Genealogy–the study of your family tree

I’m an archivist, but the research room where I spend some of my hours to help the public (when the public is allowed to enter) attracts more genealogists than historians. In the past, when someone came to the research room and said, “I’m interested in tracing my family tree—how do I get started?” I would introduce them to our resources, get them rolling, and remain available to answer further questions. Among our resources is ancestry.com – the library has bought a subscription to the service, and patrons can use it for free. But, from now on, when someone says, “how do I get started?” I’m going to steer them properly. For ancestry.com and other library resources belong to the third step of genealogy, not the first or second step.

The first step is to write what you know about yourself. Genealogy always begins with an individual. In your case, that individual is you. Write your full name. When and where were you born? Are you married? To whom, when, and where? Do you have children? Write their full names and when and where each of them was born.

Many genealogists use a notebook to record this information. Some use index cards. Some use a spread sheet such as Excel. Most serious genealogists use more than one method, so the information they have worked so hard to attain will be saved in one form if it is lost in another.

After you have written all your vital information, you then write everything you know about your father. Answer the same questions about your father as you answered about yourself. And if he has died (and I’m sorry if he has) also say when and where he died and where he is buried.

After writing everything you know about your father, do the same for your mother. Then do the same for your father’s father, your father’s mother, your mother’s father, and your mother’s mother. The order matters! You are person number one on the chart; your father is number two, your mother is number three, your father’s father is number four, and so on. After number one, all the even numbers are men and all the odd numbers are women. But—this is even more important—every father’s number is double that of his son or daughter. So your father will be two, your father’s father four, his father eight, and so on back to Adam.

When you have written everything you know—which might include great-grandparents, but probably not every detail about them—is it time to go to the library? No, you’ve only taken the first step. Your second step is to talk with your living relatives to fill the gaps on your chart. Your parents, your grandparents, your uncles and aunts, and your cousins probably can answer some of the questions you needed to leave blank. As you talk with them, let them tell you stories about the family. Encourage them to share the stories. The other data is just a roll call; the stories make family history truly meaningful.

Once you’ve visited with your living relatives, you are ready to go to the library. Libraries have a multitude of resources for genealogy. These resources can help you fill the gaps. Increasingly, online services like ancestry.com have gathered these resources from various libraries and locations. They include official government documents—not only the Census, but also land sale records, military records, and court documents (especially wills and probate proceedings). Plus there are family records, church records, community histories, and the research of other genealogists. All this information tells the researcher about many people, and a few of those many people are your relatives, even your ancestors.

Several problems can occur when tracing your family tree. If you are easily frustrated, you might want to try a different hobby. Frequently several people have the same name. You have so sort through everything you know about your ancestor to find the right one. That’s why birth dates, death dates and places are important in genealogy—they help to distinguish your John Smith from the other five John Smiths who lived in the same general area around the same time.

Second, people make mistakes. Your relatives’ memory might be faulty. Even your memory might be faulty. You thought your grandmother was born in 1930—she always told people that—but actually she was born in 1924. To make matters more complicated, census takers, church secretaries, and even the stone carvers who made the grave markers all make mistakes. One person’s bad handwriting might cause another person to get a name or a year wrong. The information you record must be verified carefully among several sources. Just because it shows up in one book or on ancestry.com doesn’t mean that it’s true.

Genealogists often hit a wall. Scraps of important information don’t seem to exist. Sometimes, people disappeared on purpose. They didn’t want to be found. Some records have been lost to natural disasters. (Even the U.S. Census of 1890 was lost in a fire.) But, given persistence and newly found sources—a distant cousin, perhaps, or a library in another city—the story gradually unfolds. And the journey through that story is educating, exciting, and entertaining.

Who are you? Your family tree cannot fully answer that question, but it offers some useful hints. J.

Adult education in NWFP, Pakistan

by Sultan Muhammad

Introduction:

Education is the backbone in development of a nation, With Education, nation identifies it self in the nations of the world. Education give power and respect to small countries and enables them to control over its economy, with education one can conserve it resources in a better way. Education is the tool of success and dignity in this world. Educations help in character building and improve their moral responsibilities. Educations reduce crime and poverty from the society.

Education in Pakistan:

After 1857 freedom war, Muslims were isolated in the subcontinent and derail from the path of development and education. The doors of education were closed on them. Sir Syed Ahmad khan helps Muslims in those difficult times. He established a Muslim university after 1857 for the Muslim of the subcontinent. He put them back on the track.

Due to those reason Literacy rate was very low at the time of partition, in light of these circumstances in November 1947; first educational conference was held to improve the education system of Pakistan, although many fruitful suggestions were introduced in this conference and later on they were implemented but no attention was given to adult education at that time.

In 1972, the very first comprehensive education policy was introduced after independence of Pakistan under the title of educational policy 1972-80, federal Minister Hafiz Perzada first time gave Attention to education. In this policy literary centres were established to educate Eleven million illiterate people. Also to establish an Open University that will provide education through radio and television.

In 1979 general Zia-ul-Haq held a conference on education, in which educational experts were invited to analyse the education system of Pakistan and presented their precious suggestion to improve the quality of education of Pakistan and prepare a educational policy that suit Pakistan. This conference identifies some problems and put emphasis on the following points to increase the literacy in Pakistan.

· The establishment of Mosque and Mohalla schools to educate the people

· Establish a counsel for Adult Education to increase the literacy rate, attached to AIOU.

In 1992 Nawaz Sharif government announced a policy which had positive suggestions of all policies since 1947 and onward. It was the most comprehensive policy of Pakistan education history, although it was not executed at that time but later on some suggestions were implemented like the establishment of NTS system.

Adult Education: adult education was defined by experts,

1. “It is a process, through which the grownups of a common acquire modern ideas. Awareness of the present issue of the society and to some extent critical thinking is developed”

2. Bryson. Define adult education as “ all activities with an educational purpose carried on by people in the ordinary business life”

It means all those adults people who misfit in society due to lack of education, an educational programme will be planed for them, to educate them up to the level and requirement of the society. So they could be useful for the well being of the society.

Developed countries had already passed through this phase. Still they have adult education programme for those who left behind in the race of education or dropout for some reason from the school.

Education in NWFP

According 1998 census, NWFP population is around 18 million and the literacy rate of NWFP is 34.41%, men 51.39% and women 18.82 %. 2.35 million Children are enrolled in schools and 2.14 million are out of school due to different reason.

In the field of education NWFP is for behind with respect to other provinces, only Balochistan is lacking behind us. That why these two provinces required special attention, which they never get.

