Ed Matrix June 2008

Contents

C The Alluring Young Entrepreneurship Cover Story

* Key Deficiencies and Constraints * Improving Business Support and Assistance for Young People Young entrepreneurs are the new breed of citizens India is looking for. The facilities created for them to bring in innovation and creativity will not only change the face of India, but modify the genetics of the future generations to come.

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Strategy

Psycho-logic

* Be a master of paradox

* Help your child face failure with smile

Even after many years of his death, Abraham Lincoln is seen as one of the best strategist of the world. His strategies have guided all the presidents of America and the leaders of the world

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Failures are sure to come. But, how prepared is your child to face them when they come on their way? Helping your child to face failure could be the worst of all challenges and the best of all rewards you can have, if you succeed.

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Regular Columns

Media Scan

09

Seasonal

32

Personality

06

Yours Space

33

Pedagogy

10

Technology

36

Campus Abroad

12

Review - DVD

Management skills

18

Bingo!

39

E-Learning

20

Travel

40

In-depth

28

News you can Use

41

Career

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E d i t o r ’ s De s k

Associate Editor Raj

Executive Editor Keerthana Raj

From Youthful Dynamism to Entrepreneurship

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outh carry the entrepreneurial torch naturally. They like to be the masters of their own destiny. They like to try, innovate and even like the idea of running their own business-the feeling of hope, independence, and of being in charge. And they see entrepreneurship as a way to follow a dream. The physical factor of energy and youthfulness also sheds light on the nature of men and women to excel and lead. Some people are born with a biological propensity for being more energetic than others. Yet unless that energy is properly channelled, it will not help a person become an effective entrepreneur. Today, the educational institutions are nurturing this curiosity and interest among young people by developing and supporting programmes that give them early exposure to the risks, rewards, and critical thinking skills they need to succeed.

From the second-grader selling lemonade to the teen who mows your grass, we are finding new ways to connect with the next generation of entrepreneurs. By speaking to them in their language, we hope to show youth that it’s possible to not just dream big dreams but to achieve big things. We hope to teach skills that boys and girls can use the rest of their lives and help them realize that the dream of owning a business is possible. Entrepreneurship is not just a call to excellence, it is a once in a life time challenge because it entails many a hurdle in 

Sub-Editor Talitha Christy

Design & Layout Ruslius Leeman

Marketing Manager Stalin Joseph

Advertising Manager Moni

achieving this dream. It entails a lot more planning and many sleepless nights in the early period of the enterprising venture. The early adventures of a young business entrepreneur can mean a lot to the society and to the business they are in. After some years of struggle and risks he/she can bring his/her experience, innovation, creativity, skills in problem solving & above all a culture that is enterprising. It is with this spirit of enterprise that the innovators and entrepreneurs can influence the society and the youth at large. They can become agents of change and development in the fields of science, technology, communication and all other fields of human interest. The youthful dynamism will be the hallmark of human civilisation. Great things have been achieved by great men in the world & by many young enterprising men in the field of politics, religion, economics and culture. Think of Budha, Jesus, Michael Collins, Napolean, Alexander the Great. You have many examples for young social entrepreneurs. This youthful dynamism will lead many more towards entrepreneurship both business and social. With the goal to inspire young people to embrace innovation, imagination and creativity, ED MATRIX will encourage youth to think big, to turn their ideas into reality, and to make their mark through their entrepreneurial endeavours.

Rajvee

Editor - in - Chief ed matrix june 2008

Administrative Manager Saravanan

Principal Correspondents Manolakshmi Pandiarajan Anandha Prabhu

Photographers

Ruslius Leeman Shanmugasundaram

Videographers John

Video Editor Dhayalan

Special Correspondents

Esther Canrinus (Holland) Praveen Vaidyanadhan (Australia)

Circulation Manager Shariff

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Editor

RAJVEE. S

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Personality

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e rewrote Indian corporate history and built a truly global corporate group. He built India’s largest private sector company and created an equity cult in the Indian capital market. His was the first Indian company to feature in Forbes 500 list. His success story is a source of inspiration for the numerous budding entrepreneurs. Dhirubhai H Ambani, the founder of the Reliance Group of Companies, was indeed the most enterprising Indian entrepreneur. Dhirubhai Ambani was an exceptional human being and an outstanding leader. A man far ahead of his times, he epitomised the dauntless entrepreneurial spirit. He dared to dream on a scale unimaginable before in Indian industry. From a humble beginning, he went on to create an enviable business empire within a span of just 25 years. The Rs.60,000 crore Reliance Group is a living testimony to his indomitable will, single-minded dedication and an unrelenting commitment to his goals.

Ambani’s story of rags to riches made him a cult figure in the minds of Indian people. His success story fired the imagination of the younger generation of Indian entrepreneurs, business leaders and progressive companies. He is undeniably, a role model to be emulated…

Under Dhirubhai Ambani’s visionary leadership, the Reliance Group emerged as the largest business conglomerate in India, and carved out a distinct place for itself in the global pantheon of corporate giants. The Group’s track record of consistent growth is unparalleled in Indian industry and

Dhirubhai Ambani A man who dared to dream big 

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Personality perhaps internationally too. Today, the Group’s turnover represents nearly 3 percent of India’s GDP. Ambani had established himself as a legendary leader among industrial capitalists in India. Despite his almost Midas Touch, Ambani has known to have flexible values and an unethical streak running through him. There are stories of ruthlessness, when it came to bending the rules and winning the game that made him the success that he was. Fables such as these, built often on a modicum of truth and sometimes from thin air, were testimony to the success of Dhirajlal Hirachand Ambani. Dhirubhai Ambani alias Dhirajlal Hirachand Ambani was born on December 28, 1932, at Chorwad, Gu-

In 1962, Dhirubhai returned to India and started the Reliance Commercial Corporation with a capital of Rs.15, 000 in partnership with his cousin Champaklal. The primary business of Reliance Commercial Corporation was to import polyester yarn and export spices. In 1965, Damani and Ambani ended their partnership and Ambani started on his own. It is believed that both had different temperaments and a different take on how to conduct business. While Mr. Damani was a cautious trader and did not believe in building yarn inventories, Dhirubhai was a known risk taker and he considered that building inventories, anticipating a price rise, and making profits through that was good for growth.

ans invested by millions in his Bombay-listed Reliance Industries. Reliance focussed on the domestic market where revenue opportunities were not lacking, and margins were much higher, permitting the generation of huge investible surpluses. In adopting this strategy, Ambani’s Reliance group acquired through outright purchase the best-practice technologies in the field. With world-scale plants, Reliance proved doubly competitive. Not only was it able to displace both domestic producers and international suppliers from the market at prevailing customs duty rates, but in fact it could remain competitive even when duty rates were reduced. The strategy of ‘going it alone’, while investing in world-scale plants based on outright purchase of technology, obviously raised domestic financing requirements substantially. Reliance under Ambani decided to enhance its equity strength to undertake new investments by tapping stock markets. It was here that Ambani exploited the other opportunity that the changing times offered. This was the possibility of mobilizing money from households through the stock market.

jarat. His father was a school teacher. Dhirubhai Ambani started his entrepreneurial career by selling “bhajias” to pilgrims in Mount Girnar over the weekends. At the age of 16, Dhirubhai moved to Aden, Yemen. He worked with A. Besse & Co. as a gas-station attendant for a salary of Rs.300. Two years later, A. Besse & Co. became the distributors for Shell products, and Dhirubhai was promoted to manage the company’s filling station at the port of Aden.

By canny trading around the textile bazaars of Bombay, he cornered the market in imported polyester, started his own factory, outwit sclerotic bureaucrats in New Delhi who were trying to run the economy by regulation, and ultimately ignited the moribund Indian stock market with his vision of turning Reliance into a petrochemical and oil refining empire—a dream he realized not long before he died. Ambani’s public wore his textiles as durable suits and glittery saris. Indied matrix june 2008

India’s stock markets were until the 1970s dominated by the financial institutions and a few large players, with trading activity being minimal and limited to a few shares. The first instance of equity serving as an option for investment of household savings arose when foreign companies, pressured by the Foreign Exchange Regulation Act (FERA), decided to dilute their equity through sale in small lots. Reliance made its first public issue in 1977, when it offered a chunk of Rs.10 shares to investors. The shares opened at Rs.23 reflecting the premium that Reliance was in a position to command. In the years to come, Reliance was to exploit the market through many routes to finance its breakneck expansion, garnering in the process huge premiums 

Personality on the shares of existing companies. By the end of 1992, out of a total capitalisation of Rs.34,255 crores, share premium reserves and surpluses alone accounted for Rs.7,640 crores. Besides this, Reliance was to use the convertible debenture route and the American Depository Receipt (ADR) and Global Depository Receipt (GDR) issues to much benefit. And the investors never let him down. Dhirubhai Ambani succeeded in creating an investor base of historic proportions for the Reliance Group. An

textiles, infrastructure services, capital markets, and logistics. Assited by his two sons Anil Ambani and Mukesh Ambani, he steered the Reliance Group to its current status as India’s leading textiles-petroleum-petrochemicals-power-telecom player. By inclination and instinct, Dhirubhai was a fighter. Dhirubhai’s greatest acumen was in understanding finance. He earned the devotion of millions not because he was a great industrialist, but because he treated his shareholders very well. He was

sense of the other, a degree of cunning, an element of ruthlessness and a large dose of gumption that is required to make the dash to victory - would have contributed to the end result in no small measure. He was a man who always dreamed big. At a time when capacities were fragmented and small, Dhirubhai dared to dream big. Instead of setting up capacities that would cater to current demand, he set up the capacity and then set about creating the demand. He knew where latent demand existed and decided to supply it. He made no compromises on quality, insisting that his machinery must be state-of-the-art. Prestigious awards and titles were conferred on him by national and international organisations. He was acclaimed as the top businessman of the twentieth century and lauded for his dynamic, pioneering and innovative genius. He was the man of the new millennium. This was clearly reflected in his passion for mega-sized projects, the most advanced technology and the highest level of productivity. The corporate philosophy he followed was short, simple and succinct - “Think big. Think differently. Think fast. Think ahead. Aim for the best”. He inspired the Reliance team to do better than the best - not only in India but in the world.

unbreakable bond of implicit trust existed between him and the shareholders. They placed their savings in his care and he worked with unflinching sincerity to get them the best returns. He brought happiness and prosperity into the homes of millions of investors. Over time his business has diversified into a core specialisation in petrochemicals, with additional interests in telecommunications, information technology, energy, power, retail, 

the first Indian entrepreneur to understand the importance of the ordinary investors. Dhirubhai realised that he would have no financing headaches if he could earn the trust of investors, and he took care to ensure that the investor earned a decent return. Not only by way of dividends, but by continuous appreciation of the Reliance scrip. Needless to say, as is true of all winners, in Dhirubhai’s case too, individual qualities - an acute mind, a ed matrix june 2008

As a quality of business leader he was also a motivator. He gave few public speeches but the words he spoke are still remembered for their value. His success story fired the imagination of the younger generation of Indian entrepreneurs, business leaders and progressive companies. He was an icon for them, a role model to be emulated. His story of rags to riches made him a cult figure in the minds of Indian people. Ambani’s life and achievements prove that backed by confidence, courage and conviction, man can achieve the impossible. Keerthana Raj

Media Scan

I Defining Feminism The woman is expected to excel & be a super woman, says director Mangai.

