Gamaj publications

17/12/2023

A lot needs to be still done, focussing on environment and labour that gets desirable job opportunities. Hope the Humanities and the Social sector attains their goals.

23/12/2022

26/09/2021

Hyderabad doctor tops Telangana, AP in Civils
R. Ravikanth Reddy0 comments
September 24, 23:16:58

Gets 20th rank; many aspirants from city crack UPSC
Aspirants from two Telugu states bagged impressive ranks in the Civil Services examinations with P. Srija of Hyderabad securing the 20th rank and topping the two Telugu states.

A medical doctor from Osmania Medical College, Srija bagged the rank in her very first attempt with the optionals being from her core subjects. The daughter of a nurse in Primary Health Centre in Jangaon Srija will get the home cadre for her rank. From being medical doctor to a civil servant, she says she can serve better in public life than in medical profession. She attributes her success to her father Srinivas Podishetty’s dream.

The State topper who hails from Warangal says she was ably guided by V. Gopalkrishna of Brain Tree, Balalatha of CSB IAS Academy and Cyberabad Commissioner Mahesh Bhagwat for the personality test. The 66th ranker, Anisha Srivastava, an alumnus of NASR school, is a resident of RK Puram. The 317th ranker, Gouthami, hailing from the city, is an Architecture graduate from NIT Nagpur and her mother too is a staff nurse.

Other Telugus who figured in the top ranks are Rallapalli Jagat Sai (32), Anisha Shrivastav (66), Rahul Dev Boora (76), Kavali Meghana (83), Challapalle Yashwanth Kumar Reddy (93), Baddeli Chandrakanth Reddy (120) and MVNV Lakshmi Soujanya (127). Telugu candidates have taken coaching from multiple institutes like Brain Tree, Analog Institute, CSB IAS Academy, RC Reddy IAS Study Circle.

Srikanth Vinnakota of Analog IAS Institute said that 95 of their students from across the country emerged successful this year including 16 candidates from the two Telugu states. Some of them include Sarthak Agrawal (17), Shashwat Tripurari (19), Sadaf Choudhary (23), Rallapalli Jagat Sai (32), Devagudi Mounica (75) and Yaswanth Kumar Reddy (93).

Director, Brain Tree, Gopalakrishna said the candidates deserve accolades given their preparation under severe psychological and physical stress due to COVID. Some toppers from Brain Tree include Srija P (20), V.S. Narayana Sarma (33), Anisha Srivastav (66), Shobhika Pathak (248), P. Gouthami (317) and Tirupathi Rao Ganta (441). A statement from RC Reddy Study Circle said that 16 of their students secured good ranks.

26/09/2021

Complex count: On caste census
1 comments
September 25, 12:27:15
A precise caste census is difficult, but the data will be useful to drive social policy
The idea of a national caste census might be abhorrent when the stated policy is to strive for a casteless society, but it will be useful to establish statistical justification for preserving caste-based affirmative action programmes. It may also be a legal imperative, considering that courts want ‘quantifiable data’ to support the existing levels of reservation. Political parties with their base in particular social groups may find a caste enumeration useful, if their favoured groups are established as dominant in specific geographies; or they may find the outcome inconvenient, if the precise count turns out to be lower and has a negative bearing on perceptions about their electoral importance. In this backdrop, the Union government’s assertion in the Supreme Court that a census of the backward castes is “administratively difficult and cumbersome” may evoke varying responses. There are two components to the government’s stand. First, it asserts that it is a policy decision not to have caste as part of the regular census and that, administratively, the enumeration would be rendered so complex that it may jeopardise the decennial census itself. Second, it cites the difficulties and complexities inherent in getting an accurate count of castes, given the mind-boggling numbers of castes and sub-castes, with phonetic variations and similarities, that people returned as their caste in the Socio-Economic Caste Census (SECC) conducted in 2011.

