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The guide showed us a coffee-colored piece of sculpture which he said was considered to have come from the hand of Phidias, since it was not possible that any other artist, of any epoch, could have copied nature with such faultless accuracy. The figure was that of a man without a skin; with every vein, artery, muscle, every fibre and tendon and tissue of the human frame, represented in detail. It looked natural, because somehow it looked as if it were in pain. A skinned man would be likely to look that way, unless his attention were occupied with some other matter. It was a hideous thing, and yet there was a fascination about it some where. I am sorry I saw it, because I shall always see it, now. I shall dream of it, sometimes. I shall dream that it is resting its corded arms on the bed's head and looking down on me with its dead eyes; I shall dream that it is stretched between the sheets with me and touching me with its exposed muscles and its stringy cold legs.

Every Pirate Wants to Be an Admiral IT’S NOT AS though this is the first time we’ve had to rethink what copyright is, what it should do, and whom it should serve. The activities that copyright regulates—copying, transmission, display, performance—are technological activities, so when technology changes, it’s usually the case that copyright has to change, too. And it’s rarely pretty. When piano rolls were invented, the composers, whose income came from sheet music, were aghast. They couldn’t believe that player-piano companies had the audacity to record and sell performances of their work. They tried—unsuccessfully—to have such recordings classified as copyright violations. Then (thanks in part to the institution of a compulsory license) the piano-roll pirates and their compatriots in the wax-cylinder business got legit, and became the record industry. Then the radio came along, and broadcasters had the audacity to argue that they should be able to play records over the air. The record industry was furious, and tried (unsuccessfully) to block radio broadcasts without explicit permission from recording artists. Their argument was “When we used technology to appropriate and further commercialize the works of composers, that was progress. When these upstart broadcasters do it to our records, that’s piracy.” A few decades later, with the dust settled around radio transmission, along came cable TV, which appropriated broadcasts sent over the air and retransmitted them over cables. The broadcasters argued (unsuccessfully) that this was a form of piracy, and that the law should put an immediate halt to it. Their argument? The familiar one: “When we did it, it was progress. When they do it to us, that’s piracy.” Then came the VCR, which instigated a landmark lawsuit by the cable operators and the studios, a legal battle that was waged for eight years, finishing up in the 1984 Supreme Court “Betamax” ruling. You can look up the briefs if you’d like, but fundamentally, they went like this: “When we took the broadcasts without permission, that was progress. Now that someone’s recording our cable signals without permission, that’s piracy.” Sony won, and fifteen years later it was one of the first companies to get in line to sue Internet companies that were making it easier to copy music and videos online. I have a name for the principle at work here: “Every pirate wants to be an admiral.

Imagine you were composing a symphony, and you’d written it down by hand onto sheet music, of which you have only one copy. If you wanted to experiment with the theme, you’d be crazy to write over the only copy you have, and risk messing it up with something that doesn’t work. You’d photocopy it, and use that one to play around, while making sure the original was preserved intact as a back-up. That’s not a bad way to think about genome duplications. A working gene is constrained by being useful, and is not free to mutate at random, as most mutations are likely to be deleterious. But if you duplicate a whole section of DNA containing that gene, the copy is free to change and maybe acquire a new role, without the host losing the function of the original. That’s how a primate ancestor of ours went from two-colour vision to three – a gene on the X chromosome encodes a protein that sits in the retina and reacts to a specific wavelength of light, and thus enables detection of a specific colour. By thirty million years ago, this had duplicated, and mutated sufficiently that blue had been added to our vision. This process has to happen during meiosis, where sperm and eggs are formed, if the new function is to be potentially permanent, as the new mutation will be inherited in every cell of the offspring, including the cells that will become the sperm or eggs. Primates seem prone to genome duplication, and the great apes particularly. Something like 5 per cent of our genome has come about from duplications of chunks of DNA, and about a third of that is unique to us. Duplicated

Single-sheet prints in the ukio-e style began to appear around 1680, offered by the same publishers who were producing woodblock-printed books. An efficient devision of labor allowed multiple copies to be produced at high speed, without the need of a printing press. The publisher controlled the entire process, contracting with an artist to design the images; a block cutter to carve the wooden printing blocks, one for each color; and a printer to ink and print the blocks, placing each sheet of paper face down on the inked block and rubbing the back of the sheet with a pad to transfer the ink. Each of these artisans might have apprentices or assistants who were also involved in the process.

