August Newsletter 2021 - Arunachal University

AUGUST 2021 VOLUME 09

The AUS's DigestTHE OFFICIAL MONTHLY ACTIVITY JOURNAL OF ARUNACHAL UNIVERSITY OF STUDIES

Campaigning AgainstLinguistic Extinction

AUGUST COVER FEATURE

MEET THE CRUSADERS PROTECTING INDIGENOUS LANGUAGES FROM EXTINCTION

@arunachaluniversityofstudy @ArunachalUniver @arunachaluniversityofstudy

@ Arunachal University of Studies @arunachaluniversity

Helpline Numbers +91-9540742220 / 9212121508 / 9212247196

[email protected] NH-52, Knowledge City, Namsai, Arunachal Pradesh 792103


Email us your requirements [email protected]

Wish to Advertise withThe AUS's Digest?

It is a matter of great pleasure and satisfaction that theAugust issue of AUS Digest is being published. I believethat the newsletter will continue to serve as a windowthrough which a broader cross-section of society mayhave a glimpse of the AUS's academic and co-curricularactivities, accomplishments, and progress over a givenperiod.

During the month of August, we completed the semesterexaminations (online mode) and started offline classes.Welcome back to campus and the new semester,students! We hope you are healthy and well, and thatyou were able to spend quality time with loved onesduring the lockdown.

The August edition of the newsletter features storiesabout the 75th Independence Day celebrations at AUS,the establishment of Dr S.M. Goel Linguistic Chair at theUniversity for the preservation of Tribal LanguageScripts and Culture with the sponsorship of Rs. 10 Lakhsby the World Education Mission, and the observance ofthe Swatcchata Pakwada. During the month, Mr Abhin R.Krishnan, a master’s student in Biochemistry from theCMS College of Science and Commerce, BharathiarUniversity, Coimbatore joined AUS for a two-monthnational science academy’ (IASc-INSA-NASI) SummerResearch Fellowship (SRF) scheme.

The AUS Colloquium Series, a Breastfeed Week SpecialWebinar, and the AUS Red Ribbon Club's QuizCompetition were among the events that took place inAugust. The newsletter also includes a piece titled TheCrusaders Campaigning Against Linguistic Extinctions,besides other regular features, including NewPublications.

I hope you will enjoy our newsletter and share it withfriends, colleagues, and family. I express our deepestgratitude for your continued interest and support in ourefforts and achievements.Jai Hind!

MESSAGE FROM THE

VICE-CHANCELLOR

PROFESSOR B. MOHAN KUMAR

THE AUS 'S DIGEST PAGE 3


PhD, FNASc, FNAAS, FNIE, FAS

Jai Hind

Table ofContents

AUS Feature and News

New Publications

05 August Feature - Independence Day Special

12 75th Independence Day at AUS

14 Observance of Swacchata Pakhwada

16 Establishment of Dr SM GoelLinguistic Chair

52 Prof. B Mohan Kumar - Agroecological Aspects ofBlack Pepper (Piper nigrum L.) Cultivation in Kerala: AReview

53 Dr. Bhabhen Chowardhara - Differential ameliorationof cadmium toxicity by sodium nitroprusside and citricacid in Brassica juncea (L.) Czern and Coss

17 IASc-INSA-NASI ResearchFellowship

18 AUS Colloquium Series

19 AUS Red Ribbon Club’s QuizCompetition

20 Breastfeeding Webinar

22 Know the State of ArunachalPradesh

30 Forever Chemical

35 Normalizing Section 377

38 The Significance of National SportsDay

43 Need for Guidance and Counselling

51 Student Testimony

AUS Feature and News

“Losing the language means losing theculture. We need to know who we arebecause it makes a difference in who

our children are.”

OF INDIGENOUS LANGUAGES

CRUSADERS

WRITTEN BYPRIYANKA MUNMUN RAMESHEDITORIAL ASSISTANT AND STRATEGIST

AKA "THE PRESERVER"



75th Independence of India, so many marvellous achievements and developments. My heart beats inpride by witnessing India hitting diverse success, be it from sports, entertainment, science, or tech. Inan Independent India, no culture has been attacked. It is only through our fundamentals on secularismthat ensure freedom of cultural belief practice and traditional values for all and respect to otherscultural beliefs. Since then, every sect within the Indian soil has been flourishing. This is the beauty ofIndia, a vast country of various languages and ethnic groups.

However, I feel it's high time we shift our overall success by highlighting the tremendous growth ofthe Northeastern identities. I have earlier shared my thoughts on many social issues. I also wasfortunate enough to write about NER contribution to sports in the previous edition. This month as forIndependence Day special, I wish to talk about Indigenous Linguistics.

There are so many indigenous languages in the state of Arunachal Pradesh. At present, many of theselanguages are at risk of endangerment and extinction. Out of 197 Indian languages on the verge ofextinction, 89 languages are reported to be from Northeast India, with 34 belonging to ArunachalPradesh alone.

— D O T T I E L E B E A U

The Crusaders

Tai NoraTai RongM R A AimolLAMGANG

R U G A TARAOPurum

WanchoTangsa

Nocte

Wangtum Humchha Lowang

In the fast-moving world, wherecommunities big or small are in a cutthroatbattle to westernize their habits, here wehave a young man in quest for culturalsurvival. Meet young Wantham H Lowang, apassionate artefact and archive keeper of theNocte Tribe of Arunachal Pradesh.Wangtum Humchha Lowang is the founderof Nocte Digest. Belonging to the Namsangvillage, he is a permanent resident ofDeomali, Tirap, Arunachal Pradesh.

"The strength of this country has itsfoundation from the Indigenous peoplesettled deep into the tribes of India. Noctecommunity forms the relevant political,economical, and civil body of ArunachalPradesh. Educating the younger generationabout our ancestors and the powers theyhold for the formation of our culture isimportant." - said Wantham while Iinterviewed him somewhere in the middleof March.


I am not a linguistic expert, butfortunately, I was able to meet those whoare putting their blood, sweat intosafeguarding the cultural identity anddignity of their indigenous heritage. Allowme to introduce you to three crusaders ofArunachal Pradesh who are preserving theindigenous script. Wangtum HumchhaLowang from the Nocte Tribe, BangwangLosu from the Wancho Tribe, andWanglung Mossang from the Tangsa Tribe.



"Native youths not just from Nocte needs to come out andstand in pride for their community and help the countrystrengthen their value" - he continued.

The journey of Nocte Digest began as a Facebook page onMarch 18, 2016. It was then known as Noctes - Warriors ofthe Hill. The name was later changed to Nocte Digest onJune 6, 2018, due to its popularity. And On May 5, 2020,the Nocte Digest website was launched. Eventually, onJune 11, 2020, Nocte Digest was launched on Twitter,Pinterest and YouTube.

On February 6, 2021, Nocte Digest's Digital Library wasinaugurated by Ms Chaphun Sumnyan, District Libraryand Information Officer of Tirap; in the presence ofNawang Lowang Medam, In-Charge BEO (HQ), Khonsa;and Shri Butwang H. Lowang, Joint Secretary of All TirapDistrict Students' Union (ATDSU).

Going through the Digest myself, the archives showcasetraditional values, fables, folk-lores, languages, food, andculture that has stuck with the Nocte community throughtheir thicks and thins. Wantham's role is very crucial inpreserving the cultural integrity of the indigenous tribeand there is a reason.

The ethnic tribe of Naga, presently have over 111,679(Census 2011) strength by population and are mainlyfound in the Patkai hills of Tirap district of ArunachalPradesh. Their origins can be traced back to the HukongValley presently in Myanmar. Historical facts state thatthe cousins of the Konyak Naga Tribe migrated from theValley somewhere between 1670 and 1700 and establishedthe Nocte community.


Next, we have Mr Wanglung Mossang,a simple farmer from Changlangdistrict. He takes evening classes for ayoung group of college students tohelp them learn and develop acommon Tangsa script. Although Inever really had the chance to meethim in person, I was fortunate enoughto take in touch with him viaWhatsapp and Zoom.

Wanglung Mossang is on a mission topreserve the endangered Tangsalanguage. The term Tangsa is derivedfrom ‘Tang’ (high land) and ‘Sa’ (son)and means 'people of the high land'.The Tangsa community lives inArunachal Pradesh and parts of Assamin several thousand. Many Tangsafacts state that the migrations beganfrom what is now Mongolia, throughthe South-West China Province ofYunan into Burma. It is believed thatthe Tangsa community settled in theexisting region from the beginning ofthe 13th century. The Tangsa tribe, ascheduled group under the IndianConstitution, is the largest group inChanglang district, with anapproximate population of one lakh.

To preserve and promote our Tangsa Script, acommittee was formed by the name Tangsa Script

Development Committee (TSDC) in 2019. OurTangsa tribe is one of the large tribes of our state,under it are sub-tribes around 30 speaking dialectsof their own. So the committee members are fromevery subtribe and am one member of it. So withthe initiation of this committee, we approach thestate government to accept our script and legalizeit to be taught in the school. Awareness is made

among the public to learn it and now quite aseveral learners are there

- he said. I would feel it in his voice,the passion and dire desire in hope ofpreserving his language from anyuncalled forthcoming faith.


Wangtum Humchha Lowang


Presently his teachings are an ongoing process.At present all his students are mostly graduateand college-going students. He is hopeful thatthey can use the script for effective purposes.The Tangsa script has 48 vowels and 31consonants. There are four different tones andwords have different meanings according totones.

It is delighted after the recent development ofthe state government's approval for teaching inthe school of our area, moreover, it's alreadybeen approved preliminarily by the Unicode acouple of months ago as such, there is everyhope that our script will move ahead so that ourendangered language can be preserved fromextinction. Mr Wanglung was happy that thestate government responded positively and theChief Minister of the state released the primerbook on the occasion of Teachers Day. Thebook will be taught in the schools of the Tangsaarea.

With this script, the Tangsa tribe becomes thethird tribe to have its unique written scriptamong more than 50 dialects spoken inArunachal Pradesh – Khampti and Wanchobeing the other two. While the Khampti scriptis a traditional one and in use for 100s of years,the Wancho script was invented by BanwangLosu, an inspired youth from the Longdingdistrict, in the early 2000s. (Source: Eastmojo)





Banwang Losu

Mr Banwang Losu is the creator of theWancho Script. The Wancho are a tribalpeople inhabiting the Patkai hills ofLongding District in the state of ArunachalPradesh, India. They have a population of35,000. Culturally Naga, they are ethnicallyrelated to the Nocte and Konyak Naga of theMon and Tirap districts.

From a very little age, he realized that therewas difficulty in matching the alphabets inthe pronunciation of the Wancho language.This is when the interest in creating myindigenous script came into my mind. Losubegan collecting all the sounds in Wancho,based on his own knowledge of the languageand numerous conversations with villageelders after he graduated from a governmentschool at Longding district school.

When he was a graduate student at the RajivGandhi University Itanagar one fine visit tothe library he found a book on phonetics andlinguistic. He got so immersed and observedin the book that he used the little knowledgehe had to start his method of creating anddeveloping the Wancho script. It took himover 12 years to translate a wish into acomplete project ensuring a bettersocioeconomic life for the Wanchocommunity.

Mr Losu published the book titled 'Wanchoscript' in the year 2013 that carried basicapplication of letters into words andsentences. It is now being used as a textbookin around 20 government-run schools toteach the language.

These are the three crusaders of Arunachal Pradeshtrying their maximum to uplift their community bygiving them their cultural recognization. ArunachalUniversity of Studies is honoured to have three ofthem on board. Dr Ashwani Lochan, along with theVice-Chancellor Prof. B. Mohankumar announcedthe establishment of Dr SM Goel linguistic chair atthe AUS for the creation and preservation of triballanguage scripts and culture with an annualsponsorship of Rs 10 lakhs by the World EducationMission (WEM).

During the inauguration, he said - "Preserving theindigenous languages is not a matter just aboutembracing diversity, it is much more than that.When a language dies, along with it, centuries-oldculture, traditions, norms, values, and heritagesforever leaves this world. The only access to theparticular community dies with an extinction."

Dr Lochan previously had shared his views on theimportance of highlighting the NER history in theNCERT textbooks.

He firmly believes that the culture and customs ofeach tribe in Arunachal Pradesh need to be preservedand protected from the overuse of majority speakinglanguages.

Why should one consider preserving the indigenouslanguages? The first and foremost would be to respectthe cultural inheritance and ongoing expression ofNortheastern identity through all its tribe taking intoconsideration of its cultural expressions. Equalimportance should be given to tribal languages so thatwe promote their history, geographic identity, values,and indigenous knowledge. In the end, people need tounderstand the need to develop a meaningfuldialogue.

