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ROLE OF THE SCIENCE POPULARISER Until three generations ago, science was considered to be the pursuit of a gentleman philosopher or a naturalist. It was part of an overall intellectual pursuit, a challenge to the mind and an engaging avocation. Brother Mendal looked at the genetics of a pea plants in addition to his main station in life as a Christian abbot. Charles Darwin was an aristocrat but took keen interest in geology and biology; his interest became his passion and the aristocrat transformed into a revolutionary scientist of pioneering ideas. Benjamin Franklin was essentially a statesman politician but deeply interested at the curiosities of nature. All these naturalists wrote well and wrote in the literary style of the era; many people believe that there cannot be a better account, either professional or popular, of the "Origin of Species" than what Darwin himself wrote. Likewise Benjamin Franklin wrote direct and powerful prose which was comprehensible to any one. Ironically, while the advances made by such gentlemen scientists and naturalists led to a more comprehensive understanding and definition of science itself, it "froze" science into categories such as physics, chemistry, geology, biology, each with its own principles, laws and rules. Knowledge and science became codified and specialized. With our increased understanding of physical laws and concurrent increase in our knowledge in the areas of chemical and biological sciences, it became possible now to apply science in much greater measure than before. Until then technology drove science and curiosity generated science. Now it became possible to use science for new applications and create new technologies. The use of science for human welfare, for commerce and everyday activities became widespread. One byproduct of this was that the language of science became complex, technical and removed from the everyday familiarity of the common man. The distance between the practicing scientists and the citizenry at large widened because science and technology developed their own idioms, recondite jargon and specialized approaches. It was no longer possible for the common man to read the original works of a scientist and comprehend it with the same ease that he could of, say, Darwin, Newton or Franklin. The scientist also began publishing in specialized journals of his own guild or profession. It was in this context that it became necessary to "popularize" science and to make it available and understandable to the lay. It was in this context that a new fillip was given to popularizing science by distinguished people, who were not only practitioners of science in their everyday lives but who felt compelled to discuss and bring it before the lay public. The feeling behind this was that science should not be an alien subject, but part of the human experience. We have come a long way during the latter part of this century and the importance of the science writer is increasingly felt. It is the science populariser who attempts to bring the professional and the lay together. Science is strongly woven into the warps and wefts of contemporary society. It has gone beyond being just a cultural component of human activity. The term science literacy is used increasingly in this connection. Science literacy has become vital in today's society. If one is to reap the best in life and be an active member of the society. There are not more than two dozen basic laws and principles of science - 20 great ideas - that a citizen needs to be aware of. About seven years ago, a geophysicist, Dr.Robert Hazen, and a physicist, Dr.James Trefil, got together and listed out these 20 great ideas in their book entitled Science Matters. While I had written about it in these columns on May 8, 1997, these 20 great ideas bear repeating. These are: (1) The Universe is regular and predictable; (2) One set of laws describes all motion; (3) Energy is conserved; (4) Energy always goes from more useful to less useful forms; (5) Electricity and magnetism are two aspects of the same force (6) Everything is made of atoms; (7) Everything - particles, energy, the rate of electron spin comes in discrete units, and you cannot measure anything without changing it: (8) Atoms are bound together by electron "glue"; (9) The way a material behaves depends on how its atoms are arranged: (10) Nuclear Energy comes from the conversion of Mass; (11) Everything is really made of quarks and leptons; (12) Stars live and die like everything else; (13) The universe was born at a specific time in the past, and has been expanding ever since: (14) Every observer sees the same laws of nature; (15) The surface of the earth is constantly changing, and no feature on the Earth is permanent; (17) All living things are made from cells, the chemical factories of life; (18) All life is based on the same genetic code; (19) All forms of life evolved by natural selection; and All life is connected. It is thus important for a science writer to act as a bridge between the two cultures that Sir.C.P.Snow talked about, and let people know what is happening as contemporary advances are made in science. The populariser also has a responsibility. He should sift good science from bad, and these from bogus science. In order to do so he should be in constant touch with science, preferably as a practitioner or at least as a producer or analyst of scientific ideas. Public perception of new science is two-fold, both appreciative and apprehensive. Advances in our knowledge in the physical sciences have rid us of our geocentric attitudes. Man's place in the scheme of things has undergone a great change form Galileo to Newton and with the explanation of the universe; this has made us realize what we are but a speck in the vast universe. This has taught us humility. It has further led us to think radically - that there may be extra-terrestrial intelligence and that it may be possible for us to search it, it is notable that the drive for this search, SETI as it is called, was most persuasively propounded by Dr.Carl Sagan, who was not only an outstanding. Astro-physicist but also an outstanding science populariser. His writings and television programmes have enriched the citizens of the world. In addition, Sagan concentrated his attention on what he called the "demons", or apprehensions in the public mind about science. New biology is replete with such (lemons - cloning, transgenics, patenting traditional practices in new forms. These are but some examples but none of these need to be demons. It is the job of the science populariser to take each of these demons, draw out its parameters and the dimensions, discuss its implications, its positive and negative aspects, what the societal responses need to be, whether a given idea, attitude, method, concept or even substance is desirable and what use should it be put to. Advances in science occur rapidly. Shifts in socictal attitudes and ideas, particularly in law and jurisprudence occur at a much more languid pace. The implications of science on public transactions need to be debated and if the science populariser plays his role in this he would have done an important service. On this occasion when I am being honoured by Organization which stands for this very purpose. I accept the award humbly. (Based on the speech delivered upon accepting the UNESCO Kalinga Prize for the year 1997 in Paris, France). D. Balasubramanian Centre for Cellular & Molecular Biology Hyderabad (Article published in Hindu) VOLUME - I SOME CONCEPTS, IDEAS & VIEWS PUT FORTH BY NCSTC Spirit of Voluntarity (April 1991 - E) Social Role of Scientists (May 1992 - E) The Role of Science Communication (June 1992 E) Scientific Literacy (February 1992 - E) Minimum Sciences For All (May 1989 - E) Minimum Science Package (May 1989 - A) Science Criticism (December 1992 E) Science Clubs (September 1996 E) Mini Laboratories (November 1992 - E) Learning by Doing (September 1992 - E) Learning & Doing Science can be Full of Fun & Joy (August 1990 - E) The State of Art (April 1997 - E) What After Science Graduation (January 1998 - E) Lighting Lamp to Lamp (October 1992 - E) Marketing Science (December 1997 - E) Scope for Innovative Ideas (June 1993 - E) Of Things Entirely New & Original (January 1991 - E) What is Environment (March 1997 - E) Working Culture & Ethics (March 1997 - E) Rural India : Radio is and will remain important (June 1991 - E) Teaching & Teachers of Science (November 1989 - E) Of Ignorance, Fear & Silence (August 1992 - E) Rising to the Occasion (May 1994 - E) Science Writing in Indian Languages (June 1990 - E) Science Writer’s Cooperatives (June 1990 - A) Science Popularization : Vision 2002, How to make it happen (May 1996 - A) Concept of a “SCIENCE CITY” (February 1999) Developing Software for Blood Donor Motivation Campaigns (August 1999) Understanding Nature (July 1999) Universalisation of Information Technology (March 1999) Let’s make counting in Hindi simpler and friendlier (January 1999) [Abbreviations : A : Articles E : Editorial] VOLUME II TO BEGIN WITH What and What Not in Science Popularization (February 1990 - E) Writing a Project Proposal for NCSTC (July 1996 - A) Submitting a Project to NCSTC (December 1990 - A) Submitting a Project to NCSTC (January 1991 - A) Doing Science Communication Also (October 1990 - E) Reaching the Have -nots (September 1990 - A) Voluntary Agencies (February 1995 - E) Working with Voluntary Agencies (July 1995 - E) Assessing Voluntary Organization (May 1995 - E) Foreign Funds (May 1991 - E) Trained Workers : A must (April 1995 - E) We need Manpower (March 1991 - E) Bring Thrill & Excitement (November 1993 - E) Activating the Activists (September 1993 - E) Crossing the Self -made Barrier (February 1994 - E) Living off the Past (March 1996 - E) Thinking of Scientifically (February 1997 - E) SOME SUGGESTIVE ACTIVITIES FOR BEGINNERS NSD Celebration in Educational Institutions : some suggestions (November 1992 - A) Science Clubs Activities at School (July 1994 - A) NCSTC COMMUNICATIONS Volume 2, Number 1 April 1991 Editor : Narender K.Sehgal SPIRIT OF VOLUNTARITY How one wishes that the need for such a piece on the subject had not arisen! The fact, that it has, ought to be indication enough of the concern it has been causing us for quiet some time now. What does one mean by “Voluntary” work ? At least to us, it basically means work done purely out of commitment to a cause at one’s own expense (both in terms of time and money). This concept is at the core of the spirit of voluntarity. We at NCSTC deal with a large number of voluntary agencies in our science popularization work, and have been doing so for several years now. Included among these have been and are some old, established and very experienced ones, some not so old or as experienced, and some very young and emerging ones ; small ones (with a single person or a few individuals), big ones (with several individuals), ones with a network of units spread all over a State, some with several hundred members, and others with several thousand members ; some very active with continuing and near - regular programmes, and some with occasional and topical activities ; some limit themselves to organizing seminars, symposia, issuing statements, positions on subjects of public interest or staging occasional protest and dharnas but with few or no activities involving common people, or any field work ; some do a lot of field work involving large numbers of people ; some work largely with school children ; some also have their very own activities and programmes done with resources, generated on their own or, contributed personally and individually, in a true voluntary sprit by members ; some survive and indeed thrive solely on activities, programmes undertaken on behalf of, for, or fully supported by one or more agencies of the state or Central Governments, or from sources outside the country ; and still others which may not fit any single descriptions aforementioned. Over these last six or so years, our accumulated experience can be summed up in the following observations and comments: i) the spirit of voluntarity has been on the wane ; ii) the voluntary agencies are increasingly being looked upon and used as source of employment ; iii) the self less commitment normally associated with voluntary work is increasingly becoming a rare commodity, getting rarer by the day; iv) there also exists voluntary agencies which use fraudulent means and methods to make many through multiple funding for the same/similar projects or by merely producing and filing well printed, nicely bound reports on activities that never took place, or took place only in name ; or by providing honorarium or salary for the same person from several projects; v) the first thing that representatives of many a voluntary agency, who came to attend a meeting, or a workshop, would like to know is how they can get funds, or what they should do/undertake to receive funds ; even if they have never done/undertaken or participated in a scientific activity, have no member or individual with them with any kind of science or technology they would like to submit projects for science popularization activities and receive funds; they would be least interested in doing the essential homework first, of acquiring some grounding in science and getting some training before venturing in to this field; vi) on top of this, representatives of many of these voluntary agencies go around posing and behaving as if they were some kind of ‘chosen’ people or god’s gifts to this country whose words, actions, motives, intentions or styles of working should not be questioned, least of all by any one who happens to be in the Government (state / central), and that they have a right to receive Government support without any questions being asked or without accountability of any kind. All this is only a reflection of the prevalent milieu in the country. But it devolves on those few individuals and organizations that still swear that by the spirit of the voluntarity to do something to reverse the prevailing trend. Believe me, some very urgent and concrete action is required. NCSTC COMMUNICATIONS Volume 3, Number 2 May 1992 Editor : Narender K.Sehgal SOCIAL ROLE OF SCIENTISTS To find a single definition of ‘science’ in a proper and meaningful manner is difficult. It is largely associated with technological manifestations. The science around us in whatever we do, touch or experience has not received the same importance or perceptions in people’s mind. Scientists are thus all the time expected to work for technological development of the country. The common man’s perception of science is that it belongs to only a specific group of people working in laboratories, with all kinds of sophisticated instruments around. Science is a method of thinking, a habit to observe, analyze, experiment and then make conclusions. Scientists believe only in theories which have been established through experimentation’s and continuous observations. ‘The aim of science is to describe the impersonal facts of experience in verifiable terms as exactly as possible, as simply as possible and as completely as possible’. Science is a method of learning things by observing, generalizing, deducing inferences and then formulating the hypothesis. Thus, practicing science not only makes a person rational and systematic but also makes him / her humble, honest and true to his conscious. He does not believe in gossips / stories until he verifies them. He develops a spirit of critical inquiry. A scientist is responsible not only to work for new technologies leading to the economic development of the country but also to inculcate scientific temperament among people for improving their quality of personality. As per article 51A of the constitution, it is our duty, as a citizen to inculcate scientific temperament among people. Practicing science is a good as practicing any religion. In fact, both of them have the same objective i.e. search of the truth. Science is trying to understand nature ; to which one belongs and religion the truth of the inner-self ‘atma’. One of the basic differences between the two is that scientists do not have blind faith in any thing, whereas religious preachers do have. Not every thing has been explored in both the areas. If religion and science are both for seeking the ‘truth’, then why is it that we still are obsessed with superstitions and why do we adhere to totally irrational believes? Religious preachers believe in ‘ahm perbrahamam’ as they find the soul as [art of ‘God’ and scientists finds himself as part of Nature. Then why courage and discipline are absent from our lift ? Why do we not have faith on ourselves, in other human beings and in the ultimate meaningfulness of the University? Why are we so dependent on ‘babas’ to suggest short cuts to achieve things and predict our future? For the development of physical and moral standards of our people, scientists will have to accept more social responsibilities. They must have faith in the importance of scientific temper and the method of science in the daily life. They should not be carried away by sleight of hands or some chemical reactions or psychological factors being used by the so called ‘tantriks’ and ‘godmen’. They must observe and analyse the situation and help in exposing such people. They should be able to communicate that every foolish belief and superstition is not part of religion. Religion is profound discipline of human mind. ‘The science of religion, based on faith and reason and experience, cannot thrive so long as people run after magic and miracles. To associate magic and miracle with either science or religion will kill both and there will be no progress. Through this newsletter, we have been talking about a mass movement BJVJ-92 being organized though all over India, with an objective of inculcating scientific temperament social upliftment. Thus an opportunity is being provided to all scientists to fulfil their social commitment by joining this Mass Action for National Regeneration (MANAR). NCSTC COMMUNICATIONS Volume 3, Number 3 June 1992 Editor : Narender K.Sehgal THE ROLE OF SCIENCE COMMUNICATOR Science and Technology has percolated into the life of every modern man (irrespective of his education, profession and economic status) and has made his life more comfortable. But the knowledge and understanding of science are restricted to a small fraction of the society. In the previous issue of “NCSTC Communications” (May 1992), we have emphasized the responsibility of every person, who understands science, to communicate the excitement of science and technology to our fellow citizens. The primary job of a science communicator is to act as a link between the abstract world of scientists to the mundane one of layman. Science communications involves two things : science and communication. Science has been defined by an English dictionary as “knowledge of facts and laws based upon observation and arranged in an orderly system”. Science is precise, brief and with facts. Scientific articles are short and contain scientific terms. To cite an example, Albert Eienstein’s paper on Mass Energy Equivalence or Watson and Crick’s model of DNA (De-Oxyribose Nucleic Acid) molecule, were very short communications which made history in the field of science and technology. The communication, on the other hand, is an art and is a matter of “who says what to whom via what channel, and with what effect”. It emphasizes more on the style and sometimes tend to be verbose. Therefore, effective science communication is a balanced mix of science and art. Isaac Asimov, who wrote more than 350 popular science books, once stated that, “I don’t