According to Population Census Organization 1998

EDUCATION IN NWFP AGE GROUP WISE

LITERACY RATE 1997-98

Province/Area	Population of Age Group 15-24 Year	literates 15-24 years	Literacy rate
NWFP	3.36 (million)	1.62 (million)	48%

EDUCATION IN NWFP GENDER GROUP WISE

LITERACY RATE 1997-98

Province	Male Population Age Group 15-24 Year	literate Male 15-24 years	Male Literacy Rate
NWFP	1.71 (in million)	1.16 (in million)	68%

Province	Female Population Age Group 15-24 Year	Literate Females !5-24 years	Female Literacy Rate
NWFP	1.6 (in million)	0.5 (in million)	31%

According to Population and Housing Census Report 1998, NWFP is the second lowest province in Pakistan in literacy rate. But still no serious attention is given to improve adult education. Some half hearted plans are in progress but those are not enough to eradicate the problem

Adult education in NWFP:

According to 1972-80 education policy, first time few literacy centres were established in NWFP for the purpose of adult education, but it would not achieve its goals.

In 1979 general Zia-ul-Haq era, he put stress on education and on the recommendation of education conference government establish Mosque and Mohalla schools for adult education and actively used media for adult education. For this purpose Open University started educational courses on PTV and radio on daily bases. Media improved the education quality in adults in cities. For the first time in Pakistan and in NWFP Adult education made real progress.

In 1992 policy, government improved adult education and suggested the promotion of education of females through the combination of non-formal and distance education. Opening of distance educational colleges/institutes and establishing a second TV Channel for education purpose.

Public Sector Literacy Programmes

In public sector, first time literacy centres were established in 1972, the target was to literate Eleven million people across Pakistan. Allama Iqbal Open University was establish in 1974 as a language institute, later on it was given the status of university, it is the first open university in Asia. AIOU play a vital role in education in Pakistan. Later on it starts courses on PTV and radio to cure illiteracy problem in Pakistan.

IN 1979 general Zia-ul-Haq improved adult education and gave real attention to adult education. He established Mosque and Mohalla schools to eradicate illiteracy from Pakistan. With the establishment of these schools the literacy rate increased in adult to some extent.

Zia-ul-Haq increased the role of media in education; he opened new channels and started new courses with the help of Allama Iqbal Open Univesity on television and radio. Education courses were provided to People at their door step.

After 1992 Nawaz Sharif government gave attention to the education. They prepared a new education policy to improve overall education system of Pakistan; they brought major changes in education policy and take new initiatives for this purpose. Although the policy was not implemented at that time but later on it was implemented.

Government announced a policy which had the positive suggestion of all policies since 1947 and onward. Which was not executed for some reason at that time, but later on some suggestions were implemented like the establishment of NTS system. Some other programme which were implemented:

Eradication of illiteracy from selected areas of NWFP

This project was launched by Literacy Commission and it opened face to face literacy centre and TV literacy centre in Tehkal Bala, Peshawar. This project was implemented through NGOs and local community. 87% adult were made literate against the target.

Quran literacy project

This project was planed with the consideration of great respect of the people of NWFP towards Islam. It was understood that the people will have more attraction to religious type of education and in this way they will come in to the main stream of learning. This project was specially designed for the females because they have no access to education. Experts believe that with this type of education they would involve female in the education process and make them better persons of the society, with the help of Quran education they will easily learn Urdu as well. As a whole it was very difficult project to organise. Due to that it was not successful as it was thought initially. Time table was very difficult for teacher, with no incentives; in some areas people were still not ready to send their girls to schools.

Non Formal Basic Education Schools

In 1995 Prime Ministers Literacy Commission implemented a project called \”Establishment of 10000 Non-formal Basic Education Schools\” with the total sum of Rs.1263.375 million for a period of five year. This project was implemented on the national level.

This project was based on the idea of united state of America home school that will be run through local community with the help of NGOs. Thousand (7117) of schools were opened under this project. But in 1997 government reduced the budget due to which the student could not received books and teachers could not received salaries.

In the education policy 1998-2010 on further recommendations, the project was expanded on the condition of evaluation of existent schools. Recommendations were given for the opening of another 75000 NFBE community schools during the next three years.

Elementary education:

A Semi-Government Institution of NWFP for promotion of literacy through Community participation. Established in 2002, after the establishment of elementary education foundation, it establishes 36 EEF Model Community Schools for girls in backward districts, and started teacher training programme.

Currently 486 adult schools are running under the supervision of elementary education, funds are provided after the evaluation of the three month progress report. Target 86% adult literacy rate by the year 2015

Dasthkari Schools:

Dasthkari schools were opened all over Pakistan included NWFP to train women to earn livelihood, Pakistan bait-ul-mal also started courses for needed persons to help them to earn livelihood with dignity. Courses of sewing and cutting etc were started.

Pakistan Bait-ul-Mal:

Pakistan Bait-ul-Mal with the help of Allama Iqbal Open University started vocational training and workshops to train the people and improve their technical skills.

PRIVATE SECTOR LITERACY PROGRAMME

Role of NGOS in adult education in NWFP

NGOs stand for Non governmental organisation:, after the invasion of Afghanistan by Russia, a flood of refuges rush to NWFP, Pakistan. To help those refuges, international organisation came to Pakistan and set their offices. Some were taking care of there foods while some providing them shelter. Some organisation took responsibilities of their education. Schools were established in camps and teachers were trained to teach them. This new trend, effected Pakistani society too and the concept of local NGOs developed. With these international NGOs local community started their own NGOs to help their country in different sector. Education and skill development is one of them. Non governmental organisations played a vital role in adult education and skill development in NWFP. List of NGOs, which are involved in the education and skill development programme in NWFP:

1. Khyber Welfare Association

A Non-Governmental Organizations in NWFP was involved Literacy Projects (Pilot) of 1992.

1. Aahung (registered in 1995 – Health) Aahung

Working all over Pakistan, adult education and skill development is one of its components.

2. Association for Creation of Employment (est. registered 1997) (Economic Welfare, Micro Credit)

It mainly works on the skill development but also have adult education programme from time to time.

3. Caritas (est. 1965, registered 1980) (Education, Vocational Training) www.brain.net.pk/~caritas

Registered in 1980 work for education, vocational training in NWFP

4. De Laas Gul Welfare Program (est in 1976, registered in 1988) (Vocational Training) delaasgul@hotmail.com

Da Laas Gul organises vocational training

5. Health Education and Literacy Trust (est. 1987 registered in 1994) (Education and Health)

6. Khwendo Kor – Women and Children Development Program

khanendo kor major components are, working for education, skill development and micro credit programme of women of NWFP.

7. National Research and Development Foundation (est. and registered 1993) tahseen@nrdf-t.pwr.sdnpk.undp.org

8. Lasoona. “LASOONA – Society for Human and Natural Resource Development”

9. CMDO: Community Motivation and Development Organization

http://www.cmdo.org

CMDO is Community Motivation and Development Organization which is deeply involved in education programme in NWFP. Some of the components of CMDO are:

Community Based Formal Education

Five community base Model school were opened in FATA

Infrastructure Improvement

Improve the infrastructure and rehabilitation of schools in backwards areas, to improve the education.

Non-Formal Education (Transitional Schools)

Schools were opened for working children above the age of 7.

Adult Literacy

20 adult literacy centres were established in FATA and in Kurram Agency and 1500 adult female were educated.

