The Impact of HR Policies on Faculty Attrition and Its Implications for Educational Institutions

Introduction:

Faculty attrition is a growing concern for educational institutions across the country, affecting not only the quality of education but also the reputation and effectiveness of universities and colleges. The National Assessment and Accreditation Council (NAAC), an accreditation body in India, has taken note of this alarming trend, emphasizing that high rates of faculty turnover can significantly impact an institution's accreditation status.

But why are so many qualified, skilled, and experienced educators leaving their positions? The answer often lies in the administrative and HR practices within these institutions. Factors such as pay packages that do not align with qualifications, coercive administrative tactics, and bargaining behaviours by HR managers play a substantial role in pushing faculty members away. This blog will delve into these issues, shedding light on the root causes of faculty attrition and offering recommendations for creating a more conducive and supportive work environment.

The Misalignment of Pay Packages with Qualifications and Skills

One of the primary reasons for faculty attrition is the need for a fair and competitive compensation structure. Pay packages often do not reflect the qualifications, experience, skills, and knowledge that educators bring to the table. This mismatch can demotivate faculty members, leading to dissatisfaction and, ultimately, resignation.

1. Inadequate Salary Structure: In many institutions, faculty salaries are often frozen at a certain level, regardless of the faculty member's achievements, research contributions, or years of experience. This rigidity not only discourages faculty members from excelling but also makes it difficult for institutions to retain top talent, as other organizations offer better compensation.

2. Failure to Recognize Skills and Knowledge: Educational institutions often fail to recognize the diverse skill sets and knowledge that faculty members bring. This lack of acknowledgement manifests in pay packages that do not reflect an individual’s contributions, leading to feelings of being undervalued.

3. Comparison with Industry Standards: When compared to their counterparts in the corporate world or even in other academic institutions, many educators find that their pay packages are far less competitive. This realization often leads to frustration, prompting them to seek opportunities elsewhere where their qualifications and expertise are better valued.

Coercive Tactics in Administration and HR

Administrative and HR practices play a crucial role in shaping the work environment within educational institutions. Unfortunately, in many cases, coercive tactics by these departments contribute to a hostile and demoralizing atmosphere.

1. Micromanagement and Excessive Monitoring: HR departments often impose stringent policies and rules that lead to a micromanaged work environment. Faculty members are frequently required to report minute details of their work, which creates an atmosphere of distrust and stifles creativity and autonomy.

2. Threats and Intimidation: Another distressing trend is the use of threats and intimidation by HR personnel to control faculty behaviour. For instance, threatening to withhold promotions, increments, or even contractual renewals if certain expectations are not met is a common tactic. Such behaviour creates a sense of fear and insecurity, which can significantly impact faculty morale.

3. Lack of Respect for Faculty Autonomy: Faculty members are professionals with years of training and expertise in their fields. However, coercive HR tactics often strip them of their autonomy, treating them as mere employees rather than as valued members of the academic community. This disregard for faculty autonomy can be incredibly demoralizing, leading to high attrition rates.

HR Managers Threatening and Bargaining Over Salary Increases

One of the most damaging aspects of HR practices in educational institutions is the tendency of HR managers to engage in bargaining and threatening tactics when it comes to salary negotiations.

1. Bargaining Rather than Negotiating: In a fair work environment, salary negotiations should be a process where both parties come to a mutually beneficial agreement. However, many HR managers adopt a bargaining approach, where they attempt to minimize salary increments by downplaying faculty qualifications, achievements, or contributions. This behaviour creates a sense of disrespect and devalues the efforts of faculty members.

2. Threats of Termination or Contract Non-Renewal: In some cases, HR managers resort to threatening faculty members with termination or contract non-renewal if they demand salary adjustments that align with their qualifications and experience. Such tactics not only create a toxic work environment but also lead to the loss of talented educators who could have made significant contributions to the institution.

3. Lack of Transparency: The lack of transparency in salary negotiations is another factor that contributes to faculty attrition. When faculty members feel that salary decisions are arbitrary or based on favoritism, they lose trust in the institution, leading to higher turnover rates.

