He’s rushing back to his office from inspecting the quality of cattle-feed at a Sudha Dairy plant, and calls for the latest sales figures on ‘Mattha’ or sour buttermilk.
You ask him about the award.
“Huh,” says Patna Dairy Project Managing Director SB Sinha, “which award?”
“Didn’t you get an award at Delhi, recently?” we ask.
“Oh, the Best National Productivity Award. Yes, we came first in the Dairy Development and Production Sector. It’s a great honour. Now, where are those sales figures?”
Make no mistake, the National Award for 2005-06 is no mean achievement, with the Vaishal Patliputra Dugdh Utpadak Sahakari Sangh [Patna Dairy Project is its popular short-form] becoming the number one milk production cooperative in the country in terms of procurement, production, and profits.
And this is possible in Bihar, the butt of bad publicity!
“Awards are very important milestones, and it’s a tremendous honour”, says Sinha, “but we’ve got to scale new heights. I’m monitoring the progress of the latest addition to our product range, Sudha Mattha.”
The National Productivity Awards were instituted in 1982 with the objective of recognising and encouraging organisations that excel in their respective fields.
This is the third time that the Patna Dairy Project received the award.
“You may say that the figures speak for themselves. We procure over 175 thousand litres of milk every day from a network of over 1285 village dairy societies spread over four districts. This is accomplished in spite of heat, water-logging, bad roads, erratic power supply, and many other challenges. We pass on more than 80 crores of rupees every year to these milk producers as the price of milk, thus improving the social and economic conditions of the households. Our excellent performance and good management practices have earned us international certification for quality and food safety management, ISO 9001:2000 and HACCP. We have achieved a commendable 21% growth in milk sales alone. All our milk products including table butter, ghee, peda, lassi, icecream, paneer enjoy a very high reputation among consumers and this is reflected in our rapidly growing sale trends.”
FRANK KRISHNER
14 June 2007
12 June 2007
Bihar's Vijay Mallya?
Restaurateur, Property Developer, Realtor, and recently acclaimed Maruti Udyog Limited Best Entrepreneur of the year Rakesh Kumar Sinha is considering a career switch. Like his inspiration, Vijay Mallya, he might become a parliamentarian, to contribute towards a new, vibrant Bihar.
At sixteen, his dad presented him a Mercedes while he was still a student at St. Xavier’s Patna. At eighteen, while a studying at St. Stephen’s College, Delhi, news came that his father, the well known businessman and philanthropist Shashi Babu was no more. An only son, he had no option but to take over his father’s business at that early age. Sinha has recently returned from Athens with the Maruti Udyog Limited Best Young Entrepreneur of the Year award . He received the award at an All India dealer’s conference in Greece to felicitate Maruti authorised dealers.
‘My individual mantra is to thing big and have the courage to invest,” says Sinha, inspired by the Vijay Mallya Kingfisher idea. His two year old car dealership not only beat Calcutta based dealers during the recent Durga Puja by festival selling over 350 cars in three days, his Vau’s Automobiles is the only one from Bihar, Jharkhand, Chattisgarh, and Orissa to make the top 25 in the country.
Sinha took the plunge and invested in a state of the art, all glass showroom and automobile workshop at a time when other dealers were apprehensive to keep shutters open beyond 7 p.m. “In a sense, I am a pioneer. I’m not just selling a car, I’m selling a beautiful experience, an aspiration. People said that my glass windows would be smashed and that Bihar was too rowdy a place to take such a risk. Yet I gave people a beautiful show-room and kept my lights on till eleven pm. Nothing happened. This gave others the courage to invest in beautiful showrooms as well.”
“I want to enter the Lok Sabha to provide a fresh dimension to politics and governance. It’s a dream to do something different, not just earn money. Of that I have enough. I’d like to do something that will add more respect to my family name, and honour my father’s memory, he says.
At sixteen, his dad presented him a Mercedes while he was still a student at St. Xavier’s Patna. At eighteen, while a studying at St. Stephen’s College, Delhi, news came that his father, the well known businessman and philanthropist Shashi Babu was no more. An only son, he had no option but to take over his father’s business at that early age. Sinha has recently returned from Athens with the Maruti Udyog Limited Best Young Entrepreneur of the Year award . He received the award at an All India dealer’s conference in Greece to felicitate Maruti authorised dealers.
‘My individual mantra is to thing big and have the courage to invest,” says Sinha, inspired by the Vijay Mallya Kingfisher idea. His two year old car dealership not only beat Calcutta based dealers during the recent Durga Puja by festival selling over 350 cars in three days, his Vau’s Automobiles is the only one from Bihar, Jharkhand, Chattisgarh, and Orissa to make the top 25 in the country.
Sinha took the plunge and invested in a state of the art, all glass showroom and automobile workshop at a time when other dealers were apprehensive to keep shutters open beyond 7 p.m. “In a sense, I am a pioneer. I’m not just selling a car, I’m selling a beautiful experience, an aspiration. People said that my glass windows would be smashed and that Bihar was too rowdy a place to take such a risk. Yet I gave people a beautiful show-room and kept my lights on till eleven pm. Nothing happened. This gave others the courage to invest in beautiful showrooms as well.”
“I want to enter the Lok Sabha to provide a fresh dimension to politics and governance. It’s a dream to do something different, not just earn money. Of that I have enough. I’d like to do something that will add more respect to my family name, and honour my father’s memory, he says.
07 June 2007
Never a dull moment at FCI
The Food Corporation of India may not have a romantic-sounding name, but it’s a vital link in ensuring the continued health of our farmers, points out FCI General Manager A K Verma, who has engineered a visible growth in grain procurement in Bihar since he took over the reins in February 2003.
Juggling between 127 procurement centres and 48 granaries is no easy task. The FCI, being a Central agency, coordinates with the Bihar Government and PACs or Primary Agricultural Cooperatives. It procures wheat and rice at the Minimum Sale price fixed by the government every year.
Juggling between 127 procurement centres and 48 granaries is no easy task. The FCI, being a Central agency, coordinates with the Bihar Government and PACs or Primary Agricultural Cooperatives. It procures wheat and rice at the Minimum Sale price fixed by the government every year.
It also ensures that the grains are moved to the public distribution system, as well as the various government schemes. It’s a tricky business, explains Verma, given that the godowns are limited.
The stock has to move from the warehouses to the people to make place for more procurement.
Getting procurement figures up from around 24 thousand tons to 1,64,000 in his first year was no sedate desk job. It was a challenge. Staff had to be motivated.