To add more sentiments to it, imagine the Hindilanguage left with only 8000 speakers. With eachpassing moment, by the end of the decade the countwould be left with just 300, then 20, then 2, andultimately no one. Imagine a situation that once was aprominent native language that could not stand thetest of time and the growing importance of dominantlanguages.

Preserving the indigenous scripts means preserving anentire culture going from extinction. Saving a languageis intimately related to the beautiful diversity we haveon this planet. Each language we know in this worldtells the tale of its culture's history, its evolvingtechnology, even its deeply embedded values.

The School of Linguistic Studies has been workingevery academic hour to conduct workshops, seminars,conferences, and webinars in the upcoming months toinitiate a strict dialogue in preserving the endangeredlanguages of Arunachal Pradesh. Presently FacultyMembers are collaborating their resources on thefollowing topics:

1) Introduction to Tai khampi, Wancho, and TangsaLanguages2) The preservation of Indigenous language and culturethrough educational technology3) Languages Endangerment and Preservation ofIndigenous Languages in Arunachal Pradesh4) Greater chance of survival - The Role and Impact ofLibraries and Archives in Cultural Revitalisation forIndigenous Languages5) Indigenous languages of Arunachal Pradesh: Creatinglanguage resources for language preservation

It is high time that we honour our guardians, ourElders, and all the native speakers of the country whohave passed the test of survival from timeimmemorial. Let us now honour their efforts andsacrifices by doing all we could to promote a positiveattitude that cast the indigenous language as theinternal part of our Indian culture, and acknowledgethe importance of the tribal community.



75thIndependence

DayAT AUS



75TH INDEPENDENCE DAY CELEBRATION AT AUS

S A L U T E T O N A T I O N

VANDE MATRAM

On the occasion of the 75th Independence Day, the AUS campus witnessed the presenceof Hon'ble Chairman Dr. Ashwani Lochan who participated in the flag hoistingceremony done by Hon'ble Vice-Chancellor Prof. B. Mohankumar.

On this day of pride, Dr. Lochan addressed the AUS fraternity the real definition ofFreedom. He quoted - "The actual meaning of Freedom is to live and let others livefreely without capsizing those who are less privileged. Our country attains freedom onlywhen each and every Indian looks around the corners of India without any caste,religion, creed, gender, sexuality, socio-economical, or socio-political spectrum. When itcomes to India, we all are Indians and there is nothing that can change this very fact.

After such a thought-provoking address, Dr Lochan congratulated the members of AUSfor putting their efforts into preserving the indigenous languages especially the NocteCommunity. He also expressed that his desire to promote the local languages as per theNew Education Policy is his top priority for the state of Arunachal Pradesh. He alsorequested Vice-Chancellor Sir to establish the School of Linguistic Studies and that anyfunding related to this noble establishment shall be funded by World Education Mission.

Vice-Chancellor Prof B Mohankumar enlightened us today about the role of ourfreedom fighters and why we as an Indian should always take pride in our Independenceday celebration. As he hoisted the Tricolour up above from the soil of Namsai, heinspired everyone to remember that there is no dignity other than serving for thecountry and there is no country as beautiful as India.

To add charm to this auspicious day, Faculty members and students presented theirtalents through dance and singing performances. World Education Mission congratulatesand appreciates the efforts taken by both the students and faculty members to make theevent successful.



Observance of Swacchata Pakhwada2021 at AUS campus by the NSS Unit,

AUS, Namsai

Swatchh Bharat Abhiyan or Clean India Mission is a countrywide campaign initiated by the

Government of India in 2014 under the leadership of Prime Minister Shri Narendra Modi to eliminate

open defecation and improve solid waste management in the country. In his first address to the nation

on the eve of Independence Day, the Prime Minister has urged the people of India to keep their

surroundings clean. As a part of the action plan proposed by the Ministry of Youth Affairs & Sports,

Government of India, Arunachal University of Studies situated at Namsai, Arunachal Pradesh has taken

up the task of cleaning its area under the Swacchata Abhiyaan. NSS Coordinator and Director (Science

& Technology) – Dr Rani Jha along with women faculty and NSS Volunteers have started their first

assignment of Clean Home Clean Hostel. Volunteers took active participation and cleaned both the

premises inside and outside of their hostel.

As a second step towards Clean India Mission, NSS Volunteers under the guidance of NSS Coordinator

Dr Rani Jha and with AUS Vice-Chancellor Prof. B. Mohan Kumar have also taken up the task of making

the surrounding area of the University clean. The collected waste has been carefully segregated for a

better recycling strategy.



In continuation to our Action Plan, a Webinar on Swatchh Bharat Abhiyaan 2021 was also conducted

by the NSS Unit Arunachal University of Studies, Namsai on the 12th August 2021. The convener of the

programme Dr. Rani Jha, NSS Coordinator and Director (Science & Technology), Arunachal University

of Studies welcomed all the speakers and the NSS Volunteers to the event. She started the meeting by

highlighting the importance of cleanliness in our lives and how it positively affects all of us by keeping

our bodies and mind healthy and at peace. This year we are celebrating Swacchata Pakhwada from 1st

August to 15th August 2021. Prof. B. Mohan Kumar, Vice-Chancellor, Arunachal University of Studies

in his inaugural speech addressed the philosophy behind Swatch Bharat Abhiyaan and its relation to

the Father of Nation Shri Mohandas Karamchand Gandhi’s idea of “Cleanliness is nearest to godliness”

and said how our nation as a whole needs to discontinue open defecation. The event was followed by

an address by Dr A. K. Mishra, State Liaison Officer (NSS), Directorate of Higher & Technical

Education, Government of Arunachal Pradesh. He told the audience about initiatives of the

government for a clean India. The drastic drop in numbers of the people devoid of having a toilet at

their home has been a major achievement of the Government.

The next speaker for the day was a medical professionalist, Dr C. M. Thamoung from the District

Medical Office, Namsai, Arunachal Pradesh. He walked the audience through various types of

hazardous wastes in medical and how to safely handle and dispose of strategies without causing

damage to the environment. A young faculty from Arunachal University of Studies, Mr Akash Chetry

discussed next plastic’s potential for the destruction of landmasses and major reasons why we are still

highly dependent on plastics. He proposed certainly viable solutions to the ever-growing pile of non-

degradable plastics both in terms of reduction in the rate of production by the companies and the use

of it by the consumers.

Mr. Jumtum Potom, Assistant Engineer, Urban Development & Housing showed us the economical

potential of garbage disposal when done in the right fashion and how it can help to generate jobs for

the youths of the region. Dr Bula Choudhury, Senior Scientist, Guwahati Biotech Park, Assam briefly

explained the major types of wastes and steps involved to recycle them. Her presentation comprised

waste collection machines from water bodies, incentive-based recycle vending machines which are

already in place in several western countries. For household garbage, segregation followed by recycling

can achieve maximum efficiency. Finally, the webinar was concluded by Vote of thanks by Dr Rani Jha,

NSS Coordinator of Arunachal University of Studies. She thanked NSS Office for the constant

encouragement and support to the healthy inculcation of cleanliness that would result in a healthier

and happier country.



Establishment of Dr S.M. Goel LinguisticChair at Arunachal University of Studies

for the creation and preservation ofTribal Language Scripts and Culture

Vice-Chancellor of the Arunachal University of Studies, Prof. B. Mohan Kumar,announced the establishment of Dr.S.M. Goel Linguistic Chair at the University forthe creation and preservation of Tribal Language Scripts and Culture with anannual sponsorship of Rs. 10 Lakhs by the World Education Mission. In his address,Dr Kumar quoted that “Language is not only a medium of communication amongthe people but also it is the carrier of knowledge, culture and tradition of anysociety. Arunachal Pradesh, with its 26 tribes and more than 110 subtribes, has avery diversified knowledge and culture. It is a matter of concern that the majorityof the tribes do not have their own scripts for writing. Alternative scripts likeRoman, Devanagri and Assamese are inadequate to cater to the needs of the triballanguages. In view of this, Mr Bangwang Losu, in a remarkable effort, has createdthe script for the Wangcho language. He quoted that “The Arunachal University ofStudies is planning to utilize the endowment by the World Education Mission fordoing research on creating scripts of the Nocte and Tangsa languages initially andalso preserving the literature available in Tai Khamti Language (Lik Tai).

He personally thanked Dr Ashwani Lochan Agarwal, President of the WorldEducation Mission, for creating the endowment, which will benefit the researchersin this field. Arunachal University of Studies as the only NAAC accredited and theleading university of Arunachal Pradesh has significantly contributed to thedevelopment of Arunachal Pradesh in many ways and is continuing to work for thebetterment of the Arunachal society.

NAMSAI 26TH

AUGUST 2021



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Mr Abhin Krishnan K., IASc-INSA-NASISummer Research Fellow from Kerala

arrives at AUS

Mr Abhin Krishnan with Dr Md. Juned K. Ahmed and Dr ChowlaniManpoong in AUS Lab.

Every year, the three sciences academies of India (Indian Academy of Sciences, Bengaluru, IndianNational Science Academy, New Delhi and the National Academy of Sciences, India, Prayagraj)offers two-month Summer Research Fellowships to Indian students and teachers. This allows thestudents and teachers to collaborate with the scientists/academics of the three academies. Thisyear, Mr. Abhin Krishnan K., a graduate in Biochemistry from Kannur University, Kerala,currently pursuing M.Sc. in Biochemistry at CMS College of Science and Commerce, BharathiarUniversity, Coimbatore has been awarded the IASc-INSA-NASI Summer Research Fellow to workunder the supervision of Prof. B. Mohan Kumar, Vice-Chancellor of Arunachal University ofStudies (AUS), an elected Fellow of the National Academy of Sciences, India. Mr. Abhin Krishnanarrived at Namsai on 12 August 2021 and has started working on a project titled “Green Synthesisof Novel Metal Nanoparticles and its Application on Crop Growth”. The SRF project of Mr.Krishan is jointly guided by AUS faculty members, Dr. Md. Juned K. Ahmed (HoD, Chemistry) andDr. Chowlani Manpoong (HoD, Crop Production), under the supervision of Prof. Mohan Kumar.This project aims to contribute in achieving the goals of ‘Sustainable Agriculture’. Mr. Krishanplans to publish the outcomes of his research as a research paper.



NAMSAI, ARUNACHAL PRADESH

The Arunachal University of Studies has launched a

colloquium series in which various themes of topical interest

will be presented by the faculty on a regular basis. The

colloquium's goal is to provide a forum for the free exchange

of ideas among the academia, as well as to begin a discussion

on research-related topics in a trans-disciplinary mode. The

faculty can present their work or speak on a topic on which

they have done some in-depth analysis, or are passionate

about it. This includes presenting and discussing their

research ideas, proposals, review of the literature and

empirical work.

The opening of the colloquiums series was made by Prof. B.

Mohan Kumar, Vice-Chancellor on August 18, 2021. In his

opening remarks, Prof. Kumar highlighted the importance of

the colloquium series and enthused the faculty to make

research-based presentations. The first two presentations in

the series were made by Ms. Karishma Rana and Dr.

Philomina MJ, faculty members in education, on the theme

of “National Education Policy 2020”. Other speakers who

made presentations on various academic themes during the

month of August include:

Rev. Kyawsu Mog, Dr. Prasenjit Dutta Roy, Ms. Joymoti

Panika, Mr. Antaram Pradhan, Ms. Nabam Yami, Ms. Vaishali

Gaikwad, Mr. Bipul Bezbaruah, Ms. Roshmi Pangyok, Ms.

Manju Kumari, Ms. Neha Agarwal, Dr. Jayeeta Mitra, Ms.

Mausumi Palie, Mr. Akash Chetry, Ms. Nangji Ulup, Dr.

Dhariti Borah, Dr. Bhaben Chowardhara, Mr. Kishore

Baruah, Mr. Ranadip Dutta, Dr. Sangeeta Sharma & Dr. Baloy

Bhattacharjee.

In his concluding remarks on the first day, Prof. B. Mohan

Kumar (VC) urged the speakers to prepare research/popular

articles based on their study/analysis for publication in the

AUS monthly newsletter (AUS Digest) and/or in other media

including research journals. Professor D.S. Hernwal and Dr.

Biplav Tripathy of the AUS Research Cell are the program

coordinators of the colloquium series.

AUSColloquiumseries



THE RED RIBBON CLUB OF ARUNACHALUNIVERSITY OF STUDIES ORGANISES

QUIZ COMPETITION

QUIZ COMPETITION ORGANISED BYARUNACHAL UNIVERSITY OF STUDIES' RED

RIBBON CLUBON 17TH OF AUGUST, 2021

The objectives of the quiz competition were to create awareness among thestudents and the eligible population regarding the dreaded diseaseHIV/AIDS. We received good responses from various departments and 5groups of students participated who were from various departmentsincluding medical science, para-medical science and agriculture. Theprogramme was attended by more than 50 people.

