There is no pleasure higher than playing with one’s grandchildren. When they play and laugh heartily, one’s heart skips with joy. The whole house comes alive, and the spirits of everyone present soar sky-high.
Unfortunately, children also fight amongst themselves. And fight they do, with the same passion they show while playing. It takes a few minutes for elders to sort out the dispute and settle the matter. The children repeatedly say sorry, forget about it, and resume playing. Unlike elders, they don’t hold grudges and settle scores later. All that is needed while dealing with such children is a little patience and gentle persuasion.
My six grandchildren, all bundles of joy, meet almost every weekend to come and play with me. While playing, they often get into arguments and scuffles but agree to my system of administering justice and settle their disputes.
Children love riddles and brain teasers. The expression on their faces when they successfully solve a mystery is just beyond words. I have been giving questions to them and rewarding them a buck each when they provide the right answer. This made no dent in my wallet but gave immense pleasure to the kids.
I used to tell my grandchildren several stories of my life at sea and adventures, some real and some made up, and found them listening with rapt attention. Notably, stories of monsters used to keep them spellbound.
Finally, stories of treasure and treasure hunt have been popular with children since time immemorial. Combining all these with my fertile imagination, I spun yarn, and the result is the book. Captain Riddle’s Treasure.
Riddles, popular with the kids, form the centerpiece of this novel. I took popular concepts and turned them on their heads. The ship is unique; the port side is a sailing ship of yore, and the starboard is a modern ship a cross between a warship and a freighter. The captain has some quirks and mannerisms. The kids outwit a sea monster, Godzilla, and the spaceship with their riddles. The sword fight between the girl and the pirate, an army of leprechauns, a rainbow at midnight, a knight astride a lion, a fight between the knight and the Night Fairy, the kids taking rides on a lion, putting their hand in its mouth, lion chasing the monkey in the superstructure of the ship, the computers and gizmos confusing the knight and a boy getting stuck in the timeline- all new concepts will tickle the interest of kids as well as adults.
The second book Race for Crown Jewels deals with mysterious creatures and educates children about Mars, Esperanto, expressions such as white elephant, pink panther, and has a story full of action. The fight with the flying pigs, the way Emily gets the better of a Gurkha soldier in a sword fight is a few of the many highlights of the book.
If you have kids looking for mystery and fun, this is a great way to help them spend time during the pandemic!
G.V. Ramarao served for the best part of his life in the Indian Navy as an officer and later switched to the mercantile marine. He has published many humorous short stories and a range of articles in various magazines and newspapers in India.
The Bay Area is a great place to live in. It is blessed with progressive land planning that has set aside vast open space areas for recreation. Measures, like Measure Q and now T, to be voted in by the people, ensure that open spaces in Santa Clara Valley stay protected and accessible.
During the lock-down, families truly appreciate the value of access to public parks and open spaces.
Atulya Sarin, Professor of Santa Clara University lost his beloved 12 year old dog Bufar Bryant Sarin last year. During the pandemic Sarin yearned to be outdoors . “I truly understand how my dog Bufar felt,” says Atulya Sarin with a smile, “I can’t wait for 5pm when I can go for my walk.”
“We can zone land any which way, but a different council can change that. It is critical therefore that in addition to legislation to create a conservation program we must have the Open Space Authority have resources to purchase and protect the land permanently,” he said.
A case in point is Coyote Valley – 7,400 acres of land between the Santa Cruz mountains and the Diablo range. The land is key for flood protection and safeguarding the valley’s ecological livelihood.
In the 1980s, Apple eyed Coyote Valley as a place to build its world headquarters. In the 1990s, Cisco Systems tried to build a massive campus there. Environmental groups, who said the area — currently used by farmers and wildlife — should be left in its natural state, fought both proposals.
“We all know a little bit of development causes a domino effect and next thing you know it really becomes a totally different type of landscape.
The pandemic and wildfires have choked California this year.
“Scientists are telling us that we need to protect 30 percent of the land to keep global warming at bay,” said Kalra. “The more land we can protect the more we can combat global warming. We are seeing how human behavior is connected to all these tragedies,” he said.
