Cellular Phone Side Effects - Damaged DNA, Brain??

Waiting for conclusive proof for Possible damage due to Cellular Phone usage?

Here is some data, from experiments.

A group of international scientists has released what they call 'stunning proof' confirming cell phone use can disrupt DNA, impair brain function and lower sperm count.

A meeting on Monday by Environmental Health Trust, with the Turkish cancer society, and Gazi University, revealed the new research that the scientists say shows just four hours of cell phone exposure can damage DNA, brain and sperm function.

Other new important work from Australia shows damage to human sperm.

"We are deeply concerned about what this could mean for public health," said Prof. Nesrin Seyhan , WHO and NATO advisor who is head and founder of Biophysics Department and Bioelectromagnetics Laboratory at Gazi University in Ankara.

"This work provides a warning signal to all of us. The evidence justifies precautionary measures to reduce the risks for everyone of us," says Prof. Wilhelm Mosgoeller from the Medical University of Vienna who has led European research teams, who found that RF-EMF induce DNA breaks.

A research team at the University of Athens discussed how insect studies have demonstrated that acute exposure to GSM (Global System for Mobile) signals brings about DNA fragmentation in insects' ovarian cells, and consequently a large reduction in the reproductive capacity of the insects.

Further studies demonstrated that long exposures induced cell death to the insects in the study.

Workshop attendee Dr. Adamantia Fragopoulou, leader of a team at the University of Athens, shared a finding about embryonic development taking place in the presence of a mild electromagnetic field.

Throughout the gestation period, exposure to radiation for just six minutes a day affects the bone formation of fetuses. The team suggests that this is possibly caused by the interaction of cell phone radiation with crucial molecules and ions involved in embryogenesis.

Dr. Seyhan shared work performed at Gazi University demonstrating that the increasing use of cell phones-and the increasing number of associated base stations-are becoming a widespread source of non-ionizing electromagnetic radiation.

It suggested that some biological effects are likely to occur even with low-level electromagnetic fields. The team concluded that 900 and 1,800 MHz radiation levels are related to an increase in the permeability of the blood-brain barrier in young adult male rats.

The rat's brains can be used to correspond to the brains of human teenagers.

In addition, research from the University of Athens shared their studies demonstrating that rats exposed to cell phone radiation were unable to remember the location of places previously familiar to them.

This finding is of potentially critical importance for people, who heavily rely on spatial memory for recording information about their environment and spatial orientation.

Birth Day of our Spiritual Teacher - What is so special about it?

Sadguru  Janma Dina Utsavam

(Birth Day of our Spiritual Teacher)

 What is so special about it?

-          Vamshi Krishna Ghanapathi

Time is eternal and admits of neither an identifiable beginning nor a quantifiable conclusion. However, mankind devised sagacious systems to gauge the units of time, with the aid of celestial phenomena and objects, such as planetary constellations and their relative positions for their convenience of transactions and possible curiosity about forecast. Our Ancestral Sages combined their intuitive powers and long term observational skills with stringent penances. This enabled them to establish the earliest system of reckoning time, commencing with the very genesis of the Universe (Brahmaanda), as well as the Mortal Body (Pindaanda). The implications behind each unit of time’s coincidence with each unit of the body (Celestial/ Human/ Biological) were discussed threadbare in a myriad of texts.

Thus the system of Jaataka Chakram (Kundali) or Horoscopy Chart, was derived, by means of which any person could ascertain what was in store. In the case of anunfavourable forecast, several remedies were provided with this system of forecast. This served to uplift a soul from its pall of gloom, and provided a measure of assurance. The asynchronous analysis of life with the able assistance of the guidelines available in the Dharma Sastra (Code of Righteousness) was also made an inseparable part of our life, and this was resorted to during casual exchanges or introspection.

Apart from this, a periodical review of a person’s performance in life was an important factor. Such review was deemed to be indispensable for the betterment of human life.

This requires the identification of some significant occasion. Consequently, the concept of Birth Anniversary was recognised and designated as the most suitable occasion for such annual performance reviews.

Contrary to the contemporary pomp and extravaganza associated with Birth Day Parties, in the name of re-union, homogeneity, and gaiety; this day was devised by our traditions, as an occasion for achieving the following objectives.

