Dechen Rangdrol 12 commerce

 BACK STORY

I am Dechen Rangdrol, born in 30 June 2002 and I am from Bumthang. Currently studying in Wangbama Central School, 12 commerce 2024. My parents are divorce and I leave with my mother at Changzamtog. I also have a younger sister and she is studying in Yangchen Gatshel Higher Secondary School. I like to play basketball. I studied my lower school in Changjiji, till pp to 4. After that I studied at Zillone Namgayling, till class 6. After that I studied at Changzamtog till class 9. After that I studied at Yangchen Gatshel at Chamgang and after that I reach here in Wangbama central school in the year 2021.

MY TARGET MARKS FOR MID-TERM EXAM

In the year 2024, I am going to score 75% in my mid-term exam. For that I will make a timetable and follow. Next, I will revise all the short story in textbook.

 The Case for GNH Over GDP

In the realm of economic measurement, Gross Domestic Product (GDP) has long been regarded as the gold standard for assessing a nation's prosperity. However, as societies evolve and prioritize holistic well-being over mere economic output, the limitations of GDP become increasingly apparent. In response to this, Bhutan introduced Gross National Happiness (GNH) as an alternative metric, emphasizing the importance of subjective well-being and societal welfare alongside material wealth. This essay argues that GNH provides a more comprehensive and meaningful assessment of a nation's progress than GDP alone.

GDP, as a measure of the total market value of all goods and services produced within a country in a given period, undeniably offers valuable insights into economic activity. It serves as a convenient yardstick for comparing the economic performance of different nations and tracking growth over time. However, GDP fails to capture various aspects of human well-being and societal progress, leading to a skewed understanding of development.

One of the fundamental flaws of GDP is its focus on quantity over quality. The pursuit of economic growth, as measured by GDP, often comes at the expense of environmental degradation, social inequality, and erosion of cultural values. For instance, activities such as deforestation, pollution, and overconsumption contribute positively to GDP growth but can have detrimental effects on the environment and public health. Moreover, GDP does not differentiate between productive and destructive expenditures, leading to a misleading portrayal of progress.

In contrast, GNH adopts a multidimensional approach to development, considering not only economic factors but also social, environmental, and cultural dimensions of well-being. Conceived by the King of Bhutan in the 1970s, GNH emphasizes sustainable and equitable development, cultural preservation, and good governance as essential components of national progress. By prioritizing happiness and fulfillment over material wealth, GNH offers a more holistic and people-centered framework for assessing societal welfare.

One of the key strengths of GNH is its emphasis on subjective well-being and happiness as central objectives of development. While GDP measures economic output, GNH measures the well-being and happiness of citizens, recognizing that material wealth alone does not guarantee a fulfilling life. By incorporating indicators such as health, education, environmental quality, and community vitality, GNH provides a more nuanced understanding of human welfare and societal progress.

Moreover, GNH promotes sustainable and equitable development, addressing the shortcomings of GDP in fostering inclusive growth. By prioritizing the well-being of all citizens, including marginalized groups, GNH aims to reduce inequality and promote social cohesion. This focus on social justice and equity aligns with the principles of human development and sustainable development goals, emphasizing the importance of leaving no one behind.

Furthermore, GNH recognizes the interconnectedness of human beings with nature and the importance of environmental sustainability for long-term well-being. Unlike GDP, which treats natural resources as disposable inputs to production, GNH values environmental conservation and ecological harmony as essential components of national prosperity. By promoting sustainable lifestyles, conservation efforts, and respect for biodiversity, GNH seeks to ensure the well-being of current and future generations.

In conclusion, while GDP remains a widely used indicator of economic performance, its limitations in capturing human well-being and societal progress are increasingly evident. In contrast, GNH offers a more comprehensive and meaningful framework for assessing development, prioritizing happiness, sustainability, and equity. By shifting the focus from material wealth to holistic well-being, GNH provides a more accurate reflection of national prosperity and serves as a guide for policymaking that prioritizes the welfare of people and the planet. Therefore, in the quest for a more just, sustainable, and fulfilling future, the adoption of GNH as a complementary measure to GDP is not only desirable but essential.

THANK YOU!