Youth Literacy and Vocation literacy/Trainings

Youth literacy and vocational training programme was started for young adults. 6 months literacy programme followed by 6-months practical/vocational training programme were organised for the ages between 13 -17. Training was provided to 1250 adults under this programme.

Resource centres

Library and computer labs were established in different parts to help the students.

Capacity Building – Teacher Training

Teacher training programme were arranged from time to time, to enhance the ability of teachers to educate adults in there villages.

10. National Commission for Human Development (NCHD)

NCHD is a Pakistan based NGO. It is working in many districts of NWFP

1. Kohat

2. Malakand

3. Abbotabad

4. Swabi

5. Laki Marwat

6. Batgram

7. Shangla

8. Swat

9. HaripurNWFP (3)

10. Mardan

11. Mansehra

12. Karak

NHCD have adult literacy Programme, in 58 Districts of Pakistan and it opened thousand of literacy centre all over Pakistan.

Adult Literacy Programme in 58 districts

Adult Literacy centres opened 5,391

Adult Literacy centres completed 3,874

83,549 non-literates made literate aged 15-39 years (80% women)

11. AKESP Aga Khan Education Services of Pakistan has a major share in private sector education. AKESP specially arranged education programme for women of Chitral and northern area.

In education budget, Less than one 1% was allocated for Adult literacy programme, which is nothing when comparing to problem we are facing in Pakistan, allocated funds were not used in proper way. Funds were spent on ghost schools and ghost teachers. Monitoring of the schools and resources were not up to the standard, due to these loop holes adult education lacks efficiency and effectiveness. The required targets were not achieved up to the expectations of the programme.

Problems and issues to Adult education:

Teacher’s problem

The biggest problem of adult education in NWFP is teacher involvement in the education process. Teacher motivation is required to achieve the goals and objectives. The best way for the motivation of teacher is to increase salaries and give extra befit to those teacher who show commitment to achieve adult literacy target and goals. It will motivate other teacher to follow so.

Political Instability

Political instability is another major problem, when ever new government take over control in Pakistan. It stops old education programmes, no matter how much they are important and effective, and how much many are spent on those projects. They will start their own programme so later on they could tell the people that it was their initiated programme

Coordination

Lack of coordination is also a major problem in the line agencies, sister organisations are unaware what other organisation are doing. What are their programmes? And what are advantages and disadvantages of that programme?

PUBLIC AWARENESS

Public Awareness is very necessary for adult education. The people should know, what are the benefits of education for them and for the society? What are the advantages and what are disadvantages of an illiterate person to society, an educated society would be more helpful. With the awareness in the public, the participation in the adult education will improve. It will also help to reduce the dropout rate from the school at different level of education.

Financial Problem

Financial support is other major problem to adult education of NWFP. Little financial support is available for adult education from federal government when compare to other provinces. In Punjab to improve the participation of adults especially female in classes Rs.20 were paid per class. Later on it was increase to Rs.30 per class

Conclusion/Recommendations:

Keeping in view the above facts and figures; the adult education in NWFP is not enough to cure education problems. Some serious steps need to be taken to improve the education in NWFP. Extra benefit and increment should be given to those teachers, who involved in the process of adult education. Extra funds should be allocated for establishments of new adult centres. The existing schools should be used in evening shift for adult education.

Female education need special attention in the villages and towns, new girls schools should be established in their door step, so the parent could sent their girls with out hesitation to those schools. Like Punjab Rs.40 should be paid per day to girls in those areas were parents are not ready to send their daughters to schools. A realistic monitoring and evaluation system should be designed to achieve the target goals. A communication wing should be established among the educations departments. So that they will be aware of the progress and the areas where the sister organisations are working. Province should be divided in different zones and it should be allocated to them so every area take benefit from adult education Programme equally.

BIBLIOGRAPHY

Afridi, Arbab K. Educational Administration & School Organization. 2nd ed. Vol. 1. Peshawar: The Printman, 1998. 1-235.

Dr. Muhammad S. Education for All the Year 2000-Assessment PAKISTAN COUNTRY REPORT. Ministry of Education Islamabad. Islamabad, 1999. .

AEPAM Ministry of Education. .

SAGE Journal Online. .

Wikipedia Encyclopedia. .

Floral Diversity

Preliminary Results on the Impact of the Nomadic Grazing on Floral Diversity in Miandam, Swat-Pakistan

Ashiq Ahmad Khan and Syed Kamran Hussain

1. Introduction

Miandam is located in the north east of district Swat, lies between 34^o 34′ to 35^o – 07′ N latitudes and 72^o – 36′ to 73^o – 35′ E longitudes in the Hindu Kush mountain range. Miandam valley is a summer resort about 56 km from Saidu Sharif, the capital of Swat. The elevation of the valley ranges from 1200 m to 3660 m. The valley comprises of 11 big villages and 15 small hamlets with a population of about 20,000. The forest of the Miandam valley is a fundamental and potentially sustainable source of many services including economically important medicinal plants. One of the studies reveals that there are 190 plant species, identified so far in Miandam. Out of these 179 are used for the treatment of various health problems^[1]. As else where in the forest area, Miandam is also facing the problem of overgrazing and deforestation. The basic reason of deforestation is commercial harvesting. This year 2.6 million cft timber has been extracted from the forest while the illegal and unrecorded extraction is much more.

Due to low level of education and life standard combined with lack of information regarding health and hygiene, people of the valley are suffering from different diseases especially women and children. They depend only on one primary Health center, which is not sufficient for a total of 150 sq km area. Required equipments and medicines are also not available in the said center. The nearest hospital is situated 56 km away, and not in the access of poor local people. Previously people of the valley were relying on herbal remedies as a principal means of preventing and curing illnesses. Beside this collection of medicinal plants from the forest area provides employment and fetches earnings to the poor local people. It has been estimated that almost 3000 people are earning 25% of their total income from the collection and sale of the plants ^[1]. However, these resources, and local knowledge of these, are being threatened by nomadic grazers. Each year nomads carry more than 40,000 goats to the high altitude of pastures passing and browsing through the young forest crop and shrubs throughout. As per the existing traditions, they have to pay a tax (sum of US $ 85 to 120) to the owners, called \”Qalang” for their stay in the pastures. During their stay, in addition to grazing their animals, each nomad collect enormous amount of medicinal plants worth of US $ 450, but the owners of the pastures are not aware of such losses. Since 2000, some of the forest owners put a ban on the nomadic grazers on their land. It has been observed that the area where the nomadic grazing has stopped, showing better vegetation cover, improvement in medicinal plants diversity and good regeneration of pine species.

Thus, first there is an urgent need to study the difference between vegetation cover, plant diversity and regeneration status under grazing and controlled grazing lands. The concluded results will be a good tool for an extension worker to provide awareness to the forest owners about economic importance of their Pastures and adverse effect of nomadic grazing on it.