indulge in scholastic depth . . . , I am a translator, I can read a dozen dull books and make an interesting book out of it”. The essence of science communication, therefore, involves the information and images, the value and views, the signs and symbols conveyed to the people in understanding a sensitive issue in science and technology. It is not enough to react to technical events, translating and elucidating them for popular consumption but searching investigations and critical interpretations are also needed. The role of science communication is not only to transit knowledge but also to facilitate people to make better sense of their biological, physical and technological worlds, to help them to be responsible for their own learning, and to promote a view of science as human activity. NCSTC COMMUNICATIONS Volume 2, Number 11 February 1992 Editor : Narender K.Sehgal SCIENCE LITERACY In an early issue of “NCSTC Communications”, May 1989, we discussed the concept of “minimum science for all”. What in science and what is technology that every citizen, irrespective of his social, economical, educational differences, should know about science and technology. The definition and specification of such a “minimum S&T package” is still being evolved. In the meantime, it is worthwhile looking into the question of whether the minimum science is same as “Scientific literacy”, how does it relates to the scientific thinking or scientific temper and why scientific literacy is so important to us? Like “literacy”, can “scientific literacy” also be made an essential and desirable goal for all Indian? Literacy has two distinct and quite different meanings : i) it refers to being learned and ii) it refers to the minimal reading and writing skill. There are several definitions on scientific literacy and most of them have failed to distinguish between these two meanings of literacy. Most of them lean heavily on experiencing process of science rather than on learning about that specified body of knowledge. Can we say that the ability of an individual to read about, comprehend and express an opinion about scientific matters is scientific literacy and it involves an understanding of some of the public policy issues that involve or directly the conduct of science and technology ? Does scientific literacy means knowledge of minimal scientific vocabulary or understanding of basic terms and concepts ? Can we say, people who are scientists, no matter how we define the term, have a better chance of rationally approaching the world than people who do not have that kind of training ? Whether a person can be consider learned without some knowledge of science or vice versa ? These are some of the questions that arise when we think of defining scientific literacy. The issue comes down to whether he can define scientific literacy unless we have a reasonable concept of what scientific literacy is. The primary reasons given for promoting scientific literacy are : i) growing impact of science and technology in our daily life can be appreciated only if the level of scientific literacy is significantly raised among our people, ii) only a scientifically literate nation can ever hope to fully and optimally harnessed science and technology, either in economic terms or in terms of its overall developments iii) scientific literacy would help in appreciating the growing complexity of S&T itself iv) scientific literacy and the understanding of the modern science and technology brings economic returns v) increase in scientific literacy among people would ensure their better participation in our developmental activities vi) scientific literacy would help better democracy in decision making vii) scientific knowledge is likely to eliminate superstitions and non-rational views among people and also develop a scientific temper among them viii) familiarity with scientific method will help people to form a more ethical and human world view. Scientific temper is neither a collation of knowledge of facts although it promotes knowledge; nor easy rationalism although it promotes rational thinking. It is something more. It is an attribute of mind which calls for a particular outlook and pattern of behaviour. It is part of the culture, a philosophy and a way of life which leads to pursuit of truth without prejudgement. The method of science constitutes a regenerative process of information collection, collation and analysis to create meaningful patterns leading to a systematic understanding of nature. Scientific temper can not flourish in an illiterate society, even though literacy is not a pre requisite for scientific temper. We can say that an individual with scientific temper will show the following characteristics : i ) a willingness to change based on new evidences ii) search for truth without prejudice iii) have a concept of cause and effect relationship iv) habit of basing judgement on fact and v) ability to distinguish between fact and theory. We would like to share the readers’ view on the above and we look forward to hearing from you. NCSTC PROJECT MINIMUM SCIENCE FOR ALL: “ SCIENTIFIC LITERACY” When we talk about “science and technology for the common person”, it directly relates to science and technology useful in his/her daily life, and to activities and programmes which promote scientific thinking and a scientific attitude and temperament in him/her. Many organizations/agencies throughout India are working to achieve the above said objectives, in their own ways, employing different methods, means and media. Leave aside coordination, there has hardly been any cooperation, dialogue, or exchange of views and experiences among them. Due to persistent efforts of the NCSTC, it was for the first time in the country, during Bharat Jan Vigyan Jatha (BJVJ) in 1987, that a whole lot of voluntary and other organizations/agencies were brought together to sit and work in close cooperation with each other, in a coordinated manner, for the organization and , implementation of this countrywide project. What we need today is a common thread to run through and interlink all such activities, efforts and organizations for the effective implementation of more such all India efforts and campaigns in which larger and larger number of people could participate. In the context of coordination and orchestration of various ongoing efforts in the country, the example of ordinary vs laser-light is very appropriate. All it means is that efforts and activities already going on, can be made for more effective and meaningful. But coordination and orchestration are possible and effective only in the case of efforts, activities and programmes which have certain well-defined, common or atleast similar objectives. But does any of this apply to the existing efforts? A little reflection will reveal that it does not! If we were to survey and example, in the above context, the many different efforts underway in the country for the popularization of science and technology, employing different methods, means and media, a number of facts and ground truths will reveal themselves. For example, consider the following questions: What is ‘Science’? What is ‘Technology’? What is ‘Science’ and ‘technology’ should reach the common people and what exactly should be popularized among them ? What are common people’s perceptions about all this ? What sort of science and technology can meet people’s needs and aspirations. There are bound to be differences and commonalties in the perceptions and diverse answers to the above questions obtained from organization in the different parts and regions of the country. But can we not, by discovering the commonalties and similarities underlying all the diverse answers and varied perceptions arrive at a ‘minimum science and technology’ for the common man? Just as ‘literacy’ is now considered essential for every Indian above a certain age, it has now become necessary to give similar ‘essential’ status to a ‘minimum science and technology for every one’ in the form of ‘scientific literacy’. The discovery, definition and specification of such a ‘minimum S&T package as an important goal of NCSTC. If you have nay suggestions, view and comments on any aspects of this objective, we will appreciate you sending them to us. NCSTC COMMUNICATIONS Number 5 May 1989 MINIMUM / CORE S&T PACKAGE We are presenting in this issue an NCSTC programme before readers which directly relates to all ongoing attempts, programmes and activities in the country which are aimed at popularizing science and technology among Indians and a stimulation, nurturing and promotion of a scientific attitude and temperament among them. How successful have the above mentioned attempts been, and where ? Hoe does one gauge “success” and “failure” “ Is it possible to coordinate and orchestrate in any manner the different types of activities and programmes underway in different part of the country ? Is there any need for coordination orchestration ? Like “literacy”, can “scientific literacy” also be made an essential and desirable goal for Indians ? How will this “scientific literacy” be defined ? One or all of the above questions must at one or another have occurred to workers in this area. Would like to share their answers or experiences with us and with other readers? If so please do write to us. We will look forward to hearing from you. NCSTC COMMUNICATIONS Volume 3, Number 9 December 1992 Editor : Narender K.Sehgal SCIENCE CRITICISM One of the important elements of the science communication and popularization programmes of the NCSTC is to enhance the quality and quantity of science and technology coverage in the media (print as well as electronic). Is a survey-cum-study conducted for NCSTC by the Energy & Environment Group (New Delhi) to find out the existing scenario and to identify the key factor responsible for the present situation and scope for improvement, it was observed that an important factor that determined the coverage of S&T by newspapers was ‘readability’, new innovations, discoveries and mysterious events that created a sense of awe among the readers. The science writers presently are mostly journalists and are not scientists. It is essential to train scientists to become journalists, if we are to create a new generation of science writers, who could inspire the common man to know about science and technology in its manifestations. People need analytical information to guide their actions on issues such as nuclear energy, environmental pollution, natural resources management, population explosion and gene manipulations. Even issues such as AIDS, climatic changes etc. involves public and they should be accurately informed. Eventhough, S&T coverage in the media is increasing and many newspapers are devoting space; even bringing out supplements, the presentation lacks imagination and are not interesting enough to the readers. Science writers presently rely on authorities, press release or conferences and professional journals to uncover the new. No probing is done, as in political news, going beyond the hand-outs provided by the laboratories or institutions. It is not enough to react to technical reports, translating and elucidating them for popular consumption. Searching investigation and critical interpretations are also needed to make the science and technology news exciting. The images of science and technology conveyed are critical for the popularization of science. Most people understand science less through direct experience than through the filter of journalism. In this context, control over the information and images, the values and views conveyed to the public are sensitive issues. While the press today published criticism of art, theatre, music, cinema and literature, science is usually spared. While political writers aim to analyzed and criticize, science writers seek to elucidate and explain. Most of them retail science and technology rather than appreciate through criticism. If we are to mediate between science and the people, to help them understand, comprehend and express an opinion about scientific matters, we have to encourage science criticism, which go beyond just producing information for an audience of non-specialists. NCSTC COMMUNICATIONS Volume 8, Number 6 September 1996 Editor : Narender K.Sehgal SCIENCE CLUBS There is need for a science club in every school, and in every college. There can be science clubs even outside of school and colleges - in neighbourhoods, housing societies, apartment complexes and so on. No one would quarrel with that! But how many science clubs are there in the country ? We have tried to find out, but haven’t succeeded in getting at the exact number. According to information given out at a recent meeting, the NCERT is supposed to have a list of science clubs with their addresses, numbering several thousands. One does not know how many of these were in-school and how may were in primary, middle or high (and higher secondary) schools. While there would be science clubs in almost every State / UT, not much is known about the nature, extent and range of their activities, in most cases. For instance, we do know a little bit about the science clubs and their activities in the State of West Bengal, Rajasthan, Goa, Madhya Pradesh and Tripura. One can be sure that there are science clubs in other State / Uts as well about whom and about whose activities one knows practically nothing. For a country with some 6 lakhs primary schools, 15,000 middle schools, 75000 high (and higher secondary) schools, and over 6000 colleges of various kinds, the number of science clubs in existence is dismally low. Now there is a population which we mustincrease dramatically ! why ? Because a very large number of vibrant and active science clubs can be made to yield numerous direct and countless indirect benefits for children, as well as for the ‘Science education’ and ‘science’ scenes in the country. A science club, in principle, can provide children a platform and opportunities to give vent to their innate curiosity and creativity and also to pursue their individual interest and scientific hobbies - needs which out class rooms and the present education system are just not able or allowed to cater to. Collectively, the activities of science clubs can have a positive impact on science education itself, besides helping to maintain a healthy inflow of manpower into not only more constructive and positive but also enjoyable and healthier pursuits. We must thus have tens of thousand of science clubs in the country. Not only that they would need to be networked at different levels to forge active links with one another. This would enable them to work on coordinated projects, exchange project ideas, innovations and experiences. State / regional / national level newsletters - to grow, later, into, magazines fully devoted to science club activities - can be very helpful in promoting the cause of networking. The National Children’s Science Academy (NACHISCA) is already there to provide the platform required for the purpose. One can’t even begin to imagine all the mind-boggling things we could do with an active and effective network of 50,000 to 100,000 science clubs in the country. So, two immediate tasks in front of us are : i) promote and help form active science clubs in all State / Uts and ii) go all out for efforts aimed at their networking. In the meantime, we would be happy to receive helpful suggestions on the subject. NCSTC COMMUNICATIONS Volume 3, Number 8 November 1992 Editor : Narender K.Sehgal MINI LABORATORIES Curiosity, inquisitiveness, fear etc are the basic inborn natural instincts/talents of every child. Only their development is affected by environment. It is our experience that children, whether they study in a government or public school are active. Every child feels happy and satisfied when he creates/designs something of his own. We must provide opportunities to all of them to develop their imagination & quench their thirst for curiosity, increasing day by day resulting in the non-availability of time to enter into creative work. From the age of 3, children are being forced to leave play and toys & start using pencil, pen & books, despite their dislikings. After schooling again, in the process of making him a doctor/engineer, he is forced to study courses which are of no interest to him. Thus most of his creativity and enthusiasm in an area otherwise of interest to him to curtailed. It is our duty, whether we are parents, teachers, neighbours or any others, to provide them the facilities and create a conducive atmosphere to develop their imagination, and creativity. There are many useless discarded items available in the surroundings(like sand, buttons, leaves, cycle tubes etc.) which could be used to satisfy the inquisitiveness of the children. All that is needed, is some ideas/suggestions, to provide some base to the imaginative thinking of the children. In this process, if not a room in each house, at least a room in a locality can be used for children’s activity. The basic requirement for such an activity is a person who is genuinely interested in total development of the child. And who can spare his holidays to tell the children stories, poems, riddles to spread the message and method of science and make science learning a fun. He may sit with them at night to tell them about stars and planets or show them spots on the moon, make them confident to fight against superstitions. This knowledgeable person should have patience to answer or find out answers for all questions put to him so as to sustain the enthusiasm of the children. NCSTC has always been looking forward to locate such individuals, who with a spirit of voluntary are willing to help children. It is not sufficient enough to write stories or develop software for children, more important is to answer their inquisitive questions which crop up while using the software. Persons with ideas on setting up such small labs/activity corners for children may write to us. NCSTC COMMUNICATIONS Volume 3, Number 6 September 1992 Editor : Narender K.Sehgal LEARNING BY DOING The educational system is an obvious focal point for initiating process of critical thinking. Education should develop in a child an inquiring mind which is full of curiosity and a desire to observe, investigate and create Mahatma Gandhi once wrote “Our education has got to be revolutionized”. The brain must be educated through the hand : if I were a poet, I would write poetry on the possibilities of five fingers. Those who do not train their hands, who go through the ordinary rut of education, lack ‘music’ in their life. The objective observation, analytical abstraction and interest in doing things provide a liberating potential for developing deeper social insights. A mechanism for learning science through doing or the ability to look at everything with a scientific mind ought to be deeply rooted in the educational system at all levels: primary, secondary, higher secondary and college or University. This process becomes more difficult with the phenomena of cultural lag, whereby scientific and technical changes outstrip socio-cultural changes. The present day education system in our country is standing in the way of ‘learning by doing’ : the ever increasing syllabi , and the consequent pressure on the teachers to complete the courses, leave very little to experiment, observe and develop student’s own conclusions. The education system on based on a long tradition of students sitting for passively while teachers and books present them with other people’s ideas. This makes science appear to them has made up of inflexible laws and dull theories. Even when students are given laboratory works, they are given a set of experiments with standard equipment which they accept as black boxes. The conception and even the purchase of these experiments, very often are beyond the comprehension of the students. In order that the students are trained in the natural setting of the research scientists they must be endowed with the physical and psychological climate of working scientists. They must also have the opportunity to investigate, to peer into the unknown, to take things apart and to put things together. In short, the experiments they perform must be true experiments with the discovering approach primarily based on an exploration of real situation rather than reading and performing some routine experiments only. The following extract from the National Policy of Education (1986) are relevant : “a child - centered and activity based process of learning should be adopted at all level ……. a major effort will be directed towards the transformation of teaching methods. Audio visual aids and electronic equipment will be introduced”. The above points indicate the intentions of moving towards a system rooted in ‘learning by problem solving’ and ‘learning by doing’ from the present one, which emphasises ‘reading and reproducing’ . Science teaching often gives an image of sophisticated laboratories. Such a thinking continues to dominate in our educational system. But science is there all around us and can be taught with much less and using far simpler materials, which are low cost and some times no cost etc. located around us and observed in our day today life. Then only, we could popularize science and promote a real understanding of science and technology. NCSTC COMMUNICATIONS Volume 1, Number 4 August 1990 Editor : Narender K.Sehgal “LEARNING AND DOING SCIENCE CAN BE FULL OF FUN & JOY!” ‘Says who?’ This question might be the immediate response from a large majority of present day students of science, as well as an equally large or even larger majority of those who at one time or another have been students of science in the past. Howsoever unfortunate this may be, such a response appears to be amply justified, going by the way science has been and is being taught in the country, at all levels. The very fact that an editorial titled thus had to be written, is symptomatic of the existing malaise. Two major cause for things being the way they are, come to mind immediately: the overwhelming emphasis in our education on theoretical aspects, in preference over the practical ones involving solutions of real life or day to day problems; and very little are no effort to relate are link the ‘science’ taught (at school, college, or elsewhere) with the science actually at work in things in real life or all around us. Thus, our science education by and large is certainly not helping makes science popular among the teachers and the taught. That is also why science popularization efforts have to aim even at those who have had some formal training in science. Attempts have been and are being made to tackle this problem at different levels. Some of these have even been quite successful. These, however, only standout as isolated examples or demonstrations of what is possible! The crucial problem of doing things on a large enough scale remains. The institution of a National Science Day (February 28) , and subsequent efforts to catalyze and encourage organizations of science popularization activities throughout the country in connection with the celebration of this day, are only parts of an overall NCSTC programme to make things happen on a large countrywide scale. In view of all that has been stated above, for the NSD 1991, we are proposing that the underlying theme be what the title of this piece suggest. What this means that the activity and programmes to be organized in connection with the NSD 1991, would have to be so conceived, planned and executed that the scientific and technological information to disseminated, or awareness to be generated, gets done in such a manner that those aimed at have fun doing it and are able to fully enjoy the learning experience. This in turn, would also imply that the activities and programmes to be organized involved active participation of the targeted group of people. NCSTC COMMUNICATIONS Volume 9, Number 1 April 1997 Editor : Narender K.Sehgal THE STATE OF THE ART The term “the state of the art” is normally understood to mean “the latest, the most effective and the most efficient means, tools, technology, methodology, or mechanism” in the whole world for accomplishing a task or achieving an objective or a result, in a given field. What is the state of the art in science communication (or science popularization) today? I have been asked this question often enough to warrant this piece. Science communication is a relatively new and evolving area. As a subject of study ‘science communication’ is certainly far from being as well defined as, say, ‘physics’ or ‘chemistry’. In other words, the term “science communication” or ‘science popularization’ could mean different thing to different people, even within the country, let alone in different parts of the world. This ought to be kept in view while talking about the "state of the art” in ‘science communication’ or ‘science popularization’. When we in NCSTC talk about popularization of science, here in India, the primary objective is to promote internalization of the method of science, and its use by more and more people, more and more often, in their everyday lives. (That’s what scientific temper is all about) For we believe that, more than its content, it is the method and values of science that are important. Alongside, dissemination of information, spreading of awareness and promotion of understanding among people about scientific aspects of natural phenomena, or of major environmental / industrial / technological or other issues facing people, communities, cities, districts, states, the nation and the world, and also about the possibilities and potential - both good and bad - of continuing newer scientific developments, discoveries and inventions taking place in India and abroad. While there is no reason to believe that objectives of science popularization elsewhere in the world are any different, in broad terms, from what has been described above, the emphasis and prioritization would definitely differ from one country to another depending on the ground conditions and circumstances obtaining in each case. I must mention here that the circumstances and ground realities obtaining in India are unique and so challenge - ridden that no other country - no, not even china - comes close to what we have! Our size, our numbers, 18 official languages, literacy and poverty levels, school dropout rates, problems of basic minimum needs, reach of mass media, among others, present challenges that are unmatched by any other country. So, what does one say about the state of the art ? Let me try. We need to look at two different aspects. One relates to the fast placed developments taking place in telecommunications, computer and video technologies, individually and through their integration. The other has to do with what is happening on the science communication software scene with newer possibilities opening up in the multimedia field as a result of continuing technological developments. As far as we know, in most affluent countries, organized science popularization efforts till recently have relied very heavily on science museums and planetaria - supplemented by efforts (more of individuals and less of organizations) utilizing the print and the television media. Radio too has been used but perhaps not as extensively as T.V. In terms of the latest in sophistry, gadgetry and hardware available and unemployed , the science museums and planetaria of countries like Japan, and those in Europe and America would be the state of the art - from what we hear and read about in reports. Also, in terms of what they have been able to do with the print and T.V. media and in newer multimedia formats like CD-ROMs and using the internets etc. in terms of coverage, documentation, reporting and dissemination, we have a lot to learn from them. But, much of it - even if it is the state of the art - would be unusable if not altogether impractical or useless in our context. Still, we have not done too badly in the case of the science museums. Our (i.e. National Council of Science Museums’ or NCSM’s) interactive out door exhibits and gallery exhibits have reportedly been exported to countries like Australia, in Europe and U.S.A. In the field of planetaria, however, we stand virtually nowhere - except for a model of portable planetarium which was adapted from an American design by NCSM some years ago. But the planetaria - though it would be fun to have them - aren’t even as relevant to us, as they are to countries where they don’t have clear skies on more than 250 nights in a year. But in India, because of our very peculiar circumstances - we have gone beyond the science museums, planetaria and the use of the print, TV and radio media . In addition, we have used folk forms, and jathas and devised some very unique ways of popularizing science, unheard of and untried before anywhere else in the world. I dare say that no other country in the world has an organized programme as comprehensive and as extensive as the one put together by NCSTC, Vigyan Prasar and the NCSTC Network. Some of our achievements speak from themselves : the Bharat Jan Gyan Vigyan Jatha (1992) : the National Children Science Congress ; the Eclipse 1995 programme of VP and NCSTC ; the ready to print S&T page project; the NCSTC - Air radio serial on Manav Ka Vikas (1991-94) and the networking of voluntary and other agencies. Viewed from here in India, in things that are relevant to us, our techniques, our methodologies and our projects represent the state of the art. Those outside would need to learn a thing or two from us and would benefit from it. In NCSTC, we have consciously tried not to go international; for, there is far too much that still remains to be done here! We could have made - and still can, if we chose to make - waves internationally. NCSTC COMMUNICATIONS Volume 9, Number 10 January 1998 Editor : Narender K.Sehgal WHAT AFTER SCIENCE GRADUATION? I recently got an opportunity to participate in a session with a hundred fifty strong audience (predominantly girls) of B.Sc., B.Sc. (Hons) and M.Sc. students study a variety of science subjects ranging from physics and chemistry to botany, biology and biotechnology. These kids seemed very worried about their job / career prospects after graduation, which was not entirely surprising. Symptoms of the gathering strom have been appearing one after the other over the years. The most recent among these is the decreasing popularity of science among new entrants to our colleges. Taking note of this an editorial in a national daily had opined that de-prioritizing science would be an expensive mistake. But except during the period immediately after independence - in particular, during Pandit Nehru’s time - did science or scientist ever enjoy any priority in India - other than in speeches, or on paper ? not in the media ! not in emoluments, powers or perks ! if anybody had any doubts on this, commission’s recommendations would have effectively set them at rest. What are the signals from the private sectors ? traditionally science and technology have attracted very little attention from the non-governmental sector as areas worth investing in, or paying attention too. They are quite happy importing outdated technologies and generating profits through sellers’ markets, creating demand which always stays ahead of the supply, palming off substandard goods, products and services. They have no use for S&T graduates or post graduates, unless they come with financial, production management, or marketing expertise. In addition, in the newly revolving scheme of things, scientist, technologist, engineers, researchers, science teachers and the like do not command a very high price in the job market. Nor do they figure very high on the list of most sought - after bridegrooms in the marriage - market, because of the stigma of low emoluments, virtually no powers and few or no associated perks. Moreover, in the bygone days teachers and scientists used to be held in high - esteem and society used to give them a lot of respect, even if their emoluments were relatively as low as they are now. Not so any more! The value system prevalent presently and gaining ground seeks to measure or evaluate every one and everything in terms of money. And as if all the above were not enough, they way science is taught in our schools can hardly enthuse or excite any children about science, let alone popularize it, or gain adherents from, among them. What does it all add up to, for students pursuing degrees in various science subjects ? Not a pretty picture ! This picture need to change. Negligence or any delay in addressing this malaise would cost the country dearly. The transformation could come about with the country taking up exciting and challenging scientific tasks, a dramatically better deal to those opting for these tasks ; vastly improved prospects for science graduates ; employing, among others, the electronic media consciously and extensively to improve awareness and to bring the excitement of science to children in and out of school in a coordinated manner, thereby making science really popular particularly among school children. We would love to hear from you. NCSTC COMMUNICATIONS Volume 3, Number 7 October 1992 Editor : Narender K.Sehgal LIGHTING LAMP TO LAMP Inspiration, opportunities, will power, attitude and inclination towards a particular discipline is essential for performing any work with excellence in walk of life. All these factors have their own specific significance in science communication also. The field of science communication is so vast that several lands need to be lighted to make it very effective. Be it a newspaper, magazine or folk form or an interactive media, significant work is underway in all these fields of communications. People who are learned, and laborious and have a missionary zeal, or tirelessly engaged in the task of taking science to common people. But could these drop of water make an ocean ? Perhaps no ! Several drops are needed. One of the basic task and duty of a science communication agency / science communicator is to provide the appropriate guidance, opportunity, and futuristic outlook to science communicators and to inculcate the spirit to develop them into valuable resource persons and to create a multiplier mechanism. Often, it has been seen that even a small ‘information’ could become a landmark to them and can give rise to self-confidence. Then, why deprive this opportunity ? It is quite commonly seen that instead of enlighting new lamps in the field of science communication, several established science communicators have discouraged new persons entering into this area. They have often propagated an image that science communication is something which is an un-comprehensible kind of art and which are not within the reach of new communicators. As a result, the entrants into this field have been very few. While it is a fact that science communication encompasses a wide area there is no harm if new communicators join to do this job, with the proper guidance of established persons. Perhaps these neo-science communicators could perform well and could put their skill and energy together to better result. Hence, every science communicator has to work in such a way to encourage more people like him to join the task of popularizing science. Whether you are in a school, college, laboratory or any other institution if you move in the society and if you are taking the work of science communication seriously, them certainly you will come across many talented futuristic and potential science communicators. Identify them, see the glare in their eyes, assess their ability and encourage them to get into the field of communication ; being their guide, and their light -house. If people from all walks of life and from all over the country comes together, there is no doubt that the scientific knowledge will illuminate every man. The need is to enlighten more lamps through a single lamp. It should be very well perceived that only science communication is the key to the real treasure of scientific knowledge; only by which the benefit of scientific knowledge could be carried to the common man. In all, science communication can perform its role effectively for development of a health progressive, innovative, balanced and systematic society. NCSTC COMMUNICATIONS Volume 9, Number 9 December 1997 Editor : Narender K.Sehgal MARKETING SCIENCE Popularization of Science and promotion of a scientific attitude fall in areas which are relatively new and wherein formal training of any kind is almost non-existent. For this and several other reasons these are hard enough tasks in themselves. Short of employing a very large army of communicators - which is impractical to do on a continuing basis - there really is not escape from taking recourse to the mass media for communicating science to anyone and everyone, whether in the unorganized or in the organized sectors. But in actual practice no single method, medium or means, is sufficient for accomplishing these tasks. One has to employ different media-mixes in different areas and for different target groups. Let’s return to the subject of communicating and / or popularizing science through the mass media, which would need to form an integral part of any large scale effort or project in this area. Those interested would already be aware that newspapers as a medium and in general give little or no importance to science in comparison to, say, politics, business & commerce, sports, and even astrology - on their own. The story on television is not very different presently, the programming on it depends heavily on cinema films, film based serials, religious and / or mythological, sitcoms (short for situation comedies) and of course sports! On the other hand, relatively, speaking, radio has been paying more attention to ‘science’ than has been the case with newspapers and television, even if music, politics & current affairs, culture etc. get higher priority on it than science. Each of these three media has its own role to play in science popularization and science communication. Are these media being utilized for this purpose ? One would have to say : No, not only! In fact, nowhere near their potential. Those in this business, when queried, would perhaps trot out a number of reasons why the mass media have never really considered ‘science’ or ‘technology’ as subjects worth their while. All their ‘reasons’ would essentially be reducible to, or revolve around, a strongly held view or impression that ‘science does not sell’, or in other words “there are no takers for science among the public’. And from this all the other things follow: no prime or fixed slots and no sponsors for science programmes: no coverage of science or major science events either on radio/TV, or on the front pages of newspapers; and no exclusive science pages in newspapers/magazines. And all this merely because of an “Impression” or a “view” held by some - without any scientific basis, or evidence, to back their claim. On the contrary , NCSTC’s and Vigyan Prasar’s own experience in the field- and on the ground - as indeed has been the experience of so many organizations working among the common people, shows that ‘Science’ sells and there are many takers among the common people, provided you communicate with them in their language, employing their idiom. To correct this situation, therefore, there is need to demolish the “Science doesn’t” myth from among