बुधवार, जून 27, 2012

dhoni, Dhorhi or Dhauni, HIndi - Romanisation

"................इस संदर्भ में देखने लायक यह है कि रोमन ने भारतीय भाषाओं में क्या धुंध मचाया हुआ है। भारतीय क्रिकेट कप्तान को जो कि एक हिंदी प्रदेश में रहता है और दूसरे हिंदी प्रदेश का रहनेवाला है की जाति को धोनी कहा और लिखा जाता है। यह उत्तराखंड के कुमाऊं क्षेत्र की एक जाति है जो कि धोनी नहीं बल्कि 'धौनी' है। और स्थानीय स्तर पर यह कोई अपरिचित जाति भी नहीं है क्योंकि एक प्रसिद्ध स्वतंत्रता सेनानी इसी जाति के थे। यह भी किसी से छिपा नहीं है कि हिंदी पत्रकारिता और साहित्य में अनगिनत उत्तराखंडी हैं इसके बावजूद यह गलती चल रही है। इसे देखते हुए अगर मराठी में डबराल का 'दबराल' या धोनी (धौनी) का 'ढोणी' होता है तो बहुत आश्चर्य नहीं होना चाहिए। दुख की बात यह है कि राष्ट्रीय स्तर पर हमारी ओर से ऐसा कोई संगठित प्रयास नहीं है जो भारतीय नामों को रोमन लिपि की इस विकृति से बचा सके।

- संपादक"

This is quoted from the editor of Samayantar., 27th June 2012

गुरुवार, जून 21, 2012

Bhattwani, भट्टवानि , चुड़क्यानि

भट का रस :  एक पहाड़ी डिश।   भट्टवानि , चुड़क्यानि, काली कुमाऊँ, चम्पावत

This is about a typical pahari, rather Kumauni popular dish known as Bhattwani  (pronunciation will be correct if 'tt' and 'wa' are spoken almost together).  This particular version of 'Bhat ka ras' is available only in Kali Kumaun, not in Almora-NainiTal area.  I do not know if  in Pithoragarh this dish exists.   The only known 'Bhat ka ras' is Churkyani in Naini Tal - Almora area.  Another dish I have heard is the  Chains (चैंस), this time.
 Churkyani was rated the second by my mother as it was the easiest and quickest way of making a bhat ki dal.  One could quickly roast about a handful of bhat (black soyabeen) and just boil it once with some added flavours or salt-masala. This was for the working people, who come for lunch from the fields almost at the lunch time and the fire-wood chulhas would not be friendly to make a great dish.

The first rated dish was Bhattwani.  Almost a Ser (800 gm-1 Kg) of Bhat (for 4-5 people) was to be  boiled for about an hour and then all the bhat is taken out.  Only the Bhat ka ras (with a few bhats remaining in it) will be fried from on the upper surface with the flavour of Jambu (a grass sold/ exchanged by Bhotia people for Bhat/ khurshyani).  The bhats are eaten separately, if liked by any one.

Even in the following link by The Hindu, I did not find the name of either of the dishes of Bhat.  Have a look,  (click here) and be careful,  you may become sad with the current living standards:


भट का रस :  एक पहाड़ी डिश।   भट्टवानि , चुड़क्यानि


सोमवार, जून 18, 2012

Pratham Science workshop at Kulethi Science Resource Center, Champawat

Savidya activities at Champawat- A reportage
Prem B Bisht, Village Darah, P.O.& Distt. Champawat, 262523, Uttarakhand, India.

This is an eyewitness account of the Science Workshop by Pratham at the Science Resource Center, Kulethi, Champawat  (June 3-6, 2012).  I was present at the workshop as I was on my private visit of village during the summer vacation.  The facts presented in this report are purely on the memory of the author and could be slightly away from the actual intention of the program.  This is purely an academic work and does not represent any official report for financial gains. However, this report can be used by anyone either in parts or in toto for academic purpose  [a reference to the blog can be expected].

Nature, Air-water, Sound and Human body- The topics:
The workshop by Pratham was focused on 4 topics.  Those were (1). Nature exploration (2). Air and water (3). Sound, (4). Human body
On the forenoon of 3rdJune (9 AM-12:00 noon), the workshop was inaugurated by Additional District Education Officer (Basic)  Dr.Anand  Bhardwaj.  Several people including those from Pratham addressed the gathering.  A total of 104 children were selected for the workshop from the Savidya-supported  primary- and middle-schools from class 4,5 and 6,7 & 8 , respectively.

Amar Ujala, 4th June 2012, Champawat (Courtesy, Amar Ujala).