Getting procurement figures up from around 24 thousand tons to 1,64,000 in his first year was no sedate desk job. It was a challenge. Staff had to be motivated.
“Actually, there’s never a dull moment. Think of this. When our FCI personnel move into the field, they are upsetting the cart of some vested interest or the other. A powerful goonda may have the monopoly and the poor farmers have no option but to pay him at whatever low rate he offers. Now when we offer a better price, the fellow’s monopoly is threatened. So what does he do? He will obviously put some pressure on our man in the field. Who wants to go to a remote location to get killed or kidnapped?"
Ensuring continuing and consistent backup from the state law and order machinery for the man on the field is an important task. Today, with excellent coordination between FCI personnel and the District administration, vested interests by and large have been thwarted, says Verma. In times of crisis, such as a flood or an earthquake, FCI takes a direct role in ensuring that rice or wheat reaches the affected populations in tandem with the state government.
Farmers are the gainers when they sell to FCI, because the payment is immediate, and there is no red tape. “After all, we are working in the interest of the cultivators so that they get a stable price,” says Verma. When there is a glut of grains in the state and the prices fall so low that farmers find it impossible to recover even their invested capital, the FCI has to step in and do whatever it can within reasonable limits to give them a fair deal.
Ensuring continuing and consistent backup from the state law and order machinery for the man on the field is an important task. Today, with excellent coordination between FCI personnel and the District administration, vested interests by and large have been thwarted, says Verma. In times of crisis, such as a flood or an earthquake, FCI takes a direct role in ensuring that rice or wheat reaches the affected populations in tandem with the state government.
Farmers are the gainers when they sell to FCI, because the payment is immediate, and there is no red tape. “After all, we are working in the interest of the cultivators so that they get a stable price,” says Verma. When there is a glut of grains in the state and the prices fall so low that farmers find it impossible to recover even their invested capital, the FCI has to step in and do whatever it can within reasonable limits to give them a fair deal.
05 June 2007
An art student's protest
Ragging has suddenly become the hot topic of debate, with Indians seeing it as an oppressivbe practice. in the US, 'pledging' or joining a fraternity at college has similar and even more bizarre practices, but nobody becomes so protective there.
Stripping off one's clothes and doing crazy things are all part of the 'dare'.
In India, however, the cultural, sociologocal, political and caste consepts and the Victorian legacy rolled into one make the practice of hazing a very grey area. Several unfortunate cases have come to light. A section of the students feel it's prudishness and stupidity on the part of the 'no-ragging activists'. Victims and their families have a different take, especially when some first year students ended up dead.
Prashant, a student from the Government college of Arts and Crafts, Patna, Bihar exhibited a painting aptly entitled 'First Year' which sought to communicate his own feelings when he had undergone a similar 'initiation' as a fresher in College.
For more stories about incredible Bihar, click here
27 May 2007
22 May 2007
Rainbow Festival
Alternative cinema is always interesting and it reflects to a great extent realities within the sub-cultures.
Saathi is organising a festival that deals with the alternative subcutures within the 'Gay' and "lesbian' as well as 'Transgender' communities.
Click on the picture for more details.
16 May 2007
Bihar's Muslims: in an educational Ghetto?
According to a Planning Commission report, only one per cent Muslim women and 3.4 per cent men in urban areas are graduates. In rural areas only 0.7 per cent Muslim men graduate and women graduates are too few to even register on a survey. Across India, Muslim literacy rate is 59.1 per cent, while the national average is 64.8 per cent. And 90 per cent Muslim students drop out by the time they reach high school. FRANK KRISHNER examines the Bihar situation. 
In terms of education, Muslims fare much worse than the scheduled castes and tribes across the country and the problem is more economic than cultural, say a broad spectrum of Muslim citizens.
“It just isn’t true that Indian Muslims are backward-looking and resistant to education. Poverty is the over-riding factor. There are few government schools in pockets where there is Muslim majority and that’s why the kids are sent to the Madrasa, not the other way around, “ says Hasan Nezani, Principal of Patna Muslim Science College. Nezami, who once taught at the Military school, Ajmer, returned to Patna as the Principal of the Patna Muslim High School. The school, established in 1938, was reeling under several problems, including low attendance. Nazrani turned it around, lobbied successfully for its affiliation to the CBSE board, and today it stands as a much sought after provider of secondary education among the community.
The contribution of the community to education in this state has been significant. In Bihar, there are several secular and forward-looking Secondary and Higher secondary schools run by this minority community. In Patna, Rose Bud School ranks among the best English medium schools affiliated to ICSE. Its name is a reference to Pandit Nehru’s favourite flower and symbolic of his love for children. Mrs Rizvi, its founder principal is well known for her unflinching commitment to secular and democratic values. Rose Bud, as also International School are co-educational institutions whose alumni come from all sections and communities.
“It is not a fallacy to say that Bihar Muslims are in a ghetto in more ways than one,” says Meher, a Mass communications undergraduate. “The way to get them out of the ghetto is through modern education. A small number of families of Muslims are middle class or upper class, and these families usually form their own social group. Unless the boys get modern education, they will not get proper jobs, and the community will remain as it is.”
Interestingly, Meher is just one of over 24 Muslim girls studying mass communication in the two media related departments of Patna Women’s College. For the past three years, about twenty percent of the students of Communicative English come form the community.
However, the picture with reference to primary education isn’t as encouraging. Many Muslim parents do want to send children to government schools and learn English rather than send them to Madrasas. Surveys and complaints to Waqf boards show that government schools in Muslim-dominated areas are too few. The Sarva Shiksya Abhiyan, seems to have met roadblocks in Muslim areas, says Nezani. ‘The main reason why the children are being sent to the religious schools is because they are given ‘bhojan’. If only some financial help could be availed of, things would be different.
Recently, the spotlight has been on the Justice Sachar report on the condition of Muslims. The Sachar Committee, looking into the representation of Muslims in every sphere of national life, has not yet tabled its report. The Planning Commission already has an action plan for Muslim education. It’s proposing a scholarship of Rs 1,000 per month to every Muslim girl in the country and an incentive of Rs 10,000 to higher institutes for every Muslim graduate. No doubt, it is a radical plan that will involve an outlay of Rs 6,000 crore.
A working group on education for Muslims, appointed by the Planning Commission, has submitted a roadmap for making education more accessible for Muslim children, especially girls. It’s heartening to know that there are a some modern schools for girls being run by the community, which cater to all sections of the society in Bihar, however more needs to be done as large numbers of Muslim girls continue to be kept home.
