document_title: Chelsea Brady

question_text: who played chelsea on days of our lives

question_tokens: who played chelsea on days of our lives

text: Chelsea Brady

text:
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text:
Chelsea Brady

Rachel Melvin as Chelsea Brady

Days of our Lives character

Portrayed by
Mandy Musgrave (2004–05)
Rachel Melvin (2005–09)

Duration
1998, 2004–09

First appearance
May 21, 1998

Last appearance
June 11, 2009

Created by
Sally Sussman Morina

Introduced by
Ken Corday
Tom Langan

Classification
Former, regular

Profile

Other names
Georgia Reed Brady
Chelsea Benson
Chelsea Reed

Occupation
Student

Residence
London, England

[show]Family

Parents

Bo Brady
Billie Reed

Half-brothers

Shawn-Douglas Brady
Zack Brady

Half-sisters
Ciara Brady

Grandparents
Victor Kiriakis
Caroline Brady
Curtis Reed
Kate Roberts

Aunts and uncles
Isabella Toscano
Roman Brady
Kimberly Brady
Kayla Brady Johnson
Frankie Brady (adoptive)
Max Brady (adoptive)
Philip Kiriakis
Austin Reed
Lucas Horton
Cassie Brady
Rex Brady

Nieces and nephews
Claire Brady

First cousins
Brady Black
Carrie Brady Reed
Eric Brady
Sami Brady
Cassie Brady
Rex Brady
Andrew Donovan IV
Theresa Donovan
Stephanie Johnson
Joey Johnson
Will Horton
Allie Horton
Tyler Kiriakis
Noah Reed[1][2]

text: Chelsea Brady is a fictional character on the NBC Soap Opera Days of Our Lives. Created by head writer Sally Sussman Morina, the role was originally played by Mandy Musgrave.[3] The role was recast with Rachel Melvin in 2005.[4] Melvin portrayed the character from 2005 to 2009, after the character moves to London to take care of her mother, Billie Reed.[5] She is the child of Bo Brady and Billie Reed. Chelsea is born by the name of Georgia Reed Brady. "Georgia" is presumed dead, and buried in a bayou in Louisiana. In 2005 after Chelsea Benson's parents are killed in a car accident, DNA tests show that she is Georgia Reed Brady.[6]

text: Character's background[edit]

text: Chelsea Brady is born onscreen as Georgia Reed Brady on May 22, 1998, in Louisiana.[6] Chelsea is the long-lost daughter of Billie Reed and Bo Brady, who is initially buried in the bayou as Georgia Reed Brady in May 1998. The truth comes out when Chelsea's illegally adoptive parents are killed in a car accident and blood tests reveal her true lineage. Billie immediately steps in to care for Chelsea. Since 2006, Chelsea changes her last name to Brady, her biological father's last name.

text: As Abby Deveraux's best friend, Chelsea is a bad influence. She encourages Abby to smoke, drink, and lie often to her mother. She also has a few driving incidents, including having her license revoked. Of course, the most serious accident results in the death of Zack Brady — her half-brother, whom she hits while she is text messaging and driving simultaneously, thus incurring the wrath of Hope Brady and half-brother Shawn Brady.[7]

text: Chelsea is involved with Max Brady, who keeps Chelsea's secret about accidentally killing Zack. Chelsea is also obsessed with older men including Patrick Lockhart, who is conveniently staying at Abby's house. Seeing Billie Reed as her biggest competition, Chelsea hates her, that is, until she learned that Billie is actually her mother.

text: After all the bad things Chelsea does, she desperately wants to change. While serving her community service at the hospital, a gloved hand leaves a file for Chelsea to discover. The file says that Claire Brady is not her cousin, the daughter of Philip Kiriakis, but actually her half-niece, Shawn's daughter. Thinking she is doing the right thing, Chelsea leaves the file in Shawn's cubicle for him to find while he lies unconscious from alcohol poisoning. She feels letting him know he is Claire's father will give him a reason to live.

text: Belle and Shawn discover the file when he wakes up and they think the file is fraudulent because they do not remember sleeping together. The file is dusted for fingerprints and it is discovered that, apart from Shawn and Belle, Chelsea's are the only other fingerprints on the file. Bo arrests Chelsea, and Max blows up when he finds out, immediately dumping her. Bo decides that the only way to prove that Chelsea is guilty is to run the DNA test on Shawn to see if he is Claire's biological father. The tests come back positive and, in this turn of events, the charges are dropped.

text: Chelsea then goes on a quest to get Bo and Billie back together, and consults the help of her grandmother, Kate Roberts, who encourages Chelsea to be driven and go after what she wants. The stress of losing their child has torn apart Bo and Hope and when Hope sends e-mails to Bo expressing her desire for a divorce, Chelsea intercepts the emails and writes back pretending to be Bo and agrees to the divorce even though Bo is trying to get back together with Hope. When her actions are discovered, Bo and Hope are completely enraged and Bo disown Chelsea. After many weeks of feeling guilty she talks to her father and with the support of her mother, Billie, she is able to gain back her father's trust and he welcomes her back into his life.

text: Chelsea is then involved with a mystery lover online by the name of Dr. Shane Patten. She tells him all her feelings and her deepest secrets thinking she can trust him. She even goes so far as to plan their future together. She gets so into him she wants all the details about him so she gets Abby's cousin, Nick Fallon, to find everything out for her. After giving up on Nick finding out information about Patten because Nick won't talk to her, Chelsea finally learns that Dr. Patten is really Nick all along and he is just trying to get her to like him. She is upset and hurt at Nick's actions and completely ends their friendship, saying she can never trust him again.

text: Things became even worse between the two when Chelsea finds out that Nick had slept with her mother when she was drunk and he is depressed over the loss of Chelsea's friendship. She refuses to even be in the same room as Nick and moves out of her mother's house and moves in with her father and stepmother. Her mother desperately tries to repair their relationship, but there still remains some tension between the two.

text: Chelsea finds even more problems when her father's house is set on fire. The fire is actually started by Willow Stark, a former prostitute and ex-girlfriend of Shawn Brady, who is hired by EJ DiMera to break into the house. The fire is started unintentionally and Willow places a hairbrush of Chelsea's in the house to try to frame her for the fire. Chelsea panics at what her father would think considering her past troubles and under the pretense of wanting to rebuild their relationship she convinces Nick, a DNA assistant, to steal the brush in order to keep her father from finding out. Nick feels extremely guilty over his actions and is not completely sure if she is telling the truth about the fire and visits Willow in jail (she is arrested for stealing Hope's jewelry) to try to figure out which version of the fire story is true. Willow steals the hairbrush from Nick, which results in Nick trying to get the hairbrush back. Willow dies struggling to get the hairbrush back from Nick. Afterwards, Chelsea admits to her father that she asked Nick to steal the hairbrush from the lab.

text: It is believed that Chelsea truly does have romantic feelings for Nick, but due to past relationships she has trouble trusting people and has found it hard to forgive Nick, but Nick has stated that he is determined to prove to Chelsea he loves her no matter what it takes together. Chelsea and Nick bond after Chelsea is kidnapped on the campus of Salem University, with Max also stopping a bomb from going off that is strapped to her body in exchange for Atermis and DeMarquette.

text: Then, Chelsea goes on to help have Ford Decker arrested for the rape of her two good friends Cordy and Morgan. Chelsea is not aware that Stephanie was also raped by Ford and ignores Stephanie's pleas to let Ford be.

text: Chelsea and the girls create posters depicting Ford as a rapist and are threatened by him on several occasions, the latest being at the Brady Pub where Nick is forced to defend her.

text: In November, Chelsea and Nick break into Ford's dorm to obtain proof that he is indeed the campus rapist. They have pictures that are illegally obtained. Chelsea's father Bo and Stephanie's father Steve are forced to confront Ford. After being appalled by the university's unwillingness to do anything to Ford, the girls lure him into their sorority house where Chelsea pretends to be interested in him. The girls drug his drink but Ford switches the drinks and Chelsea ends up drugged. In a fight on the stairs, Ford falls backwards and dies. The girls, with the help of Max Brady, bury Ford in the basement of the house.

text: Chelsea's father Bo Brady is later admitted to the hospital for pancreatic issues. Chelsea is found to be a match and is scheduled for an experimental operation to graft some of her pancreas to save Bo. Bo's handsome and earth-friendly doctor, Dr. Daniel Jonas, (who is brought in by Victor Kiriakis) performs the surgery. He and Chelsea grew to become friends and their friendship turned into an attraction that went beyond "just friends". However Daniel fought it at first. He was older, she was his patient at one point, and he was still mourning his late wife, for which he blamed himself for her death. However, he decided follow his heart with Chelsea and they started dating. Unfortunately, the happiness did not last as Chelsea found out that Daniel had slept with her grandmother Kate before they started dating. Chelsea broke up with Daniel.

text: Kate Roberts, her grandmother, and Dr. Jonas become involved as he treats her for lung cancer.

text: Afterwards, she begins defending Nick Fallon, her "first love," who is charged with Trent Robbins murder, and growing closer to her old flame, Max Brady, whom she kissed at New years dinner at Chez Rouge, suggesting that they may get back together. Max and Chelsea spend a lot more time together and old feelings come back. They both realize that they are in love with each other and that they need to be together now. Chelsea also volunteers at the hospital, where she establishes a connection with Abe and Lexie's son, Theo.

text: Chelsea goes to England to be with her mom after Billie is involved in a car accident. She later returns to Salem and announces that she will be staying in London. She reunites with Max and they get engaged. They decide to leave Salem and move to London.


document_title: Always on My Mind

question_text: when did elvis presley sing always on my mind

root

text: Always on My Mind

text: Composition[edit]

text: Wayne Carson said that he wrote most of the song in 10 minutes at his kitchen table in Springfield, Missouri, and completed the song in studio with the assistance of Johnny and Mark.[citation needed]

tag: p

text: Carson, who had the song about a year and one day, was finishing a recording session. Producer Chips Moman asked about recording "that mind" song, but added it would need a bridge. Wayne went upstairs to the studio's old piano, trying to work out a bridge, when Johnny and Mark walked in the door, and he asked for their help to complete his song.[citation needed]

text: The trio felt that the song was finished and at first could not come up with anything to add, but Wayne explained that Moman was insisting that a bridge be added. So between them, the two-line "Tell me..." bridge was written.[citation needed]

text: The song was passed to one of Elvis's bodyguards, who gave Presley the cut from the studio. Moman did not produce Presley's recording, but did record the Willie Nelson version years later.[citation needed]

text: Elvis Presley version[edit]

text:
"Always on My Mind"