Birth Anniversary is the right occasion for:

1.        Prayer to the Almighty, in gratitude for the unique and great gift of Human Birth.

2.        Introspection, with respect to our actions, during the past year and the overall progress made in life.

3.        Contemplation of future action in accordance with the goals of life, vis a vis spiritual and material progress.

4.        Plans for equitable distribution of our prosperity and wealth, and the suitable means for achieving it.

5.        Finally prayer for extending longevity with the same Quality of Life for another year.

6.        Seeking the Blessings and Guidance of the Great Learned Souls, for the betterment of life.

7.        Re-dedication and Re-orientation of Life towards the stated or perceived objectives, and focusing on the Goal of Life, as determined by the meritocracy.

8.        Rationalising the use of the remaining life and stemming wastage of time, to the optimum level, with proper planning and execution. 

Is There a Need for Celebration?

Yes! It is absolutely necessary to celebrate the great treasure termed Human Birth, which we all possess. We should cherish the labour and efforts of our previous Janma and Karma (Actions of Previous Births).

Hence, there is a need to celebrate this invaluable possession, with a view to put it to the optimum use, for our betterment and that of those around us.

How About Enlightened Souls Such as the Sadguru?

Despite the best description, a modicum of doubt persists in sceptical minds, regarding the need to celebrate the Birth Day of the Guru.

Does the Guru still require the performance of the above stated activities, if he is so enlightened? – is the pertinent question at this juncture. In order to comprehend to a greater extent, let us look at the phenomenon of Avataara (Re-incarnation) of a wise and enlightened soul on this planet.

Inequality and Difference are real.

How much so ever, we may exclaim aloud that all are equal; it is not true, under all circumstances. It is only true to the extent that the aspect of Divinity, Consciousness, Bliss and Wisdom equally permeates every creature. However, the extent to which this transpires varies from creature to creature, which explains the obvious differences in traits, understanding, names and forms amongst us. It is also an acknowledged fact that there are more souls, who are less advantaged than the few privileged ones, who had acquired their resources through tireless efforts spread across many births.

Based on the incidence of the majority being in a somnolent state, on account of intellectual and spiritual impoverishment; God regularly deputes a miniscule proportion of enlightened souls to uplift the majority. This juxtaposition of Enlightened Souls with the common folk constitutes incontrovertible proof of dexterous and compassionate attitude of God towards Humanity.

Hence, the Divine Deputation is called an Incarnation. The relevant Samskruta term depicts greater accuracy of description.

Avataara denotes coming down to the level of the underprivileged. Therefore, we always find one leader and myriad followers.

Leader and Follower

            Once, we realise the mess that we are embroiled with and understand the indecisiveness which we undergo to escape it, we comprehend the necessity of the guiding factor for our emancipation. As the Guiding Factor, in the form of the Sadguru, explains the reasons behind maladies and persuaded the follower to shun malpractices, the disciple values His Personality. This valuation is frequently elevated to veneration, as the disciple enjoys the benefits of Enlightened Guidance.

            In order to express gratitude, reverence towards the Guidance, the disciple looks for an occasion that will aid in the process.

            The pursuit of an occasion, practically directs followers to the day that had brought the joy of wisdom not only to them, but alsoto innumerable other followers. This unique day is the Day of Incarnation of the Sadguru. Therefore, followers, without exception, have an occasion and the right to celebrate the Incarnation Day of their preceptor.

            Expression of Reverence and Admiration

            As the beneficiaries of Sadguru’s Guidance resolve to acknowledge the presence of their benefactor on this planet, they close ranks to celebrate the Spread of Wisdom. This celebration usually comprises of several means and methods including:

1.      Direct Expression of Reverence in the form of Paada Puja (Worship to the feet of the revered person, as a mark of highest respect).

2.      Acts of Charity, to demonstrate the adherence to the Preaching of the Sadguru

3.      Activities based on the principles enshrined in the doctrine of Sadguru’s Philosophy; such as discourses and seminars.

4.      Honouring Similar Enlightened Souls and Scholars.

5.      Conduct of Rituals for the physical well-being of the Sadguru. (Aayushya literally denotes wellbeing  and long life)

However, the principal activity that actually pleases the Sadguru, is to carry out a candid self-introspection that includes the items on the following check list:

1.      What is the transformation achieved so far, in my life due to association with the Sadguru, especially during the past year?

