Three poems by Ankit Kumar

A THOUGHT

The deeper I think
The holier I be
Life is a game
Which we all wish to flee

Cogency is what everyone wants
Laconicity respected by none
For peace we say we can’t
Love is now, all for fun

We fell sad for any kind of cide
But it matters for no one
Then why are we petrified
When care for us is done by none

Jealousy, hatred is what mind mounts
Happiness, love, peace, now no one counts

We are angry, burning now
Few want to make things perfect
But they don’t know how

Sleepless nights, somniferous days
They live
Love, love, love is all they
Try to give

The day will come
When we all will die
Try to evolve love
Otherwise a day before
We will cry

DAYS

Some days come and some pass
The memory get stuck to some
Which always lasts

I remember those days
So what if they were sad
I smile when I think
About the days which were bad

Painful were some,
Neuralgic few
But when I sit alone
It gives me a nostalgic view

Sometimes I stop midway
Don’t feel to think
But it’s always too late
And I fall somewhere in a blink.

I struggle hard to come out
But cannot see any gate
Cry, shout all I try
But there’s no escape from the fate.

But days pass too
And thought dries
All I hear now is
No more cries.

I remember those days
Yes, they were happy
Still thinking of those memories
Pain and sadness ensembles in my gallery

SILENT DEATH

Opened eyes but nothing seen
Blindness that covers me within
Droplet of water that flows down
Have some painful memories which it surrounds

The mistake was made
Long time back
Why do I regret now?
Sea of guilt has reached my neck
I feel low
I feel low
I feel low

Yes, the mistake was mine
I took that blow
But now things appears to be fine
Then why do I feel so low

Things were different then
Indifferent now
I was sad then
Not so much happy now

The path of life has been narrow
Which always had some glibness
It gave me lots of sorrow
With a life, spiritless

With these situations, now I cope
But things will alter soon
I keep inside a light of hope
Hope to see a new moon

Gandhi’s Economic Ideas in Today’s Context

by Ikshula

The world today faces challenges of different forms ranging from ecological disaster to terrorist violence and from deaths from malnutrition to problems emanating from plenty. The world, whether it is the affluent North or the developing South, seems to be running in a mad race. Two separate races, almost oblivious of each other, are going on simultaneously on the world map – one race is of affluent people who are clamouring for more and the other is for mere survival where people are striving hard to make both ends meet.  And this is where Gandhiji’s ideas hold great value for today’s world – his emphasis on ‘aparigrah’ (non-possessiveness’) and his idea of ‘Swaraj’ under which each individual, he thought, would be enabled to control his or her life independent of state power and where villages/gram sabhas would be self-dependent and self-sufficient.

“Our Earth has enough for everyone’s need but not for anyone’s greed” – This is what Mahatama Gandhi said almost a century ago and there is no doubt that this holds good today.

Gandhiji’s famous Talisman that you recall the face of the poorest and the weakest man and consider whether your act is going to be of any use to him, should be our Mantra.  And this talisman should be our philosophy of life if we have to achieve the larger objective of ‘Swaraj’ and inclusive growth.

Human happiness was the main criterion for Gandhiji and he thought that progress should be measured in terms of human happiness. He did not believe in the modern view of an affluent society in which material development is the sole criterion of progress. He supported the concept of ‘SARVODAYA’, the greatest good of all. His vision of Swaraj was  a society in which every man would have dignified life, and equal opportunities to grow. He envisaged a society in which economic progress and social justice would go hand in hand.

As our late Prime Minister and a Gandhian, Morarji Desai wrote in an Essay “Gandhiji And the Destiny of Man” that Gandhiji demonstrated to the world the strength of man’s invincible soul when it was pitted against physical force or military might; of moral values as against material ones; and of service and sacrifice as against selfishness and acquisitiveness. He taught us the beauty of truth and the sublimity of the human spirit.

Gandhiji was not opposed to material prosperity nor did he reject the use of machines in all circumstances. He felt that machinery should save time and labour for all. He did not want man to become a slave of machines and lose his identity altogether; he wanted machines to be for man, not man for machines.

In Gandhi’s own words: “Economic equality is the master-key to non-violent independence… A non-violent system of government is clearly an impossibility so long as the wide gulf between the rich and the hungry millions persists. The contrast between the palaces of New Delhi and the miserable hovels of the poor, laboring class cannot last one day in a free India in which the poor will enjoy the same power as the richest in the land.”