Single by Elvis Presley

A-side
"Separate Ways"

Released
November 1972

Format
7", 45rpm

Recorded
March 29, 1972, RCA Studios, Hollywood, California

Genre
Country, soft rock , Gospel

Label
RCA Records

Songwriter(s)
Wayne Carson, Johnny Christopher, Mark James

Producer(s)
Felton Jarvis[2]

Elvis Presley singles chronology

"Burning Love"
(1972)
"Always on My Mind"
(1972)
"Fool" / "Steamroller Blues"
(1973)

"Burning Love"
(1972)
"Separate Ways" / "Always on My Mind"
(1972)
"Fool" / "Steamroller Blues"
(1973)

tag: table

text: Elvis Presley recorded his version of "Always on My Mind" on March 29, 1972, a few weeks after his February separation from wife Priscilla.[3] The song received immense fame and critical appreciation and is considered one of the standout songs of the '70s for Elvis. The song was released as the B-side of the "Separate Ways" single, which reached Gold status in the U.S for sales of over a million copies. It was listed as a double sided hit reaching number 16 on Billboard magazine's Hot Country Singles chart in November 1972.[4] In the UK "Always on My Mind" was the hit song and "Separate Ways" was the B-side. It was voted the number 1 song of Presley's recording career in a poll conducted by ITV in 2013.[5]

text: Charts[edit]

text:
1972 Weekly Chart
Peak
position

US Billboard Hot 100[6]
20

US Hot Country Singles (Billboard)[6]
16

US Adult Contemporary (Billboard)[6]
3

Canadian RPM Country Tracks
4

Dutch Top 40
17

French Singles Chart
56

Ireland (IRMA)[7]
9

Swiss Singles Chart
39

UK Singles (Official Charts Company)[8]
9

text: John Wesley Ryles' version[edit]

text:
"You Are Always on My Mind"

Single by John Wesley Ryles

from the album Let the Night Begin

B-side
"My Angel Got Her Wings Today"

Released
October 13, 1979

Format
7" single

Genre
Country

Length
3:40

Label
MCA

Songwriter(s)
Wayne Carson, Johnny Christopher, Mark James

Producer(s)
Bob Montgomery[9]

John Wesley Ryles singles chronology

"Liberated Woman"
(1979)
"You Are Always on My Mind"
(1979)
"Perfect Strangers"
(1980)

"Liberated Woman"
(1979)
"You Are Always on My Mind"
(1979)
"Perfect Strangers"
(1980)

text: In 1979, John Wesley Ryles reached number 20 on the US country charts with his rendition, entitled "You Are Always on My Mind", from the album Let the Night Begin.[10]

text: A review in Billboard praised the "brightly mixed vocals" and "powerful production".[9]

text: Charts[edit]

text:
1979 Weekly Chart
Peak
position

US Hot Country Songs (Billboard)[11]
20

Canadian RPM Country Tracks
24[12]

text: Willie Nelson version[edit]

text:
"Always on My Mind"

Single by Willie Nelson

from the album Always on My Mind

B-side
"The Party's Over"

Released
March 6, 1982

Genre
Country

Length
3:33

Label
Columbia

Songwriter(s)
Wayne Carson, Johnny Christopher, Mark James

Producer(s)
Chips Moman

Willie Nelson singles chronology

"Heartaches of a Fool"
(1981)
"Always on My Mind"
(1982)
"Let It Be Me"
(1982)

"Heartaches of a Fool"
(1981)
"Always on My Mind"
(1982)
"Let It Be Me"
(1982)

Audio sample

file
help

text: Willie Nelson recorded and released the song in early 1982. It raced to number one on Billboard magazine's Hot Country Singles chart that May, spending two weeks on top and total of 21 weeks on the chart. The song also did very well on Top 40 radio, reaching number five on the Billboard Hot 100 for three weeks and staying on this chart for 23 weeks. In the year end charts, it was Billboard's biggest Country hit for 1982. This version also charted in a number of other countries.

text: Nelson's version would result in three wins at the 25th Grammy Awards in February 1983: songwriters Christopher, James and Carson won Song of the Year and Best Country Song; in addition, Nelson won for Best Male Country Vocal Performance.

text: This version also won Country Music Association awards in two consecutive years: 1982 Song of the Year and 1983 Song of the Year for songwriters Christopher, James and Carson; 1982 Single of the Year for Nelson, and; contributed to Nelson winning 1982 Album of the Year for the album "Always on My Mind".

text: Willie Nelson performed the number with Johnny Cash on the 1998 release of VH1 Storytellers: Johnny Cash & Willie Nelson. The song was also featured on a December 2009 ASPCA commercial.

text: The single was certified Platinum by the RIAA signifying U. S. sales in excess of two million. In 2008, the single was inducted to the Grammy Hall of Fame.

text: Nelson's version was also featured, in its entirety, in a season two (2013) episode of the HBO television series The Newsroom.

text: Chart history[edit]

text:
1982 Weekly Chart
Peak
position

Australian Kent Music Report[13]
39

Belgian Top 40 (Flanders)[14]
31

Canadian RPM Country Tracks
1

Canadian RPM Adult Contemporary Tracks
4

Canadian RPM Top Singles
10

Dutch Singles Chart
17

Irish Singles Chart
8

US Hot Country Songs (Billboard)[15]
1

US Adult Contemporary (Billboard)[16]
2

US Billboard Hot 100[17]
5

UK Singles Chart
49

text:
1982 Year-End Chart
Position

Canadian RPM Top Singles[18]
70

US Billboard Hot 100[19]
22

US Billboard Hot Adult Contemporary Tracks[19]
8

US Billboard Hot Country Singles[19]
1

US Cashbox Top 100[20]
31

text: Pet Shop Boys version[edit]

text:
"Always on My Mind"

Single by Pet Shop Boys

B-side
"Do I Have to?"

Released
November 30, 1987

Format
7", 12", cassette, CD

Genre
Synthpop, Euro disco, Hi-NRG

Length
3:56 (single mix)
8:10 (extended mix)
9:04 (album version)

Label
Parlophone – R 6171

Songwriter(s)
Mark James, Johnny Christopher, Wayne Carson Thompson

Producer(s)
Julian Mendelsohn, Pet Shop Boys

Pet Shop Boys singles chronology

"Rent"
(1987)
"Always on My Mind"
(1987)
"Heart"
(1988)

"Rent"
(1987)
"Always on My Mind"
(1987)
"Heart"
(1988)

Alternative cover

Cover for the US release

Audio sample

file
help

text: In 1987, the Pet Shop Boys performed a synthpop version of "Always on My Mind" on Love Me Tender, a television special on the ITV network in the UK. Commemorating the tenth anniversary of Presley's death, the programme featured various popular acts of the time performing cover versions of his hits. The Pet Shop Boys' performance was so well-received that the duo decided to record the song and release it as a single.

text: This version became the UK's Christmas number one single that year. It went on to top the charts for four weeks in total, and reached number four on the US Billboard Hot 100.[21][22]

text: The Pet Shop Boys version introduces a harmonic variation not present in the original version. In the original the ending phrase "always on my mind" is sung to a IV-V7-I cadence (C-D7-G). The Pet Shop Boys extend this cadence by adding two further chords: C-D7-Gm7/B♭-C-G (i.e. a progression of IV-V7-IIIb-IV-I).

text: In November 2004, The Daily Telegraph newspaper placed the version at number two in a list of the fifty greatest cover versions of all time.[23] In October 2014, a public poll compiled by the BBC saw the song voted the all-time best cover version.[24]

text: In the video for Pet Shop Boys' version of "Always on My Mind" (an excerpt from their surreal music film It Couldn't Happen Here), Neil Tennant and Chris Lowe are seated in the front of a taxi cab, when an eccentric passenger gets in, played by notable British actor Joss Ackland. At the end of the song, he gets out of the car, which drives away. Standing alone, he mutters: "You went away. It should make me feel better. But I don't know how I'm going to get through", which is part of the lyrics for another Pet Shop Boys track, "What Have I Done to Deserve This?", which was released earlier in the year.

text: In 1988, the duo remixed the song for their third studio LP, Introspective, combining it with an acid-house track called "In My House".

text: In 2008, Konami used the song for Dance Dance Revolution X which was released for both arcades and the Sony PlayStation 2 console. In 2010, the song was re-used for Dance Dance Revolution X2 which was released for arcades.

text: Charts[edit]

text:
Chart (1987/1988)
Peak
position

Australian Singles Chart[25]
10

Austrian Singles Chart[26]
2

Belgian Singles Chart (Vl)[27]
2

Canadian Singles Chart[28]
1

Dutch Singles Chart[29]
5

European Singles Chart[citation needed]
1

Finland (Suomen virallinen lista)[30]
1

French Singles Chart[31]
22

German Singles Chart[32]
1

Irish Singles Chart[33]
2

Italian Singles Chart[34]
9

New Zealand Singles Chart[35]
8

Norwegian Singles Chart[36]
3

Polish Singles Chart[37]
1

South African Singles Chart[38]
3

Spain (AFYVE)[39]
1

Swedish Singles Chart[40]
1

Swiss Singles Chart[41]
1

UK Singles Chart[21]
1

US Billboard Hot 100[22]
4

US Billboard Dance/Club Play Songs Chart[22]
8

US Billboard Hot Dance Music/Maxi-Singles Sales Chart[22]
12

text: Other cover versions[edit]

text:
In 2013, the Spanish national Christmas lottery advertisement [42] covered this song with various popular Spanish artists, including Montserrat Caballé.
In 2017, Jessica Mauboy covered the song on her album, The Secret Daughter Season Two: Songs from the Original 7 Series.

tag: ul


document_title: School corporal punishment

question_text: when was corporal punishment banned in south african schools

question_tokens: when was corporal punishment banned in south african schools

text: School corporal punishment

text: Definitions[edit]

text: Corporal punishment in the context of schools in the late 20th and early 21st centuries has been variously defined as: causing deliberate pain to a child in response to the child's undesired behaviour and/or language,[3] "purposeful infliction of bodily pain or discomfort by an official in the educational system upon a student as a penalty for unacceptable behavior",[4] and "intentional application of physical pain as a means of changing behavior" (not the occasional use of physical restraint to protect student or others from immediate harm).[5]

text: Prevalence[edit]

text: Corporal punishment used to be prevalent in schools in many parts of the world, but in recent decades it has been outlawed in most of Europe, most of South America, as well as in Canada, Korea, South Africa, New Zealand and several other countries. It remains commonplace in a number of countries in Africa, Southeast Asia, and the Middle East (see list of countries, below).

