Monday, December 26, 2016

A New Digital Platform in India Wants to Provide Books to Every Child

A New Digital Platform in India Wants to Provide Books to Every Child

With more than 800 languages spoken in the country, access to written stories in every native tongue is limited.

In the Northern India state of Himachal Pradesh, about 45 miles from the Dalai Lama’s residence, lies a village called Suja, where Tibetan Children’s Villages is located. While the school’s library has enough books for teens in their native language, contemporary, entertaining material for younger readers is completely missing. “Books for primary grades have hardly been written in Tibetan,” says Tenzin Dhargyal, a senior English teacher at TCV School.

Six months ago, Dhargyal discovered StoryWeaver, a digital storehouse of multilingual books for kids where users can read, write, translate, modify, and even download books. He fell in love with it. “It has so many relatable stories for children,” he says. Dhargyal requested Tibetan script be added to the platform, and in no time he had translated the first story and was using it with his students.

Seeing his work, a few more Tibetan educators jumped onto the bandwagon. Today, StoryWeaver has 52 stories in Tibetan, of which Dhargyal will soon be printing three into books for his library. And this month, his secondary school students will be introduced to StoryWeaver so they can translate at least one book as part of their winter break homework.

Tibetan-language speakers are not the only ones benefiting from this first-of-its-kind open-source publishing platform.

Suchana, a community group that focuses on education and health, is translating stories on StoryWeaver in Santali and Kora, two tribal languages that lack written stories.
India has more than 800 spoken languages and dialects, many of which don’t have their own script. Typically, most children’s content is produced either in Hindi or English. Very few publishers cater to other languages, so access to stories in a child’s native tongue is limited, causing a decrease in learning opportunities.

UNESCO’s Global Education Monitoring Report estimates that “40% of the global population does not access education in a language they understand,” which can be especially detrimental to poor children, as their already limited educational opportunities become less available.

StoryWeaver is the brainchild of Pratham Books, an Indian publisher working with the aim of “putting a book in every child’s hand.” To address the critical shortage of reading material for children, Pratham Books has published affordable books for kids in 18 languages in the last 12 years. Suzanne Singh, chairperson at Pratham Books, says that StoryWeaver was born to extend its reach to all 300 million children in India. “We felt the need to be innovative and decided to pursue a digital strategy,” she notes.

StoryWeaver has 2,500 books in 53 languages on its platform. “The ease of our embedded story creator and translator tool is something our users love,” says Singh.

Reaching kids in cities has been easy, thanks to internet accessibility. “But it’s important that all children have equitable access to joyful reading material in their own languages to build a reading habit,” Singh says.

With its outreach partners, StoryWeaver has been able to influence children in underserved rural communities, where the digital infrastructure and connectivity can create a roadblock for reading and learning. Educators and storytellers are downloading stories and using them as wall projections, flash cards, reading comprehension modules, and activity books, as well as in local language apps and in Braille books.

In the last 14 months, the number of languages on StoryWeaver has doubled, and almost all new ones added have been at the request of users. The organization is working with passionate Indian linguists to add languages that are at risk of dying out. “We hope we can play a small role in their preservation,” Singh says.


Regards

Pralhad Jadhav

Senior Manager @ Library
Khaitan & Co                                                                    


Interaction with others may improve our decision making

Interaction with others may improve our decision making

Our decision-making is heavily influenced by the world around us, a study has found, challenging the traditional idea that thinking takes place strictly in the head.

The idea that thinking is done only in the head is a convenient illusion that doesn’t reflect how problems are solved in reality, said Gaelle Vallee-Tourangeau, Professor at Kingston University in Britain. “When you write or draw, the action itself makes you think differently. In cognitive psychology you are trained to see the mind as a computer, but we’ve found that people don’t think that way in the real world. 

“If you give them something to interact with they think in a different way,” Vallee-Tourangeau added.

In the study, the researchers explored how maths anxiety – a debilitating emotional reaction to mental arithmetic that can lead sufferers to avoid even simple tasks like splitting a restaurant bill – could potentially be managed through interactivity.

The study involved asking people to speak a word repeatedly while doing long sums at the same time. 

The results showed that the mathematical ability of those asked to do the sums in their heads was more affected than those given number tokens that they could move with their hands.