the mainstream media and marketing surplus. One sure way to do it would be to demonstrate that “Science sells” by creating a niche market for “science” - along with it a distribution system for the same- with the help of interested and innovative media/marketing professionals/enthusiasts. Any takers, or volunteers, who would accept this challenge? NCSTC COMMUNICATIONS Volume 4, Number 3 June 1993 Editor : Narender K.Sehgal SCOPE FOR INNOVATIVE IDEAS Since its inception, the NCSTC has encouraged, adapted and enriched new experiments, innovations, new ideas and schemes in the field of S&T communication. Nowadays several ways and means are being used for S&T communication and popularisation, affecting the life style of common man directly or indirectly. The main aim of such programmes/activities is to disseminate scientific and technical knowledge, and to inculcate and foster development of scientific temper and understanding among them using all possible media. It is not so that all the ways, techniques, means and media have been tries out. As a matter of fact, we have touched only a few facets of this diversified area of communication techniques for science communication and there is an ocean to be discovered, adopted and tested. The scope for new ideas and innovations in the field of S&T. All that is needed, is to explore, discover, adapt such new ideas and put them in to practice. In 1987, Bharat Jan Vigyan Jatha came up with a new and novel concept and it is realised that where out print, electronic and other media failed to reach our Vigyan Jatha could. Its impact was enormous and format was proved to have infinite potential. So all of us, who are closely associated with Science Communication, should take the responsibility of exploring newer vistas and make new formats for science communication. Some time ago an institution “Kishore Bharti” of Hoshangabad gave a new dimension to science communication and set a novel example of Hoshangabad Vigyan. Then again Kerala Shastra Sathiya Parishad really brought revolution in this area. Besides, a number of individuals have originated several new ideas and have succeeded in taking science to the people. Now the question is that should we limit our efforts to the prevailing media or proceed towards discovering newer techniques and making further innovations for a more effective S&T communication? Infact, both are necessary. On the one hand, we have to concentrate on the use of our present communication media and techniques making them more effective so that we are able to ensure the maximum utilisation of the talent, resources and media, which have been emerged by our joint efforts for the purpose. On the other hand keeping in mind out future requirements and limitations we will have to find out newer methods for science communications. Conception of newer innovated ideas is not a mechanical process emerging on the push of a button. It is a constant intellectual process or effort, by virtue of which, who knows, when a bright idea flashes in whose mind! So let us tune and condition our minds for the purpose. Generally, new ideas come either on requirement, as we say that “necessity is the mother of invention” or something may click all of sudden. Both of these types of ideas have their own importance. Hence, we would request that if any such idea, new dimension for S&T communication occurs to your mind, please make a thorough analysis of the idea and if it seems viable, please write in detail to us immediately, so that your new scheme, project or innovative idea can be exercised/implemented in the public and national interest. Let us join and search for newer innovative ideas for S&T communication. NCSTC COMMUNICATIONS Volume 1, Number 9 January 1991 Editor : Narender K.Sehgal OF THINGS ENTIRELY NEW AND ORIGINAL This writer once made a proposition during a meeting organized by NCSTC to discuss and formulate projects for s systematic programme of development of S&T toys / kits / experiments ; the proposition was that if we were to have such a continuing programme, we should be able to come out every year with at least one to two entirely new and original S&T toys / kits which would really go around and become so popular all across the country that everyone would be talking about the,. The reaction to my proposition from just about every one of the participants who responded was so overwhelmingly and preposterously negative that this writer was simply aghast. Their basic ‘refrain’ or ‘mindset’ if you will, was that ‘entirely new and original’ S&T toys / kits would be impossible to develop, since so much work had already been done elsewhere(meaning USA, Europe etc.) that any thing we develop here would perhaps have already been done, and claiming ‘originality’ would be a problem. What really worried one was the psychology, the basic attitude and the ‘mindset’ at work behind responses from highly respected individuals (quite a few them winners of awards for their work relating to development of science toys / kits). One would, therefore pose a few simple questions: “How come such doubts, such questions and such refrains do not bother workers in countries that we always have been looking up to for ‘inspiration’ ‘guidance’ ‘new trends’ ‘new approaches’ and new directions ? What would have happened if the person, credited with doing something new and original before any one else did, had also the psychology and an attitude of mind like the one aforementioned ? Whenever we are confronted with the question of starting something new in this country, our first impulse is to look out for someone abroad whom we could collaborate with or get some of our people ‘trained’ abroad for the purpose. But why? Why hasn’t someone asked the following questions ? How did they get started on this abroad ? Where did they get their people trained perhaps that’s why they are the leaders; they are always the one who think of new ideas, new things to do, set the trends and indicate the new directions; we in India merely try to follow them, keep ‘abreast’ of what they have done and be happy and content with just that! Are we going to allow this situation to continue ? Is this country going to remain in the followers’ camp, or regain, wrest world leadership at least in some areas first, and to then follow it up with may more ? At least in the areas of ‘science popularization among people’, this writer believes that in many ways we are ahead of everyone else in the world, and India has what it takes to become a super-power in this area. NCSTC COMMUNICATIONS Volume 9, Number 12 March 1998 Editor : Narender K.Sehgal WHAT IS ENVIRONMENT The word ‘environment’ almost like the term ‘scientific temper’, has already been grossly overused - if not abused and misused as well - by all and sundry. And when that happens to a word, or a term, it begins to lose its meaning and significant for common people. This has already happened to the term ’scientific temper’. But in the case of the word ‘environment’, the process may have only begun. This word is being bandied about, mouthed and overused the world over. Yet, pressed for a definition, response of most people would betray a lack of clear, or complete, understanding of the concept of environment. For many environment means nothing more than trees and forests, for some, it only signifies pollution of air and water some others in the name of environment can only think of the zone hole and global warming; still other would be unable to think of thing others than banishing nuclear power and big dams and going in for solar energy and small dams; and so on and on. What then do we really mean by environment? First of all, we need to specify the object whose environment we would like to definite or describe. It is actually very simple. Conceptually my own environment would mean every thing around me that has an impact, direct, or indirect, short term, long term, on me, my-living my well-being, my health and my life - and of course, including everything around, that can be affected by me. Apart from that, there is a whole world inside me which affects and gets affected by some or all things around; that too is an integral part of my environment. We need to elaborate this further by making use of the above definition to look at various elements and aspects of India’s or one of its State’s, environment. We have earlier already mentioned some important elements which, in themselves, in many common people’s perceptions, provide adequate enough definitions of environment. There are countless other like noise, industries of different kinds, flu ash from thermal coal based power plants; chemical pesticides, preservatives, additives etc. Then there is a whole set of elements having to do with the ethical, cultural, and social dimensions: things such as poverty, literacy; widespread corruption in life, falling values and standards, criminalisation of politics, copying and cheating in the education system; parallel black money economy; atrocities on women, weaker section; discrimination in the name of ideology, religion or sex suppression of innate creativity, and innovation; lack of the right conditions and factor for people’s genius to bloom and flower, state of preservation / conservation / promotion of our cultural heritage, historical monuments and so on and on. There are several other aspects of the country’s overall environment which have to do with external factor : thing such as national security, threats to territorial integrity; embargoes, and restrictions enforced by gang-ups by other countries, threats to the country’s autonomous decision-making abilities, economic, trade and technology related threats, restrictions and embargoes, terrorist and other types of destabilization activities instigated from abroad; and more. All the above and many more elements and aspects constitute our environment - it would be almost impossible to prepare a comprehensive and complete list. Dealing with and addressing parts of it in isolation from some other parts would only lead to unsatisfactory and incomplete answers. This raises other important issues. A key question is : what or who should be at the focus of environment ? When we talk about conserving or preserving our environment, what or who is it that we are doing it for ? No matter how we look at it, the focus of it all has to be on the human being and human welfare. Where do animals fit in this picture? Is there a limit to the number of human that this planet, or India, can take care of and accommodate ? There are difficult and continuous questions. There are more such issues / questions for which no one possesses clear cut or generally acceptable answer / solutions. But then this would have to be a subject for another write up. NCSTC COMMUNICATIONS Volume 8, Number 12 March 1997 Editor : Narender K.Sehgal WORKING CULTURE & ETHICS Only beggars are used to receiving alms and handout. Or thieves steal from others when no one is looking. But no self-respecting person would want to take or receive something he or she did not earn or deserve. Right? No, not only longer! Or so it would seem! Just look around. One comes across innumerable instances all around which openly and unabashedly mock at values which were once held so dear : office-goers routinely coming in late and leaving early, taking unaccounted and long tea and lunch break, demanding overtime for work during office hours, absenting from work without prior or timely intimation, availing of unaccounted leave; and more . . . . And all this is done openly, non-chalantly, and without any hint or even a distant sign of remorse or guilt. This disease is not limited to any particular section or class of employees. It cuts across officers, institutions and different categories of workers. In the new dispensation and ‘value system’ presently evolving, the salary received is viewed as a right and, therefore, to get an employee to do some useful work for meeting a deadline or even to complete routine assignments, some ‘incentives’ or ‘extras’ are a must! Else, things are likely to get delayed, or even kept in abeyance indefinitely - or at least till the concerned employee can somehow be motivated or enthused. As part of this new work culture and value system, there are several other emerging trends which are gaining ground : i) it is becoming increasingly difficult to formally distinguish between good and bad workers; ii) more and more workers are joining those who not only do not work themselves but also try to see that others don’t either ; iii) like melting pot, the new system is reducing everyone to the same level of incompetence iv) while idlers get away with whatever they wish to do, better and more reliable workers get burdened with more and more work, without really getting anything in return, because promotions too are increasingly being demanded and granted as a matter of right - not to be used to distinguish between the performers, and non-performers, and v) no worker can be dismissed or denied promotion merely on grounds of non-performance or indifferent attitude to work. One could go on with this list, but this should do for now. Any efforts aimed at getting the best out of employees are unlikely to prove very fruitful unless they also include measures to counter the newly emerging trends in work ethics. Despite the increasing number of adherents to this new trend, there are still individuals everywhere - even if their numbers, admittedly, aren’t very large - who hold on to the older value system and do their work honestly and with a high degree of commitment , and in the process, more than justify the salary that they receive. We have to find ways of identifying them, giving them respect and rewards and of somehow networking them for better effect - and also of increasing their tribe. A conventional method is for the system to throw up role - models - presently, a very scarce commodity! But if a transparent and workable system of rewards cam be devised and put into operation, the new role-models can be developed. In addition one method, recourse to which is always available, is of “preaching through personal example. NCSTC COMMUNICATIONS Volume 2, Number 3 March 1991 Editor : Narender K.Sehgal RURAL INDIA : RADIO IS AND WILL REMAIN IMPORTANT After a well-known and widely respected writer and journalist had been briefed by the undersigned about the joint NCSTC-AIR radio serial on the method of science, titled Vigyan Vidhi, about its nationwide broadcast by all AIR stations in seventeen difference languages before 9.00 on Sunday mornings during 1989, about the 140,000 children all over the country who had registered as dedicated listers, and about the wall-charts (also in fifteen different languages) and specially designed activity kits provided to registered listeners, before and/or during the broadcast, he was really and truly aghast and disappointed at not having known or written about this exciting and unprecedented venture. But I was not at all surprised! In big metropolitan cities and larger towns, not many people listen to the radio; if at all, they may be tuning in occasionally for news at odd hours, or listening to the musical or light entertainment fare provided by the Vividh Bharati service of Air. The more glamorous and high-profile medium of television and vide has no doubt marginalised the role, of the radio and audio medium, especially for the relatively more affluent and elitist sections of our population, who can afford to purchase and maintain TV receivers and video cassette recorders/players. However, because of the very high cost of even the lowest priced black and white television receiver (at a few thousand rupees), it will continue to be impossible for a large majority of the common people, particularly in our rural areas, to be able to afford purchasing it or having ready access to it, for many years to come. On the other hand, a fairly reasonable medium-wave radio-receiver can be had for about a hundred rupees or so, making it possible for many more people to own it themselves or have ready access to it. If for nothing else, this 10 to I price differential will ensure that, a large majority of our rural people and some among our urban citizens would continue to rely on radio as the sole medium for their information, news, entertainment, cultural and `education’ needs. There is no denying the remaining stark truth that sizeable sections of our population. i.e those below the so-called poverty-line, presently have no access to any means of communication and this situation is unlikely to change in the foreseeable future, with all the existing ground realities being what they are. Even in some distant future, when everyone in India will have ready access to television, radio will continue to play a very vital role as a means of communication in its own right. This assertion is also borne out by experience elsewhere in the world, in countries where almost everyone already had access to television. In view of the above, and realizing the need to make fuller or more optimal use of the medium, for popularization of science among the listeners, we at NCSTC have taken concrete steps to do so in new and innovative ways. The All India Radio has joined hand with NCSTC to give practical shape to several ideas and the results have been very significant. The very first NCSTC-AIR joint venture in the form of the radio serial Vigyan Vidhi has created broadcasting history. The response form the listeners has been more than reassuring. This has led us on to the second and even more massive 104 part joint NCSTC_AIR radio serial on “Human Evolution” which is scheduled to go on the air starting this month itself. NCSTC COMMUNICATIONS Volume 10, Number 1989 Editor : Narender K.Sehgal TEACHING & TEACHERS OF SCIENCE How does one relate popularization of science among common people to the teaching of science in schools ? In more ways than one, actually ! first of all, the science teacher provides a most important and vital link between the two. For any science popularization effort to go far and wide, large numbers of communicators are required, and science teachers, especially from schools have been found from experience to be the single largest source of both the S&T communicators as well as of the resource persons. There is something else also which is common between the teaching of science in schools, and the popularization of science among common people ; it is the need to make sure that the ‘science’ in both cases has something to do with real-life things, applications, situations, phenomena, etc. around us and in every day living. This is a point that is quite often missed and, as a result, our education falls to popularize science and our popularization efforts fall far short of promoting real understanding of science and its demystification in a way that would encourage more and more people to want to get into science by going things with their own heads. This situation needs correcting. Where do we begin ? This, without doubt, is a complex problem, involving many a factor some of which go beyond the ambit of education. One thing, however, is certain : science curricula need revision and drastic pruning - and a change in the basic philosophy of their design. As a result of newer and newer developments in almost all branches of science, curricula at all levels in almost all disciplines have been getting fatter and fatter. It is about time that curricula were pruned and redone in line with a philosophy which would set store in emphasizing ‘understanding’ of the type that would enable students to approach practical, everyday problems requiring, or amenable to, solutions get together, initiate, and build a real movement towards this goal. Elsewhere, in this issue, we