text: While most U.S. states have outlawed corporal punishment in state schools, it continues to be allowed mainly in the Southern and Western United States.[6] According to the United States Department of Education, more than 216,000 students were subjected to corporal punishment during the 2008–09 school year.[7]

text: Much of the traditional culture that surrounds corporal punishment in school, at any rate in the English-speaking world, derives largely from British practice in the 19th and 20th centuries, particularly as regards the caning of teenage boys.[8] There is a vast amount of literature on this, in both popular and serious culture.[9][10] Britain itself outlawed the practice in 1987 for state schools[11][12][13] and more recently for all schools.[14][15]

text: The doctrine of in loco parentis lets school officials stand in for parents as comparable authority figures.[4] The doctrine has its origins in an English common-law precedent of 1770.[5]

text: Many schools in Singapore and Malaysia use caning (for boys) as a routine official punishment for misconduct, as also some African countries. In some Middle Eastern countries whipping is used. (See list of countries, below.)

text: In most of continental Europe, school corporal punishment has been banned for several decades or longer, depending on the country (see the list of countries below).

text: From the 1917 Russian revolution onwards, corporal punishment was outlawed in the Soviet Union, because it was deemed contrary to communist ideology.[16] Communists in other countries such as Britain took the lead in campaigning against school corporal punishment, which they viewed as a symptom of the decadence of capitalist education systems.[17] In the 1960s, Soviet visitors to western schools expressed shock at the caning of boys there.[18] Other communist regimes followed suit: for instance, corporal punishment was "unknown" by students in North Korea in 2007.[19] In mainland China, corporal punishment in schools was outlawed in 1986,[20] although the practice remains common, especially in rural areas.[21]

text: According to the American Academy of Pediatrics, there are three broad rationales for the use of corporal punishment in schools: beliefs, based in traditional religion, that adults have a right, if not a duty, to physically punish misbehaving children; a disciplinary philosophy that corporal punishment builds character, being necessary for the development of a child's conscience and their respect for adult authority figures; and beliefs concerning the needs and rights of teachers, specifically that corporal punishment is essential for maintaining order and control in the classroom.[4]

text: Effects on students[edit]

text: School officials and policymakers often rely on personal anecdotes to argue that school corporal punishment improves students' behavior and achievement.[22] However, there is a lack of empirical evidence showing that corporal punishment leads to better control in the classroom. In particular, evidence does not suggest that it enhances moral character development, increases students' respect for teachers or other authority figures, or offers greater security for teachers.[23]

text: A number of medical, pediatric or psychological societies have issued statements opposing all corporal punishment in schools, citing such outcomes as poorer academic achievement, increases in antisocial behaviour, injuries to students, and an unwelcoming learning environment. They include the American Medical Association,[24] the American Academy of Child and Adolescent Psychiatry,[3] the American Academy of Pediatrics (AAP),[4][25][26] the Society for Adolescent Medicine,[5][27] the American Psychological Association,[28] the Royal College of Paediatrics and Child Health,[29][30] the Royal College of Psychiatrists,[31] the Canadian Paediatric Society[32] and the Australian Psychological Society,[33] as well as the United States' National Association of Secondary School Principals.[34]

text: According to the AAP, research shows that corporal punishment is less effective than other methods of behaviour management in schools, and "praise, discussions regarding values, and positive role models do more to develop character, respect, and values than does corporal punishment".[4] They say that evidence links corporal punishment of students to a number of adverse outcomes, including: "increased aggressive and destructive behaviour, increased disruptive classroom behaviour, vandalism, poor school achievement, poor attention span, increased drop-out rate, school avoidance and school phobia, low self-esteem, anxiety, somatic complaints, depression, suicide and retaliation against teachers".[4] The AAP recommends a number of alternatives to corporal punishment including various nonviolent behaviour-management strategies, modifications to the school environment, and increased support for teachers.[4]

text: Injuries to students[edit]

text: An estimated 1 to 2 percent of physically punished students in the United States are seriously injured, to the point of needing medical attention. According to the AAP and the Society for Adolescent Medicine, these injuries have included bruises, abrasions, broken bones, whiplash injury, muscle damage, brain injury, and even death.[4][5] Other reported injuries to students include "sciatic nerve damage"[4] "extensive hematomas", and "life-threatening fat hemorrhage".[5]

text: Promotion of violence[edit]

text: The AAP cautions that there is a risk of corporal punishment in schools fostering the impression among students that violence is an appropriate means for managing others' behaviour.[4] According to the American Academy of Child and Adolescent Psychiatry, "Corporal punishment signals to the child that a way to settle interpersonal conflicts is to use physical force and inflict pain".[3] And according to the Society for Adolescent Medicine, "The use of corporal punishment in schools promotes a very precarious message: that violence is an acceptable phenomenon in our society. It sanctions the notion that it is meritorious to be violent toward our children, thereby devaluing them in society's eyes. It encourages children to resort to violence because they see their authority figures or substitute parents doing it [...] Violence is not acceptable and we must not support it by sanctioning its use by such authority figures as school officials".[5]

text: Alternatives[edit]

text: The Society for Adolescent Medicine recommends developing "a milieu of effective communication, in which the teacher displays an attitude of respect for the students", as well as instruction that is stimulating and appropriate to student's abilities, various nonviolent behaviour modification techniques, and involving students and parents in making decisions about school matters such as rules and educational goals. They suggest that student self-governance can be an effective alternative for managing disruptive classroom behaviour, while stressing the importance of adequate training and support for teachers.[5]

text: The AAP remarks that there has been "no reported increase in disciplinary problems in schools following the elimination of corporal punishment" according to evidence.[4]

text: Student rights[edit]

text: A number of international human-rights organizations including the UN Committee on the Rights of the Child, the Parliamentary Assembly of the Council of Europe, and the Inter-American Commission on Human Rights have stated that physical punishment of any kind is a violation of children's human rights.[35][36][37]

text: According to the Committee on the Rights of the Child, "Children do not lose their human rights by virtue of passing through the school gates [...] the use of corporal punishment does not respect the inherent dignity of the child nor the strict limits on school discipline".[38] The Committee interprets Article 19 of the Convention on the rights of the child, which obliges member states to "take all appropriate legislative, administrative, social and educational measures to protect the child from all forms of physical or mental violence, injury or abuse […] while in the care of parent(s), legal guardian(s) or any other person who has the care of the child", to imply a prohibition on all forms of corporal punishment.

text: Other international human-rights bodies supporting prohibition of corporal punishment of children in all settings, including schools, include the European Committee of Social Rights and the African Committee of Experts on the Rights and Welfare of the Child. In addition, the obligation of member states to prohibit corporal punishment in schools and elsewhere was affirmed in the 2009 Cairo Declaration on the Convention on the Rights of the Child and Islamic Jurisprudence.[39]

text: By country[edit]

text: Corporal punishment of minors in the United States

text: According to the Global Initiative to End All Corporal Punishment of Children, all forms of corporal punishment in schools are outlawed in 125 countries as of May 2015 (46 of these countries also prohibit corporal punishment of children in the home).[39]

text: Argentina[edit]

text: Banned in 1813, corporal punishment was re-legalised in 1817 and punishments by physical pain lasted until the 1980s. The instruments were rebenques, slappings in the face and others.[40][41] All corporal punishment has now been prohibited; the ban came into effect in 2016.[42]

text: Australia[edit]

text: In Australia, laws on corporal punishment in schools are determined at individual state or territory level.[43][44] While still legal in private schools in some states, in practice, very few schools impose corporal punishment.[45]

text:
State
Government schools
Non-government schools

Victoria
Banned in 1983.[46]
Banned in 2006.

Queensland[47]
Banned in 1994.[48]
Not banned.[49]

New South Wales[50]
First banned in 1987.[46][51][52] Ban repealed in 1989 but was in disuse.[53]
Banned again in 1995.[54][55]
Banned in 1997.[54]

Tasmania[56]
Banned in 1999.[57][58]
Banned in 1999.[57]

Australian Capital Territory[59]
Banned in 1988.[60][61]
Banned in 1997.

Northern Territory[62]
Banned in 2016.[citation needed]
Banned in 2009.

South Australia
Banned in 1991.
Not banned

Western Australia
Banned in 1999.[63]
Effectively abolished by Education Department policy in 1987.[64]
Banned in 2015.[65][66]

text: Austria[edit]

text: Corporal punishment in schools was banned in Austria in 1974.[67]

text: Bolivia[edit]

text: Corporal punishment in all settings, including schools, was prohibited in Bolivia in 2014. According to the Children and Adolescents Code, "The child and adolescent has the right to good treatment, comprising a non-violent upbringing and education... Any physical, violent and humiliating punishment is prohibited".[68]

text: Brazil[edit]

text: Corporal punishment in all settings, including schools, was prohibited in Brazil in 2014. According to an amendment to the Code on Children and Adolescents 1990, "Children and Adolescents are entitled to be educated and cared for without the use of physical punishment or cruel or degrading treatment as forms of correction, discipline, education or any other pretext".[69]

text: Burma (Myanmar)[edit]

text: Caning is commonly used by teachers as a punishment in schools.[70] The cane is applied on the students' buttocks, calves or palms of the hands in front of the class. Tramline cane marks could be left. Sit-ups with ears pulled and arms crossed, kneeling, and standing on the bench in the classroom are other forms of corporal punishments used in schools. Common reasons for punishment include talking in class, not finishing homework, mistakes made with classwork, fighting and truancy.[71][72]

text: Canada[edit]

text: In Canadian Foundation for Children, Youth and the Law v. Canada (2004) the Supreme Court outlawed school corporal punishment.[73] In public schools, the usual implement was a rubber/canvas strap applied to the hands,[74] while private schools often used a paddle or cane administered to the student's posterior.[75][76] In many parts of Canada, 'the strap' had not been used in public schools since the 1970s or even earlier: thus, it has been claimed that it had not been used in Quebec since the 1960s,[77] and in Toronto it was banned in 1971.[2] However, some schools in Alberta had been using the strap up until the ban in 2004.[78]

text: School Corporal Punishment Bans in Canadian Provinces[edit]