Helen, a junior high math teacher in Minnesota, spent most of the school week teaching a difficult “new math” lesson. She could tell her students were frustrated and restless by week’s end. They were becoming rowdy so she told them to put their books away. She then instructed the class to take out clean sheets of paper. She gave each of them this assignment: Write down every one of your classmates’ names on the left, and then, on the right, put down one thing you like about that student. The tense and rowdy mood subsided and the room quieted when the students went to work. Their moods lifted as they dug into the assignment. There was frequent laughter and giggling. They looked around the room, sharing quips about one another. Helen’s class was a much happier group when the bell signaled the end of the school day. She took their lists home over the weekend and spent both days off recording what was said about each student on separate sheets of paper so she could pass on all the nice things said about each person without giving away who said what. The next Monday she handed out the lists she’d made for each student. The room buzzed with excitement and laughter. “Wow. Thanks! This is the coolest!” “I didn’t think anyone even noticed me!” “Someone thinks I’m beautiful?” Helen had come up with the exercise just to settle down her class, but it ended up giving them a big boost. They grew closer as classmates and more confident as individuals. She could tell they all seemed more relaxed and joyful. About ten years later, Helen learned that one of her favorite students in that class, a charming boy named Mark, had been killed while serving in Vietnam. She received an invitation to the funeral from Mark’s parents, who included a note saying they wanted to be sure she came to their farmhouse after the services to speak with them. Helen arrived and the grieving parents took her aside. The father showed her Mark’s billfold and then from it he removed two worn pieces of lined paper that had been taped, folded, and refolded many times over the years. Helen recognized her handwriting on the paper and tears came to her eyes. Mark’s parents said he’d always carried the list of nice things written by his classmates. “Thank you so much for doing that,” his mother said. “He treasured it, as you can see.” Still teary-eyed, Helen walked into the kitchen where many of Mark’s former junior high classmates were assembled. They saw that Mark’s parents had his list from that class. One by one, they either produced their own copies from wallets and purses or they confessed to keeping theirs in an album, drawer, diary, or file at home.

Helen, a junior high math teacher in Minnesota, spent most of the school week teaching a difficult “new math” lesson. She could tell her students were frustrated and restless by week’s end. They were becoming rowdy so she told them to put their books away. She then instructed the class to take out clean sheets of paper. She gave each of them this assignment: Write down every one of your classmates’ names on the left, and then, on the right, put down one thing you like about that student. The tense and rowdy mood subsided and the room quieted when the students went to work. Their moods lifted as they dug into the assignment. There was frequent laughter and giggling. They looked around the room, sharing quips about one another. Helen’s class was a much happier group when the bell signaled the end of the school day. She took their lists home over the weekend and spent both days off recording what was said about each student on separate sheets of paper so she could pass on all the nice things said about each person without giving away who said what. The next Monday she handed out the lists she’d made for each student. The room buzzed with excitement and laughter. “Wow. Thanks! This is the coolest!” “I didn’t think anyone even noticed me!” “Someone thinks I’m beautiful?” Helen had come up with the exercise just to settle down her class, but it ended up giving them a big boost. They grew closer as classmates and more confident as individuals. She could tell they all seemed more relaxed and joyful. About ten years later, Helen learned that one of her favorite students in that class, a charming boy named Mark, had been killed while serving in Vietnam. She received an invitation to the funeral from Mark’s parents, who included a note saying they wanted to be sure she came to their farmhouse after the services to speak with them. Helen arrived and the grieving parents took her aside. The father showed her Mark’s billfold and then from it he removed two worn pieces of lined paper that had been taped, folded, and refolded many times over the years. Helen recognized her handwriting on the paper and tears came to her eyes. Mark’s parents said he’d always carried the list of nice things written by his classmates. “Thank you so much for doing that,” his mother said. “He treasured it, as you can see.” Still teary-eyed, Helen walked into the kitchen where many of Mark’s former junior high classmates were assembled. They saw that Mark’s parents had his list from that class. One by one, they either produced their own copies from wallets and purses or they confessed to keeping theirs in an album, drawer, diary, or file at home. Helen the teacher was a “people builder.” She instinctively found ways to build up her students. Being a people builder means you consistently find ways to invest in and bring out the best in others. You give without asking for anything in return. You offer advice, speak faith into them, build their confidence, and challenge them to go higher. I’ve found that all most people need is a boost. All they need is a little push, a little encouragement, to become what God has created them to be. The fact is, none of us will reach our highest potential by ourselves. We need one another. You can be the one to tip the scales for someone else. You can be the one to stir up their seeds of greatness.

