Lost for where to start your journey to attending a top U.S. college? Wondering if you’re behind your peers? Confused about what step comes next?
We have a map to help you find your way. There are steps you can take all four years of high school to improve your candidacy for a top university acceptance. With hard work and the right guidance, you can make it to the finish line!
This guide walks you through each high school semester, but don’t forget to take advantage of those summers, too! Even if your teachers or peers aren’t thinking ahead, summer break is the perfect opportunity to set yourself apart.
Here are some suggestions for your superstar summers:
Rising Freshman Summer: Reach out to friends and look at the list of clubs you can join. You can also brush up on fundamental subjects.
Rising Sophomore Summer: Practice target skills, take a class at a local community college or online, build good writing and study habits, and explore extracurricular and academic interests.
Rising Junior Summer: Take more advanced courses in subject areas that most interest you. Start participating in camps or competitions. Start narrowing down your list of schools and majors. Prepare for standardized tests.
Rising Senior Summer: Apply for competitive summer programs, internships, and hands-on opportunities to set yourself apart. Begin the actual college applications.
Final Summer before college: Some schools offer bridge classes to help you adjust to college workloads. Otherwise – spend time with your family, check off any bucket list activities in your hometown, and get excited about your new home for the next few years!
Navigating the college application process can be challenging – that’s why we recommend speaking to a college counselor. Empowerly connects you with a team of college admission experts, handpicked based on your interests & goals. Whether you’re looking to develop your extracurricular profile or need support with summer programs or college applications, our counselors can boost your admissions chances to your dream college.
Learn more about Empowerlyhere or call +1(800)491-6920.
In the light of school closures due to the Coronavirus, two high school seniors, Uditha Velidandla and Sarika Sriram, set up a free online program for elementary and middle schoolers through the Almaden South Asian Women’s Association.
After learning about the 3-week school shutdown on Friday, March 13, Velidandla and Sriram put in more than 24 hours over the course of two days preparing lesson plans and the technology needed to go live on Monday, March 16th, the first day of the shutdown. Their main goal?
“To give parents enough time to find an adequate replacement for formalized education”
Over three days, their volunteer-run program grew from 6 students per grade to more than 50 students in each grade. In the second week now, the program includes over 400 students and 90 volunteer tutors.
All classes are run on Zoom, an online video conferencing platform. “By using Zoom”, Sarika explained, “the social aspect of class is still present. The students and the teachers can see each other, and lessons are more interactive.”
For elementary schoolers, the program consists of lessons taught by high school student volunteers from 9 am to 3 pm. The curriculum is based on various sources, including textbooks used in local elementary schools, and state standards. “We wanted to ensure that we were keeping the kids engaged while helping them refresh concepts learned in school earlier in the year. We know from experience how easy it is to forget material over an extended break.”
The successful first week included classes such as mathematics, reading comprehension, creative writing, and also STEM-based experiments and activities, Hindustani and Carnatic music lessons, and an arts class.
They announced this week that they have expanded their program to include a middle school.
“There was a high level of demand for a middle school program. We are fortunate to have enough volunteers who are willing to teach the middle classes.” says Uditha. “None of this would have been possible without the help of our dedicated volunteers- they have spent countless hours with us along the way, from planning the curriculum to teaching classes and responding to questions on our behalf. Both Sarika and I are very grateful for all of our volunteers.”
They are also trying to work with the San Jose Unified School District to make their lesson plans available to children in San Jose who are unable to access e-learning.
“It is heartwarming that we have been able to contribute to the community that has given us so much. We hope to be of similar assistance to communities that do not have easy access to e-learning infrastructure. We are proud of the fact that we hit the ground running and that the program has continued into its second week”, they say.
They have received positive feedback from parents, receiving messages and emails that are similar to this one parent’s experience:
I’m amazed how all the kids and tutors have progressed so well, to get comfortable with the online learning concept, with order and respect, in just 4 days of classes. Today WhatsApp has been very quiet, which is awesome! Congratulations to all tutors, organizers, and students. And I must say my kid is quite eager to attend classes and loves ‘seeing’ his friends and future middle-school friends in the e-world. Thank you all.”
It has not been all smooth sailing for the two founders. They continue to spend 12 to 15 hour days bringing this service to the community. “In addition to adapting our communication styles, we have had to iron out technical issues and assist tutors in managing online classroom behavior. We have taken the help of parent volunteers to ensure that the classroom is a welcome learning environment for everyone.”