As a Gandhian scholar Sunil points out in one of his recently published articles that the high consumption levels being presently practiced and espoused, cannot be available to the whole humanity. Even where available and achievable, the cult of consumerism has not made the life and society happier and healthier. It has brought its own distortions and social crises. And worse, it has brought the ecology and environment of the earth to the brink of disaster.

If we go by Gandhian view, the villages will have to made self-dependent economic units. No doubt that a significant part of the village population has to be diverted to industries. But those industries will be small unit, labour-intensive and mainly village based. Villages and small towns have to be again made centre of development. For inclusive growth, we will have to promote the industries which provide employment in rural areas and bring prosperity and basic facilities to villages.

The National Employment Rural Guarantee Scheme is a concrete step in this direction. The Scheduled Tribe and Other Traditional Forest Dwellers (Recognition of Rights) Act, 2006, has been rightly hailed as landmark legislation. However, there is a need to do much more to achieve the larger objectives like inclusive growth and to eliminate hunger and malnutrition from the country. Since Gandhi, one of the greatest leaders of mankind, was born here, we should ensure that the ‘the face of the poorest and the weakest  remains at the centre of our planning and development. (PIB Features)

Empowerment of Teachers

Dr. Manmohan Singh

Manmohan Singh

I am indeed very happy to be with you today, on the eve of Teachers’ Day. We celebrate 5th September, the birth anniversary of Dr Radhakrishnan, our former President, as Teachers’ Day all over the country to honour and to express our nation’s gratitude to all teachers for their dedicated service to the nation. Teachers’ Day is the ideal day of telling our teachers that we feel blessed because of their presence in our lives. I join you in remembering Dr Sarvapalli Radhakrishnan, the great scholar, the great philosopher, the great teacher and above all a great educationist.

Teaching has always been considered a noble profession. My own years as a teacher have been the most satisfying and fulfilling in my life. Through teachers flow the values and culture of a nation and its people. Teachers’ own value system, their character and their behaviour directly influence our children. But, misinformation and limited learning behaviours, that children sometimes internalize, can also be traced back to teachers’ lack of knowledge, poor understanding, or biases. We must guard against these negative features.

Teachers are invariably seen as front-line participants in educational reform, critical to successful quality schooling in our country. But, sadly, teachers are often excluded from policy-making, governance and management of our educational system as also from day-to-day instructional strategies and decision making. In our endeavour for educational reforms we must, therefore, emphasize the empowerment of teachers and that includes real opportunity for them to share policy perspectives and decision-making in pursuit of educational development and reforms. It is my belief that all teachers are creative, talented people; teachers respond remarkably when they are respected and included in the decision-making integral to their work in the classroom. They gain a sense of ownership over their work and their classrooms, when they are involved in the development of the curriculum, designing of the syllabus, making and selecting of teaching materials and in training programmes leading to their own intellectual and professional development.

One critical area that all teachers must reflect upon is equality and inclusiveness of our educational system. Numerous programmes have been initiated in our country that focus on equality and inclusiveness paying particular attention to the girl child, or children from the scheduled caste or scheduled tribe or minority communities, or for differently-abled children with special needs and problems. Such programmes will result in an empowered youth and citizenship, only if their teachers are empowered supporters of equality and inclusiveness. If efforts to increase student access, learning and retention in elementary and secondary education are to succeed and make headway, relevant and empowering teacher education is of critical importance. This is particularly true of women teachers who must serve as positive role models for our society at large.

Our Government is committed to provide quality education to all. The Right to Education Act was passed by the Parliament last year. The Right to Education Act and Article 21-A of our Constitution guaranteeing elementary education as a Fundamental Right, have now become operational with effect from 1st April 2010. I compliment and pay tribute to my colleague Shri Kapil Sibal for the zeal, dedication and enthusiasm that he has brought to bear on the work of this most important ministry of Union Government, that Human Resource Development Ministry is. I had on that occasion addressed the nation and recounted my own childhood experience of studying in extremely difficult and adverse circumstances. Time has come for all of us to change this situation and ensure that every child in this country of ours has the opportunity to exercise his or her right to an education of equitable quality, and thereby making the Right to Education a grand national movement. Today, you have both challenge and opportunity to provide good quality education to all our children. Through you, our nation aspires to build in our children a commitment to the values of democracy, and the values of equality, justice, freedom, secularism, respect for human dignity and human rights. I urge you to develop in our children independence of thought, action and capacity of carefully considered, decision making which is based on reason and understanding. Through you, our children must develop a sensitivity to others’ well-being and feelings. Through you, our children must develop the ability to work and participate in economic and social processes and in processes of social change.

