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Volume 20, 2015

Souvenir of the 20th TANA Conference


Coordinating Editor in India


Cover Painting
P.S. Chary, Hyderabad

Illustrations and Cartoons

Raju Epuri, Hyderabad
Souvenir Layout and Design
Sita Ponnapalli The leadership of 20th TANA Conference, especially
Akshara Creators Gangadhar Nadella, Sreenivasa Gogineni and
AG-2, Hyderguda, Hyderabad-500 029, India Niranjan Srungavarapu for their confidence in us
Phone: 91-40-23244088; Email: and unwavering support.
Proudly Printed by TANA leadership, especially Mohan Nannapaneni,
The UPS Store owned and operated by the Injeti family Dr. Chowdary Jampala and Ravi Potluri.
(Roopa & Satya Injeti) in Farmington Hills, MI, USA
All the advertisers, donors and supporters for your
Telugu Association of North America (TANA) generosity that makes this souvenir possible.
All the writers, poets, artists and photographers who
Opinions expressed in this volume are those of the authors and
not of TANA. No guarantees, either explicit or implicit, are offered
kindly and promptly shared their creations.
with regards to the accuracy of the information in the book. Sita Ponnapalli for layout designing and typesetting,
Raju Epuri, Hyderabad for illustrations,
P.S. Chary for cover painting.
Roopa and Satya Injeti of The UPS Store for printing.

Souvenir Committee
Narayanaswamy Sankagiri - Chair
Dr. Usha Raju
Sudhakar Tadepalli
Ramana Maramraju
Mukthesh Nandigama - Photography Editor
Hema Karunakaram - Youth Editor
Jogeswarrao Peediboyina - TANA Coordination
Ramprasad Suribhotla - TANA Coordination
Vasireddy Naveen - India Coordination
Souvenir Ads Committee
Venugopal Suraparaju - Chair
Jnaneswar Gubbala - Co-Chair
Kamaraju Vadrevu
Satya Injeti
Sudhamohan Somasagar
Ramgopal Uppula
The logo was unveiled by TANA Leadership in Khammam, India during the Chaitanya Sravanthi program in January 2015.

Raghu Ravipati is a software professional working at Xerox as a Technical Project Manager and an avid sports
lover. Born in 1973 in Prakasam District, he currently lives in Novi, MI along with his wife Sirisha, daughters
Samanvi and Anvitha. Raghu served as the DTA President in 2013, was awarded the prestigious Vadlamudi Venkata
Ratnam award in 2010. He is involved with the Detroit Community since 2000 and volunteered for many non-
profit organizations including TANA, DTA, Asha for Education, Cry America and few more. Along with TANA 20th
conference logo, Raghu other notable logo design works include current DTA logo and Sai Samsthan logo.

3 20e H du\ C| d+
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7 20e H du\ C| d+
Sri Arun K. Singh
2107 Massachusetts Ave,
N.W. Washington, D.C.
20008 12th June 2015


I am delighted to learn that the Telugu Association of North America (TANA) is organizing
its 20th National Conference from July 2-4, 2015 in Detroit, Michigan.

Over the years, TANA has been actively involved in fostering community spirit and
celebrating the rich and diverse cultural traditions of India.

I convey my heartfelt greetings to all members of the Telugu Association of North

America on their 20th National Conference and wish them all success.


9 20e H du\ C| d+
Section - I
1. TANA Leadership Messages ... 13-25
2. Editorial ... 27
3. Pictures of TANA Boad of Directors, 2013-2015 ... 29
4. Pictures of TANA Executive Committee, 2013-2015 ... 30-31
5. Pictures of TANA Foundation, 2013-2015 ... 32-33
6. Pictures of TANA Standing & Special Committees, 2013-15 ... 34-35
7. Pictures of TANA Adhoc Committees ... 36-37

8. dyd+d ` 20e H eTVdu\ s+u qs|+

` d]yH\ dseTXd ... 38-41

9. Pictures of 2015 TANA Conference Organising Team ... 42

10. Pictures of 2015 TANA Conference Committees ... 43-66
11. Pictures of Donors ... 70-88
12. Donors List ... 90-91
13. TANA Foundation Report ... 92-95
14. Glimpses of TANA 2013-2015 ... 96-100

Section - II

15. #] >... ... 101-110

Section - III

16. jT+> s+ > ... 111-144

Section - IV

17. Artistic Photo Feature ... 145-154

Section - V

18. |yd eTH>+... ... 159-294

Section - VI

19. du ksu+ ... 297-312

11 20e H du\ C| d+
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15 20e H du\ C| d+
Chairman, TANA Board of Directors

It has been a very eventful 2-year term during which the Board of Directors was able to make very important deci-
sions regarding the long term well-being of the organization. We have always believed that, in order to perpetuate
the mission of TANA,it is imperative that the organization exhibit consistency and permanency in both action and
perception. The primary indicators of effective long term existence and commitment to productive and actionable
service are the fiscal strength exhibited by sustained endowment and perpetual funds, and a willingness to invest in
physical infrastructure. I am,therefore,extremely happy to report that we have done well on both fronts. We now have
about $1.6M in the Life Membership and Century funds of which $250K have been approved by the BOD towards
investing in a permanent physical office in Detroit, MI, in association with the Sri Venkateswara Temple and Cul-
tural Center.Upon due diligence and the appropriate legal process, it is possible that TANA will be able to take pos-
session of the premises as early as July 2015 during the 20th Conference.
The BOD has also been able to decide to invest $250K from the total amount available in the Century and Life Mem-
bership funds in a risk-free manner, where the principal is always protected, and invest the remainder in low-risk
growth and income funds based on the recommendations of the Investment Committee. While this is a good move in
the right direction, I sincerely regret to inform you that we were not able to make the actual investment during our
term - however, I am confident that the incoming BOD for the 2015-2017 term has all the information needed to act
on it very quickly. The BOD has also been able to revise the current bylaws to be more inclusive, which has resulted
in 4 new positions in the Executive Committee, comprehensive review and revision of the regions and the appoint-
ment of City Coordinators in areas in the United States and Canada where there is a growing population of people of
Telugu origin, aimed at increasing the area of reach and service in line with the mission of TANA.
In an attempt to provide measurable impact oriented service activities,the current BOD has been proactive in asso-
ciating with other local organizations and non-profit agencies topromote Telugu language and create the necessary
infrastructure to impart Telugu language among NRI Telugu children - one such association that is going to have
long term benefits is the Patasaala program (
It has been an extreme honor and privilege for me to serve as the Chairman of the BOD, and be able to interact freely
and effectively with the EC and the Foundation in providing service, and also ensuring that the long term planning
is in the best interest of the organization keeping in mind the changing trends in the Telugu immigrant community and
the children of people of Telugu origin who have settled in the United States. I would also like to take this opportunity
to wish the 20th TANA Conference team the very best as they strive to host a very vibrant, vivid and eventful confer-
ence to mark the 38th year milestone of TANA's existence.
Dr. Naren Kodali

17 20e H du\ C| d+
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19 20e H du\ C| d+
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21 20e H du\ C| d+
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& +& VqTeTjT

23 20e H du\ C| d+
President, Detroit Telugu Association

Welcome from Detroit Telugu Association

It is my privilege to be the President of Detroit Telugu Association (DTA) and an honor to co-
host the 20th TANA Conference in Detroit during my tenure. DTA Executive Committee sin-
cerely thanks Mr. Mohan Nannapaneni, TANA President,and his Executive Committee for pair-
ing up with DTA.
Detroit Telugu community is very grateful to have volunteers that have immersed themselves in
the service of the community. A whopping 80% of the Conference Committee Chairs are either
Life Members or Current Members of DTA. More than 55% of 2015 DTA Executive Committee
has taken key leadership roles in the Conference organization. As DTA President, I have worked
closely with Mr. Gangadhar Nadella, Conference Coordinator and the TANA team to strengthen
the relationship between both the Associations.
Conference Committee Chairs, members and their families deserve a special applause for their
benevolence, ardor and relentless efforts. I have witnessed candid admiration and affinity to TANA,
as an Association, in a majority of the volunteers. My strong belief is that the 20th Conference
will be a Platinum milestone for TANA.
Good luck and best wishes from entire Detroit Telugu Community!!
"The best way to find yourself is to lose yourself in the service of others!"
- Mahatma Gandhi

Srinivas (Nani) Gonuguntla

25 20e H du\ C| d+
Narayanaswamy Sankagiri

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HsjTDk$T X+]

27 20e H du\ C| d+
\T>T|\T 2015 28
Board of
Dr. Naren Kodali Dr. Hemaprasad Yadla Jayaram Komati
Chairman Director Director

Brahmaji Valiveti Sagar Malisetti Ram Yalamanchili Mohan Nannapaneni

Director Treasurer Director Ex Officio Member President

Prasad Thotakura Dr. Chowdary Jampala Satish Vemana Madhu Tata

Ex Officio Member Ex-Officio Member Ex-Officio Member Ex-Officio Member
Past President Executive Vice President Secretary, EC Treasurer, EC

Jayasekhar Talluri Sreenivas Gogineni Dr. Prasad Nalluri Manjulatha Kanneganti

Ex-Officio Member Ex-Officio Member Ex-Officio Member Ex-Officio Member
Foundation Chairman Foundation Secretary Foundation Jt. Secretary Foundation Treasurer

29 20e H du\ C| d+
Executive Committee

Mohan Nannapaneni Dr. Chowdary Jampala Prasad Thotakura

President Executive Vice President Past President

Satish Vemana Madhu Tata Subbarao Kolla

Secretary Treasurer Joint Secretary

Anjaiah Chowdary Lavu Dr. Naren Kodali Jay Talluri

Joint Treasurer Chairman, BOD Chairman, TANA Foundation

\T>T|\T 2015 30
Executive Committee

Anil Lingamaneni Vijay Gudiseva Ravi Potluri Rao Yalamanchili

Canada Capital Mid Atlantic New England

Rajani Akurati Jogeswararao Peddiboyina Goutham Kumar Gurram Dr. Rajesh Adusumilli
Mid West Regional, North South East South West

Prasad Kolli Mahidhar Reddy Sekhar Kolla Bhakta Bhalla

Great Plains Northwest Rocky Mountains West

31 20e H du\ C| d+

Jayasekhar Talluri Sreenivasa Gogineni

Chairman Secretary

Manjulatha Kanneganti Dr. Prasad Nalluri Dilip Kuchipudi

Treasurer Joint Secretary Trustee

Mohan Nannapaneni Harish Koya Dr. Ganga Choudary

Ex- Officio, President Trustee Trustee

\T>T|\T 2015 32
Srinivas Jarugula Purna Veerapaneni Vasudeva Reddy Chinna
Trustee Trustee Trustee

Niranjan Srungavarapu Hema C Kanuru

Trustee Trustee


Dilip Kuchipudi Dr. Lokeshwar Rao Edara Dr. Prasad Kakarala Dr. Ganga Chowdary
Operation Envision TANA Foundation, India Scholarships Centre for Social Service

33 20e H du\ C| d+
Standing & Special Committees

Gangadhar Nadella Dr. Venkata Subba Rao Uppuluri Dr. Raghu Korrapati Murali Vennam
Conference Co-Ordinator Chairperson Chairperson Chairperson
Complience Committee Awards Bylaws

Dr. Chowdary Jampala Paparao Gundavaram Chalapathi Kondrukunta Vidyadhara Rao Chalasani
Chairperson Chairperson Chairperson Chairperson
Membership Verification Election Committee 21st Conf. Site Selection Committee Investment Committee

Narayanaswamy Sankagiri Dr. Chowdary Jampala Sujal Kumar Raju

Editor Chairperson Chairperson
TANA Patrika TANA Publications TANA Website

\T>T|\T 2015 34
Adhoc Committees

Srikanth Polavarapu Suresh Babu Kakarla Ashok Babu Kolla Anjaiah Chowdary Lavu
Chairperson, Team Square-South Chairperson, Team Square-East Chairperson, Team Square-West Team Square Mentor

Ramu C Narne Srinivas C Gorrepati Ashok Baddi Sirisha Tunuguntla

Chairperson, Backpack Project Chairperson, Business Forum Chairperson, Cinematography Chairperson, Community Services

Harish Kolasani Jagadish Prabhala Uma Yalamanchi Sarada Akunuri

Chairperson, Consulate Services Chairperson, Corp. & Govt. Grants Chairperson, Cultural Programs US Chairperson, DhimTANA

Raghu Yeddulapalli Siva Vankayalapati Srinivasa Reddy Segireddy Rajesh Veerapaneni

Chairperson, Elec. Media Relations Chairperson, Employment Gateway Chairperson, Fund Raising Chairperson, Global Science Fair

35 20e H du\ C| d+
Adhoc Committees

Ravi Gourneni Satish Chundru Innaiah Narisetti Madhu Bellam

Chairperson, Govt. Relations Chairperson, Healthcare Services Chairperson, History & Archivals Chairperson, Hospitality