The quiz competition commenced with an opening remark by HonourableProf. Dr B Mohan Kumar, Vice-chancellor, Arunachal University of studies.In the inaugural address he emphasized the establishment of the red ribbonclub, he also mentioned some precautions that can be taken in society andthe taboo, which needs to be stopped. He also gave his opinion on the needto organise such activities and awareness programme all over the world.

GLIMPSES OFTHE

PROGRAMME


Ms Pinky Devi, HOD, Faculty of Medical Science, Arunachal University ofStudies, gave a brief introduction about the importance and the needs of thered ribbon club cell in Arunachal University of Studies. The quizcompetition consisted of 3 rounds. The questions were based on generalknowledge, current affairs, health awareness and medicine. Total no. of teamwas five named as team Subansiri, team Kameng, team Siang, team Lohitand team Tirap. Each team consist of two students.

In this competition, first place was secured by team Subansiri whichcomprise Mr Ashraque Hussain and Mr Tadik Panye from the departmentof Agriculture. The second position was secured by team Lohit whichcomprise of Ms Dibia and Ms Phelua from the department of medicalscience and the third place was occupied by team Tirap of Ms Nancy Gibaand Mr Kamin Pabin as participants. Winners were awarded Certificates andGifts. The competition was successfully ended with a Vote of Thanks by MsIarruki Sayoo to all the respected dignitaries and all the participants.


Webinar on breastfeeding: jointlyorganized by Arunachal Universityof Studies and Sanskriti University

Mathura

BREASTFEEDING�WEEK�SPECIAL




The objectives of the webinar were to create awareness among thestudents and the eligible population regarding Breastfeeding weekand the importance of breast milk in the life of a child. Thewebinar received huge responses from various institutes and morethan 700 participants have registered. Registered participantincludes medical students, paramedical students, medical facultyas well as non-medical faculty. The webinar was attended by 280participants on the first day through zoom and the live video wasbroadcast through YouTube.

The webinar commenced with an opening remark by HonourableProf. Dr B Mohan Kumar, Vice-chancellor, Arunachal Universityof studies. In the inaugural address, he emphasized more on theimportance of the breastfeeding week. He also gives his opinion onthe need to celebrate breastfeeding week all over the world. Hesaid every mother should continuously feed her child with breastmilk as it has many benefits to the child as well as to the mother.Furthermore, he explained child immunity and its effectiveness.

Honourable Prof. Dr Rana Singh expressed his view and opinionon the importance of the breastfeeding week celebration. He saidmany children in developing countries like India need mothers’breast milk, it is a God gifted nutrient, especially for the child. Hestresses more the important role of breastfeeding in the nation interms of economic and environmental benefits. Further, heexplained that breast milk is a naturally renewable resource thatrequires, no packaging, shipping or disposal.

Dr Dinesh, Vice Principal, School of Nursing, Sanskriti Universityintroduced the program to the participants and welcome Mr RajMotgare (Resource person). Mr Raj Motgare, Master in Paediatricworking as Senior Nursing Officer, NICU (Neonatal Intensive CareUnit) Government Medical College, Nagpur, presented his ideason early initiative breastfeeding and its impact on child immunity.He emphasized more on the importance of early initiation ofbreastfeeding in the life of a child. He explained the scientificconcept behind early breastfeeding and its strong connection tochild immunity.

Second day Session- Dr Kamal Kant, Principal School of NursingSanskriti University (Organizer) started the session by welcomingDr Niganagouda G Patil (Resource person). Dr Niganagouda GPatil working as a Prof. Dept. of Child Health Nursing in Shri B MPatil Institute of Nursing Science, Vijayapur. He expressed hisideas on Kagaroo Mother Care (KMC) and its importance inBreastfeeding. He elaborates the technical view on KMC andstressed more on the benefits of KMC to the child, mother and inthe Nation.

Third-day session – Ms Pinky Devi, HOD, Faculty of MedicalScience, Arunachal University of Studies (Organizer) welcome DrRadhika. M. (Resource person). Dr Radhika. M. working as anAssociate Professor in Indira Gandhi Medical Sciences (IGMS)Patna delivered her ideas on Breastfeeding and Covid 19.

She highlighted on the WHO guidelines of Infant and Young Child Feeding including breastfeeding and complementaryfeeding and the key considerations to be followed during Covid 19.Many participants who are also a mother actively participated andarises many queries. Dr Radhika M clear all their doubts. Threedays series of webinars successfully end with a Vote of Thanks bythe Organizer to all the respected


K N O W T H E S T A T E

O F A R U N A C H A L

P R A D E S H :

N A T U R A L H A Z A R D S

Dear Friends welcome back.

After having known about the natural

resources and the socio-economic status,

it is time to know about the Natural

Hazards in Arunachal Pradesh, which are

affecting adversely on the lifestyle of the

society as well as the infrastructure and

developmental projects.

Before proceeding ahead, let me give you

the concept of the Hazard and Disaster.

Words by

Dr. Trilochan Singh

Dean, Centre for Distance

& Online Education

Difference between Hazard & Disaster



The hazard and disaster, are almost the

same, having a difference of impact.

Hazard is a condition or event where

there is a threat or has the potential to

cause loss of life or damage to property.

Disaster, on the other hand, is a

disruption in the functioning of a society,

causing widespread loss or damage to life

and property.

It means that the hazard becomes a

disaster when it causes loss of life and

property. For example, an earthquake or

landslide when occurs in a place where it

does not harm life and property, it

remains a hazard. But when an

earthquake occurs or a landslide occurs

and the houses are damaged, buildings

are collapsed, infra-structure is harmed,

people die or are injured and the normal

life is disrupted, then this hazard

becomes a disaster.

In other words, if a natural event of earthquake, tsunami or landslidedoes not pose any risk to property or lives, it is simply a Natural Hazard;but when such natural hazards cause loss of human life and damage toproperty, it is called Disaster, such as Bhuj Earthquake, HurricaneKatrina, 2004 Tsunami, etc.

Thus, natural disaster is the consequence of natural hazard, which affectshuman activities. A hazard or disaster can happen at any point in time,day or night. These are unexpected, unscheduled and unmanaged events,which have their origin from highly uncertain natural events. People whoare not aware or prepared about it, become victims of conditions createdby disasters.

Hazards/disasters are of two types, Natural and Man-made. NaturalHazards/Disasters include Earthquake, Landslide, Flood, Tsunami,Cyclone, Drought, Forest Fire, Volcanic Activity, etc. Whereas, Man-made Disasters include pollution by toxic agents (Bhopal Gas Tragedy),chemical spills (industrial accidents), fire (Delhi Uphaar Cinema),transport accidents, terrorism and sabotage, human violence (criminalactivities), large constructions, etc.

The natural hazards cannotbe stopped, but certainly theadverse effect of thesecalamities can beminimised. For this, weneed to understand theprocesses involved inoccurrence of thesephenomenon, particularlythe Earthquakes andLandslides.

Please recall, while dealingwith the Geology ofArunachal, I mentionedabout three differentmountain systems injuxtaposition, viz., i) theHimalayan Ranges, ii) theMishmi Hill Ranges, and iii)the Naga Hill Ranges. Thesethree tectonic terranes aregeodynamically active.


Natural Hazards in Arunachal

Natural Hazards have become a periodic phenomenon in the recentperiod, particularly in the Himalayan and hilly regions. These areaffecting adversely on the lifestyle of the society as well as on the infra-structures and developmental projects.

The State of Arunachal is not an exception. In fact, Arunachal’s ecosystemis fragile due to its complex geographic location, which has becomefurther sensitive to intensive high rainfall events, frequent cloud bursts,periodic flash floods, and frequent landslides. The signatures of climaticchange have also been noticed. Moreover, the State is hit by periodicEarthquakes of different magnitude, which are occurring in differentparts of the North Eastern Region as well.

Consequently, quite a large part of the State is prone to instability. Asmentioned above, the State is also prone to landslides, especially duringthe monsoon. Although the landslide phenomenon is localized, yet fewlandslides need attention as these disrupt road communication, which isconsidered to be the lifeline of the State.


Settlement of Hunli Sub-Divisional Headquarter on the old landslide zone, in Lower Dibang Valley District.

When I say geo-dynamically active, it meansthat the Arunachal Himalaya is being pressedby the northward to north-eastward movingIndian Plate. The Naga Hill Ranges, on theother hand, links up with the Andaman-Nicobar Islands Arc, which is an active zonewhere the Indian Ocean floor is descendingunder the Malaysian Plate. Further, a numberof faults, thrusts, and lineaments are associatedwith these terrenes, such as Himalayan FrontalFault (HFF), Main Boundary Thrust (MBT),Main Central Thrust (MCT), Bame Fault, LohitThrust and Mishmi Thrust. Look at thesethrusts and faults in the map given below,which are covering almost the entire State.

These faults, thrusts and lineaments representthe zones of crustal weakness and are thesource of Earthquake activity, which is evidentfrom the recorded Earthquake epicentresaligned along these weak zones. You will besurprised to know that this region has beenidentified as one of the six most seismic pronezones in the world.

These faults, thrusts and lineaments representthe zones of crustal weakness and are thesource of Earthquake activity, which is evidentfrom the recorded Earthquake epicentresaligned along these weak zones. You will besurprised to know that this region has beenidentified as one of the six most seismic pronezones in the world.

Map showing various thrusts and faults in Arunachal Pradesh.

In the backdrop of such natural hazards, anattempt is made to discuss the present-dayongoing urbanization pattern in ArunachalPradesh.



Urbanization Pattern in Arunachal

Urban growth in Arunachal is beingexperienced at a very fast rate with the settingup of new towns and related developmentactivities. It is mainly due to the fast growth ofpopulation and economic activities, whereurban amenities and facilities are required tohave a profound effect on the socio-economiclife of the indigenous people.

In Arunachal, local inhabitants belong to anumber of tribes having distinctive socio-cultural lifestyles, settlement patterns,customary, etc. The increase in population, onone hand, and ongoing development in theState, on the other hand, has changed theliving habits of the people. They are beingattracted towards the urban centres foremployment, education, health, in general,and commercial and economic activities, inparticular. It has resulted in unplannedsettlement activities, particularly modernconcrete constructions, which are increasingday by day without considering the risk andvulnerability that may arise from Earthquaketremors or cloud burst events.

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There has been an increase in population in the lastfour decades, which is more than three times theyear 1950 level. The concern is not only of theincreasing population but also of the urban patternin the delicate eco-system. In fact, everyone wants tosettle down in the capital / urban towns, which havebeen crowded with the mushroom growth ofconcrete buildings over the years. Multi-storeybuildings are coming up without considering thebearing capacity of the soil. Since the land resourcesfor urban settlement are limited, so populationpressure is forcing people to construct their houseson hilltops. Significantly, construction of buildingsin Itanagar Capital Complex and other capital townsof various districts of this State have reached beyondthe critical level of unsustainability/bearing capacity.

Now that after occupying the available land in theplains, valleys and hilltops, people have now startedencroaching the hill slope by making tablelandwithin the stable slope area for construction ofbuildings, without considering the consequences ofthe already built-up buildings up or down the slopeor even about the drain water of these houses.Thereby, disturbing the natural stable hill slopes,making these slopes vulnerable to instability, andprone to landslide disasters. In this process, most ofthe time the people construct retaining/breast wallsto support the tableland on the slope. However,there have been several cases where theseretaining/breast walls topple and destroy thebuildings in the downslope area.

In this unregulated construction pattern, peoplehave even started construction of multi-storeybuildings over the natural drains withoutconsidering the volume of rainwater in thecatchment area of that particular drain, and theconsequences particularly in case of cloud burst andflash flood.

Hazard’s Impact on the Present Trend of

Urbanization

Rapid urbanization has resulted not only in settingup new settlements but also resulted inovercrowding of land with buildings, and buildingswith people, where concrete multi-storey buildingsare coming up like mushroom growth withoutconsidering the fragile nature of geologicalformations. The geotechnical data suggest that thearea is not very suitable for such a heavyconstruction, particularly the Itanagar CapitalComplex, which is situated over poor lithology ofSiwalik sediments and uplifted riverine-terracesmaterial and valley-fill deposits of Quaternarysediments, with a few active faults and thrusts.