2. Review of Literature

Grazing in the grasslands has played a key role in changing the botanical composition, which, however, varies with the type of grass cover, its palatability etc. Overgrazing represent the most obvious impact on the native biodiversity of grasslands. As overgrazing causes retrogression, stimulates growth of weeds and loss of diversity. In Assam overgrazing reduces the tall grass cover to tufted grass type to Chrysopogon aciculatus and Imperata cyclindrica ^[4].

Livestock impact on biodiversity through trampling and removal of biomass, alteration of species composition through selective consumption and changed inter-plant competition. Changes in grazing intensity and selectivity will inevitably change biodiversity; under grazing and overgrazing can both have negative effects, but overgrazing by livestock is increasingly problematic ^[9].

Over-grazing has resulted in land erosion, formation of boggy areas and reduction in plant diversity. The area of natural pasture land has declined from 1.4 million ha in 1940 to 808,000 ha today, and remaining areas have been degraded and have become dominated by rocks (87%), scrub (25%), and inedible (74%) or poisonous plants (47%), while diversity has declined. For example, while between 70 and 80 plant species are normally supported by steppe systems, the number of species found after intensive over-grazing drops to around 15 ^[10].

Grazing animal may exert beneficial or mutual influences on the vegetations for their own good but on the other hand, large concentration of them often have harmful effects on the plants because of selectivity and over grazing. Quantifying the impact of livestock grazing on natural communities (forages) has become a major issue in the management of rangelands especially where the grazing is very widespread and its impacts may be in conflict with conserving biodiversity ^[5].

According to Lamprey (1979) Grazing is among the important agents, which influence the distribution of some vegetation types. In most rangeland ecosystems, grazing, browsing and other factors such as fire and climate contribute to vegetation change. Grazing animals influence species composition, change in biomass and distribution of biodiversity ^[8].

According to Pratt and Gwynne, (1997) Overgrazing reduces the ground cover vegetation, plant diversity and productivity. The impact of grazing on rangeland vegetation depends on three factors: (a) the type of herbivores (grazers and browsers) (b) Number and type of animals utilizing an area (c) Distribution of use in time and space

3. Methodology

A line transect survey technique was adopted in accordance with the popular and locality specific procedures of Akbar (2000), Kent and Coker (1995) and Cox (1967). For comparative assessment, data were collected from 2 sites, one; that is protected by the locals from nomadic grazing, while, other that is open to grazing.

Before data collection, a reconnaissance survey was conducted to make sure that all other factors like Aspect, Altitude and Slope remain constant in both the sites; the only variable is grazing pressure. Data were collected from two different sites through different techniques:

ransect walk to ascertain total number of plant species available in each site along the transect

Sample Plot (Quadrate of 5 X 5 M) to collect detailed information about the 10 selected species, which are economically important.

Sample plots (Quadrate of 5x5m size) in each site were taken at uniform intervals along continuous transects. The plots were taken on main transect and on rows laid in four directions from a systematically selected point. In general, the plots were approached along the transect walking upstream on a track and from their lower positions, across the slopes on rows.

The first plot was fixed in the start of the track. From the fixed point on the transect, after every 200 meters (300 steps), to both right and left ridges on the determined angles, quadrates or sample plots of 5x5m were laid. Proceedings ahead on transect upstream another quadrate after 300m was taken. The same process was repeated for taking sample plots on the rows on left and right. In this way the whole site was sampled.

The number of plants of each species, average phenological stage of the plants, general habitat, altitude and aspect of the plot were recorded on a Performa. This was decided well before starting the counting of plants, and practiced throughout, that all those individual plants whose roots were inside or beneath the quadrate line, irrespective of the place of their shoots, were counted. Similarly, in certain species with rhizomes and bunches, forming compact inseparable clusters having difficulty in defining a single individual, the entire bunch or patch was counted as one individual.

4. Results and Discussions

4.1. Topography of the Area

The topography of both sites i.e. protected and unprotected from grazing, is rugged with slopes very steep to precipitous, between 60 to 80 %. Both sites occupy predominantly the northern aspect of the main mountain ridge running in north-east direction. The altitude varies between 1,850 to 2200 m in both the sites. All the three main factors including aspect, slope and altitude that influence the vegetation pattern in an area are (more or less) the same. It could be infer that any change in the vegetation density/diversity will be the impact of different grazing pressure in both the sites.

4.2. Floral Diversity

The study revealed that 37 and 23 medicinal plants species were found in the protected and unprotected site respectively, during the month of April, 2007. In August, 2007 after the monsoon, 33 MP’s species were found in unprotected site, while 78 species were recorded from the site that has been banned for nomadic grazing since 2000. Table 1 & 2 showing name of species, recorded from both the sites.

Table-1 Protected from Nomadic Grazing

S. No	Scientific Name	S. No	Scientific Name	S. No	Scientific Name
1	Acorus calamus	27	Cynodon dactylon	53	Paeonia emodi Wall.
2	Aconitum violaceum	28	Cynoglossum lanceolatum	54	Plantago lanceolata L.
3	Adiantum capillus-veneris L.	29	Dryopteris jaxtaposta christ.	55	Plantago major
4	Adiantum venustum	30	Diospyros lotus	56	Podophyllum emodi Wall.
5	Aesculus indica Coleb. ex Wall.	31	Elaegnus umbellate	57	Podophyllum hexandrum Royle,
6	Allium sativum	32	Fagonia arabica Linn.	58	Primula denticulata Sm.
7	Ajuga bracteosa Benth.	33	Ficus palmate	59	Rubia cordifolia Hochst. ex A. Rich.
8	Amaranthus viridis	34	Fragaria vesica	60	Rumax hastatus
9	Arisaema flavum ( Forssk.) Schott	35	Fumaria indica Pugsley	61	Ricinus communis
10	Arisaema jacquemontii Blume,	36	Geranium wallichianum D. Don,	62	Skimmia laureola Sieb. & Zucc. ex Walp.
11	Artemisia scoparia Waldst. & Kit.	37	Hedera nepalensis K. Koch,	63	Solanum nigrum L.
12	Artimisia brevifolia Wall.	38	Hypericum heterantha	64	Stachyus parviflora Benth.
13	Artimisia vulgaris L.	39	Hypericum perforatum Linn.	65	Salvia moorcorftiana
14	Asparagus adsendens	40	Indegofera trifoliata	66	Swartia elata
15	Avena sativa	41	Isodon rugosus	67	Silene uugaris
16	Berberis lycium Royle.	42	Lanthyrus aphaca	68	Sonchus asper
17	Bergenia ciliata (Haw.) Sternb.	43	Launea procumbens	69	Sambacus wightina
18	Bistorta ampilexicaulis (D. Don) Greene	44	Male fern	70	Taxus buccata
19	Bunium persicum	45	Mentha longifolia	71	Taraxcicum officinale weber
20	Caltha alba Jacquem.	46	Mentha spicata L.	72	Trachysepermum ammi
21	Celtis australis	47	Micromeria biflora	73	Urtica diotica
22	Caralluma edulis Benth. ex Hook. f.	48	Myrsine africana L	74	Valeriana jatamansi Jones.
23	Chenopodium album	49	Nepta govantiana	75	Valeriana wallichii DC.
24	Chamomilla recutita Rauschert.	50	Onosma hispidium	76	Verbena offcinalis L.
25	Chenopodium botrys L.	51	Otostagia limbata	77	Viola biflora L.
26	Corydalis govaniana Wall.	52	Oxalis corniculata	78	Viola serpens Wall.

