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Wednesday, September 30, 2009


The students not only participate in a number of activities at school or outside, but also confidently & without fear of winning or losing. The awards keep coming in on their own.

Having already bagged a magnificent Rolling Trophy in Skit at Urivi Vikram National Center of Adolescents, they also won the Second Runners up prize in One- Act Play at the Zonal level in Zonal competitions organized by the Directorate of Education.

They emerged Champions in ‘Nurture the Narrative’ in ‘ Tell a Tale’, ‘IT Presentation’, ‘Collage Work’, ‘IT Depiction’ and also in `Talent Galore’ held at JMIS. At Mount Carmel School in Corona 2009, a team of five students Shruti Badoni, Sneha, Abhinav Bajaj, Utkarsh & Bipasha emerged winners of ‘Spin a Yarn’ Trophy & a cash prize of Rs 1000/-. Sarah Singh of Nursery outclassed all others and emerged Champion in Fancy Dress. Puppet Making Team of Shruti & Sanskruti emerged as the First Runners Up.

Siddharth Singh of class 6 was adjudged First Runner up in Zone -21 competitions organized by the Directorate of Education among 31 schools. Earlier at N.K. Bagrodia Public School, Siddharth along with Kanica, Gayatri, Devangi & Prajesh received the Top Position Honours in Group Vocal. The confident duo of Shubhangi & Nishtha lifted the First Prize in Mime too at Trishna 2009.

At Nirmal Bhartia School too, JMIS students` on the spot compositions and rendering of One Act Play & Group Vocal were highly acclaimed. At Bal Bharati Public School, Garima & Tanish of Class I were adjudged Second Runners up in ‘Greeting the World’.

At Brats & Cuties Play School, four students of Jr. School participated & brought home two First & two Second Prizes.

District level Gold Medals in Martial Arts for Sneha & State level Gold Medals for Aditi, Shenoy, Aakash, Vishal & other skaters tell us about the emerging talent and confidence of JM International School students.


Rhythm & La Chiara –young student planted the first sapling on 28th August 2009 on the occasion of Tree Plantation Day at J M International School, Sector6, Dwarka. Thereafter, students of all sections and faculty planted more saplings & vowed to nurture the class- saplings into a beautiful plant.

The Rain God smiled at this gesture and since then Delhi’s tryst with drought ended and the weather has been that like a rain forest’s weather. Principal Mrs. Nita Arora and faculty is ensuring that environmental sensitivity is an integral part of the curriculum.

Student Council led by Nina and Siddhant and guided by Mrs Navita and Mr Pathak have also created a special one-act play on safeguarding our planet- Mother Earth.

3 Days ART OF LIVING Course in Dwarka from 2nd October


ART OF LIVING’ Course Part-1

NOW only `3’ days … over …WEEKEND
*reduce stress
*increase well being
*Increase creativity & clarity of mind
*improve self esteem &
*enrich LIFE

a very simple & easy way to above by working on your breath …
……just spare 12 hours over 3 days during WEEKENDS from

on special GANDHI JAYANTI WEEKEND, all Holiday's
Friday 2nd October to Sunday 4th October ’09
(Friday 2nd 5.00 pm to 9.00 pm, Saturday & Sunday 4 Hrs)


For details & registration contact
Veena 9911187445 : Avinash 9810087286

H. H. Sri Sri Ravi Shankar ji, the founder of `Art of Living’ a renowned spiritual leader and humanitarian, developed and gifted the world, `SUDHARSHAN KRIYA’ - a unique rhythmic breathing technique that sets our breath, body & mind to natural rhythms – practice of which cleanses and rejuvenates every cell of the body and brings to harmony the whole system.

Art of Living Courses offers this and other techniques to eliminate Stress from the system and paves way for a joyful & vibrant life, in this very simple yet profound program.

LIVING in favorable conditions & unfavorable conditions
is PART of LIVING, But SMILING in all those is ART of LIVING.

Tuesday, September 29, 2009

Personality Development Seminar at Sam International School, Dwarka

A seminar of Personality Development was organized at Sam Public School, Sector-12, Dwarka. The main focus was to tell the students and the parents about the importance of personality. Ms Raji Vishwanathan, ( Panel Member, Education & Counseling, Dwarka Parichay ) with 15 years of teaching experience gave tips of personality development to children and parents.

The event was attended by 100 different students and parents. They learned different skills to improve their personality.

Today there is a great awareness that academic education alone does not provide the cutting edge necessary for success in life. We need an all round grooming and development of our personality. Personality Development is an improvement in all spheres of an individual’s life, be it with friends, in the workplace or any other environment.

A small activity ‘Dumb charade’ helped children to understand the immense difficulty in communication without words. Language is a great medium which helps us communicate. But today the focus is not just communication. Effective communication is the key to success.
The event was co sponsored by DwarkaParichay and was much appreciated by student's parents and school authorities.

Ms Raji Vishwanathan thanked Chairman Mr. Parveen Kumar, Principal Ms. Ritu Khati and Mr. Upendra Kaushik, Director of Roots for providing platform to share personality tips with students and parents.

For Personality Development Workshop in Schools, Institutes, RWA, Societies, please
send your request to E-mail:


JM International School, Sector-6, Dwarka students have been consistently creating benchmarks in various Intra-school & Inter-school activities. Apart from a number of calendered activities and competitions, the school provides a platform in the shape of `SRIJAN’- The Annual Subject Expo.
The unique feature of SRIJAN is that all students from Pre-School (Nursery) onwards participate in one or more subject – based exhibitions. Srijan showcases the innovation, pragmatism and creativity of children in Science, Math, Social Science, Computer & Languages. Apart from models & projects on display, students participated in Creative Arts - Music, Dance, Dramatics, Debating, Story- Telling, Fine Arts, Martial Arts, Quizzing, Magic-shows, etc. to name a few.
It is a day when parents either witness with pride the unfolding of creativity in young children or participate actively in quizzes and games organized by young ones for them. In a game of dodging tables for parents, Class II students outsmarted the parents and proved that some parents were busy calculating whereas they had immediate answers.

Srijan was inaugurated by the Director of school – Mr.Yogesh Gupta who was mesmerized by the exuberance and the talent of young children. Guests of Honour- Ms Japjee & Ms.Neha of HT Pace team were highly appreciative of the concept and wished that they too had studied in a school as vibrant and pulsating as JM International School.

Monday, September 28, 2009

Grand Finale of Nanhe Chitrakar on 2nd October 2009

Roots organising Nanhe Chitrakar selection contest in various schools and societies of Dwarka.
The Grand Finale of Nanhe Chitrakar will be organised on 2 nd October at Gokul Garden, Sector-7, Dwarka. The Roots Bal Mela is a event with full of food counters, Fun Games and Cultural programs.
Roots inviting all its participants and their parents to enjoy the Mela and have fun. The entry is free in the Bal Mela, any body can come enjoy the food and games.

Contact for registration :
Upendra Kaushik - 9968971317

SWABHIMAN DAUD in Dwarka by Social Development Welfare Society

On 5th October,2009 the “Bal Shiksha Kendra” will complete one year of its existence. To mark this occasion a race (SWABHIMAN DAUD) is being organized (on 4th October ,2009 Sunday morning) for the children and senior citizens (person above 50 Yr of age) at Palam ext.Sec-7 Dwarka. About 150 children are likely to take part in this competition.
Kindly help in organizing this event by the contributing/participating in the event.

· Children race
· Senior citizen Fast walk
· Participations of about is expected 150 children
· 4th October,2009 Sunday 9.30am
· Add: A-64 Nirmala House Palam Ext. Sec-7 Dwarka New Delhi-110075
· Races: 100 mtr, 200mtr and marathon approx. 1km
· Age group: group 1st (4-6 Yrs), group IInd (7-9 Yrs), group IIIrd (10-12 Yrs)
· Prizes
· Award
· Certificates
· Refreshment etc.

About Social Development Welfare Society
Organization is involved in the social work in this area for quite some time now. This includes imparting free education to the children of underprivileged section of the society, (Bal Shiksha Kendra) , organizing Health camp, Cultural events, awareness program ( Hamare Adhikar, Health & Hygiene, Voter awareness etc) , Drawing, Painting,GK, Handwriting competition and Summer camps are the main events.

Bal shiksha Kendra- The organization is running a “Bal Shiksha Kendra” in which children of economically backward classes are imparted education free of cost . Students from class 1st to 5th standard ,who are studying in Govt. Schools and those who are above six years of age ( who due to certain reason cannot attend school) are imparted free classes for 2-2 hours teach by experienced teachers. From time to time various types of competitions and cultural events are also organized.