The woman was no longer treated as an object of observation, but as the subject in plays.

s there such a thing as feminist theatre? Does it mean plays directed by women? Or does it mean plays that have feminist themes? These were some of the questions posed by playwright and director A. Mangai, in her lecture at the National Folklore Support Centre, Chennai. She started by giving the audience an overview of the history of Indian theatre, and then went on to say that it was only in the 1980s that a noticeable trend emerged in Indian theatre. The woman was no longer treated as an object of observation, but as the subject in plays. The reason is that around this time a number of legislations were passed, like the Anti-Dowry Act, for example. Also of importance was the amendment to the rape law, where the onus of proving innocence was now on the man. Mangai mentioned Anuradha Kapur’s play, ‘Om Swaha,’ in the context of dowry. Anuradha would perform her play before a house where there had been a dowry death, thereby making it difficult for the police to turn a blind eye to the crime. The play was performed 300 times. A perceptible shift in the focus of plays on gender issues took place a little later. The woman was no longer seen from the perspective of victimisation, but now the focus was on how she coped with it. Powerful characters Mangai herself is cautious when it comes to portraying powerful women characters. For instance, in her play, ‘Chuvadugal,’ she carefully desists from portraying Maniamma as a heroic figure. That would only have led to a statue being erected for her on the Marina, Mangai says. Chuvadugal, written by Rajam Krishnan, is a true story. Maniamma, a Brahmin, was widowed at the age of nine. In an age when widows were considered inauspicious, Maniamma cropped her hair in the style of a man, and rode a bicycle. She questioned everything that came her way. Mangai calls her play a docu-drama. When she staged the play in Nagapattinam, an ed matrix june 2008

old woman in the audience said, “I’ve been on the bicycle with Maniamma!” Mangai says, “Saying that one or another male bastion has been breached by a woman is to obscure feminist issues.” She has no use for such tokenisms. It’s like saying, ‘Take any field, there are women who excel in it.’ The presence of women in a field is hardly proof that questions of gender have been addressed. Too simplistic, argues Mangai. Besides, this puts a big burden on the woman. She has to excel in some field, be artistically inclined, be an excellent wife, and a good mother. In other words, she is expected to be a superwoman, she says. This writer later caught up with Mangai for answers to some questions. Mangai says women look at women’s issues from a different perspective vis-a-vis male directors. Take rape for example. You can look at a rape from two angles. You can show the gloating male, or the traumatised woman. Invariably it is the gloating male who is shown by men directors. Since 1986, she has done plays on female infanticide and female foeticide. Mangai points out that iconic figures are often interpreted in ‘status quo’ terms. Mangai has revisited mythological and historical characters. She says the filmi version of ‘Avvaiyaar’ makes Avvai didactic from the word ‘go’. In the play written by Inquilab and directed by Mangai, Avvai is a young, sensuous woman who lives life on her own terms. In ‘Manimekalai,’ also directed by Mangai, Manimekalai’s dilemmas are shown. In Mangai’s play ‘Kaala Kanavu,’ you have many voices from the past talking about the choices women made in the public domain and in their personal lives, their ideas on marriage, caste, sexual love, contraception, male chauvinism, the devadasi system. It is a loosely structured history of feminism in Tamil Nadu from the mid 19th to the mid 20th century. Suganthy Krishnamachari Courtesy: The Hindu.



PedAgogy

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ustralia has become a cherished destination for all who like to combine education with ease and relaxation. Education in Australia is primarily the responsibility of states and territories. Generally, education in Australia follows the three-tier model which includes primary education (primary schools), followed by secondary education (secondary schools/high schools) and tertiary education universities and/or TAFE (Technical and Further Education Colleges). The Australian education system is one of the best in the world, ranking 8th on a worldwide scale. The Education System in Australia consists of a total of 12 years. Primary schools and high schools are based on the age of the student, so that every room has the same age group, with a student hardly having to repeat a year. The students with problems in their studies may be put into special classes to help with academic deficits. The majority of the children start in the primary school with the age of 5 years (year 1) and the child studies in the primary school until they are around 12 years old ( year 7). Primary, Secondary and High Schools of Australia - There are many types of education for children up to 5 years, but the main ones are the “Child Care” regulated centres or families in registered residences who take care of the kids in a system called “Family Day Care”. The student goes for secondary school with 12/13 years (year 8), and is he/she is only compulsorily required to stay to year 10, receiving a junior high school certificate but not a high school certificate. The year 11 (15/16 YO) and 12 (16/17 YO), are optional but are required to be successfully completed to attain a high school diploma. Some of the options for those students leaving the school in year 10 include training – apprenticeship, to enter the work force or to study in any vocational course. Year 11 and 12 - The results of the last two years of high school are the 10

Educational System in Australia Quality and Affordability are the hallmark of Australian education.

most important ones, as they are the ones to be evaluated for entry levels in Universities. The results which you achieve for each subject (compared to the rest of the students) will then give you a rank. The board of secondary studies than calculates an “OP” score (overall position) using a formula of your high school results and a test called “QCS” (in Queensland) which is taken by every year 12 in the state, which is used to compare students (schools) of the same year level between schools. The last 2 years is where students begin to guide their education towards their chosen professions. The student will choose what to study depending on the career in which they intend to follow. For example, a student who wants to do Engineering in University should choose subjects such as physics, and high level mathematics instead of subjects such as history, or biology. For international students there are options with easier level subjects ed matrix june 2008

inside the curriculum. There is the easy level English, the easy mathematics etc; and they are the options for the students not going to apply for a academic career in an university course. In general the subjects are divided in letters such as Maths type A, B, C or names such as Board English (harder one) and English Communication (easier one). School Year Calendar - Australia is in the South Hemisphere; therefore the academic year coincides with calendar year, starting in the end of January and finishing in December. The summer vacations are the biggest school holidays (period of 6/7 weeks), and during the school year there are also small breaks usually of about 10-14 days between “terms” (2 terms per semester). Not all states go all holidays at the same time, for example the vacations of Queensland generally begins 1 week before NSW which begins 1 week before the State of Victoria. This difference is most likely

PedAgogy in place so to maximize holiday and tourist places, which would then extend for further. The timetable for school vacations are in general in April, July and September. The beginning of the Holidays in public schools also differ by around I week from private schools. The difference between private and public schools in Australia - There are Private and Public schools. Private Schools in general are related to a religion and usually they offer more options in music and sports. In both all students have to use of uniforms but in the private schools the rules are more restricted about the use of a complete uniform. The educational courses and standards of all high schools are very similar and all prepare students for the same national, recognized qualifications in the country. Some schools also offer in the years 11 and 12 professional qualifications level for Certificate 2 and 3. Technical Courses in Australia - The Certificates and Diplomas of Vocational Courses allow the students to enter and leave different levels of academic studies. The unify system of education allows the student to register for Certificate course which then after completion may give credits to Diploma courses or Degrees, in case the student continues in a University. Professional experience may also be recognised. The technical courses are often considered a “bridge” to enter in an Australian University. Universities in Australia - Australia has both government and private Universities that offer two programmes called “Under Graduate”, and after graduation courses called “Graduate Programmes or Post Graduate”. In general the time of duration of the Graduate Certificates 6 months, Master 1 year, Master Honour 1.5 year, Doctorate 2 years. However these degrees are not measured by time but by subjects/ courses taken, therefore depending on how may subjects/courses you are doing per semester, it may impact the time it takes to complete them. Most of these post graduate courses, however, do have a time limit

The Australian education system is one of the best in the world, ranking 8th on a worldwide scale.

preferred one for Australian institutions to measure the level of English of international students in Australia, but the TOEFL (more popular in U.S.A.) is also accepted. Requirement study in a University in Australia - The criteria for enrolment in a University vary depending on the institution. But generally besides the official translated documents, you will need to show: • Evidence of English knowledge/level (all institutions will require). • Evidence of study, for example, If High School was not done in Australia need to show similar qualification, recognized by NOOSR, (Australian department for recognition of foreign aptitudes). • Have already done at least 1 year in a university. If a person has not done a previous year in a University than an Australian course called Foundation during 6 months up to 1 year will guarantee entry in the University.

to complete. For all Australian citizens, the government provides a interest free loan called “HECS”, which only needs to be paid once that person is earning above a certain level ($28,000 p.a). Australia provides the world’s most rigorous protection for international students through the Education Services for Overseas Students (ESOS) Act 2000. Tuition and financial assurance for international students is also provided under the Act, so that if an institution is not able to meet its commitments, the student will receive an alternative placement or a refund. It ensures a nationally consistent approach to provide registration and enables the Australian Government to monitor education providers. Breaches of the Act are treated very seriously and the penalties can be significant, including losing the right to enrol students. English Tests for Universities and Foundation - The test IELTS is the ed matrix june 2008

Another way to be admitted in an Australian University is through an evaluation of the Curriculum and letters of recommendation. The evaluation is based on the educational qualifications, life experience and work experience. This option is known as “RPL” (“Recognition of prior learning”, or recognition of the completed studies). This evaluation is made in the Australian NOOSR (report of National Department the Recognition of Foreign Aptitudes) and the Embassy can supply the contacts. Duration of the Degree in Australia A Bachelor degree generally takes three years, and can also be done in only two years in some universities (such as Bond) with fewer days holiday. The majority of the structures offer the opportunity to combine two qualifications. In that you will be able to finish a University with a two qualifications or a “Double Degree” by studying one more year. Rajesh Kumar 11

C a mp u s A b r o a d

I

f you had been to the UK already, then you will roughly know the cultural settings of UK. If it is your first time in the country - and perhaps your first time abroad - you may find that settling in is not an automatic process. At some stage you will use the term culture shock to explain your reactions. But what exactly is culture shock? What does it feel like? Can you prevent it? Probably not; but you can minimise its effect. Research into culture shock Culture shock has been a bona fide field of research for European and American anthropologists and psychologists. The anthropologist Dr. Kalvero Oberg was the first to use this term. Others have experimented with ‘culture fatigue’ and ‘role shock’ but these have not made it into everyday usage.

The symptoms They can range from the physical headaches, lethargy, sleep problems, loss of appetite and digestive irregularities - to the psychological, irritability and anger over minor frustrations, confusion about morals and values. Suffering from culture shock often leaves people feeling moody, isolated and insecure. Research has shown that the more welltravelled and practised at absorbing, accepting and adapting you are, the more easily you overcome culture shock. If you are confident from speaking the language and possess a thorough knowledge of your new home, you can feel settled after a relatively short period. Preparing for culture shock What strategies can you use to minimise, and cope with, culture shock?

