The seed of interest towards Engineering is mainly sown in young minds when they realise their affinity towards science and technology. They are fascinated by the latest technological innovations that they have come across. They explore the three aforementioned subjects and eventually excel in one or more of them. However, the disconnect to the stream starts to seep in once they reach the third or fourth semester of their course. The curriculum that they study in college has barely any connection to the current technological advancements that drew them in in the first place. Slowly they start moving on from engineering when they also get a glimpse of the skimpy number of job opportunities in core Engineering.

Chaturvedi says that there are myths in our society about what constitutes science and what constitutes engineering. He believes it to be the responsibility of the people in STEM to raise awareness that engineering education is not divorced from, but built on the foundations of physics, chemistry and maths. The word “science” per see should not be conceived as simply physics, chemistry, maths and biology.

Usually, students grow disinterested towards engineering seeing the rising level of difficulty in the subjects they perceive as “science”. This disappointment often stems from the societal conditioning that engineering is something different from the “science” subjects they have studied.

Chaturvedi also perceives engineering students to be a byproduct of the engineering colleges: and like any product, they also have a shelf-life. We rarely see a product which retains its relevance in the market even after two to three years of its introduction in the market. This is exactly the challenge faced by the engineering curriculum.

Chaturvedi advises both internal and external efforts that can be made to retain the students’ interest in engineering. “The schools, societies and IITs can help prepare prospective engineering students with a better understanding of what they can expect from engineering education and how they can relate it to the technical world we see and experience”, he says. With the collective external addressing of this issue on the part of the IITs, the students and the curriculum both can be saved.

Internally, he says, the engineering curriculum should have a revision and necessary reform every two to three years to keep the curriculum from being redundant to the learner. Minor changes should keep being made on a continuous basis. Then, it might be possible to strike a balance between teaching the “Science of Engineering” and keeping the passion for engineering alive in students.

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Funded by the Department of Science & Technology, Govt. of India, these hubs would promote sustainable livelihoods through capacity building, skill development for tribal communities, and digital literacy. They would spread awareness against substance abuse and inform people about nutrition and preventive health to help improve the overall well-being of the people of Mizoram.

The initiative was announced at an event titled “Mizoram Conclave on C20: Education & Digital Transformation,” organized by the Civil 20 Working Group on Education and Digital Transformation (EDT) and hosted by the two varsities. The Conclave saw two panel discussions on “Education under C20/G20 & alignment to National Education Policy 2020” and “Digital Transformation under C20/G20.”

Hari Babu Kambhampati, Hon’ble Governor of Mizoram was the Chief Guest at the event. Dr. Renu Sharma, IAS, Chief Secretary, Mizoram, delivered the keynote address. Dr. Lalzirmawia Chhangte, Secretary, School Education Department, Govt. of Mizoram, offered special remarks. Syed Musawwir Ali, IAS, Special Secretary, ICT, Govt. of Mizoram, was also present.

Hari Babu Kambhampati, Hon’ble Governor of Mizoram, said: “In Mizoram, we have a close-knit community and a vibrant civil society. Our NGOs address various issues ranging from societal problems to the environment. We maintain strong connection to our traditional values and ethos. We have a high literacy rate and a vast forest cover. However, we also face challenges with a high percentage of the population still dependent on shifting cultivation. Indigenous people often face challenges such as endemic poverty, poor health, and cultural erosion. Many times, these are linked to forest degradation. Education and digital transformation offer a pathway to come out of the reliance on subsistence agriculture in a world of unpredictable climate patterns. I am happy to learn that Amrita Vishwa Vidyapeetham has worked closely with the tribal populations in mainland India with a vision to provide an integrated and sustainable approach for improving education, health and livelihood through digital inclusion.”

Said Dr. Raghu Raman, Dean, Amrita School of Business, Amrita Vishwa Vidyapeetham: “The launch of the STI hubs in Mizoram under the C20 banner is a historic moment as we work towards improving tribal livelihoods, education, and sustainability in the state. The objectives are to create social enterprises, conserve indigenous knowledge systems connecting with Ayurveda, and create a mobile/web-based platform to support better delivery of interventions. These hubs will benefit over 3,000 individuals directly and around 40% of the ST/SC population indirectly in the two districts through Self Help Groups and knowledge dissemination. They will also help improve overall health status and increase awareness of health and nutritional imbalances, substance abuse and digital literacy.”