The Government has said data from the 2011 SECC were not acted upon because of “several infirmities” that rendered them unusable. Even in the Censuses up to 1931, when caste details were collected, they were wanting in completeness and accuracy. Further, the data contained 46 lakh different caste names, and if subcastes were considered, the ultimate number may be exponentially high. These points do merit consideration, and even those clamouring for a caste census cannot easily brush them aside. However, these need not mean that an enumeration of the social groups in the country is impossible. A caste census need not necessarily mean caste in the census. It may be an independent exercise, but one that needs adequate thought and preparation, if its ultimate goal is not for political or electoral purposes, but for equity in distribution of opportunities. A preliminary socio-anthropological study can be done at the State and district levels to establish all sects and sub-castes present in the population. These can be tabulated under caste names that have wider recognition based on synonymity and equivalence among the appellations that people use to denote themselves. Thereafter, it may be possible to do a field enumeration that can mark any group under castes found in the available OBC/BC lists. A caste census may not sit well with the goal of a casteless society, but it may serve, in the interim, as a useful, even if not entirely flawless, means of addressing inequities in society.

11/08/2021

While the fear of gadgets is not uncommon among the children of the sixties/seventies in general, those of us in the pedagogy were singled out by the thunderbolt from the pandemic blues. We woke up on March 23, 2020, to abruptly assume the novel charge of online teachers. A tectonic shift from physical to virtual classrooms happened in a jiffy. PPTs, term-end presentations, assessments, evaluations, statistical data, PDFs, charts and Excel sheets were flung at us even before we rubbed our eyes open.

It was assumed that we were all tech wizards who had been keeping our digital skills under wraps all this while.

Read all the latest updates on COVID-19 here.

11/08/2021

It also aims to bridge the gap between kids from affluent and underprivileged backgrounds by stimulating community participation that focuses on teaching children in a fun way through storytelling, painting, dancing, theater, film making, and other co-curricular activities. Little Umbrella Foundation organizes skill training classes including film-making workshops, chocolate, candle-making workshops, and other such productive workshops.

With a mission to nurture each child spiritually, morally, intellectually, socially, emotionally, and physically, Little Umbrella Foundation has hand-held several kids. Prity Banerjee, the founder of Little Umbrella Foundation always believed in a happy childhood and equal rights for children. She always felt a strong connection with the children and wanted every child to get a basic education. She knew serving humanity was the purpose of her life and devoted her life to child education and women empowerment.

As a management professional and creative curator, she has introduced several kids-friendly teaching methods to nurture and evolve children involved in begging and rag picking, and other non-productive activities. 'Service before Self' is her mantra for living a happy and contented life.



Little Umbrella Foundation is proud to have an enthusiastic team of volunteers who share the same vision as that of the organization. Right from student interns, to homemakers, to working professionals, they unitedly work together to uplift society. With every volunteering activity, they aim to create a safe and better world for the children.

With a vision to become the handiest NPO program to handle the educational quality gaps of children and help India improve its rankings in social development indicators, the dynamic team marches ahead in its journey. Little Umbrella Foundation is working in pan India and is taking classes for 537 students who have registered under Virtual Vidyalaya.

Several philanthropic work and active contributions have brought the organization many accolades such as the Global Gandhi peace awards 2020 and Global choice awards 2021 respectively. Little Umbrella Foundation is also currently nominated for the Business world awards 2021 for mental health initiatives.

The organization has also been featured in National channels and Radio channels. During the Covid-19 pandemic, Little Umbrella initiated one of its biggest projects named 'Virtual Vidyalaya' India's first free online school for students of classes 1 to 12. Little Umbrella has helped more than 100 children to obtain an Aadhaar card under its project - Pehchaan in 2015.

With a belief 'To serve humanity is to serve God', Little Umbrella Foundation is determined to empower children and transform them into better individuals. Visit https://littleumbrellafoundation.org/ if you wish to be a change-maker.

This story is provided by Heylin Spark. ANI will not be responsible in any way for the content of this article. (ANI/Heylin Spark)

This story is auto-generated from a syndicated feed. ThePrint holds no responsibility for its content.

Previous Next Who We Are “Don’t limit a child to your own learning, for he was born in another time”, said Rabindranath Tagore. Rabindranath Tagore, a great poet and musician used the alternative education system to imbibe knowledge in children under the open sky through music, art & story tel...

11/08/2021

A wonderful combination of musical notes with taal, the rhythm that sounds magical.

05/06/2021

When we encountered the first lockdown imposed as a result of the ravaging pandemic, the improving condition of our environment was the only silver lining amidst a sea of despair and anguish. Images of clear skies and waterways, dwindling road traffic and wildlife unfettered by human activity have been therapeutic, to say the least.

