Asha Quest_issue 1

In this issue:

Asha Quest From the Coordinator’s Desk…. “Next in importance to freedom and justice is popular “Next education, without which neither freedom nor justice can be maintained.” - James A. Garfield

The vicious cycle of “Illiteracy - Child Labor- Poverty” is still a persistent problem in 21st century India. These problems have a direct and significant impact on economic growth even though India is one of the fastest economies. The root cause of all these problems is a lack of basic education. Education system in India is currently not accessible to everyone. Even when it is accessible, most low-level income parents are not willing to send their kids to school. This is not a problem specific to India, but a result of the high ratio of uneducated to educated people. In India, the ratio is particularly high, especially in the rural areas. Literacy Rate Comparison (India Vs USA) Source: The World Fact Book

India (2001 Census)

USA (2003 Census)

Total Population

61 %

99 %

Male

73.4 %

99 %

Female

47.8 %

99 %

...contd on pg 13

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Editors Note

2

Rendezvous with Dr. Nivedita Ganguly

3

Topic of the Quarter

5

Readers Corner

7

India at a Glance

9

Indians at Knoxville

11

Lifestyle

12

28th Oct 2007

Issue 1

A Knoxville Chapter Publication

Editors Note As members of the editorial team we are proud and excited to launch the first issue of the quarterly magazine for the Knoxville chapter of “Asha for Education”. The primary mission of the magazine, which we have named “Asha Quest”, is to further the mission of Asha, which n turn is “to catalyze socio-economic change in India through education of underprivileged children”. Our quest is to strive to reach out and bring the message of Asha not only to the Indian and Indian-American communities, but also to friends of India, educators and patrons of education, as well as to anyone who has a moment to ponder about the fate of underprivileged children, across communities and nationalities within the greater Knoxville area. We do seek to spread the message of compassion and kindness, but not of sympathy, pity, or condescension. Our quest will be to continually remind ourselves and our readers how privileged we are to have the opportunity to contribute to Asha’s mission. However, this magazine has other broader objectives as well. We would like to provide a venue for our readers, who may be potentially interested in any aspect of Asha’s mission, to come forward and discuss new thoughts and ideas, get to know each other, and help strengthen the shared bonds. Each issue of the magazine will carry a message from the desk of the coordinator on Asha’s activities, as well as other relevant issues of interest. We will publish interviews of prominent educators and visionaries in the greater Knoxville region and throw the floor open for comments and discussions from readers. We start this first issue with an interview of Dr. Nivedita Ganguly, who is the head of the Science department at Oak Ridge High School and an educator of national repute. Recently, she was invited to testify before a Congressional sub-committee. We sought Dr. Ganguly’s views on a variety of relevant topics, and would welcome comments or questions from our readers. In addition, each issue of the magazine will feature discussions and debates on topics of current interest selected by the editorial team, as well as a readers’ corner where moderated discussions on any general topic will be entertained. We will have a section on selected news in the Indian media, with a particular focus on those that may relate to education or to Asha’s mission. Finally, we will have a section devoted to the social and cultural calendar of Indians and Indian-Americans in the greater Knoxville region, and another devoted to lifestyles and other miscellaneous items of general interest. We shall look forward to hearing from you on how we can improve our outreach, how we can make the magazine more attractive to you and others, and how we can better spread the message of Asha through this magazine. You can reach us by email at [email protected]. The success of this magazine depends on your participation and support.

Editorial Team: Auroop Ganguly, Sampath Kandala, Jheelum Banerjee, Tushti Marwah, Debashree Ganguly Design Team: Sharmila Stephen, Sumeet Kaul Email To Editorial Team: [email protected] Asha Knoxville Information: http://www.ashanet.org/knoxville

Advertise with us: Educate a child... Contact : [email protected]

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Rendezvous with...

DR.NIVEDITA GANGULY Dr. Nivedita Ganguly received her PhD in Genetics from Calcutta University. She was also a research scientist at NIEHS, Research Triangle Park and the University of California, Irvine. After receiving her M.S in Education from University of Tennessee, Knoxville she started teaching Genetics and Advanced Placement Environmental Science at Oak Ridge High School where she is Science Department Chair. Dr. Ganguly, a consultant for the College Board conducts teacher workshops at both national and international levels and currently holds the designation of a National Leader. She received the Presidential Medal and the Siemens Award for her teaching excellence. Recently, she was invited to testify before the U.S Congressional committee on Science & Technology for the Nanotechnology Education in High Schools Act.