Lakshmi Devineni Naga Satish Tummala Sasikanth Sunkara Murali Godavarti

Chairperson, Immigration & Legal Chairperson, Internships-USA Chairperson, IT Services Chairperson, Matching Grants

Jagadish Kanuru Vaninath Uppalapati Vinod Babu Uppu Murali Talluri

Chairperson, Matrimonial Services Chairperson, Membership Promotion Chairperson, Membership Services Chairperson, NRI&Visitor Insurances

Samba Dodda Baburao Polavarapu Gokhul Krishna Kilaru Pattabhi Kantamaneni

Chairperson, NRI Student Services Chairperson, Office Administration Chairperson, Press Relation Chairperson, Public Relations

\T>T|\T 2015 36
Adhoc Committees

Vidyadhar Garapati Dr. Janaiah Kota Sandeep Kukatla Sarit Kommineni

Chairperson, Publicity&Marketing Chairperson, Science & Technology Chairperson, Seminars & Webinars Chairperson, Social Media

Dr. Bhanumathi Ivaturi Sacheendra Avulapati Purushotham C Gude Ram Nagabhairava

Chairperson, Social Services Chairperson, Special Events Chairperson, Special Projects Chairperson, Spiritual

NRC Naidu Sesha Sai Linga Sivaram Yarlagadda Raja Surapaneni

Chairperson, Sponsorship & Ads. Chairperson, Sports & Games Chairperson, Telugu Promotion Chairperson, Transportation

Not pictured
Sateesh K.
Technology Training

Raghudeep Meka Chandini Duvvuri Leela Prasad Pamidimukkala Yashvantk Kudaravalli

Chairperson, Volunteering Chairperson, Women Forum Chairperson, Youth Programs Chairperson, Youth Services

37 20e H du\ C| d+
20e H eTVdu\ s+u q s|+
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n+&<+& +&\j #|+#j e!
|+&e+ s+ =+&yT B$+#j ! Welcome! Welcome!...Welcome!...
To this August Festivity
+&y <]+ &T& n+~+#ej Of TANA Fraternity
C >DX C >DX CC >DX... CC >DX... In Motown, Our Hometown!

\T>T|\T 2015 38
Looking for Entertainment \T>T deK- H y] sejTe < y]
Ready for Excitement d+s$T~.
Motown, Our Hometown!
e+: >TsTe>s, MTs= $wjT+ >eT+#s.
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Dodge Chevy and Chrysler
Buick Plymouth and Pontiac
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Stevie Wonder
Smokey Robinson
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Baseball, Football,
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qT T\ qeTT H< z+ X+' X+' X+'

41 20e H du\ C| d+
Organizing Team

Gangadhar Nadella
Chairperson - TANA Convention

Sreenivas Gogineni Niranjan Srungavarapu

Secretary - TANA Convention Treasurer - TANA Convention

Hanumaiah Bandla Srinivas Gonuguntla

Chairperson - TANA Convention Advisory Committee President - Detroit Telugu Association

\T>T|\T 2015 42
2015 TANA
Conference Committees


Standing (L-R): Sagar Maramreddy, Jogeswara rao Peddiboyina, Rani Alluri, Sarath Chandra Kompalli, Raghu Ravipati
Sitting (L-R): Hanumaiah Bandla, Sreenivasa Gogineni (Secretary), Gangadhar Nadella (Chair),
Niranjan Srungavarapu (Treasurer), Srinivas Gonuguntla


Left to Right: Ramarao Cherukuri, Gangadhar Nadendlla, Krishnaprasad Katragadda, Saranya Mandava,
Dwarkaprasad Boppana, Devender Reddy Karra, Hanumaiah Bandla (Chair)

43 20e H du\ C| d+
2015 TANA
Conference Committees

Agricultural Forum

Standing (L-R): Chenchu Reddy Tadi (Co-Chair), Sudhakar Reddy Ganta, Ram Reddy Manda, Maheshwar Reddy Palle,
Srinivas Killi, Janaiah Kota
Sitting (L-R): Aruna Davuluri, Srinivasarao Davuluri (Co-Chair), Hanumaiah Bandla (Chair), Baburao Kosaraju,
Srilakshmi Kota

Back (L-R): Ravi Royala, Venu Kongarla, Anush Pedharla, Sandeep Karjala, Vamsi Karthik, Srujan Vadlamudi
Front (L-R): Janardhan Pantra, Mohan Karjala, Venkatesh Babu Vadlamudi (Chair), Srinisha Lakkipalli,
Vijay Bheemineni, Ramgopal Pattavardhanam
Not in Picture: Radhika Munnangi (Co-Chair)

\T>T|\T 2015 44
2015 TANA
Conference Committees
Arts & Crafts

Standing (L-R): Himabindu Panditi, Cynthia Vanapalli, Ujwala Bandi (Chair), Lavanya Kodati
Sitting (L-R): Bhavani Kondragunta, Bhagyarekha Tatineni, Anuradha Alluri
Not in Picture: Anu Alluri (Co-Chair)
Audio-Video & Lighting

Standing (L-R): Santosh Atmakuri, Varma Kakarlapudi, Srinivas Gampa, Christina Maharjan, Karunakar Kandukuri,
Suresh Kakumanu, Krishna Guduguntla, Srikanth Inja, Sarang Vodi
Sitting (L-R): Siva Uppuganti, Ramtilak Gattu, Sudheer Bachu (Co-Chair), Venkata Narayana Paruchuri (Chair),
Srinivas Raju Dhenuvakonda, Pardhiva Gogineni, Sai Uppala (Co-Chair), Sunil Kakaraparthi

45 20e H du\ C| d+
2015 TANA
Conference Committees
Banquet Adults

Top (L-R): Satish Pinnamaraju, Bhuvan M Doneepudi, Surya Prakash Manepalli, Venkat Sudheer Mikkilineni,
Sekhar Panguru, Surya Macheti, Prasad Kadiyala
Middle (L-R): Kalyani Nulu, Rani Alluri (Co-Chair), Ajay Kodali (Co-Chair), Ramesh Peddeti (Chair),
Venkara Sambasiva Rao Bollineni, Madhumeeta Sanam, Sarada Kuna
Front (L-R): Sushma Padukone, Pradeep Pennepalli, Venkatasubrahmanyem Inampudi, Ravi Varma Mantena,
Sai Viswanatha, Srinivas Reddy Kommidi, Deepthi Venukadasula
Not in picture: Srinivasarao Doddipatla
Banquet Juniors

Top L-R): Aditya Sathi, Vikranth Peddeti, Vineeth Kommidi, Rohit Bollineni, Yaswanth Kamety, Vamsi Garimella
Suresh Machetti, Anurag Gudeti, Revanth Manam
Middle (L-R): Manogna Kodali, Srividya Vishnubhotla, Shravani Bondada, Ramya Maramraju, Madhumeeta Sanam
Annapurna Vishnubhotla, Anchita Sanam, Pooja Panguru, Sriya Vishnubhotla
Front (L-R): Navya Talluri, Vikhyathi Pallerla, Ajay Kodali, Ramesh Peddeti, Rani Alluri, Tulasi Talluri, Sanjana Madishetty

\T>T|\T 2015 46
2015 TANA
Conference Committees
Business Seminar
Raj Vattikuti- Chair, Pratap Koganti, Rama Krishna Kancherla, Victor Naidu,
Venkatesh Babu Vadlamudi, Seshu Yalamanchili, J.P. Vejendla


Standing (L-R): Ashok Kondur, Harshavardhan Krishna (Co-Chair), Lokesh Edara, Rajendra Mannam
Sitting (L-R): Sruthi Rudraraju, Kavitha Kukunoor, Kiranmayi Surapaneni (Chair), Jyothi Nichanametla, Kavitha Donthireddy
Command & Control

Standing (L-R): Sharat Mandava, Srikanth Chava (Chair), Murali Sayali, Vamsi Putumbaka
Sitting (L-R): Satish, Ramu Putumbaka, Sreenivas Munnangi

47 20e H du\ C| d+
2015 TANA
Conference Committees
Corporate Sponsorship

Left to Right: Venkat Aekka (Co-Chair), Suresh Dilli (Chair), Prasad Beesabathuni (Co-Chair)
Not in picture: Jagdeesh Prabhala (Co-Chair)


Standing (L-R): Venkat Gotur, Hemalatha Bhamidipati (Co-Chair), Sirisha Ravipati (Co-Chair),
Leela Prasad Pamidimukkala (Chair), Sirisha Uppalapati (Co-Chair), Jithendra Bondada (Co-Chair),
Sreekanth Vempati
Sitting (L-R): Vani Gudeti, Sirisha Pratapa, Usha Bondada, Swapna Vejalla, Anita Mummineni, Varsheeni Raghupathy,
Madhuri Dandamudi

\T>T|\T 2015 48
2015 TANA
Conference Committees

Back (L-R): Vijayabhaskar Pallerla (Co-Chair), Kamaraju Vadrevu, Sreenivas Chittaluri,

Jogeswararao Peddiboyina (Chair), Sunil Pantra
Middle (L-R): Madhavi Namineni, Anitha Bommanaveni, Seshi Vadlapudi, Sridevi Manepalli
Front (L-R): Bharathi Aythe, Deepthi Mikkilineni, Manorama Gondhi, Mahi Bollavaram (Co-Chair), Padma Lanka

Standing (L-R): Venkatanaresh Chilukuri, Sharadha Tatineni, Priyanka Maddipatla, Navyalatha Kavoori,
Jyothi Talluri, Deepika Kuchipudi, Shilpa Kantamneni, Vijay Marupudi
Sitting (L-R): Lakshmi Sowjanya Ravi, Deepthi Bobba, Bhagyarekha Tatineni (Co-Chair), Srivani Koneru (Chair),
Jyothi Marupudi (Co-Chair), Avanthi Polavarapu, Swaroopa Gurajala
Not in picture: Sandhya Mandalappa, Krishna Sowjanya Duggirala, Sridevi Ramineni

49 20e H du\ C| d+
2015 TANA
Conference Committees
Donor Relations

Back (L-R): Chilukuri Venubabu, Akula Chandrakanth, Maddineni Lakshminarayana, Alla Ganesh,Veera, Manam Mohan Rao
Middle (L-R): Edara Kalpana, Edara Mohan, Velaga Subhakar (Co-Chair), Mandalappa Sateesh (Chair),
Melapati Rajendra, Duggirala Sudheer
Front (L-R): Uppala Raviraj, Vempati Someswararao, Godavarti Meher Teja, Koganti Satyanarayana,
Polepalli SuryaTeja, Moparti Kiran
Not in picture: Hanumantha Rao Guda
Exhibits - Commercial

Standing (L-R): Mohan Surapaneni, Anil Chittoju

Sitting (L-R): Praveen Jettipalli (Co-Chair), Vaninath Uppalapati (Chair), Vamsi Uppalapati

\T>T|\T 2015 50
2015 TANA
Conference Committees

Standing (L-R): Ramakrishna Katta, Ajay Kodali, Sudhakar Karlapudi, Somasekhar Suryadevara, Venu Garimella,
Ramana Kuchipudi
Sitting (L-R): Madhav Reddy Chinnam, Jogeswara Rao Peediboyina, Sobha Reddy (Co-Chair), Narahari Kodali (Chair),
Shivaji Chirumamilla (Co-Chair), Srinivas Munnangi, Bhujanga Rao Kotte

Back (L-R):
Narahari Kodali, Deepthi Lachhireddygari,
Padma Kadiyala, Ratna Tadikamalla,
Annapurna Katta, Praveena Vellanki,
Chandana Kishore, Shivaji Chirumamilla
Middle (L-R):
Priyanka Ganeshan, Bindu Dandamudi,
Sridevi Reddy, Sarada Reddy, Sobha Reddy,
Karuna Kodali, Sita Kavuri,
Narmada Suryadevara
Front (L-R):
Malathi Sripada, Charu Savoie,
Aruna Tetali, Neeraja Matta,
Neeraja Komaragiri, Rama Gudivada

Left - Right:
Doneepudi Bhuvan,
Mikkilineni Venkat Sudheer
Nimmagadda Shanthi
Manyam Satyasri R
Manyam Rao M
Divi Koteswarlu

51 20e H du\ C| d+
2015 TANA
Conference Committees

Left to Right: Suresh Puttagunta, Gangadhar Nadella (Chair), Naveen Yerneni (Co-Chair)
Games & Sports

Back (L-R): Kishore Tammineedi, Anand Perumallu, Vijayendar Reddy, Sreekar Paruchoori, Venkat Adapa,
Karunakar Kandukuri. Tilak Gattu, Santhosh Atmakuri
Middle (L-R): Varma Kakarlapudi, Sudheer Bachu, Chandra Annavarapu (Co-Chair), Vijay Rao Thoom (Chair),
Vamsi Devabhaktuni (Co-Chair), Raghu Ravipati, Divakar Doddapaneni, Uma Munugala
Front (L-R): Srikanth Inja, Sainath Lachhireddygari, Ravi KarnamSai, Gopisetty Jagan, Munagala Ram.
Saladi Vasu Gampa