These aspirations for our children necessarily mean that the school environment should be free from fear, trauma and anxiety. No child, irrespective of caste, gender or community to which he or she belongs should dread the thought of going to school. The RTE Act bans corporal punishment and mental harassment. It also bans detention and expulsion. These provisions have led many teachers to question how discipline will be maintained in the classroom. The answer to this important issue was given by the well known philosopher Jiddu Krishnamurti: “Discipline is an easy way to control a child, but it does not help him to understand the problems involved in living… If the teacher can give full attention to each child, observing and helping him, then compulsion or domination or discipline in any form may be unnecessary”.

The educational system in our country is at a very critical juncture. We have to maintain the fine balance between tradition and continuity, between tradition and modernity on the one hand, and innovation and change on the other. As teachers, you are the most important nation builders, you constitute our nation’s most precious national resource, and we look to you to guide our children in their quest for knowledge, truth and in their capacity to lead a life of dignity and self respect.

With these words, I congratulate each one of you – the distinguished Teacher Awardees – on winning this very prestigious national award. It is a small token of our nation’s gratitude to the great fraternity of teachers in our country. On the occasion of the Teachers Day I extend my heartfelt warm greetings to all members of the teaching community and wish each one of you success and fulfillment in your personal life and vocation.

(The Prime Minister, Dr. Manmohan Singh’s address for the Awardee Teachers on the eve of Teachers’ Day in New Delhi.)

National framework on vocational education is need of time – Kapil Sibal

by Kapil Sibal

As a nation we are now poised to take some historic steps, collectively, to empower our children and thereby, our entire nation. As the Human Resource Development Minister of the country, it is my duty and obligation to ensure that our children are placed at the centre of the ambitious education reforms programme embarked upon by my Ministry. My vision for the future is that of a wholly Child Centric Education system. We cannot afford to be the slaves of the past. We must keep ourselves in synch with the processes of change sweeping through the globe. We need to learn from the past, build on it and create opportunities for the future of our present children as well as the future of the unborn ones. We would do well to recall, the very insightful and perceptive statement made by Shri M.C. Chagla, the then Education Minister of India, in 1964, Our Constitution fathers did not intend that we set up hovels, put student there, given untrained teachers, give them bad textbooks, no playgrounds and say, we have complied with Article 45 and the primary education is expanding what they meant was that real education should be given to our children between the ages of 6 and 14.

When the Right to Education Bill was passed, there was a general euphoria that eventually, after 62 years of Independence, we have realized the goal set forth by our founding fathers in Part 4 of the Constitution. But I believe that while it is easy to pass a legislation, it is not so easy to implement it. The difficult part of the journey begins from there. Implementing this Act in its letter and spirit is going to be a challenge for all of us. When the Act was passed, there were lot of misgivings; how will it work? How will the CCE (Continuous and Comprehensive Evaluation) work? But it has worked! And it is working! The CBSE has made 10th exam optional, and the results of 10th Boards this year were better than the last years results.

Implementing the Right to Education (RTE) Act in letter and in spirit is a task we have committed ourselves to. As per the projections, about Rs.1,50,000/- crore would be required for implementing the RTE Act for all the children between age of 6 years to 14 years. It is estimated that there will be a shortfall of Rs. 60,000/- crore. This huge challenge has to be faced by the nation collectively. Harmonising the Sarva Shiksha Abhiyan (SSA) with the RTE Act would be an obvious priority.

The most precious of all resources available to any country is its children and it is incumbent upon us to ensure that our children get all the opportunities they need for their physical and intellectual growth. In order to ensure this, we need to look at the substance of our education system. What content needs to be delivered to the child? How do we equip our children to cope with and succeed in a knowledge intensive and innovation hungry globe? How do we reform the examination system that only tests the rote learning, forgetting altogether that semantic memory is far more crucial for intellectual growth and creative vision? How do we re-orient our text-books and transform our pedagogical methods in order to ensure that the statement made by Sri Chagla is rendered irrelevant at least now? I for one, envision an education system that harnesses the creative instincts and enables the child to interpret the world on his own so as to grow intellectually and blossom into an enlightened citizen. This is an investment that we must make now, in order to ensure that the future generation is bequeathed by us with an enriched social capital and not a depleted one.