text: In 2004, the Supreme Court of Canada outlawed corporal punishment in all schools, public or private. The practice itself had largely been abandoned in the 1970s when parents placed greater scrutiny on the treatment of children at school.[79] The subject received extensive media coverage, and corporal punishment became obsolete as the practice was widely seen as degrading and inhumane. Despite the fact that the tradition had been forgone for nearly 30 years, legislation banning the practice entirely by law was not implemented until 2004.[80]

text: Some Canadian provinces banned corporal punishment in public schools prior to the national ban in 2004. They are, in chronological order by year of provincial ban:[citation needed]

text:
British Columbia - 1973
Nova Scotia - 1989
New Brunswick - 1990
Yukon - 1990
Prince Edward Island - 1993
Northwest Territories - 1995
Nunavut - 1995* (banned while Nunavut was still part of Northwest Territories. Remained banned in Nunavut when it became a separate Territory in 1999.)
Newfoundland and Labrador - 1997
Quebec - 1998

text: China[edit]

text: Corporal punishment in China was officially banned after the communist revolution in 1949. The Compulsory Education Law of 1986 states: "It shall be forbidden to inflict physical punishment on students".[20] In practice, beatings by schoolteachers are common, especially in rural areas.[21][81]

text: Costa Rica[edit]

text: All corporal punishment, both in school and in the home, has been banned since 2008.[82]

text: Czech Republic[edit]

text: Corporal punishment is outlawed under Article 31 of the Education Act.[83]

text: Denmark[edit]

text: Corporal punishment was prohibited in the public schools in Copenhagen Municipality in 1951 and by law in all schools of Denmark in 1967.[84][85][86]

text: Egypt[edit]

text: A 1998 study found that random physical punishment (not proper formal corporal punishment) was being used extensively by teachers in Egypt to punish behavior they regarded as unacceptable. Around 80% of the boys and 60% of the girls were punished by teachers, using their hands, sticks, straps, shoes, punches and kicks as most common methods of administration. The most common reported injuries were bumps and contusions.[87]

text: Finland[edit]

text: Corporal punishment in public schools was banned in 1914, but remained de facto commonplace until 1984, when a law banning all corporal punishment of minors, even by parents, was introduced.[88][89]

text: France[edit]

text: The systematic use of corporal punishment has been absent from French schools since the 19th century.[90] There is no explicit legal ban on it,[91] but in 2008 a teacher was fined €500 for what some people describe as slapping a student.[92][93][94]

text: Germany[edit]

text: School corporal punishment, historically widespread, was outlawed in different states via their administrative law at different times. It was not completely abolished everywhere until 1983.[95] Since 1993, use of corporal punishment by a teacher has been a criminal offence. In that year a sentence by the Federal Court of Justice of Germany (Bundesgerichtshof, case number NStZ 1993,591) was published which overruled the previous powers enshrined in unofficial customary law (Gewohnheitsrecht) and upheld by some regional appeal courts (Oberlandesgericht, Superior State Court) even in the 1970s. They assumed a right of chastisement was a defense of justification against the accusation of "causing bodily harm" per Paragraph (=Section) 223 Strafgesetzbuch (Federal Penal Code).

text: Greece[edit]

text: Corporal punishment in Greek primary schools was banned in 1998, and in secondary schools in 2005.[96]

text: India[edit]

text: Corporal punishment is still used in most of India. The Delhi High Court banned its use in Delhi schools in 2000. 17 out of 29 states claim to apply the ban, though enforcement is lax.[97] A number of social and cultural groups, including Shankaracharya, are campaigning against corporal punishment in India. In many states, corporal punishment is still practised within most schools. Society for Prevention of Injuries & Corporal Punishment (SPIC) is actively running awareness campaigns to educate the teachers and students through conferences and scientific publications.[98]

text: Ireland[edit]

text: In schools in Ireland, corporal punishment was banned by regulation in 1982, and its use became a criminal offence in 1996. [99]

text: Italy[edit]

text: Corporal punishment in Italian schools was banned in 1928.[100]

text: Japan[edit]

text: Although banned in 1947, corporal punishment is still commonly found in schools in the 2010s and particularly widespread in school sports clubs. In late 1987, about 60% of junior high school teachers felt it was necessary, with 7% believing it was necessary in all conditions, 59% believing it should be applied sometimes and 32% disapproving of it in all circumstances; while at elementary (primary) schools, 2% supported it unconditionally, 47% felt it was necessary and 49% disapproved.[101] As recent as December 2012, a high school student committed suicide after having been constantly beaten by his basketball coach.[102] An education ministry survey found that more than 10,000 students received illegal corporal punishment from more than 5,000 teachers across Japan in 2012 fiscal year alone.[103]

text: Luxembourg[edit]

text: Corporal punishment in schools was banned in 1845 and became a criminal offence in 1974 (Aggravated Assault on Minors under Authority). [104][105]

text: Malaysia[edit]

text: Caning is a common form of discipline in many Malaysian schools. Legally it should be applied only to male students, but the idea of making the caning of girls lawful has recently been debated. This would be applied to the palm of the hand, whereas boys are typically caned across the seat of the trousers.[106]

text: Netherlands[edit]

text: Banned in 1920.[107]

text: New Zealand[edit]

text: Corporal punishment in New Zealand schools was abolished in 1987, but wasn't abolished legislatively until 23 July 1990, when Section 139A of the Education Act 1989 was inserted by the Education Amendment Act 1990. Section 139A prohibits anyone employed by a school or ECE provider, or anyone supervising or controlling students on the school's behalf, from using force by way of correction or punishment towards any student at or in relation to the school or the student under their supervision or control.[108] Teachers who administer corporal punishment can be found guilty of physical assault, resulting in termination and cancellation of teacher registration, and possibly criminal charges, with a maximum penalty of five years' imprisonment.[109]

text: As enacted, the law had a loophole: parents, provided they were not school staff, could still discipline their children on school grounds. In early 2007, a southern Auckland Christian school was found to be using this loophole to discipline students by corporal punishment, by making the student's parents administer the punishment.[110] This loophole was closed in May 2007 by the Crimes (Substituted Section 59) Amendment Act 2007, which enacted a blanket ban on parents administering corporal punishment to their children.

text: Norway[edit]

text: Corporal punishment in Norwegian schools was strongly restricted in 1889, and was prohibited outright in 1936.[citation needed]

text: Pakistan[edit]

text: School corporal punishment in Pakistan is not very common in modern educational institutions although it is still used in schools across the rural parts of the country as a means of enforcing student discipline. The method has been criticised by some children's rights activists who claim that many cases of corporal punishment in schools have resulted in physical and mental abuse of schoolchildren. According to one report, corporal punishment is a key reason for school dropouts and subsequently, street children, in Pakistan; as many as 35,000 high school pupils in Pakistan are said to drop out of the education system each year because they have been punished or abused in school.[111]

text: Philippines[edit]

text: Corporal punishment is prohibited in private and public schools.[112]

text: Poland[edit]

text: In 1783, Poland became the first country in the world to prohibit corporal punishment.[113] Peter Newell assumes that perhaps the most influential writer on the subject was the English philosopher John Locke, whose Some Thoughts Concerning Education explicitly criticised the central role of corporal punishment in education. Locke's work was highly influential, and may have helped influence Polish legislators to ban corporal punishment from Poland's schools in 1783. Today, the ban of corporal punishment in all forms is vested in Constitution of Poland[114][115]

text: Russia[edit]

text: Corporal punishment was banned in USSR (and hence, Russian) schools in 1917.[16] In addition,the Article 336 (since 2006) of the Labor Code of the Russian Federation states that any teacher who has used corporal punishment on a pupil shall be dismissed.

text: Singapore[edit]

text: Corporal punishment is legal in Singapore schools (for male students only, it is illegal to inflict it on female students) and fully encouraged by the government in order to maintain strict discipline.[116] Only a light rattan cane may be used.[117] This must be administered in a formal ceremony by the school management after due deliberation, not by classroom teachers. Most secondary schools (whether independent, autonomous or government-controlled), and also some primary schools, use caning to deal with misconduct by boys.[118] At the secondary level, the rattan strokes are nearly always delivered to the student's clothed buttocks. The Ministry of Education has stipulated a maximum of six strokes per occasion. In some cases the punishment is carried out in front of the rest of the school instead of in private.[119]

text: South Africa[edit]

text: The use of corporal punishment in schools was prohibited by the South African Schools Act, 1996. According to section 10 of the act:

text: (1) No person may administer corporal punishment at a school to a learner.

text: (2) Any person who contravenes subsection (1) is guilty of an offence and liable on conviction to a sentence which could be imposed for assault.[120]

text: In the case of Christian Education South Africa v Minister of Education the Constitutional Court rejected a claim that the constitutional right to religious freedom entitles private Christian schools to impose corporal punishment.

text: South Korea[edit]

text: Liberal regions in South Korea have completely banned all forms of caning beginning with Gyeonggi Province in 2010, followed by Seoul Metropolitan City, Gangwon Province, Gwangju Metropolitan City and North Jeolla Province in 2011.[121] Other more conservative regions are governed by a national law enacted in 2011 which states that while caning is generally forbidden, it can be used indirectly to maintain school discipline.[122] but it is still known to be practised[123]

text: Spain[edit]

text: Corporal punishment in Spanish schools was banned in 1985.[124]

text: Sweden[edit]

text: Corporal punishment at school has been prohibited in folkskolestadgan (the elementary school ordinance) since 1 January 1958. Its use by ordinary teachers in grammar schools had been outlawed in 1928.[125]

text: Taiwan[edit]

text: In 2006 Taiwan made corporal punishment in the school system illegal,[126] but it is still known to be practised (see Corporal punishment in Taiwan).

text: Thailand[edit]

text: Corporal punishment in schools is illegal under the Ministry of Education Regulation on Student Punishment (2005) and the National Committee on Child Protection Regulation on Working Procedures of Child Protection Officers Involved in Promoting Behaviour of Students (2005), pursuant to article 65 of the Child Protection Act.[127]

text: Ukraine[edit]

text: Corporal punishment was banned in USSR (and hence, Ukrainian) schools in 1917.[16] In Ukraine, "physical or mental violence" against children is forbidden by the Constitution (Art.52.2) and the Law on Education (Art.51.1, since 1991) which states that students and other learners have the right “to the protection from any form of exploitation, physical and psychological violence, actions of pedagogical and other employees who violate the rights or humiliate their honour and dignity”.[128] Standard instructions for teachers provided by the Ministry of Science and Education state that a teacher who has used corporal punishment to a pupil (even once), shall be dismissed.