Read all the pre-departure literature sent to you by your university or college. Before leaving home, try and find out some social survival skills like how to address people in different social groups, how gender roles affect social relationships, what constitutes acceptable behaviour in a range of everyday situations, how gestures and body language differ from your country’s Do not rely on TV or cinema films to provide you cultural pointers. British soap operas and films only give you a stereotypical and often idolised view. How to overcome culture shock After arriving at your new university or college, the following suggestions may assist you in reducing the strain of culture shock:

Studying abroad and culture shock

Are you planning to study in the UK? Are you looking forward to an exciting time, with high expectations of life in Britain? There are positive and negative aspects of living in a new culture. At first you are excited by the new environment and a few frustrations do not spoil your enthusiasm. Then follows a period in which cultural differences in behaviour and values become more obvious. What was exciting, new and challenging is now merely frustrating. In the next stage you may reject what is around you, perhaps becoming opinionated and negative. You may feel that everyone is against you and that nobody understands you. Based on your successes in negotiating a variety of social situations and, maybe, increased language skills, your selfesteem grows. Knowing that you cannot change your surroundings you now enjoy certain aspects of British culture and feel relieved and strengthened from having overcome the difficulties. You may even feel a sense of belonging. 12

Remember that other students probably go through the same experiences as you do. Even British students have to adjust to living away from home.

ead the very useful booklet ‘How to live R in Britain’ from the British Council. Perhaps you know someone who has lived in the UK, or - better still - studied at the university or college you are going to. Talk to them but beware, they may indulge in some nostalgia when looking back on their student days. Ask them what problems and disappointments they have experienced. ed matrix june 2008

e aware of the signs, including the B physical symptoms. xplore your immediate environment. E Take advice on personal safety and walk around to know your neighbourhood. Create a mental map of your surroundings. Be courageous and introduce yourself to your neighbours. If you live in university accommodation, there may be other students who feel just the way you do. Locate useful places such as the post office, the doctor’s surgery and the university welfare office so that you know where they are when you need them. ead a local newspaper and find out R what the topical issues are. If you are well informed, you can hold conversations with British people without always feeling the outsider. I f you are unsure of your English, boost your confidence by remembering

C a mp u s A b r o a d

that most British people do not speak a foreign language. Make an effort to improve your language skills by watching TV and listening to the radio. You institution may run free courses for international students. Take a break from studying and take part in social activities. Enquire about things like etiquette and dress code if you are not sure. Ask questions about social customs from people with whom you feel comfortable. You will always find someone who will assist you in finding out about life in Britain. This can be a two-way exchange, with you telling people about life in your home country. eep in touch with your own culture. K Visit the nearest temples and mosques and find out from where you can buy the

cookery ingredients that you are used to from home. Avoid mixing only with compatriots or other international students. Contact with British people allows you to adapt more quickly and to make friends. A good way of meeting British people is to take part in a hosting scheme where British families invite international students into their homes for a meal, or a weekend stay. Ask yourself which situations irritate or confuse you the most. Are you sure that you have always understood people’s reactions to you, or could it be that you misinterpreting their behaviour? Avoid comparing them and us, good and bad. Establishing why people behave the way they do and placing their behaviour ed matrix june 2008

in a social or economic context is more helpful. Help to reduce stress on your body by keeping fit physically. If you are feeling very low, talk to someone about it. Write down things you like and do not like. Can you change them? If not, you can try living with them. And finally, remember that other students probably go through the same experiences as you do. Even British students have to adjust to living away from home. Adapting to a different climate, different social conventions and different cultural values can be a complex and sometimes painful process, but coming out at the other end is rewarding, enriching and definitely worth the effort! Christine Eickelmann, University of Northumbria, U.K 13

S t r at e g y

Be a Master of Paradox 14

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S t r at e g y

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braham Lincoln used to be a celebrated name as it is now. It is difficult, and sometimes paradoxical, to think of Abraham Lincoln as a man who possessed charisma in much the same way as, say, John F. Kennedy did. After all, this is the same stoic-faced individual we see in old photographs; the never-smiling man of the statues and busts; the man who dressed in black, dull, ill-fitting clothes and rarely combed his hair. But “paradox” is a most appropriate description for not only Lincoln the man but Lincoln the leader. There were, in fact, numerous paradoxes in Lincoln’s leadership style. For instance, he tended to be strikingly flexible while at the same time a model of consistency. Although Abraham Lincoln has not generally been regarded as a leader with charisma, there are many observations that support the theory that he did, indeed, possess a certain amount of that magical quality. His troops greeted him with wild, sometimes frenzied cheering. And there are numerous accounts of people instinctively crowding around him and reacting with excitement when he approached. The tremendous outpouring of grief after his death is further testament to his immense popularity. Moreover, part of the “Lincoln Myth” bestowed on him a certain amount of saintly virtue. He was a father figure to many people of his day. Indeed, his name, Abraham, literally means father, and, like his height, may have had a psychological effect on followers. During the four years of his presidency, Lincoln was remarkably consistent. Consistency became one of Lincoln’s subtle trademarks and one of the main cogs in the machinery of his administration. Such dependability from a leader inspires trust and naturally makes people feel more comfortable on a day-to-day basis. Lincoln was consistent in how he treated people,

Greeley, written in 1862, the president described his view of this “official duty,” which included an unbending devotion to flexibility: I shall do less whenever I shall believe what I am doing hurts the cause, and I shall do more whenever I shall believe doing more will help the cause. I shall try to correct errors when shown to be errors; and I shall adopt new views so fast as they shall appear to be true views.

He’d committed himself to doing whatever it took to preserve, protect, and defend the Constitution of the United States, which to him meant keeping the country together and how he made assignments and promotions; consistent in his interaction with his cabinet members and generals; and consistent in how he administered and managed the government and its war machine. He ordered military appointments and commissions only “if it can consistently be done.” Lincoln even used the “consistency” rationale to justify his running for a second term. Yet, while being a model of consistency, Lincoln was also uncommonly flexible. He was a leader who would not and did not limit himself. “My policy is to have no policy,” he’d say. “I shall not surrender this game leaving any available card unplayed.” Lincoln would always leave “an opportunity for a change of mind.” He’d committed himself to doing whatever it took to preserve, protect, and defend the Constitution of the United States, which to him meant keeping the country together. In a letter to Horace ed matrix june 2008

Lincoln’s adept handling of paradox has been confirmed by recent leadership studies as an essential skill for all leaders. Tom Peters, in his book Thriving On Chaos, recommended promoting those individuals who deal best with paradox. “Managers at all levels,” he wrote, “must come to grips with paradoxes that have set conventional management wisdom on its ear.” He offered “tips for that paradox-loving manager who must be the leader of the future: be out and about; only by being at the front line will you be able to feel the pace, the progress, and the problems here it counts; listen and provide listening forums; learn to love and laud failures; and preach speedy horizontal communication.” Lincoln showed his mastery of paradox by skillfully providing a rock-solid, stable government as a foundation for the nation’s security, while at the same time personally instituting massive amounts of change. He coupled this chief paradox with many other seemingly contradictory approaches that all leaders, in every walk of life, must master to be successful. Here are just some of the paradoxes that are easily identifiable in Lincoln’s leadership style: • He was charismatic yet unassuming. • He was consistent yet flexible. • He was the victim of vast amounts of slander and malice, yet he was also immensely popular with the troops. • He was trusting and compassionate, yet could also be demanding and tough. • He was a risk-taker and innovative, yet patient and calculating. 15

S t r at e g y grips with them, or offset their negative impact. How did Lincoln control the more negative aspects of his character, such as anger and frustration? Though once in a while he would blow up and lose his temper, he usually did it in private. To avoid such a display, Lincoln would sit down and write lengthy letters that he generally did not send. They served as ways to release his pent-up emotional feelings. Lincoln usually exhibited his darker sides only in private; problem, in a less emotional frame of mind. But Lincoln’s primary goal was to not lose his temper at all, or at least to minimize the times he would do so. His strategy was simply to not put himself in that position, to avoid conflict wherever possible. “Let minor differences, and personal preferences, if there be such; go to the winds,” he once said. If Lincoln was able to master himself, so can contemporary leaders, who can learn from his skill. He managed his darker side by displaying his outrage only in private, writing long letters to vent his anger and emotion, avoiding conflict wherever possible, and never quarrelling over insignificant matters. And Lincoln is charismatic even in death. Mention of his name still generates great emotion. Today he has a tremendous following that spans all walks of life, all professions, all around the globe. • He seemed to have a “revolving door” of generals whom he often removed and replaced; yet, in reality, he gave them ample time and support to produce results. • He claimed not to have controlled events, that his policy was to have no policy when, in actuality, he did control events to a very large degree by being aggressive, taking charge, and being extraordinarily decisive.

these amazing inconsistencies during so trying a time in American history. Yet not only did he manage them, he mastered these paradoxes in such a formidable manner that, by being more often proactive that reactive, he actually controlled the outcome of events. While Lincoln was able to capitaliSe on his own strengths, he was also to recognise his shortcomings, compensate for them, and play down his darker side.

One naturally wonders how Lincoln could possibly have managed all of

All human beings have their weaknesses, but not all of us realise them, come to

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Corporate leaders of the future will have to provide employee security while also encouraging an environment for risk taking. At times it will seem like walking a delicate tightrope. But, in reality, it is nothing more than the simple understanding that each person, and each situation, is different and should be handled uniquely, in some cases with completely opposite styles. In many ways, mastering paradox is nothing more than having good common sense. Abridged from Donald T. Phillips’ ‘Lincoln on Leadership’

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hen Roopa said “Fever is a zoonotic disease caused by Coxiella burnetii, a species of bacteria,” everybody in the class looked puzzled. Not because they doubted the accuracy of her answer, but because it was her answer to the professor’s question: “Who gave the theory E=MC2?” Roopa remained detached and did not show any interest in interacting with fellow classmates. She was living in a world of her own, ever since she joined engineering college. Roopa was the only daughter in a middle class family. She was an intelligent girl and did perform well academically. But she was living a life of shattered dreams. She even lost the medical seat by few marks. That seemed like the end of life

Psycho -logic help her get over the problem. But it did not seem to help her. She only ended up giving irrelevant answers in class and most of the time; she was not aware how she behaved. At this stage Roopa was brought to me for counselling. Mental depression for many days leads to psychiatric problem. And the sudden shock of failure added to her problem. She was found to require psychiatric treatment rather than counselling, as she was not in a condition to control her mind. Counselling was only a temporary solution. Apart from treatment all that she needed was a positive attitude. I suggested her parents that she ought to be brought up in a positive atmosphere, projecting the positive aspects of the day-to-day events and issues. The problem could have been avoided if her parents and teachers had guided her properly.