There is a sense of urgency in these Planning Commission recommendations. It is imperative that all young people be empowered to access gainful employment. No section of society can be left behind, if India, and Bihar for that matter, is to move towards meaningful development. The roles of the members of the community who are actively promoting modern education are the key to the aspirations of the Indian Muslim.
In terms of education, Muslims fare much worse than the scheduled castes and tribes across the country and the problem is more economic than cultural, say a broad spectrum of Muslim citizens.
“It just isn’t true that Indian Muslims are backward-looking and resistant to education. Poverty is the over-riding factor. There are few government schools in pockets where there is Muslim majority and that’s why the kids are sent to the Madrasa, not the other way around, “ says Hasan Nezani, Principal of Patna Muslim Science College. Nezami, who once taught at the Military school, Ajmer, returned to Patna as the Principal of the Patna Muslim High School. The school, established in 1938, was reeling under several problems, including low attendance. Nazrani turned it around, lobbied successfully for its affiliation to the CBSE board, and today it stands as a much sought after provider of secondary education among the community.
The contribution of the community to education in this state has been significant. In Bihar, there are several secular and forward-looking Secondary and Higher secondary schools run by this minority community. In Patna, Rose Bud School ranks among the best English medium schools affiliated to ICSE. Its name is a reference to Pandit Nehru’s favourite flower and symbolic of his love for children. Mrs Rizvi, its founder principal is well known for her unflinching commitment to secular and democratic values. Rose Bud, as also International School are co-educational institutions whose alumni come from all sections and communities.
“It is not a fallacy to say that Bihar Muslims are in a ghetto in more ways than one,” says Meher, a Mass communications undergraduate. “The way to get them out of the ghetto is through modern education. A small number of families of Muslims are middle class or upper class, and these families usually form their own social group. Unless the boys get modern education, they will not get proper jobs, and the community will remain as it is.”
Interestingly, Meher is just one of over 24 Muslim girls studying mass communication in the two media related departments of Patna Women’s College. For the past three years, about twenty percent of the students of Communicative English come form the community.
However, the picture with reference to primary education isn’t as encouraging. Many Muslim parents do want to send children to government schools and learn English rather than send them to Madrasas. Surveys and complaints to Waqf boards show that government schools in Muslim-dominated areas are too few. The Sarva Shiksya Abhiyan, seems to have met roadblocks in Muslim areas, says Nezani. ‘The main reason why the children are being sent to the religious schools is because they are given ‘bhojan’. If only some financial help could be availed of, things would be different.
Recently, the spotlight has been on the Justice Sachar report on the condition of Muslims. The Sachar Committee, looking into the representation of Muslims in every sphere of national life, has not yet tabled its report. The Planning Commission already has an action plan for Muslim education. It’s proposing a scholarship of Rs 1,000 per month to every Muslim girl in the country and an incentive of Rs 10,000 to higher institutes for every Muslim graduate. No doubt, it is a radical plan that will involve an outlay of Rs 6,000 crore.
A working group on education for Muslims, appointed by the Planning Commission, has submitted a roadmap for making education more accessible for Muslim children, especially girls. It’s heartening to know that there are a some modern schools for girls being run by the community, which cater to all sections of the society in Bihar, however more needs to be done as large numbers of Muslim girls continue to be kept home.
There is a sense of urgency in these Planning Commission recommendations. It is imperative that all young people be empowered to access gainful employment. No section of society can be left behind, if India, and Bihar for that matter, is to move towards meaningful development. The roles of the members of the community who are actively promoting modern education are the key to the aspirations of the Indian Muslim.
Toleave an opinion visit this link
10 May 2007
Jamalpur, Pioneering Railway workshop
Jamalpur Workshop has the proud privilege of being the only railway workshop , where broad gauge cranes for railway's use are manufactured. This is the only railway workshop where large, microprocessor controlled 140-Ton capacity break down cranes for Indian Railways are manufactured indigenously with very little import content.
This workshop has completed over 140 years of glorious performance and dedicated service to the Nation. Ironically it stands alone in the Industrial desert of the northern part of Bihar in general and in Munger District in particular.This is the only workshop in Indian Railways to have been equipped with its own 5 MVA Power house.
Read more at
http://fragbows.blogspot.com/
This workshop has completed over 140 years of glorious performance and dedicated service to the Nation. Ironically it stands alone in the Industrial desert of the northern part of Bihar in general and in Munger District in particular.This is the only workshop in Indian Railways to have been equipped with its own 5 MVA Power house.
Read more at
http://fragbows.blogspot.com/
09 May 2007
Will HIV impact local industry in Bihar?
Corporate Bihar and Jharkhand are yet to wake up to the rising HIV prevalence, and local industrialists have yet to realize the impact in can have on the workforce. HIV infections have already made its entry on the shop-floors of many small industries, as is evident from the increased numbers of positive workers, say observers. In the industrial belt of Noida, several concerns have already incorporated HIV and AIDS awareness, management and rights issues into their skill-building programmes for workers, thanks to nudging from the local administration. Bihar –Jharkhand are a far cry away, with most industry bosses unaware that HIV actually poses a threat to production.
According to official figures, 1,100 people among Bihar's over 83 million population are infected with the virus, but AIDS campaigners claim the figures are underreported. Unofficial figures put the HIV population of Bihar at 40,000. Bihar State AIDS figures are based on sentinel surveillance from about 61 sites. Based on date collected from these sites, BSACS claims a decrease in prevalence from 0.38 percent in 2005-6 to 0.36 percent in 2006-7.
BSACS Joint Director IEC Vishal Singh announced a 10 day “Mobile Awareness and Testing” campaign in 12 districts of Bihar : East and West Champaran, Samastipur, Gopalganj, Nalanda, Katihar, Sheikhpura, Jamui, Lakhisarai, Madhepura, Siwan and Patna, admitting that the sentinel data shows an upward trend in these districts.
While independent data has shown that the virus has long since moved from the so-called ‘high risk’ groups into the general population, particularly the young, able-bodied workforce, official statistics in India are largely determined on ‘sentinel’ sites. Of the 61 sites in Bihar, 14 are for ‘targeted interventions’ : intravenous drug users, sex workers, men having sex with men. Independent AIDS campaigners warn that small industries may feel the impact unless private –public partnership in HIV awareness and management becomes a reality.
According to official figures, 1,100 people among Bihar's over 83 million population are infected with the virus, but AIDS campaigners claim the figures are underreported. Unofficial figures put the HIV population of Bihar at 40,000. Bihar State AIDS figures are based on sentinel surveillance from about 61 sites. Based on date collected from these sites, BSACS claims a decrease in prevalence from 0.38 percent in 2005-6 to 0.36 percent in 2006-7.