TRANSCRIPT OF THE QA SESSION…

What made you move from a career in a university to one in high school? I realized when I was teaching students in college that changing their attitudes towards learning and enjoying studying science would have to be addresses at an earlier age. Hence, I ventured into the unknown world of high school. © Copyright to Asha Knoxville

What are the specific challenges, opportunities, rewards and pitfalls of a high school teaching career in science, compared to university or professional research careers? High school teaching requires certain skills because one is dealing with young adolescents who are still trying to figure out who they are and where they want to go in the future. They need guidance and discipline but it has to be tempered with compassion and kindness. Once a bond is formed between the student and the teacher, then the teaching of science or any other subject becomes a breeze, because the subject can be woven into real life situations. When I decided to switch professions, I had no idea what a difficult job I had undertaken because it was such a huge responsibility that I was in a position to shape a young person’s life. Also, I had no idea how rewarding it would be. But this is not a profession for the faint hearted because the frustrations are many – patience, understanding and above all “ENJOY KIDS”.

the funds to travel to national competitions as we represent the State of Tennessee, which we have done for the last eight years. Your career is a source of inspiration to immigrants in this country, as it is to women and minorities in science. Have you faced any specific challenges because of these issues? Have these ever affected your ability to reach out to various sections of the society as a teacher? Yes, sometimes when I go as a College Board consultant to train teachers. But I have developed strategies and techniques to diffuse those feelings, telling myself that they are not directed at me personally. When people realize that I genuinely want to help and have the skills and experience to do so, it has helped dissipate the underlying tension.

Professional research careers are also very rewarding, but it is a personal achievement. Teaching young people is an achievement for both the teacher and the student.

I have never felt this in school, because even though I am from a minority, I can “relate to and speak” the language of my students.

You have made a tremendous difference as a high school teacher. What would you personally consider some of your biggest achievements? What would you really like to achieve that you have not been able to so far?

Oak Ridge High is perhaps one of the best high schools in the state and the nation with significant resources and great students. If a teacher of your caliber were to consider working in relatively underprivileged localities or among minorities, what would be the additional challenges? How can the challenges be surmounted?

My personal achievement is my ability to communicate with young people. My classroom is a “home away from home” where students not only come to class, but also come in their spare time to “hang out”, eat lunch and relax. There are young people who I have not been able to reach. Their backgrounds and life experiences have made them wary of adults. I am always trying to think of intervention techniques that will let me break down those barriers.

There would definitely be a whole new set of challenges - the most important being earning the trust of these students. Unless they are comfortable with you and come to the understanding that you are genuinely there to help them - you will not be able to teach science or anything else.

How can the community, for example the scientific community in ORNL and UTK, as well as the professional community in the greater Knoxville area, contribute to help teachers like you make our schools even better?

You have demonstrated how a career choice that some may consider bold can make a real difference. Do you have any suggestions for someone contemplating a career in, or service to, primary education?

The community in Oak Ridge is very supportive of the high school – they paid a sales tax increase so that a new show case high school could be built. The Oak Ridge National lab is also equally involved – scientists train students in their labs in various cutting edge technology and research, help train students for science competitions, come to the high school to give lectures, etc. Also, the Oak Ridge National lab has been a great financial supporter of the Science Olympiad Team at ORHS – giving us

High school teaching is a hard profession – you have to be absolutely sure that you have the patience, compassion and the ability to discipline without being harsh. It requires a lot of energy, organizational skills and the ability to give your self off. Above all, to be a successful teacher you have to like and respect your students and they need to feel that. Respect them and they will respect you. Also, the ability to laugh at your own self helps. … contd on pg 4

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...contd from pg 3

Given your roots in India, you are intimately familiar with the education systems in developing countries. As one pierces the veil of glamour surrounding the IITs and IIMs, the state of education in India is probably not where one may want this to be, especially at school levels. Do you have any comments or suggestion? Schools in India are based on teaching curriculum through lectures and the traditional teaching methods. Students are not allowed to learn through personal exploration. The enjoyment of learning comes when one is personally engaged – that is lacking in India. Students are taught the subject not the enjoyment of it. Also, students are not exposed to multiple disciplines early on in their career- They are channelized into science, art, commerce before they can find out what they want to study actually. Do you have any specific comments on the way science is taught in the high schools in India, or the nature of learning that prepares students for examinations? Influential columnists like Tom Friedman of the NY Times opined on the need for US students to catch up with their peers in India and China in science and mathematics. On the other hand, the education systems in India and China have been accused of encouraging rote learning with less emphasis on creativity? Would you share your views on the topic with us? Would you consider importing aspects of the Indian system of high school education in science to Oak Ridge High School? Would you recommend any of your methods be used in India? A tremendous amount of content information is taught to the students in India. The concepts of science may be taught, but the students are not given the tools by which this knowledge can be applied to different aspects of their own life. The education is narrow not holistic. What I would import from the Indian system is to give students a more in-depth look at a subject on lesser number of topics. Based on your experience as a successful teacher and your knowledge of India, what are the primary challenges in implementing Asha’s primary mission? Specifically, what are your thoughts on the education of student from underprivileged sections or area of India, especially in primary or high schools? Students in India in certain areas and in particular social structures lack the basic elements of literacy. Part of it is political, financial and the fact that we have to deal with a huge population base. Teachers in India have to face with these challenges, and they do not have the resources or the skills to address different learning styles by using differentiated instruction to reach all levels. We have to up rate on the very basic premise that all children can learn and succeed at their own level, given the opportunity to do so. Do you think improved school education can transform the high population of developing countries from a perceived liability to a real asset? Definitely – We have a large population of young people, who given the right environment and exposure to learning will be powerful asset for the country. Do you have any final thoughts for Asha, and how Indians in the US can contribute to improved education in India? Yes, we can help financially. But it should not stop there - being a “presence” in India will also further the goals of “Asha”. At some point in my life, I would like to be apart of this “presence” – teaching and reaching children who have been denied the basic rudiments of literacy. I think that, I will then truly fulfill my personal goal of teaching “children”. Thank You!