If you are interested in learning more about the program or donating to their cause, Sriram and Velidandla encourage you to send an email to firstname.lastname@example.org, and to explore the ASAWA website.
Suchitra Patri is the founder and president of the Almaden South Asian Women’s Association. She is an accountant by profession and enjoys reading and spending time with her family in her free time.
My name is Arjun Chandra, and I am a 14 year old teenager entering my sophomore year of high school, at Dougherty Valley High school in San Ramon. I will be performing my debut South Indian classical violin concert on August 4th 2019 at the Lakireddy auditorium, Shiva Vishnu Temple, Livermore. I will perform a variety of Carnatic music songs on the violin that I learned from my Guru Vidushi Smt. G. Bharathi, daughter of Sangita Kalanidhi Dr. M. Chandrasekaran. I will be accompanied on Mridangam by Laya Kala Rathna Sri. Ramesh Srinivasan, leading disciple of mridangam maestro Sangita Kalanidhi Vellore G. Ramabhadran, and on ghatam by renowned Ghatam Vidwan Sri. S.V. Ramani.
I did not think that I would be playing my violin debut concert this summer. My parents were primarily planning for my twin brother’s mridangam arangetram. Around the end of April, my Guru suggested that I was ready to have my debut violin concert as well! I was a bit hesitant as I felt that I was not ready. However, I was told that, when senior artists of such caliber express confidence, then, it is important to take such advice seriously. And pretty soon the debut concert started to become a reality, thanks to my Guru and the support from my family.
This concert will also serve a cause, where I will be raising awareness for “Sai Aashraya”, an organization that aims to provide high quality health, education and nutrition services free of cost to the needy across India. More than 1000 children are fed nutritious food every day. Free state-of-the-art medicare camps are conducted on a monthly basis in a South Indian village, and once every two months in the tribal areas of Arunachal Pradesh.
Sai Aashraya has been carrying out Gram Seva (Village Service) where the villages adopted are given holistic care with an aim to make them self sufficient. Five of these villages are in extremely remote areas near the Indo-China border In Arunachal Pradesh and one of them is in Dharmapuri in Tamil Nadu. Many other projects are conducted on a regular basis, as shared here: https://www.saiaashraya.org/service-projects
They have inspired many people, like me, to help people in need. Inspired by this organization, my friends and I have started making burritos every other week for homeless people on the streets of Oakland. Few families in the Tri-valley area take turns to serve simple breakfast everyday, to people on the streets, with the goal of connecting with them and understanding their needs. I truly believe in their cause. As their website says, “Sympathy for all mankind is a moral obligation and a duty“.
Hope to see you at the concert to enjoy the music, and hope you get inspired by Sai Aashraya sharing.
I am Ashwin Chandra, a rising sophomore at Dougherty Valley High School in San Ramon, California. Welcome to my debut mridangam concert on August 10th. I will be accompanying Sangita Kalanidhi Dr. M. Chandrasekaran and Mrs. G Bharathi on South Indian classical violin duet music. Dr. M. Chandrasekaran is a famous octogenarian violinist from India and has received many awards including the Sangita Kalanidhi from the Madras Music Academy and the Sangeet Natak Akademi award from the President of India. The violin duet will be accompanied by Vidwan S.V. Ramani on Ghatam.
I have been learning mridangam for the past 5 years from Laya Kala Ratna Sri. Ramesh Srinivasan, a leading disciple of mridangam maestro Sangita Kalanidhi Sri. Vellore G. Ramabhadran, During one of the classes, my guru shared information about mridangam maestro Yella Venkateswara Rao, a researcher in Music Therapy. As a researcher, he has set up ‘Mridangam Therapy’ programs tailored to suit the development of mentally handicapped children at Thakur Hariprasad Institute for the Mentally Handicapped, a non governmental organization for mentally handicapped children. That experience kindled my interest to use music as a means to help the differently-abled become more abled.
That’s when I found out about Pragnya (https://www.pragnya.org), a non-profit organization that creates real world experiences for the neurodiverse (differently-abled) community to acclimatize to the neurotypical (abled) community. Along with other students from my mridangam school, Sarvalaghu Percussion Art Center, I have started to volunteer at Pragna on a weekly basis, and we introduce “Num” therapy for the children there.