South Bay leaders at the press briefing urged a vote for Measure T, which would preserve a tax used for parks and open areas.
“We need to protect this open space for the preservation of a sustainable future for California,” said state Assemblymember Ash Kalra, a long-time environmental advocate.
Expanding public access to nature improves public health“Spending as little as two hours a week in nature, 15-20 minutes a day, can improve self-reported health and well-being,” says Sadiya Muqueeth, director community health at the Trust for Public Land.
“We can fix it! We created it and we can fix it,” said Kalra
Ambassador of India to the United States, Taranjit Singh Sandhu, and Wisconsin Governor Tony Evers today held a virtual meeting and discussed trade and investment as well as people-to-people relations between Wisconsin and India.
Both discussed strategies to tap the potential in the agriculture, infrastructure, and manufacturing sectors common to India and Wisconsin that would lead to win-win outcomes for both. The Ambassador briefed the Governor about the initiatives India has taken in healthcare and education and discussed collaboration in these sectors.
India and Wisconsin share a robust trade and investment relationship. The total trade between India and Wisconsin is over US $1 billion. Many Indian companies in the IT, engineering services, medical equipment, and manufacturing sectors have invested in Wisconsin.
These companies have invested close to $185 million in Wisconsin, creating over 2,460 jobs in the state. They also add value to local economies and communities through their Corporate Social Responsibility initiatives. Similarly, Wisconsin-based companies in the automobile, electrical equipment, financial services, and technology sectors have established a strong presence in India. They include Harley Davidson, Rockwell Automation Inc., ManPower Group, etc.
The Indian community has a vibrant presence in Wisconsin, which is also an important destination for Indian students. Close to 1,500 Indian students are studying in educational institutions in Wisconsin.
India has a strong education connection with Wisconsin. The tradition of Indian studies started on the University of Wisconsin campus in the mid-1880s when a Professorship of Sanskrit was established.
Renowned biochemist Dr. Hargobind Khorana received his Nobel Prize in 1968 for research he conducted at the University of Wisconsin-Madison, where he was on faculty.
The Ambassador underscored the need to revive and strengthen the university-to-university linkages between India and the U.S., including in the fields of R&D and bio-health.
Ambassador Sandhu and Governor Evers agreed to further strengthen the multifaceted engagement between India and the state of Wisconsin.
Public education needs to be at the core of the Revolution.
Understanding the function of hegemony is critical in identifying why public education in the United States is the key factor in revolutionizing ideology and challenging power structures. The concept of hegemony as an enforcer of the oppressive condition is explained best by the metaphor of a ripple effect in the water after a single drop. While moving solitarily, a single drop of liquid into a larger pool creates a succession of rings around it. Liquid large distances away, echo from the agitation of the single drop at the epicenter.
Consider interpersonal racism. One is taught biased and discriminatory ideas (often at young and formidable age) about anti-blackness, which then becomes cemented in ideology through experience, choice of social circles, and participation in the capitalist economy (jobs, buying/selling goods, etc). While beliefs and bias socially may impact the narratives one is exposed to, with the addition of the institution, those beliefs become rooted in power structures of politics, ultimately reinforcing them into tangible and measurable oppressive actions intersecting with gender, sexuality, class, ability, religion, and age. This is how a concept or thought of otherness, or anti-blackness, transposes into a ripple that now is rooted in the environment. This practice, often measured through economic means (part of the problem because we center conversations around capital and not humanity), shows a clear institutional racial bias that has rippled into every industry of our society (military, health care, sports, education, etc).
As someone who has dabbled in many areas of community organizing, I realized my calling was with the youth. I know, without a doubt, that my purpose on this earth is to work with and give space for youth to validate themselves. Working within the system is a concept many have discussed. To fix something within implies you have the power to flip a structure rooted in hundreds of years of oppression. As a 21-year-old, I was naive. I was a public school teacher at a “low income” school with a majority being students of color, for 10 years. I taught 2nd, 3rd, 5th, and 8th grade. I know for a fact that I was able to spark ideas, shift thought, and validate hundreds of students over the years. But did I change anything from within? Did I fix the cog in the gears that weren’t working properly?