" The purpose of Delta Phi Omega shall be to foster unity among South Asian women, build community awareness, and gain a greater understanding of oneself and others. The sorority aspires to instill leadership traits, excel in all academic endeavors, to encourage an active relationship between the sorority and its respective university, and shall do so with the utmost compassion, dignity, and fortitude. " http://www.deltaphiomega.org/ -Contributed by Dipti Chhajwani

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Topic of the Quarter “Elementary to high school education systems in the US have been criticized for failing to develop the level of science or math aptitude needed to compete with kids from China or India. However, Chinese and Indian systems have been viewed critically for their emphasis on rote learning and perceived lack of emphasis on creativity. What is the right balance, if any?” If you go to a professional college like engineering or medical school you may have a good career, otherwise your future is as secured as when you had passed your 10th or 12th grade (software and call centers are your best options). There seems to be some missing link between school education and career options. Thus I feel comparing grades between different countries may not be an appropriate or adequate way to measure the success of their education systems. Seeing where the majority of the students end up in their careers may give a better idea of what countries can do to nurture the best natural resource, their future generations.

Over the past few months there has been an increase in the number of reports that compare US education with the rest of the world. There are even some tests that compare education of children world wide. Many of us routinely get emails that tell us how Americans are unable to find many important countries including the US on a world map. All these tests, reports and e-mails question the standard of education in America. My perspective on this subject has changed a bit over the past few years and I am sure will continue to change with time. I was educated in India in a regular English medium school. I studied routine subjects like science, math and social studies, with some languages prescribed by the board of education; often times due to scolding from parents, and/or because of stick in the teacher’s hand, and most importantly, depending on which row I was made to sit in the class and what kind of students I hung around with. The end result of this was that I learnt what was there in the books, scored well in my exams and got labeled as a good student. Based on these reports and tests, I must have faired well, and was thus considered to have received a good education. I am positive this is true with most of the readers. However, a few important things that I missed in my education are liberal arts like music, painting or encouragement towards different sports and extra curricular activities. Now, I have not obtained basic education in US, so I cannot directly examine the American education system. However, I have worked in a day care as a volunteer and have known a few people closely who got educated in America. In my view primary education is excellent in America, and children are taught so much at school: Not just bookish knowledge but general things of interest, including the arts and animal studies, and sports. However, as these children move into middle school the control parents and teachers have over what children can do or cannot do seems to diminish, resulting directly in their “educational performance”, and by the time they move into high school basically it is only their interest in studies that decide where they eventually end up. If you see children who are doing well in US schools, chances are their parents have had a constant say in what they do. A strange thing however is that people who go to college in America and get an undergraduate degree seem to have good careers, irrespective of the subject they choose. Pretty much everybody in India these days get a college diploma irrespective of whether they attend college or just write the final exams. © Copyright to Asha Knoxville

- Azam Syed

Rote learning is something that any Indian will familiarize with instantly as it has very much been a part and parcel of our life just like Bollywood. I would not want to be a strong critic of the Indian Education System as I owe a great part of what I am today to my education/teachers in India. However, having been immersed for 19 years within the education system in India and about 2.5 years of learning as well as teaching in the US, has often led me to compare the two. Indian universities churn out 2.5 million graduates each year, a number next only to the US and China. Of these graduates, 350,000 are engineers, which is double the number that the US produces. Our education system, right from the elementary level to high school, is considerably more scrutinizing than the US. No wonder kids in India begin to resemble human calculators, solving complex calculations in a few seconds, unlike the kids in the US who are slaves to the machine even for trivial calculations. But the question is if a calculator can do a multidigit long division in a microsecond, and instantaneously calculate derivatives and integrals then why should a student have to go through this rigmarole? Shouldn’t mathematics education focus on a mastery of concepts instead of mere memorization and the performance of tedious procedures? ...contd on pg 6