2.      Am I parsimoniously dispensing my resources for a goodcause?

3.      Am I engrossed in material benefits only?

4.      Am I limiting the precious association with Sadguru, to mere guidance in pecuniary and mundane matters?

5.      What is the probability of my becoming a virtuous example for a true disciple? If not, what else needs to be done?

6.      How best, am I equipped to serve the mission of the Sadguru, and how can I help others to attain the benefit of His Guidance?

This progression of attitude is in actuality, what the Guru looks for in all the disciples. With a view to denoting such progress, the Birth Anniversary is called Vardhantee, which essentially means growth among the followers.

This triumph alone vindicates His incarnation (which is nothing but a descent from the Eternal Supreme Bliss to moribundinfrequent spells of happiness) and proves His mission successful. Hence, it is termed as Jayantee, which means the Ever Victorious; as the decimation of ignorance takes place, through the spread of the light called Wisdom.

The Birth and Death Anniversaries of Great Souls, in many parts of our country, are referred to as Jayantee and Vardhantee. In some regions of India, the Birth Day is referred to as Vardhapana Utsava; which means the day of nurturing growth.

Essentially, all these terms relate to meta-physical spiritual growth, and are not limited to physical growth, which is bound to stop at some point.  (A Wide Following, as an indication of achievement, is the Triumph of a Person’s Legacy - Jayantee. Enlargement in the number of such entities, practising the legacy is Vardhantee. Nurturing the growth is Vardhaapana.)

Darkness is absence of light. (As the Darkness cannot be quantified, the degree of ignorance cannot be described.) Only Light can be measured and quantified. Similarly, the symbols of wisdom, our scriptures, are qualified and quantified as the source of rays of enlightenment.

If a disciple truly intends to celebrate the Birth Anniversary of the Sadguru, it is mandatory to verifiably collect the rays of His wisdom and emulate the magnificent examples set by Him. Thus the celebration would be a Jayantee (Triumph) and Vardhantee (Growth) in letter and spirit.

Sri Gurubhyo Namah

O my Guru, Infinite!                       Datta I pray show me light
Keep my mind always right            Give me might Help me fight
Fill my heart with morality                        Help me serve humanity
Bless me always, o! Trinity                        Lead me to eternity
Kill my ego open my eyes             Show your form give me peace

Clean my mind Make me wise      Your grace is the greatest prize
Pardon me Take me along             My journey is very long
Make my tongue sing your song    Sacchidananda make me strong

-----

Sanskrit in Schools - Supreme Court Judgement (1994)

The judgement of Honourable Supremet Court

(Favouring Sanskrit studies in schools.)

PETITIONER:

SANTHOSH KUMAAR 

Vs.

RESPONDENT: 
SECY., MIN. OF HUMAN RESOURCES DEVELOPMENT

DATE OF JUDGMENT 04/10/1994

BENCH: 
HANSARIA B.L. (J) HANSARIA B.L.

(J) KULDIP SINGH (J)

CITATION: 1995 AIR 293 1994 SCC (6) 579 JT 1994 (6) 454 1994 SCALE (4)391 ACT:

HEADNOTE - JUDGMENT:

     The Judgment of the Court was delivered by B.L. HANSARIA, J. A professor of Cambridge University is deeply engrossed in his studies in his calm chamber. An agitated English soldier enters the study room and accuses the professor of not sharing the trauma of war which he and many others like him are facing while fighting Germans. The professor calmly asks the young soldier for whom he is fighting. Quick comes the reply that it is to defend the country. The wise man wants to know - what is that country to defend; which he is prepared to shed his blood. The soldier replies it is the territory and its people. On further questioning the soldier says it is not only this but the culture of the country which he wants to defend. The professor quietly states that he is contributing to that culture. The soldier calms down and bows in respect to the professor and vows to defend with more vigour the cultural heritage of his country.

 2. This is what is said to have happened during the Second World War when England was fighting almost a last ditch battle of survival and all Englishmen contributed in their own way to the ultimate victory of England.