“We found that for those adding the sums in their head, their maths anxiety score predicted the magnitude of errors made while speaking a word repeatedly. If they’re really maths anxious, the impact will be huge,” Vallée-Tourangeau explained. “But in a high interactivity context – when they were moving number tokens – they behaved as if they were not anxious about numbers,” Vallée-Tourangeau said.

Understanding how we think and make decisions by interacting with the world around us could help businesses find new ways of improving productivity –  and even improve people’s chances of getting a job, the researches noted. The study was published in the journal Cognitive Research: Principles 
and Implications. 


Regards

Pralhad Jadhav

Senior Manager @ Library
Khaitan & Co                                                                    


Mum experts to help restore Kol museum's 4,000-yr-old mummy

Mum experts to help restore Kol museum's 4,000-yr-old mummy

One of the most enduring attractions of the historic Indian Museum -the 4000-year-old Egyptian mummy that had been shipped to Kolkata in 1882 -is set to be restored in collaboration with experts from the Chhatrapati Shivaji Maharaj Vastu Sanghrahalaya (CSMVS) in Mumbai.

Displayed at the museum's Egyptian gallery , the mummy is placed inside an insulated cabinet, which, the museum authorities claim, has prevented its degeneration. But the gallery needs immediate renovation and the mummy could be preserved better with inputs from experts, they admitted.

The Minister of state for external affairs, MJ Akbar, visited the Egyptian gallery of the museum on Saturday and expressed his dissatisfaction about the way the mummy had been preserved. He left a series of queries for the museum authorities to answer.

The museum officials have planned a two-pronged approach to protect the mummy . First, they will seek assistance from the National Museum and the National Research Laboratory for Conservation, Lucknow, to give the Egyptian gallery a much-needed facelift. Then, they will join hands with CHSMVS experts to ascerta in the real condition of the mummy and explore the possibilities of preserving it better.

“It rests inside an insulated cabinet which has a micro-climate of its own. The mummy is in no way exposed to the atmosphere, so it has not been affected. But the gallery needs to be repaired now as it had been left out of the bicentenary renovation work two years ago,“ said Jayanta Sengupta, director.

Wrapped in cloth with arms tied down to the sides, the mummy looks fragile.  The flesh of the face and the head has crumbled away , leaving the bones exposed. The mask has been taken off and laid on the chest.

The mummy was a gift to the Asiatic Society of Bengal, which founded the museum, from a British officer, Lieutenant E.C. Archbold of the Bengal Light Calvary , in 1834, according to the Journal of the Asiatic Society of Bengal.

“The mummy was obtained with some difficulty from the tombs of the kings at Gourvah,“ the society reported in its minutes. “The native crew on board the ship ... having objected to receive the mummy in his baggage, he had been under the necessity of requesting one of the officers of the Sloop of War Coote to bring it onward to Bombay , whence it will be forwarded to Calcutta by the earliest opportunity .“ Incidentally , India is one of the few countries that houses Egyptian mummies in six different museums. Very few museums outside Europe and America possess mummies from Egypt.

Explaining the reason behind joining hands with CSMVS experts, Sengupta said the museum was the only one in India to have held an exhibition of mummies a few years ago. “They had organised it jointly with the British Museum, which is an authority on mummies and their conservation. Even though we believe that the Kolkata mummy is fine, they might be able to spot flaws in conservation and recommend measures to make it last longer,“ said Sengupta.

The Indian Museum director added that the mummy is bound to have suffered degeneration in the early years when preservation methods were non-existent. “It is bound to have undergone some wear and tear then. But ever since it was placed inside the protected cabinet, it has been well-preserved. Or else, it would have disintegrated,“ he claimed.
The museum authorities didn't rule out the possibility of seeking technical expertise from abroad.“Even though it is a long process and we haven't yet mooted the proposal, we will consider it once the Mumbai collaboration takes shape,“ said Sengupta.