It is my honor and privilege to dedicate my debut concert to create awareness and to raise funds for Pragnya, an organization that promotes acceptance by the mainstream community of individuals who are on the autism spectrum. I am also proud of the efforts taken by our mridangam school in making a difference in this arena.
Date/time: August 10th 2019, 2:30 p.m. onwards, followed by dinner
Evergreen Valley High School. Tucked away in the middle of a quiet neighborhood in East San Jose, the blue and brown walls of the school burgeon with hopes, dreams and perhaps most dangerous — expectations.
The predominantly Asian-American school is ranked 79 out of 1334, for the best college prep public high school in California, and with an average ACT score of 31, the high academic standards of its students seems evident. In fact, EVHS is one of many increasingly competitive public high schools sending a significant percentage of students to the UC schools. (all statistics from niche.com)
But along with the academic rigor of public schools like EVHS come a vast array of mental health issues. According to Dr. Marie-Nathalie Beaudoin, the director and founder of Skills for Kids, Parents, and Schools, an organization that offers on site counseling services to children, educators, and parents in the Bay Area, two of the most prevalent mental health issues seen in high school campuses that she has supervised have been anxiety and depression. It’s no secret that Silicon Valley public schools in particular have been brought under severe media scrutiny for the increase in the number of suicides as a result of pressure to keep up with academic expectations. Of little acknowledgement in the factors influencing anxiety and depression is the impact that video-game and social media addiction can have in the lives of high schoolers today.
Dr. Marie-Natalie goes on to explain: “Five or ten years ago, we were seeing issues dealing with academic pressure, anxiety, an overdiagnosis of ADHD; it seems like all of these issues still exist, but the vast majority of calls I receive from schools and from distressed parents turns out to be related to video game addiction.”
Made to sustain continuous use, video games tap into the reward system of the brain — increasing dopamine, leading to a feeling of validated accomplishment, often resulting in an addicted and obsessed user base. “In the more privileged communities, issues of anxiety, like anxiety about performing academically goes hand in hand with a disconnection from social interaction. If young people spend all their free time on video games, as opposed to playing with one another, or interacting, or doing sports, then there’s a loss. There’s definitely a loss in terms of personal growth.” says Dr. Marie-Nathalie.
Video games facilitate a shift in social connections from being in person to online. The dissonance between the two seems to be characteristic of an era of Internet powered interactions, befitting (but not limited to) a Silicon Valley high school. Exchanging the quality of an in-person friendship for innumerable friends on online forums, like gaming communities, or social media platforms compromises the level of conversation between the two parties, and “interferes with the depth of the relationship — how meaningful it is.” The superficiality of the new standard is at the very least distracting — if not disturbing. Students are more likely to feel obligated to respond to a text, or check Instagram, thereby multitasking between their online presence and their academic work, resulting in prolonged hours of school work, and even a decrease in academic performance as a result of constant distraction.
A 2005 Psychological Science study, concludes: “a major reason for students falling short of their intellectual potential (is) their failure to exercise self-discipline,” quite common for today’s high schoolers. Dr. Marie-Nathalie concurs, explaining that the frontal lobe, responsible for self-discipline, is not fully developed until the twenties, leaving teenagers to grapple with the consequences of academic underperformance as a result of extreme distractions and lack of self-discipline without the benefits of a fully rational mind.
But how much do the video game addictions and social media interactions that comprise a majority of a student’s brain power have to do with mental health issues? After all, distraction doesn’t seem like the worst thing in the world. Inconvenient yes, but dangerous? This crucial issue is just beginning to be understood.
With the greater part of a high school student’s day being spent on social media platforms, or online gaming communities (widely considered to be an online social platform due to the elements of gaming chats), perceived validation from peers is often purely online, from the number of likes or comments on a post, often leading to an ascription of importance to maintaining surface deep relationships, and deriving self-worth from them. When the appropriate number of likes are not reached, self-esteem is impacted. According to a 2014 American Psychological Association study, “Social networking sites (SNSs), such as Facebook, provide abundant social comparison opportunities… indeed, the results showed that participants who used Facebook most often had poorer trait self-esteem, and this was mediated by greater exposure to upward social comparisons on social media.,” defining upward social comparisons as “a high activity social network, healthy habits, etc., .” Blows to self-esteem coupled with academic stress seems to be what drives students towards isolation, while at the same time instigating depression and performance anxiety.