My Ministry has initiated a slew of measures to translate this vision into reality. We have set for ourselves an ambitious reform agenda. Expansion, inclusion and excellence are the three non-negotiable principles of this reform agenda. After having committed to the children a right to free and compulsory education, HRD Ministry has taken upon itself the task of reforming the content and substance of the education imparted to children. A common core curriculum, essential for removing the disparities of syllabi (that necessitate different entrance exams catering to different boards) has already been devised by the Council of Boards of School Education (COBSE) in India for science and maths subjects. The Central Advisory Board of Education (CABE) in its meeting held on 19th June, 2010 has endorsed the proposal for implementing a core-curriculum in the subjects of science and mathematics by all higher secondary boards in the country from the academic session 2011-12. The preparation of core curriculum for commerce has also been endorsed in the same meeting.

This will provide an opportunity to children from economically weaker sections, who presently are not able to avail of coaching and get through the current system of entrance exams If you have a core curriculum, it will be easier for all the states to hold exams and evaluate academic performance through the similar, if not the same, criteria. However, the attempts to evolve core curricula should be no means be construed as a attempt to undermine the autonomy of different Boards. It is an attempt to universalize quality, just the way we have universalized the quantity, by means of the RTE Act.

Another area which has to be tackled is the fact of a student sitting for 15-20 different exams after class XII and then figuring our where he/she is going to get admission after all those exams. We must have, I think a common entrance test for all students after Class XII . This common test should serve to test general awareness and aptitude of a child. While Class XII board examinations would test the students knowledge of the subject, this test could evaluate the raw intelligence and aptitude of the student. A rationalized equalization method can be worked out to equate the raw scores obtained in Board exams. This would eliminate the need for the student to appear in exams after exams. We can think of an all India merit list based on a combined score of these two tests. Then it is merit that decides where the child would go for further studies. This merit would be a pure merit, not a merit-cum-means merit.

In an effort to reduce examination stress, the Ministry is considering merging the Central Board of Secondary Education conducted All India Pre-Medical Test (AIPMT) and the All India Engineering Entrance Examination (AIEEE). The logic is simple; both sets of examinations have common subjects physics and chemistry, while those opting for medical course have to appear for an additional biology paper and the engineering stream for a mathematics paper. However, if a student wants to appear for both streams, at present he/she needs to take separate entrance tests, and has to sit for the physics and chemistry tests twice. This duplication is unnecessary and stressful. Merging the two examinations would resolve this problem. My ministry would start consultations on this proposal very soon.

No country can afford to produce just doctors, with no paramedics: just engineers, with no draughtsmen and just lawyers, with no paralegals. Vocationalization of education, a goal enunciated in the National Policy on Education (NPE), still remains elusive. It is neither integrated with mainstream education, nor properly emphasized. We are in dire need for a national framework on vocational education, so that the parameters of each vocation are identified and benchmarked. There are 220 million children in schools in this country. Even after increasing the gross enrolment ratio (GER) to 30 per cent, we still will have 160 million children who will not go for conventional or professional higher education. We need to think how to harness their genius by evolving a national policy on vocational education. I want to set up a National Institute for Assessment and Evaluation for schools which would serve as an advisory institution to help school boards seeking such help in assessment and evaluation. The advices would not be binding but would help benchmark institutes (and diplomas) with global standards. An inter-ministerial group is also contemplated, which would include representatives of State Governments also, to develop guidelines for such a National Framework.

My Ministry is also working on a curriculum framework for value education. Examinations are only a gateway to higher education whereas values last and guide a lifetime. Ethics and values play a larger role in generating social capital then mere bland knowledge transmission. Value education should be so integrated with the entire education spectrum that we not only produce talent, but also good and caring human beings with a sense of responsibility towards society and the nation. It should begin with the impressionable minds and mould them with fine imprints of ethical and moral conduct, made inviolable principles of conduct in public or private life, or follow the dictates of what Immanuel Kant called the categorical imperative.

It is my firm belief that when teachers are taken care of, students benefit the most. We are actively working on a scheme for starting insurance and housing schemes for 60 lakh teachers of the country, subject to financial approvals. The scheme would be part of my ministrys effort to improve the offering that students are given in the education system. This is part of our efforts to make the system child-centric. The insurance schemes will require financial contributions from the Centre, the States and the teachers. The group housing scheme will I imagine be administered at the central level but will not require financial contribution from the Centre or the State Governments. The health and life insurance schemes are proposed to cost far less for teachers as far as premium is concerned compared to premium for individual schemes or even schemes run at the state level.