A classic example has been observed in LowerDibang Valley, where Hunli - a sub-divisionalheadquarter - was established on the oldlandslide debris, which has been reactivatedmaking the area vulnerable (Photo 1). Some ofyou who have visited Roing must have seen acollapsed bridge over Deopani River on way toMyodia (Photo 2). It was not due to poorconstruction but was a lack of geologicalconsiderations. This bridge has been situated inclose proximity to the Himalayan Frontal Fault,which is considered to be active. Anotherexample of a lack of geological studies can becited near Yachuli Village in Lower SubansiriDistrict, where a bridge was constructed but theriver changed its course even before theinauguration of the bridge (Photo 3). Further,you may recall destruction caused by the flashflood a number of times on the Bomdila-Tengaroad, near Rupa Bridge. In fact, the widening ofthe road there has reactivated the old stablelandslide zone. Likewise, there is huge landslidedebris on the left bank of Siang River nearlyopposite Yinkiyong Town in Upper SiangDistrict (Photo 4). Such disturbances of stableold landslides have been cited at many otherplaces, which either could have been avoided ortaken proper care of during the widening ofroads.

The above examples are just the tip of theiceberg, and the common man is not aware ofthe danger lying on their head like a swingingsword of natural hazards. Unplanneddevelopmental activities, particularly concretemodern construction are increasing day by daywithout consideration of the risks andvulnerabilities due to Earthquakes. Thus, thereis a strong need to take extraordinary care indealing with the developmental activities tominimize their adverse effect on the geo-environment.

It may be recalled that there was a heavy loss oflife and property during the earthquakes of 1897and 1950. That was the situation when thepopulation was sparse and the concretestructures were nearly negligible or very few.But in the present situation of mushroomgrowth of concrete multi-storey buildingswithout following engineering design andbuilding codes, a moderate to the strongearthquake may bring enormous destruction,and causalities may be much more causinghavoc like situation.

The need is to make efforts towards meticulousscientific endeavour, particularly geological andgeotechnical investigations, to suggest the areassuitable for development activities or vulnerableto disasters.



In view of the natural hazards, particularly earthquake and landslide hazards, which are the commonphenomena in the State of Arunachal Pradesh, there is a need to educate the general public, and tobring awareness amongst the local inhabitants about the danger of the construction of concretebuildings in a hazardous manner without following engineering design and building codes. Peopleshould also be trained for the precautions/preparedness to avoid the hazards turning into disasters,particularly in the district headquarters having a high density of population and inappropriatestructures. People should be made aware that it is not that the earthquake kills people, but it is thecollapse of the man-made structures by the earthquake and consequently killing the man entrapped inthat structure.

It will not be out of context to mention here that although scientific and theoretical seismologicalstudies could make an earthquake prediction possible for space (where?), but never about time (when?).So, why look for predictions, rather prepare yourself to protect both, your life and house building,from the impact of the earthquake.

The need of the time is also to understand the importance to regain your ancestral prevailing culture ofindigenous houses made up of wood, bamboos, canes, banana leaves, with roofs made up of dry paddystraws, Tokow leaves or thatch grass. Scientifically also, these houses have proven to be earthquakeresistant because of their symmetrical axes and low centre of gravity, and stability for their lightweightwith an almost dead load on the top of the houses. Further, these houses are characterized by theirsimplicity and rectangular shape, due to which they behave very well during Earthquake tremors, andare thus, quite safe in an Earthquake event.

The traditional houses may, however, be modernized by changing some components, such as thewooden pillars may be replaced with the Reinforced Cement Concrete (RCC) columns, and roofs maybe made of Corrugated Galvanized Iron (CGI) sheets in place of paddy straws, grass and leaves.Further, instead of using the raw bamboos, these may be processed with the newly developed ‘BambooProcessing Technology’. The processed bamboo has high tensile strength, and its strength-weight ratiois highly resilient against high-velocity winds. These modified houses are also earthquake resistant dueto the composite material used, i.e., a combination of RCC columns, CGI sheets, traditional orprocessed bamboo, cane, etc.

In case, one desires concrete building only, then they should follow proper land-use planning to avoiddisturbing the natural slopes, which otherwise tend to increase landslide hazards. Simultaneously,people should also be advised to construct concrete buildings with proper engineering design forearthquake resistance. Likewise, geotechnical services should be obtained to understand the bearingcapacity of the soil/rock in the case of a multi-storey building and design the building accordingly. It isworth spending a little amount on the geotechnical investigations for earthquake resistance design ofthe house. After all, such concrete houses have a long life, which shall subsequently be used by yourcoming generations, who will be proud of you for such well-built houses.

Awareness amongst the Society


“No building is earthquake-proof. But a properlyengineered tall building should be able to withstand the

maximum credible earthquake for its area withoutcollapse, and lesser seismic events without major

structural damage,” says R. Shankar Nair, Chairman ofthe Council on Tall Buildings and Urban Habitat,

Chicago. “Of course, mistakes do happen, even in the U.S. But if

American standards of design and construction hadprevailed in the Bhuj area (an economic impossibility, of

course), there would have been casualties from thecollapse of a few small buildings and from falling

objects, but no large, recently-built multistory buildingshould have collapsed.”


In short, people may be encouraged to

follow their traditional houses or

modified indigenous houses, else they

must consult a qualified engineer for

the earthquake resistance design for

the concrete houses.

On the other hand, people themselves

should realize to follow the building

codes and bi-laws with sincerity for

their own safety. It will certainly go a

long way in ensuring the safety and

longevity of the people and civil

construction. Not only that, people

may consider they are constructing

their houses, which subsequently will

be used by their children,

grandchildren, grand-grandchildren,

who will appreciate the wisdom of

their forefathers. Even the financial

institutions providing loans for

construction purposes have to be

sensitized to the need for making their

investment secure by insisting on the

loanee for earthquake-resistant

construction.

Other than the construction of

buildings, communication links are

also vital in the State. Road network,

which is considered to be the ‘life-

line’, particularly in the hilly terrain,

should also be taken care of from the

point of view of the landslide hazards

and activation of old stable slide zones.

Geological conditions and the soil bearing capacity

for building construction.

Construction of seismic resistance buildings.

To follow building codes and bye-laws with sincerity.

Consequences of the encroachment of hill slopes,

natural drains, and flood plains.

Excess /unscientific mining of river sand.

Protection of local water bodies, vegetation and

forests play an important role of cushion during high

rainfall events.

To join hands with the Disaster Management

Authority to make it effective at the village-/town-

level.

It is, further, suggested that the local administration and

local inhabitants should be given training on regular

basis about the:

As mentioned above also, while it is not possible to

prevent hazards from occurring, however, the impact of

these hazards can certainly be minimized towards the

loss of life and damage of properties by adopting

suitable mitigation measures. It will ensure sustainable

development in the State of Arunachal Pradesh.



So friends, hope you must have understood the adverse

consequences of the Natural Hazards. I am sure

everyone will come forward with confidence not only to

create awareness amongst their own family, friends and

villages but also get prepared to minimize the adverse

effect of such hazards.

It is well said that “Hazards, both - natural and man-

made, are inevitable but every hazard need not convert

into a Disaster !”

Remember ‘Precaution is better than Cure’.

As you all know that not only Arunachal Pradesh but the

entire North-Eastern Region falls under the high seismic

zone. Why it is so, I will discuss it in the next issue. Till

then, Bye-Bye!



They can also reduceresponse to

vaccines, detergrowth, increase thelevel of cholesterolin the body and put

us at the risk ofheart disease

PFOA (Per Fluorooctane Acid)

FOREVER CHEMICALS

Iarruki SayooAssistant Professor

Faculty of Medical ScienceArunachal University of Studies

They said diamonds are forever,some friendships are forever too,certain bonds are forever, certainchemical bonds are forever too.But unlike diamonds and mostfriendships and emotional bonds,these chemicals are dangerous-AKA Cancerous

Well, you have exposed yourselfto Forever Chemicals. These aregroups of 4700 all types ofcompounds. All created by joiningcarbon and fluorine, now thesebonds are strongest inorganicchemistry.

Chemicals made by joiningcarbon and fluorine cannot bebroken down by heat, sunlight andwater. Most of the chemicals canbut Forever Chemicals cannot.These chemicals neither degradesin the environment nor in ourbody, they remain for years fordecades, hence the name ForeverChemicals has been used in aproduct since 1940s.

They make items, heat resistant,moisture resistant and waterresistant. the two most commonlyused Forever Chemicals are:

In short, these chemicals shortenour life span, ironically enoughthey are called ‘ForeverChemicals’. Where are theyfound?! Well, these chemicals areliterally found everywhere.

Did you generously appliedSunscreen this morning, the eggsyou made this morning was it in anon-stick pan, the food youordered couples of days ago was itdelivered in a take awaycontainers?!

- unknown facts about PFAS,PFOA & PFOS


PFAS (Per And Polyfluoroalky)

PFOS (Per Fluorooctanesulfonic

Acid)


Let’s look at what these chemicals do toour bodies. Studies have shown thatexposure to Forever Chemical caninterfere with our hormones, they canincrease the risk of cancer, affect theimmune system. Forever Chemicals canalso negatively impact the reproductivesystem which deters a person’s chance ofgetting pregnant; affects an infant’sgrowth; learning and behaviour.

This study showed a link between PFAS

and birth defects, even liver damage.

That means even a little exposure to

Forever Chemicals can lead to

problems of this kind. Obviously, the

scientists don’t know why.

They are found in our water, in ourkitchen, in the food chain and evenin our carpets. You know carpetsdon’t catch wine stain; they aremade up of Forever Chemicals.Microwave, Popcorn bags are madeup of Forever Chemical again, non-stick pans, food packaging pizzaboxes, water-resistant makeup,shampoo, dental floss, paint,varnish, rainproof coats. Basically,anything that promises to be water-resistant or moisture resistant isbound to have PFAS, even a primerhave them, furniture too.



WHERE ARE FOREVERCHEMICALS FOUND?

A STORY IN WEST VIRGINIA

There was a Teflon making plant in aplace called Parkersburg in the USA.This Teflon is a chemical used to makenonstick pans, so this plant ends upcontaminating the water in Parkersburg,people were exposed to high levels ofForever Chemicals, farmers losthundreds of cattle. Research shows 7000adults living in this area found a possiblelink between high PFOA in blood levelsand high cholesterol levels, also linkbetween Forever Chemicals andUlcerative Colitis, Thyroid functioning,Testicular Cancer, Kidney Cancer, Pre-Eclampsia, and elevated blood pressureduring pregnancy.

The intercept 2007, blood levels werevery high, one was measured at 4,400ppb, according to the data from theCenter of Disease Control (CDC), bloodlevels of the chemicals in the general USpopulation in 2007 averaged around 4ppb.

For example, the US Environmental Protection Agencyonce said that Forever Chemicals in drinking water shouldnot exceed 70 parts per trillion (PPT). This was beforewhat happened to Parkersburg came to life. Soon thestudy by the CDC revealed that EPA had once estimatedthe amount of Forever Chemicals we can consume. TheEuropean Commission has proposed a limit of 100 PPTfor drinking water. The environmental workingorganization said ‘Forever Chemicals should not exceedone PPT in drinking water’.


WHO WILL CHECK THIS LIMIT?Forever chemicals float in water, they pollute rivers,ground water even drinking water. We are continuouslyexposed to PFAS every day. Over time the levels ofForever Chemicals built up in the body.

WHAT HAPPENS NEXT?

Researchers are on the way to trying to answer thequestion. Scientist Joseph Allen (Harvard T.H.ChanSchool of Public Health) said “We know enough that weshould be very concerned”.

A 2016 study found 15 PFAS in one or more locations ofthe river Ganga. Forever Chemicals are not found in theriver origin, but they are found downstream, their levelsare elevated at the confluence with the Yamuna inAllahabad. Almost all fish samples from the River Gangahad Forever Chemicals. These deadly chemicals are alsofound in the River Ruhr and Mohne of Germany. Thiswas back in 2006, the situation has been bad for quitesome time now. Europe and the United States startedtalking about Forever Chemicals in the early 2000s, but inmost parts of the world, the story is yet to be told. Thestudy conducted in 2008 found Forever Chemicals in thebreast milk of Indian Women, level average 46 PPT, thesafe limit to remember is estimated to be 1 PPT. inAmerica study found Forever Chemicals in milk, the levelis as high as 1850 parts per million. In breastmilk, the levelis almost 2000 times higher than the safe limit. MostAmericans have at least 1 PFAS in their blood. These killerchemicals have been found in the Arctic too. In India,there are PFAS in all water rectifiers deeper than 100meters. There are Forever Chemicals in the Mangrove ofSundarbans, in River Dolphins, in pigs that feed on thewaste dump. These chemicals are deadly and then nowcan be found in our food chain. Scientists say 98% of ushave Forever Chemicals in our bodies.