Table-2 Open to Nomadic Grazing

S. No	Scientific Name	S. No	Scientific Name	S. No	Scientific Name
1	Acorus calamus	12	Corydalis govaniana Wall.	23	Corydalis govaniana Wall.
2	Adiantum venustum	13	Cynodon dactylon	24	Cynodon dactylon
3	Ajuga bracteosa Benth.	14	Cynoglossum lanceolatum	25	Cynoglossum lanceolatum
4	Arisaema jacquemontii Blume,	15	Fragaria vesica	26	Fragaria vesica
5	Artimisia vulgaris L.	16	Geranium wallichianum D. Don,	27	Geranium wallichianum D. Don,
6	Berberis lycium Royle.	17	Hedera nepalensis K. Koch,	28	Hedera nepalensis K. Koch,
7	Bergenia ciliata (Haw.) Sternb.	18	Hypericum heterantha	29	Hypericum heterantha
8	Bistorta ampilexicaulis (D. Don) Greene	19	Indegofera trifoliata	30	Indegofera trifoliata
9	Caltha alba Jacquem.	20	Isodon rugosus	31	Isodon rugosus
10	Cannabis sativa	21	Male fern	32	Male fern
11	Chenopodium album	22	Mentha spicata L.	33	Mentha spicata L.

4.3. Economically Important/Target species

One of the study revealed that there are 190 plant species, identified so far in Miandam, of which 179 are used for the treatment of various health problems^[1]. But some are economically very important because pharmaceutical industries need those herbs in an abundant. Grater demand of herbal industries for those species has threatened their occurrence and abundance. Species that have greater values include Bistorta ampilexicaulis, Morchella esculenta, Valeriana wallichii, Adiantum venustum, Viola biflora, Bergenia ciliata, Geranium wallichianum, Berberis lycium, Podophyllum emodi, and Paeonia emodi. Out of the 10 plant species, 4 are nationally endangered, (Red Data Book of IUCN threatened species 1998).Table 3 showing economic importance of those 10 selected species.

Table-3. Medicinal Plants of Miandam Valley: Prices & Quantities harvested

Botanical Name	Prices (Rs/kg) for:			Qty Extracted (kg/yr)
Botanical Name	Collector	Retailer	Customer	Qty Extracted (kg/yr)
Bistorta ampilexicaulis	10	12	15	15,000
Morchella esculenta	7,000	10,000	14,000	300
Valeriana wallichii	60	100	130	20,000
Adiantum venustum	16	20	30	12,000
Viola biflora	180	280	450	10,000
Bergenia ciliata	10	20	30	1,000
Geranium wallichianum	40	60	100	1,000
Berberis lycium	80	150	300	100
Podophyllum emodi	75	100	170	100
Paeonia emodi	10	18	30	800

4.4. Density of the Target species

Density, which is the number of plants of particular specie per unit area, is essential to determine the population density. Hence total number of plants of individual specie in the quadrate was counted and extrapolation for the area of the site was applied. The study revealed that the average population density of the target species decreases upto 90% due to nomadic grazing, while two species, Paeonia emodi and Podophyllum emodi were completely vanished due to overgrazing. Table-4 shows density (# of plants/ha) of the target species in both sites.

Table-4 Density of the Target species in both sites

Species	Density (#/ha)		Reduce in %age
Species	Protected	Unprotected	Reduce in %age
Bistorta ampilexicaulis	53200	3900	92
Valeriana wallichii	2900	533	81
Adiantum venustum	37200	800	79
Viola biflora	13560	1100	91
Bergenia ciliata	240	133	45
Geranium wallichianum	12340	800	93
Berberis lycium	1000	300	70
Paeonia emodi Wall	920	0	No Found
Podophyllum emodi Wall.	320	0	No Found

Test the hypothesis that there is no statistically significant difference in the population density of the target species in both the sites.

X1 (A) Density in protected site	X2 (B) Density in Unprotected Site	d = (A – B)	d²
53200	3900	49300	2.43E+09
2900	533	2367	5602689
37200	800	36400	1.32E+09
13560	1100	12460	1.55E+08
240	133	107	11449
12340	800	11540	1.33E+08
1000	300	700	490000
920	0	920	846400
320	0	320	102400
Total		∑d = 114114	∑d² = 4.05E+09

N = 9

D = ∑d /N= 114114/9= 12679.3

S² = {∑ d² – (∑ d)² / N} / N – 1

= 1/8 {4.05E+09 – (114114)²/ 9} = 3.26E+08

S = 19026

t = (D – 0) / S/ √N = 6337.3

The tabulated value of ‘t’ for 8 degree of freedom (df) is 2.306 at significance level 0.05 while the calculated value of ‘t’ is 6337.3, which are much more than 2.306. Therefore null hypothesis of no difference is rejected. We infer that the density of target species in both the sites is differing significantly from one another.

4.5. Frequency of the Target species

Frequency is the occurrence and distribution of a particular plant in a particular site. A plant may have high density with low frequency when the plants generally occur in patches. This will indicate non uniform distribution on the site and any indiscriminate harvest can endanger the species on the site. The plant will also be vulnerable to the local adverse biotic and ecological collapses. Frequency of all the target species from grazed and no grazed land is given in Table-5.

Table-5 Frequency of the Target species in both sites

Species	Frequency in %
Species	Protected	Unprotected
Bistorta ampilexicaulis	100	75
Valeriana wallichii	70	30
Adiantum venustum	90	40
Viola biflora	100	50
Bergenia ciliata	20	10
Geranium wallichianum	80	40
Berberis lycium	50	40
Paeonia emodi Wall	50	0
Podophyllum emodi Wall.	30	0

Comparing the plants frequency of both, protected and unprotected sites shows that there is a clear relation between frequency and overgrazing. The study revealed that the sites banned for nomadic grazing showing uniform distribution of all the target species on the site. On the other hand in unprotected site, frequency occurrence of some of target species was restricted to the steep slops only. Maximum decrease in frequency was recorder in Valeriana wallichii followed by Viola biflora while Paeonia emodi and Podophyllum emodi were completely disappeared from the overgrazed site. The adverse impacts of overgrazing are severe more in terms of frequency than on density. Some plants may have low density with high frequency where the plants will have uniform distribution in a particular site. The harvest of such plants could be safe because of its occurrence throughout the site and the plant will not be threatened if some limits of harvest are imposed. Form the above one can infer that the impact of overgrazing on Valeriana wallichii is more severe as compare to Bistorta ampilexicaulis.