\T>T|\T 2015 52
2015 TANA
Conference Committees
Halls Management

Left to Right: Narendra Suryadevara, Ashok Baddi (Co-Chair), Chalapathi Koduri (Chair),
Venu Gopal Talluri (Co-Chair), Venu Kodali
Hospitality & Guest Coordination

Front (L-R): Prema Gargapati, Sushma Yarlagadda, Neelima Manne, Rachana Gali, Usha Konduru, Vamshikumari Jarugula
Second (L-R): Ramesh Uppala, Anil Chitturi, Ramesh Bhogi (Co-Chair), Suresh Somisetty, Venkat Nandimandalam
Third (L-R): Shiva Polamarashetty, Prasad Bethamcherla (Co-Chair), Danteswara Rao Challa (Chair),
Harsha Anche (Co-Chair), Sanjay Kankanalapalli, Anil Chalapathi, Madhu Kolla
Back (L-R): Satish Chaganti, Chandra Atukuri, Srinivas Mannem, Veera Yarlagadda, Deepak Surapaneni, Sunil Gajula,
Srini Ramanadham

53 20e H du\ C| d+
2015 TANA
Conference Committees
Hotels & Accomodation

Left to Right: Anil Nagoji (Co-Chair), Vamsi Inapuri (Chair), Vishu Jampana (Co-Chair)
Not in picture: Raja Maganti, Srikanth Polavarapu, Ram Kantamaneni, Ravikanth Atluri, Sandeep Kolli
Anil Kondavatikanti, Eshwar Inapuri, Anurag Koduru, Venkat Potluru

Immigration Forum

Left to Right: Govardhan Pinnamareddy, Sudhakar Katragadda (Co-Chair), Raj Gaddam (Chair),
Jogeswara Rao Peddiboyina, Yadagiri Ileni, Sridhar Mandalapu
Not in picture: Lalitkumar Vadlamudi (Co-Chair), Ashok Kolla (Co-Chair), Krishna Challemella

\T>T|\T 2015 54
2015 TANA
Conference Committees
Info Desk

Left to Right: Sridharan Chinnaswamy, Anil Narra, Kamaraju Vadrevu (Co-Chair), Murali Kodali Chair),
Murahari Devabathini, Jeswanth Kodali

Back (L-R): Sriram Jala, Damoder Gankidi, Mahesh Venukadasula, Murali Kodali, Santosh Yellu
Front (L-R): Durga Siripurapu, Ashok Perumandla, Vasu Dundigalla, Vadrevu Kamaraj , RamyaVellanki

55 20e H du\ C| d+
2015 TANA
Conference Committees
Inaugural India Coordination

Sandhya Sree Atmakuri Prasad Garapati Subb Rao Chennuri N.T. Chowdary
(Chair) (Coordinator) (Deputy Coordinator) (Liaison)

IT Infrastructure Y

Left to Right
Sudhakar Kovuri (Co-Chair)
Sandeep Mallampudi
Sreekanth Gogineni (Chair)
Prashanth Diddi
Vijay Rao Thoom

Kids Activity

Left to Right
Deepthi Lachireddygari
Hema Suraparaju (Co-Chair)
Sobha Denduluri (Chair)
Veena Annavarapu
Krishna Kumari Miryala

\T>T|\T 2015 56
2015 TANA
Conference Committees

Standing (L-R): Siva Adusumilli, Venkat Narra, Vijay Chekuri, Krishna Budaraju, Venkataramana Maramraju,
Srinivas Pinnamaneni (Co-Chair)
Sitting (L-R): Padmaja Chekuri, Krishna Rao Maddipati, Raghavendra Chowdary Vemulapalli (Chair),
Sitaramayya Ari, Padma Vemulapalli

Left to Right: Kalarani Kakarala, Padma Sanam (Chair), Vittal Anne, Krishna Miryala, Padma Malla, Sarada Kuna,
Hemalatha Akkineni (Co-Chair)
Not in picture: Vijaya Budharaju (Co-Chair)

57 20e H du\ C| d+
2015 TANA
Conference Committees
Media Electronics

Back (L-R): Harsha Polavarapu, Jogeswararao Peddiboyina, Rajagopalan Durairajan

Front (L-R): Prathibha Bheemineni, Shashi Ellindula, Sunil Pantra (Chair), Srinivas Raju Dhenuvakonda (Co-Chair),
Anu Karjela
Not in picture: Sridevi Nirup (Co-Chair),

Panel Discussions

Standing (L-R): Ram Kolluri, Satish Pinnamaraju, Suresh Yarlagadda, Srinivas Mutpur
Sitting (L-R): Prasad Pinnamaraju (Co-Chair), Srinivas Gogineni (Chair), Guna Chunduri (Co-Chair), Srinivas Dukkipati
Not in picture: Sunil Koneru (Co-Chair)

\T>T|\T 2015 58
2015 TANA
Conference Committees
Photo & Video Coverage - Adults

Back (L-R): Anand Perumallu, Chandrakanth Akula, Ganesh Veera, Raju Dantuluri (Co-Chair), Muktesh Nandigama
Middle (L-R): Srinivas Reddy Gudeti, Koti Kanneganti (Chair), Sunil Koneru (Co-Chair), Vijaya Kumar Kommi
Front (L-R): Purushotham Cherukur, Srinivas Gorumuchu, Surya Prakash Manepalli, Sambasiva rao Bollineni
Photo & Video Coverage - Youth

Left to Right: Saratchandra Bondada, Chetana Ghantasala, Manasa Kanneganti, Tejaswi Koneru,
Geethika Bodanapu, HitheshYedlapati

59 20e H du\ C| d+
2015 TANA
Conference Committees
Political Forum

Standing (L-R): Krishna Chaitanya Sidhagouni, Satish Suryadevara, Venkat Bollavaram, Gopinath Vemuri,
Prasad Sunkara, Karunakar Kandukuri, Rama Krishna Paruchuri, Kalyan Krishna Karumanchi, Manohar Gaddam
Sitting (L-R): Jogeswara Rao Peddiboyina, Kalpana Edara, Mohan Edara, Vamshi Krishna Karumanchi (Co-Chair),
Muddu Krishna Kadiyala (Chair), Vinod Kukunoor (Co-Chair), Srinath Reddy Molugu
Programs & Events

Standing (L-R): Viswa Dantuluri, Yatindra Koneru, Punnaiah Cherukuri (Co-Chair), Ravi Vedhapudi
Sitting (L-R): Vijaya Neela, Nagaraju Talluri, Ravi Cherukuri (Chair), Srinivas Vankayalapati (Co-Chair), Sreenivas Gali
Not in picture: Venkat Venigalla (Co-Chair)

\T>T|\T 2015 60
2015 TANA
Conference Committees
Publicity, PR & Media

Back (L-R): Suresh Cholaveti, Ravishankar Bommisetty, Manoj Raavi, Satya Injeti
Middle (L-R): Sailaja Kumar Nannur, Srinivas Locula, Venkatesh Babu Dhanapal, Suresh Babu Meda, Madhav Srikanth Chilikuri
Front (L-R): Triveni Chava, Jagadish Boddapati (Co-Chair), Shrinivas Sajja (Chair),
Krishna Prasad Alapati (Co-Chair), Ramana Mudeganti (Co-Chair)
Security Y

Back (L-R): Srinivas Reddy Tatali, Hari Baireddy, Srieenivas Kongragunta (Co-Chair), Prasen Indupuru, Srikanth Adimulam
Middle (L-R): Jeevan Malpeddi, Chinmaya Manchela, Srikanth Gogineni, Narasimha Rao Santhapur, Hareesh Gunturi,
Vijay Addepalli, Jagadish Chaparola
Front (L-R): Ravi Atlurum, Sreenivas Reddy Munnangi, Mahidar Vallpareddy (Chair), Kasi Vallabhaneni,
Naresh Kolli (Co-Chair)

61 20e H du\ C| d+
2015 TANA
Conference Committees

Back (L-R): Anand Perumallu, Kiran Basani, Vijay Oruganty, Pravin Koka, Srinivas Chitrapu, Viayendar Reddy,
Datta Sirigiri, Mahesh Venukadasula, Mallik Padukone
Third (L-R): Vijay Rao Thoom (Co-Chair), Venkat Adapa (Co-Chair), Ravi Karnam (Co-Chair), Raghu Ravipati (Chair),
Kishore Tammineedi (Co-Chair), Srinivas Kapuganti, Vamsi Devabhaktuni, Chandra Annavarapu
Second (L-R): Sai Gopisetty, Ajai Jillellamudi, Ramakanth Lanka, Suresh Munagapati, Ujwal Talasila, Sreeni Nookala
First (L-R): Srinivas Boyapati, Srinivas Arcota, Jagan Munagala, Satya Injeti, Ram Saladi, Sainath Lachhireddygari

Standing (L-R) Back (L-R): Madhavi Vallabhaneni, Prema Gargapati, Aruna Pabbati,
Sobha Kodali, Lakshmi Lanka, Vijaya Kata Bindu Panditi, Padma Malla
Sitting (L-R) Middle (L-R): Sulochana Munugala, Divya Donthy, Chandana Konduru,
Jyothi Atluri, Roja Koduri Hema Suraparaju, Satya Sri Kodali, Madhavi Gogineni,
Suchetha Aaytee, Usha Konduru
Front (L-R): Ravi Karnam, Raghu Ravipati, Kishore Tammineedi,
Venkat Adapa

\T>T|\T 2015 62
2015 TANA
Conference Committees

Left to Right:
Raghuram Matta (Co-Chair)
Venu Dandamudi (Chair)
Kishore Thotakura (Co-Chair)

Left to Right: Muktesh Nandigama, Sudhakar Tadepalli, Hema Karunakaram, Narayana Swamy Sankagiri (Chair),
Venkataramana Maramraju, Jogeswara Rao Peddiboyina
Not in picture: Dr. Usha Raju, Ramprasad Suribhotla, Vasireddy Naveen (India Coordinator)
Souvenir Ads

Left to Right: Somsagar Sudhamohan, Uppula Ramgopal, Suraparaju Venugopal (Chair), Injeti Satya, Vadervu Kamaraju,
Gubbala Jnaneswar (Co-Chair)

63 20e H du\ C| d+
2015 TANA
Conference Committees

Standing (L-R): Prasad Ravipati (Chair), Ramgopal Abburi, Venkatesh Gutta (Co-Chair), Venkat Devara, Surender Raavi,
Dharmareddy Bureddy, Shailendram Sannam
Sitting (L-R): Sudha Vishnubhotla, Kalarani Kakarala, Rama Kakulavarapu (Co-Chair)



Left to Right: Kongara Venkataramana(Chair)

Shailendra Sanam (Co-Chair)

Left to Right: Divakar Doddapaneni (Co-Chair)

Prakash Raju (Chair)

\T>T|\T 2015 64
2015 TANA
Conference Committees

Back (L-R): Vijay Marupudi (Co-Chair), Sagar Maramreddy, Ravi Doppalapudi, Raghava Thirumudi
Front (L-R): Sivaram Yarlagadda (Chair), Srinivas Kompella (Co-Chair), Kiran Duggirala, Kotireddy Burla

Standing (L-R): Kalyan Krishna Karumanchi, Vamshi Krishna Karumanchi, Subba Rao Kankatala
Sitting (L-R): Srinivasa Chittaluri (Co-Chair), Shiva Polavarapu (Chair), Siva Rajesh Mokkapati, Srinivas Bandi

65 20e H du\ C| d+
2015 TANA
Conference Committees
Womens Forum

Left to Right: Sudha Rudraraju, Usha Ari, Kalpana Yendluri, Padmaga Nandigama (Chair)

Standing (L-R): Harini Guduguntla, Manogna Kodali (Co-Chair), Nithin Adapa, Revanth Manam, Anurag Gudeti,
Adi Sathi, Rishi Munagala
Sitting (L-R): Teja Kodali, Ravali Konduju, Sanjana Marishetty, Sanithi Chinnam, Yamini Mada (Chair),
Madhumeeta Sanam, Vineela Cherukuri, Sindhu Gullapelli, Priya Adusumilli (Co-Chair)
Not in Picture: Anurag Paruchuri, Ujwal Velagapudi, Hima Nannapaneni (Co-Chairs)

\T>T|\T 2015 66

Mr. Krishna Prasad Katragadda, Dr. Vatsala and Family, MI


Mr. Potluri Vara Prasad

Mr. Durga Prasad Gadde
Mrs. Padmaja
Krishnasree, Bhavyasree, MI

Dr. Devaiah Pagidipati

Mrs. Rudrama, MA

Mr. N.T. Chowdary

Mr. Jayasekhar, Mrs. Neelima Talluri Dr. Raja, Mrs. Gayatri Talluri
and family, Mont Sinovi, NY and family, Thibodiux, LA

Mr. Mohan Nannapaneni

Mrs. Shama and family,
Southboro, MA

Mr. Jayaram Komati, Mrs. Kalpana and family

Milpitas, CA

Mr. Malla Reddy Pailla Mrs.