Help your child to face failure with smile for her. Her parents cursed her for she could not get enough marks for a free seat. Roopa’s aspiration since childhood was to become a surgeon. She was passionate about the white coat and dreamt of treating patients in her clinic. She worked very hard and scored well in all her school exams. There was expectation building around her. Roopa’s parents were very encouraging and they kept insisting that all her focus should be in doing medicine course. But when she lost the free medical seat, she became depressed. The fact that her friends got admission through payment seat, while she could not, aggravated her anxiety. She spent sleepless nights and detached morning hours. As her parents could not afford a management seat in medicine, they enrolled her in an engineering college, thinking it could

• A degree is not the ultimate goal of life. Education is not the purpose of life; it is a means to achieve a desired position in life. There are people who had achieved greater heights without a degree or a traditional education. Students should be made aware of this and parents and teachers should not pressurise a student to score marks. • Her teachers and parents did motivate her to reach her dreams but they failed to help her get the mental ability to face a failure. • Parents should have spoken with her about the alternative choices available, anticipating a failure. (contingency plan)

General Tips: • Parents and students should understand that life is not about scoring marks and holding a degree, it is much beyond that. ed matrix june 2008

• Try to create interest in education rather pressurising a particular goal on students. • Check the ability of the students and guide them accordingly. • Have a contingency plan. • Make your child aware of the various options available and help him/her choose one among them based on their interest. Do not thrust your dreams on them. • Motivate your child to participate in extracurricular activities to have a taste of success and failure. • A child might have known all the answers asked in exam, but only a strong mental courage helps him/her to perform at the exam hall. Glory Bai The author is a General Psychologist, running Shapex Counselling Centre at Chennai. She is a Ph.D., scholar in educational psychology. This column will feature a case study involving educational psychology, followed by analysis and solution for the same. Write to us at [email protected] for issues relating to psychological problems concerning students, teachers and parents.

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M a n a g eme n t

I am Busy and have no time

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t is Sunday evening nine on clock and Bhupesh is burning the mid-night oil for the Tuesday’s presentation. Having missed to book ticket, he is taking the bus to Bangalore the next morning, for the presentation. He is very busy these days and it’s been long since he did a shopping for the house. For the past two months, he read no books or newspaper. Bhupesh is very supportive and always ready to offer his help to his colleagues to the extent that he leaves his own works aside. Visitors are always welcome in his office and he never says no to any invitations. Of late, he is stressed out that he could not spend time for himself. Still, he makes it a point that he sleeps 8 hours every day. “I am busy and have no time”, are the most used words by Bhupesh. Not just him, many among us do experience a similar life, wondering, where time flies! As Robert Orben said, time indeed flies and it’s up to us to be the navigator. In reality, we do not lack time; we lack the 18

Time indeed flies and it’s up to us to be the navigator.

will to make time work for us. To manage time, you have got to know what is most important and then give it all you have got. When you manage your time, you are in control of your time and your life, of your stress and energy levels. You make progress at work. You are able to maintain balance between your work, personal, and family lives. You have enough flexibility to respond to surprises or new opportunities. In fact, time stays long enough for those who use it. If you have been complaining of ‘no time’ and thinking how to manage it, this is the time to start right away. Get started - Don’t waste time getting started on a project. Get down to work quickly and efficiently. Get into a routine- While it may suppress your creativity, if used appropriately, a routine may release time and energy. Plan a time every day to accomplish certain tasks (emails, paper work, etc.,) and stick to it. Use a day planner to help keep your schedule. Do not say yes to too many things - Saying yes to too many

ed matrix june 2008

M a n a g eme n t things over-extends energies, forces us to live to others’ priorities rather than focus on our own. With only so many hours in a day, each time you say yes will mean something else doesn’t get done. Do not commit yourself to unimportant activities, no matter how far ahead they are - No matter how far ahead a commitment is, it is still a commitment, and it will still take up the same amount of our time. Divide large tasks - By having small, manageable goals and tasks, you can eventually complete the larger project. Also, smaller projects will more easily fit into an already tight schedule. Do not put unneeded effort into a project - There is a place for perfectionism, but there also comes a point when there is

not much to be gained from putting in the extra effort. Learn to recognize each situation and put the attention to detail only in those situations that really need it. Deal with it for once and for all - Deal with a task only once. Schedule the appropriate amount of time for it and get it done. Don’t continually start and stop a task. Set start and stop times - By setting start and stoptimes you improve the scheduling. As you continually get better at setting start and stop times, see if you can save time ahead of your deadlines and strive to work for more efficiency. Plan your activities - Set a regular time to schedule your activities. This will help you focus on your time management and devote the necessary time for it.

Select the answer which most accurately represents your honest response to the statement 1. I rely on mythical time, putting off major work until ‘later’

(a) Yes

(b) No

2. I overestimate the amount of time I control each day

(a) Yes

(b) No

3. I readily accept new tasks and am reluctant to say no to a request.

(a) Yes

(b) No

4. My days are spent hopping from one task to another because concentrating is difficult where I work.

(a) Yes

(b) No

11. I find it difficult to complete daily TO DO lists.

(a) Yes

(b) No

12. I find it hard to allow myself quiet time during which I can work undisturbed each day.

(a) Yes

(b) No

13. I prefer to solve problems after they happen rather than focus on preventing problems.

(a) Yes

(b) No

14. I find it difficult to meet deadlines with time to spare.

(a) Yes

(b) No

5. Visitors are always welcome to drop in to see me.

15. I tend to be a late arriver to work, meetings, lec tures, events etc.





(a) Yes

(b) No

(a) Yes

(b) No

6. I will usually put aside my work if a colleague re- quests assistance.

16. I find it difficult to return to work once interrupt- ed, without losing momentum.





(a) Yes

(b) No

7. I take a long time before getting down to work on a task.

(a) Yes

(b) No

8. My best work is done under deadline pressure and I usually finish just in time.

(a) Yes

(b) No

9. I am insensitive to others’ need for privacy to ac complish their work.

(a) Yes

(b) No

10. I feel pressured because of my tendencies to procrastinate.

(a) Yes

(a) Yes

(b) No

17. I do not set myself clear and realistic goals.

(a) Yes

(b) No

18. I do not relax during my free time because of work pressure. (a) Yes

(b) No

19. I complete my most important work outside of my peak energy hours.

(a) Yes

(b) No

20. Generally, I do not make the best use of my time.

(a) Yes

(b) No

(b) No ed matrix june 2008

Keerthana Raj 19

E - Le a r n i n g

E-learning for the corporate world E-learning begins to revolutionise global workforce training and development.

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ery few emerging marketsorindustriescan accurately be classified as “juggernaut” in size, scope or effect. Today, the emerging juggernaut is elearning. If analysts and current trends prove correct, e-learning will establish itself as the “juggernaut” of corporate training and development. E-learning, as a whole, represents a wide range of organisational activities and technologies, including distance education, computer-based training, web-based training, internet-based training, courseware delivery and online learning and testing. E-learning represents the total integration of multimedia, instructor-led, and real-time training - in a human, collaborative environment. Knowing how to get started in purchasing or creating an organizationwide e-learning programme for employees requires an understanding 20

of new learning models, methodologies and technologies. As with most educational institutions, business organizations are muddled with learning models, methodologies, and processes created in times of information scarcity. E-learning and Return on Investment (ROI) What began simply as information technology training has made its way into management, sales, marketing, product management, customer service, and professional development. This multimedia approach to training is quickly migrating to the Web. The e-learning market, in a Merrill Lynch research report, is estimated to grow annually at 54 percent. When looking at the overall, $2 trillion annual worldwide educational and training budget, the e-learning value figure will undoubtedly be much, much larger. E-learning

is

essentially

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the

‘e-commerce’ of knowledge. Today the global emergence of knowledge e-commerce is on the horizon. In the final analysis, e-Learning offers ten significant ROI features to the business world and its workforce. Real-time learning E-learning offers real-time learning and application of critical knowledge. Knowledge will no longer need to be taken from the shelf of the training department, brushed off, and reviewed. E-learning is immediate and provides up-to-date information. Just as the Internet has revolutionised information accessibility, so elearning begins to revolutionise global workforce training and development. Learner-centric training E-learning changes the focus of training from traditional instructorcentric to learner-centric training. This is how training and learning should be done. E-learning is tailored to the learners’ professional

E - Le a r n i n g responsibilities and capabilities, creating relevant application to their immediate and future needs. A learner and his needs should be the sole focus and goal of any training or educational programme.

content and ideas provided by some of the leading professionals in the world. Simulation also introduces the required, ‘interactive’ part of learning – interaction and participation with a local or global audience.

organisation and learner, saving time and money through less interruption of the learner’s regularly scheduled duties. This cost effective training is tangible ROI – immediately recognised by the organisation.

Attract, train and retain The most important asset in an organisation is its knowledge workers. The shortage of skilled workers is global. Research shows that the number one reason for loss of key employees is that they feel their organisation has not invested sufficient resources for their professional development. E-learning not only addresses the workers’ need to develop new knowledge and skills, but also provides learning-ondemand.

Collaboration This is accomplished through either joint problem-solving or discussion among study groups through forums, discussion groups and chat rooms. Collaboration is one critical component to effective learning – opening the path to broader thought and innovative processes through the sharing of ideas and experience. Bottom line, collaboration unleashes the learner’s creative and innovative thought process – leading to new ideas, products, and services.

Personalised individual training An effective e-learning system learns about its users and tailors its offerings to their learning style, job requirements, career goals, current knowledge, and personal preferences. The system is adaptive and personal. This is all accomplished through “small chunks” or “bites” of learning granules and objects labeled so that systems can automatically create and deliver individualised learning experiences. Accomplished with a one-on-one, instructor-trainer ratio.

Anytime and anywhere One difficult and costly process of traditional training is coordinating travel, resources, materials,

Quantifiable ROI E-learning can be effectively measured in terms of knowledge gain and retention. This is proving to be the true “sell-point” of e-learning. Organisations, through the use of a learning management system, are now able to establish systems that can track progress, report results, and specify additional subject matter for continued success – all within seconds of the user’s query. This is the point where both organizational management and employees will see measurable ROI.

Ownership and Empowerment E-learners are responsible for their own learning. E-learning empowers them to manage and implement their own learning and development plans. Ownership of learning is crucial for individual growth and retention of employees. Empowerment creates learner ownership and direction – leading to powerful learning and growth potential. E-learning gives the e-learner the ability to measure their progress and assess their ‘gap’ in desired skills. Simulation E-learning introduces a truly innovative way of simulating each learning experience or event with

Speed, connectivity, and intangible value (knowledge) have made e-learning the primary choice for creating and maintaining a competitive advantage in an everchanging, competitive, knowledge world. classroom settings, or seminar training for a global workforce. No longer is it necessary to dedicate critical resources to plan, coordinate and manage travel, reservations, rentals, and equipment for each learner and event. The reality of training in a virtual information classroom, across continents, is now possible – anytime, anywhere. Cost effective Costs can be applied to each learner, and results can be measured against the incurred costs. More importantly, e-learning is less intrusive to the daily work duties and schedule of the ed matrix june 2008

E-learning offers organisations the ability to address and manage the monumental task of hiring, training, and retention of the new knowledge worker. It also shows which organisations are serious about attracting, training, and retaining their global workforce. Soon, training for nearly every job in the world will be available over the Internet. The real change in organisational practice will be the recognition, acceptance and acknowledgement that the knowledge of each employee represents organisational (intellectual) capital. Each employee has competitive knowledge – representing one strand of the organisation’s competitive DNA. In fact, I believe it is the competitive advantage organisations neglect most often. Speed, connectivity, and intangible value (knowledge) have made e-learning the primary choice for creating and maintaining a competitive advantage in an ever-changing, competitive, knowledge world. Adapted from www.winstonbrill.com. In this column, we present you the different dimensions of e-learning, its advantages, disadvantages, sources and different features of e-learning.