Well, this is a man-made disaster. You see these synthetic chemicals did not occur in theenvironment naturally. We started making them during World War. And in the year thatfollowed we made more products using them, including them in our make up so that wecan wear them even in sun and rain, put them in carpets so that we can fearlessly spillwine, put them on pizza boxes so that delivery boys could drop them miles away. ForeverChemicals were put in cookware to make fried eggs without oil, to make cooking quitehealthy.

You see reversing the laws of nature using science tends to boomerang. This ForeverChemicals now won’t leave our bodies. It is only a matter of time before their levels buildup. So, what’s next?

Shouldn’t the government ban these chemicals immediately? Well, they should. Denmarkhas done it. Denmark becomes the first country to ban PFAS “Forever Chemicals fromfood packaging”. And the ban is showing results.

A study found No PFAS in McDonald French fries bags bought in Denmark, the sameFrench fries bags had chemicals in the UK and the Czech Republic where ForeverChemicals had not been banned. 2 PFAS have been listed in a Stockholm Convention asPOPS (Persistent Organic Pollutants).

In 2020, India adopted benchmarks of Forever Chemicals. What is the industry doing torestrict them? It is replacing restricted PFAS with other equally harmful ForeverChemicals. So, there is no point in banking on the industry or the authorities.

AGAIN, WHAT HAPPENS NEXT?


HOW TO AVOID EXPOSURE TO FOREVER CHEMICALS?

You and I can limit our exposure to the deadly chemicals, let’s see how –

Let’s talk to our water supply and get our

drinking water tested

Let’s check the levels of PFAS in our blood

Make better choices probably using more

environmentally friendly and organic products

Stop buying chemicals with fluoro or PTFE

(Polytetrafluoroethylene) based composition

Choose items that PFAS- or PFC- free

products

If you wear make-up, replace the water-

resistant products.

Choose traditional make-up products

01

02

03

04

05

06

07

Replace non-stick pan or cookware with steel

or iron ware

Avoid dental floss with PTFE coating

Choose to cook at home

Do not buy Microwave – pick old school

popcorn

Do not buy water-resistant clothes, carpets

or gloves – NORMAL CLOTHES WON’T KILL US

08

09

10

11

12


‘Forever chemicals’– global contamination affecting future generations. People and wildlife areexposed to hundreds of PFAS simultaneously from various environmental routes, including drinkingwater, and via consumer products. Some have proven toxicity, and many haven’t yet been properlystudied, but they may well turn out

to be toxic when the analysis is done. The special carbon-fluorine structure of PFAS means that “theseare the most persistent chemicals we are facing today” according to Dr Zhanyun Wang of the ETHZürich, a leading scientist in the field.

The high persistence of PFAS means that the past and continuous production and use of PFAS willlead to a build-up in the global environment. The clean-up of PFAS in contaminated sites is extremelychallenging at best and impossible when it comes to the vast ocean. Because of their extremepersistence, they will last decades or centuries, even after emissions have ended, exposing futuregenerations and wildlife in every corner of the globe.

Not acting on highly persistent and harmful chemicals also has an economic cost to society. It is unknown what consequences will arise from the global exposure of people and wildlife to theincreasing level of PFAS, but lessons learnt from the past, tell us not to wait decades to see whathappens and to urgently stop emissions of these highly persistent chemicals that may well underminethe health of both humans and wildlife.

It’s time that governments around the world moved to phase out these chemicals, while companiesshould stop using them and move to safer, non-fluorinated alternatives.



NORMALIZING SECTION 377

Section 377: People still today hesitate to talkabout this particular topic in India. It’s beenalready 3 years when history was written withscrapping a part of Section 377. This sectionwhich was implemented at the time of theBritish Raj in 1862, was used to criminalizesexual intercourse between people of the samegender. Being a transgender or a homosexualwas considered a criminal offence in thiscountry. It was considered as against the law! AMan has to be a Man and a Woman has to be awoman.

Marriages in India have always been believed tobe conducted between a male and a female.Gods or deities worshipped are always eithermale or female. There is never a believer in theexistence of “something in between”.

No, I am not talking about Hybridity! Here, inbetween indicates A Transgender or A Gay orA lesbian or A Bisexual, anything it can be. Asociety always denies these terms. For them,either it’s an illness or they don’t want tobelieve that it even exists!

But, this “Homophobia” is something thatoccurred in modern times as India has a long,relevant history of transgender andhomosexuality. Many Puranas and Slokas showthe presence of homosexuality andtransgender. LGBT themes in Hindu Epicsinvolve Hindu deities or heroes whoseattributes or behaviour can be interpreted aslesbian, gay, bisexual, transgender, or as havingelements of gender variance and non-heterosexual sexuality.

“SUPREME COURT DECRIMINALIZE SECTION 377” – TIMES OF INDIA“SECTION 377 OF IPC: DECRIMINALISING HOMOSEXUALITY, A WRONG IS RIGHTED”- BUSINESS STANDARD


VOLUME 09

Kritika KalitaAssistant Professor

Faculty of Arts and Social Science

https://en.wikipedia.org/wiki/Hinduism

https://en.wikipedia.org/wiki/Lesbian

https://en.wikipedia.org/wiki/Gay

https://en.wikipedia.org/wiki/Bisexual

https://en.wikipedia.org/wiki/Transgender

https://en.wikipedia.org/wiki/Gender_variance

https://en.wikipedia.org/wiki/Non-heterosexual

Epics like the Ramayana, Mahabharata and even templesof Khajuraho give enough peep into the ancient times ofIndia to establish that homosexuality was in practice.The Mahabharata has an interesting story aboutShikhandini, the feminine or transgender warrior of thetime and responsible for the defeat and killing ofBhishma. Shikhandini was the daughter of KingDrupada, who raised her as a prince to take revengefrom the Kurus, the rulers of Hastinapur. Later, Drupadaeven got Shikhandini married to a woman. On the otherhand, in the temples of Khajuraho, there are images ofwomen erotically embracing other women. Many deitiesin Hinduism and Indian epics are represented as bothmale and female at different times and in differentincarnations or may manifest with characteristics of bothgenders at once; such as Ardhanarishvara, created by themerging of the god Shiva and his consort Parvati whosehalf right body is the full male body and a half left bodyis the full female body. The name Ardhanarishvarameans "The Lord whose half is a woman". This form ofShiva represents the "totality that lies beyond duality".And, apart from these, there are many other instancesthat prove the existence of the word “Queer” in ancientIndian society.

But, the problem still lies in the mentality of people whothinks of it as a mental disorder, a kind of illness orsomething which is done out of fun. Stories are therewhere a homosexual is thrown out of the house, orforcefully married to the opposite gender out of whichmany suicidal cases came to front; even many arementally and sexually harassed, they are thought as ashame to the family, to the society! Laxmi NarayanTripathi, a Hijra rights activist in her autobiography, MeHijra, Laxmi expressed the feeling of aloofness when shewas thrown out of her own house.

She was born as a boy; a body of a boy with a soul of agirl! Another incident is of two policewomen, Leela andUrmila, who were suspended from their jobs after theygot married in a temple in Madhya Pradesh in 1987. And,not only these but there are many other stories ofsacrifice, humiliation and despair.



https://en.wikipedia.org/wiki/Ardhanarishvara

https://en.wikipedia.org/wiki/Shiva

https://en.wikipedia.org/wiki/Parvati

Apart from people thinking Homosexuality orTransgender as an imaginary concept born out ofa person’s mind, these real stories prove that itsnatural, made out of natural laws. The LGBTQcommunity, have struggled a long way to get anequal position, with equal rights in the Indiansociety. The community, however, with NazFoundation, stepping forward in the year 2001 tofile a petition challenging the law in Delhi HighCourt; got the motivation to step forward.Though the actual aim was yet to achieve, but itwas a foundation stone towards a Hope. Manytrials, rejections, criticisms and oppositionsbecame obstacles in the path to success and ittook years to come to the ultimate decision.

And, finally the LGBTQ community have seen aray of hope when a landmark judgment byIndia’s highest court has overturned a colonial-era law that criminalizes consensual gay/lesbiansex, in a hard-fought victory. On 6th September,2018, the five-judge bench reached anunanimous decision in the capital, New Delhiwith scrapping a part of Section 377.

Delivering his decision, Chief Justice of IndiaDipak Misra said, “The LGBTQ community hasthe same fundamental rights as citizens. Theidentity of a person is very important and wehave to vanquish prejudice, embrace inclusionand ensure equal rights.”

Though the law was changed, the LGBTQcommunity got equal rights and opportunities,people are celebrating the Pride Month in Julyevery year, but, the question is, is it stillcompletely acceptable? No matter how manylaws change or rights given, the whole concept ofaccepting the LGBTQ community whole-heartedly will only be normalised when peoplewill start accepting them as they are! Be it a GAYor LESBIAN or a TRANSGENDER. Thementality is what needs to be changed from theroots. Everyone has the right to choose his/herpartner, without looking into the gender of aperson. When we will change, only then theNation will change!



THESIGNIFICANCE OF

NATIONALSPORTS DAY

2021

BYSANDIP SINHA

LET'S CHEER AND HELP

OUR SPORTS TEAM!



FACULTY OF

EDUCATION , SPL EDUCATION

AND SPORTS

The history of Indian Sports would be incompletewithout remembering the heroics of Major DhyanChand, one of the finest hockey players thecountry ever produced. To mark his birthanniversary, August 29th is recognized as NationalSports Day. It is just a small way for the country topay tribute to this hockey legend.

On Sunday, August 29, the nation is rememberinglegendary Olympian and, arguably the greatestHockey player of all time, Major Dhyan Chand, onwhat is his 116th birth anniversary.

The whole nation and Indian sports fraternity onSunday paid the heartiest tributes to Major DhyanChand on his birth anniversary. He earned threeOlympic gold medals, in 1928, 1932 and 1936. Forhis contribution to the game, Major Dhyan Chandwas also known as the “Wizard of Hockey”. Heplayed a crucial role in India's 8-1 triumph overGermany in the 1936 Berlin Olympic final,emerging as the top-scorer with three goals.

As a tribute to Dhyan Chand, his birthday iscommemorated as National Sports Day. This year,the occasion has coincided with India registeringits best-ever finish in the Olympics, winning sevenmedals in the recently concluded Games in Tokyo.Indian athletes are winning medals in the ongoingParalympics as well, which, like the Olympics, arebeing hosted in Japan’s capital city.



What is new about “National Sports Day 2021”?

A few days ago, the Rajiv Gandhi Khel Ratna Award, the highest sporting honour of India,was renamed after Major Dhyan Chand, by Prime Minister Narendra Modi.

The Khel Ratna Award started in the year 1991-92. It was then named after former PrimeMinister Rajiv Gandhi of the country. The main purpose behind this award is toencourage and spread awareness in the field of sports. Every year, the award is given bythe Ministry of Youth Affairs and Sports, Government of India. The award is given tothose sportspersons who have excelled for the country in the last four years.

The first recipient was Chess legend Viswanathan Anand (Chess). Among the otherwinners were Leander Paes (Lawn Tennis), Sachin Tendulkar (Cricket), Dhanraj Pillay(Field Hockey), Pullela Gopichand (Badminton), Abhinav Bindra (Shooting), Anju BobbyGeorge (Long Jumper, Athletics), Mary Kom (Boxing) and Rani Rampal (Field Hockey) in2020.

The Centrally Recognized Federation, Indian Olympic Association (IOA), SportsAuthority of India (SAI) and various sports boards send the names of their sportspersonsto the government for Major Dhyan Chand Khel Ratna Award. The awardee is awarded amedal, certificate and a cash prize of Rs. 25 lakh.

Major Dhyan Chand (29 August 1905 – 3December 1979) was an Indian field hockeyplayer widely regarded as one of the greatestin the history of the sport. He was known forhis extraordinary goal-scoring feats, inaddition to earning three Olympic goldmedals, in 1928, 1932 and 1936, during an erawhere India dominated field hockey. Hisinfluence extended beyond these victories, asIndia won the field hockey event in seven outof eight Olympics from 1928 to 1964. Knownas The Wizard or The Magician of hockey forhis superb ball control, Chand playedinternationally from 1926 to 1949; he scored570 goals in 185 matches according to hisautobiography, Goal. The Government ofIndia awarded Chand India's third highestcivilian honour of Padma Bhushan in 1956.His birthday, 29 August, is celebrated asNational Sports Day in India every year.India's highest sporting honour “MajorDhyan Chand Khel Ratna Award” and “MajorDhyan Chand Lifetime Achievement Award”in Games and Sports are named after him.