Sadhana and family
Glen Head, NY

\T>T|\T 2015 74

Mr. Satish Vemana, Mrs. Neelima and family

Fairfax, VA

Mr. Vinod Kukunoor, Mrs. Kavitha and Family

Novi, MI

Mr. Sasikanth Vallipalli, Mrs. Priyanka

and Geethika, MA
75 20e H du\ C| d+
Mr. Srinivas Gonuguntla, Mrs. Durga
and Nikhith Ganan, Shena Ganan
Novi, MI

Mr. Ravi Ika, Mrs. Gayatri and Puja


Mr. Naveen Yerneni, Mrs. Sowmya

and Yesh, Rhea, Novi, MI

\T>T|\T 2015 76
Mr. Subbarao Anumolu, Mrs. Rajeswari
and family
Smithtown, NY

Mr. Gangadhar Nadella

Mrs. Durga and family
West Bloomfield, MI

Dr. Naren Kodali, Mrs. Lakshmi and family

Mr. Sagar Mallisetti Herndon, VA
Dr. Rajani and family
Minneapolis, MN

77 20e H du\ C| d+

Mr. Leelaparasad Pamidimukkala

Mrs. Varsheeni and
Sambasivarao, Renuka
Ann Arbor, MI
Mr. Niranjan Srungavarapu
Mrs. Swarna Vuyyuru and
Sarvesha, Saurish
Novi, MI

Mr. Venkateswara Rao Nerusu

and family, MI

RSIT Group
Mr. Krishna Kallakuri
Mr. Ravi Vallem
Mr. Sridhar Kodati
Mr. Venkataramana Gone
\T>T|\T 2015 78

Battineni Brothers, DC Mr. Vishnu Jampala and family

Farmington Hills, MI

Mr. Murali Vennam Mr. Sreenivasa Gogineni, Mrs. Padmasri

Dr. Vinaya and family West Bloomfield, MI
Fortworth, TX

Mr. Anjaiah Chowdary Lavu, Mrs. Natasha, GA

Mr. Babu R Vadlamudi, Mrs. Sita and
Laxmirupa, Bingham Farms, MI
79 20e H du\ C| d+

Mr. Chalapathi Kondragunta Mr. Hanumaiah Bandla

and family, TX Mrs. Swarnalatha, MI

Mr. Victor Naidu, Mrs. Rama and Meghana, Ajay, MI

Mr. Prabhakar Rao Nallamotu Children

Sindhu, Sahithi, Venkat, MI

Mr. Vinoz Chanumolu, IL Mr. Haribabu Muddana, Mrs. Rani, MA

\T>T|\T 2015 80

Mr. Harish Koya, Mr. Navaneeta Krishna Gorrepati

Mrs. Bindu and family, NY Mrs. Jayasree and family, TX

Mr. Brahmaji Voliveti and family, NY

Mr. Sudhakar Korrepati

and family, GA
Mr. Jaganmohan
Gurajala, TX

Dr. Rajesh Adusumilli and family, TX

81 20e H du\ C| d+

Dr. Chandrasekhar Pemmasani, Dr. Sriratna Koneru

and family, Coppel, TX

Mr. Hemaprasad Yedla

and family, DC

Mrs. Lakshmi Devineni, Narendra and Siddartha, NY

Mr. Goutam Gurram

and family, GA

Mr. Subba Rao Kolla, Mrs. Lakshmi, Mr. Lakkireddy Hanimireddy and family, CA
Likhita, Akshita, CA
\T>T|\T 2015 82

Mr. Prakash Reddy

Mrs. Sailaja and family, MA

Mr. Pratap Kumar Koganti and family

Bloomfield, MI

Mr. Srikanth Polavarapu

Mrs. Sudharani Polavarapu, Inving, TX

Mr. Ravish Nagalla

Mr. Sagar Pidathala Mr. Sambasivarao Venigalla
MI Mrs. Mahalakshmi and family
Upper Brookville, NY

Mr. Ashok Kolla, CA

83 20e H du\ C| d+
Mr. Chowdary Jampala
Mrs. Aruna
Mundelein, IL

Mr. Kishore Talluri

and family
Farmington Hills, MI

Mr. Ramesh Akurati

Mrs. Rajani
and family, IL

Mr. Nageswar Rao

Mrs. Sailaja
and family
Mr. Raju S. Dandu
Mrs. Lakshmi
and family
Farmington Hills, MI

Mr. Srinivas Sajja

Mrs. Malathi Kilaru
Srika and Ayush

Mr. Rajesh Nallamotu

and family, MN

Mr. Raju Surapaneni

and family
St. Louis, MO

\T>T|\T 2015 84
Mr. Sudhakar
and family, MI

Mr. Saivinodh
and family, MN

Mr. Srivas Kommineni

Mrs. Devika
and family, MA

Mr. Vamsidhar Attaluri

and family, MN

Mr. Raman Rao

and family, MN

Mr. Prasad Thotakura

Mrs. Swaroopa
Fort Worth, TX

Dr. Raghavendra Chowdary Vemulapalli

Drs. Padma, Mr. Krishna Mr. Kurmanadha Rao
Drs. Pranitha, Dr. Vishnu Rambhatla Chadalavada
Canton, MI St. Louis, MO

85 20e H du\ C| d+
Mr. Vidyasagar
Mrs. Anitha and Aman
Canton, MI

Mr. Vasudeva Reddy

and family, NY

Mr. Srinivasa
and family
St. Louis, MO

Mr. Satish
Mrs. Vanaja and
Priyanka, CA

Mr. Sankar Chowhan

and family, CA

Mr. Madhu
Mrs. Indira, MA

Mr. Mohan Prasad Polavarapu Mr. Prasad Nalluri and family, TX

Mrs. Mamatha and family, MA

\T>T|\T 2015 86
Mr. Ramesh Velluru
and family, MI

Mr. Chandu Gorrepati

Mrs. Vani, Sonika
and Paavankrishna
Dr. Raghavendra Prasad
Mrs. Kalyani
Cedar Hills, TX

Mr. Samba Dodda

Mrs. Swarna
Irving, TX
Mr. Saikumar Lingam
Mrs. Vijayalakshmi
and family
Bloomfield Hills, MI

Mr. Ravindranath
Mrs. Sharada and
Prasad, MN

Mr. Vinod Babu Uppu Mr. Srini Madala Mrs. Durga Mr. Srinivas Nimmagadda
and family, IL and family CA and family
87 20e H du\ C| d+

Mr. Ram Bobba, Mrs. Radhika Mr. Kiran Pasam and family, GA Mr. Yugandhar Rao Vallabhaneni
and family, Allen, TX and family, NY

Mr. Tirumala Surapaneni, Mr. Ashok Baddi and family, MN Mr. Srinivas Nimmagadda and family, GA
Mrs. Kiranmai, Ashwin, Krishna, MI

Mr. Ravi Potluri, Mrs. Indumathi, PA Mr. Subu Kota, MA Mr. Mohan Karjella and family, MI
We included the donor photographs that reached us by press time. We sincerely appreciate the generosity of all the donors
who are supporting the 20th Conference.

\T>T|\T 2015 88
Donors to the 20th TANA Conference
The 20th TANA Conference Committee gratefully acknowledges the generous donations from the following friends of
TANA who made it possible to conduct the Conference on a grand scale without raising registration costs. We also thank
the many volunteers who helped raise these funds. We included the donor names that reached us by press time.


Krishna Prasad Katragadda, MI $100,000
Vara Prasad(PVP) Potluri, MI $100,000
Durga Prasad Gadde, MI $51,116
Devaiah Pagidipati, MA $50,000
N.T. Chowdary, MI $50,000
Jay & Raja Talluri, NY $35,000

Madhava Reddy, MI $10,000

Namasthe Flavors, MI $10,000
Jayaram Komati, CA $25,000 Naveeta Krishna Gorrepati, TX $10,000
Malla Reddy Pailla, NY $25,000 Prabhakar rao Nalamothu, MI $10,000
Mohan Nannapaneni, MA $25,000 Prakash Reddy, MA $10,000
Naveen Yerneni, MI $25,000 Pratap Kumar Koganti, MI $10,000
Ram Chowdary Upputuri, DC $25,000 Raghu Korrapati, GA $10,000
Ravi Ika, MA $25,000 Rajesh Adusumilli, TX $10,000
RK Prasad Pinnamaneni, MI $25,000 Sagar Pidatala, MI $10,000
Sasi Kanth Vallipalli, MA $25,000 Sambasiva Rao Venigalla, NY $10,000
Satish Vemana, DC $25,000 Sreenivasa Gogineni, MI $10,000
Srinivasan Gonuguntla, MI $25,000 Srikanth Polavarapu, TX $10,000
Vinod Kukunoor, MI $25,000 Srinivas Kodali, GA $10,000
Sudhakar Korrepati, GA $10,000
BENEFACTOR Sunil Paleru, TX $10,000
Suresh Puttagunta, MI $10,000
Subbarao Anumolu, NY $22,000 Victor Naidu, MI $10,000
Gangadhar Nadella, MI $20,000 Vijay Gudiseva, DC $10,000
Krishna Kallakuri, MI $15,000 Vinoz Chanamolu, IL $10,000
Leela Prasad Pamidimukkala, MI $15,000
Naren Kodali, DC $15,000 GRAND PATRON
Niranjan Srungavarapu, MI $15,000
Sagar Malisetti, MN $15,000 Anil Veerapaneni, TX $5,000
Ramineni Brothers, OH $12,551 Anil Sunkara, IL $5,000
Venkateswara Rao Nerusu, MI $11,116 Anil Reddy Kudumula, GA $5,000
Anjaiah Chowdary Lavu, GA $10,116 ASHOK Baddi, MI $5,000
Chala Kondrukunta, TX $10,116 Chandu Gorrepati, MI $5,000
Goutham Kumar Gurram, GA $10,116 Hema Kanuru, IL $5,000
Kopaw Vasu, TX $10,116 J.P. Vejendla, CA $5,000
Madhusudhan Tata, GA $10,116 Jampala Chowdary, IL $5,000
Murali Vennam, TX $10,116 Jaydev Appannagari, CA $5,000
Srinivas Lavu, GA $10,116 Kalyan Thirumala, MI $5,000
Vishnu Jampala, MI $10,116 Karunakar Asireddy, GA $5,000
3I Infoteck Inc, NY $10,000 Kiran Pasham, GA $5,000
Ashok Kolla, CA $10,000 Kishore Talluri, MI $5,000
Babu Vadlamudi, MI $10,000 Kurmanandha Rao Chadalawada, MO $5,000
Battineni Brothers, DC $10,000 Kutumbarao Ravi, MI $5,000
Brahmajee Valiveti, NY $10,000 Madhu Rao Nannapaneni, MA $5,000
Chandrashekar Pemmasani, TX $10,000 Mohan Karzella, MI $5,000
Dinesh Potluri, MI $10,000 Mohan Polavarapu, MA $5,000
Hanumaiah Bandla, MI $10,000 Murali Meraga, IL $5,000
Haribabu Muddana, MA $10,000 N Rao Uppalapati, MI $5,000
Harish Koya, NY $10,000 Nagabushanam Lingam, GA $5,000
Hema Prasad Yedla, DC $10,000 Nageswara Rao Gorantla, MA $5,000
Jaganmohan Gurajal, TX $10,000 NATA Atlanta, GA $5,000
Laxmi Devineni, NY $10,000 Prabhakar & Chandini Duvvuri, IL $5,000