Source | Times of India | 26 December 2016

Regards

Pralhad Jadhav

Senior Manager @ Library
Khaitan & Co                                                                    


Going Beyond the Syllabus, says Dr. Kamal Gupta

Going Beyond the Syllabus, says Dr. Kamal Gupta

Dr. Kamal Gupta, Chairman, Governing Council, Lala Lajpatrai Institute of Management, dwells on the current needs of management education

Management education in a highly dynamic environment requires a high degree of flexibility in the management course offered to the students. The latest developments in knowledge and skill are to be constantly observed with keen interest and the same should be imparted to the students as well as to the teaching faculty. In order to achieve progress in this direction, it is absolutely imperative to go beyond the syllabus prescribed by the University.

Furthermore, to ensure the academic status and build the rigor and relevance in the course, it is inevitable to strike a golden mean between the syllabus and additional skill and knowledge. This means that apart from dwelling on the syllabus, students and teachers will have to be exposed to several other new emerging areas in the business. The list of activities that go beyond the formal syllabus are very lengthy and very difficult to comprehend.

However, an illustrative list of such activities include knowledge based activities; organizing seminars on latest developments in domestic and global economies, development in areas such as neurology based business models in finance, marketing and human resource management will have to be discussed as part of the non curricular activity. Similarly,adoption of new technology, its implication for the trade and business should be discussed threadbare.

Also, thelatest development in policy environment has a decisive impact on business, trade and commerceand should be debated. The inflow of foreign capital, its implications on different areas of management, particularly MNCs and their operation, with reference to human resource management, development of digital infrastructure, its implication on trade and finance, emerging trends in banking and finance, skill centered programmes such as digital marketing, adoption of social media for marketing products, business simulation, use of statistical tools and programmes in the research and relevance of research and development in the effective management. In this regard mention may be made of SPSS package, Advanced Excel, Financial Modelling, Knowledge Mould, which could help in establishing a strong link between industry and management institutes. This would include promoting industry related research, emphasis on inculcating entrepreneurship, organizing FDPs and MDPs, study on six sigma, organizing expert’s talks on various emerging issues like ethics in business, corporate social responsibility etc research and publication. The above cited list of activities is not certainly exhaustive but merely illustrative.

Also, the activities mentioned above including others arising out of emerging environment will go beyond the curriculum and will help to achieve the ultimate goal of education which is to mould the learners’ to live their life in harmony. As Rabindranath Tagore said, “The highest education is that which does not merely give us information but makes our life in harmony with all existence.”

It is appropriate to quote what Aristotle said, “Excellence is always the result of high intention, sincere efforts and intelligent execution. It represents wise choice from among many alternatives.” Therefore, it is not exaggeration to say that ultimate goal of education is to equip the learners with sufficient knowledge and attitude to make the right and wise choice that will determine their destiny.

Source | Free Press Journal | 26 December 2016

Regards

Pralhad Jadhav

Senior Manager @ Library
Khaitan & Co                                                                    


Service Ethics in an Academic Profession, says Prof Sharu S. Rangnekar

Service Ethics in an Academic Profession, says Prof Sharu S. Rangnekar

Noted Management Guru, Prof. Sharu S. Rangnekar takes a look at an important aspect of those working in the education sector

The Concept of Service Ethics in India

Traditionally the services were not considered remunerative careers in Indian culture. Particularly, academic professions like teaching or health care like medical profession were considered a service to society and not for earning money.

With this type of ethics, the academic community was expected to concentrate on improving their knowledge and disseminating the knowledge to the benefit of the society. The basic motto was “Sa Vidya Ya Vimuktaye” (Education is that which liberates human being). Consequently, the purpose of education was to remove the prejudices that we accumulate in to the process of our life. So the first priority in academic profession was the human concern where by what one consumed for one’s own pleasure was considered secondary to what can be contribute for the pleasure of others. This is illustrated by the episode of Mahatma Gandhi. A Sri Lankan journalist tried to interview Gandhi in 1946, but he was very busy with the negotiations prior to Independence. However, he consented to give three minutes of time to the ‘foreign’ journalist. The first thing the journalist wanted to ask for was Gandhi’s autograph – that took one minute and so two minutes were left. So he asked Gandhi to give a message for his people. Gandhi said,

“The message I am giving is not only for Sri Lanka, it is for all nationals of developing countries which are going to get independence in the near future and the message I want to give them is: “Try to minimize your wants – and satisfy your needs.” The message did not mean very much to the journalist. So he asked for an explanation. Gandhi said, “When people become free to take their own decisions for development, they are likely to provide for what they want and not what their people need.” For example, they want five star hotels but their people need drinking water in the villages.