05/05/2021

The myriad reflections of ourselves and the imaginary self

Self realisation is better understood through the analogy of the mirror reflection of the beam of light , that on dispersion creates beautiful hues of varying colours.
The goal in our life is to attain salvation, an eternal peace and tranquility where we feel one with the higher providential self. At that point of attainment , we do get to see a myriad reflections of ourselves , all around us, big and small.
The process of evolution continues to rediscover our innate potential , dormant and unknown by us yet waiting to unfold with a greater understanding. We find ourselves comfortably lodged in opinion , in our ideas about the world , and feel ,rightly so ,that we have indeed hit the nail on the head, we have arrived at the right solution to the vast drama on earth that we address it as our life , through understanding the higher objectives of our journey so far.
Time passes by, we restart our journey , after letting go of the higher self .
We begin to focus on what we believe in or what we cherish the most. However if whatever we thought about is to be held true ,then how is it that so many others have differentiated opinions of the same thing. As an eg, if I place an object on the floor , and close the eyes of the participants, and ask them about the colour of the object, each would be guessing but would essentially be guessing on the internal intuitive belief patterns that aren’t noticeable by us.
One may say it’s green, the other red, yet another blue and so on, the ever changing perspectives of that one object. Previous knowledge is contributing to the perception as well.
Essentially what it means is, we are each governed by our belief patterns that shape our belief system, which in turn influences our personality.
Every one’s answer holds good.
Truth then , can be personified , to be holding varied reflections. One philosophical, the other scientific, yet another psychological and so on that then brings about prose, poetry, medical sciences, laboratories, therapists and so on.
Let’s understand this through another ,perhaps more simpler example. I have prepared a dish , set it out on the table . I ask the participants,my friends ,colleagues, relatives, whom all you can gather ,to savour the dish.
Some would find it delectable, some may find it sour, others salty, others sweet or even oily or even too dry and so on ........
If we get perturbed and wish to create the perfect dish ,suiting everyone’s palette , it can never happen, no matter how hard one may try, there would always be asking for more.
It’s time then to understand and reflect on the right nuances of all our experiences ,gross to the contemplated subtle.
The contemplation leads us to the essential principle of collective thinking , co lateral thinking processes, a conglomeration of the unique dimensions of the varying selves.
This also means, all interpretations hold good, be it Academic, Scientific, Experimental,Experiential, Philosophical, ,Psychological , Cultural, Spiritual Anthropological, Sociological, Historical ......
THUS , WHAT IS THE LESSON IN THIS?
The lesson for us is to understand our own process of thinking, through reflective and contemplative study and learn to be tolerant of the myriad reflective stories that are woven ,knowingly or unknowingly through the day .
Live and let live should be our policy and make attempts to follow the multi thronged approach to life and living , amicably and joyfully . Expression is important, use the power of expression,not to belittle anyone , but only as a matter of sharing one’s opinion with the others.
This gets us rid of the heaviness around the chest ! We breathe free and allow others to breathe free , be it through a song and a dance, through a prayer or a chant , through a talk or a conversation , following the two way process of communication.
This brings about the essential happiness even if people were to say “ she or he is so different, we beg to differ.....blah blah “
The end result should be finding peace within yourself but also learning about another’s point of view too, one never knows when that opinion could be useful to us.
It’s like going on a well known path but the path is suddenly blocked then you do look out for an alternative path, and you do find hesitatingly another path , which then becomes your discovery , the moment of happiness that helped you reach your goal, even if it were through another way.
That’s the spirit of life , and when learnt well, all anxious moments would be caste aside.
“ I am the wind , I am the sea,
I am the river , I am the tree,
I am the flower ,I am the bee,
I am the earth, I am the sky
What will I be, what will I be “!!!

03/03/2021

In classrooms, we need to rediscover meanings of ‘disobedience’, ‘nationalism’
As teachers, many of us become overly cautious so that every word we utter in our classrooms becomes "technically perfect", "legally sanctified", and is in tune with the dominant ideology of nationhood.