BSACS Joint Director IEC Vishal Singh announced a 10 day “Mobile Awareness and Testing” campaign in 12 districts of Bihar : East and West Champaran, Samastipur, Gopalganj, Nalanda, Katihar, Sheikhpura, Jamui, Lakhisarai, Madhepura, Siwan and Patna, admitting that the sentinel data shows an upward trend in these districts.
While independent data has shown that the virus has long since moved from the so-called ‘high risk’ groups into the general population, particularly the young, able-bodied workforce, official statistics in India are largely determined on ‘sentinel’ sites. Of the 61 sites in Bihar, 14 are for ‘targeted interventions’ : intravenous drug users, sex workers, men having sex with men. Independent AIDS campaigners warn that small industries may feel the impact unless private –public partnership in HIV awareness and management becomes a reality.
07 May 2007
Engineer, Tinker, Tiger-man, Chief!
Olive Ridley turtles, a biogas plant that uses conduits made from recycled polythene, a hand-cranked rechargeable lantern, tigers and civil engineering! These diverse entities have a single degree of separation: 37 year-old Chandan Singh.
Singh, who heads the India office of the Toronto based Green Power Canada, started out in 1994, armed with a fresh degree in Civil and Environmental Engineering from Sri Jaichamrajendra College of Engineering (SJCE), University of Mysore. His first job was as a site engineer of HUDCO, Mysore. He went on to become Project Engineer and Chief Project Officer for FanucGE, a Japanese multinational at Bangalore, and for Resources & Results, Mysore,
He returned to his home-town Patna five years ago. In 2004, he became Chief of the first Greenpower office outside of Canada. Why the career switch?
“Its not a career switch, per se”, says Singh,” its more like I started giving more time to the environmental aspect after coming to Patna from Bangalore. Frankly, the engineering projects I was doing in Patna were repetitive in nature and were more of pen- pushing. I collaborated with Dr Bindeshwari Pathak of Sulabh International, and was developing a railway waste accumulation and storage for them, but the project was shelved. system During the same time Greenpower Canada contacted me and I started working on the Biogas projects. During this time I was developing a biogas plant which out of plastic or polythene sheets, and it was later successfully installed at Chandanchaturi and Laxmiposi villages near the Similipal tiger reserve. This plant, made totally from waste recycled material and polythene sheets, is probably the first one to be installed in India."
For those who know him, it was no surprise. Since he was a little boy, Chandan was into practical wildlife protection. He used to buy snakes from snake charmers and set them free at Patna zoo.
Since he made the conscious decision switch to environmental based services ( as a social entrepreneur) from his full time engineering based career, he has no regrets. “I get to do what I really like and that's made a huge difference .It’s good soul food and the work satisfaction is really great. I meet a lot of interesting people from all over the world, spend quality time in the wilderness, work at the grassroots level and can actually make a difference. It feels real good!”
The money factor for environmental-based projects? The pay packages are good, and if one starts early, it's compatible to the best in industry.
If one is passionate about environment and loves the outdoors, saving the world from itself has immense possibilities. “Students from Patna should take up environmental causes in their spare time. Students are the best vehicles of awareness and pro active involvement from them is going to pay rich dividends to the society and to themselves as well.
Chandan has also developed a project around hand-cranked lanterns which use white LED’s and a battery power source. Once charged, it gives 6 hours of reading light. It is designed for use in deep rural areas where there is no electricity.
“Environmental engineering is a part of Civil engineering, and after coming to Patna I am giving more time to the environmental aspect of my training than the construction and designing side, “ says Singh who is also a senior consultant with a Patna based construction firm. Environmental engineering is just like any other engineering course, and is offered by universities across India. It is basically a civil engineering curriculum with special emphasis on water treatment, air, soil and water pollution etc. One can go for a full degree course, or do a B.Sc in Environmental sciences. Apart from these, one can undertake vocational courses on environmental management, Forest management, Rural planning and development which are also useful if one wishes to pursue this as a career.
The world needs bright young minds to find solutions, to conserve resources and protect nature. Environmental Engineers and other streams related to protecting our planet are important and adventurous as well, he says.
Singh, who heads the India office of the Toronto based Green Power Canada, started out in 1994, armed with a fresh degree in Civil and Environmental Engineering from Sri Jaichamrajendra College of Engineering (SJCE), University of Mysore. His first job was as a site engineer of HUDCO, Mysore. He went on to become Project Engineer and Chief Project Officer for FanucGE, a Japanese multinational at Bangalore, and for Resources & Results, Mysore,
He returned to his home-town Patna five years ago. In 2004, he became Chief of the first Greenpower office outside of Canada. Why the career switch?
“Its not a career switch, per se”, says Singh,” its more like I started giving more time to the environmental aspect after coming to Patna from Bangalore. Frankly, the engineering projects I was doing in Patna were repetitive in nature and were more of pen- pushing. I collaborated with Dr Bindeshwari Pathak of Sulabh International, and was developing a railway waste accumulation and storage for them, but the project was shelved. system During the same time Greenpower Canada contacted me and I started working on the Biogas projects. During this time I was developing a biogas plant which out of plastic or polythene sheets, and it was later successfully installed at Chandanchaturi and Laxmiposi villages near the Similipal tiger reserve. This plant, made totally from waste recycled material and polythene sheets, is probably the first one to be installed in India."
For those who know him, it was no surprise. Since he was a little boy, Chandan was into practical wildlife protection. He used to buy snakes from snake charmers and set them free at Patna zoo.
Since he made the conscious decision switch to environmental based services ( as a social entrepreneur) from his full time engineering based career, he has no regrets. “I get to do what I really like and that's made a huge difference .It’s good soul food and the work satisfaction is really great. I meet a lot of interesting people from all over the world, spend quality time in the wilderness, work at the grassroots level and can actually make a difference. It feels real good!”
The money factor for environmental-based projects? The pay packages are good, and if one starts early, it's compatible to the best in industry.
If one is passionate about environment and loves the outdoors, saving the world from itself has immense possibilities. “Students from Patna should take up environmental causes in their spare time. Students are the best vehicles of awareness and pro active involvement from them is going to pay rich dividends to the society and to themselves as well.
Chandan has also developed a project around hand-cranked lanterns which use white LED’s and a battery power source. Once charged, it gives 6 hours of reading light. It is designed for use in deep rural areas where there is no electricity.