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...Contd from pg 5

I still remember the enormous time I spent cramming my history and geography books, which was useful only for a mere reproduction of those details in my exam the next day. Not an iota of that ‘mugging’ remains in my brain cells right now. I strongly feel that if these books were for voluntary reading instead of a forced curricular requirement they would have been much more appealing to me and my fellow students. The endless time I spent memorizing those details could be utilized in training me hands on for a vocation/hobby of my choice. Another example of an extreme lack of creativity in college curriculum was my engineering mechanics class, which included mind boggling statics and dynamics . I think the very reason this subject terrorized us was the vegetative approach of teaching it. For instance, instead of making us memorize the complicated formulas for determining ‘force’, ‘momentum’ etc.. practical projects would have given us much more insight into the concepts and fundamentals of the subject. I have been a Teaching Assistant for the Engineering Freshmen at UT for two years. The Engineering Mechanics class curriculum I taught laid a strong emphasis on a Team Design Project where students would be asked to design real solutions to genuine problems using the concepts/laws they are taught in class. An example is building a small cardboard bridge or a tractor. This approach definitely enhances a student’s ability to explore, experiment, and develop a keen sense of the aesthetics of good design. The kind of learning they achieve through this handson approach would stay with them forever and lay a strong foundation for their career. My thoughts in this article are certainly not meant to disparage rote learning. For certain materials, rote learning is the only way to learn it in a timely manner. For example, this is true when learning a foreign language or a musical notation. However let’s not also forget to make creativity and ingenuity an important part of our curriculum, which in turn can fertilize our nation’s intellect. - Tushti Marwah

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Readers Corner INDIANS IN AMERICA AND THE ASHA MISSION We are not what we are but what we aspire to be. As I begin to compose my article for the very first issue of the magazine of Asha in Knoxville, this is a thought that keeps occurring to me. As Indians in America, we are immigrants in a distant land, separated by our own free will from our homes and cultures by a large distance, and perhaps by a larger mental alienation. Some would say this is due to “karmic” (a word much misused these days) destiny, some would attribute this to “kismet” or fate, and a few others, who are either brave and confident or perhaps just not intelligent or honest enough to admit otherwise, to strategy and personal achievements. In any case, we look back, sometimes happily and often wistfully, through space to catch a glimpse of the life that we may have led in another part of the globe we may have once called home, or through time for the life that we have forever left behind. We think of the chances missed: One good turn we may have done for one orphan or destitute child but never did, or the one call in our hearts to be a teacher in a primary school which we may have immediately brushed aside as a childish fancy. Perhaps that one act would have contributed to sustaining or even lighting the one spark that may have illuminated an entire nation, but we never gave that act a chance. Not that we are unhappy in what used to be, and still is in many ways, the land of opportunities. As Indian Americans, we are successful and happy in our new homes and proud to belong and contribute to a society and culture we admire and respect. However, we have perhaps a lingering wistfulness for what we might have become if we had only given ourselves the opportunity. What we could have achieved if we had the time or the inclination to think of others around us in our, by now almost forgotten, homelands, when instead we just thought of our careers. We wonder under what compulsion we made the decision to be so mediocre, and if this is not mediocrity, then we wonder what is. Yet, we look forward, and we aspire. We aspire to do for once what we omitted to do for so long. We aspire to transcend the self, and to move beyond that burning desire to grow our careers at all costs, even if only temporarily. We aspire to reach out with a helping hand, trembling with an emotion we so little understand. Perhaps we stretch our helping hands to help our own selves as we reach our inner sources of strength. We aspire high, and occasionally we transcend ourselves. However, we have to aim carefully, especially if we are to ensure the continued sustenance our inner quest. Let us start our journey with the new Asha magazine today with the modest aim of generating a discussion forum where we can talk about things that matter to Asha, and, even those that seemingly may not matter. Let us start telling each other about ourselves and about Asha for education, as well as about Asha’s goal of providing education to the underprivileged. Hopefully, we will aspire to achieve much more. Hopefully, we will aspire to generate the inspiration and the motivation in ourselves so that we can contribute to Asha’s mission. I know this is not easy. I know one small act may get lost in a sea of need. I know there will be skeptics. Let us not let the skeptics discourage us. However, let us also not dismiss even the skeptics amongst us, but treasure their opinions as learning opportunities. Let us strive to remain eternally hopeful, for we know we are not what we are, but what we collectively aspire to be. - Desi Bijou

CAN THE AVERAGE INDIVIDUAL BE GOOD ENOUGH? In a society that emphasizes uniqueness and individuality, what is the role for the “average” person? What of the individual who chooses to not raise his hand in class when he knows an answer; the individual who chooses to blend in with his peers; and, the individual who, by his wishes, chooses to do merely what is asked of him, and no more? Should this average person stay the way he is, or should he strive to excel to be “above” the crowd? Among many second-generation IndianAmericans, such a role is indeed prevalent. They do not want to draw attention to themselves or to their uniqueness among their peers. They choose to blend in.