\T>T|\T 2015 90
Prasad Thotakura, TX $5,000 Uma Yelamanchi, TX $5,000
Prasad Nalluri, TX $5,000 Vamsi Inapuri, MI $5,000
Prasad Vasireddy, CA $5,000 Vamsidhar Attaluri, MN $5,000
Raghavendra Choudary Vemulapalli, MA $5,000 VasuDeva Reddy Chinna, NY $5,000
Raghavendra Prasad Sudanagunta, TX $5,000 Venkat Koganti, CA $5,000
Raja Surapaneni, MO $5,000 Venkatesh Vadlamudi, MI $5,000
Rajan Eadara, MI $5,000 Vidyasagar Maramreddy, MI $5,000
Rajesh Nallamothu, MN $5,000 Vinod Babu Uppu, IL $5,000
Raju S. Dandu, MI $5,000 Vishnu Donepudi, DC $5,000
Ram Tulluri, MI $5,000 Yugandhar Rao Vallabhaneni, NY $5,000
Ram Bobba, TX $5,000
Ramakrishna Kancherla, MI $5,000 PATRON
Raman Rao Kalyanam, MN $5,000
Anil Nagoji, MI $2,500
Ramesh Veluru, MI $5,000
Chandra Kanneganti, TX $2,500
Ramesh & Rajani Akurati, IL $5,000
Ravi Gourneni, DC $5,000 Chari Samanthapudi, MI $2,500
Ravindranath Gullapalli, MI $5,000 Dattatreyudu Nori, NY $2,500
Saikumar Lingam, MI $5,000 Ganesh Mallampati, IL $2,500
Saivinodh Thotakura, MN $5,000 Jagadish Boddapati, MI $2,500
Samba Dodda, TX $5,000 Jogeswara Rao Peddiboyina, MI $2,500
Sateesh Chilukuri, CA $5,000 Kalarani Kakarla, MI $2,500
Satish Vemuri, CA $5,000 Krishna Ika, MA $2,500
Seshgiri Rao Mandava, GA $5,000 Mohan & Kalpana, MI $2,500
Shankar Chowhan, CA $5,000 Murali Krishna Kodali, MI $2,500
Sharath Putti, GA $5,000 Nagender Mahipathi, MI $2,500
Shrinivas Sajja, MI $5,000 Persis Indian Grill, MI $2,500
Sreenivas Kommineni, MA $5,000 Prasad Ravipati, MI $2,500
Sreenivas Anumolu, DC $5,000 Prasad Pinnamraju, MI $2,500
Srikanth Doddapaneni, CA $5,000 Prasad Velalnki, TX $2,500
Srinivas Nimmagadda, MI $5,000 Raghu Ravipati, TX $2,500
Srinivas Madala, CA $5,000 Ram Konara, NY $2,500
Srinivas Tatineni, GA $5,000 Ram Yelamanchili, IL $2,500
Srinivas Nimmagadda, GA $5,000 Ramesh Yalamanchili, MO $2,500
Srinivasa Rajnikanth Gangavarapu, MO $5,000 Ramesh & Rajani Thummu, IL $2,500
SubbaraoVuppuluri, IL $5,000 Sandhya Yanamadala, CA $2,500
Subbu Kota, MA $5,000 Siva & Shree Yerramsetty, CA $2,500
Subbu Kolla, DC $5,000 Srikanth Koneru, IL $2,500
Sudhakar Katragadda, MI $5,000 Srinivas Veerapaneni, MI $2,500
Surendra B. Gorrepati, MI $5,000 Srinivas Boppana, MI $2,500
Surya Kumari Guthikonda, MI $5,000 Srinivas Koneru, MA $2,500
Swapna Indian Cuisine, GA $5,000 Venkat Talasila, MI $2,500
Trilok Kanteti, DC $5,000 Venkat Reddy Mothkar, MA $2,500
Tulasi & Raghavarao Polavarapu, NY $5,000 VenkateswaraRao Gutta, MN $2,500
Tirumala Rao Surapaneni, MI $5,000 Venu Bathini, MN $2,500

We thank our G&C Global Grand Sponsor $100,000

YUPPTV Sponsor $25,000
Corporate Sponsors
Golden Gate Properties Sponsor $25,000
Ramakrishnahousing Sponsor $25,000
Neumeric Technologies Corp Sponsor $25,000
Phoenix Group Sponsor $25,000
Pragathi Resorts Sponsor $25,000 Sponsor $20,000
(Donating 60,000 water bottles)
BCBS Sponsor $10,000
Bulbulapps Sponsor $10,000
Syntel Sponsor $10,000
AirIndia Sponsor $10,000
Excel Dwellings Sponsor $10,000

91 20e H du\ C| d+
Charity and Service
An Autonomous Body of Telugu Association of North America (TANA)
A not-for-profit Organization - Tax ID 36-3060732

TANA Foundation was founded in 1980 to serve the sole donors among you who sponsored eye camps at their native
purpose of funding and facilitating charitable endeavors, or needy villages. TANA Foundation is fortunate to have
mostly to benefit Telugu-speaking individuals and commu- inspiring leaders who spent enormous amount of time in
nities. It is an autonomous body of Telugu Association of coordinating the camps, raising funds and continuing to make
North America (TANA) served by an independent board of steady progress of the project.
trustees and volunteers. Please visit TANA web site at We helped sponsor more than 500 eye camps in vari- and click on the Foundation link or visit ous parts of Andhra Pradesh and Telangana. More than for details about current projects 50000 people are living a better productive life due to these
and sponsorship information. camps. This project gives instant results to the donation given
The mission of the Foundation is "To share, To care by a donor by transforming the life through a cataract sur-
and To Serve the Needy" duly improving the quality of life
gery. An eye camp can be sponsored with an initial dona-
of all needy Telugu-speaking people in North America,
tion of $600 which would transform lives of at least 50
Andhra Pradesh, and Telangana.
people. Give the gift of eye sight and enjoy the thrill of do-
We at the Foundation thank all the philanthropists and
ing so.We are currently working with prominent eye hospi-
volunteers who have over the years contributed their time,
ideas, and financial resources towards helping the needy. tals in A.P. and Telangana.
TANA Foundation attempts to identify charitable Orphanages
causes where your tax-deductible contributions make the We are feeding 1000 orphans through'our feed the or-
biggest impact on a large segment of the recipient commu- phans' program.
nity. Wherever possible, TANA Foundation collaborates with We have identified many Orphanages which are being
reputed local non-profit organizations to derive the maxi- run very efficiently but not able to provide everything they
mum benefit from donations. want to due to paucity of funds. We would like to support
The monetary value of the charitable work that is car- as many orphanages as possible, and as an initial stage we
ried out by TANA Foundation averages one million dollars want to include at least 10 orphanages which cater to at least
a year. The charitable work falls into three broad categories: 1000 children. We started an endowment of One Crore ru-
1) Projects Sponsored by TANA Foundation pees which will feed these 1000 children for at least one
2) Projects Executed by TANA Foundation month every year. We need to do it for the full year. Please
3) Projects Facilitated by TANA Foundation donate generously and celebrate your special days with these
PROJECTS SPONSORED BY TANA FOUNDATION children for as little as $75 donation.
OPERATION ENVISION (Eyesight restoration) Orphanages we are working with are Needy Illiterate
Operation Envision is among the most popular and Children Education (NICE), Centre for Social Services,
highly successful projects taken up by TANA Foundation. Child Aid Foundation.
The key to this success is none other than the hundreds of TANA FOUNDATION'S YEARLY GRADUATE
Seven $2000/- (two thousand dollars) Graduate Schol-
arships for Telugu students from India in the USA.
These are sponsored by Padmavathy & Ravindra-nath
Guthikonda of Edison, N.J, Swarajyalakshmi & Sudhir Babu
Guthikonda of Fulton, N.Y, Satyavathy & Yugandhara Rao
Vallabhaneni and one is sponsored by TANA Foundation.
Youth Scholarships
TANA Foundation gives yearly three $ 1000.00 schol-
arships for the high school seniors pursuing college educa-
tion in North America. The selection will be based on Eco-
nomic Need and Academic Performance.

\T>T|\T 2015 92
Scholarships to Disadvantaged Students in Khammam and Guntur. TANA Foundation has sponsored
Every year TANA Foundation gives around 175 schol- 100 surgeries with Smile Care Foundation of Vishakapatnam.
arships to poor students in Andhra Pradesh and Telangana, The camps are conducted by Smile train foundation and
until completion of college education through organizations Mamatha Dental College Khammam. The cleft lip surger-
like North South Foundation. Several thousand students were ies are sponsored from $250, and so we can give them the
given scholarships through BREAD Societyearlier. new life with $250
These are projects that have a very broad scope and Most of these children are orphaned and/or abandoned
have the potential of helping the needy. These projects have with single parent or no parent. These children are usually
a leader designated by the Board of Trustees of the Founda- under the care of grandfather/grandmother/uncle.We iden-
tion. The Board ensures that the benefits from the project are tify needy children and counsel their parents/ guardians to
not limited to a particular region of Andhra Pradesh, send their children to school. We provide books, clothes,
Telangana or the U.S. medical care and constant follow up on their progress. Many
TANA Foundation teams up with a local non-profit children are mal-nourished and we provide some healthy diet
organization to execute a project. The Project Leader desig- to such children. Once we help them understand the impor-
nated by the Board plays a strong role in raising the funds tance of education and provide the required tools to gain basic
and executing the project. education and technical skills, they will be on their way to a
Cancer Screening Program sustainable livelihood leading to productive and positive con-
Cancer screening can help protect your health through tributions to society.They can focus on their studies better
early detection, even if you don't have any symptoms of the now without having to worry about their family.We currently
disease. Simple screening tests look for particular changes have taken 260 children under this project and in the next
and early signs of cancer before it has developed or before four years want to help at least 1000 children. Cost to pro-
any symptoms emerge. So far, TANA Foundation with help vide for one child is a mere $100 per year. Padala Charitable
of Indo-American Cancer Hospital, Hyderabad has organized trust is the partner of TANA Foundation to execute this
25 camps in the last one year and screened 13,496 people of project.
which 164 are detected with early stage cancer. Can you think
of these 164 lives without such camps? To organize one
camp, it costs just $1500.
Cardiac Screening Program
TANA Foundation designed a special program to help
the rural people of Andhra Pradesh to get regular checkup
with few testes that include ECG, 2D Echo, BP Check,
GRBS and BMI. These tests help to diagnose Coronary Dis-
eases at the early stage. TANA Foundation organized 8camps
in month of December 2014 as part of our Chaitanya
Shravanthi Program and screened over 5,500 people. To
organize one cardiac camp, it costs $500. Funeral Shelters
Cleft Lip Camps and Surgeries We see funeral homes, cemeteries in this part of the
Every year 35,000 children in India are born with clefts. world in a pleasant environment as sending off a loved one
Without corrective surgery, these children are condemned in a most respectful manner is considered very important.
to a lifetime of isolation and suffering.The tragedy is that a Unfortunately in many parts of our state in India, the cem-
cleft can be completely corrected. So far TANA foundation eteries/graveyards are used for every other purpose than cre-
has done 100 cleft lip surgeries and conducted several camps mation. As a result it becomes a necessity to clean the trash

93 20e H du\ C| d+
Medical & Cultural Association (MCA)
TANA Foundation has partnered with MCA to do many
programs for the last few years. Most recently MCA was the
partner in organizing TANA Chaitanya Sravanthi. As part of
this, MCA took a major role in organizing a mega eye camp,
medical camp, sports competitions, etc. and made the pro-
gram a huge success.
TANA Foundation is proud of its association with
MCA, Repalle and feels a coming together of two like-
mindedorganizations. For more information about MCA
activities, please visit their website at
before a cremation can be done. If it rains, then it becomes Child Aid Foundation
difficult to do that also. Building a funeral shelter to help in The founder and director of Child Aid Foundation is
this process with basic amenities costs about $8000. This Dr. A. Goswami (adopted Indian name), Ph.D. Born, raised,
must be considered by everyone to do for their village. and educated in the New York City, U.S.A., he came to In-
TANA Foundation can guide you in the process and this is a dia in the 1980?s for personal tour and research. It was not
donor sponsored project. his plan to remain in India or to start a social service organi-
zation. During his extensive travels throughout the length
and breadth of the country, he repeatedly encountered many
TANA Foundation with the help of BREAD society has
poor and needy children such as slum children, street chil-
been establishing libraries in Government schools. For about
dren, child laborers, and even juvenile delinquents.
$500, a library can be established which is administered by He was very moved by their plight and was inspired
a teacher of the school. There has been a 75% success rate to help them. Thus, the seed for the Child Aid Foundation
in utilization of these libraries. BREAD society regularly was planted. Dr. Goswami acquired Indian citizenship and
inspects these libraries and is starting to give prizes for stu- started working with such children in 1988 in an informal
dents who use the libraries and submit write ups on the books way on a trial basis.
they read. This is one project that everyone should consider Center for Community Development Varni
sponsoring for their alma mater.
These are projects typically sponsored by philanthro- Varni is an organization focused on improving the lo-
pists and well-wishers in North America. These projects cal area, specifically within Nizamabad district of Telangana.
benefit the hometown or village of the sponsor. The projects Varni intends to accomplish this by partnering with various
facilitated by the Foundation span a wide spectrum. Typical national and international organizations that support certain
projects include protected drinking water, construction of specific causes to deliver their services in our community.
permanent cyclone shelters, school and college buildings, Varni operates in a "sandbox" model, where we facilitate
community halls, senior citizen centers, Places of worship, activities promoting education, health, sports and livelihood
sanitary facilities, funeral shelters and model villages. specifically for the benefit of population within our district.
The projects are executed by a not for profit organiza- TANA Foundation facilitated Varni project. Over a million
tion such as a Village Development Committee in India or dollars was sent to this project through TANA Foundation.
in some instances, by the State Government. Since the funds
for the charitable project are sent through TANA Founda-
tion, the sponsor in most instances will be able to treat the
contribution, for tax purposes, as a charitable donation. The
sponsor typically does the spadework in terms of defining
the project, arranging for matching funds from the Govern-
ment, etc. The sponsorship forms that need to be filled out
can be downloaded from the TANA website. The project
needs to be approved by the Board of Trustees of the Foun-
dation before funds can be forwarded to the organization
executing the project.