Updated Feb 27, 2021 8:53 AM | Written by Avijit Pathak

Society decays if our classrooms are dead (Illustration: C R Sasikumar)

Amid the tsunami of FIRs and sedition charges, it is not easy to cherish the spirit of critical enquiry and transform our classrooms into truly dialogic spaces that encourage young minds to think and feel intensely, raise new questions, experiment with truth, and even interrogate the dominant common sense of the age. Instead, the all-pervading fear — that of being castigated as a “conspirator” with “anti-national” motives — tends to paralyse us.

As teachers, many of us become overly cautious so that every word we utter in our classrooms becomes “technically perfect”, “legally sanctified”, and is in tune with the dominant ideology of nationhood. As even a tweet by a climate activist unsettles the mighty government, and the ever-expanding technologies of surveillance surround our existence, the idea of a living/vibrant classroom with the spirit of learning and unlearning, or creatively nuanced critical pedagogy might look like a distant dream. Yes, the message that is conveyed to us through the coercive as well as the ideological apparatus of the state is clear: Be safe, keep consuming the heavy dose of hyper-nationalism, don’t forget that conformity is the ultimate virtue, and a mind that questions is dangerous!

To begin with, as a teacher, let me explore what it means to be “safe”. Possibly, it implies three things. First, don’t demand anything higher/nobler from your vocation; see yourself primarily as a “paid professional” — not fundamentally different from a bank accountant or a factory worker, complete the official syllabus, report to the higher authorities, and be “loyal”. Second, don’t bring the fire of sensitivity, reflexivity or inner churning in your classroom; instead, reduce education into a form of bookish knowledge, see it as just a job-oriented “skill”, or at best equate one’s merit with detached intellectual gymnastics. And third, depoliticise education; don’t relate the classroom to the world out there. Well, you may refer to Marx, Gandhi and Ambedkar as a “course material”; but do not utter a single word about, say, the farmers’ protest, rising authoritarianism, militarism, narcissism and growing communalisation of our society. In other words, be a “good performer”; keep pretending that everything around you is normal, and hence, don’t encourage the likes of Disha Ravi or Safoora Zargar in your classroom. Instead, cooperate with the cops, and send them to prisons!

Yet, in the age of darkness, it is also important to strive for the light that illumines our consciousness. And at the finest moment of inspiration, a teacher who is not yet spiritually dead, I assume, would like to believe that education is essentially about awakened intelligence (not instrumental reasoning), sensitivity to life and the world, and emancipatory consciousness. This is possible only when we cultivate the art of listening, the urge to question, the ethics of care and the unity of theory and practice.

It is in this context that in our classrooms we need to continually rediscover the meanings of “disobedience”, “nationalism” and “studentship”. Blind obedience, as Gandhi demonstrated through his politico-ethical practice, is not a virtue; instead, non-cooperation with evil forces, or satyagraha as an art of resistance reveals our real courage. Hence, if a young student interrogates the rapid use of CCTV cameras in hostels and classrooms, she is not doing anything morally wrong; instead, she is questioning the culture of surveillance, and articulating the need for evolving a socio-cultural milieu based on trust, freedom and inner discipline. Well, in the eyes of an authoritarian vice-chancellor or a college principal, she is “disobedient” or someone to be punished; but then, in the eyes of a sensitive teacher, she is a possibility — a dreamer whose time has come.

Likewise, think of a student who sees hyper-nationalism as some sort of menace, argues that a toxic culture filled with the over-production of conspiracy theories cannot be justified in the name of majoritarian nationalism, and after all, there is something higher to strive for as the spirit of love and compassion transcends all borders and boundaries. A teacher must assure her that she is not a criminal. She should not be ridiculed as what the prime minister regarded as “andolan jeevi”. Instead, unlike those who have reduced nationalism into some sort of war against fellow citizens, she is our lost conscience. Possibly, she is the one who has truly taken Tagore’s essays on nationalism seriously.

A good student is not the one who writes “technically perfect” answers, gets good grades and pleases the corporate employers. Is it possible for a teacher to reaffirm that a good student is one who is not afraid of her creative rebelliousness because to love is to say “no” to what is ugly and violent — be it communal hatred, corporate loot and environmentally destructive “development” mantra? See the irony of our times. While coaching centres assure instant success, fancy schools manufacture the brigade of “toppers”. And with increasing commodification of education, a student becomes a consumer, and a teacher is just a “service provider”.