The Impact of Smartphones in Schools: Navigating the Digital   Divide

In contemporary educational landscapes, smartphones have emerged as potent tools, reshaping the dynamics of learning. Advocates tout their potential to augment educational experiences, while critics caution against the perils of distraction and disengagement. This essay endeavors to delve into the multifaceted impact of smartphones in schools, weighing both their merits and demerits.

Proponents of smartphone integration in schools emphasize several compelling advantages. Foremost among these is the unparalleled access to information facilitated by these handheld devices. With a vast array of educational apps, digital libraries, and online resources, students wield a potent tool for self-directed learning. From researching historical events to exploring scientific concepts through interactive simulations, smartphones empower learners to delve deeper into subjects beyond the confines of traditional textbooks.

Moreover, smartphones foster collaboration and communication among students. Messaging platforms, discussion forums, and collaborative tools enable seamless interaction, transcending geographical barriers. Group projects flourish as students synchronize efforts, share resources, and provide peer feedback in real time. This collaborative ethos nurtures teamwork, communication skills, and collective problem-solving abilities, preparing students for the collaborative nature of the modern workplace.

Furthermore, smartphones offer avenues for personalized learning tailored to individual needs and preferences. Adaptive learning apps leverage algorithms to deliver customized learning experiences, catering to diverse learning styles and paces. Students receive immediate feedback, allowing them to track their progress, identify areas for improvement, and adapt their learning strategies accordingly. This personalized approach fosters autonomy, self-regulation, and intrinsic motivation, key determinants of academic success.

However, amidst the allure of smartphone integration, detractors raise valid concerns regarding their adverse effects on academic performance and student well-being. Chief among these concerns is the pervasive issue of distraction. The allure of social media, gaming apps, and instant messaging poses a formidable challenge to student focus and concentration. The incessant ping of notifications beckons students away from the rigors of academic pursuits, siphoning attention and eroding productivity.

Moreover, smartphones engender concerns regarding academic integrity. The ubiquitous access to digital resources blurs the lines between legitimate research and academic dishonesty. Plagiarism, cheating, and unauthorized collaboration proliferate in an environment where information flows freely and boundaries are porous. Upholding academic standards and integrity becomes an uphill battle for educators grappling with the complexities of digital ethics.

Beyond academic realms, smartphones exert profound social and emotional ramifications on students. Excessive screen time exacerbates feelings of isolation, detachment, and anxiety, as students retreat into virtual realms at the expense of real-world connections. The incessant quest for validation through likes, shares, and followers cultivates a culture of comparison and insecurity, undermining students' self-esteem and mental well-being.

Furthermore, smartphones exacerbate existing inequities, perpetuating the digital divide. Not all students possess access to smartphones or reliable internet connectivity, exacerbating disparities along socioeconomic lines. This digital chasm threatens to widen the gap between the haves and have-nots, denying marginalized students access to the transformative power of digital learning.

In conclusion, the impact of smartphones in schools is a double-edged sword, fraught with both promise and peril. While smartphones offer unparalleled access to information, foster collaboration, and enable personalized learning experiences, they also pose significant challenges in terms of distraction, academic integrity, social-emotional well-being, and digital equity. To harness the potential of smartphones while mitigating their drawbacks, schools must adopt a nuanced approach that balances technological integration with clear guidelines for responsible usage, digital citizenship education, and equitable access to resources. By navigating the digital divide with foresight and prudence, educators can ensure that smartphones enrich rather than undermine the educational journey of students.

Thank you!

THE 5TH KING

In Bhutan's land of mountain hue,

Where skies meet peaks, so pure and true, 

There reigns a king, revered and wise, 

Beneath Himalayan azure skies.

In robes of gold and crown adorned,

The Fifth King, by fate, was sworn, 

To lead his people with gentle might,

Through valleys deep and peaks of light.

With compassion deep as canyon's yawn,

He tends to Bhutan's fragile dawn,

Guiding hearts through harmony's song,

In unity, where they belong.

With every step, a mindful stride, 

Preserving culture, traditions wide,

He walks the path of ancient lore, 

In Bhutan's soul, forevermore.

From Thimphu's streets to distant glen,

His presence felt by every fen,

A guardian, a beacon bright, 

In Bhutan's tapestry of light.

May blessings rain on Bhutan's king, 

In every season, every fling,

His reign, a saga, evergreen,

In Bhutan's heart, forever seen.

THANK YOU!