4.6. Overgrazing and Natural Regeneration of Pine Trees

During the survey, sapling of Pine trees was also counted in the quadrate while mother trees were calculated through full enumeration. It has been observed that overgrazing had negative impact on the natural regeneration of pine trees. Total number of plants recorded from protected site were 840 while those from unprotected were 66 saplings/ha. This could jointly be attributed to the presence of low number of mother trees, but this could not be regarded that much significant. According to Khattak et al, 1965, 24 mature trees/ha is required to established good regeneration in the moist temperate zone^[3], while during survey 27 mother trees/ha has been recorded from the unprotected site. From the above one can infer that the major contributing factor that signifies is the over grazing resulting in much reduced regeneration capability of the forest.

5. Conclusion

There is grate scope of utilizing medicinal plants for improving the livelihood of rural poor especially in the northern parts of Pakistan. Miandam is rich in floral diversity, particularly in medicinal plants. So far 190 plant species were recorded from the area in out of these 179 have medicinal value. However, these precious resources are facing a tremendous danger due to the nomadic grazing thus threatening their occurrence and abundance in its natural habitat.

Results of the study indicate that overgrazing represent the most obvious impact on the floral diversity. The areas which were opened to nomadic grazing shows a massive decline in their density, frequency and specie diversity. 33 species were only found in the unprotected site making a huge difference of 78 species in the site banned for nomadic grazing. Similarly 90 % decline is observed in the population density of MP’s from the area open to nomadic grazing. The effect of the nomadic grazing in term of the occurrence and distribution of the plants are more severe as it effects the uniform distribution of the plant species and any indiscriminate harvest can endanger the species like Paeonia emodi and Podophyllum emodi were completely disappeared from the overgrazed site.

The study concludes that nomadic grazing has resulted in the reduction of the floral diversity and this issue must be addressed on the priority bases. The areas which have diverse species of medicinal plants must be banned for the nomadic grazers.

References

Adnan, S.M. 2002, Assessment and Documentation of the “non timber forest flora” as livelihood source for the local community in swat, NWFP–Pakistan (case study of Miandam valley). WWF- Pakistan

Akber, K.F. 2000. Urban corridors: the ecology of road side vegetation of Sahiwal city. Lead Pakistan Occasional paper No. 7. http://www.pakistan.lead.org/

Champion, H. G., K. Seth and G. M. Khattak. 1965. Forest types of Pakistan. PFI Peshawar.

Cox, W.G.1997. ; Laboratory manual of general ecology. WMC Brown Co. Dubuque, Iowa USA.

Landsbery J; James, C.D; Maconochie, J. and Nicholls, A.O.(2002). The relationship between species density and community biomass in grazed and ungrazed coastal meadows. Journal of applied ecology, 39: 427-444

Kent, M. and P. Coker. 1995. Vegetation description and analysis. John Wily and Sons

Shankarnarayan, K.A. 1977. Impact of overgrazing on the grassland. Annals of Arid Zone. 16: 349 – 359.

Oba, G., Vetaas, O.R. and Stenseth, N.C. (2001). Relationship between biomass and plant species richness in arid-zone grazing lands. Journal of applied ecology, 38: 836-845

http://www.cbd.int/programmes/areas/dryland/default.asp)

http://www.nature/ ic.am/biodiv/eng/national_report/first/6/index-2.html

IIT Bhubaneswar opens Faculty Recruitment Window; First IIT to adopt Tenure Track system

Bhubaneswar: Indian Institute of Technology (IIT) Bhubaneswar invites applications for faculty positions from Indian nationals including Persons of Indian Origin (PIO) and Overseas Citizen of India (OCI). Faculty posts are available at the following levels: Professor; Associate Professor; Assistant Professor Grade-I; Assistant Professor Grade-II; and Visiting Faculty Position.

As per the recruitment notification, the recruitment of Assistant Professor Grade-II position will be based on tenure track basis as per the decision of the 53rd IIT Council in its meeting held on 27th September, 2019 for implementation in all IITs. As per tenure track system, the performance of such faculty members will be reviewed by an Internal Review Committee after three years, and by an External Review Committee after fifth year based on which the decision for their retention or promotion to the next higher grade will be decided.

Departments where vacant posts exist:

Computer Science and Engineering

Electronics and Communication Engineering

Electrical Engineering

Civil Engineering

Mechanical Engineering

Metallurgical and Materials Engineering

Chemistry

Physics

Mathematics

Geology and Geophysics

Atmosphere and Ocean Sciences

Humanities, Social Sciences and Management: (Economics, English, Psychology, Management, Philosophy).

Minimum Qualification:

PhD with first class or equivalent in the preceding degree in appropriate branch, with a consistently very good academic record and evidence of ability to pursue independent high quality research. University toppers at Bachelors and Masters Level are encouraged to apply.

Experience:

Professor:

A minimum of 10 years teaching/research/industrial/professional experience of which at least 4 years should be at the level of Associate Professor in IITs, IISc Bangalore, IIMs, IISERs or at an equivalent level in any such Indian or foreign institutions of comparable standards.

The candidate should have demonstrated leadership in research in a specific area of specialization in terms of guidance of Masters and Ph.D. students, strong record of sponsored research, publications in reputed journals and referred conferences, patents, laboratory/course development and/or other recognized relevant professional activities.

Associate Professor:

At least 6 years teaching/research/industrial/professional experience of which at least 3 years should be at the level of Assistant Professor in IITs, IISc Bangalore, IIMs and IISERs or at an equivalent level in any such Indian or foreign institutions of comparable standards OR Senior Scientific Officer/Senior Design Engineer in a research organization or industrial enterprise.

The candidate should have demonstrated capability and adequate experience of independent research in terms of guidance of Masters and Ph.D. students, sponsored research, publications in reputed journals and referred conferences, patents, laboratory/course development and/or other recognized relevant professional activities.

Assistant Professor Grade-I:

Eligible candidates with at least 3 years teaching/research/industrial/professional experience preferably in IITs, IISc Bangalore, IIMs and IISERs or at an equivalent level in any such Indian or foreign institutions of comparable standards excluding the experience gained while pursuing Ph.D, may be considered for the position of Assistant Professor Grade-I*. Candidates should be highly motivated towards teaching and research and should have demonstrated research capabilities in terms of publications in reputed journals and referred conferences.

Assistant Professor Grade-II:

Eligible candidates with less than 3 years of relevant experience (as described for Assistant Professor Grade-I), may be considered for the position of Assistant Professor Grade-II* with appropriate starting pay. Once selected in this position, the candidate will be considered for the post of Assistant Professor Grade-I upon gaining the required experience.

Visiting Faculty Position

Depending on the immediate teaching requirement of the Schools/discipline, an applicant called for interview for regular position may be offered Visiting Faculty position for a period not exceeding 3-years with annual review. For such positions, select candidates will be offered consolidated monthly remuneration and other benefits as per Institute rule.

This recruitment notification is based on rolling advertisement. For further details, and online submission of application against this rolling advertisement, the candidates should visit http://www.iitbbs.ac.in/faculty-advt-02/2019.php

The notification informed that those who had applied against the advertisement no. Rectt/01/Acad/2017-18 & Rectt/01/ 2019 are requested to update their biodata available in the new portal.