Reversion to online activity, whether it be video gaming, or scrolling through Instagram suggests a sort of complacency, one that is reflective of a loss of agency, as a result of denial of severe academic stress.
The sheer competition to not only to get into college, but also to increase earning potential has influenced many students in the Indian-American community to ignore a well-rounded education, choosing not to explore other passions and instead focusing narrowly on STEM based career paths. It seems like the overwhelming amount of extracurriculars — DECA, Speech and Debate, Robotics Club — are all being pursued for the benefit of college admissions, rather than out of personal interest.
In a world where the college application process outranks everything, it is becoming increasingly more difficult for kids to just be kids. The superficiality ensures resume-building prevails over the true pleasure of doing an activity just for the sake of doing it.
It is in the midst of exactly this environment, that a group of unconventional (at least by Silicon Valley standards) high schoolers from EVHS chose to pursue rap. The possibility of a resistance to the stereotypical college oriented journey seems likely in a refreshing take on modern hip-hop. And with their very existence being unprecedented it seems that they call into question a potential shift in the social norms and culture of Silicon Valley.
But why rap?
In conversation with Chetas Holagunda, a member of the EVHS rap circles and better known by his rap name BLVSE, the authenticity behind his passion for rap is clear. The name BLVSE itself, a tribute to the caliber of this EVHS senior signifies the “flame, like a blaze, inside of me that keeps me going; I’m always motivated to keep going and trying new things…I push myself through it even though its not for a college app or anything, I still keep going.”
The journey to producing an upbeat and “hype” song has been paved with humility and determination, qualities that BLVSE proudly embodies — the hallmark of his musical experience. Coming from a family of Carnatic musicians, BLVSE’s influences seem diametrically opposed, citing the impact that artists like JUICE WRLD had on his style of music. A note about the importance of blending contemplative, and self-analysing lyrics with a party vibe seems to encompass the goal of many BLVSE songs — a marriage that might not be too far away from the Carnatic focus on sound and lyrics.
His current experience expands beyond the initial focus on “the melody that came out, the vibe that it spreads,”. Instead he says: “Now I’m trying to incorporate both, so you listen to lyrics that have one meaning, but you also have a vibe that you can party to, where you can have fun.” He tries to keep most of his songs light hearted at “ground level, and pretty relatable,” but on occasion, like any other artist, emotion is too powerful to ignore. “A lot of rappers talk about depression, like JUICEWRLD definitely blew up that idea…I definitely talk about it in some of my songs… I don’t explicitly say it but there’s some stories that end up sad… I don’t directly call it depression, but people can infer what happens.”
Although the blend of Jamaican cultural influences and working-class urban themes has historically characterized rap music as celebrating the African-American experience, its popularity—some may even say notoriety— has led to a divergence from the traditional African-American subject. Over the course of hip-hop history, as rap artists have become more racially diverse, there has inevitably been a shift in lyrical content, and although the original swagger that encompasses the essence of the genre has been kept intact, rap has gone from the discussion of urban issues to more diverse personal stories. Battles with mental health, struggles with poverty, and other topics of cultural relevance and relatability.
But it’s the core of hip-hop, the ability for raw self-expression combined with the triumph of bringing people together, that seems to be what persuaded these high school rappers to produce music. The goal of BLVSE’s music seems to be a creation of a safe space for the kids of toxic Silicon Valley high schools, where gaming addiction and academic pressures are the reality.
It is the harsh truth that these students must endure more than their fair share of stress. In addressing the extreme range of emotion regarding academic pressures, BLVSE does acknowledge some school interference, but says that “they have certain events but they aren’t really effective in helping students. They (students) just go to get the credits and leave, so it’s really not as influential as it can be.”
What might be more impactful, and certainly what seems to be more entertaining, is convening outside of an academic context with friends to blow off steam. BLVSE remarks: “I always have that vision of performing in my own concert where everyone is just jumping up and down to a song.” Where everyone is present.