text: United Arab Emirates[edit]

text: A federal law was implemented in 1998 which banned school corporal punishment. The law applied to all schools, both public and private.[129][130] Any teacher who engages in the practice would not only lose their job and teaching license, but will also face criminal prosecution for engaging in violence against minors and will also face child abuse charges.[131]

text: United Kingdom[edit]

text: In state-run schools, and in private schools where at least part of the funding came from government, corporal punishment was outlawed by the British Parliament in 1986.[132] In other private schools, it was banned in 1998 (England and Wales), 2000 (Scotland) and 2003 (Northern Ireland).[133] Schools had to keep a record of punishments inflicted,[134] and there are occasional press reports of examples of these "punishment books" having survived.[135][136]

text: The implement used in many state and private schools in England and Wales was often a rattan cane, struck either across the student's hands or (especially in the case of teenage boys) the clothed buttocks. "Slippering"—striking the buttocks with a rubber-soled gym shoe, or plimsoll shoe—was widely used in many schools, for example King's School, Macclesfield, a boys grammar school in Cheshire.[137] In a few English cities, a strap was used instead of the cane.[138] In Scotland a leather strap, the tawse, administered to the palms of the hands, was universal in state schools,[139] but some private schools used the cane.[140]

text: Prior to the ban in private schools in England, the "slippering" of a student at an independent boarding school was challenged in 1993 before the European Court of Human Rights.[141] The Court ruled 5–4 in that case that the punishment was not severe enough to infringe the student's "freedom from degrading punishment" under article 3 of the European Convention on Human Rights. The dissenting judges argued that the ritualised nature of the punishment, given after several days and without parental consent, should qualify it as "degrading punishment".[142]

text: R (Williamson) v Secretary of State for Education and Employment (2005) was an unsuccessful challenge to the prohibition of corporal punishment contained in the Education Act 1996, by several headmasters of private Christian schools who argued that it was a breach of their religious freedom.

text: In response to a 2008 poll of 6,162 UK teachers by the Times Educational Supplement, 22% of secondary school teachers and 16% of primary school teachers supported "the right to use corporal punishment in extreme cases". The National Union of Teachers said that it "could not support the views expressed by those in favour of hitting children".[143][144]

text: United States[edit]

text: There is no federal law addressing corporal punishment in public or private schools. In 1977, the Supreme Court ruling in Ingraham v. Wright held that the Eighth Amendment clause prohibiting "cruel and unusual punishments" did not apply to school students, and that teachers could punish children without parental permission.

text: As of 2015, 31 states and the District of Columbia have banned corporal punishment in public schools, though in some of these there is no explicit prohibition. Corporal punishment is also unlawful in private schools in Iowa and New Jersey. In 19 U.S. states, corporal punishment is lawful in both public and private schools.[145] It is still common in some schools in the South, and more than 167,000 students were paddled in the 2011-2012 school year in American public schools.[146] Students can be physically punished from kindergarten to the end of high school, meaning that even legal adults who have reached the age of majority are sometimes spanked by school officials.[147]

text: Venezuela[edit]

text: Corporal punishment in all settings, including schools, was prohibited in Venezuela in 2007. According to the Law for the Protection of Children and Adolescents, "All children and young people have a right to be treated well. This right includes a non-violent education and upbringing... Consequently, all forms of physical and humiliating punishment are prohibited".[148]


document_title: Angle

question_text: an angle whose value is called complete angle

text: Angle

text: Identifying angles[edit]

text: In mathematical expressions, it is common to use Greek letters (α, β, γ, θ, φ, . . . ) to serve as variables standing for the size of some angle. (To avoid confusion with its other meaning, the symbol π is typically not used for this purpose.) Lower case Roman letters (a, b, c, . . . ) are also used, as are upper case Roman letters in the context of polygons. See the figures in this article for examples.

text:
In geometric figures, angles may also be identified by the labels attached to the three points that define them. For example, the angle at vertex A enclosed by the rays AB and AC (i.e. the lines from point A to point B and point A to point C) is denoted ∠BAC (in Unicode U+2220 ∠ ANGLE) or

B
A
C

^

{\displaystyle {\widehat {\rm {BAC}}}}

. Sometimes, where there is no risk of confusion, the angle may be referred to simply by its vertex ("angle A").

text: Potentially, an angle denoted, say, ∠BAC might refer to any of four angles: the clockwise angle from B to C, the anticlockwise angle from B to C, the clockwise angle from C to B, or the anticlockwise angle from C to B, where the direction in which the angle is measured determines its sign (see Positive and negative angles). However, in many geometrical situations it is obvious from context that the positive angle less than or equal to 180 degrees is meant, and no ambiguity arises. Otherwise, a convention may be adopted so that ∠BAC always refers to the anticlockwise (positive) angle from B to C, and ∠CAB to the anticlockwise (positive) angle from C to B.

text: Types of angles[edit]

text: Individual angles[edit]

text:
Angles smaller than a right angle (less than 90°) are called acute angles ("acute" meaning "sharp").
An angle equal to 1/4 turn (90° or π/2 radians) is called a right angle. Two lines that form a right angle are said to be normal, orthogonal, or perpendicular.
Angles larger than a right angle and smaller than a straight angle (between 90° and 180°) are called obtuse angles ("obtuse" meaning "blunt").
An angle equal to 1/2 turn (180° or π radians) is called a straight angle.
Angles larger than a straight angle but less than 1 turn (between 180° and 360°) are called reflex angles.
An angle equal to 1 turn (360° or 2π radians) is called a full angle, complete angle, or a perigon.
Angles that are not right angles or a multiple of a right angle are called oblique angles.

text: The names, intervals, and measured units are shown in a table below:

text:
Name
acute
right angle
obtuse
straight
reflex
perigon

Units
Interval

Turns
(0,  1/4)
1/4
(1/4,  1/2)
1/2
(1/2,  1)
1

Radians
(0, 1/2π)
1/2π
(1/2π, π)
π
(π, 2π)
2π

Degrees
(0, 90)°
90°
(90, 180)°
180°
(180, 360)°
360°

Gons
(0, 100)g
100g
(100, 200)g
200g
(200, 400)g
400g

text: Equivalence angle pairs[edit]

text:
Angles that have the same measure (i.e. the same magnitude) are said to be equal or congruent. An angle is defined by its measure and is not dependent upon the lengths of the sides of the angle (e.g. all right angles are equal in measure).
Two angles which share terminal sides, but differ in size by an integer multiple of a turn, are called coterminal angles.
A reference angle is the acute version of any angle determined by repeatedly subtracting or adding straight angle (1/2 turn, 180°, or π radians), to the results as necessary, until the magnitude of result is an acute angle, a value between 0 and 1/4 turn, 90°, or π/2 radians. For example, an angle of 30 degrees has a reference angle of 30 degrees, and an angle of 150 degrees also has a reference angle of 30 degrees (180 – 150). An angle of 750 degrees has a reference angle of 30 degrees (750 – 720).[4]

text: Vertical and adjacent angle pairs[edit]

text: When two straight lines intersect at a point, four angles are formed. Pairwise these angles are named according to their location relative to each other.

text: A pair of angles opposite each other, formed by two intersecting straight lines that form an "X"-like shape, are called vertical angles or opposite angles or vertically opposite angles. They are abbreviated as vert. opp. ∠s.[5]

text: Adjacent angles, often abbreviated as adj. ∠s, are angles that share a common vertex and edge but do not share any interior points. In other words, they are angles that are side by side, or adjacent, sharing an "arm". Adjacent angles which sum to a right angle, straight angle or full angle are special and are respectively called complementary, supplementary and explementary angles (see "Combine angle pairs" below).

text: A transversal is a line that intersects a pair of (often parallel) lines and is associated with alternate interior angles, corresponding angles, interior angles, and exterior angles.[8]

text: Combining angle pairs[edit]

text: There are three special angle pairs which involve the summation of angles:

text: Complementary angles are angle pairs whose measures sum to one right angle (1/4 turn, 90°, or π/2 radians). If the two complementary angles are adjacent their non-shared sides form a right angle. In Euclidean geometry, the two acute angles in a right triangle are complementary, because the sum of internal angles of a triangle is 180 degrees, and the right angle itself accounts for ninety degrees.

text: Two angles that sum to a straight angle (1/2 turn, 180°, or π radians) are called supplementary angles.

text:
Two angles that sum to a complete angle (1 turn, 360°, or 2π radians) are called explementary angles or conjugate angles.

The difference between an angle and a complete angle is termed the explement of the angle or conjugate of an angle.

text: Polygon related angles[edit]

text:
An angle that is part of a simple polygon is called an interior angle if it lies on the inside of that simple polygon. A simple concave polygon has at least one interior angle that is a reflex angle.

In Euclidean geometry, the measures of the interior angles of a triangle add up to π radians, 180°, or 1/2 turn; the measures of the interior angles of a simple convex quadrilateral add up to 2π radians, 360°, or 1 turn. In general, the measures of the interior angles of a simple convex polygon with n sides add up to (n − 2)π radians, or 180(n − 2) degrees, (2n − 4) right angles, or (n/2 − 1) turn.

The supplement of an interior angle is called an exterior angle, that is, an interior angle and an exterior angle form a linear pair of angles. There are two exterior angles at each vertex of the polygon, each determined by extending one of the two sides of the polygon that meet at the vertex; these two angles are vertical angles and hence are equal. An exterior angle measures the amount of rotation one has to make at a vertex to trace out the polygon.[11] If the corresponding interior angle is a reflex angle, the exterior angle should be considered negative. Even in a non-simple polygon it may be possible to define the exterior angle, but one will have to pick an orientation of the plane (or surface) to decide the sign of the exterior angle measure.

In Euclidean geometry, the sum of the exterior angles of a simple convex polygon will be one full turn (360°). The exterior angle here could be called a supplementary exterior angle. Exterior angles are commonly used in Logo Turtle Geometry when drawing regular polygons.