No. Instead, it broke me, and many others with bodies and minds like mine.
I’d argue too that after gaining all of my experience and this knowledge that there isn’t any validity in attempting to “change” or “fix” something from the inside. Especially when schools are the core of the perpetuated hate. It’s 2020 and several people were hanged from trees in California. Nothing has changed, because the schools haven’t changed. They are functioning exactly as intended, and it’s working. People are dying.
My story is not dissimilar to others. I could reach kids in ways that others couldn’t, and students found safety in my classroom regardless of enrollment. I taught histories that exposed institutional bias, we held space for healing, and students developed agency in a matter of months. Each year the impact of my teaching improved as I focused on my craft, but so did the impact of how the district targeted and abused me.
And without the support and allyship, the mission to “change the system from within” just isn’t sustainable.
My career started by just doing my own thing in my four walls. I would literally close the door, turn the blinds, and talk to the kids with authenticity and honesty. They saw me for that too. Even young students knew I was treating them with more respect than education had ever provided and that felt affirming to them. They knew they could take risks with me. Then I was challenged by a coworker to expand my practice and offer to train others, allow peer observations, and train the staff, because then the impact becomes exponential. I was certified through Teaching Tolerance and did several trainings when admin found it useful for their public relations. Even though there was occasional push back, I felt like I was doing good work.
Slowly the admin write-ups and reprimands began to add up. Essentially the “radical” work I was doing at the elementary level validating students’ identities was “not age appropriate”. I was being pushed out. Because I didn’t want to continue to fight against my admin, I decided to move up to the middle school level in the same district. Since I taught 5th grade at the time, that meant following my students to middle school. I was so excited to continue to do the work and build, and now, I had confidence that I could start on some institutional practices as well.
The first year there was amazing. I facilitated several trainings both at my site and regionally, including one for administrators on restorative practices. I felt validated and affirmed. But with a change of administration brought a change in leadership ideology and now, the new mission of the person in power was to cut off my mic. They immediately let me know that the path I was on was not going to continue. I fought. Hard. Union. Grievance. All of it. I won, too. But I didn’t realize the toll it took on my mental health and that the road was only going to get harder.
The year after, I watched student after student be criminalized, marginalized, suspended and expelled, and some, locked up. The same students who had found refuge with me for a decade. I stopped having anything positive to say to them. How could I tell them it was going to get better? I realized very suddenly, it wasn’t. Then, the district really waged war against me when I spoke out, and sought media attention, because atrocities against students were being ignored. They isolated me, silenced me, and removed me from the one thing that reassured me of my purpose, my time with students.
Speaking out against police abuse on a school campus was like trying to call the cops on the cops. Participation in the public education system requires complicity in causing harm against the most vulnerable. Teachers of color become sacrificial to the cause of supporting youth of color as they navigate the system themselves. It’s just not sustainable.
The concept to describe the relationship between the success of students of color in schools and the prison industrial complex is the school to prison pipeline. However, in 2020, it has undoubtedly turned into a playground slide. The increase of police presence in schools whether as an SRO, community partnership, or some fake notion of safety like with the “Safe Schools” program, has exponentially increased the rate at which students of color are criminalized. The pipeline has been shortened into the slide and even painted a bright color to attract youth. Any teachers that stand in the way are subject to severe injury.
Defund and dismantle the police. Abolish prisons. Abolish ICE. But honestly, without a complete overhaul of teacher staff, redlining, curriculum, anti-racist training, restorative practices, school design, libraries, and community resources, the single drop of racism will continue to ripple throughout society; through friendships all the way to board rooms. If we don’t directly focus on rebuilding public education in the United States, none of this will change.
In Hindi meaning hope and Swahili meaning life, ASHA is an Artist, Educator, and Revolutionary. Through her decade of teaching, performing poetry, and speaking at community events, Asha consistently uses her platform to voice out against injustice and to speak up for those who have been marginalized and silenced for centuries.