\T>T|\T 2015 94
Happy home is run by teacher Garika Lakshmiah and his
wife. They have adopted over 80 HIV positive born orphan
kids from Khammam, Nalgonda and Krishna districts, and
providing service to them including lodging, boarding, medi-
cine and education.
Some of the great contributions to society from TANA
TANA Foundation is wall of founder for Basava
Tarakam cancer hospital. Several hundred thousand dollars
are collected through TANA Foundation. TANA foundation
is very happy to be part of such a noble service to commu-
nity through Cancer hospital.
Madala family of CA donated and implemented this project. TANA Foundation is also wall of founder for Sankara
Khammam NRI Eye hospital in Guntur. Initial money was collected through
To bring all KHAMMAM District NRIs and their TANA Foundation. Over 20,000 surgeries are sponsored
friends who are living around the globe under one umbrella, through Sankara sofar. TANA foundation contributed over
to help development of Khammam district. Khammam NRI half a million dollars to Sankara eye foundation.
Group is an active NRI group with over 1700 members TANA Foundation donated money to Center for So-
worldwide. The group collectively promotes growth and cial Service. CSS is helping more than 400 girls and women
development of Khammam both economically and socially. in Hyderabad.
The Khammam NRI group decided to sponsor "Happy There are many more projects and partners that TANA
Homes HIV rehabilitation center" as their first project. Foundation working with but skipped for space concerns.

TANA Patrika is premier

platform for Telugu
American Youth -
From brief notes of
individual achievements
To inspiring stories of
trailblazers in various fields

TANA Patrika - the monthly

#<TeTHs! magazine of TANA
64 colorful pages of news,
op-eds, fiction, poetry and
Telugu Matrimonials.
Read the e-version every
TANA Patrika has the reach. month on the computer,
Advertise in TANA Patrika. Print edition reaches over smartphone or tablet
10,000 homes in the US and Canada.
Contact us

95 20e H du\ C| d+
Glimpses of
TANA 2013 - 2015

TANA took active steps in 2013-2015 term to conduct many new and innovative cultural and
service programs throughout the US and Canada. In addition, TANA partnered with many local Telugu
Associations and other non-profits and sponsored programs ranging from sports tourneys to massive
music and dance shows.
The sketch below is but a glimpse of this hectic and impactful activity.

Backpack Programs covering Omaha city and surrounding areas in the state of
Chicago, IL (Midwest Chapter) Nebraska. Prasad Kolli, TANA Great Plains Regional Rep-
resentative was joined by prominent area residents,
The Executive Vice-President of TANA, Dr. Chowdary
Venugopal Boinpally, Srinivas Karri, Swaroop Devineni
Jampala, distributed the backpacks to disadvantaged students
and Venu Vellanki at Highland Elementary School to dis-
at Pirie Elementary School and Dixon Middle School in the
tribute the backpacks. Nancy Bauer, the fourth grade teacher
Southside of Chicago on August 30, 2013. The program
from Highland Elementary expressed her appreciation for
was organized by the team of Rajani Akurati, TANA Midwest
this help to her students.
Regional Represen-tative, Harish Kolasani, and Hema
Kanuru, TANA Foundation Trustee. Local TANA leaders Atlanta, GA (Southeast Chapter)
Yugandhar Yadlapati, Sudarsanarao Akkineni and Jayachand TANA Southeast team, with help from The Virtue
Pallekona also attended the events. Foundation and the Telugu Association of Metro Atlanta
Hartford, CT (New England Chapter) (TAMA), distributed over five hundred (500) backpacks to
needy students in the Atlanta downtown area. The program
TANA New England chapter organized a backpack dis-
was coordinated by Goutham Gurram, TANA Southeast Re-
tribution program for under privileged children of John C.
gional Representative, with the Atlanta Public Schools Ad-
Clark, Jr. Elementary and Middle school in Hartford, CT.
ministration. Mr. Rajinder Singh, Deputy Consul, from the
Rao Yalamanchili, TANA New England Regional Repre-
Consulate of India in Atlanta, graced the occasion as chief
sentative, coordinated the event. Mohan Nannapaneni,
guest. Anjaiah Chowdary Lavu, TANA Joint Treasurer, in-
TANA President, briefed the audience regarding TANAs
troduced the various community service projects imple-
various charitable efforts and efforts in promoting Telugu
mented by TANA, such as TeamSquare, etc.
culture in American society. Pedro Segarra, Hartford Mayor,
graced the occasion and expressed his appreciation for TANA Rajan Raju Kalidindi, Virtue Foundation Chairman,
efforts. Over two hundred and fifty (250) backpacks filled and Mahesh Pawar, TAMA President, and Madhu Tata,
with school supplies were given out, with support from do-
nors like P. Kamal of Westown pharmacy, Lakshmi Prasad
Maganti of Maganti IT Resources, Taruni Paruchuri and
Srinivas Atluri of India Kitchen, Krishna Prashant Mudusu
of Park Street Family Dental LLC, Murali Atluru of Leela
Murali Atluru FAM FND INC and many other prominent
Telugu people from Connecticut. Telugu Association of Con-
necticut (TACT) Executive Committee members Kiran
Pyneni and Ravi Koutarapu as well as Vamsikrishna
Chintapalli, and Srinivas Atluri attended the event.
Omaha, NE (Great Plains Chapter)
TANA members from the Great Plains area organized
the backpack donation program for the first time this year,

\T>T|\T 2015 96
TAGDV 40th Anniversary Celebrations
Telugu Association of Greater Delaware Valley
(TAGDV) celebrated 40th Anniversary at the Valley Forge
Convention center, King of Prussia, PA, USA. More than
4000 people attended this TANA sponsored event, TANA
President Mohan Nannapaneni& TANA leadership attended
the celebrations.

TANA Treasurer distributed the backpacks. Other promi-

nent members of TANA and the local community - Ram
Gangaraju, Prashanth Kollipara, Purna Veerapaneni, Anil
Yalamanchili, Sunil Shavle, Vijju Chilvuru, Venkat Meesala,
Rakesh Singh and Subhashini attended the event and lent
their support. Jami Pettway, Principal of Bethune Elemen-
tary School, expressed her appreciation.
Piscataway, NJ (Mid-Atlantic Chapter)
TANA Mid-Atlantic Team organized Backpack pro-
gram to the needy kids of Grandview Elementary School,
Piscataway, NJ on September 16th. As many as 101 back- Dasara in Delaware
packs stuffed with school supplies were distributed to the TANA celebrated the Dasara function on Sunday Oct
needy kids in the Piscataway schools. Ravi Potluri, TANA 20th 2013 at Delaware Hindu Temple, Hockessin, DE. This
Mid-Atlantic Regional Representative, along with Telugu event was coordinated by Ravi Potluri (TANA Mid-Atlan-
Fine Arts Society (TFAS), New Jersey organized this event. tic Regional Representative) and Mr. Harish Koya (TANA
Upendra Chivukula, Deputy Speaker of NJ Legislative As- Foundation Trustee). TANA President Mohan Nannapaneni
sembly graced the occasion as chief guest and distributed attended as chief guest.
the packs. Manju Bhargava, TFAS President, and other Deepavali
prominent TANA and TFAS members Laxmi Devineni, Harrisburg, PA
Vidyadhar Garapati, Nagaraju Nalajula, and Suresh Makam,
Harrisburg Telugu Association (HTA) celebrated
attended the event.
Diwali on 10th November with TANA as the grand sponsor.
Dallas, TX (Southwest Chapter) TANA's video screened for the audience and our President,
TANA Dallas team with the support of Telugu Asso- Mohan Nannapaneni gave a captivating and inspiring speech
ciation of North Texas (TANTEX) distributed backpacks in which received thunderous applause from the audience.
various schools in the Southwest region. More than four Satish Chundru and Ravi Potluriworked hard to make this
hundred (400) backpacks were distributed at three venues: event grand success and made a working relation for TANA
Hope Medrano Elementary School in Dallas, HED Inde- with Harrisburg Telugu Association.
pendent School District in Euless and The Colony High New Jersey
Telugu Fine Arts Society (TFAS) celebrated Diwali on
Thotakura Prasad, Immediate Past-President of TANA 10th November with TANA as the grand sponsor. TANA's
explained the importance of being a part of the community video screened for the audience. TANA Committee chairs
we are living in. Dr. Gorrepati Navaneethakrishna, Past- VidyaGarapati, LaxmiDevineni took the initiative for this
President of TANA and initiator of the backpack program program.
and Suresh Manduva, TANTEX President also spoke on this
occasion. TANA members Murali Vennam, Srikanth
Polavarapu, Samba Dodda, Venu Pavuluri, Ravi Aluri, Manju TANA celebrated the Diwali function on Sunday No-
Kanneganti, along with TANTEX members Subbu
Jonnalagadda, Sarada Singireddy, Venkat Mulukutla at-
tended and helped organize the events. Dr. Rajesh
Adusumilli, TANA Regional Representative, thanked all the
donors and volunteers.
Dallas Council Member, Adam Medrano who attended
as a guest appreciated TANA and TANTEX for this gesture
of support and kindness which helps with children getting
back to school.

97 20e H du\ C| d+
vember 17th 2013 in Hindu Temple, Allentown, PA. TANA
President Mohan Nannapaneni attended as chief guest and
the event was coordinated by Raghu Yeddulapally (TANA
Chair - Media Relations) and Ravi Potluri (TANA Mid-At-
lantic Regional Representative).
Tollywood Hungama
TANA organized 'Tollywood Hungama' on Saturday,
November 23rd, 2013 at Manor High School Performing
Arts Center in a grand style. More than 1000 people attended
this event. Complete entertainment team consisting 15 per-
formers included young and energetic super singers
Hemachandra, SravanaBhargavi, AnjanaSoumya, Multi tal-
ented pop-singer Madhoo, comedian Haribabu and TV star Matrubasha Dinotsavam in St. Louis
Indranil, heroines Vimala Raman and Sindhu Affan along
with local artistes from Austin. TANA organzied Matrubasha Dinotsavam in St. Louis,
MO on 21st Feb 2014. Renowned scholar Dr. Yarlagadda
TANA Day in Virginia Lakshmi Prasad and TANA Exec Vice President Dr.
TANA Conducted TANA day in Nov 2013 in Virginia Chowdary Jampala attended this event. TANA Telugu lan-
with the support from local Telugu organization GWTCS. guage promotion committee chair Sivaram Yarlagadda
TANA President Mohan and other leadership attended the Sivaram coordinated event.
TANA Food Drive in Philadelphia
On Saturday December 21st TANA Mid-Atlantic team
team served the food for 300 needy people in Heart of God
Church - 201N. Hanover St, Pottstown, PA. Satish Tummala
sponsored for the food donation and Ravi Potluri&Somi
(Samuel Ramanjulu) coordinated the event.

International Women's Day in New Jersey

TANA celebrated International Women's day on March
8th 2014 at Royal Alberts Palace, 1050 King Georges Post
Rd, Edison, NJ 08837. Miss America Nina Davuluri attended
as chief guest. More than 3000 people attended this event.
American Idol Runner-up Shubha Vedula, Maryland legis-
lator Mrs. ArunaKatragadda Miller also attended the event.
As part of this program, TANA raised funds towards
Ramachari Music School. TANA President Mohan
TANA Winter Coat Drive in New Jersey Nannapaneni and Leadership and TANA committee mem-
On Sunday December 22nd 1PM TANA Mid-Atlan- bers and volunteers worked hard to make this event grand
tic team donated coats to the needy people at Princeton Al- success.
liance Church - 20 Schalks Crossing Rd, Plainsboro Town-
ship, NJ. Vidyadhar Garapati sponsored the coats and also
coordinated the event. Pic: TANA coat drive New Jersey
TANA Leadership Meet & Greet in New Jersey
December 22nd Sunday, TANA Mid-Atlantic NJ team
organized Meet & Greet with President Mohan
Nannapaneni& other TANA leadership at Coriander Party
Hall, 128-130 Talmadge Road, Edison NJ.
Sankranthi in Herndon, Virginia
GWTCS (Greater Washington Telugu Cultural
Sangam) celebrated Sankranthi on Januarty 25th 2014 at WT
Woodson High School, Fairfax with TANA as the grand
sponsor. TANA's video screened for the audience and our
President Mohan Nannapaneni attended as chief guest.