“Environmental engineering is a part of Civil engineering, and after coming to Patna I am giving more time to the environmental aspect of my training than the construction and designing side, “ says Singh who is also a senior consultant with a Patna based construction firm. Environmental engineering is just like any other engineering course, and is offered by universities across India. It is basically a civil engineering curriculum with special emphasis on water treatment, air, soil and water pollution etc. One can go for a full degree course, or do a B.Sc in Environmental sciences. Apart from these, one can undertake vocational courses on environmental management, Forest management, Rural planning and development which are also useful if one wishes to pursue this as a career.
The world needs bright young minds to find solutions, to conserve resources and protect nature. Environmental Engineers and other streams related to protecting our planet are important and adventurous as well, he says.
26 April 2007
Strengthening Values in Education
In ancient times, education considered the privilege of the priests and the ruling classes. The ability to read, writer and cipher ensured their dominance over the labouring classes and the peasants. The industrial revolution, and in particular the invention of the rotary printing press catalysed the downward dissemination of literacy.
Henry Steele Commager, said “Progress implacably requires change. Education is essential to change, for education creates both new wants and the ability to satisfy them.” The need to spread the ‘light’ of education to the great-unwashed as a ‘fundamental right’ is not unconnected with basic capitalism and the need to expand markets and create wants.
The ‘values’ transmitted to early students were essentially ruling class values. The art of warfare, diplomacy, knowledge of epics that invariably extolled the virtues of the priests and the warriors. The ‘Public School’ in England, and the “Private School’ in America existed to prepare a privileged ruling class. The Missionary Schools which mushroomed from the nineteenth to the mid-twentieth centuries , were basically vehicles to ‘teach the natives their rightful place in society’ which basically served to grease the wheels of colonialism.
Today , we have a Constitution that declares us all equal.
But the education curricula prepared for the so-called ‘non-formal’ centres or primary schools serving communities of Musahars, Chamars, Bhuiyans, and other marginal castes and tribes, shows an absence of respect for their values and customs.
How many lessons are drawn from their own reality, their folk-lore, their customs? Yet we talk of ‘mainstreaming’ the backward communities.
In our text-books, is there a single text which lauds the work of Dashrath Manjhi? How many passages are drawn from the writings of Dalit authors? How many passages laud the dignity of labour? In our Language papers, do we ever have our children write an essay on “One day as a brick-layer” or “The contribution of scavengers to the health of our city”?
Do we praise equality, but teach inequality? Mahatma Gandhi, the Father of the Nation, cleaned latrines. He broomed human excreta in an era where untouchability reigned supreme. He was upper caste and upper class. He taught equality and the dignity of labour by cleaning latrines. Gandhiji set an example in the teaching of values.
Let Parents and teachers live the values they teach. Global warming should be combined with a personal conservation of electricity. Can you teach cleanliness if you yourself throw garbage on to the street? Discipline should be taught by your own adherence to traffic rules, bank rules, standing in queues, waiting your turn.
Parents and teachers should live their values, educational values will automatically be strengthened.
Henry Steele Commager, said “Progress implacably requires change. Education is essential to change, for education creates both new wants and the ability to satisfy them.” The need to spread the ‘light’ of education to the great-unwashed as a ‘fundamental right’ is not unconnected with basic capitalism and the need to expand markets and create wants.
The ‘values’ transmitted to early students were essentially ruling class values. The art of warfare, diplomacy, knowledge of epics that invariably extolled the virtues of the priests and the warriors. The ‘Public School’ in England, and the “Private School’ in America existed to prepare a privileged ruling class. The Missionary Schools which mushroomed from the nineteenth to the mid-twentieth centuries , were basically vehicles to ‘teach the natives their rightful place in society’ which basically served to grease the wheels of colonialism.
Today , we have a Constitution that declares us all equal.
But the education curricula prepared for the so-called ‘non-formal’ centres or primary schools serving communities of Musahars, Chamars, Bhuiyans, and other marginal castes and tribes, shows an absence of respect for their values and customs.
How many lessons are drawn from their own reality, their folk-lore, their customs? Yet we talk of ‘mainstreaming’ the backward communities.
In our text-books, is there a single text which lauds the work of Dashrath Manjhi? How many passages are drawn from the writings of Dalit authors? How many passages laud the dignity of labour? In our Language papers, do we ever have our children write an essay on “One day as a brick-layer” or “The contribution of scavengers to the health of our city”?
Do we praise equality, but teach inequality? Mahatma Gandhi, the Father of the Nation, cleaned latrines. He broomed human excreta in an era where untouchability reigned supreme. He was upper caste and upper class. He taught equality and the dignity of labour by cleaning latrines. Gandhiji set an example in the teaching of values.
Let Parents and teachers live the values they teach. Global warming should be combined with a personal conservation of electricity. Can you teach cleanliness if you yourself throw garbage on to the street? Discipline should be taught by your own adherence to traffic rules, bank rules, standing in queues, waiting your turn.
Parents and teachers should live their values, educational values will automatically be strengthened.
11 April 2007
THE OTHER SIDE OF CHILDHOOD
The Other Side of Childhood
Frank Krishner
Whenever we talk of vulnerable kids, we call to mind a picture of a slum-dweller, a rag picker or a street child sweeping second-class railway carriages for a few paise. Actually, children face violence everyday, and most of them are not on the street or in slums, but in our own beautiful middle class homes.
The scandal of violence against children is a horror story too often untold. With malice and clear intent, violence is used against the members of our society least able to protect themselves—children in school, in orphanages, on the street, in refugee camps, in detention, in fields and factories and at home.
In every region of the world, India included, children are subject to unconscionable violence, most often perpetrated by the very individuals charged with their safety and well-being.
Children are exposed to human rights abuses. Contrary to all our lip-service to abolishing child labour and implementing the Juvenile Justice Act, 2000, lakhs of Indian kids have no access to education, work long hours under hazardous conditions, are forced to become militants, or languish in orphanages or detention centres where they endure inhumane conditions and daily assaults on their dignity.
We made a promise 17 years ago
The year 2007 marks the seventeenth year of the UN Convention on the Rights of the Child [CRC], the landmark treaty that guarantees children the right to be free from discrimination and arbitrary deprivation of liberty, to be protected in armed conflicts and torture or inhuman, or degrading treatment or punishment, to receive age-appropriate treatment in the justice system, and to be free from economic exploitation and other abuses, among other rights.
India was among the first countries to sign and ratify the convention [CRC]. Even though we have our economic and developmental constraints, thanks to committed activists who strongly advocated children’s rights issues, we have made some progress. But we have miles to go.