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Cover Story A strong motive seems to be the thrill of being your own boss. “Working for yourself means being in charge of your own destiny. Whether your ideas get converted into success will remain largely on the research, planning and hard work. If you do succeed then the sky’s the limit for your company and ambitions,”

Young Entrepreneurship 22

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Photo: Kalpana

The Alluring

Cover Story Many youngsters take up efforts to start entrepreneurial adventures as India opens up many avenues to them.

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he best place to experience exponential growth, personally and professionally, is at your own firm, feels the youth of today. They are prepared to take risk, willing to roll the dice in support of an idea or enterprise, ready to assume responsibility for the success or failure of a venture. Entrepreneurship is now seen as a serious career choice by the Gen Y. A recent competition by Businessweek. com listed a considerable number of Indians as the Best Young Entrepreneur in the Asia Pacific region. The runner-up in the contest turned out to be an Indian girl, Saloni Malhotra, founder and CEO of DesiCrew Solutions, a BPO focused on tapping the workforce in India’s small towns and rural areas, including Vaniyambadi and Mayiladuthurai. Like Saloni, many young people are embarking into entrepreneurship. Reasons are aplenty. No working for somebody else, no orders, no prospect of being sacked or made redundant and time off whenever you feel like, are also in the list. But a strong motive seems to be the thrill of being your own boss. Working for yourself means being in charge of your own destiny. Whether your ideas get converted into success will remain largely on the research, planning and hard work. If you do succeed then the sky’s the limit for your company and ambitions, says Senthil, who has recently started his own business. Senthil Kumar (24) is the CEO of cinema based portal - www.chennaicinemaclub. com. A post graduate of Mass Communication from PSG College, Coimbatore, started his venture into Share Market as early as, when he was doing his under graduation. “By being an employee, you can only dream and

remain dreaming. You can fulfill them only when you are your own boss,” he says.

to learn about this field.” He has plans to start a call centre in six months.

Chennaicinemaclub.com shortly called CCC is an online directory with details of cinema personnel from big actors to lightmen. “It is the age of internet. A filmmaker cannot carry a directory to the nook and corners of his shooting spot. In such cases, our website will be a boon to them” adds Senthil.

However, these youth kept their business secrets to themselves, when asked about their business strategy and profits. Senthil, who started his business early this year, said that he was not thinking of profit at the earlier stage but was only concerned about how well he could reach people through quality service.

He has a strong will to become an entrepreneur as he started his planning two years back. He did not leave any stone unturned. He even had other options of brick business and a restaurant business. If the website idea had not clicked, he would have pursued on one of these, or any other from the whole lot. He says, “Even a teashop business is fine with me. But I wanted to have my own business”

Karthick draws inspiration from his father who is also a businessman in his village. For Senthil, it is a lone battle. He has started from scratch, supported by friends in Coimbatore, Madurai and Salem. “My parents will not understand my business, even if I try to explain them, as they are illiterates. All they know is that I am into a computer related business.” Nevertheless, for him, all this business venture are only short term goals, his eyes are however set on the arena of politics.

The toughest hurdle, agree most young entrepreneurs, is the beginning. “It’s a confusing phase. You get contradicting signals and points of view from everyone around you. The key is the passion and conviction you have in yourself and your idea,” says Senthil. Agrees Karthick Ram (23), who runs www.needindya.com, “There are people around you who awe at the very idea of a young man starting a business and they constantly transfer their doubts and fears on you”, says Karthick, adding “Don’t get discouraged. If you believe you can and that it will win, and then go ahead.” NeedIndya is an online yellow pages service, operating from Chennai. He took one and half years for planning and research. He has tied-up with Google and alibaba.com of China, by which, a person in China searching for info in India will land up at needindya.com. Karthick started his career in his tenth standard. He learnt hardware servicing and was doing PC installation for many institutions in his village near Vizhupuram, Tamilnadu. After his graduation, he worked for three months and later quit the job to start his own business. “I never thought about being an employee, except ed matrix june 2008

Both of them list self-confidence, decision-making skills, and readiness to face challenges and everlasting enthusiasm as the required traits for a youth to succeed as an entrepreneur. The origins of just about every major international business can be traced back to an entrepreneur who wanted to tread his or her own path and started putting ideas down onto paper. However, self-employment comes with a large number of potential disadvantages. The life of the sole trader is certainly not easy. For every successful entrepreneur, there are countless others who have fallen by the wayside. There are many who go back to their day jobs within a year, while there are also those who take a long time to see even the smallest percentage of profit. “But that’s the game and that’s where life lies”. Being an entrepreneur “feels like a big responsibility combined with a lot of fun,” Karthick says. “Every day is a new challenge with new problems to be solved. I am living the life,” adds Karthick, as Senthil agrees. Keerthana Raj 23

Cover Story

Key deficiencies and constraints Areas of concern affecting young Entrepreneurs in business assistance and support

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hat are the most important gaps in business assistance and support for young people? Where do young people face particular difficulties and severe challenges? The following could be the major lacunae and constraints for young entrepreneurs. 1) Lack of business connections: Business contacts, suppliers, suitable partners and networks

Entrepreneurial isolation, not knowing anyone in the business and the absence (or high entry barriers to) of business networks is a common obstacle to startups by young people. Business contacts are particularly crucial for young and inexperienced entrepreneurs. According to the Flash Eurobarometer Survey (2004), the younger the entrepreneur, the more he or she sees the business idea, financial support and business contacts as being the most important criteria. The youngest age cohort (15-24 years) tends to be particularly sensitive to this factor. About 83 per cent of the youngest respondents attach the most importance to contacts with suitable business partners. Young people with no business experience cannot fall back on a former customer base or on an already established supplier network. Furthermore, they do not know where to look for it and what will be expected from them by professional purchasers. In this field, young entrepreneurs also face particular difficulties because they are often not taken seriously by colleagues or other business people. 24

2) Lack of knowledge of available business support services

Particularly in high income countries, young entrepreneurs do not make much use of government-funded advisory services. In many cases, they are either not aware of the variety of public (and ed matrix june 2008

private) business support services or simply confused over the service provision. A biannual survey of small business in the UK undertaken by the Federation of Small Businesses found that the major cause of non-usage of government funded business services

Cover Story lies in the lack of awareness, a factor cited by 27 per cent of the sample. In many other cases, these services are not used as they are not tailored to the particular needs of young people. In a few other cases, young entrepreneurs do not appreciate its value or they are simply not seeking advice as it goes against the entrepreneurial character. Generally the young entrepreneur is counter cultural. That is a quality that is both a positive and a negative one because it makes people brave, tenacious, stubborn and pushy but it also means that they won’t seek help where help is offered because at that very basic level, that is not what entrepreneurs do. It is worth finding a mechanism to encourage young entrepreneurs to seek help, advice, mentoring and support because it is going to be good for them provided it doesn’t tarnish that entrepreneurial gene. 3) Lack of tailor-made business training and advice for young start-ups

Young entrepreneurs require tailor-made training and counselling pertinent to their particular start-up situation, their business and the sector it operates in. In many cases, there is a lack of on-the-job training focusing on technical aspects of starting up a business (business plan preparation, project formulation, start-up administration, procedural details, forms, duration, what to do and in what order, accountancy, taxation, etc.) Furthermore, the study undertaken by Darby (2004) in the UK found out that young entrepreneurs tend to be attracted to more unusual sectors and therefore need support services to be tailored to their needs. 4) Lack of trained counsellors, development workers and adequate support agencies

As to their age, limited life and work experience, young people demand different treatment in terms of training and counselling. As White and Kenyon put it: “Counselling young women and men requires skills and sensitivity quite different from those required when dealing with adults…. Other important factors when counselling or advising young men and women about business

Young entrepreneurs also face particular difficulties because they are often not taken seriously by colleagues or other business people. include the need to help the young man or woman understand difficulties for themselves. Rather than tell a person what is wrong with their business or their idea, give them the tools (for example, techniques or market research, cash flow forecasting, and stock control) to find this out for themselves…” Enterprise and support agencies are often not responsive to these circumstances. Moreover, as they have to be self-sustaining, they often design their services to serve the more mature SME companies rather than cash-poor youth business start-ups. In general, there are very few enterprise agencies or centres which provide business advice, training, guidance and specialist access to finance exclusively to young people. 5) Lack of mentoring capacities

Though arguably being one of the most beneficial support services that can be offered to young entrepreneurs, the provision of mentoring programmes that match experienced entrepreneurs, business leaders and business professionals with young entrepreneurs remains insufficient in India. During the start-up phase of my business, The young entrepreneur needs advisors (procedural, legal, administrative, accounting and tax) – not someone who would do that for them, but someone to whom they could turn to advice, answers to their questions, and mentoring when needed. As with counsellors and ed matrix june 2008

development workers, mentors are often not carefully selected. Valuable experience is often not enough if the mentor is not willing or simply not capable of guiding, coaching and supporting a young person. 6) Lack of infrastructure

workspace

and

ICT

Without access to affordable, well-located workspace and ICT equipment, young entrepreneurs have severe difficulties to set up and run their business. 7) Lack of exchange networks, forums and meeting places

Besides mentoring, the communication and exchange of experiences and ideas between entrepreneurs in general and young entrepreneurs in particular are important. The Internet is going to make a fundamental difference for young entrepreneurs. Put the two things together. If there was a forum set up so that they could communicate or if there were ways like google Talk and MSN Messenger that helps an entrepreneur’s network and to bring entrepreneurs together, they could exchange ideas. People try to set up networks where you meet at dinner but those physical things are quite limited as to how often you can do them. However, if there was a virtual meeting place for entrepreneurs to exchange business ideas then that is something that could flourish. 8) Lack of business development support

In many countries there is an overall lack of particular business support for young entrepreneurs seeking to expand and further develop their enterprise. In this context, personnel issues and complex employment legislation tend to be a particularly difficult challenge. It would be a nightmare everyday to await business development support without assurance. While these key constraints are quite common for all young entrepreneurs, in India it is coupled with values of family and the country. The youth are yet to see a family member in full support of their venture and a government that is a pro young entrepreneur. Vivek Segal 25

Cover Story

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he following areas outline major strategies, initiatives and tools used in different countries to improve Business Assistance and Support (BAS) for young people. Research on business assistance and support Appropriate research on access to finance, administrative burdens, enterprise education, real needs for BAS in a country and on its accessibility for young entrepreneurs is highly valuable. Surveys on the perceptions of young people and young entrepreneurs are probably the best way to capture the deficiencies and constraints in this area.