In a triangle, the bisectors of two exterior angles and the bisector of the other interior angle are concurrent (meet at a single point).[12]:p.149
In a triangle, three intersection points, each of an external angle bisector with the opposite extended side, are collinear.[12]:p. 149
In a triangle, three intersection points, two of them between an interior angle bisector and the opposite side, and the third between the other exterior angle bisector and the opposite side extended, are collinear.[12]:p. 149
Some authors use the name exterior angle of a simple polygon to simply mean the explement exterior angle (not supplement!) of the interior angle.[13] This conflicts with the above usage.

text: Plane related angles[edit]

text:
The angle between two planes (such as two adjacent faces of a polyhedron) is called a dihedral angle.[9] It may be defined as the acute angle between two lines normal to the planes.
The angle between a plane and an intersecting straight line is equal to ninety degrees minus the angle between the intersecting line and the line that goes through the point of intersection and is normal to the plane.

text: Measuring angles[edit]

text: The size of a geometric angle is usually characterized by the magnitude of the smallest rotation that maps one of the rays into the other. Angles that have the same size are said to be equal or congruent or equal in measure.

text: In some contexts, such as identifying a point on a circle or describing the orientation of an object in two dimensions relative to a reference orientation, angles that differ by an exact multiple of a full turn are effectively equivalent. In other contexts, such as identifying a point on a spiral curve or describing the cumulative rotation of an object in two dimensions relative to a reference orientation, angles that differ by a non-zero multiple of a full turn are not equivalent.

text: In order to measure an angle θ, a circular arc centered at the vertex of the angle is drawn, e.g. with a pair of compasses. The ratio of the length s of the arc by the radius r of the circle is the measure of the angle in radians.

text: The measure of the angle in another angular unit is then obtained by multiplying its measure in radians by the scaling factor k/2π, where k is the measure of a complete turn in the chosen unit (for example 360 for degrees or 400 for gradians):

text: The value of θ thus defined is independent of the size of the circle: if the length of the radius is changed then the arc length changes in the same proportion, so the ratio s/r is unaltered. (Proof. The formula above can be rewritten as k = θr/s. One turn, for which θ = n units, corresponds to an arc equal in length to the circle's circumference, which is 2πr, so s = 2πr. Substituting n for θ and 2πr for s in the formula, results in k = nr/2πr = n/2π.) [Note 1]

text: Angle addition postulate[edit]

text: The angle addition postulate states that if B is in the interior of angle AOC, then

text: The measure of the angle AOC is the sum of the measure of angle AOB and the measure of angle BOC. In this postulate it does not matter in which unit the angle is measured as long as each angle is measured in the same unit.

text: Units[edit]

text: Units used to represent angles are listed below in descending magnitude order. Of these units, the degree and the radian are by far the most commonly used. Angles expressed in radians are dimensionless for the purposes of dimensional analysis.

text: Most units of angular measurement are defined such that one turn (i.e. one full circle) is equal to n units, for some whole number n. The two exceptions are the radian and the diameter part.

text: Positive and negative angles[edit]

text: Although the definition of the measurement of an angle does not support the concept of a negative angle, it is frequently useful to impose a convention that allows positive and negative angular values to represent orientations and/or rotations in opposite directions relative to some reference.

text: In a two-dimensional Cartesian coordinate system, an angle is typically defined by its two sides, with its vertex at the origin. The initial side is on the positive x-axis, while the other side or terminal side is defined by the measure from the initial side in radians, degrees, or turns. With positive angles representing rotations toward the positive y-axis and negative angles representing rotations toward the negative y-axis. When Cartesian coordinates are represented by standard position, defined by the x-axis rightward and the y-axis upward, positive rotations are anticlockwise and negative rotations are clockwise.

text: In many contexts, an angle of −θ is effectively equivalent to an angle of "one full turn minus θ". For example, an orientation represented as  −45° is effectively equivalent to an orientation represented as 360° − 45° or 315°. Although the final position is the same, a physical rotation (movement) of  −45° is not the same as a rotation of 315° (for example, the rotation of a person holding a broom resting on a dusty floor would leave visually different traces of swept regions on the floor).

text: In three-dimensional geometry, "clockwise" and "anticlockwise" have no absolute meaning, so the direction of positive and negative angles must be defined relative to some reference, which is typically a vector passing through the angle's vertex and perpendicular to the plane in which the rays of the angle lie.

text: In navigation, bearings are measured relative to north. By convention, viewed from above, bearing angles are positive clockwise, so a bearing of 45° corresponds to a north-east orientation. Negative bearings are not used in navigation, so a north-west orientation corresponds to a bearing of 315°.

text: Alternative ways of measuring the size of an angle[edit]

text: There are several alternatives to measuring the size of an angle by the angle of rotation. The grade of a slope, or gradient is equal to the tangent of the angle, or sometimes (rarely) the sine. A gradient is often expressed as a percentage. For very small values (less than 5%), the grade of a slope is approximately the measure of the angle in radians.

text: In rational geometry the spread between two lines is defined at the square of the sine of the angle between the lines. Since the sine of an angle and the sine of its supplementary angle are the same, any angle of rotation that maps one of the lines into the other leads to the same value for the spread between the lines.

text: Astronomical approximations[edit]

text: Astronomers measure angular separation of objects in degrees from their point of observation.

text:
0.5° is approximately the width of the sun or moon.
1° is approximately the width of a little finger at arm's length.
10° is approximately the width of a closed fist at arm's length.
20° is approximately the width of a handspan at arm's length.

text: These measurements clearly depend on the individual subject, and the above should be treated as rough rule of thumb approximations only.

text: Angles between curves[edit]

text: The angle between a line and a curve (mixed angle) or between two intersecting curves (curvilinear angle) is defined to be the angle between the tangents at the point of intersection. Various names (now rarely, if ever, used) have been given to particular cases:—amphicyrtic (Gr. ἀμφί, on both sides, κυρτός, convex) or cissoidal (Gr. κισσός, ivy), biconvex; xystroidal or sistroidal (Gr. ξυστρίς, a tool for scraping), concavo-convex; amphicoelic (Gr. κοίλη, a hollow) or angulus lunularis, biconcave.[18]

text: Bisecting and trisecting angles[edit]

text: The ancient Greek mathematicians knew how to bisect an angle (divide it into two angles of equal measure) using only a compass and straightedge, but could only trisect certain angles. In 1837 Pierre Wantzel showed that for most angles this construction cannot be performed.

text: Dot product and generalisations[edit]

text: In the Euclidean space, the angle θ between two Euclidean vectors u and v is related to their dot product and their lengths by the formula

text: This formula supplies an easy method to find the angle between two planes (or curved surfaces) from their normal vectors and between skew lines from their vector equations.

text: Inner product[edit]

text:
To define angles in an abstract real inner product space, we replace the Euclidean dot product ( · ) by the inner product

⟨
⋅
,
⋅
⟩

{\displaystyle \langle \cdot ,\cdot \rangle }

, i.e.

text: In a complex inner product space, the expression for the cosine above may give non-real values, so it is replaced with

text: or, more commonly, using the absolute value, with

text:
The latter definition ignores the direction of the vectors and thus describes the angle between one-dimensional subspaces

span

(

u

)

{\displaystyle \operatorname {span} (\mathbf {u} )}

 and

span

(

v

)

{\displaystyle \operatorname {span} (\mathbf {v} )}

 spanned by the vectors

u

{\displaystyle \mathbf {u} }

 and

v

{\displaystyle \mathbf {v} }

 correspondingly.

text: Angles between subspaces[edit]

text:
The definition of the angle between one-dimensional subspaces

span

(

u

)

{\displaystyle \operatorname {span} (\mathbf {u} )}

 and

span

(

v

)

{\displaystyle \operatorname {span} (\mathbf {v} )}

 given by

text:
in a Hilbert space can be extended to subspaces of any finite dimensions. Given two subspaces

U

{\displaystyle {\mathcal {U}}}

,

W

{\displaystyle {\mathcal {W}}}

 with

dim

(

U

)
:=
k
≤
dim

(

W

)
:=
l

{\displaystyle \dim({\mathcal {U}}):=k\leq \dim({\mathcal {W}}):=l}

, this leads to a definition of

k

{\displaystyle k}

 angles called canonical or principal angles between subspaces.

text: Angles in Riemannian geometry[edit]

text: In Riemannian geometry, the metric tensor is used to define the angle between two tangents. Where U and V are tangent vectors and gij are the components of the metric tensor G,

text: Hyperbolic angle[edit]

text: A hyperbolic angle is an argument of a hyperbolic function just as the circular angle is the argument of a circular function. The comparison can be visualized as the size of the openings of a hyperbolic sector and a circular sector since the areas of these sectors correspond to the angle magnitudes in each case. Unlike the circular angle, the hyperbolic angle is unbounded. When the circular and hyperbolic functions are viewed as infinite series in their angle argument, the circular ones are just alternating series forms of the hyperbolic functions. This weaving of the two types of angle and function was explained by Leonhard Euler in Introduction to the Analysis of the Infinite.

text: Angles in geography and astronomy[edit]

text: In geography, the location of any point on the Earth can be identified using a geographic coordinate system. This system specifies the latitude and longitude of any location in terms of angles subtended at the centre of the Earth, using the equator and (usually) the Greenwich meridian as references.

text: In astronomy, a given point on the celestial sphere (that is, the apparent position of an astronomical object) can be identified using any of several astronomical coordinate systems, where the references vary according to the particular system. Astronomers measure the angular separation of two stars by imagining two lines through the centre of the Earth, each intersecting one of the stars. The angle between those lines can be measured, and is the angular separation between the two stars.

text: In both geography and astronomy, a sighting direction can be specified in terms of a vertical angle such as altitude /elevation with respect to the horizon as well as the azimuth with respect to north.

text: Astronomers also measure the apparent size of objects as an angular diameter. For example, the full moon has an angular diameter of approximately 0.5°, when viewed from Earth. One could say, "The Moon's diameter subtends an angle of half a degree." The small-angle formula can be used to convert such an angular measurement into a distance/size ratio.


document_title: The King of Comedy

question_text: who was known as the tramp or the king of comedy

text: The King of Comedy

text: (The) King of Comedy may refer to:

text:
Dolphy (1928–2012), Filipino actor known as "Comedy King"
Mack Sennett (1880–1960), nicknamed the King of Comedy

Sennett's 1954 memoir is titled King of Comedy

The King of Comedy (film), a 1983 film directed by Martin Scorsese starring Robert De Niro and Jerry Lewis
"King of Comedy" (song), a song by R.E.M. on their album Monster
The Original Kings of Comedy, a 2000 Spike Lee film
The Original Latin Kings of Comedy, a 2002 Jeb Brien film
King of Comedy (film), a 1999 Hong Kong Television Broadcast film starring Stephen Chow
Kings of Comedy, a 2004 reality TV series about competing stand-up comics

text:
This disambiguation page lists articles associated with the title The King of Comedy.
If an internal link led you here, you may wish to change the link to point directly to the intended article.