Do we take children seriously?
Abuses persist because children have few mechanisms for reporting violence and other human rights violations. Does your school have a grievance box where children can feel free to write their viewpoints, to disagree with how they are treated, and maybe to give suggestions? No? There you have it. The CRC clearly states that children have the right to be consulted on all matters that concern then, especially their development. No elected student council in your school clearly demonstrates that the genuine voices of your students are being stifled. The right to participate is being denied.
Schools are where the grossest of children’s rights violations take place. Corporal punishment [that means beating or whipping kids with rulers, sticks, canes, and even in one case reported to us by kids, thin electric wire that stings badly, but doesn’t leave marks] is still commonplace in schools. The teachers hold positions of power over the students. Instead of being benevolent guides and friends, many teachers are, to put it plainly, big bullies.
So what can the kids do in such situations? They may be reluctant to speak out for fear of reprisals. And because they are children, their complaints are often not taken seriously. Parents may be too busy, or they just may not want to take the trouble to meet the principal and register a complaint.
Even when children do make reports or abuse is exposed, perpetrators [usually the teacher] are rarely investigated or prosecuted. Those in a position to take action may be complicit in the abuse, reluctant to discipline or prosecute a colleague, or fearful of negative publicity. School principals are particularly shy of addressing this problem. At times, they may be actually afraid of the teacher! Other teachers who witness abuse by their own colleagues and attempt to report it may be dismissed for speaking up.
Rights-based education
The CRC which India is a signatory to and therefore must comply with clearly states that children [persons who have not attained the age of 18 years] have a right to an education, and primary education should be compulsory (required) and free. Secondary education should be available to everyone and governments should ensure that no one is excluded because of poverty.
Article 28 of the CRC lays down that discipline in schools should respect the child’s human dignity by following a spirit of understanding and tolerance and never causing physical or mental injury. Yet, how many times do teachers [ and even parents and caregivers] cause severe mental and psychological damage to children by inflicting verbal abuse and criticism meant to crush them, or give them a sense of low-self esteem?
Article 29 of the CRC says that education should develop a child’s personality, talents and abilities to the fullest. It should also encourage him or her to respect parents, human rights, the environment, and their own and other cultures. An Anglo-Indian child has an equal right to know about his culture through the school system as a Muslim child, a Nepali child, or a Buddhist child. If the school system is not supportive of the other sub-cultures within India or gives a distorted picture of the cultures of other lands or people, it’s in violation of the CRC.
Children have the right to learn and use the language and customs of their family, whether or not these are shared by the majority of the people in the country where he or she lives, according to article 30 of the CRC.
Last but not least, article 31 of the CRC says kids have a right to relaxation and play and to take part in cultural, artistic and leisure activities appropriate for their age. The Convention does not specify exactly what 'appropriate' activities might be for different age groups.
Education should be a joyful experience. Let’s help build a child-friendly environment in our schools by encouraging children to have their voices heard, and by taking them seriously. This is how we can avoid violence against children and abuse.
[Published TOI Patna, booklet] 2007
-------------
Frank Krishner
Whenever we talk of vulnerable kids, we call to mind a picture of a slum-dweller, a rag picker or a street child sweeping second-class railway carriages for a few paise. Actually, children face violence everyday, and most of them are not on the street or in slums, but in our own beautiful middle class homes.
The scandal of violence against children is a horror story too often untold. With malice and clear intent, violence is used against the members of our society least able to protect themselves—children in school, in orphanages, on the street, in refugee camps, in detention, in fields and factories and at home.
In every region of the world, India included, children are subject to unconscionable violence, most often perpetrated by the very individuals charged with their safety and well-being.
Children are exposed to human rights abuses. Contrary to all our lip-service to abolishing child labour and implementing the Juvenile Justice Act, 2000, lakhs of Indian kids have no access to education, work long hours under hazardous conditions, are forced to become militants, or languish in orphanages or detention centres where they endure inhumane conditions and daily assaults on their dignity.
We made a promise 17 years ago
The year 2007 marks the seventeenth year of the UN Convention on the Rights of the Child [CRC], the landmark treaty that guarantees children the right to be free from discrimination and arbitrary deprivation of liberty, to be protected in armed conflicts and torture or inhuman, or degrading treatment or punishment, to receive age-appropriate treatment in the justice system, and to be free from economic exploitation and other abuses, among other rights.
India was among the first countries to sign and ratify the convention [CRC]. Even though we have our economic and developmental constraints, thanks to committed activists who strongly advocated children’s rights issues, we have made some progress. But we have miles to go.
Do we take children seriously?
Abuses persist because children have few mechanisms for reporting violence and other human rights violations. Does your school have a grievance box where children can feel free to write their viewpoints, to disagree with how they are treated, and maybe to give suggestions? No? There you have it. The CRC clearly states that children have the right to be consulted on all matters that concern then, especially their development. No elected student council in your school clearly demonstrates that the genuine voices of your students are being stifled. The right to participate is being denied.
Schools are where the grossest of children’s rights violations take place. Corporal punishment [that means beating or whipping kids with rulers, sticks, canes, and even in one case reported to us by kids, thin electric wire that stings badly, but doesn’t leave marks] is still commonplace in schools. The teachers hold positions of power over the students. Instead of being benevolent guides and friends, many teachers are, to put it plainly, big bullies.
So what can the kids do in such situations? They may be reluctant to speak out for fear of reprisals. And because they are children, their complaints are often not taken seriously. Parents may be too busy, or they just may not want to take the trouble to meet the principal and register a complaint.
Even when children do make reports or abuse is exposed, perpetrators [usually the teacher] are rarely investigated or prosecuted. Those in a position to take action may be complicit in the abuse, reluctant to discipline or prosecute a colleague, or fearful of negative publicity. School principals are particularly shy of addressing this problem. At times, they may be actually afraid of the teacher! Other teachers who witness abuse by their own colleagues and attempt to report it may be dismissed for speaking up.
Rights-based education
The CRC which India is a signatory to and therefore must comply with clearly states that children [persons who have not attained the age of 18 years] have a right to an education, and primary education should be compulsory (required) and free. Secondary education should be available to everyone and governments should ensure that no one is excluded because of poverty.
Article 28 of the CRC lays down that discipline in schools should respect the child’s human dignity by following a spirit of understanding and tolerance and never causing physical or mental injury. Yet, how many times do teachers [ and even parents and caregivers] cause severe mental and psychological damage to children by inflicting verbal abuse and criticism meant to crush them, or give them a sense of low-self esteem?