Sexual Harassment At Workplace Is An Affront To Women’s Fundamental Rights: SC

While displaying zero tolerance for sexual harassment of women at workplace, the Supreme Court Bench comprising of Justice Dr DY Chandrachud and Justice Ajay Rastogi have just recently on February 25, 2020 in a notable judgment titled Punjab and Sind Bank and Others Vs Mrs Durgesh Kuwar in Civil Appeal No. 1809 of 2020 have minced no words to make it abundantly clear that sexual harassment at the workplace is an affront to the fundamental rights of a woman. This was so remarked while upholding a Madhya Pradesh High Court judgment that had quashed a transfer of a woman bank employee! Very rightly so! There must be no tolerance for sexual harassment at any workplace and those indulging in it must be made to face the music of law!

Sexual Harassment At Workplace

To start with, the ball is set rolling in para 2 of this noteworthy judgment authored by Justice Dr Dhananjaya Y Chandrachud for himself and Justice Ajay Rastogi wherein it is observed that, “A senior officer of a public sector banking institution complains that her reports about irregularities and corruption at her branch and her complaints against an officer who sexually harassed her met with an order of transfer. The case involves the intersection of service law with fundamental constitutional precepts about the dignity of a woman at her workplace.”

Be it noted, para 3 then discloses that, “This appeal arises from a judgment of a Division Bench of the Indore Bench of the High Court of Madhya Pradesh dated 18 March 2019 in a Writ Appeal arising out of an order of the learned Single Judge dated 11 February 2019.”

To recapitulate, it is then remarkably laid bare in para 4 that, “The respondent was appointed as a Probationary Officer of the Punjab and Sind Bank, the first appellant, on 8 October 1998 in Junior Management Grade Scale 1. She was promoted to the post of Chief Manager in Scale IV. On 2 September 2011, the respondent was transferred to the Zonal Office at Mumbai. On 7 October 2011, she was transferred to the Branch Office at Indore. In September 2016, the first respondent was promoted to the post of Chief Manager in Scale IV. On 23 September 2016, the competent authority of the bank decided to continue her at the branch in Indore upon promotion. On 11 December 2017, the respondent was transferred from the Branch Office at Indore to the Branch Office at Saraswa in the district of Jabalpur. Intimation of the transfer was furnished to her on 14 December 2017. On 31 January 2018, the respondent submitted a representation to the Zonal Manager, recording a reference to the circulars of the bank governing the posting of women officers. She made a request for being retained at Indore. Following the earlier representation, she submitted a reminder on 15 February 2018 and a representation on 19 February 2018 to the Executive Director of the Bank.”

Women’s Fundamental Rights

After hearing both sides, the Bench then observes in para 17 that, “We must begin our analysis of the rival submissions by adverting to the settled principle that transfer is an exigency of service. An employee cannot have a choice of postings. Administrative circulars and guidelines are indicators of the manner in which the transfer policy has to be implemented. However, an administrative circular may not in itself confer a vested right which can be enforceable by a writ of mandamus. Unless an order of transfer is established to be malafide or contrary to a statutory provision or has been issued by an authority not competent to order transfer, the Court in exercise of judicial review would not be inclined to interfere. These principles emerge from the judgments which have been relied upon by the appellants in support of their submissions and to which we have already made a reference above. There can be no dispute about the position in law.”

For the sake of brevity, the key issue in real terms that is raised in para 18 is as stated that, “The real issue which the Court needs to enquire into in the present case is as to whether the order of the High Court quashing the order of transfer can be sustained, having regard to the above principles of law. The material on record would indicate that commencing from 31 December 2016 and going up to 15 November 2017, the respondent, who was posted as Chief Manager in her capacity as a Scale IV officer at Indore branch, submitted as many as six communications drawing attention to the serious irregularities which she had noticed in the maintenance of bank accounts of and transactions by liquor contractors. The contents of the complaints raised serious issues. The order of transfer was served on the respondent within a month of the last of the above representations, on 14 December 2017. On 19 February 2018, the respondent levelled allegations specifically of sexual harassment against the Zonal Manager. The bank initially constituted an ICC. The respondent raised an objection to the presence of some of the members of the Committee.”

Going forward, para 19 then stipulates that, “The report of the ICC contains a reference to the objections which the respondent raised to the members at serial numbers (ii), (iv) and (vi) above. These objections were noted in the course of the report of the ICC dated 26 February 2019. The respondent drew the attention of the Presiding Officer of the ICC to the fact that Ms Rashmita Kwatra, AGM is the spouse of a retired General Manager, who was part of the process of the transfer of the respondent. As against Ms Seema Gupta, who was nominated as an independent member, the respondent noted that she was a panel advocate of the bank and was regularly contesting cases in court involving the bank. The respondent also raised an objection in regard to the presence of Mr Vimal Kumar Attrey as a member of the Committee. The report of the Committee contains a reference to the fact that following the objections which were raised by the respondent, the Committee was reconstituted, as a result of which Ms Rashmita Kwatra and Mr Vimal Kumar Attrey were substituted by two other officers of the bank. However, Ms Seema Gupta, Advocate continue to be a member of the ICC.”

Most significantly, it is then elegantly postulated in para 20 that, “The Act was enacted to provide protection against sexual harassment of women at the workplace as well as for the prevention and redressal of complaints of sexual harassment. Sexual harassment at the workplace is an affront to the fundamental rights of a woman to equality under Articles 14 and 15 and her right to live with dignity under Article 21 of the Constitution as well as her right to practice any profession or to carry on any occupation, trade or business.”

What’s more, it is then rightly brought out in para 22 that, “Clause (c) of Section 4(2) indicates that one member of the ICC has to be drawn from amongst a non-governmental organization or association committed to the cause of women or a person familiar with issues relating to sexual harassment. The purpose of having such a member is to ensure the presence of an independent person who can aid, advise and assist the Committee. It obviates an institutional bias. During the course of hearing, we have received a confirmation from the learned senior counsel appearing on behalf of the bank that Ms Seema Gupta was, in fact, a panel lawyer of the bank at the material time. This being the position, we see no reason or justification on the part of the bank not to accede to the request of the respondent for replacing Ms Seema Gupta with a truly independent third party having regard to the provisions of Section 4(2)(c) of the Act. This is a significant facet which goes to the root of the constitution of the ICC which was set up to enquire into the allegations which were levelled by the respondent.”

Simply put, the Bench then goes on to add in para 24 that, “The material which has been placed on record indicates that the respondent had written repeated communications to the authorities drawing their attention to the serious irregularities in the course of the maintenance of accounts of liquor contractors and in that context had levelled specific allegations of corruption. The respondent was posted on 14 December 2017 to a branch, which even according to the bank, was not meant for the posting of a Scale IV officer. The sanctity which the bank attaches to posting officers of the appropriate scale to a branch commensurate with their position is evident from the Board’s Resolution to which we have adverted earlier. Admittedly, the branch to which the respondent was posted was not commensurate to her position as a Scale IV officer. There can be no manner of doubt that the respondent has been victimized. Her reports of irregularities in the Branch met with a reprisal. She was transferred out and sent to a branch which was expected to be occupied by a Scale I officer. This is symptomatic of a carrot and stick policy adopted to suborn the dignity of a woman who is aggrieved by unfair treatment at her workplace. The law cannot countenance this. The order of transfer was an act of unfair treatment and is vitiated by malafides.”