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They choose to not display their intelligence, the in hope that they will not be thought of as the “nerdy-Asian”. However, perhaps one can ask: Is that title such a bad thing? Would you rather have a “nerdy-Asian” be your doctor, or a “druggyAsian”? When did the act of displaying intelligence become a negative characteristic? Today’s figureheads are not towering intellects like Einstein and Newton, but sports figures and movie stars. Where did this alteration come from? Is this a plea to ask each individual to raise his hand in class and broadcast his opinion throughout campus? No. This is merely a request for an individual to live up to his potential. Do not cut yourself short because of societal pressures, strive for the best and the best will come to you. - Dipti Chhajwani

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Readers Corner A SUITABLE HABITAT- THE BASIC NECESS ITY OF LIFE Urbanization causes pressures on basic services. Governments invest more in facilities for urban economic growth than in facilities in slum areas. Slum dwellers ask for social security and a better future for their children. This requires facilities such as secure tenure, education, housing, water, sewerage systems, sanitary facilities, waste collection systems, and energy. More than half of the inhabitants of the rapidly growing slum areas are children and youth. In deprived neighborhoods they face the same problems everywhere: lack of social support, education, and steady income. Urban administrators and adults make decisions about them, but without involving them. Providing better living conditions and education for all in slums worldwide is one of the biggest challenges. Economic growth, stability and security, the environment, good governance, education and health care are all interlinked; you cannot address one and forget about the rest. Local governments have their own important role to play in promoting dialogue, building mutual trust and creating development prospects. Every day, the TV news reminds us of the world’s housing problems: the fetid living conditions in the world’s slums; the homelessness of refugees in post-conflict areas; the lack of education and the crime and violence plaguing many cities, bringing danger and thwarting social integration. Local governments play a vital part in making cities safe and stable places to live. Solving the complex issues causes underlying problems, which in turn requires commitment and knowledge to address. This year’s conference to celebrate World Habitat Day, held at the Hague in the Netherlands on the 1st and 2nd of October 2007, focused on these issues, the theme being ‘ A Safe City is a Just City’. The United Nations chose this year’s theme in order to raise awareness and encourage reflection on the mounting threats to safety and social justice, particularly urban crime and violence, forced eviction and insecurity of tenure, as well as natural and human-made disasters. As the world becomes increasingly urban, it is essential that policymakers understand the power of the city as a catalyst for national development. Cities have to be able to provide inclusive living conditions for all their residents. Rich or poor, everyone has a right to the city, to a decent living environment. Once this is achieved, a way for education will automatically be paved. Another significant threat to urban safety today is forced eviction and insecurity of tenure. Incidents of forced eviction are regularly reported from all parts of the world. They are often linked to bulldozing of squatter settlements and slums in developing countries, as well as to processes of gentrification, beautification and urban redevelopment in both developed and developing country cities. Forced evictions have been highly publicized in recent years, partly because freedom from forced eviction has become recognized as a fundamental human right within international human rights law. Disasters, natural and human-made, are yet another current threat to urban safety. Recent evidence suggests that natural and human-made disasters are increasing in frequency the world over, and that this trend is partly linked to climate change. From 1975 to 2005, the number of disasters in the world increased from 100 to 400 per year. Hurricane Katrina, the Asian Tsunami and the Pakistan Earthquake are some of the recent disasters that exposed our woeful lack of preparedness. Combined, these three threats to urban safety currently pose a huge challenge to both national and city governments. The measures which were identified in the conference to deal with the threats emphasized for transforming problem neighborhoods into vibrant communities by physical improvement: made visible by creating attractive neighborhoods, such as public space, green spaces and pleasant housing stock and by social development, this is crucial as there is a need to get the residents involved; the key to success is to enhance social services such as employment, education, child care and health care , close government-community partnership and public-private partnership: the key ingredients are having the right actors, mutual interest, creating leadership, sufficient resources, political will and risk sharing.

- Jheelum Banerjee

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India at a Glance DEAL OR NO DEAL

Fourteen of its 22 atomic power reactors were designated as civilian. The

The past few months have seen remaining eight were for its military/weapons several viewpoints on the much talked about program. Nuclear Deal. Here is a glimpse of the Nuclear

In return for placing its civilian ment could do for us (Source: The Hindustan reactors under safeguards from the InternaTimes, Wikipedia) tional Atomic Energy Agency (IAEA), the Deal (dis)agreement and what the 123 agree-

nuclear watchdog of the United Nations, India Section 123 of the United States Atomic Energy Act of 1954, titled "Cooperation would be assured of fuel supplies for its civilwith other Nations", establishes an agreement ian reactors. for cooperation as a prerequisite for nuclear In addition to striking an accord deals between the US and any other nation. with IAEA, India also needs to seal an agreeSuch an agreement is called a 123 Agreement. ment with the Nuclear Suppliers Group To date, the U.S. has entered into roughly (NSG) so that nuclear commerce can resume. twenty-five 123 Agreements with various counThe NSG is a cartel of 45 countries, including tries. the US, Russia, Canada, UK, France and The 123 agreement seeks to restore China, which regulates all global nuclear comIndia's right to access its nuclear requirements merce and controls international nuclear fuel in the international community. When func- and technology transfers to curb proliferational, India would get access not only to atomic power reactors, but banned 'dual use' technologies useful for its space, medicine and biotechnology programs. It could also sell its expertise and products. Moreover Nuclear power is the best answer to global warming as it is a clean fuel and will reduce our dependence on fossil fuels This agreement is ONLY for peaceful uses of nuclear energy, which is why India had to present a Separation Plan, separating its civilian nuclear power reactors from its strategic or weapons program.