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Furthermore, our public universities have been destroyed systematically. It is almost impossible to find even the slightest trace of Tagore’s poetic universalism in Shantiniketan; and in recent times, the Jawaharlal Nehru University has been severely wounded. Yes, it is really sad if ideals collapse, utopias disappear, spineless celebrities are our role models, and noisy/"nationalist" television anchors become our ultimate educators. This must change.

For this qualitative transformation, it is important to try our best to renew the spirit of libertarian education. Society decays if our classrooms are dead; democracy degenerates into authoritarianism if our universities cease to nurture young minds that question the pathology of power; and we would lose the very meaning of living if the psychology of fear is allowed to rob us of our ultimate treasure — our conscience.

This article first appeared in the print edition on February 27, 2021 under the title 'Where the student is without fear'. The writer is Professor of Sociology at JNU.

03/03/2021

The study of glaciers requires a very multidisciplinary approach
There is a need to understand the complex Himalayan system by creating field, logistics and communication system, ensuring human resource development, and interface at national, regional and international levels.

Updated Feb 28, 2021 8:40 AM

Restoration work at the Rishi Ganga power project site following the Feb 7 flash floods in Uttarakhand's Chamoli, reigniting concerns over Himalayan glaciers (PTI)

Written by H C Nainwal

THE RECENT tragedy in Uttarakhand brought a lot of focus on Himalayan glaciers. But these glaciers have been a subject of intense discussion for the last few decades now because of global warming.

Melting of glaciers is one of the most dramatic impacts of rising global temperatures, and much of this is playing out in the Himalayas, where the winter period has been noticeably reducing steadily, and so is the amount of snowfall received during the winter season.

There are close to 10,000 big and small glaciers in the Himalayas. Like the other glaciers of the globe, most of them are retreating because of the rise in temperatures. Many of these glaciers are retreating at an average rate of 5 to 20 metres a year.

In India, the study of glaciers began in the 1940s, thanks to the efforts of the Geological Survey of India, which carried out the first research projects and measurements. Now, of course there are several government departments, institutions and universities that are involved in the study of Himalayan glaciers.

The study of glaciers requires a very multidisciplinary approach. It combines the knowledge of geology, physics, hydrology, meteorology, mathematical modelling, and many other fields. It also needs the help of technological tools like remote sensing and Geographic Information System. There are several aspects of glaciers that need to be studied to get a clue about their behaviour, and to understand their dynamics. These include mass balance (ablation/melting), estimation of volume, snow cover mapping, hydrology, geochronological studies, modelling and sensitivity, GLOF (Glacial Lake Outburst Floods), meteorology, black carbon, and aerosol studies.

The Ganga has two major tributaries — Alaknanda and Bhagirathi. These two rivers originate from different glaciers. Bhagirathi originates from the Gangotri glacier while Alaknanda comes from the Satopanth glacier. The 13-km long Satopanth glacier is located in the Upper Alaknanda basin and the snout of the glacier is situated about 15 km upstream of Badrinath. Since 2005, I have been working on the Satopanth glacier, studying its dynamics, mass balance (through field-based techniques), surface velocity, and the impacts of aerosols and black carbon.

Our field visits happen between April and October. In the winter season, most of these areas become inaccessible. We usually set up a base camp near the snout of the glacier and then trek upwards for measurements and collection of data. We stay at these locations for several weeks. A lot of support staff, like porters, accompany us to these field visits.

We have also installed an automatic weather station near the snout of the Satopanth glacier in order to collect meteorological data of the basin. Modern technology tools like Ground Penetrating Radar (GPR) and differential Global Positioning System (DGPS) give us very precise measurements about the changes in the glaciers. A lot of measurements are done through remote-sensing techniques as well, using our satellites in space.

The study of glaciers has improved considerably in India in the last few years and the number of people studying them has also increased. But this is still not adequate. For example, there are very few automatic weather stations installed near the glaciers. We need much better infrastructure and more human resources.

What is also required is better coordination between the different teams working on the Himalayan glaciers. As I mentioned earlier, glaciology is multidisciplinary. There are lots of different agencies involved, and often they work separately. What we need is that every project or scientific group should complement the works of the others. There is a need to establish a National Institute of Glaciology to study all aspects of Himalayan glaciers in a very holistic manner.