3. The above shows the concern for Culture evinced even by the Westerners. So far as "We, the people of India" are concerned, they have always held in high esteem the cultural heritage of this ancient land. And to foretell our views, learning of Sanskrit is undoubtedly necessary for protection of this heritage. The stream of our culture would get dried if we were to discourage the study of Sanskrit, and that too on the most untenable 581 ground that if the Central Board of Secondary Education (for short 'the Board') were to do so, it would have to make facilities available for learning of Arabic and Persian - these being also classical languages, which is the ground advanced by Additional Solicitor General, Shri Tulsi, appearing for the Board, in it not being in a position to accept the prima facie view expressed by us on 19-7-1994, when these cases had come up for hearing, that Sanskrit should be included by the Board as one of the elective subjects in the syllabus along with Assamese, Bengali, etc., which are the languages specified in the Eighth Schedule of our Constitution, mentioning about Sanskrit being also an Eighth Schedule language. The desire to keep Sanskrit out does not stop here, as the submission also is that if Sanskrit comes, the Board shall have to bring in languages like French and German. This is not all, as it is contended by the Additional Solicitor General that the Board feels that arrangement may have then to be made for imparting education even in Lepcha, a language whose name many of the Indians might not have even heard.

4. We fail to appreciate at all the stand taken by a responsible body like the Board, which has been entrusted with the onerous duty of educating the youth of this country "in whose hands quiver the destinies of the future", as the same is wholly untenable. Without the learning of Sanskrit it is not possible to decipher the Indian philosophy on which our culture and heritage are based.

5. The question raised being important requires us, to answer it appropriately, to first know what our policy- makers have said about the importance of Sanskrit. We shall then apprise ourselves about the place of Sanskrit in our educational ethos and shall finally see whether teaching of Sanskrit is against secularism? Our education policy qua Sanskrit.

6. Being called upon to decide whether Sanskrit is required to be included in the syllabus of the Board as an elective subject so far as teaching in secondary school is concerned, may we say at the threshold a few words on the importance of education as such. This point is not required to be laboured by us in view of the Constitution Bench decision of this Court in Unni Krishnan case¹ in which the majority Judges well brought home the importance of education. It would be enough to mention what Mohan, J. (as a majority Judge) stated in that judgment. According to the learned Judge, education is a preparation of living and for life here and hereafter and education is at once a social and political necessity. It was also observed that victories are gained, peace is preserved, progress is achieved, civilisation is built up and history is made, not in the battlefields but in educational institutions which are seed- beds of culture. Education was, therefore, regarded as enlightenment and one that lends dignity to a man. 1) Unni Krishnan, J. P. v. State of A. P, (1993) 1 SCC 645 582.

 
7. As we are concerned in these cases with the teaching in the secondary schools, we may say something about the importance of education in its early stages. It has been well recognised that it is this education which lays the foundation for a full and intense life and so this education must carefully keep alive the spark of curiosity and fan it into a beautiful, bright flame whenever it comes. It has been stated that it is the education received in early stages which widens the contacts of child or youth with the surroundings of the world; and with every new and fruitful contact with the world of things, the world of men and the world of ideas, life of the young becomes richer and broader. It is early education which seeks to broaden the mind by exposing the learner to the world of thought and reflection, which can inspire him with lofty idealism by giving him the glimpses of a good life which a worthy education is capable of bringing.

8. We may now advert to the broad framework of our education policy as accepted by the Central Government. For our purpose it would be enough if we refer to the policies as formulated in 1968 and 1986. Here again, we would confine our attention to what was stated in these policies regarding Sanskrit. In the 1968 policy the following found place qua this language: "Considering the special importance of Sanskrit to the growth and development of Indian languages and its unique contribution to the cultural unity of the country, facilities for its teaching at the school and university stages should be offered on more liberal basis. Development of new methods of teaching the language should be encouraged,  and the possibility explored of including the study of Sanskrit in those courses (such as  modern Indian philosophy) at the first and second degree stages, where such knowledge is  useful." 

9. The 1986 policy has to say as below in this regard in para 5.33: "Research in Indology, the Humanities and Social Sciences will receive adequate support. To fulfil the need for the synthesis of knowledge, inter-disciplinary research will be encouraged. Efforts will be made to delve into India's ancient fund of knowledge and to relate it to contemporary reality. This effort will imply the development of facilities for the intensive study of Sanskrit."