\T>T|\T 2015 98
Little Musicians Academy Fundraising Music Concerts Vempati Smrithiyatra-Srikrishna Parijatham Kuchipudi
across USA Dance Drama, Dallas
Cities: Dallas, Austin, Houston, Oklahoma, Minneapo- In memory of world renowned Kuchipudi dance guru
lis, Connecticut, Seattle, Chicago, Bay Area, Boston. Padmabhushan, swargeeya Dr. VempatiChinna Satyam,
TANA organized a series of music concerts across 10 TANA organized a memorable event on Sunday, August 31st,
cities in USA in the month of March 2014. These are orga- 2014 at Jack Singley Auditorium in Irving. Students from
nized to support the efforts of music guru Sri Ramachary to Kuchipudi dance schools in Dallas area performed various
establish a permanent building for a music school in dance items choreographed by Guru. Vempati Chinna
Hyderabad, to identify, train and nurture young talent to Satyam. Nine year old Lakshmi Kameswari, the grand-
become accomplished singers and performers. Past students daughter of Guru Dr. Vempati Chinna Satyam, got a stand-
of Little Musicians Academy and accomplished singers ing ovation for her wonderful performance for Shiva Stuthi.
GeetaMadhuri, Krishna Chaitanya, Pranavi, Saketh, hero In the latter half of the program, Kuchipudi dance ballet
Nandu, mimicry artist Raju participated in this successful "SrikrishnaParijatham" has been presented by accomplished
tour. dancers from Kuchipudi Art Academy of Chennai.
Ugadi in Albany, New York Mahatma Gandhi Memorial Plaza, Dallas
TANA sponsored Albany Telugu Association cel- TANA is proud to support the construction of one of
ebrated Ugadi Uthsavalu (Telugu New Year celebrations) at its kind memorial for world renowned leader Mahatma
Colonie Central High School, Colonie, NY, on April 5th, Gandhi in the City of Irving, Texas. South Carolina Gover-
which turned out to be a grand success. The event was at- nor Nikki Haley, Congress woman from Hawaii, Tulsi
tended by about 1000 people.The Albany Telugu Associa- Gabbard and several other dignitaries have graced this me-
tion President Srinivas Nadella and Albany Telugu Asso- morial plaza.
ciation board members felicitated Mohan Nannapaneni,
President of TANA. Mohan spoke about how TANA is help-
ing the Telugu community in US and preserving the culture
and the Telugu language.
Ugadi in King of Prussia, Pennsylvania
Telugu Association of Greater Delaware Valley
(TAGDV) celebrated Ugadi on Saturday April 26th 2014 at
the Upper Merion High School, King of Prussia, PA, USA.
TANA grand sponsored the event and TANA President
Mohan Nannapaneni attended as chief guest.
Swaratarangini in King of Prussia, Pennsylvania
Sports Tournaments, Dallas
TANA (Telugu Association of North America) cel-
TANA in association with Telugu Association of North ebrated the Dasara and organized SwaraTarangini Musical
Texas (TANTEX) conducted beloved sports played in India Concert on Saturday October 4th 2014 in Upper Merion High
- Kabaddi, tennicoit and throwball tournaments in Andrew School, King of Prussia, PA.TANA This event was coordi-
Brown Park in Coppell, Texas. On April 26, 2014, many men nated by Ravi Potluri (TANA Mid-Atlantic Regional Rep-
and women participated actively in these tournaments. resentative).
Backpack Donation program, Dallas Swaratarangini in Raleigh, North Carolina
TANA Dallas team, in August 2014, with the support Telugu Association of North America (TANA) Team
of Telugu Association of North Texas (TANTEX) organized Square organized SwaraTarnagini Musical Night on Satur-
successful backpack programs in various schools in the day Oct 11th 2014 at Green Hope High School Auditorium,
Southwest region. Over 600 backpacks with school sup- 2500 Carpenter Upchurch Rd, Cary, NC.
plies have been distributed to underprivileged students in the
Swaratarangini in Charlotte, North Carolina
cities of Dallas, Fort Worth and Euless. Local officials ap-
preciated TANA for this gesture of kindness which will pro- Telugu Association of North America (TANA) in as-
vide the much needed support for the needy families with sociation with Telugu Assocition of Greater Charlotte Area
children getting back to school. (TAGCA) organized SwaraTarangini Musical Night on Sun-
day 12th October 2014 at "Vihar Hall Hindu Center of Char-
lotte 7400 City View Drive Charlotte, NA 28212. TANA
President Mohan Nannapaneni attended as chief guest.
TANA sponsored Musical concert in Omaha, Nebraska
Telugu Samithi of Nebraska (TSN) in Association with
TANA organized musical concert to raise the donations to-
wards TANA HudHud relief fund. More than $10,000 raised

99 20e H du\ C| d+
in the event. TANA President Mohan Nannapaneni attended
as chief guest and TANA Regional Representative and TSN
Vice President Prasad Kolli coordinated the event.
TANA sponsored Diwali in Pittsburgh
TANA in association PATA (Pittsburgh Area Telugu
Association) organized Diwali and Hudhud relief fundraiser
in SV Temple, Pittsburgh on Saturday 8th November 2014.
TANA President Mohan Nannapaneni attended as chief guest
from local donors.
along with TANA Secretary Satish Vemana. All attendees
donated generously and approx. $10,000 was collected on HudHud Cyclone Fundraising, Dallas
the spot. This event was planned and coordinated by Ravi Sidhartha Medical College Vijayawada Alumni joined
Potluri& Sri Atluri. hands with TANA and raised $55,000 to support the efforts
Swaratarangini in Boston of Andhra Pradesh government to rebuild Vizag city devas-
tated by monstrous cyclone, HudHud.
TANA in association with TAGB organized Swara
Tarangini in Boston on 1st November 2014. TANA Presi- TAJA Swaratarangini in Jacksonville, Florida
dent Mohan Nannapaneni attended as chief guest. Boston Telugu Association of Jacksonville Area (TAJA) and
Telugu community joining hands with TANA having a strong Telugu Association of North America (TANA) unitedly or-
vision of rebuilding the lives of the victims of hurricane ganized a Musical Concert "SwaraTharangini" to raise funds
HUHUD. for the Hudhud Cyclone relief Fund on Sunday November
Srikrishna Sharanam Mama-Kuchipudi Dance Ballet, Dallas 9th in Bolles Middle School Jacksonville Florida. More than
600 people attended the event
TANA has been the major sponsor and supporter of a
spectacular Kuchipudi Dance Ballet - Srikrishna Sharanam TANA Volleyball tournament & HudHud fundraiser in CA
Mama, that was performed on November 15th, 2014 in
Greenville Arts Center in Garland, Texas. This ballet is cho-
reographed by Padmasri Guru Shobha Naidu, directed by
Guru Smt. Srilatha Suri and performed by over 40 artistes
including TANA Regional Representative Dr. Rajesh
TANA HudHud fundraiser in Virginia
Washington DC TANA team made a contribution of TANA's first volleyball tournament in bay area orga-
$55,000 in addition to the $100,000 contributed by TANA nized by Bhakta Balla (West Regional Representative), in
donors to the relief efforts for the victims of Cyclone association with Samskruti Foundation on November 23,
Hudhud. The Greater Washington DC TANA team held its 2014 at Sunnyvale, California. All the Proceeds from this
'Rebuild Vizag' fund-raising event on October 19, 2014 at tournament & fundraiser went towards TANA HudHud re-
Sitara Indian Cuisine, Virginia. The team collected a $55,000 lief fund.

\T>T|\T 2015 100

#] >...

Photography by Sunil Koneru

101 20e H du\ C| d+

Beginnings of Telugu Associations in USA
A Thumbnail Sketch
Dr.Akkaraju Sarma & Akkaraju Kameswari

In the beginning (1965 - 70)

I entered the Graduate School at Columbia University in New York City in the
Fallof 1965 and graduated in 1968. I also taught at the same University the following
Earlier in 1967, while I was still a graduate student, the discussions of a Telugu
Association have begun in our Manhattan apartment. In those days, there were very
few Indian students. Around the same time, my wife Kameswari joined me in NYC.
Dr. Ravindranath, a friend of ours, used to drop in at our home and we used to chat
about the need for a Telugu Association. There were too few of us to generate a mo-
mentum, but the seed was germinated. Soon after that, we left NYC.
I joined as a faculty at Temple University in Philadelphia in 1970 and we had
lived here ever since. As I got settled in my work and attained tenure, I had been able
to establish a number of important community organizations in this area.
Things get moving (1972- 1980)
The first social-cultural association, including a few Tamils and mostly Telugus,
was operational in Philadelphia from 1971-72 as India Association of Temple Univer-
sity. As a tenured faculty, I was able to lead the group for many years, with help from
my wife Kameswari, and other faculty colleagues such as Dr.Sankrithi Krishnan
(Dr.Mrs.MarkataKrishnan), Dr.DittakaviSarma (Dr.Mrs.D.Rajalakshmi),
Dr.GunupudiSubbarao(Mrs. Aparna). The ladies of the group were the key to the suc-
cess from the beginning.
During the decade of 1972 to 1982, we had a radio Program run on a local radio
station, WFIL (an ABC Radio Affiliate) titled "Magazine India" on Wednesday in the
afternoon for thirty minutes. The program was hosted by the late Sri.T.N.Bala (who
was a prominent cultural icon in the Philadlephia - Delaware Valley Area until his pass-
ing), to which I contributed many episodes of Indian spiritual and historical importance.
Though Telugu families have been gathering together and celebrating our festi-
vals and culture in various cities by then, I think the right of primogenituregoes to our
Telugu Association of Greater Delaware Valley ( which in 1973
became more organized.We registered the organization and elected a President and an
Executive Committee.
TAGDV celebrated its 40th anniversary in 2013, during the presidency of Mr.
Ravi Potluri. Historically, Telugus in other U.S. cities also organized associations around
this time - to the extent I recall, in chronological order, are BATA in San Francisco Bay
Area, TLCA in New York City, TAGC in Chicago and TFAS in New Jersey.
With improvements in immigration laws, the door opened to Indian profession-
als and our numbers swelled, especially in major metro cities. Telugu Associations began
to be formed in cities across the US throughout the 70s.
Formation of TANA (1977 - 1979)
The story so far represents the work done in the Philadelphia area. During the
same time in NYC, with the help from a number of New York community leaders, Dr.

\T>T|\T 2015 102

Guthikonda Ravindranath convened the First Telugu Con- tions have become cooperative events with other national
vention in 1977. Telugu associations lending their support.
May 28 and 29, 1977(Memorial Day Weekend ) are Philadelphia hosted two National Telugu Conventions
landmark daysin NYC where the seed was sown for TANA. under the aegis of TANA (2001) andATA (2014). It is pleas-
It was hosted by TLCA, with the support from Telugus in ing to note that the 2014 ATA convention was attendedby
Philadelphia, Chicago, Detroit, Edmonton (Canada), Hous- many TANA office bearers.
ton and Washington. Various Telugu groups from India and Some references and suggested further reading for the
other countries also assisted.In that conference, I represented historical events presented in this short sketch:
TAGDV andgave a presentation on the contributions of "Tana: A Chronicle of Events", TANA Souvenir, Wash-
South Asians to USA.The next TANA convention was held ington DC 2007, EditorJ.Subbarayudu. Provides key dates
in Detroit in 1979. Since then, many TANA conventions have and events. P43-45
taken place in various metropolitan areas with increasing
"A Brief History of the Telugu Association of the
numbers in attendance.
Greater Delaware Valley". TeluguSravanthi, TAGDV 20th
Country Wide Developments (1980 - Present) Anniversary Souvenir 1993. Editors: Narayanaswamy
Many local Telugu interest groups and associations in Sankagiri and AnandKuchibhotla, page viii
larger towns began and slowly evolved into active Associa- "TANAConcept: Some Early Ideas". Telugu Jyoti,
tions in recent years. Since 1993, TAGDV has been TFAS, NJ. 2005
celebratingUgadi with cultural and music/dance competi-
"A brief history of South Indian Associations of Greater
tions that have grown to be exponentially ever bigger. They
Delaware Valley", Federation of Tamil Associations of North
have begun to look like one day versions of TANA conven-
tions, to say the least. In more recent years, these Ugadi func-
America -Pittsburgh 2008, Pages 42 - 45.

Dr. Sarma'sfamily roots in Nellore and Chennai. Mrs. Kameswari (nee Dhurjati) has roots
in Guntur.. They have been living in Philadelphia area since 1970 and have been active in
social and cultural causes. Dr. Sarma is recipient of many awards from TANA, Council of
Indian Organizations, Pan Asian Physicians, Chapel of Four Chaplains, TAGDV, Ameri-
can Red Cross and some others. He had been one of the earliest organizers of National
Marrow Donor Registry Programs, with multiple registration drives in various TANA/ATA
conventions/retreats, Hindu Temples, Sai Baba Retreats, Red Cross Drives.

103 20e H du\ C| d+

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\T>T|\T 2015 104

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105 20e H du\ C| d+

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\T>T|\T 2015 106

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]d \>|\>| uw y&=< n+THqT.