Also, we need to set up a framework of representative glaciers along and across the Himalayas, and then study them comprehensively over prolonged periods. Right now, a typical research project lasts for about three years. Many of them do get extended, but we require long-term data, over several years or decades to be able to map their behaviour accurately. Therefore, there is a need to initiate long-term in-situ measurement for mass balance and dynamics of such representative glaciers.

Thanks to the efforts of the last couple of decades, we now have good quality data on some of the Himalayan glaciers. But this needs to improve further.

The glaciers are the biggest sources of fresh water, and hundreds of millions of people depend on the rivers that source their water from them. Therefore, there is a need to understand the complex Himalayan system by creating field, logistics and communication system, ensuring human resource development, and interface at national, regional and international levels.

This article first appeared in the print edition on February 28, 2021 under the title ‘Mass, volume, models: Listening to glaciers’. Nainwal is a glaciologist at Hemwati Nandan Bahuguna Garhwal University in Srinagar, Uttarakhand.

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11/02/2021

Classrooms are all about engagement between a teacher and students, where they can learn and grow
What is a school without students? Just an empty, lifeless building. The corridors missed the movement and noise of excited students.

Updated Feb 07, 2021 9:13 AM

Schools in Delhi reopened for Classes 9 and 11 students on Feb 5.

Written by Jagriti Singh

The school compound is now alive, after a long break of 10 months. It’s alive and lively, and the chatter of students has returned after the pandemic break. The school compound was almost deserted since the middle of March last year. What is a school without students? Just an empty, lifeless building. The corridors missed the movement and noise of excited students.

Although it is different from past years when schools opened after a break, but the eyes still tell a story. Behind masks, all I can see are the shining eyes of my students. The feeling that comes through is of happiness and gratitude. Each of them is excited to be back at school. Their swift movement and brisk walk towards me to say ‘Good Morning!’ make me melt away with joy. We are meeting in-person after 10 months of online interaction. The delight is mutual.

I tried my best to keep the virtual environment as warm as possible by connecting with each of my students personally, and mostly, they too seemed happy. However, from time-to-time, the occasional message on my personal wall made me realise how much they missed school. One day, one of them wrote out of desperation, “Will I ever get to sit with my friends in a classroom and engage in enlightening discussions?” I was moved. I called the student and spoke to him for almost an hour. The incident also prompted me to have one-on-one video calls with my students. It proved to be very helpful in the distressing situation that these young minds were facing at home. Most of them were disturbed by the loss of normalcy in their lives and were waiting eagerly for everything to return to normal.

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Now, school building is the same, their friends and teachers are present, but the definition of normal has changed. To create this new normal, a safe and secure environment for our students, it took a lot of brainstorming on our part. All the SOPs were put in place in such a manner that they ensured that every little apprehension of the students was addressed. The teenage students, considered rebellious in general, are now ready to follow rules and set an example for their juniors. They are willing to go to any length to make the most of this new situation.

When I look at them now, each one is a different person with a changed attitude. They have developed a sense of belonging to the school more than before. I was amazed to see the seriousness that they are showing for their coming Board exams. One of them said, “Madam, now I know why teachers are important. They bring the warmth of interaction to class.” Another chipped in, “Madam, the social interactions of the classroom were my most missed moments at home”.

The most shy girl of my class was very interactive during virtual classes and I was happy to see her engaging in activities. I felt she enjoyed the online classes a lot more than being in school. However, she told me, “Madam, these classes away from school made me realise how many chances of interaction I had missed in the classroom, and so I tried to use my time in online classes to the fullest.”

I never thought that this time away from school will make my students learn a lot about life and the social equations that feed the human soul. I missed their laughter, their innocent conversations and the infectious energy of a class full of teenagers. I understood well that it is not just these students who need me for their lessons, I need them too for my fulfilment as a teacher.

Classrooms are not just spaces within four walls with blackboards and benches; they are all about the engagement between a teacher and students, where they can learn and grow. The 10-month break was long and cold, we were not face-to-face with one another. Now that we are together again, the warmth of our interactions brings both gratitude and happiness. I am excited to be back in a classroom with students, even if half-full.

This article first appeared in the print edition on February 7, 2021, under the title “Students need teachers, but we need them too”. Jagriti Singh teaches English at School of Excellence in Dwarka, Delhi. Delhi schools recently opened for regular classes for Classes 10 and 12

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