Major Dhyan Chand:

Early life of Major Dhyan Chand:

Dhyan Chand was born in Allahabad on 29August 1905 in a Rajput family. He was the elderbrother of another hockey player Roop Singhand the son of Smt. Sharadha Singh and SriRameshwar Singh. Dhyan Chand's father wasenlisted in the British Indian Army, and heplayed hockey for the army. Dhyan Chand hadtwo brothers: Mool Singh and Roop Singh.Because of his father's numerous army transfers,the family had to move to different cities and assuch Chand had to terminate his education afteronly six years of schooling. The family finallysettled in Jhansi, Uttar Pradesh, India.

Dhyan Chand studied in the prestigious AligarhMuslim University, Aligarh and finally graduatedfrom Victoria College, Gwalior in 1932. Being inthe military, his father got a small piece of landfor a house. Young Dhyan Chand had no seriousinclination towards sports though he lovedwrestling. He stated that he did not rememberwhether he played any hockey worthmentioning before he joined the Army, thoughhe said that he occasionally indulged in casualgames in Jhansi with his friends.

https://en.wikipedia.org/wiki/Allahabad

https://en.wikipedia.org/wiki/Rajput

https://en.wikipedia.org/wiki/Roop_Singh

https://en.wikipedia.org/wiki/British_Indian_Army

https://en.wikipedia.org/wiki/Jhansi

https://en.wikipedia.org/wiki/Uttar_Pradesh

https://en.wikipedia.org/wiki/Aligarh_Muslim_University

https://en.wikipedia.org/wiki/Aligarh

https://en.wikipedia.org/wiki/Maharani_Laxmi_Bai_Govt._College_of_Excellence

https://en.wikipedia.org/wiki/Gwalior


Early career of Major Dhyan Chand:

On 29 August 1922 his 17th birthday, Dhyan Chand enlisted in the 1st Brahmans of the British IndianArmy as a Sepoy. A reorganisation of the army that year resulted in the 1st Brahmans becoming the1/1st Punjab Regiment. Between 1922 and 1926, Chand exclusively played army hockey tournamentsand regimental games. Chand was ultimately selected for the Indian Army team which was to tour NewZealand. The team won 18 matches, drew 2 matches and lost only 1 match, receiving praise from allspectators. Following this, in the two-Test matches against the New Zealand squad, the team won thefirst and narrowly lost the second. Returning to India, Chand was promoted to Lance Naik in 1927.

After successfully lobbying for reintroducing field hockey in the Olympics, the newly formed IndianHockey Federation (IHF) made preparations to send its best possible team for the 1928 AmsterdamOlympics. In 1925, an Inter-Provincial Tournament was held to select the team members. DhyanChand got permission from the Army to play for the United Provinces team. In its first game in thetournament, Dhyan Chand played as the centre-forward. Dhyan Chand attracted much attention by hisclever stick-work. His penetrating runs and judicious passes seemed to assure him a position in theteam that is to take part in the Olympic Games.

Final years of Major Dhyan Chand:

Major Dhyan Chand continued to holdhis emergency commission in theIndian Army post-Independence, withthe service number IEC 3526 but wasapparently not granted a regularcommission. In 1951 he was honoured atIndia's National Stadium with theinaugural Dhyan Chand Tournament,which he attended to the admiration ofthe spectators.

After 34 years of service, Chand retiredfrom the Indian Army on 29 August1956 as a lieutenant (acting captain). TheGovernment of India honoured him thesame year by conferring him the PadmaBhushan, India's third-highest civilianhonour. After retirement, he taught atcoaching camps at Mount Abu,Rajasthan. Later, he accepted theposition of Chief Hockey Coach at theNational Institute of Sports, Patiala, apost he held for several years.

Chand spent his last days in hishometown of Jhansi, Uttar Pradesh,India. Major Dhyan Chand died on 3December 1979 from liver cancer at theAll India Institute of Medical Sciences,Delhi. He was cremated at the JhansiHeroes ground in his hometown, aftersome initial problems in gettingclearance. His regiment, the PunjabRegiment, accorded him full militaryhonours.



https://en.wikipedia.org/wiki/1st_Brahmans

https://en.wikipedia.org/wiki/Sepoy

https://en.wikipedia.org/wiki/1st_Punjab_Regiment

https://en.wikipedia.org/wiki/Indian_Army

https://en.wikipedia.org/wiki/Lance_Naik

https://en.wikipedia.org/wiki/Field_hockey_at_the_Summer_Olympics

https://en.wikipedia.org/wiki/Indian_Hockey_Federation

https://en.wikipedia.org/wiki/Centre-forward

https://en.wikipedia.org/wiki/Olympic_Games

https://en.wikipedia.org/wiki/Captain_(armed_forces)

https://en.wikipedia.org/wiki/Government_of_India

https://en.wikipedia.org/wiki/Padma_Bhushan

https://en.wikipedia.org/wiki/Mount_Abu

https://en.wikipedia.org/wiki/Rajasthan

https://en.wikipedia.org/wiki/National_Institute_of_Sports

https://en.wikipedia.org/wiki/Patiala


https://en.wikipedia.org/wiki/Uttar_Pradesh

https://en.wikipedia.org/wiki/All_India_Institute_of_Medical_Sciences

https://en.wikipedia.org/wiki/Delhi

https://en.wikipedia.org/w/index.php?title=Jhansi_Heroes&action=edit&redlink=1

https://en.wikipedia.org/wiki/Punjab_Regiment_(India)



The Legacy of the Legend:

Major Dhyan Chand remains a legendary figure in Indian and world hockey. His skills have beenglorified in various apocryphal stories and anecdotes. A number of such these revolve around the factthat Singh had extraordinary control over dribbling the ball. Chand's birthday, 29 August, is celebratedas National Sports Day in India. The President gives away sport-related awards such as the MajorDhyan Chand Khel Ratna, Arjuna Award and Dronacharya Award on this day at the RashtrapatiBhavan, India.

The 20th National Award 2012, the Gem of India, awarded by the Union Minister of India, was given toDhyan Chand. The award was received by Dhyan Chand’s son, Ashok Dhyan Chand (a hockeyOlympian in his own right) on behalf of his deceased father. The award was given by the JournalistAssociation of India under the flagship of the Journalists Federation of India, Sirifort Auditorium, NewDelhi, India, on 22 September 2012.

India's highest award for lifetime achievement in sports is the Dhyan Chand Award which has beenawarded annually from 2002 to sporting figures who not only contribute through their performancebut also contribute to the sport after their retirement. The National Stadium, Delhi was renamedDhyan Chand National Stadium in 2002 in his honour. A hostel at Aligarh Muslim University, of whichhe was an alumnus, has been named after him. He has scored over 400 goals in his career, from 1926 to1948.

An Astroturf hockey pitch, at the Indian Gymkhana Club in London, has been named after Indianhockey legend Dhyan Chand. The government of India has issued a commemorative postage stampand a First Day Cover in honour of Dhyan Chand. He remains the only Indian hockey player to have astamp in his honour.

The residents of Vienna (Austria) had installed a statue of Major Dhyan Chand with four hands andfour hockey sticks indicating his control and mastery over the ball.

A resolute Indian men's hockey team rewrote history as it claimed an Olympic medal after 41 years,defeating a plucky Germany 5-4 to win the bronze in an edge-of-the-seat play-off match at the TokyoOlympic Games 2020. The eight-time former gold-winners, who battled a heart-breaking slump in thelast four decades, made the resurgence of the last couple of years count in the best way possible with anOlympic medal. This was the best tribute to the greatest legend of Indian Sports ever given.

Jai Hind and Jai Bharat

https://en.wikipedia.org/wiki/National_Sports_Day

https://en.wikipedia.org/wiki/President_of_India

https://en.wikipedia.org/wiki/Major_Dhyanchand_Khel_Ratna

https://en.wikipedia.org/wiki/Arjuna_award

https://en.wikipedia.org/wiki/Dronacharya_Award

https://en.wikipedia.org/wiki/Rashtrapati_Bhavan

https://en.wikipedia.org/w/index.php?title=Journalist_Association_of_India&action=edit&redlink=1

https://en.wikipedia.org/w/index.php?title=Journalists_Federation_of_India&action=edit&redlink=1

https://en.wikipedia.org/wiki/Sirifort_Auditorium

https://en.wikipedia.org/wiki/New_Delhi

https://en.wikipedia.org/wiki/Dhyan_Chand_Award

https://en.wikipedia.org/wiki/National_Stadium,_Delhi

https://en.wikipedia.org/wiki/Dhyan_Chand_National_Stadium

https://en.wikipedia.org/wiki/Aligarh_Muslim_University

https://en.wikipedia.org/wiki/Astroturf

Teachers have to perform multiple roles in thepresent scenario which demands competency inthem. The teacher’s role is not only teaching butalso providing guidance and counselling tostudents when they are in need. The objective ofthis paper is to find out the need for guidance andcounselling for prospective teacher educators. Thepresent study attempts a qualitative analysis forevolving recommendations for policy decisions.Fifteen full-time doctoral research scholars fromthe Department of Educational Technology wererandomly chosen as samples for the study.Structured open and closed-ended questions ondifferent dimensions (personal, educational,vocational, social, ethical and health) of guidanceand counselling were framing the basis for theinterview. The outcome of the interview revealsthat generally in all the dimensions more than 50percentages of the research scholars felt the needfor guidance and counselling.

Keywords: guidance and counselling,competency, prospective teacher educator

AN ANALYSIS ON THE NEED FORGUIDANCE AND COUNSELING FORPROSPECTIVE TEACHEREDUCATORS


By Dr. Philomina M.JAssistant ProfessorFaculty of Education, Spl Education and Sports

ABSTRACT

Students in the twenty-first century are facingmany perplexing and difficult situations. Guidanceand counselling is an avenue for individuals toachieve greater awareness, not only of what theyare but more importantly of what they canbecome. Recognition of the value of counsellingchildren and young people has increased in recentyears and it is now more accepted than ever before(Pattison and Harris, 2006).

This is partly due to movements in policy-makingtowards a more inclusive, child-led and rights-based approach, with the Children Act (2004)playing an instrumental role (Harris and Pattison,2006). These policy changes are underpinned by ashift in policy makers’ perspectives regarding theimpact of counselling in helping to secure

RATIONALE OF THE STUDY

improved outcomes for children and youngpeople. According to Yusuf (1992), guidance andcounselling enable an individual to live in amore functional and happier way and capableof ensuring personal harmony. The global trendseems to have moved from casework andremedial approach to a preventive,developmental approach in providing guidanceand counselling (Gysbers& Henderson, 1994;Yuen, 2002).

In Hong Kong, guidance and counselling workin schools have undergone many changes. Inline with the global trend, Hong Kong hasadopted a preventive approach to guidancesince 1986 (Hong Kong Education Department,2001).In 2002 the government encouragedcomprehensive student guidance service as anintegral part of education.

Teachers are involved in students’ guidance andcounselling in different countries all over theworld which emphasizes the need for guidanceand counselling in India. There is less literatureavailable about teachers’ training needs inguidance and counselling. Most studies focusedon peripheral topics such as qualifications andmode of training for guidance personnel(McCarthy, 2001), or the training needs ofcareer guidance personnel (Patton & Burton,1997; Patton, 2000).


Literally, guidance means ‘to direct’, ‘to pointout and ‘to show the path’. It is the assistance orhelp rendered by a more experienced person toa less experienced person to solve the problemsof an individual. Guidance is a lifelong process.Human needs guidance throughout their life. Itstarts from infancy which personal help isrendered by the society to the individual whichenables one to adjust to the physical and socialenvironment and to solve the problems of life.The need for guidance had existed at all times.Moreover, the need for guidance is universal. Itis as old as man himself. It is based upon thefact that all human beings need help in one wayor the other. There is a greater need forguidance services now than ever before due tothe rapid advancement in technology, emergingof new world order, social change, globalization,liberalization, the need for outstandingleadership, a shift in standards of morality andintegrity, people’s high aspirations etc. allcontribute to the need for guidance programmein the schools and colleges.

Literally, guidance means ‘to direct’, ‘to pointout and ‘to show the path’. It is the assistance orhelp rendered by a more experienced person toa less experienced person to solve the problemsof an individual. Guidance is a lifelong process.Human needs guidance throughout their life. Itstarts from infancy which personal help isrendered by the society to the individual whichenables one to adjust to the physical and socialenvironment and to solve the problems of life.The need for guidance had existed at all times.Moreover, the need for guidance is universal. Itis as old as man himself. It is based upon thefact that all human beings need help in one wayor the other. There is a greater need forguidance services now than ever before due tothe rapid advancement in technology, emergingof new world order, social change, globalization,liberalization, the need for outstandingleadership, a shift in standards of morality andintegrity, people’s high aspirations etc. allcontribute to the need for guidance programmein the schools and colleges.