Provision of business skills training, guidance and counselling services In recent years, we observe the development of various new products, tools and services in this area. The use of modern information technology and the internet in particular offers new ways of training and counselling as well as more customer-focussed and cost-saving services in new formats 24 hours a day. As younger people – particularly in industrialized countries – are often more familiar with these technologies, they can particularly benefit from these services. Sufficient on-the-job training and workshops

Enterprise support agencies and NGOs should provide sufficient and accessible on the job training on startup issues (business plan preparation, start-up administration, project formulation, planning, financing options, accountancy, taxation, marketing and employment law, etc.) as well as business expansion support. One-Stop shops and youth enterprise centres The one-stop shops refer to physical or electronic online portals that are used to enable young entrepreneurs to complete and to comply with all formalities at one location for a fixed fee. In some countries, these shops have been integrated in business service centres. In several countries,

Improving business support and assistance for young people

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Cover Story it has been found innovative and valuable to establish specific youth enterprise centres or agencies providing youth with integrated packages of one-stop shop solutions, skills training, business counselling and even access to funds. YE online portals and websites In many cases, governments or NGOs have set up a wide range of Internet websites and portals providing online information, advice and even online training for young entrepreneurs of different ages. Mentor support and business coaching Formal or informal mentoring is probably the most beneficial service and support that can be offered to a young entrepreneur. While informal mentoring relationships develop on their own between partners, formal mentoring, on the other hand, refers to assigned relationships, often

The biggest support young entrepreneurs need is business support. If taken seriously many Indians will gain from the already growing entrepreneurial efforts. associated with organizational mentoring programmes designed to provide young entrepreneurs with informal advice and guidance from experienced professionals. Governments, NGOs and trade associations have launched various formal mentoring programmes. However, These depend particularly on the mentor’s experience and his or her capacity to coach and support the mentee or “protégé” in order to get his or her knowledge and advice effectively across. Provision of working infrastructure a. Business Incubators

This is a powerful tool for supporting

the entrepreneurial process and to increase survival rates for young innovative start-up companies. Besides the provision of physical working space, they often provide a huge range of resources and services for a limited time period. Business incubators can be found in very different forms and can be private, public or based on a Public-PrivatePartnership (PPP) initiative involving many partners at national, regional and local levels. However, the success of an incubator depends upon providing the right package of services for the entrepreneur. b. Shared workspace, factories and garage.incs

start-up

Due to the huge integrated service packages business incubators offer, they still remain a resourceintensive tool, often restricted to stimulating start-ups and fostering the development of new products and services in high-tech industries. They just provide workspace, ICT infrastructure, little financial subsidies, media promotion and mentoring or consulting for a limited time period. c. Equipment provision/sharing

Providing or sharing any kind of basic service equipment can already be a valuable support for young entrepreneurs. There are possibilities of special discounts or tax reductions for the purchase of equipment. Another idea is that larger companies or public service institutions could provide young entrepreneurs with service equipment they do not need anymore or that they are exchanging and modernising. Promotion of enterprise integration and business linkages a. Youth Chambers of Commerce, trade associations, entrepreneur clubs and networks

In many countries, Youth Chambers ed matrix june 2008

of Commerce, trade associations and young entrepreneur clubs are dedicated to connect students or young entrepreneurs with other local entrepreneurs and support organisations. They try to help them to find the right business partners and to enter supply chains. In order to bring business people together, they organise meetings, business roundtables, business lunch/dinner discussions, mentor matching programmes and on-site field trips to entrepreneurial companies. Moreover, they represent their interests by lobbying governments and commercial banks. b. Internet: Online networks and virtual places

business meeting

Modern communication technology and the “Web” present huge opportunities to create and develop business relations. Through online business networks and virtual meeting places, young entrepreneurs can create information and relationship platforms or interfaces that are easy and cheap to access, always available and up to date. c. Trade fairs and exhibition

Facilitating the access to trade fairs and exhibitions enables young people to present their product and services and to find clients, business partners and networks. d. Media support

Regional and local media support in the form of commercials, announcements and business mediation can be highly valuable for young entrepreneurs to develop a client base and to find the right partners in the start-up phase of their business. Perhaps the biggest support young entrepreneurs need is business support. If taken seriously many Indians will gain from the already growing entrepreneurial efforts. Shalini Mohan 27

IN - D E P TH

A dignifying crusader of the unclaimed bodies

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eila, a social activist claims the unclaimed dead bodies and offers them dignity in spite of the discouraging words of friends and neighbours. Dignity is assured at last for those who hardly enjoyed that during their life time.

burying unclaimed bodies from the Government General Hospitals for the last four years. People keep informing her about dead bodies which no one comes forward to claim.

For many, a visit to a burial ground is rare and is normally associated either with a funeral or to pay tributes to the deceased. Apart from this one normally visits to pray for the deceased every year on their death anniversary. Otherwise, people shun burial grounds and dead bodies.

Although, a woman is barred from accompanying the corpse of her husband according to Hindu tradition, Neila is different as she has managed to break this cultural barrier in order to serve those who die anonymously. For many touching a dead body is something scary. Not so for Neila. She seems to have shed not only the cultural barriers, but, the inhibitions and fears.

For 43-year-old Neila, however, it is about fighting against disparity between a rich and poor and against religious taboos to ensure a decent burial for unclaimed bodies in the Moolakothalam area in Chennai, Tamilnadu. As an active social worker and a district organiser for women in Human Rights Organisation, an NGO, Neila has been

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Her inspiration for social service is rooted in personal experience. “In December 2004, a sick old woman, abandoned by her sons, used to sleep in front of my house. I used to help her. After two days, she went missing. A fortnight later, she was found dead. Since there was nobody

IN - D E P TH to rub shoulders with many. There were many who laughed at her; many discouraged her cautioning here against the legal problems involved in doing such strange social dealings.

to initiate her final rites, I buried the body. This incident forced me to break that cultural barrier,” she recounted.

Corporation officials, she would take the body to the cemetery and perform final rites according to Hindu tradition, she added.

Since then, Neila has cremated 74 unclaimed bodies and more than 12 bodies, whose burials relatives of the deceased were not able to afford.

Her zeal for selfless service has led to the formation of the Utra Helping Organisation, an association which provides psychological counselling for family problems, helps deserted senior citizens, and getting them admitted to old age homes and organising awareness campaigns against committing suicide.

In a country where getting permissions from government authorities is quite a task, Neila’s efforts appear to be unswerving. She spends Rs.800 for every burial. After getting the necessary permission from the police, the hospital and

It was not that easy for Neila. Though it is a voluntary service, Neila had

But, for Neila it was a different experience. Helping someone particularly those who are aging and those who died but await the last respects brings a lot of meaning. It is as if helping someone to have a pass to enter the bliss of heavenly life. She becomes a person who removes all stumbling blocks for a dead person to have their path cleared in entering heaven. So it is meaningful and very rewarding. In appreciation of her service, Neila received several awards from various organisations in the State including human rights commission. She can be contacted at 9444027146 or 25921003 regarding last rites for unclaimed bodies, admission of senior citizens to old age homes and legal counsel for women undergoing harassment by employers or spouses.

Kalpana.E

Readers can send in information about individuals involved in such developmental activities. Write to edmatrix.edu@gmail. com. They will be brought to lime light through EDMATRIX.

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C a r ee r

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he notion of mechanical entities capable of intelligent thought and action is not new by any means. Originally presented in Karel Capek’s “Rossum’s Universal Robots” in the 1920’s, robots have since been a popular subject in literature and movies. Many films address the idea that robots can develop human-like qualities and “feel” emotions, so to speak. This idea of machines that feel has made for great fantasy, and continues to do so even today. Reality, however, is not nearly as exciting. Apart from the various technology demos by Sony and Honda featuring robots that mimic the movements of human beings, and the animals (Sony AIBO dog), most robots today are service-oriented machines which repeat mundane tasks over and over to save human labour in the realm of manufacturing. Industrial robots build many things requiring precision and strength not easily attained by human beings.

and conducting research. Robots are used in industries for speeding up the manufacturing process. They are also used in the field of nuclear science, sea-exploration, servicing of transmission electric signals, designing of bio-medical equipments etc. Robotics requires the application of computer integrated manufacturing, mechanical engineering, electrical engineering, biological mechanics, software engineering and the like. Qualifications: In robotics, there are different areas of specialisation. Specialising in design and control in robotics is close to mechanical engineering. If you want to specialise

Robotics being an inter-disciplinary course, invites students who have completed their graduation in mechanical engineering, electrical engineering, instrumentation engineering or computer engineering with an interest in robotics and artificial intelligence. Benefits: A course in Robotics trains and educates an individual in the following fields: Artificial Intelligence, Computer Aided Manufacturing, Computer Integrated Manufacturing System, Computational Geometry, Robot Motion Planning, Digital Electronics and Micro-processors Robot Manipulators.

Robotics

The Science of Robots

Tasks are pre-defined, automated, repetitive, and not remotely related to the fantastic robots found in literature, film, and other forms of entertainment. Robotics is all about designing these robots to perform the required task for human and it is slowly attaining popularity in India. Robotics is a field of engineering dealing with design and application of robots, using computer for their manipulation and processing. It is all about developing new applications 30

in control and hardware design of robots, a B.Tech degree in Electrical or Electronics or Electronics and Communication Engineering is the best-suited qualification. B.Tech Computer Engineers can look at hardware design in robotics. The control part of the robot deals with certain aspects of electrical engineering. ed matrix june 2008

Scope in India: In India, the interest in robots and robotics began during 1980s. Works on robotics began in advanced educational institutions and research centres such as the Indian Institutes of Technology, Indian Institute of Science, Bangalore, Bhabha Atomic Research Centre, etc. Robots

C a r ee r

Most robots today are service-oriented machines which repeat mundane tasks over and over to save human labour in the realm of manufacturing. have been developed for welding, spray painting and radioactive fuel handling operations. There are also some very small nanometric-sized robots called nano-machines and some large ones like robonauts. All these are first generation robots and the second generation of robots, expected to arrive by 2015, would be truly versatile and intelligent as chimpanzees. Aspecialisation in robotics engineering will lead to potential job opportunities in manufacturing, research mining, nuclear power plant maintenance and variety of other areas. A trained robotics engineer can apply his/her mastery in diverse fields like modern warfare, surgery, nanotechnology, space-exploration, etc. A candidate having an M.E. degree in Robotics can get job opportunities in space research organisations like ISRO and also in industries