The Impact of Faculty Attrition on Educational Institutions

High faculty attrition rates have far-reaching consequences for educational institutions, affecting various aspects of their operations and reputation.

1. Loss of Institutional Knowledge: When experienced faculty members leave, they take with them years of institutional knowledge, research experience, and pedagogical expertise. This loss can be detrimental to the quality of education, research initiatives, and mentorship programs within the institution.

2. Decline in Research Output: Faculty attrition often leads to a decline in research productivity, as experienced educators who drive research initiatives are no longer available to guide projects or mentor junior colleagues. This decline can affect the institution's reputation, making it less attractive to prospective students and funding bodies.

3. Impact on Accreditation: The NAAC and other accreditation bodies place significant emphasis on faculty stability and quality. High attrition rates can lead to negative evaluations, affecting the institution's accreditation status and, in turn, its ability to attract students, funding, and partnerships.

4. Decreased Morale Among Remaining Faculty: The departure of colleagues can have a profound impact on the morale of remaining faculty members. When talented educators leave due to coercive HR tactics or inadequate pay, it sends a message that the institution does not value its employees, leading to decreased motivation and engagement among those who stay.

Recommendations for Addressing Faculty Attrition

To address the issue of faculty attrition, educational institutions must take a proactive approach to create a more supportive, fair, and transparent work environment. Here are some recommendations:

1. Implement Fair Compensation Structures: Institutions should regularly review and update their salary structures to ensure that they are competitive and reflective of faculty qualifications, skills, and experience. Pay packages should be transparent, with clear guidelines for increments and promotions.

2. Foster a Positive Work Environment: HR departments should focus on creating a positive work environment that respects faculty autonomy, encourages creativity, and promotes collaboration. This includes minimizing micromanagement, reducing administrative burdens, and offering opportunities for professional growth.

3. Adopt Transparent HR Practices: Transparency in decision-making, particularly regarding salary negotiations, promotions, and contract renewals, is essential for building trust between faculty members and the administration. Clear communication and consistency in policies can help reduce misunderstandings and foster a sense of fairness.

4. Provide Opportunities for Professional Development: Institutions should invest in the professional development of their faculty members, offering opportunities for training, research, and skill enhancement. This not only helps faculty members grow but also demonstrates the institution's commitment to their long-term success.

5. Create a Collaborative HR-Faculty Relationship: Rather than adopting an adversarial approach, HR departments should work collaboratively with faculty members to address concerns, negotiate salaries, and develop policies that benefit both parties. This partnership approach can help build a sense of community and mutual respect.

Conclusion

Faculty attrition is a pressing issue that has significant implications for the quality and effectiveness of educational institutions. By addressing the root causes of attrition, such as non-commensurate pay packages, coercive administrative tactics, and threatening HR practices, institutions can create a more supportive, fair, and empowering work environment for their educators.

Ultimately, the success of an educational institution depends on the dedication, expertise, and stability of its faculty members. By valuing their contributions and ensuring that HR practices align with principles of fairness, respect, and transparency, institutions can retain talented educators, enhance their reputation, and provide high-quality education to future generations.

#FacultyAttrition #HigherEducation #HRPractices #AcademicFreedom #FacultyRetention #NAAC #UniversityPolicies 

The Detrimental Impact of Short-Sighted HR Policies on Research and Innovation in Education

Introduction:

In recent years, a troubling trend has emerged within the education sector – the increasing influence of HR managers who seem to prioritize cost-cutting over nurturing academic excellence. This shift towards treating educational institutions like retail stores has led to a preference for hiring younger faculty members at lower salaries, while experienced and seasoned educators are sidelined or undervalued. This phenomenon is not only undermining the dignity of teaching as a profession but also jeopardizing the research, innovation, and quality of education that institutions are meant to uphold.

The Rise of Corporate Culture in Academia:

The influence of corporate culture within universities is a relatively new development. Originally, educational institutions operated on values that prioritized knowledge dissemination, research, mentorship, and the creation of a nurturing environment for students and faculty alike. However, with the introduction of HR practices that mimic the corporate world, a shift has occurred, leading to the rise of policies that view faculty members as mere employees rather than torchbearers of knowledge and innovation.