GUIDANCE –MEANING, NATURE,NEED, AND ITS SCOPE

COUNSELLING

Guidance, which is a relatively morecomprehensive process, includes counselling asits most specialized function. Counsellingservice forms the central part of the overallassistance given to the individual throughguidance programmes.


Counselling is a process of enabling the individualto know himself and his present and possiblefuture situations in order that he may makesubstantial contributions to society and to solve hisown problems through a face to face relationshipwith the counsellor. Counselling is a process thatmay be developmental or intervening. Counsellorsfocus on their clients’ goals. Thus, counsellinginvolves both choice and change. In some cases,“counselling is a rehearsal for action” (Casey, 1996) Counselling is an integral part of an overallprogramme of guidance. “Counseling is a specificprocess of assistance extended by an expert in anindividual situation to a needy person” (R. S.Sharma). There is an urgent need of introducingand strengthening the counselling service in theschools and colleges of our country to meet thevarious needs of the students. Need an analysis ofthe students in the schools shows the need forguidance and counselling services, in the personal,education, professional, vocation, social, health,and ethical areas.




Very few terms have been more interchangeably used than the terms‘guidance and counselling’. According to Tolbert guidance is the totalprogramme or the activities and services engaged in by an educationalinstitution that is primarily aimed at assisting an individual to makeand carry out adequate plans and to achieve satisfactory adjustment inall aspects of daily life. It is not separate from education but is anessential part of the total educational programme. Guidance isassuming the responsibility for the individual in every direction ithelps in the selection of educational courses and profitableoccupations; in job placement; placement in the next stage ofeducation and training; occupational surveys; improvement of studyskills; maintenance of mental health; counselling regarding personaladjustment problems; identifying the gifted and the backward andhelping them achieve the maximum. (Singamaneni NageswaraRao,Murugudu Sri Hari, Digumarti BhaskaraRao, 2006).

DIFFERENCE BETWEEN GUIDANCE ANDCOUNSELLING

EVOLUTION OF GUIDANCE AND COUNSELLINGMOVEMENT IN INDIA

Good teachers have always been interested in providingunderstanding assistance to students to help them overcome problemsof learning and adjustment so as to ensure optimum achievement andprofitable placement. In the ancient Gurukula system of education,there were harmonious relations between the teacher (Guru) and thetaught (Shisya). But these were possible because of the small numberof students, simple courses of study, the limited job opportunities andthe world of work which was almost stable. But now with thetremendous increase in the number of students, various types ofcourses of study, vast curriculum and competitions in jobopportunities, the students face more problems. Thus there: is a needfor help in the form of guidance and counselling.

In India, Patna University was said to be the first institution that paidattention to the problems of college students and a counselling servicewas provided by the Department of Psychological Research in 1945. In1955, St. Xavier College, Bombay provided religious counselling and in1960, the emphasis was given to the personal and social problems.M.S. University in Baroda established the first full-time counsellingfor college students in 1958 and at the invitation of the UGC and withthe approval of the UGC, the student counselling centre was set up in1959. In 1961, Allahabad University organized a counselling centre forits students with the assistance of the United States EducationalFoundation in India. In 1963, Wilson College, Bombay set up acounselling centre for its students.

In 1965, Annamalai University, Chidambaram (Tamil Nadu) started a counselling Centre for its studentswith the help of a full-bright professor. But in 1979, the Draft National Policy on Education of the Ministryof Education, Government of India did not contain anything on Guidance and Counseling service inschools or colleges. In recent years there are certain private agencies and personnel providing counsellingfor the vocationally and personally challenged people.

Guidance and Counseling services consolidated their position in India after the recommendation of theMudaliar Secondary Education Commission and the Kothari Education Commission when they wereimplemented under a centrally sponsored scheme in the states. Due to this central financial aid during the1960s and 1970s guidance service was then perhaps at their Zenith in the Country. During this period anumber of state bureaus of guidance were established and the existing ones were strengthened under theguidance and supervision of the Central Bureau of educational and vocational guidance (CBVEG). Duringthis period new guidance activities and programmes were launched. Researches were conducted indifferent areas.

In 1965, Annamalai University, Chidambaram (Tamil Nadu)started a counselling Centre for its students with the help of afull-bright professor. But in 1979, the Draft National Policy onEducation of the Ministry of Education, Government of Indiadid not contain anything on Guidance and Counseling servicein schools or colleges. In recent years there are certain privateagencies and personnel providing counselling for thevocationally and personally challenged people. Guidance and Counseling services consolidated their positionin India after the recommendation of the Mudaliar SecondaryEducation Commission and the Kothari EducationCommission when they were implemented under a centrallysponsored scheme in the states. Due to this central financialaid during the 1960s and 1970s guidance service was thenperhaps at their Zenith in the Country. During this period anumber of state bureaus of guidance were established and theexisting ones were strengthened under the guidance andsupervision of the Central Bureau of educational andvocational guidance (CBVEG). During this period newguidance activities and programmes were launched.Researches were conducted in different areas.

In 1965, Annamalai University, Chidambaram (Tamil Nadu)started a counselling Centre for its students with the help of afull-bright professor. But in 1979, the Draft National Policy onEducation of the Ministry of Education, Government of Indiadid not contain anything on Guidance and Counseling servicein schools or colleges. In recent years there are certain privateagencies and personnel providing counselling for thevocationally and personally challenged people.



As per Education Trust: “School counselling is aprofession that focuses on the relations andinteractions between students and their schoolenvironment to reduce the effects ofenvironmental and institutional barriers thatimpede student academic success. Schoolcounsellors foster educational equity, access,and academic success in a rigorous curriculumto ensure that all students graduate from highschool ready to succeed in college and careers.The trained school counsellor must be anassertive advocate creating opportunities for allstudents to pursue dreams of high aspirations.The counsellor assists students in theiracademic, career, social, and personaldevelopment and helps them follow the path tosuccess. The school counsellor serves as a leaderas well as an effective team member workingwith teachers, administrators, and other schoolpersonnel to help each student succeed. Theschool counsellor as consultant empowersfamilies to act on behalf of their children byhelping parents and guardians identify studentneeds and interests, and access availableresources”.

A comprehensive school counselling program isdevelopmental and systematic in nature,sequential, clearly defined and accountable. It isjointly founded upon developmentalpsychology, educational philosophy, andcounselling methodology (American SchoolCounselors’ Association (ASCA, 1994). Theschool counselling program is integral to theeducational enterprise. The program isproactive and preventive in its focus. It assistsall students in acquiring and using life-longlearning skills. More specifically, schoolcounselling programs employ strategies toenhance academics, provide career awareness,develop employment readiness, encourage self-awareness, foster interpersonal communicationskills, and impart life success skills for allstudents. At the foundation of the schoolcounselling program is the delivery ofcounselling, consultation, and coordination andadvocacy services to all students, parents andthe school community. Individual and groupcounselling, classroom guidance, consultation,including meeting with parents, teachers,administrators, staff and community membersand coordination of special programs andinitiatives are integral parts of all schoolcounselling programs. School counselling is aunique and specialized profession worldwide(Indian Institute of School Psychology).

NEED FOR SCHOOLCOUNSELLING

They develop and implement a comprehensive,developmental program to facilitate theacademic/learning skills, personal/socialdevelopmental skills competencies, spiritual careand understanding, and career options counsellingtasks, appropriate to the needs of pre-K-12students. School counsellors have specializedtraining which includes knowledge of humandevelopment, cultural diversity, counselling andconsultation and techniques, appraisal andassessment, career development, besides adequatetools to identify, assess, evaluate behaviour, social,emotional, learning difficulties and when neededmake referrals of severe cases, of mental health toclinical psychologists, psychiatrists, neurologists fortreatment.

HISTORY OF SCHOOLCOUNSELING IN INDIA

School counselling in India is a relatively youngprofession. The first child guidance clinic wasstarted in Tata Institute of Social Sciences at Wadiahospital in 1938 where a school health unit startedin the same year, which referred children withbehavioural problems. The first school mentalhealth clinic was set up at Nair hospital in 1979. Ministry of Education, Government of India,established the Central Bureau of Educational andVocational Guidance in 1954. After the third fiveyear Plan (1961) guidance services were initiated inschools by the trained counsellors and careermasters with assistance from school teachers. Bythe end of the third five-year plan (1966), thenumber of schools providing guidance service inone form or the other was 3000. But these schoolshoused only a career master whose job was simplyto provide vocational information. 2000 onwardsthe Central Bureau of Educational and VocationalGuidance has delegated the work of guidanceprofessionals’ training to the Regional institutes ofGuidance at Ajmer, Bhopal, Bhubaneswar andMysore. The main objective of the StateEducational and Vocational Guidance Bureaus is toassist students in the choice of suitable educationalcurricula and career options.

RECENT DEVELOPMENTS

The secondary education department is expectedto issue a government order making counsellingcentres manned by clinical psychologistsmandatory in government and private schools(Times of India, Hyderabad). As per an article byPreetu Venugopalan Nair in Times of India /Education, Kochi edition Board of Governors ofKendriya Vidyalaya Sangathan decided that thesecondary and senior secondary classes of all thecentral schools shall be equipped with an educationcounsellor.



The counsellors shall have the responsibility of dealing with low achieving, underachieving and highachieving students apart from counselling students to face examinations without fear and help to instilin the student's skills related to study habits, time management, communication skills and stressmanagement. It shall also be the responsibility of the counsellors to organize career-relatedconferences and exhibitions, programmes entitled "meet the professional" and to set up "careerguidance corners" in schools. Group guidance activities shall be carried out at least once a week.



REVIEW OF RELATED LITERATURE

The study on Guidance and Counseling for Science Students: A Need Assessment is done by Tanveer-Uz-Zaman, Farkhunda Rasheed Choudhary and Abbas Ali But (2014) were intended to find out theneed assessment regarding guidance and counselling for science students at the secondary level. Thepopulation of the study was the science students, their parents and science teachers at governmentsecondary and higher secondary schools. Nine hundred students, their parents and ninety teacherswere taken randomly as samples of the study. Three questionnaires were used as a research instrumentfor the collection of data from the students, their parents and teachers. Data were analyzed by applyingappropriate statistical tools and the result revealed that guidance and counselling should be given forstudents according to their mental capabilities.

Paul Odhiambo O. Ameso (2014) surveyed the discipline of 2,658 students in Kenya and by randomsampling technique, 335 students were selected. Ten tutor-counsellors were purposively selected andincluded in the sample. Data were collected using two structured questionnaires, one for the studentsand the other for tutor-counsellors. Results revealed that the majority of tutor counsellors in publicteacher training colleges in Rift Valley were not competent enough to offer guidance and counsellingservices to students. They have less time to provide guidance and counselling services to students dueto the teaching workload and time. Guidance and counselling tutors face a number of challenges inundertaking their responsibilities in the college. These include lack of specific time allocation toguidance and counselling activities, inadequate resources and facilities and heavy workload of tutorcounsellors.

A qualitative analysis was done by SusannaWaiChing Lai-Yeung (2013) on the need forguidance and counselling training for teachers forstudents found that students have varioustraining needs and perceived strengths andimpeding issues in relation to carrying out theguidance and counselling role at school. Thestudy has yielded useful information to enrichthe literature on the guidance and counsellingtraining needs for teachers.

Racho Ibrahim et.al.,(2014) investigated theperceptions on the role of guidance andcounselling programmes on Kenyan secondaryschool student's career decision making.Guidance and counselling played a role ininstilling students’ personal competence, socialcompetence, and spiritual growth, vocational andmarital awareness. Guidance and counselling alsohelped students in solving problems, impartinghigh self-esteem, positive self-concept, goodmorals, peer respect, discipline, and parentalacceptance and improved their study habits. Theanalysis on the role of guidance and counsellingrevealed that the students scored the highestmean indicating that all the students supportedthe development of good personality and healthawareness as roles played by guidance andcounselling in secondary schools.



Goodman-Scott (2015), in a national survey of 1,052 schoolcounsellors, studied school counsellor job preparedness and foundthat school counsellors felt prepared for the recommended counselloractivities, which include mental health counselling, working withstudents on academic issues and staff consultation. Counsellors didnot feel as prepared for non-counselling duties, such as scheduling,discipline, or teacher-related tasks (Goodman-Scott, 2015). Paperwork,high caseloads, and daily disruptions are the most demanding aspectsof the job, and all are related to stress (McCarthy et al., 2010). Positiveprofessional relationships are related to lower burnout and adequatetraining and access to resources can reduce role stress. Schoolcounsellors who identify as a minority were more likely to reporthigher role demands (McCarthy et al., 2010).

Mullen and Guiterrez (2016), in a survey of 38 from 926 schoolcounsellors, explained that there is a negative and significantcorrelation between counsellor burnout and frequency of directcounselling and curriculum student services. They concluded thatcounsellors who are burned out spend less time with students. Schoolcounsellors perception of stress did not impact their direct studentservices but did correlate with burnout (Mullen & Guiterrez, 2016).