Higher education sector too is poised for momentous reforms. My Ministry is in the process of formulating the structure for an overarching body for higher education that would be responsible for higher education policy and planning in the country. The reform agenda for higher education includes imparting complete autonomy to universities for devising courses, cross fertilization of courses, research oriented universities etc,. The proposed National Commission for Higher Education and Research (NCHER) is intended to promote autonomy of universities by devolving powers hitherto exercised by the existing regulatory bodies, prevent fragmentation of education, promote interdisciplinary pursuit and creation of knowledge, accord a level playing field through norm-based funding for all universities Central or State, grant powers to States to participate in policy making at the national level through representation in the decision making processes of the proposed Commission. An integrated approach to the whole process of learning is what is contemplated.

I am also open to the idea of Indian universities collaborating with foreign universities or with the corporate sector. Existing in majestic isolation, without a creative exchange of ideas and shared resources, is neither going to serve education nor the industry. Corporate sector has been showing increasing interest in education as they require trained manpower. A bill to consider permitting Foreign Educational Institutions is already introduced in the Parliament. In order to prevent the unscrupulous elements from exploiting students, a Bill to prevent and prohibit malpractices has also been introduced in the Parliament. Same way, in order to take care of the education related litigation, be it between employees or employers; students of institution and the institution or the regulatory body and the institution, a Bill to set up National and State Educational Tribunals has also been introduced.

I am also shortly going to introduce a novel idea for furthering the cause of education. It involves de-materializing the academic certificates. My Ministry is formulating the proposed National Academic Depository Bill, 2010 for creating and maintaining a national electronic database of academic records and awards at no cost to Central or State Government. It mandates academic institutions universities, higher educational institutions, CBSE and States Boards of education to entrust academic awards with authorized Depository to be appointed under the legislation for secure storage, authenticated access, online verification and efficient retrieval while ensuring confidentiality, fidelity and authenticity. This proposal, once materialized, would make the existence of fake degree or absence of genuine ones (either lost or not retrievable) a relic of past.

The country today needs learning process to transcend the existing frontiers of disciplines and explore hitherto unexplored territories, in order to venture into a spirit of innovation which perches the country on to the commanding heights of a knowledge dominated, innovation intensive global arena.

(PIB Features)

A horrific truth about life

by Navneet Dhawan

Tragic loss of lives in an incident,
Revealed a horrific truth about life to me.

Just two moments ago,
I was looking towards a beautiful dawn of life,
But in those two moments itself,
Everything changed.

During the dawn of that day, all those people,
Were perhaps involved with countless of dreams,
And perhaps were thinking about their respective destinations.

But what did they know,
That a few moments later,
This journey of theirs,
Would take them forever, towards another world.

All those people were no one of mine,
But still, for reasons unknown
This one incident
Drowned me into a deep lake of sorrow,
And despite aspiring for those beautiful dawns of life,
Compelled me to face such horrific truths as well.

Really, lifes dawns are beautiful,
But at the same time such horrific truths,
Drown all of us,
Into the lake of sorrrow.

(A Poem Dedicated to the Memory of Victims of Air India Crash at Mangalore)

My poem falters and falls

by Vivekanand Jha

I write with ink of blood

To testimonialize and give

A touch of eternity to it

But my poem falters and falls

In the poetry of the world.

I pluck words from

A flowry and ornated garden

And weave a garland of them

To adorn the world

But they trample it

Under their feet

Like they crush the stub

Of the cigarete to prevent it

From catching the fire.

I discover the words

Hidden in the unhaunted

Recess of the mind

And juxtapose them

Like an ideal couple

Of bride and bridegroom

At bridal chamber

And turn my poem on new leaf

But they tilt their stony eyes

And turn deaf ears to it.

I infuse my heart and soul

Into the poem

Thinking it would be

The best and the last of my life

But they simply say:

Since it is the beginning

You would learn by mistakes.

Burial Ground

by Bhaskaranand Jha Bhaskar

Star-studded sky
With blossoming blue light
Beautifying the grace
Of the flowing water
Making an eternal sound
Makes me spell-bound !

Sun-smeared sky
With flooded light
Falling on beautiful flowers,
Dews in the morning
Refreshing nature all around
Makes me spell-bound !