The whole workshop was divided in to two levels of understanding.  One of them was primary level and other one was at the junior high school level.  4 topics for each of the levels made it to 8 intense interactive sessions with the children. One of the highlights of the workshop was the “lively interaction” of each topic/sub topic with the involvement of almost every student.  Each interactive session was of about 3 hours [Slightly long, but was not felt by the children as it was ‘all interactive’-even out side the class –an intense learning  activity connected with the topic being interactively discussed inside the class, (phew!)].

1.         Mr. Ashutosh Upadhyay presented the experiments-cum-lecture on Nature explorations.  The students were involved with the data analysis with the data they collected from the experiments on transpiration.
Ms. Hamdana explained the microscopic word of nature with the microscope. The kids enjoyed watching stomata of onion peals, leaves, potato skin and ants and so on. Children were asked to draw in their note books what they saw through the microscopes.  There were 4 microscopes for each class.

2.         Mr. Gaurav explained the principle of sound through various experiments with close interaction with the students.

3.         Mr. Ninad explained the principle of air and water through series of experiments!

4.                  Mrs. Jayshree Mane explained the Human body through the models of human body and other interactive games with the students.

Whispering gallery modes and dom!
During these interactive sessions, I also discussed the interesting aspects with Mr. Ashutosh Upadhyaya, Mrs. Mane, Mr. Ninad,  For example, one of the my research topics, which actually falls in the front line area of research “whispering gallery modes” was very closely related with one of the activity that Mr. Ninad does on “doms”.  It should be worth considering their expertise to construct one dome at Kulethi center.

Successful workshop at Kulethi school!
            It was understood that the activity at Kulethi center was very successful with the interests of the local participants, teachers and principles of the two schools.  In future, Pratham generally helps such centers with
            (i). A science clubs in adopted schools, -an activity that can be started at Kulethi.  This club is affiliated with the vigyan prasar net (VIPNET:  www.vigyanprasar.gov.in/vipnet/vipmem.htm) of DST, New Delhi.  There is one form to be filled (can be downloaded from the website of DST) by the schools/ center for registration and is to be sent to DST. Pratham can help do this. There is no fee for the registration. 
            (ii). Under VIPNET, there has to be a monthly chart of the activities, a format to be sent to them, with a copy to Pratham.
            (iii). The benefits of VIPNET will be a free newsletter from the DST, scientific kits of demonstration , astronomy kits, weather kits, books an posters etc can be obtained time-to time from DST.
            (iv). Besides, Pratham can help with certain information exchanges, one program yearly Or depending on the interest and interaction.
            (v).  Pratham could be requested to send volunteers who can be requested to visit the schools for special sessions on any topic etc. with a minimum honorarium.  It is to be noted that the volunteers work for Pratham on a bare minimum wages.

Nature Exploration:
Under this topic, children were made to realize/watch the nearby objects. The food preparation for human being was compared with that by the plant kingdom.  An experimental activity was done on the transpiration by the trees.
            Microscope slide preparation (!) was taught to the students with the onion/ tomato peals and stomata were seen by the children on their own (efforts).  Small animals such as ants and their activities/ were seen by the students during the session.

The principles of sound were demonstrated with the simple activities such as  hearing the sound of a spoon (hit by an object) with or without a disposable glass (the spoon and glass connected with a string)  placed on one of the ear.

Air and Liquids
The session started with the question if one could see the air?  Then balloon experiments of weight of air, water-air experiments on two glasses separated with a paper, followed by a series of hot air experiments gave a good understanding of the air pressure and fluids. One of the exciting experiments that stole the show was to find the streaming options of water from a bottle with a capillary opening! 

Human Body
            Started with a student by asking her to take two rounds of the 10 ft corridor outside the class room to hear the heart beats with a home made tube-funnel  stethoscope, the activities under this topic were focused on (i). right from the breathing mechanism to blood circulation in the various part of the body, (ii). chewing of the food to the digestive tact, (iii) including the excretion parts of the human body.  Various activities with the participation of each students included the understanding of the brain.
In Champawat, the weather was cloudy on 6th June 2012, and hence my plans of seeing Venus transit over the Sun (as well as plans of Pratham activitst, who had come prepared with the sun-filters) could not take shape.  The Sun came out of the clouds, but not before 10:35 AM that was immediately after the Venus transit was over.
Amar Ujala, 7 June 2012 (courtesy: Amar ujala)

Concluding remarks
Overall, this was an extra ordinary, interesting 4 day experience.  While sitting in the sessions, I could feel that all these activities were done to open up the minds of the primary and juniour high school students. This was nothing but exactly what I do even with my Ph.D. students in the beginning.  This thought is a tribute to the Pratham volunteers.

Prem B Bisht, 16-Jun-2012