To put it succinctly, it is then observed in para 25 that, “In view of the above analysis, we are of the view that the High Court cannot be faulted in coming to the conclusion that the transfer of the respondent, who was holding the office of Chief Manager in the Scale IV in Indore branch to the branch at Saraswa in the district of Jabalpur was required to be interfered with. At the same time, a period of nearly four years has since elapsed. Despite the order of stay, the respondent was not assigned an office at Indore and had to suffer the indignity of being asked to sit away from the place assigned to a Branch Manager. Considering the period which has elapsed, it would be necessary for the Court to issue a direction, which, while sub-serving the interest of the bank, is also consistent with the need to reserve the dignity of a woman employee who, we hold, has been unfairly treated.”

Now coming to the concluding paras, para 26 holds that, “We accordingly direct that Ms Durgesh Kuwar, the respondent officer, shall be reposted at the Indore branch as a scale IV officer for a period of one year from today. Upon the expiry of the period of one year, if any administrative exigency arises the competent authority of the bank would be at liberty to take an appropriate decision in regard to her place of posting independently in accordance with law keeping in view the relevant rules and regulations of the bank, in the interest of fair treatment to the officer.”

Lastly, it is then held in para 27 that, “While affirming the decision of the High Court, the appeal is disposed of in terms of the above directions. The respondent would be entitled to costs quantified at Rs 50,000 which shall be paid over within one month.”

Summing Up the Discussion

To sum up, the crux of this latest, landmark and extremely laudable judgment is that there has to be zero tolerance for sexual offences directed against women . Those men who dare to still indulge in it have to be made to suffer most swiftly the penal consequences of their reprehensible actions! The sum and substance of this noteworthy judgment is that sexual harassment of women at workplace is an affront to the fundamental rights of a woman to equality under Articles 14 and 15 and her right to live with dignity under Article 21 of the Constitution as well as her right to practice any profession or to carry on any occupation, trade or business. The provisions of the Sexual Harassment of Women at Workplace (Prevention, Prohibition and Redressal) Act, 2013 must be strictly and swiftly implemented so that the woman victim gets the due relief at the earliest! There can be no denying or disputing it!

Sanjeev Sirohi, Advocate,

s/o Col BPS Sirohi,

A 82, Defence Enclave,

Sardhana Road, Kankerkhera,

Meerut – 250001, Uttar Pradesh

Make paper airplanes that fly far, really far

Atria University offers free online workshop with Guinness World Record holder, John Collins

Bengaluru May 3, 2020: Give flight to your learning capability, while in COVID-19 lockdown. Atria University is offering students various free online opportunities to learn, explore, and interact with experts to help them with academic and career decisions.

Atria University will host a free online Paper Plane Workshop with John Collins, Guinness World Record Holder on Sunday, 5 April at 7 PM.

Collins holds the World Record for designing and folding the world’s farthest flying paper airplane. He will be hosting the online workshop with high-school students where they learn how to make the farthest flying paper airplane.

Collins has spent decades mastering the art of origami and aerodynamics. He has also published books on how to make paper airplanes and sees paper airplanes as an educational tool that helps one study aerodynamics and geometry. He has spent many years creating and improving flying wonders made of paper.

Speaking about the workshop, Collins said, “The series of online engagement efforts for students by Atria University is a great way to keep the learning going especially in such fearful times when most students worry about what the future holds. It is a great initiative. These online workshops and events give students a chance to learn, discover, and explore various facets of their personalities.”

“The online workshop will help students learn how to make my world record paper airplane. We’ll also adjust the airplane to do something a bit crazy, so students can experiment in real-time and get feedback,” he added.

Shaheem Rahiman, Chief Executive Officer of Atria University said “Learning should not be confined in the four walls of a classroom. At Atria University, the closest form of a classroom is a workshop. We believe project based learning is the most effective way of learning, I am glad to see COVID-19 lockdown is helping a lot of people realize effective learning can happen in the comfort of one’s home. We have lined up several free online student engagement activities for students, such as the paper plane workshop with John Collins. I personally am amazed how John is able to help me appreciate complex science and math concepts while making paper planes. I want students to understand learning can be a lot of fun, when taught like the way John does. We are certain our series of online workshops will help students make more well-informed undergrad choices.”

Those interested in learning how to make a paper airplane can register for the workshop here: https://bit.ly/2JypIc4

Day Three – Panel

The last part of the panel session was about the Future of learning 2027:
Generic off-the-shelf products are no longer in vogue and businesses have moved out of the tertiary organisations. “The only sure thing is that things will change”. There may be holographs accessed via smart cards as learner needs them.
Also the 4 Rs – “Right information to the right person at the right time and in the right way”. Situated learning in the workplace.

“Not everything is possible” and “we’re just all going to be lazy” or “work too hard” – we already do. what can we do that computers can’t – creative stuff. Skill sets instead of knowledge because information is doubling constantly – need to know how to handle all the information. We will be moving between careers more rapidly. ‘Don’t afraid to jump on the technology train. We’re not and it is going to be exciting!” (Miria Royal, 2007.)

The workplace will be the new university. “The illiterate of 21st century will not be those who cannot read or write but those who cannot learn, unlearn or relearn” (Rachel Skudder, 2007).

The law of more! More bandwidth, web 2.0, 3.0, 4.0. More creating content. speed – faster, faster. Just-in-time products. Pull vs push, m-Learning. Open education resources. Content rich courses will not longer be norm. Push rather than pull…RSS. Power shift to the learner.

Day Three – Panel

The last part of the panel session was about the Future of learning 2027:
Generic off-the-shelf products are no longer in vogue and businesses have moved out of the tertiary organisations. \”The only sure thing is that things will change\”. There may be holographs accessed via smart cards as learner needs them.
Also the 4 Rs – \”Right information to the right person at the right time and in the right way\”. Situated learning in the workplace.

\”Not everything is possible\” and \”we\’re just all going to be lazy\” or \”work too hard\” – we already do. what can we do that computers can\’t – creative stuff. Skill sets instead of knowledge because information is doubling constantly – need to know how to handle all the information. We will be moving between careers more rapidly. \’Don\’t afraid to jump on the technology train. We\’re not and it is going to be exciting!\” (Miria Royal, 2007.)

The workplace will be the new university. \”The illiterate of 21st century will not be those who cannot read or write but those who cannot learn, unlearn or relearn\” (Rachel Skudder, 2007).

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Sexual Harassment At Workplace

Women’s Fundamental Rights

Summing Up the Discussion

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