10. It would be of some interest to note that when Sir William Jones, one of the most brilliant men of 18^th century, came to India in 1783 as a Judge of the then Supreme Court of Judicature at Fort Williams in Bengal, he got interested to learn Sanskrit and it grew so strong that within six years he not only became the master of the language but translated Kalidas's Shakuntala. After about two hundred years it has fallen to the Judges of the present Supreme Court to highlight the importance of Sanskrit and to see that it finds its due place in the niche of our national life.

Place of Sanskrit in our educational ethos

11. It is well known that Sanskrit is a mother of all Indo- Aryan languages and it is this language in which our Vedas, Puranas and Upanishads have been written and in which Kalidas, Bhavbuti, Banabhatta and Dandi wrote their classics. Teachings of Shankaracharya, Ramanuja, Madhawacharya, Nimbark and Vallabhacharya would not have been woven into the fabric of Indian culture if Sanskrit would not have been available to them as a medium of expressing their thoughts.

12.The report of the Sanskrit Commission (set up by the Government of India) which was submitted in 1957 speaks eloquently about the importance of Sanskrit. We do not propose to burden this judgment with all that was said by the Commission in this regard. It would be enough for our purpose if we take note of some passages finding place in the report which highlight the quality, substance, content and strength of Sanskrit. At page 71 of the report it has been mentioned that Sanskrit is one of the greatest languages of the world and it is a classical language par excellence not only of India but of a good part of Asia as well. At page 73 the report states that the Indian people and the Indian civilisation were born, so to say, in the lap of Sanskrit and it went "hand in hand with the historical development of the Indian people, and gave the noblest expression to their mind and culture which has come down to our day as an inheritance of priceless order for India, nay, for the entire world". The report further speaks at page 74, about the "great mental and spiritual link" of Sanskrit and of it being the elder sister of Greek and Latin, and cousin of English, French and Russian.

13. There is no need to dilate on the importance of Sanskrit further in our national ethos in view of what was stated by no less a person than the first Prime Minister of the country, Pandit Jawaharlal Nehru, in this regard, which is as below: "If I was asked what is the greatest treasure which India possesses and what is her finest heritage, I would answer unhesitatingly - it is the Sanskrit language and literature, andall that it contains. This is a magnificent  inheritance, and so long as this endures and  influences the life of our people, so long the basic genius of India will continue.

"Is teaching of Sanskrit against secularism?

14. Of the three objections mentioned by the Additional Solicitor General regarding the inability of the Board in acting in accordance with the prima facie views expressed by us in our order dated 19-7-1994, the only objection which merits our close look is that if Sanskrit were to be included as an elective subject, Arabic and Persian shall also have to be so done. The two other objections, namely inclusion of French and German also in the syllabus and of language like Lepcha do not deserve any consideration for obvious reasons.

15. The first objection needs our consideration because in some quarter there may be a feeling that by conceding to Sanskrit alone as an elective subject, we would act against secularism, which has been accepted by a nine-Judge Bench of this Court in S.R. Bommai v. Union of India² as a basic structure of our Constitution. It is apparent that we cannot give any direction 2 (1994) 3 SCC ¹ 584 about which it can be said that it is against the secularist requirement of our Constitution.

16. For the disposal of the cases at hand it is not necessary to elaborately discuss what are the basic requirements of secularism inasmuch as in Bommai case² this exercise has been well done by the learned Judges. It would be enough for our purpose to note what some of the learned Judges said in this regard. Sawant, J., with whom one of us (Kuldip Singh, J.) agreed, quoted in para 147 of the report what Shri M.C. Setalvad had stated on secularism in his  Patel Memorial Lectures, 1965. One of the observations made by Setalvad was that a secular State is not hostile to religion but holds itself neutral in matters of religion. The further observation in para 148 is that the State's tolerance of religion does not make it either a religious or a theocratic State. Ramaswami, J. stated in para 179 that secularism represents faiths born out of the exercise of rational faculties and it enables to see the imperative requirements for human progress in all aspects and cultural and social advancement and indeed for human survival itself.

17.It would be profitable to note that according to Justice H.R. Khanna secularism is neither anti-God nor pro-God; it treats alike the devout, the agnostic and the atheist. According to him, secularism is not antithesis of religious devoutness. He would like to dispel the impression that if a person is devout Hindu or devout Muslim he ceases to be secular. This is illustrated by saying that Vivekananda and Gandhiji were the greatest Hindus yet their entire life and teachings embodied the essence of secularism. (See his article "The Spirit of Secularism" as printed in Secularism and India: Dilemmas and Challenges edited by Shri M.M. Sanklidhar.) 