Consistent with the counterculture element of rap, these teenagers are cutting through the intense norm of laser beam focus on structuring all activities around a college application. Coming together to enjoy good music seems to be a rarity in the lives of today’s teenagers —lives that are focused on not only getting good grades, but also volunteering at homeless shelters, and winning speech and debate trophies, peppered with the constant Instagram check in. Moving kids away from their obsession with the activities of the other, the value placed on comparison to peers through social media, might be a challenge, given that platforms like Instagram and Soundcloud might be essential in distributing music, which help create a fanbase. But even in the presence of such widespread social networking, the intention of bringing people together in real life, is laudable — even reflective of the origins of hip-hop in Bronx house parties.
In a world where perfection is deliberately demanded, there is little time for recreation. By doing what they do with love, these rappers ensure that high school isn’t just about ignoring stress in an extreme focus to get into college — it can be about celebrating little successes, and taking some time to live in the moment.
But rappers like BLVSE understand that this freedom to create isn’t universal. The undisputable motivational role of parental support seems to be instrumental in the production process. As BLVSE describes it: “The good thing is that my parents actually support this… so that definitely helped me,- like if my parents like a song, they would push me to share it with other people.” With a chuckle, he says: “It’s definitely not the type of music they listen to, but they do enjoy it, so that motivates me to put it up.” And even as BLVSE acknowledges that his experience in the EVHS rap community has been with full support from his parents, it is understood that this is a luxury some of his peers don’t have.
Supporting high school rappers might be one way to fight a toxic culture of Silicon Valley disenfranchisement with harsh and competitive academic environments.
The shift towards STEM education seems to be reflective of a body of parents who came of age in a community where there was only one path to escape the cycle of lower middle class life — where the easiest path to guaranteed success was STEM education. And although STEM education, the craze that has taken over Silicon Valley isn’t innately terrible, it forces students to put on blinders, curbing passions like music, design, art, dance before they fully develop into hobbies or even careers. The beauty of the American dream is the diversity on the journey towards success. Forcing students to comply with an outdated standard, emphasizing perfection no matter the cost, has resulted in a generation plagued by the pressure to perform. Retreating into a world of superficial connections through social media or gaming seems to be an apparent attempt to find that affection and validation that have traditionally been a parent’s responsibility to cultivate, through any other means possible.
Rap music is the perfect union of elements of actual social interaction and self-expression, both ideas that are “taboo” in the Silicon Valley high school journey of college preparation. It is reflective of a growing population of students that are no longer complacent — students who declare, like BLVSE: “Any field is of equal value!”
Students who don’t hide behind an online identity, but rather embrace the power of their voice. In the words of BLVSE: “Im putting my feelings out there, if you don’t enjoy it, then that’s up to you. If I express myself saying that I’m happy with myself, then I’m gonna be happy with myself.”
In fact, there is a proven therapeutic effect of the self-expression of rap. The danger of bottling up emotions is something that Gloria Baxter of the Lighthouse of Hope Counseling Center knows intimately. She even uses elements of hip-hop culture in adolescent group therapy sessions, asking students to write a rap about what upset them. Results have been phenomenal.
It is our responsibility as a society to encourage creative expression among the next generation. Together, we have opened up a Pandora’s Box of perfect SAT scores and 5.0 GPAs. In a world where the bar can never be reached, rap is not only a coping mechanism; it restores agency amongst these high schoolers, giving them a sense of responsibility and control over their actions. Up to this point, we have raised children who only knew how to be students. They will be forced to approach the workforce the same way they approach school — desperately rooting around for validation. There is a cultural shift that needs to occur in the Silicon Valley parent community (especially among Asian and South Asian parent groups) to allow students to pursue their true passion while carving their individual path to success. Encouraging high school rappers in their journey of creative self-expression might be one of the ways to do so.
Sumedha Vemulakonda is a youth contributor at India Currents. This article is the result of a year long quest to expand her music tastes, while learning more about rap and hip hop culture.
Twenty two India Heritage award winners displayed plentiful talents with their stage performances and academic excellence at the 32nd India Heritage Awards event held on Sunday, April 1, 2018 at Cerritos Sheraton Hotel, Cerritos. Eight of the high and middle school scholarship winners showed their excellence in dance or music by solo performances. The spell-bound audience gave repeated thunderous and sustained applause to encourage the young performers. The very entertaining cultural program was emceed by Vasu Pawar and well known community leader Dilip Butani.