Gandhi’s prophecy came to be true and while every kind of luxury is available in India, yet the drinking water is not available in many villages. During the 1977 Janata regime, George Fernandez said that there are villages where Coca Cola is available but drinking water is still not available. So he removed Coca Cola from the scene – but the result was that those villages had neither Coca Cola nor drinking water!

Gandhi was very strong about frugality for individual comfort. When he returned from South Africa he used to wear kurta, dhoti and the so-called Gandhi cap. In his first trip to Madurai, he found that a woman was washing half her saree in the river – wearing the other half. He asked his host, “Why is she doing such a strange thing?” The host replied, “She has only one saree. She wears half and washes the other half. When that half is dry, she wears it and washes the half that she was wearing.” Gandhiji was shocked at the idea that the woman did not have more than one saree for herself. So he said, “It is criminal for me to wear so much cloth – kurta, dhoti and cap! So he measured the area of the saree and decided to have two sets of loin cloth and that became his dress. Even the cap which was named after him – he stopped wearing it.

So the basic approach to this type of ethics is that till all others get the essentials they need, we should not spend on luxuries. However, the feeling virtually vanished with Gandhi and all types of luxuries have become part of our life.

The socialistic ideas which ruled the intellectual thinking in 20th century with the dictum “From each according to his ability – to each according to his need” created a communist social system which also influenced the academic profession. However, this came in conflict with the capitalist system which provided motivation for people to produce more and more and improve progressively standard of living creating a welfare society.

In the welfare society subsidies were given by the government through bureaucratic channels. The resources passing through various sticky hands did not reach where the resources were urgently required.

Thus, came the necessity to conduct the academic profession professionally. This means:
• A systematic objective method for selecting beneficiaries
• A market survey to assess the immediate need
• A system to see the available resources are spread as evenly as possible

A continuous effort is required to breech the gap between potential and those whose ideas can help in managing and marketing financial resources. This is a challenge we are facing today to see that the commercialization does not overrule the academic professions and ethical ideas are able to direct the academic process.

Source | Free Press Journal | 26 December 2016

Regards

Pralhad Jadhav

Senior Manager @ Library
Khaitan & Co                                                                    


Sunday, December 25, 2016

What a way to give back to society : Famous sydenham Alumni to Rebuild Gutted Library

What a way to give back to society : Famous sydenham Alumni to Rebuild Gutted Library

Silence in the library

THE fire is suspected to have been caused by a short circuit.

Fire control received the call at around > . = : am, after which four fire engines and seven water tankers were sent to the library at Sydenham Institute of Management Studies, Research and Entrepreneurship Education ( SIMSREE).

A senior official said, “ By @ . = : am, the fire was brought under control. However, the books and furniture inside library was flammable material, so there was more damage.” College officials estimate that about A : % of the books have been irreparably damaged.

Not all is lost, however.

Christmas miracle For one, no one was hurt in the incident; the students are all away on Christmas break and because it was in the wee hours of Sunday, no one else was there when the fire broke out. Equally miraculous is the fact that the institute has managed to salvage its most precious collection of Harvard Business Review ( HBR) journals, which were housed in special vaults ( called compactors) that kept them safe from the flames.

Dr Manoj Bhide, director in charge of the institute said, “ It was a high- tech library with ; ? , > : : books on management education. While most of the books are destroyed, we are glad that our rare books, which were kept in compactors, are safe. These HBR journals are assets for any management institute.

got wet, we are glad that after drying, they are still in readable condition.” “ The library is certainly a very important section of any institute, and this fire is a huge loss for us. But we are confident of getting support from the alumni, the university, as well as the government in restoring the library,” he added.

Trial by fire The college still has tough times ahead. Students will return from holiday on 6 anuary to get back to their grinding academic schedule. Without books, however, the students will be handicapped. Moreover, since it is a government institution, restoring the library could take a long time because of all the paperwork and official procedures to follow.

In this trial by fire, it is the Sydenham students who saved the day. While current students rushed to the campus to help out as soon as they heard about the blaze, the Sydenham Institute of Management ( SIMAA) too have pitched in with a much- needed donation of R > lakh, so the college can at least arrange for the crucial books that students will need.
Meanwhile, Mumbai University has also extended its support by opening its library to SIMSREE students. Aashish Pawaskar, assistant professor at SIMSREE and one of the directors of SIMAA, said, “ Mumbai University will now allow our students to use the Churchgate campus library whenever required until our library is restored.”