Institutes in India offering courses in Robotics : The Premier Institute in Robotics is the Centre for Robotics and Mechatronics at IIT (Indian Institute of Technology), Kanpur which offers a Master’s Degree Course in Robotics. The Mechanical Engineering, Electrical Engineering & Computer Science Departments of the IIT’s offer courses in Computer Science with specialization in Artificial Intelligence, which is an integral part of Robotics. Robotics engineering can also be studied at IITs Mumbai, Madras, Delhi, Kanpur, Kharagpur and Indian Institute of Science, Bangalore. Jadavpur University, Kolkata - 700 032 (West Bengal) (www.jadavpur.edu), offers ME Robotics. The University of Hyderabad offers M.Tech, Artificial Intelligence and Robotics. The University College of Engineering, under the Osmania University, Hyderabad, offers ME/M.Tech Automaton and Robotics. MS University, Baroda, conducts a Master’s programme with specialisation in automatic control and robotics. The Institute of Technology, under the Banaras Hindu University, conducts M.Tech. Production Engineering / Industrial Management Engineering with Robotics and Automation as electives. The Thapar Institute of Engineering and Technology, Patiala - 147 004, (www.tiet.

ac.in) conducts ME in CAD / CAM and Robotics. The Birla Institute of Technology and Science (BITS), Pilani - 333 031, offers ME in Computer Science with robotics as a subject. Sri Sathya Sai Institute of Higher Learning, Prasanthinilayam, offers M.Tech. Computer Science with specialisation in artificial intelligence. Artificial Intelligence is defined as the ability of an artificial mechanism to exhibit intelligent behaviour. It is closely associated with robotics. The PSG College of Technology, Coimbatore, conducts M.Tech. Mechanical with robotics as an elective subject. The SRM Institute of Science and Technology (Deemed University), SRM Nagar, Kattankulathur, Kancheepuram District - 603 203, Tamil Nadu (www. srmuniv.ac.in), offers M.Tech - Robotics. The Department of Electronics under the Cochin University of Science and Technology offers M.Sc. Electronic Science with specialisation in artificial intelligence, robotics, microwave electronics and computer technology. First class B.Sc. degree holders with not less than 60 per cent aggregate marks in Electronics, Computer Science or Physics (with electronics) are eligible for admission. Selection is based on CUSAT - CAT.

which manufacture microchips. Job opportunities also exist in Indian Institute of Technology for doing extensive research work in artificial intelligence. The Indian Institute of Chemical Biology also offers openings research fellowships in Robotics and Artificial Intelligence.

the premier research institute emphasising on humanoid robotics and computational neuroscience are also available. Companies like ‘Intel’ recruit robotics and artificial intelligence specialists for microchip manufacturing. The Robotics Industrial Association in North America provides job opportunities in robot manufacturing and maintenance systems integration. NASA is the ultimate job destination for those interested in applying robotics to space science. Remington 31

Scope Abroad: A Robotics Engineer can get employment opportunities abroad to program, troubleshoot and maintain robots in companies like Plastech in USA. Research fellowships as an intern with ATR, ed matrix june 2008

seasonal

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he first day of school rises with the deafening alarm. The clock had not cried for nearly two months and you prayed it never rang, when you slept last night. The morning rises with a mixed feelings – of excitement and gloom. Excitement because of the fact that you can meet friends and show off all your new stuff to them on the first day and gloom because the summer holiday is over and you are back to assignments and tests.

BACK TO SCHOOL

Same with the parents. In one way they are happy because school hour means peaceful home sans the glass breaking cricket balls and complaining neighbour kids. On the other hand they are sad on the return of routine and the hustle bustle morning hours. Many enter the school with a number of resolutions. It could range from: ‘study well’, ‘do home works regularly’, ‘get good name from teacher’, ‘make many friends to not to sleep in class’, ‘not to get caught while copying’, ‘not to do graffiti in the toilets’, ‘not to bunk classes’ and ‘not to leap from the compound wall in a hurry to go home’.

senior. You could grab one of those office bearer posts and spin around accomplishing challenges.

A good number of the students must be going through the blues of transition. Transition from home to school, elementary to middle school, middle to high school, and high school to college or work. Blues of additional subjects, board exams, hostels, career world, growing competition and the subsequent pressure welcomes the new academic year.

Transition has a considerable psychological impact on the human mind. To the fearful it is threatening because it means that things may get worse. To the hopeful it is encouraging because things may get better. To the confident it is inspiring because the challenge exists to make things better.

On the other side, back to school means fun: new friends, new teachers, new books and new attire. Here is yet another chance to outperform your last year performances. Exciting assignments and subsequent appreciation of good work. A chance to participate in more competitions. If you are moving to higher secondary, you are luckier. It feels good to be a

• Study and develop new technical and human skills.

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If you are one who is moving to college life, heave a sigh of relief, that there is going to be less control, and no more uniform. Staying in hostel means thrill of independent life.

In the coming academic year

• Seek out people; link up with learners. Ask questions about how people learned new ways. • Push yourself beyond your comfort zone. Free yourself from the pull of the old ways. Tell yourself that there must be a better way. ed matrix june 2008

• You can never be sure of everything when you are going through change. Cautious people want to wait until they have all the information. But you must take action now. • Allow yourself to act on the best information you have. Follow your hunches. Go to a conference or read something you do not usually explore. The degree of adjustment depends on the mindset. Manage the increased pace of life by planning ahead, being realistic, and maintaining a positive attitude. Change is constant. Change is a way of life. Keeping yourself afloat in the face of change demands new skills, beyond what you learned in school. You need to assess the ability to respond quickly and flexibly to new demands. As life becomes more complex, adapting and embracing new ideas, behaviours, and thought patterns will become increasingly important. Keerthana Raj

Y o u r Sp a c e

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ow India’s destiny is being shaped in her class rooms”, stated the Kothari Education Commission. In this perspective, what is the parameter that we expect our schools to have? A good school responds to the socio, cultural, economic needs and contributes more to the National growth. A good school is a school that shapes the younger generation and brings about social changes. The parameters I am talking about are, • Spacious, airy, weather proof and healthy school buildings • Good purposeful infra structural fa- cilities (building, classrooms, library, labs and furniture) • Qualified, value based, national wel- fare oriented human resources – (Head master or headmistress, teachers, office staff and students) • Healthy school atmosphere (moral, spiritual, social and intellectual) • Community oriented system • Producing best students (academi cally best, value wise best, culturally best with best healthy socialisation) • Producing citizens and not mere students • Producing children with self-confi- dence to face the existing challenges with courage and explore new avenues with zeal and intellectuality. Schooling has to move towards rapid, tightly targeted, efficient learning process, towards developing the whole child and towards specific, goal oriented, instrumental learning. It should become less parochial, moving away from control by local, state or national systems and towards an international exchange of good learning practices and packaged programs. In short, the focus should be to move away from parochialism in curriculum and assessment and towards an educational globalism. Education must concern itself with belief formation. Among other things, it develops

Shaping India’s destiny in classrooms! the critical faculties, to make judgments,it presents data and information for analysis and understanding. Educators are responsible for developing in their students, wisdom of such kind and for showing their students how they come to believe what they believe and these beliefs impregnate their own daily living. Developing beliefs, family values and fostering constructive attitudes permeates the entire fabric of educating and learning. Great schools prepare their students to play a constructive and contributing role in the society and for the society. Much of schooling and a significant part of any curriculum is about intangibles, dealing with the depths from which we generate our life purposes and aspirations. An important part of schooling concerns the formation of constructive and systematic beliefs, the acceptance of social responsibility and recognition of who we are. With these skills, every student can face with ease the emerging world, the world about-to-be. ed matrix june 2008

We have to engage the ramifications of the new learning technologies and it is sufficient to allude to some of the possibilities and their implications for schooling. Every child, irrespective of the place she lives, should acquire the skills to access digital information. ‘Literacy’ in the sense of reading and writing now means both digital and print. Schooling is becoming increasingly paperless as intra-school communications are computerised. Schooling is borderless where technology makes for easy contacts which subsume geography school boundaries and national borders. Schooling therefore deals with personal formation, belief construction, developing a world-view, with culture transmission and imparting useful knowledge and enabling skills. A plan for schooling of the future must start with a recognition of the importance of a child’s world views and belief systems and of schooling’s responsibility for their systematic development. Annie Philomen (pondy)

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Te c h n o l o g y A Problem of plenty

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aptops come in a variety of sizes and capabilities. So learn how to pick the right one. Ultimately, the questions are your budget (laptop prices have come down dramatically in the last few years; a top notch model now costs around Rs. 75000 and budget laptops are available at under Rs. 50,000), how big you want it, will it be used for travel the most (Ideal weight for this would be around 3.5 to 4.5 pounds) and what all you will use in it. The four basic categories: Ultralight: Extreme portability but with minimal power and high cost. TabletPros: Generally with a swiveling touch screen and compact. But this too has limited power, a small screen, and is generally expensive. Mostly, the biggest (17 inches) and smallest (11-14 inches) screens are generally the costliest. Budget/Mainstream Pros: These have the best prices, are well powered with lots of features but are not that portable. Desktop Replacement Pros: Big screens, max power. But awful battery life, heavy and expensive. Some rules of thumb: Whichever you go for, it is advisable to get a multicore CPU (among the best is the Intel Core 2 Duo, avoid all those Celeron and AMD chips). The very latest and fastest would cost a packet, but a fast microprocessor can help extend the life of your laptop. Also, install as much RAM (minimum 500 MB, advisable 1 GB) as you can afford. The more RAM your

laptop has, the more the software can effectively use the computer. For storage, lean towards double, or more if you can afford it, the recommended values (at a minimum, an 80 GB hard drive. For convenience, opt for an optical drive for burning CDs or watching DVDs, a media card reader to access camera storage cards, and a good video card for games. And battery life being critical for ease of use, buy larger, secondary batteries for extra power, and learn how to tweak your system to extend battery life. Not to forget wi-fi connectively. Remember, the more you want from your laptop, the bigger and heavier it will be. The widest range of laptops come, of course, with the windows operating system. Macintosh, too, has a range of top notch laptops like the Macbook Pro with their own operating systems and software. But all Mac systems, while giving models are definitely cheaper. The general advise here is to choose the XP operating system over Vista.

LENOVO X300

SLIM POWER

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peripheral connectivity. As opposed to the Air’s enovo is no stranger to slim laptops, having approach of external-everything units, the X300 ganined an enviable reputation for their segmentpacks in 3 USB ports, a gigabit-ready Ethernet leading tablets. Loking to extend their expertise in slot, audio/mic jacks and, importantly, an the are, this Lenovo model is a direct competitor to the integrated ODD. Battery life is another Macbook Air. Though at first glance the X300 does area the X300 shines in. The not appear to be anywhere as slim as the Macbook power saving L 7100 CPU enables Air, a closer look at its dimensions of 12.5 x 9.1 x it to average 4 hours on a six cell 0.73 inches compared to the Macbook Air’s 12.8 batter. Factor in the quick loading x8.94 x 0.7 inches reveals a different story. The times thanks to a 64 GB SSD drive for difference is in the Macbook Air’s Frisbee like profile while storage and 2 GB of RAM and you have a very X300 resembles a normal notebook, albeit with a slimmer serious business machine. At Rs. 1.45 lakhs, it offers a profile. In its design the X300 retain the familiar Lenovo far more attractive option to the Macbook Air. trademark black boxy body with the magnesium construction. However, where the X300 leaves the Macbook Air behind is 36 ed matrix june 2008

Te c h n o l o g y ACER FERRARI 1100

PLAIN JANE

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his is part of the updated signature Ferrari range offering two significant advantages over its predecessor. One is an integrated DVE-RW and second, a much improved battery life. However, it falls behind in its rather plain finish and styling. The Ferrari series continue to utilize AMD dual-core processors, which are not as powerful as intel’s and hence performance suffers in comparison in both system and graphical benchmarks. To overcome this Acer has offered better than averages storage and system memory of 250 GB and 4 GB RAM, respectively. But despite its decent battery life and good build quality, in comparison with products life Dell’s XPS M1330, it suffers badly in terms of display quality, performance levels, and finish. Unlike Asus’ Lamborghini range, which delivers great looks along with performance, the 1100 has failed to capitalize on the Ferrari brand name. Rs 79,000. TOSHIBA SATELLITE M200

GREAT VALUE FOR MONEY

work without fatigue. The screen offers good levels of brightness and contrast. The battery life averages three hours. Unfortunately, our test model was a bit under powered. This, however, is easily resolved by a series of cheap upgrades which will bring performance levels offered by the competition. Rs. 39,000 upwards.