text: Disambiguation pages

text: All article disambiguation pagesAll disambiguation pages


document_title: Five-Year Plans of India

question_text: when was the first twenty point economic program launched in india

text: Five-Year Plans of India

text: History[edit]

text: Five-Year Plans (FYPs) are centralized and integrated national economic programs. Joseph Stalin implemented the first Five Year Plan in the Soviet Union in the late 1920s. Most communist states and several capitalist countries subsequently have adopted them. China and India both continue to use FYPs, although China renamed its Eleventh FYP, from 2006 to 2010, a guideline (guihua), rather than a plan (jihua), to signify the central government’s more hands-off approach to development. India launched its First FYP in 1951, immediately after independence under socialist influence of first Prime Minister Jawaharlal Nehru.[3]

text: The First Five-Year Plan was one of the most important because it had a great role in the launching of Indian development after Independence. Thus, it strongly supported agriculture production and it also launched the industrialization of the country (but less than the Second Plan, which focused on heavy industries). It built a particular system of mixed economy, with a great role for the public sector (with an emerging welfare state), as well as a growing private sector (represented by some personalities as those who published the Bombay Plan).

text: First Plan (1951–1956)[edit]

text: This article does not cite any sources. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. (June 2017) (Learn how and when to remove this template message)

text: The first Indian Prime Minister, Jawaharlal Nehru presented the First Five-Year Plan to the Parliament of India and needed urgent attention. The First Five-year Plan was launched in 1951 which mainly focused in development of the primary sector. The First Five-Year Plan was based on the Harrod–Domar model with few modifications.

text: The total planned budget of Rs.2069 crore (2378 crore later) was allocated to seven broad areas: irrigation and energy (27.2%), agriculture and community development (17.4%), transport and communications (24%), industry (8.4%), social services (16.6%), rehabilitation of landless farmers (4.1%), and for other sectors and services (2.5%). The most important feature of this phase was active role of state in all economic sectors. Such a role was justified at that time because immediately after independence, India was facing basic problems—deficiency of capital and low capacity to save.

text: The target growth rate was 2.1% annual gross domestic product (GDP) growth; the achieved growth rate was 3.6% the net domestic product went up by 15%. The monsoon was good and there were relatively high crop yields, boosting exchange reserves and the per capita income, which increased by 8%. National income increased more than the per capita income due to rapid population growth. Many irrigation projects were initiated during this period, including the Bhakra, Hirakud, Mettur Dam and Damodar Valley dams. The World Health Organization (WHO), with the Indian government, addressed children's health and reduced infant mortality, indirectly contributing to population growth.

text: At the end of the plan period in 1956, five Indian Institutes of Technology (IITs) were started as major technical institutions. The University Grants Commission (UGC) was set up to take care of funding and take measures to strengthen the higher education in the country. Contracts were signed to start five steel plants, which came into existence in the middle of the Second Five-Year Plan. The plan was quasi successful for the government.

text: Second Plan (1956–1961)[edit]

text: The Second Plan was particularly in the development of the public sector and "rapid Industrialisation". The plan followed the Mahalanobis model, an economic development model developed by the Indian statistician Prasanta Chandra Mahalanobis in 1953. The plan attempted to determine the optimal allocation of investment between productive sectors in order to maximise long-run economic growth. It used the prevalent state of art techniques of operations research and optimization as well as the novel applications of statistical models developed at the Indian Statistical Institute. The plan assumed a closed economy in which the main trading activity would be centred on importing capital goods.[4][5]

text: Hydroelectric power projects and five steel plants at Bhilai, Durgapur, and Rourkela were established with the help of Russia, Britain (the U.K) and West Germany respectively. Coal production was increased. More railway lines were added in the north east.

text: The Tata Institute of Fundamental Research and Atomic Energy Commission of India was established as research institutes. In 1957 a talent search and scholarship program was begun to find talented young students to train for work in nuclear power.

text: The total amount allocated under the Second Five-Year Plan in India was Rs.48 billion. This amount was allocated among various sectors: power and irrigation, social services, communications and transport, and miscellaneous.

text: "The target growth rate was 4.5% and the actual growth rate was 4.27%.[6]"

text: Third Plan (1961–1966)[edit]

text: The Third Five-year Plan, stressed agriculture and improvement in the production of wheat, but the brief Sino-Indian War of 1962 exposed weaknesses in the economy and shifted the focus towards the defence industry and the Indian Army. In 1965–1966, India fought a War with Pakistan. There was also a severe drought in 1965. The war led to inflation and the priority was shifted to price stabilisation. The construction of dams continued. Many cement and fertilizer plants were also built. Punjab began producing an abundance of wheat.

text: Many primary schools were started in rural areas. In an effort to bring democracy to the grass-root level, Panchayat elections were started and the states were given more development responsibilities.

text: State electricity boards and state secondary education boards were formed. States were made responsible for secondary and higher education. State road transportation corporations were formed and local road building became a state responsibility.

text: The target growth rate was 5.6%, but the actual growth rate was 2.4%.[6]

text: Due to miserable failure of the Third Plan the government was forced to declare "plan holidays" (from 1966–67, 1967–68, and 1968–69). Three annual plans were drawn during this intervening period. During 1966–67 there was again the problem of drought. Equal priority was given to agriculture, its allied activities, and industrial sector. The government of India declared "Devaluation of Rupee" to increase the exports of the country. The main reasons for plan holidays were the war, lack of resources, and increase in inflation after that plan holiday was created.

text: Fourth Plan (1969–1974)[edit]

text: At this time Indira Gandhi was the Prime Minister. The Indira Gandhi government nationalised 14 major Indian banks and the Green Revolution in India advanced agriculture. In addition, the situation in East Pakistan (now Bangladesh) was becoming dire as the Indo-Pakistan War of 1971 and Bangladesh Liberation War took funds earmarked for industrial development. India also performed the Smiling Buddha underground nuclear test (Pokhran-1) in Rajasthan on May 18, 1974, partially in response to the United States deployment of the Seventh Fleet in the Bay of Bengal. The fleet had been deployed to warn India against attacking West Pakistan and extending the war.

text: The target growth rate was 5.6%, but the actual growth rate was 3.3%.[6]

text: Fifth Plan (1974–1978)[edit]

text: The Fifth Five-Year Plan laid stress on employment, poverty alleviation (Garibi Hatao), and justice. The plan also focused on self-reliance in agricultural production and defence. In 1978 the newly elected Morarji Desai government rejected the plan. The Electricity Supply Act was amended in 1975, which enabled the central government to enter into power generation and transmission.[7][citation needed]

text: The Indian national highway system was introduced and many roads were widened to accommodate the increasing traffic. Tourism also expanded. The twenty-point programme was launched in 1975. It was followed from 1974 to 1979.

text: The Minimum Needs Programme (MNP) was introduced in the first year of the Fifth Five Year Plan (1974–78). The objective of the programme is to provide certain basic minimum needs and thereby improve the living standards of the people.

text: The target growth rate was 4.4% and the actual growth rate was 4.8%.[6]

text: Rolling Plan (1978–1980)[edit]

text: The Janata Party government rejected the Fifth Five-Year Plan and introduced a new Sixth Five-Year Plan (1978–1980). This plan was again rejected by the Indian National Congress government in 1980 and a new Sixth Plan was made.The Rolling Plan consists of three kind of plans that were proposed. The First Plan is for the present year which comprises the annual budget and Second is a plan for a fixed number of years, which may be 3, 4 or 5 years. Plan number two is kept changing as per the requirements of the Indian economy. The Third Plan is a perspective plan which is for long terms i.e. for 10, 15 or 20 years. Hence there is no fixation of dates in for the commencement and termination of the plan in the rolling plans. The main advantage of the rolling plans is that they are flexible and are able to overcome the rigidity of fixed five year plans by mending targets, the object of the exercise, projections and allocations as per the changing conditions in the country’s economy. The main disadvantage of this plan is that if the targets are revised each year, it becomes very difficult to achieve them which are laid down in the five-year period and it turned out to be a complex plan. Frequent revisions resulted in lack of stability in the economy which is essential for its balanced development and progress.

text: Sixth Plan (1980–1985)[edit]

text: The Sixth Five-Year Plan marked the beginning of economic liberalisation. Price controls were eliminated and ration shops were closed. This led to an increase in food prices and an increase in the cost of living. This was the end of Nehruvian socialism. The National Bank for Agriculture and Rural Development was established for development of rural areas on 12 July 1982 by recommendation of the Shivaraman Committee. Family planning was also expanded in order to prevent overpopulation. In contrast to China's strict and binding one-child policy, Indian policy did not rely on the threat of force[citation needed]. More prosperous areas of India adopted family planning more rapidly than less prosperous areas, which continued to have a high birth rate.

text: The Sixth Five-Year Plan was a great success to the Indian economy. The target growth rate was 5.2% and the actual growth rate was 5.7%.[6] The only Five-Year Plan which was done twice.[clarification needed]

text: Seventh Plan (1985–1990)[edit]

text: The Seventh Five-Year Plan was led by the Congress Party with Rajiv Gandhi as the prime minister. The plan laid stress on improving the productivity level of industries by upgrading of technology.

text: The main objectives of the Seventh Five-Year Plan were to establish growth in areas of increasing economic productivity, production of food grains, and generating employment through "Social Justice".

text: As an outcome of the Sixth Five-Year Plan, there had been steady growth in agriculture, controls on the rate of inflation, and favourable balance of payments which had provided a strong base for the Seventh Five-Year Plan to build on the need for further economic growth. The Seventh Plan had strived towards socialism and energy production at large. The thrust areas of the Seventh Five-Year Plan were: social justice, removal of oppression of the weak, using modern technology, agricultural development, anti-poverty programmes, full supply of food, clothing, and shelter, increasing productivity of small- and large-scale farmers, and making India an independent economy.

text: Based on a 15-year period of striving towards steady growth, the Seventh Plan was focused on achieving the prerequisites of self-sustaining growth by the year 2000. The plan expected the labour force to grow by 39 million people and employment was expected to grow at the rate of 4% per year.

