heart as a pump," Porter says.
3. The microscope. Antony van Leeuwenhoek, a Dutch tradesman with little formal education,
had the knack of polishing glass into workable microscopes. In 1674, peering into a drop of lake
water, he saw and then described bacteria for the first time. His glass-grinding skill and powers
of observation opened up the world of germs to science.
4. Vaccines. In 1796, Edward Jenner, a country doctor from England, scratched an 8-year-old
boy's arm with cowpox — a relative of the deadlier illness smallpox. Two months later, he
exposed the boy to smallpox and the child remained disease-free. Vaccination was the first step in
mankind's efforts to control disease.
5. "The germ theory of disease." The single most important breakthrough, according to Nuland,
was the discovery that bacteria and viruses cause disease. "That's the biggest thing to me, the
theory that germs — 'the world of the infinitely small,' as Pasteur called it — cause disease. That
completely transformed our understanding of disease," he says. A slew of discoveries, all using
the microscope, revealed how germs were mankind's scourge, causing everything from rabies to
tuberculosis. Beginning in the 1840s, Louis Pasteur in France and Robert Koch in Germany
explored how germs unleashed disease in people, plants and animals. In Great Britain, Joseph
Lister discovered in 1869 the antiseptic qualities of carbolic acid, reducing deaths from infection
after surgery from 50 to 15 percent. The triumvirate laid the foundations for the science of
microbiology and ushered in medical care as we know it.
6. Anesthesia. In 1846, an American dentist named William Morton showed a group of
colleagues at Massachusetts General Hospital that ether could be used to relieve pain during
surgery. His demonstration paved the way for the anesthetics and revolutionary surgeries of
today.
7. X-rays. With the German Wilhelm Rontgen's discovery of X-rays in 1895, medicine took a
quantum leap inward. "One mustn't forget that the discoveries of the 20th century cannot have
taken place without the development of the kind of diagnostic tools that are now available,"
Nuland says. "First X-rays, now CAT scans, magnetic resonance imaging (MRI) and ultrasound.
Being able to peer in and through the human body in a non-invasive manner has been an
enormous gain."
8. Insulin. The discovery of insulin to control diabetes in the early 1920s by Canadian
researchers Charles Best and Frederick Banting was the first of the major 20th century drug
therapies. One year diabetes was a death sentence; the next, victims had hopes of living
productive lives.
9. Antiobiotics. The Englishman Alexander Fleming's accidental look into a petri dish in 1929
and subsequent discovery of penicillin may be medicine's most exciting breakthrough, Porter
contends. "It was the first breakthrough which really gave us the ability to save lives on a huge
scale." Today, antibiotics protect us from a menacing world of germs that in many cases would
otherwise prove fatal.
10. Genetics. Mid-20th century discoveries that combined chemistry and biology have led to the
"age of genetics and molecular biology," says Porter. He and Nuland point to James Watson's
and Francis Crick's discovery of the structure of DNA as the breakthrough that created the
scientific frontier for the 21st century. By unraveling the building blocks of life, they created the
ability for medicine to cure or combat anything from cancer to multiple sclerosis.
And why is it that western medicine has developed in such a unique way, making it powerful and
dominant around the world?
"The point about Indian or Chinese traditional medicine, to my way of thinking, is that it is
traditional," Porter says. "Asian medicine is not about making discoveries but is largely about
upholding old truths. It is western medicine that incorporates the idea of discovery, change,
improvement and innovation."
What To Do
For more in-depth information on the history of medicine, check the BBC or the WWW Virtual
Library for the History of Science, Technology & Medicine.
SOURCES: Interviews with Sherwin B. Nuland, M.D., clinical professor of surgery, Yale
University, and author, How We Die: Reflections on Life's Final Chapter; Roy Porter, M.D.,
Ph.D., F.A.S., medical historian, Wellcome Institute for the History of Medicine, Oxford
University, London, England, and author of The Greatest Benefit to Mankind: A Medical History
of Mankind —
Karin Schumacher - Vaccine Information & Awareness (VIA) 619-484-3197 (phone/voicemail)
619-484-1187 (fax)
via@accessl.net (email)
http://www.909shot.com (NVIC website)
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