Naresh Lamba, President

Sunday, September 27, 2009

Senior Citizen Association Dwarka

CONGRATULATIONS to members of Senior Citizen Association Dwarka

Registered Office : Flat No-9, Pocket 1, DDA , Sector-23, Dwarka, New Delhi-110077

President : S.P.Roy, 011 28051011
Vice President : S.K.Garg, 011 28051083
General secretary : Balbir Singh Yadav 011 25081516
Joint Secretary : Gurdas Singh 011 28051679
Treasure : K. Madhavan 011 42778521

Dwarka Parichay Team

Saturday, September 26, 2009


J Krishnamurti

THE right kind of education begins with the educator, who must understand himself and be free from established patterns of thought; for what he is, that he imparts. If he has not been rightly educated, what can he teach except the same mechanical knowledge on which he himself has been brought up? The problem, therefore, is not the child, but the parent and the teacher; the problem is to educate the educator.
If we who are the educators do not understand ourselves, if we do not understand our relationship with the child but merely stuff him with information and make him pass examinations, how can we possibly bring about a new kind of education? The pupil is there to be guided and helped; but if the guide, the helper is himself confused and narrow, nationalistic and theory-ridden, then naturally his pupil will be what he is, and education becomes a source of further confusion and strife.
If we see the truth of this, we will realize how impor- tant it is that we begin to educate ourselves rightly. To be concerned with our own re-education is far more necessary than to worry about the future well-being and security of the child.
To educate the educator - that is, to have him understand himself - is one of the most difficult undertakings, because most of us are already crystallized within a system of thought or a pattern of action; we have already given ourselves over to some ideology, to a religion, or to a particular standard of conduct. That is why we teach the child what to think and not how to think.
Moreover, parents and teachers are largely occupied with their own conflicts and sorrows. Rich or poor, most parents are absorbed in their personal worries and trials. They are not gravely concerned about the present social and moral deterioration, but only desire that their children shall be equipped to get on in the world. They are anxious about the future of their children, eager to have them educated to hold secure positions, or to marry well.
Contrary to what is generally believed, most parents do not love their children, though they talk of loving them. If parents really loved their children, there would be no emphasis laid on the family and the nation as opposed to the whole, which creates social and racial divisions between men and brings about war and starvation. It is really extraordinary that, while people are rigorously trained to be lawyers or doctors, they may become parents without undergoing any training whatsoever to fit them for this all-important task.
More often than not, the family, with its separate tend- encies, encourages the general process of isolation, thereby becoming a deteriorating factor in society. it is only when there is love ind understanding that the walls of isolation are broken down, and then the family is no longer a closed circle, it is neither a prison nor a refuge; then the parents are in communion, not only with their children, but also with their neighbours.
Being absorbed in their own problems, many parents shift to the teacher the responsibility for the well-being of their children; and then it is important that the educator help in the education of the parents as well.
He must talk to them, explaining that the confused state of the world mirrors their own individual confusion. He must point out that scientific progress in itself cannot bring about a radical change in existing values; that technical training, which is now called education, has not given man freedom or made him any happier; and that to condition the student to accept the present environment is not conducive to intelligence. He must tell them what he is attempting to do for their child, and how he is setting about it. He has to awaken the parents' confidence, not by assuming the authority of a specialist dealing with ignorant laymen, but by talking over with them the child's temperament, difficulties, aptitudes and so on.
If the teacher takes a real interest in the child as an individual, the parents will have confidence in him. In this process, the teacher is educating the parents as well as himself, while learning from them in return. Right education is a mutual task demanding patience, consideration and af- fection. Enlightened teachers in an enlightened community could work out this problem of how to bring up children, and experiments along these lines should be made on a small scale by interested teachers and thoughtful parents.
Do parents ever ask themselves why they have children? Do they have children to perpetuate their name, to carry on their property? Do they want children merely for the sake of their own delight, to satisfy their own emotional needs? If so, then the children become a mere projection of the desires and fears of their parents.
Can parents claim to love their children when, by educating them wrongly, they foster envy, enmity and ambition? Is it love that stimulates the national and racial antagonisms which lead to war, destruction and utter misery, that sets man against man in the name of religions and ideologies?
Many parents encourage the child in the ways of conflict and sorrow, not only by allowing him to be submitted to the wrong kind of education, but by the manner in which they conduct their own lives; and then, when the child grows up and suffers, they pray for him or find excuses for his behaviour. The suffering of parents for their children is a form of possessive self-pity which exists only when there is no love.
If parents love their children, they will not be nationalistic, they will not identify themselves with any country; for the worship of the State brings on war, which kills or maims their sons. If parents love their children, they will discover what is right relationship to property; for the possessive in- stinct has given property an enormous and false significance which is destroying the world. If parents love their children, they will not belong to any organized religion; for dogma and belief divide people into conflicting groups, creating antagonism between man and man. If parents love their children, they will do away with envy and strife, and will set about altering fundamentally the structure of present-day society.
As long as we want our children to be powerful, to have bigger and better positions, to become more and more successful, there is no love in our hearts; for the worship of success encourages conflict and misery. To love one's children is to be in complete communion with them; it is to see that they have the kind of education that will help them to be sensitive, intelligent and integrated.
The first thing a teacher must ask himself, when he decides that he wants to teach, is what exactly he means by teaching. Is he going to teach the usual subjects in the habitual way? Does he want to condition the child to become a cog in the social machine, or help him to be an integrated, creative human being, a threat to false values? And if the educator is to help the student to examine and understand the values and influences that surround him and of which he is a part, must he not be aware of them himself? If one is blind, can one help others to cross to the other shore?
Surely, the teacher himself must first begin to see. He must be constantly alert, intensely aware of his own thoughts and feelings, aware of the ways in which he is conditioned, aware of his activities and his responses; for out of this watchfulness comes intelligence, and with it a radical transformation in his relationship to people and to things.
Intelligence has nothing to do with the passing of examinations. Intelligence is the spontaneous perception which makes a man strong and free. To awaken intelligence in a child, we must begin to understand for ourselves what intelligence is; for how can we ask a child to be intelligent if we ourselves remain unintelligent in so many ways? The problem is not only the student's difficulties, but also our own: the cumulative fears, unhappiness and frustrations of which we are not free. In order to help the child to be intelligent, we have to break down within ourselves those hindrances which make us dull and thoughtless.
How can we teach children not to seek personal security if we ourselves are pursuing it? What hope is there for the child if we who are parents and teachers are not entirely vulnerable to life, if we erect protective walls around ourselves? To discover the true significance of this struggle for security, which is causing such chaos in the world, we must begin to awaken our own intelligence by being aware of our psychological processes; we must begin to question all the values which now enclose us.
We should not continue to fit thoughtlessly into the pattern in which we happen to have been brought up. How can there ever be harmony in the individual and so in society if we do not understand ourselves? Unless the educator understands himself, unless he sees his own condi- tioned responses and is beginning to free himself from existing values, how can he possibly awaken intelligence in the child? And if he cannot awaken intelligence in the child, then what is his function?
It is only by understanding the ways of our own thought and feeling that we can truly help the child to be a free human being; and if the educator is vitally concerned with this, he will be keenly aware, not only of the child, but also of himself.
Very few of us observe our own thoughts and feelings. If they are obviously ugly, we do not understand their full significance, but merely try to check them or push them aside. We are not deeply aware of ourselves; our thoughts and feelings are stereotyped, automatic. We learn a few subjects, gather some information, and then try to pass it on to the children.
But if we are vitally interested, we shall not only try to find out what experiments are being made in education in different parts of the world, but we shall want to be very clear about our own approach to this whole question; we shall ask ourselves why and to what purpose we are educating the children and ourselves; we shall inquire into the meaning of existence, into the relationship of the individual to society, and so on. Surely, educators must be aware of these problems and try to help the child to discover the truth concerning them, without projecting upon him their own idiosyncrasies and habits of thought.
Merely to follow a system, whether political or educational, will never solve our many social problems; and it is far more important to understand the manner of our approach to any problem, than to understand the problem itself.
If children are to be free from fear - whether of their parents, of their environment, or of God - the educator himself must have no fear. But that is the difficulty: to find teachers who are not themselves the prey of some kind of fear. Fear narrows down thought and limits initiative, and a teacher who is fearful obviously cannot convey the deep significance of being without fear. Like goodness, fear is contagious. If the educator himself is secretly afraid, he will pass that fear on to his students, although its contamination may not be immediately seen.
Suppose, for example, that a teacher is afraid of public opinion; he sees the absurdity of his fear, and yet cannot go beyond it. What is he to do? He can at least acknowledge it to himself, and can help his students to understand fear by bringing out his own psychological reaction and openly talking it over with them. This honest and sincere approach will greatly encourage the students to be equally open and direct with themselves and with the teacher.
To give freedom to the child, the educator himself must be aware of the implications and the full significance of freedom. Example and compulsion in any form do not help to bring about freedom, and it is only in freedom that there can be self-discovery and insight.
The child is influenced by the people and the things about him, and the right kind of educator should help him to uncover these influences and their true worth. Right values are not discovered through the authority of society or tradition; only individual thoughtfulness can reveal them.