Article 29 of the CRC says that education should develop a child’s personality, talents and abilities to the fullest. It should also encourage him or her to respect parents, human rights, the environment, and their own and other cultures. An Anglo-Indian child has an equal right to know about his culture through the school system as a Muslim child, a Nepali child, or a Buddhist child. If the school system is not supportive of the other sub-cultures within India or gives a distorted picture of the cultures of other lands or people, it’s in violation of the CRC.
Children have the right to learn and use the language and customs of their family, whether or not these are shared by the majority of the people in the country where he or she lives, according to article 30 of the CRC.
Last but not least, article 31 of the CRC says kids have a right to relaxation and play and to take part in cultural, artistic and leisure activities appropriate for their age. The Convention does not specify exactly what 'appropriate' activities might be for different age groups.
Education should be a joyful experience. Let’s help build a child-friendly environment in our schools by encouraging children to have their voices heard, and by taking them seriously. This is how we can avoid violence against children and abuse.
[Published TOI Patna, booklet] 2007
-------------
01 April 2007
Constraints of the Media, with special reference to local and vernacular media units
Frank Krishner
[THIS PAPER WAS PRESENTED AT THE MADHYA BHARAT AREA 'MILITARY-MEDIA SEMINAR HELD ON 28 MARCH 2007]
The relationship between the Armed Forces and the Media has always been an uneasy one due to their contrasting needs.
The Armed Forces are always prone to secrecy while the media is generally trying to pry open secrets.
Yet, since the Second World War, there has been a worldwide realisation that these two institutions need to coexist to achieve the ultimate goals of the nation.
General Eisenhower wrote in 'Crusade in Europe’, "The commander in the field must never forget that it is his duty to cooperate with the heads of his government in the task of maintaining civilian morale that will be equal to every purpose. The main agency to accomplish this task is the press."
L N Subramanian, in an article “Media as force multiplier” wrote: “In India, we have a poor history of media relations. The Armed Forces closed themselves off and were content with the odd archaic newsreel on the forces. The most glaring example of this early on is the case of the 65 Indo Pak war, which even after a sound thrashing, the Pakistanis got themselves accolades by wining and dining the Western media. However, it is in the arena of internal security operations that poor media relations have really hurt the armed forces, the Government and the country at large.[1]
Constraints of the media
Let’s look at a few basics from the journalist’s point of view.
I cut my journalistic milk teeth in North Bengal, Sikkim, and Meghalaya during the troubled mid eighties and early nineties, and have had the opportunity of seeing reality through the eyes of the ‘small and medium’ newspaper establishment.
Perceptions: In border areas, where the security forces have to battle home-grown insurgency, relationships between the two establishments are at its best wary, and at its worst strained. The Army Jawan and his officer are often viewed as bullies, lacking sensitivity of local customs and respect for women. The army sees civilians and their institutions as tiresome, undisciplined and irritating. It cannot understand why the editors should give space to ‘the enemy’.
The media must be responsible, but to whom? The vernacular media is born of the soil; it reflects the aspirations of the people. The conflict is not black and white. There are shades of grey.
During CI-ops [counter-intelligence operations], the army finds itself in an unenviable position. Much of the troubles one sees are actually manufactured by civilians [the politicians], and over a period of time, when they get out of hand, then the army is called in. It is called upon to execute a job. Contain the insurgency. It expects that journalists support the efforts ‘wholeheartedly’ and ‘serve the nation’, and not wail over a few broken eggs.
Friction results when the local press is seen to be carrying stories and statements from rebels and other local leaders who may not want to toe the government line. It’s a question of perspective: civilians expect negotiated, long term solutions within the ambit of human rights. After all, they share their ethnicity, culture and space with the ‘rebels’.
As for the army, ‘most CI Ops are conducted at the Battalion and lower level and it is at this level that efficiency is understood solely by the body count or 'kills'. Here the broad aim of ending the insurgency gets translated to 'take no prisoners' and exterminating the 'Anti-national Elements' - terminology not without political significance.[2]
The army expects the press to ‘do its duty’ and pass on information to nab the ‘anti-national elements’.
The foot-soldier journalist is also in an unenviable position.
A credible journalist must maintain his links to the sources of information, and has to be trusted by them. He cannot be an ‘informer’. He has to be equidistant from the politicians, the police, the army and the insurgents and yet close enough to be trusted by them so as to get accurate and reliable news. Quite a tightrope performance!
There is also the factor of civilian – armed forces interaction. People living near the army camps sometimes come into conflict with the Jawans, be it over a goat, a brawl, or over the more serious charge of molestation and rape. Reporters trying to investigate will usually come up against a stone wall. The army has its own code, and brooks no interference from the civilian press. Statements are not prompt and forthcoming. Communication gap. The local press reports will portray the army as hostile and insensitive. The army will say that the local press is biased and unfair.
Constraints in power equations:
The vernacular media and the local press are often vulnerable to pressure and threats by militant groups. Local reporters are usually underpaid, existing on shoe-string budgets. Even for the town-based correspondent of a ‘national’ newspaper, it’s imperative that he survives to write his story. The local editor-cum-owner of a small newspaper cannot afford the luxury of having his press burnt down, or his paper boycotted for not publishing a press note by a militant group.
On the other hand, the editors of most local English language papers have cordial relations with the army and security forces. Vernacular papers may not share the same ‘status’ with the local army brass as English language papers.
Constraints of time: The press needs to deliver its news fast. It needs accurate, timely briefing. There are deadlines to be met. Stories cannot be kept on hold indefinitely while one waits for a response from the appropriate Army spokesperson.
The money factor: The press survives on revenue from advertisements. Vernacular and local papers often have no option but to survive on Government advertisements and political patronage. Not much of the budget is available for news-gathering. The main source of news is the wire-service. This is supplemented by the local press-release. The local editor actually needs press releases. Press releases cut down news gathering costs. An army press-release is usually carried.
Lack of expertise: Closely linked to the preceding point, not all media organisations can afford to have a designated reporter who is an ‘army expert’. Covering the military is a different ball-game. For example, not many reporters know what the armed forces do in their UN peace keeping assignments.
To the majority of the vernacular and local language reporters, ‘news’ means whatever they have been assigned to at the moment. Rapport building exercises by the army are largely regarded as a ‘jaunt’, and the expected payoff should be so many inches of column space and a few pictures.
The situation is fast improving with new recruits coming to the profession with degrees in journalism, and the availability of background material on the internet which is just a click away.