Cloud-cast sky
With thundering lights
Hailing the howling wind
In the patter of rains
Damping all the ground
Makes me spell-bound !

Hurt heart-sky
With pleading tears
Praying for some balms
On the wounded mind
Of hapless humanity-
A growling hound
Makes me still
In the burial ground!


Trauma of Terror

by Vivekanand Jha

Wherever eyes go, we sigh to see

Be it a day or hours wee

In the mud we find our knees

Thunderous voice rends the ears

Two little eyes dipped in the ocean of tears

Tender soul is infected with fear

Life is nothing but error

Teeming with trauma of terror.

God made comely creature

Apart from the lovely nature

Man made it a field

With red bloodshed filled.

Life is endless tale of peril

In the hands of the devil

No one wants to take a risk

So the corps takes to frisk

By working on the tips

This time terror is to rip

In the guise of will o the wisp.

We feel insulted on being frisked

Irritation reaches its zenith

Earth revolves the feet beneath

To see the baggage and bag

Treated as a piece of rag.

(*Vivekanand Jha, The poet and research scholar, from India. He is composing poems on contemporary and relevant themes. He is also performing Ph. D on the poetry of the noted Indian English poet Jayanta Mahapatra.)


If you be my valentine

by Vivekanand Jha

Though I dont have

To give you a gold coin

But I have an open

Heart of mine

Though I couldnt become

Shakespeare or Einstein

But I would never say

You a byline

If you be my valentine.

Though I meet with

So many girls clandestine

I drink bear, wine and cocaine

I watch pornography online

I would leave

All acts of libertine

If you be my valentine.

Though I like to live

In a family combine

So far I have followed

Parents and elders guidelines

Parents have been so far

For me an enshrine

But I would leave them

In the state of pains and repine

Not only that, every night

I would offer you compline

And I would serve you

Like a bovine

If you be my valentine.

Though I dont afford

To travel by airline

My income doesnt allow

In five star hotel to dine

I have no good house

But only ravine

But I would manage you

Everything, even though

I have to purloin

The assets of others

Or brother uterine

If you be my valentine.

You have become my lifeline

For you I am ready

To do any adulterine

I would swim

Against any streamline

I can define any doctrine

I would fight

Against even flue of swine

If you be my valentine.

I am mad after your grapevine

On your blossom

I want to recline

With you

I want to entwine

Oh my love!

Make my life illumine

And let us surpass

All glories of pristine

By being my valentine.

To my proposals

You dont undermine

I am determined

To make you my destine

What I would not do

To see you of mine

If you not

Be my valentine


CSTT and its Works

New Delhi based Commission for Scientific and Technical Terminology (CSTT) works on a project of identifying technical terms which are commonly used in all modern Indian languages or can be acceptable to most of them. All-India Seminar of experts representing 11 Indian languages were organized to identify such terms. So far about 25,000 pan-Indian terms belonging to various discipline have been identified and published in the form of subject-wise glossaries for free distribution among scholars, writers, translators, journalists etc. A consolidated glossary of these terms is in press for final printing.

The CSTT is presently engaged in developing a computer-based National Terminology Data Bank for storing, co-ordinating and analyzing the entire scientific and technical terminology available in Hindi and other Indian languages. It will also help in identifying commonness of terms and linguistic features in Indian languages and facilitate instant dissemination of information regarding terminology in Indian languages.

The Commission has set up a computer-based National Terminology Data Bank to modernize and maximize the process of presentation and publication of its huge corpus of terminology. This will be useful in making the terminology readily available to users. Till date the Commission has evolved about 6 lakhs terms and about 2.80 lakh terms have been fed in the data base of the computer, and the remaining ones are under process. This data-base of computerized terminology will enable the Commission to

1. feed and process new word entries in alphabetical order quickly.
2. modify, alter, add to or take away the word-entries, if required.
3. retrieve the Hindi equivalents of terms whenever needed.
4. obtain laser prints for printing the glossary within short period.
5. classify or group the word entries subject-wise or subject-group wise.
6. obtain English-Hindi or Hindi-English or dig lot editions of the glossaries and
7. prepare the glossaries in the form of floppies/CD which will also be made available for sale in near future.

8. Customized RDBMS for National Terminology Data Bank.

The Commission has so far organized about 300 workshops at different places, where more than 5,000 participants have undergone orientation training in terminology, original writing and translation etc.

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