present a new NCSTC scheme designed to address a very specific aspect of the problem described above. We should be happy to receive your views on the same. NCSTC COMMUNICATIONS Volume 3, Number 5 August 1992 Editor : Narender K.Sehgal OF IGNORANCE, FEAR AND SILENCE Literacy, scientific literacy, scientific method, scientific attitude are but a few hackneyed terms no one seems tired of speaking about ! Scientists, educationalists, social workers, common man, all talk about science ! Yes, that is the catch ! We talk ‘about’ science ! We do not talk science! We do not speak of science in our homes, streets, offices, even in laboratories ! Often our children ask about the world around them, say, how a child is born or how a godman produces holy ash ! Often they are misled or ignored ! Often they are a child, often stories are told about monsters prowling around by night ! A child wants to know about such monster, its reality; nut is invariably asked to keep silent ! Though terrified, the child may peep put of the window for a glimpse of that non-existent monster ! The child, when it grows up, may not believe in such monsters or sprits per se, but what is significant is that it represents - the unknown, the mysterious and something not to be talked about ! Its reality is established by the silence born of ignorance and fear! It is not that many of us do not realize or understand the case of this silence. A few individuals / organizations have been continuously attempting to break this silence in various ways as a result of their missionay zeal. Occasionally, there is a breath of fresh air when we read about a few young school girls in Madhya Pradesh unveiling the mystery of the appearance of the while snakelike lines on green leaves as those due to a tine worm only about a millimeter in size with the help of their simple plastic microscopes ; and thereby shattering the myth of the curse of the snake god. The same school girls, however, feel wary to experiment with religious beliefs, feeling threatened by their elder’s insistence that their irreverence to family deity could cause death of a close relative. No questions asked, just acceptance ! Silence again ! We feel highly agitated and depressed when we think of the present state of science and technology in our country. We Talk of the poor standards of our S&T institutions and inefficient industrial units. We talk of the brain drain and the crisis in scientific and engineering disciplines. We lament about our bright children often turning away from scientific disciplines. Our pride that we are the third largest scientific manpower in the world gets shattered when we think of all this! It is undoubtedly a tragedy and shame! Why is it so? The major problem connected intimately with our culture that defies any effort for any possible solution is our silence on science! This is how a reader in his letter to the editor of Physics Today once noted, “science has got to come out into the open in our homes if our children are to parkle of its opportunities for happiness and success. There is little, if any, tradition of science in our culture (not any that has survived anyway); and so we fear it, perhaps naturally! Surely we would not like to pass on this legacy to our children!” We have Vigyan Nathas, peoples’ science movements and an army of dedicated people out to conquer the enemies like illiteracy, unscientific beliefs and traditions, out to inculcate a scientific temper and transform the face of the country! Results do seem encouraging! Bharat Jan Gyan Vigyan Jatha-1992 is already on, launched all over the country on August 15, 1992. Let us begin with this effort then! Let us talk! Let us be strong and face up to our fears of the unknown! Let us find the “reality” by breaking the silence born of ignorance and fear! NCSTC COMMUNICATIONS Volume 5, N umber 2, May 1994 Editor : Narender K.Sehgal 23. RISING TO THE OCCASION Liberalization, globalization, competition in the world market, opening up of the economy etc. are but a few topics often heard and furiously debated in our country today. A common fear harboured is that the recent economic reforms may compel us to look to the developed nations for anything and everything and stifle the growth of indigenous technologies. In other words, we may become more dependent on developed countries. Others perceive the recent reforms as a blessing in disguise-a challenge, and a step towards self-reliance. It is necessary to bear in mind that measures like concessions, though important for protecting the interests of the rural and small scale industries, if continued indefinitely may not serve as incentives in the long run. In fact, slowly and steadily, they may cause the competitive sprit to diminish and hence the urge to improve upon the old technologies and to develop the new ones. Eventually this sprit may vanish altogether; and in turn may adversely affect the social and economic development of the country. It is for this sprit that we need to compete in the world market. This could be made possible only if we remain in touch with the technological advances elsewhere in the world and develop indigenous technologies available nowhere else. At the same time, we shall need to accept the suitable technologies from developed countries and adapt them to our advantage. In fact, this implies maintaining a continuous contact with this reality and a willingness to adapt to the changing environment. Where does S&T communication or the Peoples’ Science Movements (PSM) figure in the above scenario? One of the main objectives of all S&T Communication efforts and the PSM is, among others, to attain self-reliance through people’s own initiatives. In this regard, the importance of higher literacy level, access to basis scientific and technical information, understanding of basic scientific processes and scientific outlook cannot be over emphasized. It is these attributes which would help us understand and appreciate the situations existing in our country to day vis-a-vis elsewhere in the world. True, a beginning has already been made in the form of Total Literacy Campaigns and Peoples’ Science Movements. It is through such movements that we shall be able to kindle the competitive sprit and help ourselves come out of the shells and cocoons of concessions. This would then provide an impetus to the development and growth of indigenous technologies and face the challenge posed by the changing world scenario. To make our fellow citizens appreciate and understand this fact would be the major responsibility of the Peoples’ Science Groups today. Given the situation as it exists in our country today, helping people understand the reality and face the challenge is no doubt a daunting task, though not impossible. This follows from the fact that a few Peoples’ Science Groups have been successful in mobilizing the people and developing rural technologies with catalytic support from Government agencies that has made them self-reliant. PSMs could accelerate the pace of achieving self-reliance for our country by preparing people to face the reality and developing a competitive sprit amount them. Then a “reverse” technology transfer - transfer of technology from this country to other countries including to the developed ones may become a reality. Let us come out out of our shells and rise to the occasion. NCSTC COMMUNICATIONS Volume 1 Number 2 June 1990 Editor: Narender K.Sehgal 24. SCIENCE WRITING IN INDIAN LANGUAGES It is quite often claimed and/or believed by widely circulated newspapers and magazines in the country that their readers were not all that interested, in keen on, reading about science and technology. So, in their view, it would be difficult for them to `justify’ devoting more `column space’, or making any specific additional efforts or investments (in terms of manpower or funds) especially for (quantitatively or qualitatively) improving upon whatever they were already putting out in their publications on science and technology related matters, in the `normal course’. However such a claim can at best be only an indicator of an impression, or perception, of what their readers do or do not prefer to read in their publications; for, as far as one cane tell, there appear to have been no known, proper and scientific surveys conducted by any of these major newspapers/magazines to serve as a basis for ascertaining readership tastes, preferences, habits etc. in each case. On the other hand, our own experience of experimentation and conducting activities with common people in all age-groups, both in the urban as well as rural areas, unmistakably points to widespread interest in all things scientific and technical (S&T), provided they are communicated or presented in terms and using a language that are comprehensible and intelligible to those addressed; especially among the younger people, the hunger and keenness for more knowledge and information about S&T related things is found to be unbelievable high! Contrary to the above mentioned impression or perception, said to be prevalent among major newspapers/ magazines, we hold the firm view that all major, widely circulated, magazines and newspapers stand to ‘benefit’ from a qualitatively and quantitatively enhanced S&G coverage in their publications. Obviously, this ‘benefit’ can be what the individual publications would want to make of it. I can, eventually, mean enhanced circulation as well as enhanced advertisement revenue, depending on the type of S&T coverage a publication would want to ‘specialize’ in - and there can be a very wide variation in this! We could like to try proving our above contention, in actual collaboration with the individual magazines / newspapers concerned. Elsewhere is this issue, an article titled “science writers’ cooperatives” presents and elaborates on just such a proposition. We would happy to have reactions on this from major language newspapers and magazines. SCIENCE WRITERS’ CO-OPERATIVES Any reference to the people of India is almost always accompanied by an explicit or implicit statement to the effect that most of these people are illiterate. True as it is, such a statement tends to obliterate the other half of the truth - that is, if only 40% of our population is literate even than one has about 350 million literate persons in this land, a number that is much larger than the entire populations of USA, USSR, Japan or of all the countries in Europe put together. Almost all major Indian languages have traditionally had rich literature by how one wishes that were true of their scientific components. Two major reasons for this could be a limited science and technology (S&T) base, and science education that is largely imparted in English, rather than in the local language. Because of the latter, most S&T professionals find it very, very difficult, if not impossible, to share their knowledge or to communicate with the common people in a local language. In spite of these barriers, science literature and science magazines in Indian languages are not exactly a rarity, thanks to the devotion of certain individuals and groups committed to the cause of propagating science through Indian languages. However, one must admit that both in terms of quantity and quality the output has been far from adequate. There, of course, are some magazines devoted exclusively to science and technology, but more often than not, the popular science magazines in Indian languages die a premature death on account of lack of support - in terms of a sustained supply of good material for publication, funds to sustain inevitable monetary losses in the beginning, and of course, a lack of enough takes both for advertisement support as well as subscriptions. It is still next to impossible to earn living in this country - through science writing alone, especially in an Indian language. Full-time or professionals science writers in Indian languages, therefore, will take long to emerge, since there is very little money in science writing as yet. But there now exists a large pool of ‘amateurs’ of the self-learnt kind, who are potentially capable of scientific writing in Indian languages ; they can be motivated through appropriate opportunities to take to science writing on a more regular basis, rather than doing so in small sporadic spurts. This could help increase the availability of good S&T material for publication in magazines and newspapers. NCSTC efforts One effort in this direction is NCSTCs monthly resource - letter ‘SROTE’. This Hindi feature service containing a variety of original items on science and technology, is being brought out on behalf of NCSTC by the Ekalavya group of Bhopal. The format is such that any item can be picked up as it is, or with minor editing, for use in a newspaper / or a magazine. It is particularly meant for smaller newspapers and magazines; the bigger one would like to use it alright, but they want an exclusive and individual service for themselves. Because of its very nature and as a matter of policy, ‘SROTE’ is not meant to such ‘individual’ needs. (b) There have been efforts of a different kind as well. Over the past several years, a number of science writers' workshops have been organized in different parts of India, catalyzed and supported by NCSTC. These workshops brought together science writers in Indian languages - established as well as newer and younger one - and also produced publishable materials in respective local languages. Such efforts have been successful to the extent that materials resulting from these workshops subsequently got published in popular science magazines and in newspapers. Such workshops, however, also have their limitations. Typically, one such workshop lasts for about a week, or even less; that is insufficient for imparting any real and meaningful training; and it can not possibly result in any substantial amounts of publishable materials; also, contact with those who take part is generally lose, one the workshop is over. Could one turn this transient activity into something more lasting? It could be in the form of a group or a co-operative of science writers who would hold together and produce published materials on a more sustained and regular basis. And how about tying each one of these groups/cooperatives exclusively to one or the other major newspaper or magazine with a relatively large readership? Cooperatives NCSTC proposes to catalyze and encourage formation of Science Writers' Cooperatives of the type above mentioned. The idea is to help form a core-group(s) of writers each lead by a recognized science writer, if possible, which will systematically and regularly produce good and publishable materials. The initial push and initiative for organizing such cooperatives can be provided by NCSTC. Concurrently, efforts will be made to encourage periodicals - and later, newspapers - with large circulation to have tie-ups with these groups so that materials could appear in the respective periodicals or newspapers regularly. To begin with, a group could be formed around a recognized and experienced science writer with a small cluster of (two to four) enthusiastic and eager -to-learn writers. Together, as a cooperative, they would cater to a periodical (or newspaper) for planning and preparing the latter's entire S&T coverage, on an exclusive basis. For the periodical (or newspaper) concerned, a major gain would be the creation, development and demonstration of the demand for its S&T coverage, at very little or no initial cost at all; besides, there would be the advantage of getting exclusive material. If such a cooperative remains active for a reasonably long period of time and its writings appear in a widely circulated magazine (or a newspaper), one may expect it to establish a certain credibility among the readership and, quite possible, also a demand for the kind of writing it produces. Once the cooperative, or the group, has achieved a certain standing, there would be nothing to prevent it from writing for other publications as well, without violating the exclusively part of their arrangement with the periodical (or newspaper) that they started out with. For any such cooperative, the sooner such a stage is reached the better. If a group is serious and has the basic capabilities, we would expect it to achieve this in less than a year's time. NCSTC would like and be able to help the group only upto that point. NCSTC intends to actively pursue this idea and expects to catalyze formation of such cooperatives in all major Indian languages. Details of this scheme are being worked out. In the meantime, we invite readers' reactions to the proposed idea of Science Writers" Cooperatives, and also any alternative, supplementary or complementary suggestions that they may like to offer. 26. SCIENCE POPULARIZATION : VISION 2002 HOW TO MAKE IT HAPPEN Introduction There have been positive developments on the science popularization horizon during the Eighth Five Year Plan period - both in the 'formal" sector (science museum; planetaria, exhibitions, coverage in the mass media etc.) as well as in the 'non-formal sector (involving work of the people's science movement groups, use of folk media, jathas, science marches, environmental awareness camps, and other activity - base programmes) involving large numbers of common people and children. In this article, several initiatives are presented in order to stimulate a dialogue With active science communicators, these are based on discussions with experts from various organizations. While some important achievements of other agencies departments are given in the following section, the initiatives are focussed on the National Council for Science & Technology Communication. Major achievements During the Eighth Five Year Plan Following up the recommendations of an earlier Task Force of the Planning Commission (1974) National Council of Science Museums has built a chain of science centres and science museums in the country under a common coordinating umbrella, with free exchange of personnel, exhibits and training facilities. These include 6 national, regional, 10 sub-regional and 30 mobile museums. About three hundred school science centres have also been set up. While there may still be many questions about the quality and effectiveness of much of the science and technology coverage in the mass media (daily newspapers, radio and television) quantitatively at least, more than ever before, science & technology related issues, developments and news are getting increasing media attention, evoking good response form the people. As far as professional academies, academic institutions (like colleges an universities) and other scientific agencies/research institutions are concerned, more an more of their members as individuals (and as voluntary associations/group) are participating in science communication activities; however, there has been only limited improvement in the pattern of institutional participation/involvement in science popularization activities/programmes. All states and union territories have set up Science & Technology Councils/Departments. Among other, science popularization is a specific priority an thrust for promoting activities and programmes of science communication & stimulating scientific temper in the state has been ensured. There is a need to catalyze other science communication activities through active involvement of interested voluntary organizations. The coming of the National Council for Science and Technology Communication on the scene in 1984 has proved very helpful. It has developed and supported a whole range of programmes both in the 'traditional" and 'non-traditional' sectors involving a large number of voluntary agencies, as well as official agencies: training of science communicators (in different languages and for different media), development/production/ dissemination of software for different media, support to popular science magazines in different languages, compilation of countrywide data for creating computerized science communication databases, activity-based field projects involving people in large numbers, institutions of annual national awards for recognizing outstanding efforts in this area, designation of February 28 as the National Science Day by the Government of India, have been some of the important elements among the council's major programmes. The Bharat Jan Cyan Vigyan Jatha organized in 1992 was a project which encompassed all essential elements and aspects of science popularization. The number of agencies and institutions that took part in, cooperated and provided active assistance, ran into several hundreds. The National Children's Science Congress was first held in December, 1993 and has since become an annual feature. In all the above efforts, scientifically oriented voluntary agencies have played a very important role. A country-wide S&T communication programme that deserves special mention was the ECLIPSE - 1995 programme with S&T activities built around the total solar eclipse of October 24, 1995 which was visible from some parts of the country; organized jointly with Vigyan Prasar. Working within the structure of the formal education system. National Council for Education Research & Training, New Delhi has encouraged the involvement of students and science teachers in creative activities designed to stimulate scientific temper like development of projects and models for display in science exhibitions which are organized at the district, state and national levels. Other efforts include orientation of teachers and improving science text books. Several books on popular science have been produced. The distribution and reach of these books needs to be considerably enlarged. Initiatives The major initiatives are aimed to achieve the following set of objectives by the end of the Ninth Five Year plan period : - a higher level of public understandingg of science and technology and significantly raising scientific literacy ; and - empowerment of the people based on sciientific data and analyses of all critical issues of development. The order of presentation does not reflect any inter se priority. Some of the initiatives have been attempted on pilot basis or at a local level earlier. The effort to publish popular science books need to be encourages. Incentives like prizes, awards and honours need to be instituted by State Science Council Departments, at the State level and by Academies, Departments and other national .organizations at the national level for outstanding science communicators. There should be support for translating outstanding popular science books published in foreign languages where rights are now available. Efficient distribution mechanism is necessary for these to be accessible to the target readers and new channels and methods may be tried. Use of radio may be increased for science popularization by producing attractive science based programmes in regional languages. FM and other channels must allocate more time for such programmes. Interesting educative science programmes need to be produced for Doordarshan as well as other televison channels. Optimum utilization of the various existing facilities including media research centres in the various universities which have expertise and well equipped studios for making good quality programmes is recommended. Courses for training producers in science based programmes for radio and television may also be encouraged. Change of attitudes and practices requires directed efforts beginning with primary school children and their teachers. Innovative programmes need to be encouraged to inculcate science related values in the teachers and, through them, among the children. Programmes for 'hands on' 'activities and learning-by-doing among the school children are established routes to stimulate scientific temper. Effort like children's science congress, joy of learning children's projects exhibition activity camps, etc., by schools, voluntary organizations and dedicated science communicators may be encouraged. The formal education system ensure learning of science and mathematics for all students upto the Class-X level beyond which options are available to continue education without pursuing these subjects. Rich experience is available from pilot projects of popularizing science amongst this population group in several places. The reach of these programme may be increased to as many students as possible. The existing network of Audit Education Centres, KVK, DICs, PHCs, Jan Shikshan Nilayams, State Science & Technology councils etc. need to best systematically involved in science popularization activities; this will help people relate science with everyday life and increase their level of understanding of science. Efforts at developing need based specialized courses in science communication in more universities and institutions need to be intensified. Research in science communication needs to be encouraged. Concerned agencies should support creation of centres for research in science communication and education in existing academic/research institutions. Chairs may be set up in selected universities to promote academic and research efforts in science communication. It would be desirable to establish a fellowship programme for eminent scientist, who have interest in science popularization to devote their time to this effort. We should make use of them to intensify and improve the quality of the local regional efforts in science popularization. We need to involve more scientists into programmes related to science communication. Young scientists and professionals interested in working in various areas of science communication may be associated with imaginatively drawn programmes and projects for science communication and popularization. Enabling mechanisms should be put in place so that a large number of interested scientists, technologists and teachers in our national laboratories, research institutions, and academic institutions like schools, colleges, universities, etc. respectively could be deputed (with institutional backing) to work with scientifically and technically oriented voluntary organizations engaged in science communication and popularization activities. School science programmes to complement formal learning of science while developing creative faculties of children need to be strengthened with science clubs and activity centres. These may be supported with infrastructure, expertise and resources from the nearest sub-regional or district science centres. It is necessary to develop a core package comprising concepts, attitudes and skills. This may be promoted along with teaching materials using illustrative everyday experiences and assessment tools for enriching elementary school science education as well as adult education. Innovative campaigns, perhaps on a mission mode, may be launched to ensure that this core package reaches the common man. The package may have adequate flexibility & potential to ensure its relevance and effectiveness among the people. It is very important to design activities to encourage the participation of girls and women in popularization of science and mathematics. Partnerships with groups that are currently involved in such efforts may be developed. Programmes to develop schemes for community science programmes with the involvement of experts and organizations on projects of local and economic relevance may be encouraged. These programmes may also extend support to the workforce in institutions in both the organized and unorganized sectors. It is necessary to develop programmes for technology popularisation. These call or nucleating nodal centres in selected blocks. The objectives for setting up these centres are : (1) providing technical back-up support system for implementation of development programmes in rural areas by involving the Panchayats, (ii) providing necessary information regarding local resources base and possible technology options for sustainable development and (iii) building local capability for implementing the programmes. The nodal centres will have the responsibility of seeding several (about 20) technology centres each. The technology centres in selected villages will be engaged in various activities such as information and planning infrastructure development, water shed management, energy planning, agro processing and programmes related to non-farm sectors. The country is rapidly moving into the information age. On the one hand, there will be an increase in accessibility to nodes of several electronic networks. On the other, 'stand alone' systems will continue to multiply. Both the systems will become important sources of information retrieval and referral and therefore need to be developed for both network as well as the needs of users in urban centres and at the district and panchayat level also. The initiatives recommended in the report will have to be quickly translated in action programmes for science popularization. Active participation of people in the grass root based organizations, who are to implement the schemes, is necessary at each stage of framing the programme. Readers are invited to discuss the proposals with science communicators in the own neighbourhoods and send reactions to the initiatives described here. This feed back will improve the programmes and result in a more realistic approach in the Ninth Five Year Plan. Volume 10, Number 11 February 1999 CONCEPT OF A "SCIENCE CITY" The other day, I was in Chennai and took part in an exploratory discussion on a possible "concept" for a "Science City". A very good thing about this discussion was that it was "zero based" - meaning that we could start with a clean slate and that we were not bound by any preconceived notions or hemmed in by "concepts" or "models" of existing "Science Cities" around the world, including the one in Calcutta. What is a "Science City" anyway? Obviously, there is no unique or standard answer to this question. An answer would have to be thought of, conceptualized and formulated in detail. Moreover, the concept of a "Science City" would evolve over time. Unlike those who conceived of the very first "Science City" in the world, we at least have some existing 'models' to look at and learn from! But having said that, why don't we start afresh and conceptualize a new and innovative 'model' for a "Science City” ? A "Science City" could of course have a "Science Centre/Museum" with both standard and unique galleries; a modern complex with its nerve centre together with large and small auditoria, conference and committee rooms, community centres, activity centres for children, inter linked and networked information and resource centres with all kinds and manner of data bases; and more, besides something very innovatively unique as a hall or trade mark of its location. But merely a large Science Centre with a lot of associated facilities - no matter how big - in my view would not deserve to be called a "Science City". It must have other characteristic features which would justify and earn it the distinction of being called a Science City. These features could include a cluster of institutions of repute, engaged in academic, scientific and technological pursuits which exemptly the unique contributions of S&T to the life and economy of the state and the country. But their inclusion in the boundary of the "Science city" ought to demand of them a transformation in their way of working and functioning. Let me try describing what I was an ordinary citizen would expect to see when I enter a Science City. I would expect it to be at once different from what I am used to seeing outside - different in look and appearance, in the level and standard of overall cleanliness and unkeep, in its style and manner of functioning, in the way its residents behave and deal with each other and with those from outside the Science City, in the manner in which its residents/citizens conduct themselves at public places, public functions, at traffic lights while driving, at eating places and parties on occasions why there are involved in traffic / other accidents, and so on. Inside “Science City", I would like to see "science & technology (S&T) and scientific methodology" at work - figuratively, physically and very obviously in real terms n the institutions, utilities, services, infrastructural and support set-up, public facilities, administration, transport, communications, and of course in the day-to day work and functioning of various institutions located inside the "Science City". What does "S&T and scientific methodology" at work mean? What it means is that workers and institutions in the "Science City" would do whatever they do putting to good and intelligent use all the appropriate technologies available in making theirs into smooth and efficient operation. These technologies include computerization, fax, phone, pager, cello phone, email, internet, video conferencing and so on, as relevant. And one would like to see them make use the scientific methodology in doing so. This is, having computerized, they would regularly update their data/data-bases; they would check their e-mail regularly and often and respond expeditiously; seriously and effectively, respond to queries received via whatever means; make prompt payments for all purchases made of services procured, without having to be reminded; and systematically make efforts to continually improve and upgrade their operations/functioning. Meticulousness attention to detail, aiming at zero-error perfection, owning up mistakes/omission unhesitatingly but not allowing them to ever happen again, etc. are characteristics which ought to be assiduously developed by institutions if they are going to be able to justify their inclusion in the "Science City' premises. What do you think? Do you agree? Does the loud thinking above give you any ideas about what a "Science City" should be like and should consist? Do write to us. DEVELOPMENT SOFTWARE FOR BLOOD DONOR MOTIVATION CAMPAIGNS PREAMBLE Blood is the lifeline of modern medical therapy. It is critical to ensure that blood safe from infection and in adequate quantities is available to meet the health care need; of the country. Readers of this Newsletter are aware of the independent initiative drawn up by the National Council for Science and Technology Communication (NCSTC) to dramatically improve the scenario with regard to voluntary blood donation. Objectives of the programme, its detailed elements, the strategy for initiating the programme and an analysis of status studies conducted were the subject of discussion in some of the earlier issues of NCSTC Communications (Someone Out There Needs Your Blood (Editorial in June' 94), Voluntary Blood Donation (Article in Aug. '94), Voluntary Blood Promotion (Article in February, 1996) and comparative analysis of Quick Studies on the Status of Blood in Delhi, Chandigarh and Shimla (Article in August, 1998)}. The first voluntary Blood was transfused in 1921 in a hospital in London. The first blood bank in the world opened at Cook County Hospital in Chicago in 1936. The movement has since then grown from strength to strength and today is a major specialty available in most modern hospitals. However, the pheno-menon of selling blood for money (started first by the Red Cross in 1942 at Calcutta, as it was then called, during the World war II) has continued to be a malaise affecting this therapy. The detection of HIV in the country and its spread through blood transfusion has added a sense of urgency to the process of mobilizing low risk populations for donating blood and blood components. Blood banks have been banned from buying blood with effect from January 1st, 1998 through a directive of the Hon'ble Supreme Court. Blood banks have to depend on non- remunerative voluntary blood donors for all their requirements of blood. Apathy of most of the officers of about 1400 blood banks to motivate and recruit voluntary blood donors has resulted in over all blood shortage in the country and the consequent commercialization of the system and the attendant problems. OUR INITIATIVES Status studies of blood donation in several major cities were catalyzed and supported by NCSTC. These studies were undertaken by scientists not always connected with blood collection and utilization and often by specialists other than medical professionals. The results of these studies reveal a disproportionately high percentage of male donors in most cities. While a vast majority have been one time donors (generally as a replacement donor for issue of blood to a relative), the average frequency is again relatively higher amongst males. A significant number of donors (about 80 per cent) are in the 18-37 years of age group. Other facets which emerged from these studies include absence of campaigns as a strategy for blood collection, excessive dependence on college students for voluntary blood donation, etc. Preliminary results from Knowledge, Attitude, Beliefs and Practices (KABP) studies about awareness of voluntary blood donation reveal misconceptions, lack of information and indifferent behaviour of blood bank personnel as significant factors for recruiting and retaining voluntary donors. Besides the expected weakness as a result of blood donation, the association of virility leading to impotence is suggested by some research as a significant myth inhibiting donation. Lack of identifiable role models, credibility of some agencies organizing blood donation camps, negative news reports in the media also inhibit establishing the programme. The information. Education and Communication material (IEC) developed by international, national and local agencies is generally in the form of posters leaflets and films. There are notable exceptions developed by some agencies in the form of interactive games, charts and scripts for street plays. A national level workshop catalyzed and supported by NCSTC held in April 1999 at Kota, Rajasthan reviewed the existing IEC material for promoting voluntary blood donation. While commenting on the lack of well designed software, the experts made several strategic recommendations to improve the scenario. Since most of this IEC material addresses the donor at an emotional level, there is a marked lack of scientific information which could result in a large turn out of knowledgeable healthy donors. Most campaign material is addressed to the urban youth and very little effort has been directed to the large population groups in the villages. Tapping these sources will automatically reduce the dependence on replacement donation by relatives of patients and the associated problems of professional sellers masquerading as replacement donors. Transfusion transmitted infections will reduce only when low risk healthy donors are available for meeting all the requirements of blood in every city. Before we proceed to discuss the action proposed to address this problem, let us look at some fundamental concepts of good science communication and the rich experience of NCSTC in this discipline. ELEMENTS OF SCIENCE COMMUNICATION Science communication as indeed any communication is governed by rules, if successful interaction is to have a reasonable chance of occurring. These can be classified into content rules-governing standard usage on the name of a concept, its attributes and functions; and procedural rules - guiding the ways in which interaction can go because of its location, duration and other factors. Following these rules will increase efficiency of communication whether the context is within an organization or with different sections of the society. 