text: Some of the expected outcomes of the Seventh Five-Year Plan India are given below:

text:
Balance of payments (estimates): Export – ₹330 billion (US$5.1 billion), Imports – (-)₹540 billion (US$8.3 billion), Trade Balance – (-)₹210 billion (US$3.2 billion)
Merchandise exports (estimates): ₹606.53 billion (US$9.3 billion)
Merchandise imports (estimates): ₹954.37 billion (US$14.6 billion)
Projections for balance of payments: Export – ₹607 billion (US$9.3 billion), Imports – (-) ₹954 billion (US$14.6 billion), Trade Balance- (-) ₹347 billion (US$5.3 billion)

text: Under the Seventh Five-Year Plan, India strove to bring about a self-sustained economy in the country with valuable contributions from voluntary agencies and the general populace.

text: The target growth rate was 5.0% and the actual growth rate was 6.01%.[8] and the growth rate of per capita income was 3.7%.

text: Annual Plans (1990–1992)[edit]

text: The Eighth Plan could not take off in 1990 due to the fast changing political situation at the centre and the years 1990–91 and 1991–92 were treated as Annual Plans. The Eighth Plan was finally formulated for the period 1992–1997.

text: Eighth Plan (1992–1997)[edit]

text: 1989–91 was a period of economic instability in India and hence no five-year plan was implemented. Between 1990 and 1992, there were only Annual Plans. In 1991, India faced a crisis in foreign exchange (forex) reserves, left with reserves of only about US$1 billion. Thus, under pressure, the country took the risk of reforming the socialist economy. P.V. Narasimha Rao was the tenth Prime Minister of the Republic of India and head of Congress Party, and led one of the most important administrations in India's modern history, overseeing a major economic transformation and several incidents affecting national security. At that time Dr. Manmohan Singh (later Prime Minister of India) launched India's free market reforms that brought the nearly bankrupt nation back from the edge. It was the beginning of liberalization, privatisation and globalization (LPG) in India.

text: Modernization of industries was a major highlight of the Eighth Plan. Under this plan, the gradual opening of the Indian economy was undertaken to correct the burgeoning deficit and foreign debt. Meanwhile, India became a member of the World Trade Organization on 1 January 1995. The major objectives included, controlling population growth, poverty reduction, employment generation, strengthening the infrastructure, institutional building, tourism management, human resource development, involvement of Panchayati rajs, Nagar Palikas, NGOs, decentralisation and people's participation.

text: Energy was given priority with 26.6% of the outlay.

text: The target growth rate was 5.6% and the actual growth rate was 6.8%.

text: To achieve the target of an average of 5.6% per annum, investment of 23.2% of the gross domestic product was required. The incremental capital ratio is 4.1. The saving for investment was to come from domestic sources and foreign sources, with the rate of domestic saving at 21.6% of gross domestic production and of foreign saving at 1.6% of gross domestic production.[9]

text: Ninth Plan (1997–2002)[edit]

text: The Ninth Five-Year Plan came after 50 years of Indian Independence. Atal Bihari Vajpayee was the Prime Minister of India during the Ninth Five-Year Plan. The Ninth Five-Year Plan tried primarily to use the latent and unexplored economic potential of the country to promote economic and social growth. It offered strong support to the social spheres of the country in an effort to achieve the complete elimination of poverty. The satisfactory implementation of the Eighth Five-Year Plan also ensured the states' ability to proceed on the path of faster development. The Ninth Five-Year Plan also saw joint efforts from the public and the private sectors in ensuring economic development of the country. In addition, the Ninth Five-Year Plan saw contributions towards development from the general public as well as governmental agencies in both the rural and urban areas of the country. New implementation measures in the form of Special Action Plans (SAPs) were evolved during the Ninth Five-Year Plan to fulfill targets within the stipulated time with adequate resources. The SAPs covered the areas of social infrastructure, agriculture, information technology and Water policy.

text: Budget

text: The Ninth Five-Year Plan had a total public sector plan outlay of ₹859,200 crore (US$130 billion). The Ninth Five-Year Plan also saw a hike of 48% in terms of plan expenditure and 33% in terms of the plan outlay in comparison to that of the Eighth Five-Year Plan. In the total outlay, the share of the center was approximately 57% while it was 43% for the states and the union territories.

text: The Ninth Five-Year Plan focused on the relationship between the rapid economic growth and the quality of life for the people of the country. The prime focus of this plan was to increase growth in the country with an emphasis on social justice and equity. The Ninth Five-Year Plan placed considerable importance on combining growth oriented policies with the mission of achieving the desired objective of improving policies which would work towards the improvement of the poor in the country. The Ninth Five-Year Plan also aimed at correcting the historical inequalities which were still prevalent in the society.

text: Objectives

text: The main objective of the Ninth Five-Year Plan was to correct historical inequalities and increase the economic growth in the country. Other aspects which constituted the Ninth Five-Year Plan were:

text:
Population control.
Generating employment by giving priority to agriculture and rural development.
Reduction of poverty.
Ensuring proper availability of food and water for the poor.
Availability of primary health care facilities and other basic necessities.
Primary education to all children in the country.
Empowering the socially disadvantaged classes like Scheduled castes, Scheduled tribes and other backward classes.
Developing self-reliance in terms of agriculture.
Acceleration in the growth rate of the economy with the help of stable prices.

text: Strategies

text:
Structural transformations and developments in the Indian economy.
New initiatives and initiation of corrective steps to meet the challenges in the economy of the country.
Efficient use of scarce resources to ensure rapid growth.
Combination of public and private support to increase employment.
Enhancing high rates of export to achieve self-reliance.
Providing services like electricity, telecommunication, railways etc.
Special plans to empower the socially disadvantaged classes of the country.
Involvement and participation of Panchayati Raj institutions/bodies and Nagar Palikas in the development process.

text: Performance

text:
The Ninth Five-Year Plan achieved a GDP growth rate of 5.4% against a target of 6.5%
The agriculture industry grew at a rate of 2.1% against the target of 4.2%
The industrial growth in the country was 4.5% which was higher than that of the target of 3%
The service industry had a growth rate of 7.8%.
An average annual growth rate of 6.7% was reached.

text: The Ninth Five-Year Plan looks through the past weaknesses in order to frame the new measures for the overall socio-economic development of the country. However, for a well-planned economy of any country, there should be a combined participation of the governmental agencies along with the general population of that nation. A combined effort of public, private, and all levels of government is essential for ensuring the growth of India's economy.

text: The target growth was 7.1% and the actual growth was 6.8%.

text: Tenth Plan (2002–2007)[edit]

text: The main objectives of the Tenth Five-Year Plan:

text:
Attain 8% GDP growth per year.
Reduction of poverty rate by 5% by 2007.
Providing gainful and high-quality employment at least to the addition to the labour force.
Reduction in gender gaps in literacy and wage rates by at least 50% by 2007.
20-point program was introduced.
Target growth: 8.1% – growth achieved: 7.7%.
The Tenth Plan was expected to follow a regional approach rather than sectoral approach to bring down regional inequalities.
Expenditure of ₹43,825 crore (US$6.7 billion) for tenth five years.

text: Out of total plan outlay, ₹921,291 crore (US$140 billion) (57.9%) was for central government and ₹691,009 crore (US$110 billion) (42.1%) was for states and union territories.

text: Eleventh Plan (2007–2012)[edit]

text:
it was in the period of Manmohan Singh as a prime minister.
It aimed to increase the enrolment in higher education of 18-23 years of age group by 2011-12.
It focused on distant education, convergence of formal, non-formal, distant and IT education institutions.
Rapid and inclusive growth (poverty reduction).
Emphasis on social sector and delivery of service therein.
Empowerment through education and skill development.
Reduction of gender inequality.
Environmental sustainability.
To increase the growth rate in agriculture, industry and services to 4%, 10% and 9% respectively.
Reduce total fertility rate to 2.1.
Provide clean drinking water for all by 2009.
Increase agriculture growth to 4%.

text: Twelfth Plan (2012–2017)[edit]

text: The Twelfth Five-Year Plan of the Government of India has been decided to achieve a growth rate of 8.2% but the National Development Council (NDC) on 27 December 2012 approved a growth rate of 8% for the Twelfth Five-Year Plan.[10]

text: With the deteriorating global situation, the Deputy Chairman of the Planning Commission Montek Singh Ahluwalia has said that achieving an average growth rate of 9 percent in the next five years is not possible. The Final growth target has been set at 8% by the endorsement of the plan at the National Development Council meeting held in New Delhi.

text: "It is not possible to think of an average of 9% [in the 12th plan]. I think somewhere between 8 and 8.5 percent is feasible,” Ahluwalia said on the sidelines of a conference of State Planning Boards and departments. The approached paper for the 12th Plan, approved last year, talked about an annual average growth rate of 9%.

text: “When I say feasible... that will require major effort. If you don’t do that, there is no God given right to grow at 8 percent. I think given that the world economy deteriorated very sharply over the last year...the growth rate in the first year of the 12th Plan (2012–13) is 6.5 to 7 percent.”

text: He also indicated that soon he should share his views with other members of the Commission to choose a final number (economic growth target) to put before the country’s NDC for its approval.

text: The government intends to reduce poverty by 10% during the 12th Five-Year Plan. Ahluwalia said, “We aim to reduce poverty estimates by 9% annually on a sustainable basis during the Plan period". Earlier, addressing a conference of State Planning Boards and Planning departments, he said the rate of decline in poverty doubled during the 11th Plan. The commission had said, while using the Tendulkar poverty line, the rate of reduction in the five years between 2004–05 and 2009–10, was about 1.5%points each year, which was twice that when compared to the period between 1993–95 to 2004–05.[11] The plan aims towards the betterment of the infrastructural projects of the nation avoiding all types of bottlenecks. The document presented by the planning commission is aimed to attract private investments of up to US$1 trillion in the infrastructural growth in the 12th five-year plan, which will also ensure a reduction in the subsidy burden of the government to 1.5 percent from 2 percent of the GDP (gross domestic product). The UID (Unique Identification Number) will act as a platform for cash transfer of the subsidies in the plan.

text: The objectives of the Twelfth Five-Year Plan were:

text:
To create 50 million new work opportunities in the non farm sector.
To remove gender and social gap in school enrolment.
To enhance access to higher education.
To reduce malnutrition among children aged 0-3 years.
To provide electricity to all villages.
To ensure that 50% of the rural population have accesses to proper drinking water.
To increase green cover by 1 million hectare every year.
To provide access to banking services to 90% of households.