Said Dr. Lalnilawma, Professor & Head, Dept. of Extension Education & Rural Development, School of Earth Science & Natural Resources Management, Mizoram University: “Mizoram as a state faces several challenges such as high unemployment rates, low ease of doing business, and rising concerns of substance abuse among young people. Health indicators also highlight the high prevalence of anaemia in children, adolescent girls and women, and the growing incidence of non-communicable diseases, including various types of cancers. The STI hubs are being established by the two varsities to address these challenges. Overall, Aizawl and Serchip have all the necessary ingredients to become a hub for science and technology innovation. The region has a strategic location, a well-developed education infrastructure, a skilled workforce, government support, and potential for entrepreneurship. These factors make these two districts ideal for setting up STI hubs. ”Said Dr. Prema Nedungadi, C20 India EDT Coordinator, Director, Amrita CREATE, and Chariperson, Amrita School of Computing, Amrita Vishwa Vidyapeetham: “The integrated Sustainable Livelihoods model which the two hubs will help implement in Mizoram is expected to improve social and financial capital through a combination of technology transfer, skills training, digital literacy, community empowerment, and capacity building, impacting the four districts: Aizawl, Kolasib, Mamit, and Serchhip. It will offer the Mizo people livelihood empowerment, skills and capacity building, documentation of indigenous knowledge systems and healing practices, and a knowledge resource and databank. It also aims to provide digital literacy to rural populations who have little access to digital aids and train peer ambassadors to provide preventive health awareness in schools and villages.”

In 2018, the Ministry of Tribal Affairs, Government of India, declared Amrita Vishwa Vidyapeetham as a Center of Excellence in Tribal Empowerment through Digital Inclusion in recognition of the institution’s pioneering work in tribal development with outstanding application and research-oriented foundation.

For more information visit https://www.amrita.edu/center/create/sti-hub

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According to the school authorities, most students in state government schools dropout due to financial conditions or unable to adapt to the advanced education syllabus.

Numerous students after their primary schooling are forced to take up jobs mainly because of the financial limitations of the family. So, we want them to learn skills that will be relevant in the job market soon after they finish their basic schooling,” says Raj Nehru, Vice-chancellor, Shri Vishwakarma Skill University (SVSU), Haryana, which will host the feeder school as reported by TOI.

The feeder school will be operational from the upcoming academic session of 2019-20. “We run over numerous students who neglect to adapt up to the weight of secondary school schedule, and won’t proceed with further,” says Nehru. This year, the school will enlist students from class IX onwards and the educational programs will comprise of three skill-based subjects alongside Computer Science and a language subject. “We have distinguished 15 core skill areas, including automotive, aeronautics, healthcare, food, manufacturing, agriculture, IT, and so on., of which students can pick any three,” said Nehru

The point is to maintain a burden-free environment from various subjects that may not support students to get a job after completing class XII. “Normal visits to industries, practical session and training will be a part of the educational programs. Some applicable segments of STEM subjects will likewise be provided,” he includes.

In class XI and XII, students would have the option of specialising in one of the skill-based subjects. “After class XII, the students will have the option of finishing Bachelor of Vocation (BVoc), perceived by the UGC or go into the conventional education system, as the students will pass out with a school certificate equivalent to CBSE’s class XII.

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Recently held BioAsia 2019 event, selected startups from the healthcare industry were recognized for their innovative work in the sector. Top 5 were showcased which received a cash prize of INR 25,000 each.

Top 5 Startups:

• Caredose (Kinshuk Kocher) – Tracks the medicine doses & helps in taking the medicine at the right time
• Spectral Insights (Nishant Jain) – A compact scanner
• Dozee (Pritish Gupta) – Monitors the sleep, heartbeat, respiration and notification on mobile
• Aura – Ekistics Solutions (Dr. Srikant Mohapatra) – Breakthrough medical technology designed by Ekistics, offers replacement and reconstruction of damaged and diseased valves avoiding artificial prostheses
• Azooka Life Sciences (Alex D Paul, Dr Fathima) – Helps in staining DNA  with the help of a plant based dye that can be conveniently used during life sciences research

Adero Labs (Saaniya Mehra & Zane Barboza) received a special Social Innovation award in the field of citizen safety and women empowerment.

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The team of the researchers is led by Rajanish Giri, Assistant Professor of Biotechnology, IIT Mandi.

Key facts on Zika Virus

Here are the facts reported by the World Health Organization (WHO):

Zika virus disease is caused by a virus transmitted primarily by Aedes mosquitoes. It mostly bites during the day.

Symptoms are mild and include fever, rash, conjunctivitis, muscle and joint pain, or headache. Symptoms typically last for 2–7 days. Most people with Zika virus infection do not develop symptoms. So, one has to be careful.

Zika virus infection during pregnancy can cause infants to be born with microcephaly and other congenital malformations. Infection with Zika virus is also associated with other complications of pregnancy including preterm birth and miscarriage.

An increased risk of neurologic complications is associated with Zika virus infection in adults and children.

How Indian research is paving bright future

Reports state that the scientists in IIT have identified a drug target in the Zika virus that can bind with an existing antimalarial drug to hinder the spread of the disease in the human body.

This shall make headway in finding treatment for Zika Virus.

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