Source | Mid Day | 26 December 2016

Regards

Pralhad Jadhav

Senior Manager @ Library
Khaitan & Co                                                                    


Once awarded, scholarship grant can’t be denied to student for failing exam

Once awarded, scholarship grant can’t be denied to student for failing exam

Students, who has been granted a scholarship, but the amount has not been disbursed, can file a consumer complaint under the Consumer Protection Act.

Case Study: Ankita Pradeep Kumar Jain of Damoh District of Madhya Pradesh was a student of the Principal K M Kundnani College of Pharmacy at Cuffe Parade in Mumbai. After competing the B. Pharmacy in 2011, she enrolled for the two years M. Pharmacy course. Ankita had undergone the Graduate Pharmacy Aptitude Test (GPAT), and had secured a scholarship of Rs 8,000 per month, totalling Rs 1,92,000 per year for two years.

The college granted the scholarship for the first year. But when Ankita failed in one of the theory papers, she was denied the scholarship. She cleared the first year exam in November 2011 and the second year exams in May 2012.

Aggrieved, Ankita filed a complaint before the South Mumbai District Forum. She used the Right to Information Act to obtain documents from the All India Council for Technical Education (AICTE).

She obtained information from the Bombay College of Pharmacy to establish that the sanctioned scholarship is granted to students who continue their studies regardless of whether they pass or fail. Ankita claimed that the amount of Rs 96,000 for the second year scholarship should be paid to hear along with 12% interest.

The college contested the complaint, questioning it maintainability. It also argued that Ankita was not entitled to scholarship for the second year. The forum upheld the arguments of Advocate Baliram Kamble who appeared for Ankita. It held that that Ankita was a consumer as she had paid fees to the college, and so the complaint was maintainable. On merits, the forum noticed that the college had admitted receipt of the second year's scholarship amount but had stated that it had been returned without producing any proof to show that it had really been returned. The forum concluded that there was deficiency in service and that the college had also indulged in unfair trade practice.

Accordingly, by its order of November 10 delivered by G K Rathod the presiding officer for the bench along with member S G Chabukswar, the forum upheld the complaint. It order the college to pay Ankita Rs 96,000 along with 12% interest starting from July 25, 2013. Additionally, the forum awarded Rs1 lakhs for the mental agony caused in followingup the complaint all the way from Madhya Pradesh. Costs of Rs 5,000 were also awarded.

Conclusion: A consumer complaint can be filed for failure to disburse scholarship which has been granted.

Source | Times of India | 26 December 2016

Regards

Pralhad Jadhav

Senior Manager @ Library
Khaitan & Co                                                                    


Online learning grows by 50 per cent in India in 2016; Coursera reveals this year's most popular courses

Online learning grows by 50 per cent in India in 2016; Coursera reveals this year's most popular courses

Tech, English Are Most Sought After Skills In India

Online learning grows by 50 per cent in India in 2016; Coursera reveals this year's most popular courses
Coursera, the largest provider of online courses from top universities, has revealed the list of the 'Most Popular Courses in India of 2016', based on an analysis of enrollments by Indian users in online courses in 2016.

Coursera has a whopping 1.8 million learners from India out of 23 million registered learners globally, establishing the country as the second largest base of online learners after the US.

Over the past year, the country has witnessed an uptake of high quality, flexible, career-relevant online courses. Maximum growth was witnessed in Technology courses which constituted 70% of the list of the 10 most popular courses, followed by courses teaching English for career advancement.

As compared to 2015, Coursera has seen a 50% increase in the number of registered users, especially amongst technology learners.

The most popular courses of 2016 include a healthy mix of courses that teach skills for some of today's hottest technology careers as well as skills that are broadly useful for career and life. The trends revealed today showcase how India's aspiring professionals are looking for new alternatives to learn skills throughout their careers in order to keep pace with the fast pace of change in business and technology.