If one understands this deeply, one will encourage the student from the very beginning to awaken insight into present-day individual and social values. One will encourage him to seek out, not any particular set of values, but the true value of all things. One will help him to be fearless, which is to be free of all domination, whether by the teacher, the family or society, so that as an individual he can flower in love and goodness. In thus helping the student towards freedom, the educator is changing his own values also; he too is beginning to be rid of the `'me" and the"mine," he too is flowering in love and goodness. This process of mutual education creates an altogether different relationship between the teacher and the student.
Domination or compulsion of any kind is a direct hindrance to freedom and intelligence. The right kind of educator has no authority, no power in society; he is beyond the edicts and sanctions of society. If we are to help the student to be free from his hindrances, which have been created by himself and by his environment, then every form of compulsion and domination must be understood and put aside; and this cannot be done if the educator is not also freeing himself from all crippling authority.
To follow another, however great, prevents the discovery of the ways of the self; to run after the promise of some ready-made Utopia makes the mind utterly unaware of the enclosing action of its own desire for comfort, for authority, for someone else's help. The priest, the politician, the lawyer, the soldier, are all there to "help" us; but such help destroys intelligence and freedom. The help we need does not lie outside ourselves. We do not have to beg for help; it comes without our seeking it when we are humble in our dedicated work, when we are open to the understanding of our daily trials and accidents.
We must avoid the conscious or unconscious craving for support and encouragement, for such craving creates its own response, which is always gratifying. It is comforting to have someone to encourage us, to give us a lead, to pacify us; but this habit of turning to another as a guide, as an authority, soon becomes a poison in our system. The moment we depend on another for guidance, we forget our original intention, which was to awaken individual freedom and intelligence.
All authority is a hindrance, and it is essential that the educator should not become an authority for the student. The building up of authority is both a conscious and an unconscious process.
The student is uncertain, groping, but the teacher is sure in his knowledge, strong in his experience. The strength and certainty of the teacher give assurance to the student, who tends to bask in that sunlight; but such assurance is neither lasting nor true. A teacher who consciously or un consciously encourages dependence can never be of great help to his students. He may overwhelm them with his knowledge, dazzle them with his personality, but he is not the right kind of educator because his knowledge and experiences are his addiction, his security, his prison; and until he himself is free of them, he cannot help his students to be integrated human beings.
To be the right kind of educator, a teacher must constantly be freeing himself from books and laboratories; he must ever be watchful to see that the students do not make of him an example, an ideal, an authority. When the teacher desires to fulfil himself in his students, when their success is his, then his teaching is a form of self-continuation, which is detrimental to self-knowledge and freedom. The right kind of educator must be aware of all these hindrances in order to help his students to be free, not only from his authority, but from their own self-enclosing pursuits.
Unfortunately, when it comes to understanding a problem, most teachers do not treat the student as an equal partner; from their superior position, they give instructions to the pupil, who is far below them. Such a relationship only strengthens fear in both the teacher and the student. What creates this unequal relationship? Is it that the teacher is afraid of being found out? Does he keep a dignified distance to guard his susceptibilities, hide importance? Such superior aloofness in no way helps to break down the barriers that separate individuals. After all, the educator and his pupil are helping each other to educate themselves.
All relationship should be a mutual education;and as the protective isolation afforded by knowledge, by achievement, by ambition, only breeds envy and antagonism, the right kind of educator must transcend these walls with which he surrounds himself.
Because he is devoted solely to the freedom and integra- tion of the individual, the right kind of educator is deeply and truly religious. He does not belong to any sect, to any organized religion; he is free of beliefs and rituals, for he knows that they are only illusions, fancies, superstitions projected by the desires of those who create them. He knows that reality or God comes into being only when there is self-knowledge ind therefore freedom.
People who have no academic degrees often make the best teachers because they are willing to experiment; not being specialists, they are interested in learning, in understanding life. For the true teacher, teaching is not a technique, it is his way of life; like a great artist, he would rather starve than give up his creative work. Unless one has this burning desire to teach, one should not be a teacher. It is of the utmost importance that one discover for oneself whether one his this gift, and not merely drift into teaching because it is a means of livelihood.
As long as teaching is only a profession, a means of livelihood, and not a dedicated vocation, there is bound to be a wide gap between the world and ourselves: our home life and our work remain separate and distinct. As long as education is only a job like any other, conflict and enmity among individuals and among the various class levels of society are inevitable; there will be increasing competition, the ruthless pursuit of personal ambition, and the building up of the national and racial divisions which create antagonism and endless wars.
But if we have dedicated ourselves to be the right kind of educators, we do not create barriers between our home life and the life at school, for we are everywhere concerned with freedom and intelligence. We consider equally the children of the rich and of the poor, regarding each child as an individual with his particular temperament, heredity, ambitions, and so on. We are concerned, not with a class, not with the powerful or the weak, but with the freedom and integration of the individual.
Dedication to the right kind of education must be wholly voluntary. It should not be the result of any kind of persuasion, or of any hope of personal gain; and it must be devoid of the fears that arise from the craving for success and achievement. The identification of oneself with the success or failure of a school is still within the field of personal motive. If to teach is one's vocation, if one looks upon the right kind of education as a vital need for the individual, then one will not allow oneself to be hindered or in any way sidetracked either by one's own ambitions or by those of another; one will find time and opportunity for this work, and will set about it without seeking reward, honour or fame. Then all other things - family, personal security, comfort - become of secondary importance.
If we are in earnest about being the right kind of teachers, we shall be thoroughly dissatisfied, not with a particular system of education, but with all systems, because we see that no educational method can free the individual. A method or a system may condition him to a different set of values, but it cannot make him free.
One has to be very watchful also not to fall into one's own particular system, which the mind is ever building. To have a pattern of conduct, of action, is a convenient and safe procedure, and that is why the mind takes shelter within its formations. To be constantly alert is bothersome and exacting, but to develop and follow a method does not demand thought.
Repetition and habit encourage the mind to be sluggish; a shock is needed to awaken it, which we then call a problem. We try to solve this problem according to our well-worn explanations, justifications and condemnations, all of which puts the mind back to sleep again. In this form of sluggishness the mind is constantly being caught, and the right kind of educator not only puts an end to it within himself, but also helps his students to be aware of it.
Some may ask,"How does one become the right kind of educator?" Surely, to ask "How" indicates, not a free mind, but a mind that is timorous, that is seeking an advantage, a result. The hope and the effort to become something only makes the mind conform to the desired end, while a free mind is constantly watching, learning, and therefore breaking through its self-projected hindrances.
Freedom is at the beginning, it is not something to be gained at the end. The moment one asks "How," one is confronted with insurmountable difficulties, and the teacher who is eager to dedicate his life to education will never ask this question, for he knows that there is no method by which one can become the right kind of educator. If one is vitally interested, one does not ask for a method that will assure one of the desired result.
Can any system make us intelligent? We may go through the kind of a system, acquire degrees, and so on; but will we then be educators, or merely the personifications of a system? To seek reward, to want to be called an outstanding educator, is to crave recognition and praise; and while it is sometimes agreeable to be appreciated and encouraged, if one depends upon it for one's sustained interest, it becomes a drug of which one soon wearies. To expect appreciation and encouragement is quite immature.
If anything new is to be created, there must be alertness and energy, not bickerings and wrangles. If one feels frustrated in one's work, then boredom and weariness generally follow. If one is not interested, one should obviously not go on teaching.
But why is there so often a lack of vital interest among teachers? What causes one do feel frustrated? Frustration is not the result of being forced by circumstances to do this or that; it arises when we do not know for ourselves what it is that we really want to do. Being confused, we get pushed around, and finally land in something which has no appeal for us at all.
If teaching is our true vocation, we may feel temporarily frustrated because we have not seen a way out of this present educational confusion; but the moment we see and understand the implications of the right kind of education, we shall have again all the necessary drive and enthusiasm. It is not a matter of will or resolution, but of perception and understanding.
If teaching is one's vocation, and if one perceives the grave importance of the right kind of education, one cannot help but be the right kind of educator. There is no need to follow any method. The very fact of understanding that the right kind of education is indispensable if we are to achieve the freedom and integration of the individual, brings about a fundamental change in oneself. If one becomes aware that there can be peace and happiness for man only through right education, then one will naturally give one's whole life and interest to it.
One teaches because one wants the child to be rich inwardly, which will result in his giving right value to possessions. Without inner richness, worldly things become extravagantly important, leading to various forms of destruction and misery. One teaches to encourage the student to find his true vocation, and to avoid those occupations that foster antagonism between man and man. One teaches to help the young towards self-knowledge, without which there can be no peace, no lasting happiness. One's teaching is not self-fulfilment, but self-abnegation.
Without the right kind of teaching, illusion is taken for reality, and then the individual is ever in conflict within himself, and therefore there is conflict in his relationship with others, which is society. One teaches because one sees that self-knowledge alone, and not the dogmas and rituals of organized religion, can bring about a tranquil mind; and that creation, truth, God, comes into being only when the "me" and the "mine" are transcended.