Lack of knowledge on military matters: The Civilian press needs to be trained in the technique for military reportage. I illustrate the point by directly quoting Subramanian:
The importance of the media in India’s first television war can be gauged by the fact the Kargil Committee report devoted a separate section to this issue. The report noted that while the coverage was satisfactory, it was apparent that the media lacked training in military matters and the Armed Forces lacked the training to facilitate the task of the media.
Since the MOD information cadre was not up to the task of handling the media, the briefing functions were taken up by a group of senior civil and military spokesmen.
Army HQ set up an Informational and Psychological Warfare Cell with direct access to the Army Chief to monitor and disseminate information in a calibrated manner. While this was in the capital there were no corresponding arrangements at the Corps, Division and Brigade levels. This resulted in wildly inaccurate and speculative reports of intruders capturing a number of Indian Army bunkers, building three storied bunkers with cable TV and buying cement from the Dras – Kargil market. (A similar characteristic observed in reports of the recent arms depot fire at Bharatpur)
The lack of knowledge about military matters resulted in umpteen reports questioning the absence of the army chief away in Poland as well as the Northern Army Commander away in Pune at the same time. These operations were limited to Corps level and were handled as such. [3]
The way ahead: Regular interaction between Army and the Press, along with a tendency towards openness on the part of the army, especially when civilians are involved or hurt or killed as part of the action.
The media should capitalize on the great news potential of the human interest story. The stories of the army men who lost their lives in counter-intelligence operations as newsworthy as those who die in war, but are rarely recognized as such.
The media should train its reporters and correspondents so that there is a better understanding of the working and constraints of the military. This, of course, can only be possible with Army cooperation.
On its part, the military must also examine and respond to such important ‘civilian’ concerns as Human Rights, regular and open briefing, and freedom of expression.
[1] L N Subramanian Article: Media as Force Multiplier Bharat Rakshak Monitor - Volume 2(6) May-June 2000
[2] Bikram Jeet Bhatia Article; A ‘general’ need for reform, May 2005, India Together {website]
[3] L N Subramanian Article: Media as Force Multiplier Bharat Rakshak Monitor - Volume 2(6) May-June 2000
There is also the factor of civilian – armed forces interaction. People living near the army camps sometimes come into conflict with the Jawans, be it over a goat, a brawl, or over the more serious charge of molestation and rape. Reporters trying to investigate will usually come up against a stone wall. The army has its own code, and brooks no interference from the civilian press. Statements are not prompt and forthcoming. Communication gap. The local press reports will portray the army as hostile and insensitive. The army will say that the local press is biased and unfair.
Constraints in power equations:
The vernacular media and the local press are often vulnerable to pressure and threats by militant groups. Local reporters are usually underpaid, existing on shoe-string budgets. Even for the town-based correspondent of a ‘national’ newspaper, it’s imperative that he survives to write his story. The local editor-cum-owner of a small newspaper cannot afford the luxury of having his press burnt down, or his paper boycotted for not publishing a press note by a militant group.
On the other hand, the editors of most local English language papers have cordial relations with the army and security forces. Vernacular papers may not share the same ‘status’ with the local army brass as English language papers.
Constraints of time: The press needs to deliver its news fast. It needs accurate, timely briefing. There are deadlines to be met. Stories cannot be kept on hold indefinitely while one waits for a response from the appropriate Army spokesperson.
The money factor: The press survives on revenue from advertisements. Vernacular and local papers often have no option but to survive on Government advertisements and political patronage. Not much of the budget is available for news-gathering. The main source of news is the wire-service. This is supplemented by the local press-release. The local editor actually needs press releases. Press releases cut down news gathering costs. An army press-release is usually carried.
Lack of expertise: Closely linked to the preceding point, not all media organisations can afford to have a designated reporter who is an ‘army expert’. Covering the military is a different ball-game. For example, not many reporters know what the armed forces do in their UN peace keeping assignments.
To the majority of the vernacular and local language reporters, ‘news’ means whatever they have been assigned to at the moment. Rapport building exercises by the army are largely regarded as a ‘jaunt’, and the expected payoff should be so many inches of column space and a few pictures.
The situation is fast improving with new recruits coming to the profession with degrees in journalism, and the availability of background material on the internet which is just a click away.
Lack of knowledge on military matters: The Civilian press needs to be trained in the technique for military reportage. I illustrate the point by directly quoting Subramanian:
The importance of the media in India’s first television war can be gauged by the fact the Kargil Committee report devoted a separate section to this issue. The report noted that while the coverage was satisfactory, it was apparent that the media lacked training in military matters and the Armed Forces lacked the training to facilitate the task of the media.
Since the MOD information cadre was not up to the task of handling the media, the briefing functions were taken up by a group of senior civil and military spokesmen.
Army HQ set up an Informational and Psychological Warfare Cell with direct access to the Army Chief to monitor and disseminate information in a calibrated manner. While this was in the capital there were no corresponding arrangements at the Corps, Division and Brigade levels. This resulted in wildly inaccurate and speculative reports of intruders capturing a number of Indian Army bunkers, building three storied bunkers with cable TV and buying cement from the Dras – Kargil market. (A similar characteristic observed in reports of the recent arms depot fire at Bharatpur)
The lack of knowledge about military matters resulted in umpteen reports questioning the absence of the army chief away in Poland as well as the Northern Army Commander away in Pune at the same time. These operations were limited to Corps level and were handled as such. [3]
The way ahead: Regular interaction between Army and the Press, along with a tendency towards openness on the part of the army, especially when civilians are involved or hurt or killed as part of the action.
The media should capitalize on the great news potential of the human interest story. The stories of the army men who lost their lives in counter-intelligence operations as newsworthy as those who die in war, but are rarely recognized as such.
The media should train its reporters and correspondents so that there is a better understanding of the working and constraints of the military. This, of course, can only be possible with Army cooperation.
On its part, the military must also examine and respond to such important ‘civilian’ concerns as Human Rights, regular and open briefing, and freedom of expression.
[1] L N Subramanian Article: Media as Force Multiplier Bharat Rakshak Monitor - Volume 2(6) May-June 2000
[2] Bikram Jeet Bhatia Article; A ‘general’ need for reform, May 2005, India Together {website]
[3] L N Subramanian Article: Media as Force Multiplier Bharat Rakshak Monitor - Volume 2(6) May-June 2000
30 March 2007
FIRST BASE
This space features stuff that has been written by Frank Krishner.It's a repository of Frank opinions.
It will have speeches, papers, articles, poems and other such resources.
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