"Considering, the crucial role played by the IT industry, employing over 13 million people in India, it's no surprise that 7 out of the top 10 online courses in India are technology-focused. Indians are vying for top jobs at startups and at the many multinational technology companies that continue to come to India to find talent. Most of our Indian learners see online courses as a way to stand out in a sea of qualified job applicants," said Nikhil Sinha, Chief Business Officer, Coursera.

"If a university's primary job is to augment and disseminate knowledge, it is platforms like Coursera that will be a key partner in bringing that knowledge to people at unprecedented scale. Indians have been early adopters of online education. Over the next few years, we predict that online courses and credentials will become extremely common and even requirements to be considered for job roles that need specific skills," he added.

Source | businessworld.in/article/Tech-English-Are-Most-Sought-After-Skills-In-India/20-12-2016-110081/

Regards

Pralhad Jadhav

Senior Manager @ Library
Khaitan & Co                                                                    


Research in social sciences takes a beating owing to poor funding: Study

Research in social sciences takes a beating owing to poor funding: Study

China is ahead of India in terms of funding, number of faculty members: Sukhadeo Thorat

Owing to insufficient funding to social science research (SSR), “productive, useful and empirical research on multiple policy and social problems in the country has taken a severe beating”, says a recent research on funding to SSR in India.

“China is ahead of India in terms of funding, faculty and publications in international journals and it reflects poor quality of infrastructure in SSR institutes here,” said Sukhadeo Thorat, Chairman, Indian Council of Social Science Research (ICSSR), who is one of the two authors of Social Science Research in India: Status, Issues, and Policies, published by the Oxford University Press, New Delhi (2016).

The study is co-authored by Samar Verma, senior programme specialist, International Development Research Centre, New Delhi.

The average number of faculty in research institutes in India was seven against 35 in China, said Prof. Thorat, speaking to The Hindu.

While the Union Home Department alone incurred an expenditure of 1,050 crore on carrying out Census and data collection (statistics) in 2012–13, the total expenditure incurred by different Union ministries on SSR was just 543 crore during the same year, said the report.

Contrast to science

On the other hand, it found that expenditure on research in natural sciences was 2,929 crore in 2012–13. “This indicates that the share of expenditure incurred towards social science and humanities is meagre compared with pure science and technology,” said the study.

The University Grants Commission too released 397.82 crore for major and minor research projects in pure sciences during 2008–13, against just 131.38 crore for SSR during the same period, it said.

With the support from the Ministry of Human Resource Development, various councils, including ICSSR, Indian Institute of Advanced Study (IIAS), Indian Council of Philosophical Research (ICPR), Project of History of Indian Science, Philosophy and Culture (PHISPC), and National University of Educational Planning and Administration (NUEPA), are promoting SSR.

Among all these councils, ICSSR funding accounts for the highest share of 65.13 per cent in 2012–13. Except the ICSSR and the IIAS, which have registered increased growth rate in spending in SSR during 2004–05 to 2012–13, other councils such as the ICHR, the ICPR and the NUEPA have reported negative growth in terms of funding on SSR, said K. Gayithri, professor, of ISEC, Bengaluru, who was associated with the study.

Disparity in sanction of projects

Within the social science disciplines, there has been discrimination in sanction of projects: while economics, commerce and management have been sanctioned maximum number of research proposals and received more funds, other disciplines got meagre funds.

In 2012, the UGC sanctioned 82 proposals in economics (4,94,72,800), 77 in commerce (3,91,16,100), and 59 proposals in management (3,59,56,700), while history received 51 projects (2,27,26,500), human rights four (28,83,400), mass communication six (3529000) and music received six projects (22,66,500).

Flow of funds

They said most of the SSR institutions, which are funded by the ICSSR, were concentrated in the northern zone, in and around Delhi (8), while the southern zone stands in the second place (7 institutions). There are five institutes in the western zone, three in eastern zone, and only one institute in north-eastern zone.

A major share of grants went to the northern zone (18.73 crore, 38.6 per cent) in total funding from the ICSSR in 2012–13. The southern zone got the second largest share with a funding of 13.34 crore (27.50 per cent) in the total. The central, eastern and north-eastern zones got 1.99 crore, 4.69 crore and 2 crore, respectively.

Source | The Hindu | 26 December 2016


Regards

Pralhad Jadhav

Senior Manager @ Library
Khaitan & Co