Source of Information

Friday, September 25, 2009



TIME 5.30 PM


Details: 9810432185

Thursday, September 24, 2009

Join The Joy of Giving WEEK in Dwarka by GOONJ

GOONJ, a voluntary organisation, known as one of the first organization worldwide to take up ‘Clothing” as a development subject. In the last ten years, GOONJ has been channelizing the urban India’s underutilized material like clothing, school material, cloth sanitary napkins etc as development resources in far-flung villages of India.

VASTRA-SAMMAN (dignifying clothing) a pan India campaign, to raise about one crore (10 million) units of material in the Joy of Giving Week, (being celebrated across India from 27th Sept. to 3rd Oct).

Hundreds of schools, colleges, corporate, institutions, etc..will be participating in this with hundreds of volunteers managing a massive awareness cum collection campaign in at least 25 cities of the country.

This means you will find thousands of kids getting school material, thousands of women getting napkins and also hundreds of roads getting repaired, lakhs of trees being planted, work on water bodies etc..across the country where people will receive this material as reward as a part of Cloth for work.

Let’s celebrate the spirit of dignifying people’s lives in the remote villages across the country.

For more details, please contact:

Dwarka Collection camps ( 27th Sept-3rd Oct’09)

27th September (Sunday):4:30 PM to 6:30 PM,
Below Aakash Institute, Sector-11(Aarshiwad Chowk), Dwarka

2nd October (Friday):4:30 PM to 6:30 PM,
Outside Brahma Apartments, Plot no. 7, Sector-7, Dwarka

3rd October (Saturday):4:30 PM to 6:30 PM,
Outside New Millennium Apt., Plot no. 2, Sector-23, Dwarka

Contact: Arvind Agrawal-9899974319 , Anjali Agrawal- 9811654042

Tuesday, September 22, 2009

New face of babudom?

Joginder Singh ji
(Former Director - CBI)

We have so many committees and commissions set up by the Government that often duplicate or triplicate what has already been done. Some of them do not have even half-a-day’s work. But one common feature shared by the members of these committee and commissions is that all of them have the trappings and perks of Government, including bungalows, chauffeur-driven cars, telephones and a plethora of personal assistants and private secretaries who are as under-worked or under-employed as their bosses.

One of my friends, belonging to an all-India service, had annoyed the powers that be. So he landed up with one of those jobs which are euphemistically called consultants or advisers. One day I dropped by his office and asked him how much work he had. He said that he had five files. He committed the mistake of disposing of one of them. He asked his private secretary as to why files were not coming to him. The private secretary, also called ‘principal private secretary’, as those attached to senior officers are called, told him that for the last couple of years only five files were with the office. So, to keep busy, his predecessor would raise the same perennial queries and see to it that some scope was still left for raising further questions. It did not matter, whether the questions were relevant or irrelevant.

Against 25 secretaries to the Government of India at the time of Independence, the number has crossed 350 if all the posts of secretaries, special secretaries and those holding equivalent rank outside the secretariat are counted. Before the First Pay Commission, the age of retirement for Government servants was 55; it was raised to 58 in 1963; and to 60 in 1998. The reason given was that since people were living longer, Government servants could also work longer.

The truth is that longevity has nothing to do with efficiency. What matters most is physical fitness and good health. Most people after 50 and definitely after 60 survive only on medicines required to control ill health and diseases, which are a natural concomitant to aging.

Whether one admits it or not, the fact remains that age catches up with men and women and the capacity to work decreases as we grow older. If all Government servants were subjected to a thorough medical examination, a vast majority would be found to be suffering from one or the other medical problem and some of them would be declared unfit to work.

Besides, when the entire world is moving towards harnessing youth power, India is probably one of the few countries which still believes in giving jobs to old people on the ground of experience. With all their experience, the regulators or people heading commissions and committees have not made an iota of difference to the quality of governance.

There used to be an exception to give extension in service. Now the exception is practised in another way. Instead of allowing a service extension, now each department, whether it has work or not, has created the posts of so-called regulators or members of commissions and committees for specific work or negotiations whose tenure is elastic. It is amazing that the Law Commission, comprising a full time chairman and one part time member and other supporting staff has recommended an increase in the retirement age for others and for itself and those heading tribunals indirectly. It says, “Barring few exceptions, a person is fit and fine at the age of 62 or even 65 years.”

People in such jobs keep a low profile so that they are not noticed, lest their existence may be detected and their services terminated. Assuming for the sake of argument, not that there is any substance, the claim for raising the age of retirement to 70 rings hollow and will have a multiplier effect, upsetting the system of governance.

The same argument can be trotted out by other services and other Government employees, that they also have 30 or 40 years of experience to back their claim, whereas any tribunal or commission chairman, if he or she is a retired judge, would never have that much experience as normally all judges appointed from the bar are aged 45 years or more. If this happens, then we will have physical and mental wrecks in the Government and we can bid farewell to good governance.

Leaving aside everything else, if retirement age is increased under one excuse or the other, then where does the younger generation get a chance for employment? We want our forces to be young so that they are alert and able to face any challenge efficiently. Then why do we want our bureaucrats and rulers to be of ancient vintage? A Hong Kong-based organisation, which conducted a survey of 12 Asian economies, says that Singapore’s civil servants are the most efficient among their Asian peers, but they tend to clam up unhelpfully when things go wrong.

It has ranked India’s “suffocating bureaucracy” as the least efficient. The report says that working with Indian civil servants is a “slow and painful” process. They are a power centre in their own right at both the national and State levels, and are extremely resistant to reform that affects them or the way they go about their duties.

The recommendation to raise the age of retirement should be rejected outright in the interest of the nation and the younger generation which is the hope of the country. Recall what William Makepeace Thackeray said: “Next to the very young, the very old are the most selfish.”
hysical and mental wrecks in the Government and we can bid farewell to good governance.

Leaving aside everything else, if retirement age is increased under one excuse or the other, then where does the younger generation get a chance for employment? We want our forces to be young so that they are alert and able to face any challenge efficiently. Then why do we want our bureaucrats and rulers to be of ancient vintage? A Hong Kong-based organisation, which conducted a survey of 12 Asian economies, says that Singapore’s civil servants are the most efficient among their Asian peers, but they tend to clam up unhelpfully when things go wrong.

It has ranked India’s “suffocating bureaucracy” as the least efficient. The report says that working with Indian civil servants is a “slow and painful” process. They are a power centre in their own right at both the national and State levels, and are extremely resistant to reform that affects them or the way they go about their duties.

The recommendation to raise the age of retirement should be rejected outright in the interest of the nation and the younger generation which is the hope of the country. Recall what William Makepeace Thackeray said: “Next to the very young, the very old are the most selfish.”

Monday, September 21, 2009


Vijay K. Saluja

As, I have observed in my earlier articles about Dwarka, it is a very well –planned sub-city of Delhi. DDA, have put in lot of efforts in conceptualizing, planning & implementing the various concepts of urban planning after brainstorming the same with various experts, professionals & many national & international urban institutions . HUDCO, have also played quite an active role in associating with DDA & some of the leading institutions, in these planning exercises. I, also happened to be part of a few of the, then deliberations.