q) Consultation with CVC or UPSC where necessary (r) Forward the inquiry report to the delinquent employee together with the reasons for disagreement, if any and the recommendations of the CVC where applicable - Rule 15(2) (s) Considering the response of the delinquent employee to the inquiry report and the reasons for disagreement and taking a view on the quantum of penalty or closure of the case. Rule 15(2)A (t) Pass final order in the matter – Rule 15(3) (u) On receipt of copy of the appeal from the penalized employee, prepare comments on the Appeal and forward the same to the Appellate Authority together with relevant records. - Rule 26(3) 9. What happens if any of the functions of the Disciplinary Authority has been performed by an authority subordinate to the disciplinary authority? Where a statutory function has been performed by an authority who has not been empowered to perfrom it, such action without jurisdiction would be rendered null and void. The Hon’ble Supreme Court in its Judgment dated 5 th September 2013, in Civil Appeal No. 7761 of 2013 (Union of India & Ors.Vsd. B V Gopinathan) has held that the statutory power under Rule 14(3) of the CCA rule has necessarily to be performed by the Disciplinary Authority. as under: “49. Although number of collateral issues had been raised by the learned counsel for the appellants as well the respondents, we deem it appropriate not to opine on the same in view of the conclusion that the charge sheet/charge memo having not been approved by the disciplinary authority was non est in the eye of law. ” 10. What knowledge is required for the efficient discharge of the duties in conducting disciplinary proceedings? Disciplinary Authority is required to be conversant with the following: � Constitutional provisions under Part III (Fundamental Rights) and Part XIV (Services Under the Union and the States) � Principles of Natural Justice 7

Then, between two sheets of paper, they discovered a third, left there by accident. Clearly written at the top were the words, 'Copy and circulate'. It was the front page of Résistance, mercifully unfinished. Ordered to explain it, I admitted with a suitable degree of reluctance that it was a copy of a tract exhorting the French people to hoard all their nickel coins. I said I had abandoned the project as I was such a bad typist, but that I had made five copies that I had left on seats in the Métro. All in all, it was a plausible story that would only cost me two or three months in prison. I chuckled inwardly as I thought about the Résistance file, with its four hundred names and addresses, lying quietly hidden — together with copies of all the tracts we had published since September 1940 — under the stair carpet between floors. After asking my permission with great ceremony, my gentleman visitors used my telephone to report back to their chief on the success of their mission. Then they hung up, and invited me to leave with them. It was at this point that I remembered the Roosevelt speech that Léo had given me two days before, which was still in my handbag! I asked permission to go to the toilet, which they granted, though not without first snatching my bag from me and ordering me not to shut the door.

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