'How' something is said is as important as 'what' is being said. Understanding the rules of communication will result in minimum distortion and high accuracy. Through out the history of public communication, the communicator is encouraged to attend to his or her own strengths, weakness, frames of mind, resources and skills. Considerable effort is required in thinking and organizing the message for it to be effective. Communication as process involves transmission of signals from one person to another (exchange), it involves the conscious use of symbols directed towards some goal and is based on the perception of commonly understood language. The term is complex and calls for a learned discussion which is out of place here. Science communication, consciously designed for intended effect concerning human beings with the objective of changing behaviour, is the limited context in which the term is being discussed here. The best public health programmes are those which are planned to satisfy the needs and wants of the people because these are most likely to gain cooperation and be successful. On the other hand it is often necessary to plan programmes to create awareness of a national problem such as the need for healthy blood donors. In view of the difference in attitudes, cultural and religious need, etc., success of a national programme will depend on the ability to suit local requirements. Because of different pressures - large size of groups involved, shortage of personnel and other resources, etc.- often a purely didactic approach is resorted to without adequate planning. Films, posters and exhibits are displayed without adequate assessment of their suitability. Such approaches are almost valueless since they only hinder and confuse rather than inform and motivate. Nationwide campaigns on issues of health provide valuable lessons in drawing up strategies for the voluntary blood donation programme. The Pulse Polio immunization effort over the consecutive 3 years has involved print and electronic mass media, posters, bill boards and leaflets to attract attention of the target population. Complementing this are several mobile public address announcements which have contributed to the increasing turnout. The service being provided by the authorities - Oral polio vaccine drops by medical attendants in this case - on the appointed dates has helped establish credibility of the campaign. SOFTWARE DEVELOPMENT NCSTC has considerable experience in science communication including organizing massive field programmes like Bharat Jan Vigyan Jatha (1987), Bharat Jan Cyan Vigyan Jatha (1992), District and Zonal Science Activity Camps, to solar eclipse awareness campaign and the National Children's Science Congress which is now in its 7th year. The 144 episode radio serial 'Manav Ka Vikas' was develop and broadcast in seventeen regional languages and Hindi by eighty four radio stations. In the beginning the lack of adequate science popularization software posed a major constraint to the movement. This lead to developing a strategy which involved organizing creative workshops to develop and design posters, pamphlets, books and scripts on specific issues addressed to identified target groups. The pattern which evolved in these workshops incorporated Participation of specialists as resource persons who would be available for delivering authentic information, communicators to convert these messages into desired software (IEC material to the uninitiated) and observers to monitor the impact of the developed software on the target audience. Activity kits were developed and distributed to dedicated listeners of the radio serial mentioned above to complement the story of human evolution. The methodology was used once again in the solar eclipse awareness campaigns in 1995 and 1999. Several such workshops in the preparatory phase of national field level campaigns give us confidence in the effectiveness of this methodology. The very process of their formulation and implementation of the software development workshops at various levels have resulted in many tangible gains of an entirely kind. These include the near perfection of 'jatha' technology for science communication; identification and grooming of talented individuals for tasks involved in science communication organization, coordination, motivation and mobilization of people and agencies, and writing scripts for software; realistic assessment of strengths and weaknesses of individuals and agencies - government and voluntary; networking of agencies for countrywide coordinated projects; and a methodology for developing software. THE NEXT FEW STEPS It is our endeavour to address all related aspects of the problem in blood donation and resolve them in such systemic manner that these would not recur. Enough numbers of healthy blood donors need to be motivated in each city and town to be able to meet the entire requirements of blood in the area. The challenges involved are many but not insurmountable. Voluntary blood donor motivation and retention programmes based on principles of education, motivation and recognition need to be evolved-involving the community as a whole around the blood bank. Short and long term programmes need to be developed for different community groups utilizing the most effective communication strategies. Structured school education programme is an ideal long-term campaign for recruiting donors of tomorrow. Based on the preliminary findings of the research studies (more results are expected shortly) supported by NCSTC, it is proposed to organise five software development workshops on the pattern described above transfusion medicine and other specialists, motivators and donors will deliberate on specific issues drawn from the status reports and KABP studies. Science communicators will take up the ideas and develop them into charts, posters, booklets, scripts, kits, etc. The developed material will be presented, discussed and produced in limited quantity in the first phase. The new material developed will be field tested on a pilot basis and further improved based on feed back received. It will then be produced in large numbers for revising field campaigns specifically to train donor motivators and create awareness amongst potential donors. Offers are invited from competent organizations to join in this creative venture and contribute towards developing software addressing inhibitory factors on the other hand and creating increased awareness about blood donation on the other. The workshops are proposed to be held in different regions to be able to attract widespread participation of the involved parties. Selected scripts and ideas would be developed into video films for mass awareness campaigns. The non-broadcast mode of communicating with groups of potential donors will have to remain the basic strategy for motivating donors. This will mean an increasingly judicious mixing of emphasis on slide shows and flip charts rather than video shows only. The next few months will witness an exciting creative process as it takes shape and we invite your participation in this campaign. 29. UNDERSTANDING NATURE There has been an increasing awareness on issues of environment over the past few years. Environmental studies are increasingly being included as part of the formal school curriculum also. Several organisations both in the government and voluntary sector organize awareness campaigns on environmental issues from time to time. This has resulted in a heightened awareness about deforestation, pollution and other such issues. People, however, find themselves helpless when faced with any rapidly deteriorating situation since they do not have adequate knowledge or information to rectify the situation. What action can be initiated to restore environmental balance is generally not self evident. Living and non-living things around us constitute our environment. Plant and animal life, soil, sources of water - streams, lakes, etc. - all contribute to maintaining an environmental balance. There is very little time to try and understand the impact of all :he related factors which could be because of ignorance about the plant and animal- life around us. Keen observation of the immediate surroundings will lead to fascinating discoveries. Each tree supports several life forms including algae, lichen, and various higher life forms. Trees of different species may support different life forms. Different water ponds, lakes and rivers also exhibit similar selectivity. Why does this happen? To understand our environment and ecology, such keen observation and deep study will prove useful. This will also help to a large extent our understanding of critical factors which help to maintain the delicate environmental balance. Organizing Nature Activity Camps for school students is a new programme developed and catalyzed by NCSTC in the fulfillment of its objectives of popularization of science & technology and stimulating scientific temper amongst the people. Such campaigns are generally organized in areas rich in bio-diversity which enables the participating children to get several opportunities to study and understand the environment through a series of experiments and activities. Science communicators Forum, Calcutta, Science Center Midnapur, both in West Bengal, Kamataka Rajya Vigyan 'arishad (Kamataka) and Srujanika (Orissa) are some if the organizations which have been conducting such camps. It has been observed, however, that generally these camps are organized with the objective of creating awareness about animal and plant life with little or no emphasis on experiments and activities. This was one of the major recommendations of the group set up under the Chairmanship of renowned scientist Dr.S.Z.Qasim, then Member (Science, Technology and Environment)Planning Commission, which reviewed the programmes and progress of science popularization activities of NCSTC. In order to implement this recommendation of the review group, NCSTC has drawn up a plan to train interested resource persons who in turn would be able to organize Nature Activity Camps allover the country. The training of resource persons includes preparation of a manual of activities, selected related reading material, experimental kits, etc. Objectives Broadly speaking, the major objectives of this programme are: To identify and train two resource persons in every district who would be able to organize Nature Activity Camps for school children; To develop resource material, activity manual, observation charts, etc., which would ensure that these nature activity camps are organized including a minimum common core and other activities suitable to local environment and To create a heightened awareness about plant and animal life in the immediate neighborhood of the place where children live to be able to stimulate an under standing as well as curiosity about such issues. Initiative A detailed project has been formulated after intense discussion with interested organizations and resource persons, it is proposed to implement the programmes in three phases. Two National Workshops were organized in the first phase with the assistance of master resource persons from Srujanika, Bhubaneswar. Developing guide books , Observation charts, experimental kits for nature activity camps was also assigned to Srujanika. The first such workshop spread over 7 days was organized at Kaziranga, Assam from 22nd to 28th October. 1998.
.Worhshop Place
1. National Workshop Kaziranga
(22-28, Oct.. 98) National Park
2. National Workshop Bhubaneswar
(Feb.8-14,1999) Orissa
3. State level Workshop Loktak Lake
(8-24 April. 1999) Manipur (Imphal)
4. State level Workshop Rohtak (proposed)
Haryana
5. State level Workshop Bhopal (proposed)
(Madhya Pradesh)
6. State level Workshop Jaipur
(Rajasthan) (proposed)
7. State level Bhubaneswar
(22-26 Jurte, 99) (Orissa) (proposed)
8. State Level Workshop (1) Allahabad
U.P (proposed)
9. State Level Workshop (2) Ghaziabad
U.P (proposed)
10.State level workshop (3) Varanasi
U.P(proposed)
11.State level Workshop Calcutta
West Bengal (proposed)
12.State level Workshop. Bangalore
Kametaka . (proposed)
13..State level Workshdp Guwahati
Assam (proposed)
Living environment - Biodiversitv. Nature tour, collection of samples, their classification and preservation methods, identification and classification of insects and plants, ecological balance, bird watching, observing unique features of the local environment, different means of nature conservation, natural science, water soil and air analysis, micro life forms and information and knowledge about local varieties of flora and fauna. The guide book being prepared incorporates activities and experiments to give participants of 'nature activity camps' an appreciation of the various facets described above. Special discussions and talks by selected resource persons are arranged as part of the programme on unique futures of the local environment and ecology. First Stage The main objective of the two national level workshops organized in the first phase was to train potential master resource persons from interested voluntary organizations. In addition to the technical training on organizing nature activity camps, these workshops included discussions on such aspects like significant factors for selecting venue of the camp, procuring essential material for organizing such camps, etc. The trained resource persons were allocated responsibility for organizing the State level workshops during these interactions as part of the next phase of the programme. Seuj, Dharitree and Kaziranga Wildlife Society collaborated with the Assam Science, Technology and Environment Council, Guwahati in the organization of the national level workshop. The state forest department and tourism department made valuable contribution to the success of this interaction. 38 participants from the various north-eastern states and West Bengal attended this workshop. Srujanika, Bhubaneswar organized the 2nd national workshop in its own campus at Jagamara near Bhubaneswar in February, 1999. About 40 participants from Haryana, Uttar Pradesh, Madhya Pradesh, Himachal Pradesh, Bihar, Pondichery and Delhi benefited from this workshop. The participants were encouraged to include new activities based on specific geographical features of the states which could be incorporated in the guidelines being prepared for other such camps. Several such activities have been incorporated as a result of these two workshops. Second Stage Preparations for State level workshops are in hand in various States as part of the second phase of this programme. Loktak Lake was the venue for the first state level five day workshop organized by Manipur Science, Technology and Environment Council from 18th to 24th April, 1999. Representatives from 16 organizations spread over 11 districts of Manipur and 23 other teams comprising school teachers and science communicators participated in this workshop. Each organization was represented by two members. A minimum of two representatives from each district should normally be selected for a State level Workshop. They could represent an S&T organization engaged in science popularization or an educational institution. While the master resource persons for the workshop would be recommended by NCSTC, all other arrangements have to be made by the host organization. At least two trained resource persons in every district would be the minimum requirement for organizing nature activity camps with various group of children which will form the third phase of the programme. Third Stage An area rich in bio-diversity and having the necessary infrastructure may be selected or nature activity camps in a district. A group of 60-80 children with atleast two resource persons could participate in such an activity. The guideline, and manual and activity book would be available before the third phase commences. NCSTC is considering to organize a regional workshop for the convenience of those states that have not yet participated in the national workshops. A tentative schedule of the state level workshops is given in this article and interested institutions/organizations may be able to take advantage of the forthcoming activities by establishing contact with the convenor. Alternatively detailed information may be obtained from NCSTC. Suggestions and ideas on improving the activity are invited from the readers. 30. UNIVERSALISATION OF INFORMATION TECHNOLOGY From pre-historic period human beings have been using various modes of communication viz. body language, sketches, wall paintings etc. for records and smoke signals as advance warning signals. With the development of language came palm leaves, stone addicts and messengers. The middle ages witnessed a primitive mailing system using pigeons, human beings, horse riders etc. were used as messengers. Important communication technology has been completely revolutionized. With the understanding of use of electro-magnetic waves, Acharya JC Bose developed a radio receiver set. Europe also witnessed invention of telegraph. In USA Abraham Gram Bell invented the telephone. Introduction of communication satellites, minituarisation of electronics and introduction of powerful computers made communication much faster. In the present scenario, with empowerment of more numbers of persons in decision making process, the information requirement at different level is specific and different. Computers have helped in transferring data into useful information desired by each group. The role of software professionals in designing management information system, which provides analysis of data and makes it easier for user friendly retrieval for any query, is important. Realising the value of information in development process it easy accessibility to information is necessary. In the past two decades there have been ground swell of interest in the field of information science. Technology is available for collection, storage, organisation, and distribution of data. The data could be even in nonverbal mode also. First world countries like America, Japan, Germany had realised the importance of strategic information for changing every aspect of human life - trade, manufacturing, services, entertainment, education, national defence etc. For the development work, they have been making use of proper trained humanware (from in-house sources as well as from countries like India, Pakistan etc). For the rapid and all round development and to make India a self reliant country, it was necessary to take policy and programmatic initiatives. It was felt that we can quickly emerge as a super power in the field of information technology if proper opportunities and facilities are provided. This article introduces the readers to the developments proposed in the emerging field of information technology and its impact on various sections of society. In his first televised address to the Nation on March 25,1998,ShriAtalBiharai Vajpayee, Hon'ble Prime Minister declared that promotion of Information Technology' (IT) would be one of his Government's five top priorities. Soon after this, at the Cll Annual Session on April 28, 1998, speaking on the emerging IT scenario the Prime Minister said: 'This is one area where India can quickly establish global dominance. India can be fully competitive in this area with tremendous pay-offs in terms of wealth creation and generation of high quality employment”. A notification was issued on 22nd May, 1998 constituting a National Task Force on Information Technology and software Development with Shri Jaswant Singh, the then Deputy Chairman, Planning Commission as chair person. The Task Force is co-chaired by Shri N.Chandrababu Naidu, Chief