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oshiba, in recent, times seems to be keeping a low profile in the laptop market. That has not stopped them from offering quality products like this one, which, though classified a budget model, puts other manufactures to shame. It offers a tough and well-designed exterior, has a great finish with a keyboard that allows for long hours of ed matrix june 2008

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R E VI E W - d VD

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he British Empire In Colour was originally broadcast as a three-part BBC television series covering roughly the past 200 years in British world history. It is essentially a vivid recapitulation of these years, showing the glories as well as the ignominies of British rule. It shows the nation’s successes and failures with equal candour.

The British Empire

It stresses both the good and bad things that British sovereignty brought to its colonies. The positives such as technology, education, and the rule of law are shown in balance with the treatment of people of colour throughout the Empire’s history, through racism, bigotry, and prejudice.

The movement alternated between foundering and festering, based on Gandhi’s arrests and imprisonment, as well as political considerations, until England’s unilateral inclusion of India into World War–II. Matters progressed rapidly following the end of the war, and India was granted independence in 1947.

The buildup of the empire is given the least amount of time, mainly recapping events and accomplishments, victories both military and political, and successes in general, a sort of short forethought before getting into the meat of the three parts, titled “Decline”, “Fall”, and “Legacy of the British Empire”. Its coverage ranges from Canada to India, from Australia to Nigeria, from the Caribbean to South Africa, which was the length and breadth of the Empire at its grandest moment, when it held sovereignty over more than a third of the Earth’s human inhabitants. A majority of the story and the footage concentrates on the deterioration of the Empire. Most of the footage was drawn from recently discovered film, all in original colour, quite rare in the early days of filmmaking. As books and movies have noted, India was the “Jewel in the Crown” of the British Empire, emphasising how 100,000 British ruled over 300 million Indians. It showed the lifestyle of the aristocracy, including the tiger hunts, the parties, and how the officers and civilians in the occupying forces, as well as visiting dignitaries, were catered to in their every whim, including being carried in howdahs on the shoulders of human bearers. A large portion of the series centred on World War-II, which was when the Great Empire began to display its initial signs of crumbling. Indian activism had stepped up considerably since the turn of the 20th century, particularly after Mohandas Gandhi’s return to India in 1915.

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in Colour A Must-See Video for all Indians particularly all Educational Institutions and Developmental Organisations.

Partition of India is covered, emphasising the displacement of 10 million people and creation of Pakistan and that more than one million people lost their lives because of it. Following India’s suit, with a nine-year insurgency in Malaya, where the British pioneered the use of helicopters during the course of it, beginning in 1953. Malaya was granted independence in 1957. Today, Malaya is one of the most modern areas in Southeast Asia, yet the footage shows the women topless, and the men in loincloths, some with bones in their noses. The Mau Mau were making life difficult and treacherous for the British colonials in Kenya. They grew rapidly in strength, causing a quick end for the British. These were simply the first of a series of celebrations across Africa, and within a year, the former Gold Coast of Africa was declared independent, resulting in the creation of Ghana. Between 1957, which marked the end of the Malayan insurgency, and 1968, 12 more African colonies were declared independent. Back in England, the country was still reeling from the effects of World War-II and unemployment high. These led to unrest, with the brunt of their frustration beginning to have an effect on immigrants. ed matrix june 2008

Demonstrations began springing up, and in the ten years after the war, more than a half-million Britons emigrated to Australia and New Zealand. Another 400,000 went to Canada. With Hong Kong’s reversion to China in 1997, the cycle was complete. England had lost all of her colonies, all in the 20th century, with the majority of them gone in just 20 years. While the grandeur, and pomp and circumstance of British colonialism were beautiful to those in power, it left a wake of death, starvation, and destruction, one from which the world has yet to recover. There is an additional 26-minute segment that describes the making of the documentary, including its research and developmental stages.

SupalaLou Pandiarajan Novacheck

BINGO ! Problem Solving Story -2

The Crescent and the Full Moon

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kbar the Great once sent Birbal to Persia as a special ambassador to discuss some official matters of importance. Birbal left with a team of other ministers and a few others needed for the diplomatic talks. Everything went on well till the eve of their departure. On the eve of their departure the king of Persia wanted to felicitate the envoy. As the celebration became very informal the king of Persia posed a question to Birbal. “How would you compare Akbar’s popularity with mine.” He asked. Fully immersed in the celebration and taken up by the royal treat, Birbal said, “My king is like a crescent; but, you oh! King, you are like the full moon.” “Well said Birbal,”said the king of Persia. The Persian king was very happy and felt elated. But, just as any other king used to do, Akbar happened to

send some spies personally without the notice of Birbal, to study the political situation of Persia. The news of Birbal putting down his own king reached Akbar immediately through the spies. The celebrations were over and it was time for Birbal to get back along with the others. As soon as he reached the courtyard of king Akbar, some friends of Birbal came running to him explaining how furious Akbar is and reproached him for having said such

a thing about Akbar the great. They pleaded that he apologise before the king. Birbal was perturbed a little; but knew how to handle the situation. Write to us about the possible ways in which Birbal would have resolved this problem. The best solution will find a place in the next issue of ED MATRIX.

Answer for the last month’s problem solving story: THE PEBBLE STORY:-

You would have thought of some possible solutions to the puzzling problem of the girl in ‘The Pebble Story.’ This story is narrated by Edward De Bono in his book ‘Lateral Thinking’. As we know it is not possible to solve the problem with traditional logical thinking. Having in mind all the consequences if she chooses the above logical answers mentioned in the last issue of the magazine. What were your plans to help the girl in trouble? Well, what she did was this: The girl put her hand into the moneybag and drew out a pebble. Without looking at it, she fumbled and let it fall onto the pebble-strewn path where it immediately became lost among all the other pebbles. “Oh,

how clumsy of me,” she said. “But never mind, if you look into the bag for the one that is left, you will be able to tell which pebble I picked.” Since the remaining pebble is black, it must be assumed that she had picked the white one. And since the money-lender dared not admit his dishonesty, the girl changed what seemed an impossible situation into an extremely advantageous one. The chance of emerging out of the problem stands 50-50 with all other logical answers. But, with lateral thinking pattern it is possible to set ourselves free of the problems we face inour daily lives.

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TRAV E L Nakula and Sahadeva). There are also elephant and lion structures which stand close to the Five Rathas. Rathas literally mean chariots.

Mahabalipuram Rocks!!

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iger Caves – Don’t be startled by the name this is one of the travel spots just 5 kms before Mahabalipuram, 60 km south from the city of Chennai. There ain’t any tigers in these caves; it gets its name from one of the cave carved with images of many tiger faces. Situated at Saluvankuppam, this place is well fenced by the Archaeological Survey of India. There are small hillocks and huge rocks inside this campus that one can test their climbing skills. Surrounded by lots of shady trees with good grasslands people can have a relaxed afternoon with their loved ones. A small rock cut cave temple with inscriptions attracts a good number of visitors to Mahabalipuram. Two of my friends from Germany, Eleonore and Eduard wanted to see this place listed in the UNESCO world heritage site and architectural marvel of the Pallavas. Mahabalipuram was a 7th century port city of the South Indian dynasty of the Pallavas. It is believed to have been named after the Pallava king Mamalla. They were pretty excited to see the mammoth carvings and were so much in awe. Eleonore was totally impressed by the creative skills of the sculptors who managed to carve so many tiger faces 40

(around 15) from just a single piece of rock. She was fascinated by some lone huge rocks and managed to climb atleast a quarter of it. Eduard was doubly happy because he was impressed with the rock carvings and as the entry was free. He kept asking why there is always charges for everything that we try to do, entrance fees, parking, photography, even for using toilets (I don’t seem to have any answer for it). Then we entered the town to catch some of the other exciting artworks. We came to the Five Rathas and here, Eduard and I got into an argument. The entrance fee was Rs.10 for Indians and Rs.250 for foreigners which included entry for shore temples and Five Rathas. Then I had to convince him by coming up with a rather stupid view atleast to defend that we are right, “Indians pay 10 rupees but foreigners pay only 5 dollars infact Indians pay more”. Nevermind the argument stopped once we entered the 7th century dated Five Rathas. These are examples of monolithic structure (carved out of a single stone) during the reign of King Mahendravarman-I. The Five Rathas take their name after the Pandavas (Arjuna, Bhima, Yudhishtra, ed matrix june 2008

We headed to the most famous monument of Mahabalipuram. Just close to the shore of Bay of Bengal is the lone survivor of the so called seven temples. The shore temple is a structural temple built out of granites dating back to 8th century. The entire place is neatly fenced and huge boulders have been put around this place to avoid further erosion. It has three shrines two for Shiva lingas and one for a reclining Vishnu (the shrine for Vishnu has been closed for administrative reasons). When lit by moonlight it brings out the poet in you, with so much of charm and charisma. Then we went to Arjuna Penance, a 100 feet long monolithic structure with various figures of humans and animals is the site of the annual mamalla dance festival. Legend has it that this represents the penance of Arjuna standing on one leg to receive a boon for fighting against Kauravas in the Mahabharatha war. It is also filled with detailed carvings, including a family of elephants and monkeys. There are also many chambers close to it filled with sculptures of human and animal figures and in some case mix of human and animals as well like body of a lion and head of a human. Close to this site is the much talked about Krishna’s Butterball, a giant natural rock perched on a hillside. There is also a sculpture museum and a 1000 year old lighthouse. The view from the lighthouse is fabulous and the Dec 2004 tsunami has exposed some previously submerged temples and sculptures. The whole town of Mahabalipuram seems like an open air museum of art and architecture. There are whole lots of resorts, shops, sculpting centres that dot the entire town. Of course you will be constantly nagged by hawkers, gypsies and touts to buy their beads and products. But trust me they are all harmless nuisance. Together they spice up this marvelous Mahaballipuram. Rajvee

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