The final results have been fairly satisfactory-wide avenues some of these are tree-lined now, central verges with good scope of greenery, reasonably good apartments put up by various housing-societies, nice market complexes, malls, schools, some of these having very modern architecture & sufficient open spaces, parks & earmarked spaces for many other social-infrastructures etc etc. But having said that, the present state of the market-complexes & malls, the state of garbage-management & the traffic around the same, is far from satisfactory!?

Visit any shopping complex-sectors 6,10,4,12 & 7, to name a few, and one comes back with a feeling of great disappointment!? Well planned spacious corridors of all these markets have been encroached upon!As if ,this was not enough, the outside spaces beyond the corridors are monopolised by all and sundry.Thus, killing the dreams of the planners.

The hapless shoppers are harried lot, because the parking lots adjacent, to the planned pedestrian areas, are in a total chaotic state-haphazard parking of vehicles of all modes,which ingress & egress out of these circulation spaces, with gay abandon, at times putting the safety of the shoppers, to great risks. There are many other encroachers of different dispensations in these open spaces [left, right, front & back ] planned with these market complexes. Volume of vehicles on week-ends, make the position, all the more worse.
During my visits to these markets, I take a chance to talk to some of the traders/shop-keepers,and ask them about their `Traders Welfare Associations` & the role these have been playing or are planning to play. Believe me-Each one of them[the shopkeeper] is dismayed about the declining state of affairs but is disappointed about the role of the Welfare Associations. However,the positive side is that everyone wants to contribute his mite in arresting the increasing chaotic conditions, but does not know, how to go about it?!

I feel, here is a very big opportunity for various Traders Welfare Associations, Dwaka Forum & Dwarka Parichay to launch various programmes- advisory, awareness, educational, organizational etc etc.

DDA, MCD, DJB ,BSES, Bhagidari scheme of CM office, Delhi Govt & many other NGOs, Civil-Society Groups, Educational Institutions need to come together to evolve Action Plans for proper up-keep & thereafter implement the same faithfully on sustainable basis.

Perhaps,a tall order! But,then there is no other way out ,to my mind & as per my long experience in the local governance of New Delhi.

Earlier, the synergy is created, the better, it will be for all Dwarkaites , as all of them desire, wish & need clean & spruced up shopping spaces.

In fact, this is the strategy needed for all the markets of New Delhi/Delhi.

Writer is a Senior Fellow, Institute of Social Sciences, New Delhi
& Ex Chief Engineer[civil], New Delhi Municipal Council

Sunday, September 20, 2009

Gearing IT Entrepreneurship and Whip Up Profits in the Internet Age

Rosy Vohra

The industry that currently shows top profits worldwide is the software sector currently in vogue as the Information Technology, besides of course the entertainment and media industry and a few sports. These sectors are common in that they require great people who are self motivated, excited and very passionate about their projects. This attributes are of much value because these sentiments are generated from with in. And either the ignition is there or it is simply not there. External forces are, most of the times, of not much value in fueling the passion to succeed in these sectors. People from weird backgrounds are seen making big buck just for their sheer passion to succeed. And mind you succeed not just for money or fame but for the kick that its execution provides! The innovation and creativity called in for the work content becomes akin to their child and love in rearing up its growth and development becomes a source of perpetual joy.

Information Technology is a domain where India has proved to be a software doyen and very much in the first row of equals. India is a strong IT base for it is a hub of talented university studied technical graduates who actually have the passion to work and stay ahead in pace with the revolution that IT is generating worldwide. They are eager to stand in the line with the global biggies in the IT for they are co-share the vision of IT gurus spread else where in the globe. They are sure that the IT sector has the capacity to do much better than what other wise could have been executed offline. Things like admissions in various educational institutes, employment, shopping, and information exchange can be conducted in a much better way online sitting any where in the planet. All you need is the internet connection. You can avail of a product or a service from the USA sitting in India thanks to i-shopping and a convenient payment module.

I-Shopping basks rosy future

• E-Commerce will self-network extensively once people any where in the world get hooked up to the internet, it is hard that they will be able to free themselves from its grip considering the innovative and make life easy features that internet has the capacity to provide.

• IT is a knowledge industry. Superior technology and wonderful people who are passionate about the project are the key ingredients to run the show.

• The head of the business should be able to dispel his vision to his players who should be well equipped to self-delegate themselves whilst playing in the team.

• Once people come online, they have access to new products and services which they could not have been aware of otherwise. Gradually they experience the viability of i-shopping when they apprehensively order products and services online; and soon it becomes a trend. Once the trend of online business gears up online advertising is not far. In this way an effective internet networking among the various market players comes into force.

Where does the Business Lay

• Internet with its efficient global networking has immense potential in mobilizing local as well as global sales/marketing and advertisement. Jeremy Stoppelman, the young CEO of Yelp made great money from the now very popular PayPal that made money transfers and payments for online shopping via the internet extremely simplified. It is any time better facilitator of i-business and e-commerce than making payments through cumbersome methods of payments through the cheques, demand drafts and money orders.

Plan of Action

• Conducting an objective online market analysis of products and services that have the potential for greater exploration and use in future. Entrepreneur can hire the services of a market analysis firm to serve the intention more purposefully.

• Tune in and integrate up coming customer based web-technologies that are interactive and user-friendly into your value added products and services target website. Technologies like the Web 2.0 that confirm to the W3C understand the value of sharing and contributions from the end users.

• Interactive and user friendly features imbued with Web 2.0 such as the massage boards, weblogs help analyze business better. The creative ideas brewing in the mind of the general public helps to tune business strategy as per the needs and requirements of the customer. Social networking helps catch the idea which can be converted into business. Data gotten is presumed to be his need and customized as per his desire to get superior grade product and services. To be able to capture the right idea and settling it profitability into business product and services so that the customer gets what was once in his mind is what is called business acumen.

• Attractive and catchy online advertisement bustling with varied emotions and caption lines that are able to cast an impact in the psyche of the customer so that he voluntarily opts to agree with it. The major advantage with online advertisement is their reasonable costing. Besides online advertisement means sooner or later it will convert into i-shopping either out of curiosity, need or ingenuinity.

• Online advertisement also includes undertaking seo (search engine optimization) actively so that your website is on top rankings in the major search engines. Higher the page rank of the website means greater traffic. It is a meaningful indicator of the fact that browsers find returning to or coming to the website worth while. This also a sign of greater chances of the products and services of the website translating into business.

• Ensure blending your company name with the domain name. It pays if both are the same.

• The webmaster should be able to take care of different types of payment modes and ensure they are customer friendly. Many a time the customer is unable to translate business because of the inconvenient mode of payment.

I-Shopping/e-commerce has enabled shrinking of global boundaries. It means going global whilst sitting in the comfortable confines of your home any where in the planet.

Saturday, September 19, 2009

Nanhe Chirtakar in Dwarka

Roots organising Nanhe Chitrakar selection contest in Tansen Sangeet Mahavidyalya, Sector- 6 on 15 September at 3 pm.

The selected participants will be groomed in Drawing and Painting skills in Two Days workshop in Sam International School Sec 12. The workshop will be on 26 & 27 Sep'09 from 9:30 to 11:30 am.

The Grand Finale of Nanhe Chitrakar will be organised in F-24 Pushpanjali Farm House in Roots Bal Mela. The Roots Bal Mela is a event with full of food counters, Fun Games and Cultural programs.

Roots inviting all its participants and their parents to enjoy the Mela and have fun. The entry is free in the Bal Mela, any body can come enjoy the food and games.

Contact for registration :
Upendra Kaushik - 9968971317

Significance of Navaratri

Every Indian festival has a reason and significance behind its celebration. It is not only celebrated for fun and enjoyment. But there is a proper meaning behind its celebration. Similarly with the festival of Navaratri there is a significance and meaning attached to it. The festival celebrates the worship of Three Goddess, Durga (the god of power and strength), Lakshmi (the goddess of wealth) and Saraswati (the Goddess of knowledge and learning). The festival leads to spiritual growth of a person. It gives the person inner strength to fight against all odds of life. The courage to fight for the weaker section of the society and against all evils of the society. So the first three days is dedicated to the worship of Goddess Shakti. The next most important requirement in life is wealth and prosperity and for that the next three days of the festival is dedicated to Goddess Lakshmi (the Goddess of wealth and prosperity). Knowledge and learning is another important aspect of life. And for that the last three days of the festival is dedicated to Goddess Saraswati. She is worshipped so that she blesses us with power of knowledge and helps us to attain spiritual enlightenment.