Minister of Andhra Pradesh and Dr.MGK Menon, MN Saha Distinguished Fellow, National Academy of Science (India), Allahabad and former Minister of State for Science and Technology. Eminent representatives form the Governemtn, industry and academia are on the Task Force. The task force in its first report, called the information technology, action plan gave 108 recommendations covering both bottleneck areas and broad promotional measures that are very essential for promoting IT in India. These recommendations cover a wide range of issues which will help the groups and individuals, working for the development of the area (infrastructure, hardware manufacture, software development and its export training and education for human resource development and R&D in IT etc) Issues relate to all aspects like finance, banking, revenue have been covered. In the recommendations given by the Task Force, a conscious effort has been made, to give information technology a pro-people and pro-development thrust. These recommendations flow from a perspective that India can become a strong IT power only if information technology reaches out to the masses in rural areas and in small towns and if its use in Indian languages can also be given major encouragement. A unique promotional campaign ‘OPERATION KNOWLEDGE’, aiming at universalising IT and IT based education at all levels of education has been suggested. INFORMATION TECHNOLOGY ACTION PLAN For boosting up IT, it is very important to have proper infrastructure developed in the first phase. Parallaly a system has to be developed for making it reach the beneficiary group. The target should be to make India self sufficient in meeting inhouse needs and also bring home some revenue software export. Using our trained manpower countries like America have been able to become super powers in the area of information technology. Once we have proper infrastructural facilities India can also become super power in this area as we have the brains. The task force has submitted a Information Technology Action Plan. The major features of the report are : Basic Objectives : i) Development of infrastructure - info- infrastructure Drive, Accelerate the drive for setting up a World Class Info Infrastructure with an extensive spread of Fiber Optic Networks, Satcom Networks and Wireless Networks for seamlessly interconnecting the Local Informatics Infrastructure (LII) to ensure a fast nation vide onset of the INTERNET, EXTRANETs and INTERNETs. Target ITEX-50: With a potential 2 trillion dollar global IT industry by he year 2008, policy ambience will be created for the Indian IT industry to target for i $ 50 billion annual export of IT Software and IT Services (including IT- enabled services) by this year, over a commensurately large domestic IT market spread all over the country. iii) IT for all by 2008: Accelerate the rate of PC/set-top-box penetration in the country from the 1998 level of one per 500 to one per 50 people along with a universal access to INTERNET/XTRANET/INTERNETS by the year 2008, with a flood of IT applications encompassing every walk of economic and social life of the country. The existing over 600,000 Public Telephones/ Public Call Offices PCOs) will be transformed into public tele-info-centers offering a variety of multimedia Information services. Towards the goal of IT for all by 2008, policies are provided for setting the base for a rapid spread of IT awareness among the citizens, propagation of IT literacy, networked Government, IT-led economic development, rural penetration of IT applications, training citizens in the use of lay-today IT services like tele- banking, tele-medicine, tele-education, tele-documents transfer, tele-library, tele-info-centres, electronic-commerce. Public Call centres, among others; and training, qualitatively and quantitatively, world class IT professionals. Some recommendations from different sections, which could be of relevance and interest to readers of this newsletter have been picked up from the first report of he task force. This information should prove to be useful for enterprenuers, Professional bodies, NGOs and individuals who are involved or would like to involve themselves in this up-coming field. The recommendations mentioning facilities, rebates, tax benefits, areas and activities of importance listed for certain benefits have only been picked up. The recommendation numbers are given in the ,rackets to help in locating the recommendation. The complete report is available it the internet address of http://it-taskforce.nic.in. INFO-INFRASTRUCTURE DRIVE INTERNET access nodes will be opened by DoT and authorised Internet Service Providers (ISPs) at all District Headquarters and local charging areas by 26th January 2000. As an interim measure, and till nodes are provided in all local charging areas, access to nearest INTERNET access nodes will be on local call rates vith effect from 15th August 1998. ISPs will be responsible for ensuring that this facility is not misused for telephone traffic. For setting up ISP Operations by companies, there shall be no license fee or first five Years and after five years a nominal license fee of one rupee will be charged. Networks such as NICNET, STPs as well as private networks shall be allowed inter connectivity without necessarily having go through the Dept. of Telecommunication’s INET network. Providing access to INTERNET through authorised Cable TV shall be permitted to any service provider without additional licensing. Public Teleinfo Centres (PTIC) having multimedia capability specially ISDN services. Remote Database Access, Government and Community Information systems. Market Information, Desk Top Videoconferencing, TeleInfo and INTERNET, Web Access Services shall be permitted and encouraged by the Government. DoT and other Basic Service Providers. Value Added Service Providers and authorised IT promotional organisations shall be permitted to promote these services on non- exclusive basis. No license fee will be charged for operating these services and the usual tariff, where applicable, will be payable by the PTIC Service providers/ franchisees. Efforts will be made by DoT and other Service Providers to upgrade STD/ISD PCOs to convert them into these powerful PTICs for which ISDN or other digital facilities shall be provided on priority without necessarily having to make additional investment on this account. DOT shall take suitable action to delicense Multimedia services, including FAX, provided by PCOs. (18) Existing Software Centres by themselves may not be able to fulfill the high targets now set for the IT industry by the year 2008. International experience has shown that hi-tech industries flourish essentially in the rural hinterland adjacent to cities with modern telecom and communication infrastructure and top-class hi-tech educational/research institutions. India will promote such 'Hi-tech Habitats' in the rural hinterland adjacent to suitable cities. For this purpose suitable autonomous structures will be designed and progressive regulations will be framed to facilitate infra-structurally self-financed 'Hi-Tech Habitats' of high quality. Initially .five such Hi-Tech Habitats shall be planned and implemented in the rural hinterland of the cities: Bangolore, Hyderabad, Pune, Delhi and Bhubaneshwar. It is estimated that progressively 50 such 'Hi-Tech Habitats' can be viably set up by empowering the State Governments to autonomously nucleate from within a technologically progressive and administratively liberal set of guidelines to be prepared by special working group on Hi-tech IT Habitats to be set up by the Task Force. TARGET ITEX - 50 For individuals buying IT products including computers, the expenditure shall be deductible under Section 88 of Income Tax Act. No gift tax shall be charged for the giver or Income tax for the receiver on PCs upto Rs.30,000/- of the original purchase price. For any investments made in IT products and IT software 100% depreciation shall be allowed in two years for which Ministry of Finance shall take suitable action. Bank lending to IT Software and Services exporters shall be made eligible for RBI refinancing with sufficiently low interest rates. Mega Web sites shall be created on INTERNET for promoting marketing and encouraging Indian Software products and packages under multiple initiatives. Creation and hosting of websites on servers located in India will be encouraged. (56) For promoting Indian Software Packages (system as well as application software) users shall be given fiscal incentives for buying Indian packages. A special screening mechanism will be worked out for identifying the more promising packages developed in India and giving consistent support by the Government as well as the industry for ensuring acceptance in international markets. IT FOR ALL BY 2008 (58) The Government shall soon launch three schemes - Vidyarthi Computer Scheme, Shikshak Computer Scheme and School Computer Scheme - to enable ever student, teacher or school respectively desirous of buying computers to do sc Linder attractive financial packages. These schemes will be supported by a suite of initiatives such as lowering the cost of PCs, easy-instalment bank loans. Computer donations by IT companies and other business houses, bulk donations of computers by NRI organisations, large-volume bargain price imports, multi-lateral Rinding etc. (64) Indian Institute of Information Technology (HIT) will be given the Deemed University status without insisting upon the mandatory three-year stipulation. Specific courses shall be launched in association with the software Industry and Indian Institute of Management(s) to provide Management skills and develop specialised courses on Software Marketing. (67) The concept of SMART Schools where the emphasis is not only on Information Technology in Schools, but also on the use of skills and values that will be important in the next millennium, shall be started on a pilot demonstrative basis in each State. A specialised sub-committee of this Task Force shall coordinate the setting up of National and State level Digital Libraries Projects. (74) A Pilot project under the aegis of the National Task Force on Information Technology shall be launched in some lead districts which have already attained). Universal literacy, with the aim of achieving universal computer literacy in all the secondary schools in these districts. In the first instance, such a pilot project will be launched in Dakshin Kannada and Udupi District in Karnataka on a substantive self-financing basis. Within a short time, the same will be extended to suitable districts in other States. IT PENETRATION AND IT AWARENESS (76) Government shall encourage the setting up of value-added network services including ATMs, Electronic Kiosks, Telephones, Smart Cards, etc., for providing a 'One Stop Non- Stop’ service to the public. To make IT a mass movement, an awareness creation strategy shall be worked out within two months and the structures for implementing the same shall be put in place. 78) A major promotional campaign shall soon be launched to boost IT in Indian languages. This campaign will be based on a multi-pronged approach, involving fiscal and other incentives for R & D, production, marketing and popularisation of IT products in Indian languages. This recommendation addresses the reality that India can become a major IT power only if IT penetration in the country deepens and widens which in turn, is dependent on large-scale use of IT in Indian languages. EFFORTS BEING MADE: A national high speed inter University Data-Network for India named ' Sankhya Vahini' is planned. In the first phase 10 metropolitan centres and 100 universities institutions of higher learning will be put on Network. A US based company IU Net (India) or 'Sankhya Vahini'. The information users would be universities, schools, hospitals, business, manufacturing and financial institutions. Knowledge Parks in the fields of Biotechnology, drugs & Pharmaceuticals, Health Care, Environment Energy, Advanced material science, and Distance education are planned. These will need higher penetration of internet connections, use of cable TV for internet connectivity and creation of content for all the above mentioned areas. The state Governments of many states have set up task force groups to formulate IT Plans for their states. If you browse the internet, many state web pages could be seen. Some of them do give detail plans and others are in the preliminary stage. The setting up of Hi-Tech city is part of many state's IT plan. Indian Institutes of information Technology are also being proposed. Existing IITs are also supported to have separate departments of Information Technology. Andhra Pradesh is in the forefront of setting up India's first electronic government and also planning to set up hub a for all electronic government applications. The Administrators are also involved in IT development plans. They are moving towards making IT as a way of life. Efforts are being made towards developing education and research institutions for distance and distributed learning. Gujarat is planning to promote software industry and set up "Gujarat Institute of IT" in association with private industry. Karnataka is known as the center for software industry. A software Technology Park with all facilities exists in Bangalore. Orissa also plans to give incentives to all those who contribute to developing infrastructure for IT sector. Many databases are planned which will help in offering qualification based employment. Several training program for teachers are also planned. Rajasthan has planned to set up a separate directorate of IT. The Tamilnadu government is planning IT for Tamil knowing people across the world. They are establishing a global Tamil Village namely 'Tamil Net 99" on internet They have started working towards a IBM compatible Tamil Key board, so as to make the benefits reach the non English speaking population of their state. For meeting the mandate laid down by the Task Force it is essential to make us of cheaper and faster communication and information technologies. Efforts in the area of hardware development (R&D inputs) are essential, .pa The two autonomous bodies established by Department of Electronics (DOE), namely Center for Development of Advanced Computing (C-DAC), Pune and National Center for Software Technology (NCST), Mumbai. have been working towards not only making the country self reliant but also made by C-DAC, Pune for making the GIST technology available for the masses to use at least some of the application software programmes like Word Star Dbase for database management. LOTUS (spreadsheet) in different Indian language fonts. We still have to work on different phonetic based keyboards for many languages Educating people in a wide spectrum of skills (from clerical support for data entry to development of sophisticated software systems and providing technical support) is an important task. The other very important aspect is generation of specific information for specific target groups - an area where readers of this new-letter, the science communicators, can contribute significantly. Plans are being made to give computers to every schools, but what are they going to use that for? Will they looking at foreign generated information through internet or will be able to provide them with interesting packages suitable to their environment, age, education and life style to provide them healthy education through entertainment. This is a challenging area. The other important task is there translation in different languages. Hopefully in next decade efforts being made by IIT, Kanpur; NCST, Bombay and C-DAC, Pune will prove to be useful and provide computer assisted translation facility. Electronic R & D Center, NODIA has also developed 'Anglabharati Anusarak' for translation. Still there is much to be done and planned. How would you like to contribute and help NCSTC in taking up awareness generation programmes in the area of information technology? You may take use of your own existing strengths and capabilities for contributing in this area. We look forward for your suggestions. India has never been deficient of brains. Many of trained youths, due to lack of opportunities in our own country, have been crossing over to developed countries. Only this we lack is proper opportunities, latest technologies for our intelligentsia group. India is known to have second largest contributor towards technically qualified personnel. But for making computers use for rural masses, the .pa content plays important role to attract them towards newer IT area. NCSTC COMMUNICATIONS VOLUME 10. NUMHER 10 January 1999 31. LET'S MAKE COUNTING IN HINDI SIMPLER AND FRIENDLIER Hindi (alongwith English) is our country's official language, and is used in everyday life by the largest number of people in our population. We also celebrate a Hindi day/week every year to promote use of Hindi in official work. One frequently hears exhortations from different quarters to the effect that, to promote wider acceptance of Hindi as a link language, it needs to be simplified by including words and expressions from other Indian languages. including English. This happens to be a controversial issue. But we have no intention of either adding to or reviving any controversies. We merely want to pass on a very sensible suggestion concerning 'counting in Hindi' which can make life a lot easier for those trying to learn the language for practical, everyday use. The suggestion came our way quite accidentally during an official meeting (which, incidentally, had nothing much to do with the subject of language). All of us know that. among other filings, non-Hindi speaking individuals find it very difficult to master the correct use of gender and the correct system of counting in Hindi. We don't have anything at present to suggest about the correct use of gender! But we do have a very simple and practical suggestion to convey on the system of counting. To learn counting, in any language, one has to begin by learning the basic numerals. In Hindi, they are: shoonya(O), ek(1), cfo(2), teen(3) char(4), paanch(5), chheh(6).saal(7),aatfh(Q). naii(9),dus(l0), gyarah(ll), harah(12),terahC\3) etc. Thereafter, in many languages, it is a relatively simple matter to learn to count further following a simple, easy to remember, system. Not so in Hindi One would have to learn to count numbers all the way till ck sou( 100). Before One would nave (o learn to count numbers all the way till ck sau( 100) before one can hope to master the counting system - not to mention tough ones. between, like unnassi(79) and navvossi(Q9), which can be confusing at firm even for the Hindi-speaking persons. But here is a simple suggestion which can make things at once simpler and easy to learn and master: After counting till nine, i.e. naii{9) in Hindi, we say ek-fee(for ten), ek-tc ek (for eleven) ... ek-tee nau (for nineteen) and then do-tee (for twenty), (tee-ek (for twenty one), teen-tee-ek (for thirty one). ... nnu-tee-ek (for nine one), nau-tee-nnu (for ninety nine) and dus-tee or ek sau (for hundred) and so on and on. In this system, 5679 will be spoken as paanch hazaar chheh sr. saat-tee nau. And 15689 would be spoken as ek-fee-panrich hazaar chhei sau aatth-tee-nau, instead of 'pandrah hazaar chheh sau navassi". Using this suggestion, we go by the place value system; it is easy to remember, quite scientific and not at all confusing. What do you think? If you like the idea. let us spread it and try getting more and more proponents behind it. to press for its official adoption everywhere. This will enormously help people who are trying to learn the language and master the counting system in Hindi. |