DESIGN OF THE STUDYThe present study attempted a quantitative analysis for evolvingrecommendations for policy decisions. Fifteen full-time doctoralresearch scholars from the Department of Educational Technologywere randomly chosen. Need for guidance and counselling forprospective teacher educators questionnaire (NGCPTE) wasdeveloped by the investigator for the data collection purpose.Different dimensions like (personal (4 items), educational (4 items),vocational (3 items), social (3 items), ethical (3 items) and health (3items) of guidance and counselling were used for the study.

ANALYSIS AND INTERPRETATIONThe responses evoked from the research scholars were analyzed andtheir responses are given below:

Table 1: Shows the responses of the research scholars regardingguidance and Counselling

¨Nowadays everybody is conscious about their health. Hence the felt need for health isunderstood and more priority is given to this aspect by the research scholars.¨Scholars have given less importance to ethical guidance may they are unaware of the needfor ethical dimension. A ¨Maximum number of scholars said no need for vocational guidance than otherdimensions.¨Except ethical dimension in all other dimensions there is no much difference in theirresponse for the ‘to some extent’ option. ¨Generally in all the dimensions more than 50 per cent felt the need for guidance andcounselling.



The responses of the teacher educators indicated that there is areal need for counselling in Indian schools.Students need personal guidance and counselling for self-understanding in this Digital era.The teacher Education curriculum should make it mandatory toundergo practical sessions for guidance and counselling foreffective decision making.Professional counsellors should train prospective teachereducators in the ways to guide their students when they are inneed.Every college of education should have counselling centres in theircolleges.

Following are the recommendations for policymaking.

RECOMMENDATIONS

CONCLUSIONS

School counselling in India needs development. It can cater to theneeds of the students with tremendous changes in family structures,globalization, technological advances, and changing values leading toimmense stress and strain on the students. The teacher trainees andthe prospective teacher educators at their course of learning should befortified with well-structured and functional guidance and counsellingservices that help them to grasp the realities of their living and in turntheir students.

REFERENCESAggarwal, J.C. (1993). Meaning of Guidance, Need for Guidance and its scope in India, Aims of Guidance. Educational Vocational Guidanceand Counselling. Retrieved from http://distanceeducationju.in/L%20-%201-8.pdf

American School Counsellors’ Association. (1997). Retrieved from http://www.bcps.org/offices/sss/psManual/PS-203.pdf

Counselling to be made mandatory in schools (2013). Times of India, Hyderabad edition. Retrieved from http://articles.timesofindia.indiatimes.com/2013-04 - 2/hyderabad/38217350_1_child- rights-counselling-corporal-punishment

Distance education. Meaning of Guidance, Need for Guidance and its Scope in India, Aims of Guidance. Retrieved fromhttp://distanceeducationju.in/L%20-%201-8.pdf

Abdulrazaq O. Oniye. (). Role of Guidance and Counselling in the Training of Well-adjusted Teachers for Nigerian Schools. Retrieved fromhttp://www.unilorin.edu.ng/journals/education/ije/june2003/Role%20of%20Guidance%20and%20Counselling%20in%20the%20Training%20of%20Well-adjusted%20Teachers%20for%20Nigerian%20Schools.pdf

Racho Ibrahim., Peter J.O. Aloka., Pascal Wambiya.,& Pamela Raburu. (2014). Perceptions on the Role of Guidance andCounsellingProgramme on Kenyan Secondary School Students’ Career Decision Making.Journal of Educational and Social Research, 4(6).

Gladding, S.T. (2004). Counselling: A Comprehensive Profession (5th edition). Retrieved from http://www.ccpa-accp.ca/_documents/NotebookEthics/What%20is%20Counselling%20A%20Search%20for%20a%20Definition.pdf.

Goodman‐Scott, E. (2015). School counsellors' perceptions of their academic preparedness and job activities. Counselor Education andSupervision, 54(1), 57-67.

Indian Institute of School Psychology. (2014). Retrieved from http://schoolcounsellorsindia.org

KodadH.S.,&Kazi S.A. (2014). Emerging area of Counselling in Schools in India. International Research Journal of Social Sciences, 3(3), 44-47.

Liz Phillips Robert Smith. (2011). Developing school counselling services for children and young people in Wales. Retrieved fromhttp://www.sagepub.in/upm-data/39705_1.pdf

McCarthy, C., Kerne, V. V. H., Calfa, N. A., Lambert, R. G., & Guzmán, M. (2010). An exploration of school counselors' demands andresources: Relationship to stress, biographic, and caseload characteristics. Professional School Counseling, 13(3), 146-158.

Mullen, P. R., & Gutierrez, D. (2016). Burnout, stress and direct student services among school counselors. The Professional Counselor, 6(4),344-359.

NageswaraRaoSingamaneni ,Murugudu Sri Hari., &DigumartiBhaskaraRao. (2006). Guidance and Counseling. New Delhi: DiscoveryPublishing House.

The new vision for school counselling,. (2014). The Education Trust. Retrieved from http://www.edtrust.org/dc/tsc/vision

Paul Odhiambo O. Ameso. (2014). Tutor-Counsellors’ competency, teaching load and the challenges they face in public teacher trainingcolleges in the rift valley region of Kenya. International Journal of Advanced Research, 2(4), 818-823. Retrieved from file:///F:/570_IJAR-3151.pdf

R. S. Sharma. (2011). Guidance and Counselling. Retrieved from http://teachereducationguidanceandcounsellin.blogspot.in/2011/03/what-is-counselling-meaning-need-and.html

Shetty BMC. (1999). Schools are neglecting counselling, an interview with SudeshnaChatterjee in Indian Express. Retrieved fromhttp://expressindia.indianexpress.com/news/ie/daily/19990 628/ige28083.html

Susanna WaiChingLai-Yeung(2013)&Gysbers, N.C., & Henderson, P. Developing and managing your school guidance program.ScienceDirect, 36-43. doi: 10.1016/j.sbspro.2014.01.008

Tanveer-Uz-Zaman., &FarkhundaRasheedChoudhary and Abbas Ali But. (2014). Guidance and Counseling for Science Students: a NeedAssessment. Indian Journal of Education and Information Management, 3,13-18.

VenugopalanPreetu Nair. (2013). Times of india / Education [Kochi edition]. Retrieved from http://articles.timesofindia.indiatimes.com/2013-04-10/news/38433528_1_career- guidance-career- counsellors-career-choice.

http://www.ccpa-accp.ca/_documents/NotebookEthics/What%20is%20Counselling%20A%20Search%20for%20a%20Definition.pdf

http://www.sagepub.in/upm-data/39705_1.pdf

I have finally graduated from AUS. My heart and

mind boggle by the very thought of it. Arunachal

University of Studies in every word truly is a

great place to learn and become the person you

want your future to be. I did my B.Sc in

Agriculture and this was the final semester.

Moreover, believe me, when I say this, the

curriculum taught is very precise and exactly the

way I wanted to know about agriculture and its

challenges.

Throughout the course, our entire class has been

subject to countless educational exposure

through the lens of the science fair, information

field trips. Being a student over for 4 years now

and from what I have experienced, I can tell you

that there is not a better place in the NER to

study than AUS. It's reasonable and fair in all its

teaching methodology and an excellent panel of

faculty members just keep your programme in

order throughout what else would anybody want,

right?

The campus has made me perfectly balance my

academic and personal life. As I stayed in the

hostel, I was able to make friends and engage in

various extracurricular activities. The

opportunities are endless here and I am surely

going to miss this place. I have met the life-

shaping teacher and life casing friends here. I am

sure my destiny outside AUS is going to be great

and I am so proud and lucky to be a student of

AUS.

A Quality and aPersonal Journey

B Y H O N G B A N G S O W A Y A N G

B S C A G R I C U L T U R E ( H O N S ) -

P A S S O U T



STUDENT

TESTIMONIAL


Black pepper with the sobriquet ‘King of Spices’ is a very important spice and medicinal crop ofIndia. The country produces about 62,000 metric tonnes of black pepper annually and about 10–12% of that is exported. Kerala with an area of 82,761 ha under the crop is a leading producer ofspice. Black pepper is grown under varied agro-ecologies in the state ranging from sea level toHigh Ranges. The crop, a climber, is cultivated either as a monocrop trailed on differentmultipurpose support trees (called “standards”, e.g., Ailanthus triphysa, Erythrina indica, Garugapinnata, Gliricidia sepium etc.) or in the homesteads along with assorted trees like arecanut(Areca catechu), coconut (Cocos nucifera), jack (Artocarpus heterophyllus), mango (Mangiferaindica) and the like. Trailing a sciophytic (shade loving) climber on woody perennial support treesmakes it a unique agronomic system and an excellent example of agroforestry. Dead supports likeconcrete posts, granite/laterite pillars, wooden poles and specially devised PVC columns, althoughused for raising black pepper plantations, are less prevalent. Attractive prices, albeit fluctuations,long shelf-life of the produce, and the ability to provide a range of ecosystem services includingsupporting and regulatory services (e.g., carbon sequestration and soil fertility enrichment), makeblack pepper production an attractive land use option for the farmers of Kerala.

NEW

PUBLICATION

AGROECOLOGICAL ASPECTS

OF BLACK PEPPER (PIPER

NIGRUM L.) CULTIVATION IN

KERALA: A REVIEW

DOI. ORG/10.17503/AGRIVITA.V43I3.3005

A G R I V I T A J O U R N A L O F A G R I C U L T U R A LS C I E N C E

ABSTRACT

B. Mohan Kumar, Sasikumar, B., & Kunhamu, T. K. (2021)

Published At - hhttps://agrivita.ub.ac.id/index.php/agrivita/article/view/3005

Paper ID: AGRIVITA Journal of Agricultural Science. 2021. 43(3): 495-511



NEW

PUBLICATION

DIFFERENTIAL AMELIORATION OF

CADMIUM TOXICITY BY SODIUM

NITROPRUSSIDE AND CITRIC ACID IN

BRASSICA JUNCEA (L.) CZERN AND COSS

DOI.ORG/10.1016/J.BCAB.2021.102091

E L S E V I E R : B I O C A T A L Y S I S A N D A G R I C U L T U R A LB I O T E C H N O L O G Y

ABSTRACT

Bhaben Chowardhara and others*

Published At - https://www.sciencedirect.com/science/article/abs/pii/S1878818121001870?via%3Dihub

Paper ID: 1878-8181/© 2020 102091/ ISSN: 1878-8181

Cadmium (Cd) is a highly toxic heavy metal for the living world. Cd toxicity leads to plants growthretardation; decrease in chlorophyll content, photosynthetic efficiency and food grain quality-quantity due to increased oxidative damage (quantitated in terms of malondialdehyde, MDA contentand hydrogen peroxide H2O2 levels) and suppresses the antioxidant defence systems. Through thispresent investigation, we tried to have an insight into the differential responses due to sodiumnitoprusside (SNP, an important source of nitric oxide) and citric acid (CA) in Cd treated mustardseedlings in terms of metal accumulation and stress tolerance in Brassica juncea. Mustard seedlingswhen treated with Cd in combination SNP and CA in hydroponic culture for three days led to therecovery of growth and biomass, suppression of oxidative damage and enhancement in the activitiesof antioxidant enzymes. The results clearly depict that SNP and CA plays crucial part in thealleviation of Cd toxicity in mustard seedlings. Further among the two agents used for ameliorationof Cd toxicity, SNP was found to be more efficient than CA. Besides, we also observed that SNPreduces the translocation of Cd in the above-ground portion of the mustard plant which might alsolead to reduction of Cd accumulation in the edible parts of the plant.


Bedabrata Saha - Weed Research Department, Newe Ya'ar Research Centre, Agricultural Research Organization, Ramat

Yishay, 30095, Israel

Pankaj Borgohain - Sivasagar Senior Secondary School, Melachakar, Sivasagar, 785640, India

Jay Prakask Awasti - Department of Botany, Government College Lamta, Balaghat, 481551, India

Sanjib Kumar Pandey - Department of Biochemistry, Central University of Rajasthan, Ajmer, 305817, India

https://www.sciencedirect.com/topics/agricultural-and-biological-sciences/photosynthetic-efficiency

https://www.sciencedirect.com/topics/agricultural-and-biological-sciences/citric-acid

https://www.sciencedirect.com/topics/agricultural-and-biological-sciences/brassica-juncea

https://www.sciencedirect.com/topics/agricultural-and-biological-sciences/hydroponics

https://www.sciencedirect.com/topics/agricultural-and-biological-sciences/mustard-plant

CONGRATS

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