This shift manifests in the recruitment of younger faculty members at lower salaries, often justified by the idea of being "cost-effective." However, this approach disregards the irreplaceable value that experienced educators bring to the table. Instead of nurturing a balanced environment where the wisdom of seasoned professionals complements the fresh perspectives of younger faculty, HR practices are now inclined to favor those who are less expensive, regardless of the impact on the institution's overall quality.

The Retail Store Mentality – Bowing to Authority:

In the retail industry, younger employees are often hired because they are more willing to follow instructions without question and can be paid less. Unfortunately, this mentality has seeped into the education sector, where HR managers seem to prefer faculty members who will "bow down" to authority without challenging outdated norms or advocating for academic freedom. This dynamic not only limits the autonomy of younger educators but also fosters an environment where critical thinking and innovation are stifled.

By hiring less experienced faculty who are willing to accept lower wages, HR managers are inadvertently creating a hierarchical structure that undermines the democratic and egalitarian nature of academia. This approach disregards the fact that teaching and research thrive in an environment that encourages questioning, debate, and the free exchange of ideas – qualities that are often nurtured by experienced educators.

The Value of Senior Faculty Members:

Senior faculty members are the backbone of any academic institution. They bring decades of experience, a wealth of knowledge, and a deep understanding of their respective fields. Their contributions extend beyond teaching; they are often the driving force behind research initiatives, guiding younger colleagues, mentoring students, and developing innovative projects that advance both the institution and the broader field of study.

However, when HR practices prioritize cost-saving over retaining experienced educators, universities lose more than just employees – they lose mentors, thought leaders, and innovators. Research and innovation, which are typically spearheaded by senior faculty members, suffer as a result. The quality of publications, research projects, and the overall intellectual environment of the institution declines, ultimately impacting its reputation and the quality of education delivered to students.

The Impact on Research and Innovation:

Research and innovation are critical components of a thriving academic ecosystem. Universities are not just places where knowledge is transferred; they are centers of inquiry, exploration, and discovery. When experienced educators are sidelined, the very essence of what makes these institutions unique is at risk.

Senior faculty members often lead research projects that attract funding, foster interdisciplinary collaborations, and generate groundbreaking insights. Their experience allows them to identify gaps in existing knowledge, ask the right questions, and mentor the next generation of researchers. By pushing them aside in favor of cheaper, less experienced faculty, universities compromise their ability to contribute to society through research, knowledge dissemination, and thought leadership.

Moreover, without the guidance of experienced mentors, younger faculty members may struggle to navigate the complexities of research, grant writing, and publication. This lack of mentorship can lead to a decline in the quality and quantity of research output, further diminishing the institution's standing in the academic community.

The False Economy of Cost-Cutting:

The irony of this situation is that while HR managers may believe they are saving money by hiring younger, less experienced faculty, the long-term costs of such a strategy can be devastating. Institutions that prioritize short-term financial gains over academic excellence risk losing their credibility, their ability to attract top talent, and their relevance in an increasingly competitive educational landscape.

Experienced faculty members bring more than just knowledge; they attract students, funding, partnerships, and collaborations. Their presence can significantly enhance the institution's reputation, making it a more attractive option for prospective students, researchers, and investors. When these faculty members are undervalued or pushed out, universities risk losing these opportunities, ultimately compromising their long-term financial sustainability.

The Importance of Faculty Autonomy and Academic Freedom:

One of the cornerstones of a thriving academic environment is faculty autonomy and academic freedom. When HR managers prioritize control and obedience over intellectual independence, they create an environment where innovation is stifled, and creativity is suppressed. Faculty members should have the freedom to explore new ideas, challenge existing paradigms, and contribute to the evolution of their respective fields without fear of retribution or micromanagement.

The retail-store approach to managing faculty is in direct conflict with these principles. It reduces educators to mere employees, stripping them of their autonomy and reducing their ability to contribute meaningfully to the academic community. This not only harms individual faculty members but also undermines the very purpose of higher education – to foster an environment of learning, growth, and discovery.