The nine nights festival of Navratri begins on the first day of Ashwin of the bright fortnight. The festival comes to an end on the tenth day of Vjay Dashmi or Dussehra, when the idols of the Goddess Shakti are immersed in the river. Dussehra, is considered as an important festival. Though the festival celebrates the worship Durga, Lakshmi and Saraswati but all three Goddess are the incarnations of Goddess Shakti (the Mother Goddess). The festival signifies power, wealth, prosperity and knowledge.

Source: festivalsinindia

Friday, September 18, 2009

An Appeal to release the prize money of Martyr M C Sharma's family, Dwarka, New Delhi

Honb'le Prime Minister
Govt of India
Race Course, New Delhi.

Respected Sir,

Sub:-Prize amount of Late Shri M C Sharmaji.

We (The people of Dwarka) are shocked to see the report in media stating that Late Shri Sharma's family is still waiting for the reward money announced by the Goovernment. We want to draw your kind attention for perusal and immediate release of money to be given to the family.

We remember the act of the brave Sharmaji and feel proud and safe because it gives assurance to the civil society.At the same time it is the responsibility of the Government and civil society to take care of the family which was left behind by him.This delay will not only effect his family but it will certainly not boost the morale of our Security Force.

Keeping in view we request you to instruct the concerned office/department to take immediate action in this regard.

With high regards

Sushil Kumar
General Secretary
Dwarka Forum (Rgd.)
720,Pocket-1, Sector 14
Dwarka, New Delhi-110078

An Online RWA Group from Dwaka Sub-City with over 2000+ Online Members.

National Convention of School at CCRT, Dwarka

S S Dogra

National Convention of School Counsellors on “Managing Behavior Problems in Contemporary Socio-Educational Environment” was organized by Institute of Counsellors Training Research and Consultancy, on 17 th September 2009 at CCRT Auditorium, 15A, Sector-7, Dwarka, New Delhi-75.The summit themes were relevant for Counsellors, Teacher-Counsellors (Teachers who are involved in guiding and counselling students in addition to their usual responsibilities), Department Heads, Coordinators and HMs.
Dr.V.S.Ravindran (Director General- ICTRC, Prof.R.Pillai-Vice Chancellor-IGNOU, Prof.Manju Mehta and Prof.Usha Grover delivered useful tips to motivate and guide teachers and parents in managing behavior problems. But owing to the complex nature of present-day problems the Counsellors/Teacher-Counsellors need to continuously update their knowledge and skills.The objective of this convention was to equip school counsellors with the necessary knowledge, skills and attitudes to fulfill their noble responsibility.

Thursday, September 17, 2009

Two officers of DDA suspended

Vice-Chairman, DDA has suspended two officers of DDA, one Dy. Director in Old Scheme Branch and one Assistant of the Old Scheme Branch (earlier posted in OSB and now posted in Systems) for unduly harassing the public and for mischief. In a case of mutation and free-hold in OSB the file had been deliberately misplaced and the applicant had alleged intentional harassment by these two officers. The matter came to light, out of VC/DDA public hearing, being held on every Wednesday. A detailed vigilance investigation is being carried out to establish the charges and to fix deterrent punishment so that such cases are not repeated in future.

DDA has requested its allottees to approach senior officers in public hearing in case they are being unduly harassed by any officer or official.


Monday, September 14, 2009

Man - Poem by young talent

Himanshu Agarwal

Who is this puppet known as Man?
Unfold the mystery if you can.
I think,
God one day created ‘Man’ the toy
and made many beautiful things for his joy.
The beautiful things Man did relish,
but day by day turned at mostly selfish.
Hence God gave everyone a little defect
So, that he might have his own effect.
This defect in him acts as a pulley
And draws Man close to God the “bully
Knowing all this philosophy is just the same
For one realizes that life is a game.
( Student at Ascent Academy )

Sunday, September 13, 2009

Electricity charges in Societies at Dwarka

H.O. Gupta and Mr P.D. Awasthi
Submitted by - M K Gupta

*There is a wide variation in electricity charges levied by the Group Housing Societies drawing power at 11 KV. It varies between flat rate of 292 paise per unit without fixed charges to 350 paise per unit plus fixed charges 12 per KW.

Many societies also levy minimum charges which not only vary but are also substantially higher than the minimum charges levied by the supply company in the form of the fixed charges

*The energy charges are levied by the supply company at flat rate of 336 paise per unit. A r
debate of 15 per cent on the energy charges is admissible to societies drawing power at 11 KV. This reduces the flat rate by about 50 paise i.e. from 336 paise to about 286 paise per unit.

*In addition, Delhi Government grants subsidy to compensate for increase in energy charges by maintaining them at the level of 2004-2005. This works out that about 44 paise per unit, further reducing the flat rate to about 253 paise per unit

(Note- Govt has withdrawn this subsidy recently. This write up was written before the withdrawal of subsidy).

*With 5 per cent electricity tax on 286 paise, the energy charges payable by the societies would be 267.3 (253 + 14.3 paise per unit).

*The rebate of 15 per cent is given to the society.

*To compensate for the interest and depreciation (for renewal and replacement) on the capital expenditure incurred by the society on transformation and distribution equipment from supply point at 11 KV to receiving point at the energy meter of the flats.

*To compensate for the expenditure on maintenance of equipment at (a) above.

*To compensate for the loss of energy in transformation, transmission and distribution right from the supply point at 11 KV to energy meters of all the flats.

*The expenditure at 3(b) and 3(c) shall not normally exceed 5 per cent of the energy charges – substantial portion of which shall be constant expenditure and therefore should form part of the monthly maintenance charges.

*Therefore, the flat electricity charges levied by the society on domestic consumption should be 268 paise per unit. In addition, fixed charges @ Rs 12 per KW of the sanctioned load of a particular flat are payable. In case of subsidy from the Delhi Government is withdrawn or reduced, the electricity charges will get increased accordingly.

The fixed charges of 12 per KW charged by the supply company are the minimum charges. These are levied on the total sanction load of the society, which in turn is the sum total of the required load of individual flats plus the load for common services. There being no other form of minimum charges, levy of minimum charges in excess of fixed charges i.e. Rs 12 per KW of the sanctioned load of the flat may not be proper.
Charging for electricity consumed for common services/ areas/ facilities such as for offices/ general / society lights, lifts, pumps etc by increasing flat rate per unit would not be correct. By their very nature, the energy consumed for common services / areas/ facilities need to be part of the monthly maintenance charges levied by the society.

* Management of the societies may review, where necessary, the levy of electricity charges on the residents for uniformity and equity.




It is also said in Brahmanda Purana that even if whosoever sees the
Ratha-Yatra of Lord Jagannath and gets up to welcome the Lord and
takes part in the Ratha-Yatra, all of their sins vanish and
after the end of their life they go back to the abode of Godhead.
Lord Jagannath is nothing else but Himself Lord Krishna, Lord Baladeva is
the elder brother-Lord Balarama and Subhdra Devi is the sister of the Lord.
For more details:
· Veda Vyasa das +919810636370
· Ananda Mohan das +919811778249

Saturday, September 12, 2009

Campus placements making a ridicule of engineering graduates.