tion. Getting a waiver from it would allow India to resume nuclear commerce and offer it more choices to source its supplies than Domestic critics, like those from the Left however feel India has, by this deal, very closely The 123 Agreement takes on board aligned itself with the US. Hence the deal is facing India's concerns, the 'red lines' which Prime tremendous opposition from the Left as well as some Minister Manmohan Singh laid out in Parliaallies within the UPA. This has led to the deal being ment. These were that India's strategic or put on a hold temporarily at present.

only the US.

weapons program must stay out of the agreement's scope; that India must have assured access to fuel for the entire life of its reactors; India must have the right to reprocess

Are all the crucial decisions pertaining to our development slave to a few power-hungry, technology-curbing bureaucrats? Are we really living in a democracy that is FOR the people?

(re-use) the spent fuel from its reactors and India must regain access to the full nuclear

-Compiled by Tushti Marwah

cycle and related technologies.

‘RAM SETU’- MYTH, MYSTERY OR REALITY AND INDIA’S STAND The Ram Setu or Adam's Bridge connects India's Rameshwaram to Sri Lanka's Talaimannar. The row over Ram Setu has been at the centre of the country's political scene for sometime now. Sethusamudram, a project worth Rs 2,427 crores (Rs 24.27 billion), proposes to build a navigation channel connecting the Gulf of Mannar and Palk Bay through Adam's Bridge which will reduce the steaming distances between the east and west coast of India and will improve the navigation within territorial waters of India. However, it has got a controversial hue, perhaps due to a lack of transparency and because collective sensitivities and matters of faith were not taken into full consideration. In addition to matters of heritage and belief, concerns have been expressed regarding India’s national security as well as increased impact of future tsunamis, if the Ram Setu is destroyed. If the new channel is created through the present Setu, international ships would pass through it making a de facto international boundary between India and Sri Lanka, facilitating an increased alien presence, thereby burdening Indian Navy to a great extent. While Tamil Nadu Chief Minister M Karunanidhi's statements on the existence of Ram has led to a huge controversy, open support has come from CPM General Secretary Prakash Karat in favor of the DMK. The war of words between the BJP and the DMK is not just escalating but becoming uglier by the day with the DMK chief Karunanidhi refusing to apologize for his statements on Ram. Backing Karunanidhi 's right to express his opinion, Karat said that the Sethusamudram project couldn't be put on hold. (Sources: Rediff News, The Tribune, Chandigarh, India and BBC News) - Compiled by Jheelum Banerjee

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India at a Glance INDIA EMERGES SECOND-BIGGEST FDI MAGNET India has emerged as the second most-attractive location after China, ahead of the US and Russia, for global foreign direct investment (FDI) in 2007. According to UNCTAD’s world investment report, India’s ranking in inward FDI performance index has also improved to 113 in 2006 from 121 in 2005. China is the most preferred investment location, followed by India, the US, the Russian Federation and Brazil, the report said. The share of India and China in total global FDI outflows has also risen. While the combined outflows accounted for 10% of total FDI outflows in 2005 in the Asian region, the number increased to 25% in 2007. While China’s outflows increased 32% to $16 billion in 2006, Indian outflows witnessed a four-time rise since 2004, registering a substantial increase in FDI amounting to $17 billion. Regarding the increased flow of FDI into India, the report pointed out that while foreign retailers such as Wal-Mart have started to enter the Indian market, a number of US companies such as General Motors and IBM are rapidly expanding their presence in the country, as are several large Japanese MNCs such as Toyota and Nissan. Global FDI inflows soared in 2006 to reach $1,306 billion, showing a growth of 38%. The rising outflow of FDI from the two countries, China and India is throwing up increasing competition for countries like Hong Kong (China), the Republic of Korea, Singapore, and Taiwan as the main sources of FDI in developing Asia. Interestingly, while India’s outflows have been dominated by privately-owned corporate houses such as the Tata group (e.g., the Tata-Corus deal), in China FDI outflows are mainly driven by the international expansion of state-owned enterprises due to progressive government policies. Tata Steel acquired Corus Group in early 2007, creating Tata-Corus — the fifthlargest steel maker in the world. In terms of country choice for foreign investors, China polled 52% of the respondents in the UNCTAD survey, followed by India with 41%. The US received support of 36% and Russia 22%, followed by Brazil with 12%. The emergence of China and India as important sources of FDI, coupled with active M&A activities by investors based in the Asian newly-industrializing economies (NIE), has led to increased FDI flows from Asia to developed countries as well. (Source: The Economic Times, New Delhi, India)

- Compiled by Jheelum Banerjee

HOW WELL DO YOU KNOW THE COUNTRY? TAKE THIS QUIZ AND FIND OUT! 1. The bank of which river was the site of the second urbanization in India? a. Indus b. Ganga c. Narmada 2. Which collection of stories with morals, about animals, was written during the Gupta period? a. Panchtantra b. Jataka Tales c. Vikram Aur Vetaal 3. Which is the most spoken language in India? a. Tamil b. Gujarati c. Hindi 4. Which UNESCO World Heritage site is the largest mangrove forest in the world? a. Saurashtra b. Ernakulam c. Sunderbans

Answers

Excerpted from Rediff India Abroad Indian Railways: “Life line of the Nation” Quick Facts •

~ 30.5 Billion US Dollars Revenue.