The Need for a Balanced Approach:

To address this issue, educational institutions must adopt a balanced approach that recognizes the value of both experienced and younger faculty members. HR practices should be designed to create an environment where experienced educators are valued for their expertise, while younger faculty members are provided with opportunities to learn, grow, and develop their skills.

By fostering a culture of mentorship, collaboration, and mutual respect, universities can create an environment where research, innovation, and teaching excellence can flourish. This approach not only benefits the institution but also ensures that students receive a well-rounded education that prepares them for the challenges of the future.

Recommendations for Educational Institutions:

1. Rethink Recruitment Policies: Universities should prioritize recruiting faculty members based on their qualifications, experience, and potential contributions to research and innovation. Cost should not be the primary factor in hiring decisions.

2. Promote Faculty Development: Invest in professional development programs that encourage continuous learning and growth for both experienced and younger faculty members. This ensures that all educators can contribute effectively to the institution's mission.

3. Encourage Collaboration: Create opportunities for experienced faculty to mentor younger colleagues, fostering an environment of collaboration and knowledge-sharing. This will help build a strong, cohesive academic community.

4. Value Research and Innovation: Recognize and reward faculty members who contribute to research, innovation, and the overall advancement of the institution. This includes providing adequate funding, resources, and support for research initiatives.

5. Protect Academic Freedom: Establish policies that protect faculty autonomy and academic freedom, ensuring that educators can explore new ideas, challenge existing norms, and contribute to the advancement of knowledge without fear of retribution.

Conclusion:

The impact of short-sighted HR policies on research and innovation in education is a pressing issue that requires urgent attention. By treating educational institutions like retail stores and prioritizing cost-cutting over academic excellence, we risk losing the very qualities that make these institutions valuable – knowledge, creativity, and the pursuit of truth.

It's time for universities to recognize the irreplaceable value of experienced educators and to create an environment where faculty members of all ages are respected, valued, and empowered. Only then can we ensure that our educational institutions remain centers of learning, research, and innovation that contribute meaningfully to society.

The Impact of HR Managers on India's Educational Ecosystem: A Growing Concern

Introduction

In recent years, the human resource (HR) ecosystem within Indian educational institutions has come under scrutiny. While HR professionals play a crucial role in fostering workplace harmony and managing talent, the evolving dynamics in universities and colleges have raised questions about their influence on the effective delivery of education. More specifically, the actions and policies of HR managers have become a subject of satire, critique, and concern among educators and stakeholders.

This article will deal with the growing discourse around HR managers in the educational ecosystem, examining how their actions can hinder the mission of universities to produce responsible citizens and enlightened professionals.

The Meme Culture and HR Ecosystem

One of the most telling indicators of the sentiments toward HR managers in India is the barrage of memes, videos, and reels on social media platforms like Instagram, Facebook, and YouTube. These short, humorous, and sometimes biting portrayals highlight many professionals' frustration toward the HR ecosystem. The content often depicts HR managers as rigid, bureaucratic, and sometimes insensitive to the needs of employees. While the intent is humorous, the underlying message reflects deeper issues at play.

HR in Educational Institutions: The Growing Discontent

Unlike corporate organizations where HR departments are well-established, the presence of HR managers in universities is a relatively newer phenomenon. Traditionally, educational institutions were managed by academicians and administrative staff who understood the nuances of pedagogy, student needs, and faculty requirements. The influx of HR managers into this ecosystem, however, has introduced a new set of challenges:

1. Bizarre Rules and Regulations: Many educational institutions have reported instances of HR managers imposing rules that seem arbitrary or disconnected from the realities of academia. From mandating stringent attendance policies to implementing rigid dress codes, these regulations often clash with the freedoms that educators have historically enjoyed. In extreme cases, some of these rules even contravene the provisions of the Indian Constitution, infringing upon the rights and freedoms of staff members.

2. Recruitment Challenges: A major concern is the recruitment practices that have emerged under HR's purview. In many instances, HR managers prioritize candidates based on factors that may not align with the institution's educational mission. As a result, staff members who lack pedagogical skills or academic qualifications find their way into teaching positions. This undermines the quality of education and affects the institution's ability to fulfill its primary goal: nurturing young minds.