Versha Nair of Rancho Santa Margarita won the top award of $2500 and revolving trophy in the high school category. The scholarship award has been instituted by Sanjiv & Rajesh Chopra in memory of their parents Sarla & Kishan Gopal Chopra. Ashok Madan and his wife Manju presented the revolving trophy “Profiles in Excellence” instituted in memory of Ashok’s parents, Thakar Singh and Shanti Rani Madan. The second-place winner was Titash Biswas while the third-place winner was Bala Thenappan. The next seven winners were Suraj Srivats, Soumya Ravichandran, Sumedha Attanti, Amogha Koka, Sriram Kotta, Siddartha Sen, and Anvitha Soordelu. Interestingly, most of the winners were females.
Rhea Jethvani won the top award in the Middle school category. The award and revolving trophy has been instituted in memory of long time event sponsor Dr. Awtar Singh by his niece, Sonia Batra of Beverly Hills. The second-place winner was Debdeep Bandyopadhyay while the third-place winner was Abheerava Koka. The next five winners were Saachi Pavani, Deeksha Kasula, Komal Kaur, Monica Pal, and Saadhvi Narayanan. Harshini Mohan and Monica Palwon the Visual and Performing Arts awards instituted in honor of “Teachers, parents and family.”
Titash Biswas , second place winner in high school category, also won Outstanding Achievement Award and revolving trophy in Visual & Performing Arts funded by Uka Solanki in memory of his mother Kadviben. Fourth place winner Suraj Srivats shared Outstanding Achievement Award and revolving trophy in sports with Karishma Muthukumar. The award and trophy are funded by Jagdish Khangura in memory of his wife Rajinder Khangura. Fifth place winner Soumya Ravichandran shared Outstanding Achievement Award and revolving trophy in community service with Madhulika Shastry. The award and trophy is funded by Satpal Jandial in memory of his parents, Mani Ram and Gian Dai. Nitya Parthasarathy won Outstanding Achievement Award and revolving trophy in Math, Science and Technology instituted by Dr. Mani Bhaumik in recognition of the “most important numeral ZERO invented in India.”
The keynote speech was delivered by Deepi Singh, who, in India, was head, Foods and Nutrition department in Home Science College, Chandigarh, and in USA had held the position of director Food services in Kaiser hospital, Panorama city. In her speech she emphasized that one must have courage and determination to succeed in life. If someone has a handicap, he/she can conquer it with hard work, sincerity and will power. She did not let her handicap stand in her getting higher education or attaining other goals. She advised, “Make your handicap your strength.”
The Indian American Heritage Foundation has been recognizing the achievements of Indian Youth, graduating from High and Middle Schools in Southern California for the past 32 years. The Foundation is the leading Indian American organization to publicly recognize, reward and celebrate excellence of the community’s best and brightest graduating students in Southern California.
The Foundation started with eight scholarship awards in 1987, now gives twenty-four scholarships annually. The annual event has been made possible with the support of some well-meaning people from the community including Bhupinder Mac, Sanjiv & Renu Chopra, Dr. M.L. Bhaumik, BU Patel, Sonia Batra, Ashok & Manju Madan, Satpal Jandial, Bhupesh Parikh, Bob (Harbans) Bawa, Jagdish Khangura, VJ & Simi Singh, Dr. Satinder and Ranjit Bhatia, Dr. Asmath Noor, Uma-Avadesh Agarwal, Dr. M.C Gupta, Commerca Bank (Sangita Chauhan), Harbhajan Samra and Arun Bhumitra. Some of the sponsors present at the event included, Uka Solanki, V. J Singh, Bhupesh Parikh, Dr. M.C Gupta, Dr. Asmath Noor, and Harbhajan Samra. One by one, the sponsors were called upon to present the award check to the young winners.
Inder Singh, in welcoming the attendees, appreciated the support by the sponsors who provided necessary funding for the continuity of the awards program. He also thanked the judges who undertook the grueling task of evaluating the applicants, and praised his “working crew” — team of volunteers — who worked hard to make the event a success. He said, “An individual, howsoever brilliant, intelligent and smart, would find it difficult, if not impossible to match the collaborative efforts of an effective team and he is blessed with a team which has been providing selfless service for the cause of our youth.” His team included Ashok Madan, Kewal Kanda, Aparna Hande, Amrit Bhandari, Dilip Butani, Deepi Singh, Prof Keshav Patel, Manju Madan, Navin Gupta, Rajinder Dhunna, Simi Singh, Vasu Pawer, and V.J Singh.