•

16 Railway Zones.

•

~ 1.4 Million Employees

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1. b, 2. a, 3. c, 4. c, 5. b

5. Which flower of south India to blooms only once in 12 years? a. Parijata b. Kurinji c. Surangi

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Indians at Knoxville KNOXVILLE REGION INDIAN PHYSICIANS ASSOCIATION Knoxville Region Indian Physicians Association (KRIPA) was formed three years ago. The purpose was to have a venue for Indian doctors to come together socially and promote cultural and philanthropic activities. We have close to sixty members and we meet regularly. The group does medical meetings four or five times a year. We are fortunate to have exceptional speakers in our midst that we do not generally need to get outside speakers. KRIPA has arranged health education sessions in the community. We cover wide range of topics like heart health, kidney health, children’s health and women’s health. These sessions become very valid as Indian community seem to have different health issues compared to the general population. Our education sessions are geared to address these problems. Along with education we have sponsored health screens. We pool the resources of foundations like National Kidney Foundation and American Diabetes Association to make the health screen possible. These health screens have helped early identification of problems and more importantly increased the awareness in the community. We want to expand our activities by involving in the care of indigent population and developing a bone marrow registry. We are proud to have started a very active group dedicated to the health of the community. Urath Suresh, MD

Manthan’s Events (August ‘07 - October ‘07)

Garba Night (October ‘07)

Sky is the limit !!! UT Friends Diving

Durga Puja (October ‘07)

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Lifestyle MUSIC A POWERFUL PILL

Stress is part of our regular life. Especially in youth, there are social, academic and family factors aggravating the stress. On and off moods, sleepless nights, showing anger for no reasons, social withdrawal and sometimes suicide may be the outcomes of the increasing stress. This may end up in the use of psychiatric medications, visitations to counseling centers, and fighting hard against this stress …. But is there a natural way of dealing with it? The answer is undoubtedly yes!!! Music is the best and easiest way to reduce stress and pressures, although this is not the only solution. There are other solutions like meditation, pranayama, and so on, but beginners may find it difficult to follow them. Music has a profound effect on body and psyche. In fact there is a growing field of health care known as music therapy which uses music to heal. Music can be a solution for Stress, Insomnia (sleeplessness), Constipation, Ulcers, Depression, Phobia (fear) and Anger. The first target of music is our brain, more specifically the right side of the brain. Rhythm is the component of music that synchronizes our brain waves to the beat. Strong beat leads to increase in the nerve impulses in the brain and creates alertness and concentrated thinking. Slow music is associated with hypnotic and meditative states. Also, research shows that music has an effect on breathing rates. When our mind is disturbed, the first thing that is affected is our breathing rate. Breathing becomes desynchronized during disturbed mental state. This is an involuntary action. Listening to slow music will re -synchronize this rate gradually and helps to keep us balanced. Slower music induces slower breathing and slower heart rates, which in turn activates a relaxation response. This is the mechanism for stress reduction. The concept of ragas in Indian classical music is found to have tremendous healing effect, especially effective in repairing moods. A hypothesis is that the notes in the ragas are the sounds close to nature. But how our brains process the notes is still a mystery! WHAT KIND OF MUSIC? It’s preferable to choose an instrumental (like violin, veena) music and slow rhythmic music. Vocal music results in biases caused by liking or not liking the voice of vocalist. The music volume should be maintained at optimum levels (i.e., not too loud or too soft). To combat stress, listening to music for at least 20 minutes will relax you. There is no need to be music lover for this or even have a capacity of appreciating music.

It is sufficient if we do not hate music. Lastly, patience is very important. This is a long term phenomena. Remember! We are dealing with our mind- not an easy one to handle! - Sirisha Duvvuru