3. A Culture of Punishment: One of the most contentious aspects of the HR ecosystem in educational institutions is the tendency to create a punitive work environment. Instances of casual leave deductions, leave without pay for minor infractions, or penalizing staff members for being a minute late have been reported. Such practices foster a culture of fear and anxiety, which is antithetical to the nurturing, open environment that educational institutions should embody.

The Impact on Academic Delivery and Morale

The interference of HR managers in academic matters has a direct impact on the quality of education. When educators feel micromanaged, undervalued, or punished for minor infractions, their motivation to deliver high-quality teaching diminishes. A stressed or dissatisfied educator is less likely to engage students, innovate in the classroom, or invest time in mentoring.

Moreover, the culture of punishment and rigid enforcement trickles down to the students. When teachers operate in an environment of fear and control, they inadvertently pass on these stressors to their students, affecting the overall learning experience. Educational institutions are meant to be spaces of curiosity, creativity, and exploration, not places where fear and rigidity prevail.

HR Managers vs. Academic Freedom

At the heart of the issue is the clash between HR managers' desire to enforce policies and the academic community's need for autonomy. Universities and colleges have always thrived on the principle of academic freedom, where educators have the liberty to explore, innovate, and challenge norms. However, the growing influence of HR managers threatens this freedom.

1. Stifling Innovation: When educators feel constrained by bureaucratic red tape, they are less likely to experiment with new teaching methods, research ideas, or collaborative projects. This stifles innovation and limits the institution's ability to adapt to changing educational landscapes.

2. Undermining Professional Judgment: HR managers, who may lack an understanding of academic processes, often undermine the professional judgment of faculty members. Decisions about course content, teaching methodologies, and student evaluations should ideally be left to those with subject matter expertise. However, HR interference can lead to decisions that prioritize policy over pedagogy.

The Role of Universities in Building Citizens

Indian universities have a broader mission than merely imparting knowledge; they are tasked with shaping the citizens of tomorrow. This involves fostering values like empathy, critical thinking, and social responsibility. However, when the HR ecosystem creates an environment that is adversarial or punitive, it contradicts this mission. How can we expect students to develop into compassionate and responsible citizens when they witness their educators being subjected to unnecessary rules, penalties, and micromanagement?

The Way Forward: Building a Harmonious Ecosystem

It's not all doom and gloom. HR managers can play a positive role in educational institutions if they understand and respect the unique dynamics of academia. Here are a few suggestions for creating a more harmonious relationship between HR and academic staff:

1. Collaboration Over Control: HR managers should see themselves as partners in the academic mission, working collaboratively with faculty members to create a positive work environment. Instead of imposing rules, they should seek input from educators and involve them in policy-making processes.

2. Focus on Pedagogical Skills: Recruitment practices should prioritize candidates with strong pedagogical skills and a genuine passion for teaching. HR managers should work closely with academic leaders to ensure that new hires align with the institution's mission and values.

3. Promoting Well-being: Instead of enforcing punitive measures, HR managers should focus on the well-being and professional development of educators. Providing opportunities for skill enhancement, mental health support, and work-life balance can significantly improve morale and productivity.

4. Understanding Academic Freedom: HR managers must recognize the importance of academic freedom and avoid interfering with pedagogical decisions. Policies should be flexible enough to accommodate the diverse needs of educators and students.

Conclusion

The HR ecosystem in India's educational institutions is at a crossroads. While HR managers have the potential to contribute positively to the functioning of universities, their current approach often hinders the effective delivery of education. By fostering a culture of collaboration, understanding, and respect for academic freedom, HR managers can become valuable allies in the mission to create a more enlightened and empowered generation of students. After all, the ultimate goal of any educational institution is to build responsible, thoughtful, and capable citizens who will shape the future of our nation.

The Quality Assurance and Quality Control of PhD theses/dissertations

A few years ago #UGC came up with a regulation of having #mandatory journal publications for #PhD scholars. Most likely the intention of #UGC was to encourage the relevance of the research work done through the process of thorough peer-review and quality check. Consequently, the ordinances of PhD for several public (and perhaps private) Universities were modified to account for this requirement. 