As the placement coordinator (for the session 2008-09) of INDIRA GANDHI INSTITUTE OF TECHNOLOGY (IGIT), Guru Gobind Singh Indraprastha University, Kashmere Gate, Delhi, a government engineering institute for girls; I would like to enlighten you with the point wise facts regarding the cancellation of our placement offers by CDOT (Centre for Department of Telematics), due to which the future of more than approximately fifty students holds in dark.
CDOT’s senior officials visited/requested our college’s TPO/Principal, Mr. Ashwani Kumar, to conduct an on campus recruitment drive on 29th and 30thJuly 2008, for the post of Research Engineer (RE).
Our TPO considered their request and allowed them for the same.
The on campus selection process held and monitored by the Key personals of CDOT- Delhi center and they allowed to appear only the students who had secured above 70% marks (till then).
From our college seventeen girl students were selected in the process out of the batch of approximately sixty eight students and all the selected students were of very high credentials. Moreover four toppers from each branch were also given direct offers by the CDOT.
After the completion of the selection process, the officials of CDOT issued a selection letter, comprising names of the selected students to the TPO/Principal Mr. Ashwani Kumar (the copy of the duely signed letter, by CDOT officials is enclosed herewith for your kind referral).
Verbally, before leaving our campus, and making several telephonic inquiries regarding the joining date/letter they assured that it will be in the month of August 2009.
Thereafter, the same process they adopted for other colleges also e.g. IITs,NITs,DCE,NSIT,PEC,IT-BHU, and Jadhavpur University (letters enclosed). And issued joining letters only to the students of IITs and NITs, making them to join in the month of August 2009. After when we came to know about this, we personally/telephonically inquired about the joining letters of the remaining students, then the HR executive Ms. Shweta Jha, strongly assured us all that our letters have only been deferred but certainly will be issued in due course.
Sorry , to inform you that suddenly on 2nd Sept 2009, the HR executive Ms. Shweta Jha, issued a cancellation email for the joining of all the remaining students (enclosed herewith for your kind reference). Due to this, the future of several the brilliant engineers is at the stake now. Most of them already refused their placements offers in other reputed MNC’s and also several postponed their higher studies e.g. MBA,, GRE etc. Also all of us were not allowed by our college, to take the placement exam of any other company after being selected by CDOT.
On which grounds and basis they cancelled the placements of few students (other than IITs and NITS) only?
If they were prepared to give the placement to the IITians and NITians then why they recruited the students from other Govt. colleges?
This attitude of CDOT shows that some manipulations are there, which is totally against egalitarianism in the field of education prompt in INDIA.
Due to this unethical action by the CDOT authorities, we all engineers are morally depressed and mentally tortured, since past fourteen months. Who will be responsible for the future of all of us?
Moreover, on 24th August there was an interview of Mr. P V Acharya(ED), CDOT that they have completed 25 successful years of research and development and are still having lots of new projects in hand to be completed. So how they cancelled our joining, since there still must be the requirement of the manpower?
Thus, this whole episode has made the fun of the campus recruitment process. It’s a kind of racisism in the education field, where the Govt. Itself is preferring IITs and NITs (central Govt. Colleges), when all the students had undergone the same selection procedure for their jobs. Why everyday our education minister, our HRD minister and the PM himself, promises for the bright young India with “equal education for all”, when they themselves want IITs & NITs only. All other state’s Govt. engineering colleges and universities must be closed according to them.
Therefore, we need your support to roar the voice of the victimized engineering graduates through your fair and unbiased channel.
Thanks and Regards

All the students victimized by CDOT

Friday, September 11, 2009

Foundation Day of UVNAC at Sector-22, Dwarka

Celebration of Foundation Day of
Urivi Vikram National Centre for Adolescents (UVNAC),

Chief Guest: Smt Sheila Dikshit, Hon’ble Chief Minister of Delhi

Date and Time: 11.00 AM on 12 September 2009

Venue: Urivi Vikram National Centre for Adolescents (UVNAC),
Sector -22, Dwarka, New Delhi – 110077,
Tel: 42807900/42807902


A Brief About UVCT

The Urivi Vikram Charitable Trust (UVCT), established in the year 1991, is a Non-Governmental and non profiteering Organization which works for the social and economic empowerment of the young adults aged 13-21 years. UVCT’s priority target group comprises of school-going children, drop-outs and under-achievers. UVCT has a motto of finding ways and means to transform the country’s ‘Burden of Population’ into an ‘Asset of Human Resources’, through a process of empowerment, rather than of control.

Its Chapters are functioning in various states such as Andhra Pradesh, Haryana, Karnataka, and Maharastra, besides Delhi. The Trust rightly visualizes that due care must be given to the rapid development and solving the identity crisis in an adolescent’s growth.
The Efforts of the UVCT contributed in setting up of a Sub-group by the Planning Commission on Welfare and Development of Adolescents and another Sub-group by the ministry of Youth Affairs and Sports, to draw programmes for adolescents, for inclusion in the 10th Five-Year Plan (2002-2007).
UVCT was an active participant in both the sub-groups.

Main objectives of the trust:
Developing general awareness through seminars, group discussions and camps to help youth find solutions to their psychological, financial, ethical and social problems ; and to help acquire a realistic value system that is conducive to the development of a healthy society;
Developing educational and skill training programs for school dropouts, to enable them to become socially and economically productive citizens of the country;
Developing the concept of oneness of all religions and love for the homeland in youth, by raising their level of consciousness;
Developing counseling centers for disturbed youth; and
Establishing rehabilitation centers for juvenile delinquents to provide both Emotional support and skill training.

Monday, September 7, 2009


( 23rd August to 6th September, 2009 )

Jain community not only in India but in the whole world celebrates this parva annually for ten days to subdue all passion and lustful desires. On this occasion Dr. M. C. Jain, Secretary said that Das Lakshan Parva is celebrated in which ten universal virtues like forgiveness, contentment and self-restrain are venerated and worshipped for self-purification and uplift of the soul.

Jain Samaj Dwarka (Regd) celebrated “DasLakshan Parva” & “Kshama Vani Parva” in Dwarka from 23rd of August, to 6th September, 2009 .The idol of Bhagwan Shanti Nath ji was brought from the Shanti Nath Digmaber jain Mandir Palam New Delhi for ten days and the Jain community living in Dwarka and nearby areas celebrated this Parva . There was daily Pooja , Prakshal in the forenoon apart from regular discourse of Jain scriptures by learned Pandit ji (Shastri Ji) .In the evening the devotees offered Aarti , Pravachan and quiz programs . Special attraction of the function were Dhoop Dashmi ,Anant Charudashi and Kshama Vani Parva. According to Dr. M. C. Jain, Secretary, “when the auspicious month of ‘Bhadrapad’ comes every year , the whole Jain community celebrates this festival without any difference of high and low , rich and poor.

Both the sects of Jain, Digambars and Swetambars, celebrate the self uplifting festival with great enthusiasm”. The concluded day of the function was Kshama Vani Parva which carries a message to all living and non-living creatures in the world asking forgiveness for the deeds done either knowingly or unknowingly, was celebrated followed by cultural programme presented by Jain Mahila Mandal .In Dwarka this was the fifth year of celebration which was attended by more than 300 families. This was the endeavor of the members of the Jain Samaj to bring the harmony, peaceful co-existence and brotherhood amongst the Jain community.

The members expressed their views /suggestions for the betterment of the Samaj and felt the need to have a Jain Mandir in Dwarka which will further enhance the prestige and legacy of the Samaj. Sh. R.P.Jain President, presented a vote of thanks.

Sunday, September 6, 2009

“Literate India-Aware Citizen" campaign begin

S.S. Dogra

6th September,2009.Social Development Welfare Society(Regd.) organized a rally. “Literate India-Aware Citizen” a Mission-an Aim launched under the programnme the Children right, education, health, Govt. policy are the prominent feature of the society.

To start this mission, a big rally was organized which included around 250 children, hundreds of volunteers of society, parents, local resident took part in it. The rally started from Bal Siksha Kendra and proceeded to Palam village, Bata Chowk, Dada Dev Temple, J.J.Colony, City Mall Sector-7, Ramphal Chowk and ended upto its starting point. The rally was welcomed by the people at JJ Colony and City Mall where they were given fruits and ice cream.

The rally was lad jointly by the founder President Naresh Lamba and chairperson K.S.Bhati.
Saroj, Seth Ratan Singh, Priya Lamba, Retired Police Inspector Kishan Chand Lamba, Retd. Brigd. R.P.Singh, Colonel Chaudhary, Yugul Kishore Dwivedi, Master Attar Singh, Satish Saroha, Maullana Rahi, Shibbu Khan, the children from Valmiki Vihar, Palam village, J.J.Colony and children from Bal Siksha kendre participated in the rally. The society is imparting free education to the under privileged children.

Saturday, September 5, 2009

Security problem and issue in Dwarka

Shri P. Chidambaram
Hon’ble Minister for Home,
Ministry of Home, North Block, New Delhi .

Subject : inconvenience and indecent activity caused by drunk miscreants on regular basis in Dwarka residential area/ & Market places.

Respected Shri P. Chidambaram Jee,

It is true that women’s / females are most unsafe in the whole Dwarka – as since last one year most of the prominent news paper published news about this even presence of wine shops fuels increase of crime / eve teasing and other antisocial activity.

This is with reference to the incident of last week on last Saturday , around 8 PM , when I was coming down from the temple with my wife and with my small daughter ( age 8 years) the anti social does not bothered to spare the small daughter also even they made unparliamentarily remarks to her and to my wife. Later immediately I tried to contact ACP Dwarka & SHO Dwarka, but they did not picked up the phone at that time later I sent them SMS message – informing them about that presence of antisocial activity also informed them that all of them were openly violating the law and order and consuming alcohol openly out side the government authorized wine shop ( Near Ashirwad Chowk in Dwarka – Delhi ) but till date no preventive action being taken.