18. We also propose to refer to what was said by the Sanskrit Commission on the subject of "Sanskrit and National Solidarity" in Chapter IV of its report. The Commission has, in this context first stated that Sanskrit is the "embodiment of Indian culture and civilisation". It then observes that the Indian people look upon Sanskrit as the binding force for the different peoples of this great country, which was described as the greatest discovery which the Commission made as it travelled from Kerala to Kashmir and from Kamarupa to Saurashtra. The Commission, while so travelling, found that though the people of this country differed in a number of ways, they all were proud to regard themselves as participants in a common heritage; and that heritage emphatically is the heritage of Sanskrit. According to the Commission one of the witnesses who appeared before it went to the length of suggesting that if the Sanskrit Commission had come before the States Reorganisation Commission, many of the recent bickering in our national life could have been avoided. (pages 80 and 81). 

19. From what has been stated above, we entertain no doubt in our mind that teaching of Sanskrit alone as an elective subject can in no way be regarded as against secularism. Indeed, our Constitution requires giving of fillip to  Sanskrit because of what has been stated in Article 351, in which while dealing with the duty of the Union to promote the spread of Hindi, it 585 has been provided that it would draw, whenever necessary or desirable, for its vocabulary, primarily on Sanskrit. Encouragement to Sanskrit is also necessary because of it being one of the languages included in the Eighth Schedule. 

20. We, therefore, conclude by saying that in view of importance of Sanskrit for nurturing our cultural heritage, because of which even the official education policy has highlighted the need of study of Sanskrit, making of Sanskrit alone as an elective subject, while not conceding this status to Arabic and/or Persian, would not in any way militate against the basic tenet of secularism. There is thus no merit in the first objection raised by the Board. 

21. In the aforesaid premises, we direct the Board to include Sanskrit as an elective subject in the syllabus under consideration. Necessary amendment in the syllabus shall be made within a period of three months from today.

(The writ petitions are allowed accordingly. No order as to costs.)

Less Eating - Cold Feeling - Longer Life; The Mysterious connection

It is a well known fact that less eating is a key to longer life. (Old adage says, do not exhaust your quota of food, so that you can live longer). 

Less Easting has a consequence of feeling cold. 

Those who constantly feel cold may have the last laugh because they are destined to live a long life, according to a new study.

Researchers at the Washington University School of Medicine in St. Louis found a link between lower core body temperature and a longer lifespan.

They also discovered that people who eat less have lower core body temperatures compared to those who eat more.

They suspect that the hormonal changes that conserve energy and heat by slowing down metabolism also extend life, paving the way for a pill to increase lifespan, reports the Daily Mail.

The new findings build on decades of studies linking extreme diets in animals with extra months and years of life.

For example, cutting a mouse’s calories by 30 per cent can lead to it living 50 per cent longer than usual.

Scientists are trying to work out what it is about near starvation that extends life, in the hope of creating a pill that mimics the process without drastic changes to diet.

The latest study looked at how cutting calories affects core body temperature, an internal measure that is on average 37 degrees Celsius and usually higher than skin temperature.

Scientists gave thermometer ‘pills’, which record core body temperature when swallowed, to 24 people in their mid-50s who had cut their calorie intake by at least 25 per cent for up to 15 years.

They also gave them to people of the same age who ate normally and a group of long-distance runners.

Those on calorie restriction diets were found to have the lowest core temperatures.

“The people doing calorie restriction had a lower average core body temperature by about 0.2c, which sounds like a modest reduction but is statistically significant and similar to the reduction we have observed in long-lived, calorie-restricted mice,” said lead researcher Luigi Fontana.

“What is interesting about that is endurance athletes, who are the same age and are equally lean, don’t have similar reductions in body temperature,” he said.

“We know that people on calorie restriction diets feel colder than normal people because there is a lower metabolism and lower body temperature,” he added.

Fontana said it is not clear whether severe calorie reduction, or something else, is lowering core temperatures.

But he believes a reduced temperature holds one of the keys to living to a ripe old age.

The study appears in the journal Aging.