However, people found several #loopholes in this #regulation. The positive intention of #UGC  resulted in the rise of several #predatory j#ournals. It turned out that in these journals the papers were indeed #open #access, but without the customary and thorough peer-review. Interestingly, new terminologies of #paid and #unpaid journals were noted in #academia. 

Eventually, this turned into an industry, until pretty recently there was a list of several journals which were taken off the UGC care list.  It was found out (also by me), through thorough SCOPUS and Web-of-Science based investigation there several predatory publishers used the ISSN numbers of no-more-existent journals to cut a video demonstrating their existence in the SCOPUS list.  

Recent reports suggest that the requirement of #publication of research papers would be removed in the near future. Several academicians of top-ranking institutes are rueing this decision. 

It is really a dilemma, but is there an ethical solution to this issue? 

The UGC might consider developing a panel of "well-qualified" researchers e.g. from IITs, IISc, IISER, NITs and other institutes desiring involvement, for peer-reviewing the research work. Every student who would be working for the research degree will have the opportunity to visit an institution, where he / she may present the work, and look for evaluation and if possible upgradation. 

This process of peer review may be divided into three (or even more) different categories - scientific validity, statistical validity and technical validity. I am suggesting a feature like ArXIV where a researcher may upload the work, and get it peer-reviewed and commented on. 

This process will surely require an honor code, since this process is not fool-proof against possible misuse. Let us assume that 95% of the people would be fair, and safeguards shall be required for the protection of the Intellectual Property Rights. 

I hope this madness against blaming the system for everything stops and constructive processes begin regarding the evaluation and value addition of the work starts. 

#research #publications #people #quality #like #opportunity #work #science #video #qualityassurance #intellectualproperty #universities #future 

The "Empaths" who rub their privilege on people's faces

 Disclaimer: The incidents described herein are from my personal experience. It is strongly asserted here that I have neither named the victim nor the victimizer. I would happily name the persons who played constructive roles in these incidents and alleviated further untoward consequences, but I have avoided doing that too.  

A few recent events have motivated me to mention this anecdote, which happened many years earlier, at the IITK campus. At the campus, there are several halls of residences (Halls) for bachelor students, which are separated based on gender. Separate hostels are there for married ones, who wish to live with their families, but that is not a part of the story.

This incident happened around 2010 when there was a gradual shift from a mess catering model, let us call it (MODEL-S), to another model say MODEL-C. The Hall of Residence - 4, where I stayed was following MODEL-S, where the students partook in every decision - i.e. from the menu to the supplier. The students were very much a part of the decision-making process, as far as food is concerned.

Hall - 4 was switching over to MODEL-C from MODEL-S, and a lot of the people were not happy with it. Students wanted that the families of the labour (already working at Hall 4), should sustain and therefore they repeatedly pleaded with the institute administration for retention. It took a lot of convincing, but things did work out. A portion of the workers (say 75-80 percent) was indeed retained at Hall - 4, and the rest were reallocated to the other Halls.

The mess premises were quite transparent. Anyone who stood inside the mess hall could see right into the kitchen, and its cleanliness. There were separate offices for the mess manager and the store, which were also accessible to the students.

The mess kitchen had both male and female workers. The work was distributed equally based on the skill sets available. The male workers took care of the mass cooking in most cases. However, the toilet for the mess workers was common. Therefore there was an honorable and mutual agreement amongst the mess workers regarding access to the toilets, and it stayed like that. Since most of the mess workers thought of it as their second home, no one really bothered about the gender-sensitive issues like separate toilets, etc. It is important to mention here that the toilets have multiple compartments (cubicles if you choose to call them), for convenience.

One fine day, it so happened that a male worker and a female worker went to access the toilets at the same time, and they were "SEEN" by the mess manager, while they were leaving the premises of the toilets. The MODEL-C mess manager made a big hue and cry about the character of the woman, and also shared stories of similar incidents he knew of, about the woman, from earlier.