How to spot healthful foods by reading the nutrition labels on the container Serving Size & Servings per Container: Check carefully. Most packaged foods contain more than one serving, especially small bags of snacks and candy as well as bottles of regular soda. Total Calories & Calories from Fat per serving: Individual calorie needs vary depending on age, gender, and daily activity. Unless you get more than 30 minutes of brisk activity in your day-to-day life, your recommended daily calorie intake is 1800 for women; 2200 for men ages 31-50. Total Fat, Saturated Fat, Tran Fat: Try to keep your total fat intake under 60 grams per day. Most of that should come from the healthier monounsaturated and polyunsaturated types of fat. Limit trans fats to 2 grams per day and saturated fats to 14 grams per day. Cholesterol: Check the amount of cholesterol in one serving. Recommended daily total is less than 300 mg. Sodium: Salt is the most common source of sodium for the body. Recommended daily total of sodium is less than 2300 mg. A healthy packaged food contains between 300 and 350 mg sodium per serving. Total Carbohydrate: Talk with your doctor or dietitian about this if you are trying to control blood sugar or have diabetes. Sugar: In general, the less, the better. Dietary Fiber: The amount of dietary fiber in a serving: 25-30 grams of dietary fiber per day are recommended for most adults. * The percents to the right in each column show the portion of a full day’s recommended intake of the nutrient (fat, saturated fat, salt, etc.) based on a daily total calorie intake of 2000. Also you should read the list of ingredients which is typically printed on another part of the package. Ingredients are listed in descending order by weight. If sugar is first, that means the food probably has a lot of sugar. For grain products, the words 100% whole grain should be listed first. Look for monounsaturated fats like olive, canola, and nut oils. Avoid hydrogenated oils another name for trans fats).

Laughter Corner I asked my new girlfriend what sort of books she's interested in, she said: Check books. Q: What's the difference between a good lawyer and a great lawyer? A: A good lawyer knows the law. A great lawyer knows the judge. At weddings old aunts used to tease me saying: You are next, you are next. But they stopped it since I started doing the same to them at funerals! Son: Mom, when I was on the bus with Dad this morning, he told me to give up my seat to a lady. Q: Why doesn't law permit a man to marry a second woman? A: Because as per law you cannot be punished twice for the same

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...contd from pg 1

The good news is that during the last two decades, India has witnessed significant reformation. She entered the “Trillion Dollar Club” on April 25 2007; a full thirty-eight years after the United Stated. This is nonetheless very impressive considering the fact that independent India is only sixty years old. However, the growth rate can be sustained only if education reaches the grass root level. “Asha for education” is trying to make education accessible at the grass root level. Asha is a secular, nonprofit, non-political, and volunteer driven organization. The concept of “Asha” is very simple. Volunteers raise funds through events, donations, merchandize, corporate sponsorships etc., and disburse these funds to NGOs in India or to the projects taken up by Asha. All donations made in USA to Asha are fully tax deductible under Section 501(c) 3 of the IRS code. Like-minded volunteers who want to make a difference in India run “Asha.” There are several other organizations working for the same noble cause.

Glimpse at “Asha” Wide • • • •

Formed in 1991 - University of California, Berkley 60 + Chapters World Wide Total money disbursed: 13 Million + Total projects supported: 350 + Projects

Glimpse at “Asha” Knoxville

events to encourage more participation from community people and to develop a relation between University students and community people. Once finalized, the details of these events will be published on the website and emails.

How can you contribute?

• Become a member of the mailing list. • Participate in the fund raising and publicity events. • Promote “Asha” to your friends through emails and community gatherings.

“Asha for Education” is a small effort from us along with thousands of volunteers to see a glorious India. Thank You!

Committee Sampath Kandala - Chapter Coordinator Teja Kuruganti - Projects Coordinator Mohan Damu - Treasurer Aashish Chaurey - Events Coordinator Ramu Katakam - Fund Raising Coordinator Phani Nukala - Corporate Sponsorship Coordinator Meena Kalyan - ARC Representative Bhargav Kandala - Webmaster

Current Asha Wide Projects

• Formed in February 2007 with 6 Volunteers • Recognized in May 2007 by “Asha” wide. • Events Conducted so far: 1. Registration Event 2. Picnic 3. WAH 4. Chak De India Movie Screening • Funds raised till date: $ 3491.00 USD Special thanks to volunteers of Manthan, Indian American Association (IAA) and Hindu Cultural Center (HCC) for creating a platform to establish “Asha” chapter in Knoxville. Without their support, this would have been remained a dream.

Project

Assam Center for Rural Development (ACRD)

Current Asha Knoxville activities

• Project implementation is on the top of our action items list. We are currently reviewing few project proposals. We want to take up a couple of small projects in order to understand the project implementation process. This would also require mentoring from a different “Asha” chapter. Most of the projects can be selected from the Asha projects database. In addition, word of mouth is another proven way to identify a project. If anyone has any specific project ideas, please let us know. We will work through the processes and move toward implementation. Since we are a new chapter, taking up the first project is always a time consuming process because of the initial learning curve. • The volunteers’ base and the money we raised so far represent only 10% of the capability in Knoxville. We are planning to conduct publicity/ fund raising

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11,135..00

Baikunthapur Tarun Sangha (BTS)

9,308.00

Institute of Social Work Primary Education Project (ISW)

5,843.58

Khajurdaha Nabankur United Club - LTTO

24,974.00

Needy Illiterate Children Education (NICE)

11,800.00

Sankalp Welfare Society

28,000.00

Team for Education and Action (TEA Trust)

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Total Budget

6702.50

Timbaktu Collective

87,873.00

Vikasana Bridge School for Child Labour Rehabilitation

27,500.00

Aralu Belaku

13,163.80

To Reach You (TRY)

36,318.80