It promised a safe, secure and high-quality living at the time of its conception in the early 1990s. But, of late, the sub-city of Dwarka has earned the dubious distinction of being a safe haven and a stomping ground for criminals so much so that residents don't get unnerved by regular snatchings, robberies and break –ins

Also Easy access within Dwarka surrounded by areas like Uttam Nagar, Bindapur, Dabri, Palam Village and Najafgarh and its proximity to Gurgaon adds to the problem since most often, the culprits are able to flee easily after committing carjackings. a majority of the criminals come from neighbouring areas. Mostly are antisocial elements generally Property Dealers / Call Center Drivers .

All the authorized wines shops are runs by the Private Operator and most of them are located in all major market complexes – where this antisocial elements generally in later hours of every evening specially on week ends breaks law and consume alcohols openly in front of food vans and wine shops & later tease passerby females. Now females are unsafe now their.

Since last one year I have written numbers of later in regard to above mentioned grievances but till date not a single preventive action being taken.

Would request you humbly to investigate above mentioned grievances on priority and issue instructions to the concerned all high officials of Delhi Police to take immediate preventive action for safe interest of the females residents resideing their in Dwarka.

With regards,
Sanjoy Bhattacharya
Flat NO. 695, Sector -19, Pocket -3,
Akshardham Apartment, Dwarka, New Delhi -75
Mobile No. 9891914141


Shilpa Attavar

Teachers' Day is celebrated in India on the fifth of September every year as a mark of tribute to the contribution made by teachers to society. 5th September is the birthday of Dr. Sarvapalli Radhakrishnan, the second President of India, a staunch believer of education, celebrated writer, a well-known diplomat, scholar and above all, an inspirational teacher. Teaching is one of the noblest professions - if not the noblest.
A teacher is the embodiment of selflessness and sacrifice. The lessons learned from teachers remain with their students throughout life. Truly, it is said that:
"A good teacher is like a candle that consumes itself, only to light the way for others".

Teachers' Day is a day that is eagerly looked forward to by teachers and students alike. It is on this day that teachers get the recognition they deserve for all the efforts they put in, in moulding the lives of their students. It is a day filled with fun for the students also, as in various schools students dress up as their teachers and take classes that are assigned to the teachers they represent. As the day passes the students perform the regular activities that are performed by the teachers. On this day students realize the true meaning and significance of a teacher's role in their lives. They become conscious of what it takes to be a teacher and what it means to be in command of the future of students. For the teachers too, it is a welcome break in the monotony and they are reminded what it felt like when they were students themselves.
The best teacher is the one who suggests rather than dogmatizes, and inspires his listener with the wish to teach himself. The best teacher is one who not only teaches but creates an atmosphere where learning takes place.

We should always respect our teachers. Teachers need encouragement and support from society; and must be made to realize that their devotion to students is appreciated.
When I look back on my younger days, one teacher who stands out and who has always been a friend, philosopher and guide; and a mentor in every sense of the term is none other than Sir C B Mishra, my Business Studies and Accountancy teacher when I was a student of Std. XI and XII in Shiksha Bharati Public School, Dwarka. Mishra Sir, as he is popularly known, is self-motivated, confident, determined and focused. Apart from being an M. Com. and B Ed., he plays a very active role in Bharat Scouts & Guides; and the National Cadet Corps. Having won several awards and accolades for his distinguished performance not only as an outstanding Scout and in NCC but also for being a motivating teacher, Mishra Sir is also the Additional District Commissioner in Bharat Scouts & Guides. Always wearing the 'thinking cap', he never loses hope. You can count on him to take up everything positively, including failures and disappointments. Mishra Sir always used to tell us, "Positive pictures come from negatives developed in a dark room". He would always remind us that whenever we felt lonely and in dark, we must understand God is working on a beautiful picture.

This soft spoken and jovial educator was the favourite of all students. Of course, the students feared him as much as they loved and respected him. Strict disciplinarian that he was - and still is - the well-being of his students is always his first concern. Students readily go to him with their difficulties, with the firm assurance that a solution to their problems will always be forthcoming. Mishra Sir as he is popularly known listens patiently to our troubles and suggests a remedy. Many of his former students are in touch with him even today. They regard him with reverence and he treats them with all the affection and concern that only a teacher can bestow. Even today, four years after passing out of his tutelage, I have the comforting feeling that a patient listener, a piece of good advice and a helping hand is but a call away.

Friday, September 4, 2009


M K Gupta

The multi-storied flats in Dwarka are not safe in case of fire on upper floors which was also witnessed during the recent fire at Ganapathi Apartment at Sector 9, Dwarka. In a reply to an RTI application filed by M. K. Gupta of Dwarka, the Public information Officer of Delhi Fire Service has informed that allowed maximum height for flats in Dwarka is ground plus three floors (less than 15 metres). But all the group housing societies have flats up over the prescribed permissible height of 15 meters of the fire deptt; the question is whether the Dwarka Fire Station shall be able to act immediately. The government is charging fee for fire fighting facilities and issuing no objection certificates for multi-stories, the lack of arrangements to fight fire at upper floors at Dwarka is intriguing.

The Fire Department has replied that such provisions are not mandatory, however fire units / tenders are available for fire fighting but in the recent fire at Shri Ganapathi Apartment the fact came to light that the fire department was unable to effectively douse the fire even on 5 and 6th floor on its own. The fire has extinguished after engulfing all the material on these floors coupled with the efforts to put it out with the help of fire fighting arrangements available at the Society. Fortunately, there was no loss to human life. The Delhi Fire department has stated that it has no role in ensuring that the societies are taking proper care of their fire fighting system and equipments.

On grounds of late reporting to douse the fire at Ganapathi Apartments, Department has been informed that no such case (meaning late reporting) has been reported. The information is NIL on the query about providing the list of drawbacks to fight fire effectively at sector 6 fire station and steps taken to remove them. It also been informed that no guidelines have been issued for DDA pockets in case of fire.

Kindly furnish the following information on the above noted subject:
(a) Maximum height in meters for the flats allowed in Dwarka.
Answer- Ground Plus Three (Less than 15 meters).

(b) Arrangements available at Dwarka fire station for fighting fire on such height.
Ans- Such provision are not mandatory. However fire units/ tenders are available for fire fighting.

(c) Grounds of late reporting to attend call and failure to douse the recent fire effectively on 5th and 6th floor of Ganapathi Apartments in Sector 9.
Ans - No such case has been reported.

(d) Whether any system of periodical check/ fire drill/ mock exercise etc. in Group Housing Societies and DDA Pockets does exist?
Ans. - No such provision.

(e) Is there any role of the Fire Department to ensure that the Managements of Group Housing Societies are taking proper care of their FIRE Fighting system and equipments?
Ans- No.

(f) Please the copy of the guidelines issued for DDA Pockets by the Fire Department, if any.
Ans- No Guidelines issued.

(g) Please provide the list of drawbacks to fight fire effectively and steps taken to remove them.
Ans. Nil.


At many spots in Dwarka, trees have not been trimmed and some pose hazard to traffic specially to the drivers of two-wheeler. This can be seen on many roads, I mention internal road of sector six connecting road to Najafgarh road from Karor/ Haneman Society to Rudra Society in the same sector. Here, you will notice that branches of many trees have come as low as 3-4 feet high from the road. Some trees are occupying almost 1/3 or ¼ of usable space of road. Some such trees can be witnessed in front Diamond other societies of this sector and pose danger to the drivers of open vehicles. Horticulture Deptt. of DDA should take steps by trimming the branches which are dangerous.

Thursday, September 3, 2009


On 30th Aug Sunday at 5.30 PM At Dwarka Health centre Sector 12 “Program of Recovery group” Сelebrated its first anniversary. Members from all over Delhi shared their personal experiences on how they fell into alcoholism and how they have recovered and sober for years together as better members of society and better sons and fathers and husbands. There were people with sobriety ranging from a few days’ upto 26 years.
This venue has regular recovery meetings on Sunday, Tuesday and Thursdays at 7.30PM.
Anyone interested to know more about the solution to alcoholism is welcome.

Contact: Ravi - 9868030419

(3 million in recovery in 183 countries)
Alcoholics Anonymous is a fellowship of men and women who share their experience, strength and hope with each other that they may solve their common problem and help others to recover from alcoholism. The only requirement for AA membership is a desire to stop drinking. There are no dues or fees for AA membership; we are self-supporting through our own contributions. AA is not allied with any sect, denomination, politics, organization or institution; does not wish to engage in any controversy, neither endorses nor opposes any causes. Our primary purpose is to stay sober and help other alcoholics to achieve sobriety.

Thanks for your VISITs

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