Fortunately, the residents of the Hall took an adamant stand and sternly criticized the comments from the mess manager, as access to the toilets is a natural right of any human being. Further, even if the people concerned were having an affair, he witnessed them as "coming out of the toilets" together, and not being inside the same compartment. Further, the faculty members of the campus community also joined in to protest against this nonsensical misogynist incident, specifically focussing on the words "loose character". 

This anecdote is to share the very self-righteous and crime-predictive aptitude of the mess contractor in question. At the time, I thought it was an isolated incident, and it was a mere outlier. 

Recently from Aurangabad, Maharashtra, I was made aware of a similar incident of predict-a-crime-and-take-away-a-job aptitude of another labour contractor. As per the Factories Act, of 1948, any labour is not supposed to work beyond 9 hours in a day and the spread over should not be more than 10.5 hours. The contract sent the labour to personally attend to the calls of a Whimsical Know It All, outside the premises of the workplace, and when the labour could not comply, the job was taken away. On protest, he was asked to write a "Maafinaama", as if he had committed a crime. On a further inquiry, with the contractor, he "predicted" that the labourer would steal from some office, and thus the dismissal and the "maafinaama" was a valid mode of documentation, and not akin to being a Hitler of sorts! 

These incidents are not only shocking but also reinforce the fact that talking about empathy and rubbing privilege on people's faces are appearing to go hand in hand in several places. Hope that this discontinues, and sense returns to Indians! 

Maine payal hai chankai - the remake

Around the year 1999, Falguni (or is it Phalguni?) Pathak came up with a pretty "innocent" song "Maine Payal hai chhankai". In my opinion, if one were to label the genre of the song, it would be "Teenage crush and/or romance". Falguni also complemented it with a video, which talk about competition and added some spice of jealousy. 

This wasn't the first song from Falguni Pathak, that dealt with teenage crushes or romance. Sometime earlier than 1999, we were witness to a video song called "Choodi jo khanki", which starred Riya Sen, and perhaps told the story of young school girls living in a hostel and going for a night out. 

On a closer investigation, it can be seen that both these video songs were sung from the perspective of young teenage girls and were feminine but saved themselves from wielding sexuality. 

In 1999, however, there was a film named Pyar Koi Khel Nahi, with a rather weird storyline and an equally bizarre version of the song "Choodi jo khanki". 

I believe that this 1999 remake of "Choodi jo khanki" actually destroyed the innocence of the original, and in my opinion, spoiled the mood. Incidentally, the film version is also apparently sung by Falguni Pathak. 

It is in this light, that my argument lies. If one were to examine Neha Kakkar's version of the "Maine Payal hai Chhankai" song, one can observe that Neha Kakkar repeatedly used the "Vocal Fry" effect in the song, apparently in her effort to add sexuality. A similar effort for the song "Bichhua" (originally from Madhumati) was made in a video, where the singer was Sunidhi Chauhan, and the visuals showed a casanova. I believe Sunidhi supposedly made amends by singing different versions on Coke Studio. 

Incidentally, we are so enamoured by the innocence of the originals, that we find the remakes unpleasant or culturally shocking. Therefore, in the light of atrocious remakes by several singers in various videos, I find it difficult to accuse only Neha Kakkar for spoiling the original. 

The Dream I fact-checked!

In a world where people create stories, start believing in it, and  then trouble other people who do not trust in their stories, one gets skeptical to even fact check their dream. 

So last night starting around 2:30 am, I had a dream which continued in the same context but different scenes till 6:30 am. 

In the dream, I had gotten a chance to visit some place in the United States (the dream context had Stanford University, but surprisingly I visit a home where one of my relatives stays). 

In the dream I talk to several people who mention the name London, as a railway station, from where I would reach the final destination within two hours. 

Fact check - London is in the UK, and a journey to Fayetteville from London is possible by air within two hours. Further, there is a place called the New London Railway station but that is in Connecticut. There is no station named New London near Stanford University. 

While I do not talk to my relatives in the dream, I visited a house which looked like typically Indian with an Indian squat toilet. However, the toilet was essentially covered, so I was unable to locate it (first dream break when I had to take a leak). 

Fact check: Yes, Indian squat toilets are there in the USA, according to a YouTube video from 2015.  

I, then visit certain houses in the place, and then find one which I enter. I find several apartments with Indian scripts and names with bright cane web wallpaper. Inside, I found several apartments with  owner's names written with Alta (Mahawar), in Devanagari and at some places in Tamil. Further, inside of the building, when I found a staircase, a resident told me that it was a fire escape. I went up the stairs only to find a vertical hole going upwards.

Fact check: Cane web wallpaper is actually available, and there are several Indian towns in the USA, known as Little India. Cane webs form a part of Gujarati architecture. Fire escapes are located outside the building and not inside. 

I was involved in several shenanigans with a few of my fellow IITKians whom I found staying in a student dorm. One of them was very familiar to me, because he stayed in the same hostel where I lived. 

Fact check: Yes IITKians stay in dorms to save money. In fact several Indian students do the same. 

My dream discontinued with a shock near the morning when I looked up and found arrows in the same building pointing to areas labelling them "Upper Castes" and "Lower castes". I found myself, in the dream, discussing this with two of  my colleagues from Aurangabad!  The labels were in English, Hindi and Marathi!

Fact check: Well I found some articles on the Internet talking about caste in the USA, but they were mostly about White and Non-white segregation.

The four kinds of people

This world has four kinds of people: The gullible, the reasonable, the indifferent and the conspirators. Out of these four, the indifferent and the gullible are the largest in number. On the contrary, the reasonable and the conspirators are smaller in number. 

However, it is the gullible people who suffer the most in this deal, the reasonable ones are merely backstabbed or outnumbered. 

Take for example, a subset of the complete world, India. The Biodiversity rich lands of the north-east were full with people who worshipped the forests and preserved them as sacred. Little conspiring tribes from the far fetched isles and islands arrived in this lands and taught the gullible villagers that worshipping forests was a 'blasphemy', with prescribed punishments such as Hellfire. They invited them to join their tribe and be prosperous and promised rewards in heaven, sometimes even enjoyable sex after death. The end result, sheer disrespect for nature and the local lands. The voices of the rational beings who were a face in the crowd were suppressed again and again, by literally insulting the literature and the knowledge that had passed down the generations. 

Time and again, history keeps on repeating itself at various levels, macro as well as micro. The generations of so called peace loving tribes keep on insulting the mothers and sons who died for the country, some even refusing to carry the banner of the country. And the mere gullible people of the land keep on supporting such tomfoolery, in the name of openness and intellectuality, because the balance is tilting in the favour of some important people who care only for themselves. 

It is important that the scientific temper and ability to reason be restored in this country. Not by telling the countrymen that we were the innovators in everything, but the educating the people. Educating them should involve telling the people, that if they do not quit their gullibility, the country or land which was once theirs, would belong in the future to conspirators.

On why one might need to pacify the unreasonable

Over the last few months, I have changed the way how I reach my place of work with respect to the path I take, almost independent of vehicular pollution. 

On a daily basis, I cross a house which has a pet dog. By its appearance, the dog looks ferocious. Furthermore, it barks and becomes violent on seeing me. 

I remember that I used to become really angry and grit my teeth whenever the dog barked. Sometimes, I would turn and show my teeth with an angry face  to the dog, and it would bark more and become even more violent. Perhaps, if there were no social media, and there weren't many people ready with mobile phones with HD cameras, I might have thrown stones or sticks at the dog. 

Five or six days ago, I did not show anger or my teeth. Instead I made "pchh, pchh" sounds with my mouth. Surprisingly, the dog became confused and eventually stopped barking! For the last five days, the dogs hasn't even paid attention to me, even if it looks at me. 

My anger regarding the matter has come down, obviously. It also dawned on me that the dog's barking was indeed unreasonable, in my perspective, and the language of pacification was also in my perspective. 

Suppose one were to translate this learning to the society of men. There are several unreasonable and irrational beings amongst us humans too. Do pacification techniques work on them? What is this in DNA terms? Dog genes?