107 20e H du\ C| d+

y&T \T>T e\T y&q+bsTT y&b sT y, 1970-80 <X + & |<s+ qT+& J$
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\T>T|\T 2015 108

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109 20e H du\ C| d+

\T>T|\T 2015 110

Young Tarang

jT+> s+>

Photography by Annapurna Vishnubhotla

111 20e H du\ C| d+

Editor ial

Hema Karunakaram
Youth Editor

When I was younger, my parents would frequently tease me for perking

up when I thought they were talking about me, even when they weren't. The
reason for my misunderstanding was always the same Telugu word: adi. Adi
is the female third-person pronoun used to refer to someone young, such as
a daughter; but it is also, more commonly, used to mean "it". "It" could be an
object, an idea, really any non-specific genderless thing. So adi was the word
my parents used to talk about me in third-person-- but it was also a word that
just happened to pop up in nearly every conversation they had.
While this recurring "lost in translation" moment showed me early on
how language could sometimes be limiting, the unique words and phrases I
would hear my parents say everyday also showed me how limitless it could
be. Although I have learned to speak, read, and write in Telugu, I can't create
prose like this in it. But that hasn't stopped me from appreciating the rich
value of the language of my family--a language that has raised so many
questions, and has provided so many answers as well.
The writers featured in this section are all Telugu-American youth who,
like me, feel most comfortable expressing themselves in English. But our
shared Telugu background and the experiences that have come with it have
undoubtedly shaped our words and our stories in ways that only a bilingual
childhood can.
As for all the parents who may have had countless "lost in translation"
experiences with their children: your daughter is more than an "it"- indeed,
she is a pratibhavanturalu. Your daughters and sons are more than the English
words that seem to confine them- indeed, they are bahumukha prajna
yuvakulu,they are nayakulu. As Telugu-Americans, our words may flow most
freely in the language of the continent that raised us, but it is the language of
the people who raised us that honors us the most.

Hema is a recent graduate of University of Michigan where she was a

columnist in the campus paper, The Michigan Daily. Hema is passionately
involved in Bharatanatyam, singing, Chinmaya Mission, organizing
programs, and mentoring children. She recently completed her
Bharatanatyam arangetram and expects to start working for The Watson
Project of IBM. She edited the youth section in this souvenir.

113 20e H du\ C| d+

Living Abroad and Discovering my Culture
Myuri Komaragiri

It has been a long journey discovering and creating my personal culture, and I'm only in my
early 20s. I have now travelled to 14 countries and lived in 3 of them. Each of these experi-
ences has now contributed to my complex cultural identity. At the core of all of this is grow-
ing up first-generation Canadian while belonging to a traditional Indian household. As I travel
and live in more places, my identity continues to adapt and become smore complicated to label.
While most people have some semblance of a public versus private life, mine always
involved a cultural transition each day. This was okay though being Indian at home and
Canadian at school. I could manage that. What caused me some anxiety was when the two
worlds collided. When my mother sent me to school with an Indian lunch, or when friends
came over after school. This crossing of the cultural threshold always made me nervous. I
could understand my identity as two distinct parts but not as one complex entity. My entire
adolescence was spent figuring out how my parents' culture interacted with the prevalent
culture of the society I belonged to. I don't know if I ever found the right balance, or if there
is even such a thing as a correct balance. The issue here is that nothing felt as though it be-
longed to me. What was my culture?
This third party culture, as I will refer to it, could be found in groups of Indo-Canadian
youth that hung out together. There was simplicity in knowing that you didn't have to hide
that Indian side of yourself with these friends, because they just got it, and wouldn't judge
you for it. I clung to these moments with Indian family friends, as these were the moments
I felt I was succeeding the most with being Indian, whatever that meant. I had constant anxi-
ety about not being Indian enough for our community. I studied Arts, never had too many
Indian friends, and was never up to date on Bollywood movies. Do these things make up
Indian culture? Perhaps they are just the superficial parts that diaspora communities hold
onto to connect to home. Nonetheless, as a young person, this is what I saw the community
doing and I knew I didn't fit into it.
I struggled with my cultural identity so much during university, now that I was away
from home and didn't have such a clear divide between public and private spheres as I had
before. I was now alone in terms of creating my cultural identity. I was so lost. The aspects
of home Indian life-language, food, prayer, and music-all of that was gone. So was, in es-
sence, the Indian side of me. This is when I realized that my Indian side was being served to
me by my family and I had never really made it my own. It was something given to me, and
something that is given can be taken away. So I needed to make my Indian side my own. It
needed to be something that I identified with because I wanted to, not because I had to.
During university, I spent a summer in Guatemala doing volunteer teaching, learning
Spanish, and living with a host family. Being immersed in Guatemalan culture was a really
interesting experience for me. I knew nothing about Guatemala or the Spanish language upon
my arrival, so I really soaked it all up and expanded my awareness of this part of the world.
I felt so free there. I don't know why, but all my identity confusion and anxiety just went
away. I decided that I would do what I could to engage with the local culture. I felt so happy

\T>T|\T 2015 114

there that I promised myself I would return upon complet- this time, it actually was my own heritage. I was practically
ing my university degree. Two years later, I graduated in June incapable of doing that during previous visits, because I had
and by the end of July I was back on a plane to Guatemala. been clinging so hard to my Canadian side. However, the
This time, it felt like returning home. How is that possible? whole concept of sides doesn't even exist for me anymore. I
I am Indian and Canadian, not Guatemalan. My friends just see where I am, and I adapt and speak and live like they
would laugh at me asking, what is this attachment you have do. I'm not afraid anymore of being too much of one thing
to Guatemala and why? I simply could not explain it. It felt and not of another. I now just have this love for experienc-
right, it fit me, and I was happy. It was almost frustrating ing culture. I was seeing India through new eyes, or perhaps
for my parents, because I seemed to never identify externally just through my own eyes. Everything was exciting; the lan-
with my Indian side, but here I was falling in love with an- guage was complex, the clothes were colorful, the streets
other culture. How unfair to them. were noisy. I was finally seeing it for myself, and letting it
The thing is, I had finally stopped creating cultural become a part of me. For the first time I tried speaking Telugu
boundaries for myself. I spent so many years trying to figure with family members, and I wasn't afraid. I never used to
out what was Indian and what was Canadian instead of just speak it, because I was so self-conscious about the language.
opening my mind and heart to what was being presented to It had always felt like it didn't belong to me, like I was fak-
me. I was being too analytical for something that doesn't have ing it. Now that I had opened myself up and let various cul-
a structure. Culture is fluid, ever changing, and personal. So tures enter my identity, language had become a huge part of
finally these walls started coming down and with it, so did that. I wasn't afraid to try. Sure, I probably made a lot of mis-
the anxiety and fear of not pleasing society with a balance takes, but if I can try Spanish and Arabic, I could certainly
of culture. I simply felt excited about what the world had to try my own mother tongue.
offer and how it could weave its way into my identity. Amid all of these places and all of these experiences,
So next, I moved to Morocco. Nothing like Guatemala, I am not losing myself. I am finding myself and discovering
or Canada, or frankly, anything I had ever known. It was my the complexity of what it means to live in this globalized
first time living in a Muslim or Arabic speaking country, and world. I am not a Canadian living in Morocco with Indian
I'll admit the transition was tough. Not speaking the language heritage. Even though it sounds complex, it's still too simple.
These labels just don't work anymore.
or knowing anything about the local culture made it diffi-
What living abroad did for me was teach me how to
cult-especially coming from Guatemala, which I had fallen
open my heart and mind to a new culture. Ironically, I needed
in love with instantly. In Guatemala, I was living with local
that experience to teach me how to open up to my own heri-
families who had helped me to transition, but here, I was
tage. My Indian side had been given to me, and I needed to
mainly alone in figuring out how to build a life. So it wasn't
learn how to acquire it and discover it on my own, because
love at first sight with Morocco, but 15 months later, I am
only then would it become a real part of me. Now feeling as
still calling this place home. It took time, but I figured it out. though Guatemala and Morocco are parts of my identity
I started learning the language, attending traditional ceremo- doesn't diminish the significance of being Indian in any way.
nies, I fasted for the month of Ramadan and even bought a It doesn't threaten that aspect of me. It just makes me more
traditional dress to wear. So, was my cultural identity being culturally complex. It makes me feel like the whole world is
replaced by this new Moroccan one? mine. This complexity that I feel is rarely validated by oth-
My personal test came in December when I travelled ers. Unfortunately, in this world, we label and put people into
to India with my family to visit my grandmother and rather boxes that we can understand. We need this kind of struc-
large extended family. This was the first time I had gone to ture to survive. I had been doing the same thing when I was
India since opening myself up to the world and allowing my trying to organize my Indian and Canadian sides into public
cultural boundaries to break down. Before this, I had always and private spheres. So people see me, and identify me as
gone to India directly from Canada, but for the first time I Indian. Certainly I am, but I want the freedom to identify
would be going from this other culture I now belonged to. myself. To tell you who and what I am, before you tell me.
How would the culture shock be? Would it be easier some- What I do know is that everything happens and exists
how due to the inevitable similarities between developing nations? for a reason. I was born with my Indian heritage for a rea-
Well, I did exactly what I did when returning to Gua- son, and one day my life is going to take me there for an
temala, or what I do now living in Morocco: I adapted. I extended period of time. I just know it, and I can't wait to
engaged with the local culture and made it my own. Except see what that experience will do for me.

Myuri graduated from Western University with a BA focusing on Political

Science and Philosophy. She is currently working in Oujda, Morocco as an
English teacher. She hopes to pursue international development and
education, and loves travel, photography, languages, and literature.

115 20e H du\ C| d+

My Musical Journey
Shubha Vedula

If I go back far enough, I might find that my passion for music started when I was merely
three years old. I often watch homevideos recorded by my father where my sister, Priya,
and I are shown dancing and singing to classic Bollywood songs. Of course, then, we did
not really think much of it. We were just two sisters who seemed to remember all the words,
notes, and dance moves to songs that we loved. Contrary to a lot of children who begin for-
mal training of a given art from as early as three years of age, we did not pursue such train-
ing. Rather, we just sang, and continued to sing.
It was not until we got our first karaoke machine by the time I was seven, that singing
started to seriously change our lives. I came back from school one afternoon to find this
shiny, silver machine sitting in my living room and immediately ran to the television and
grabbed a microphone. At the time, it was the songs of Britney Spears and the Backstreet
Boys that dominated my musical life, and I was ready to take control of these songs. I did
not quite know the purpose of karaoke. How or why would someone isolate vocals from a
track? It did not matter, though. As soon as the song started, I did not the need the guided
words on the screen. I did not need the metronome that quietly ticked in the back to keep
time. I just needed the music and my voice.
I wish that I could say singing in public always felt natural to me, but that would be
false. In fact, Priya was the one who always knew (and still does) how to command an au-
dience, how to convey the passion that a given song merits, and how to effortlessly blend
vocals with instruments. As soon as my father noticed this, he did not hesitate to challenge
my sister to her first, actual performance. We were at a party of a family friend's in Michi-
gan where people were casually conversing and taking a stab at some karaoke songs. It was
not until she started singing, however, that the crowd completely silenced. She delivered a
sweet, innocent, and touching version of Lean Womack's "I Hope You Dance', that, to this
day, sparked a change in our family. We no longer were closeted singers. Instead, we real-
ized that our singing was something that we very well could share with others, and so we
did ever since then.
My first performance in public was drastically different from my sister's, however.
Priya and I were auditioning to sing the Star Spangled Banner at minor league baseball game
and had practiced multiple times. Everyone was surprised at me for being able to sing the
anthem with such ease. Unfortunately, when the time came to actually audition, I could barely
breathe, let alone deliver a solid performance. I stuttered, swallowed, and trudged my way
through the anthem, visibly conveying the fear and lack of confidence that swam inside me.
To some extent, I was relieved that it was over. However, while stopping at a gas station on
the way back home, it all struck me. I sobbed, wondering why I wasted the opportunity to
share my passion. How could I sing it just fine at home, but not in front of the judges? It was

\T>T|\T 2015 116

not merely embarrassment that was bothering me. It was the the 45 seconds or so that I sang. To this day, it still seems
thought that this opportunity was gone, and that those few like a dream because I had no sense of how much time had
minutes of attention that people were giving to listen to me passed. All I can recall is the moment where I was told that
disappeared with it. I was "going to Hollywood". It was that golden ticket mo-
Priya, who later received the opportunity, performed ment that changed my life.
the anthem with the utmost grace and confidence, and while I proceeded to make it through the struggles of Holly-
watching her, I decided that I had a lot to learn from her. She wood Week, where I had the opportunity to perform Mariah
began performing more avidly for local events, and I always Carey's own "When You Believe" in front of her, and see her
observed in admiration. Finally, I thought I would try to smile and sing the words with me. Not before long, I had
perform in public again and found myself performing for a made it to the top 20 females of American Idol.
Cancer Survival Day event. Though it was initially challeng- I could talk for hours about my complete experience,
ing and reminiscent of my prior singing experience, I made detailing every sensation, but that is still only a part of my
it through the performance, and thus decided that I could musical journey. After coming home, I was welcomed with
handle the weight of an audience's eyes on me. a myriad of both national and international musical oppor-
From then on, I was determined to not only improve tunities. I did a half-time performance for the first Indian
my singing, but also enhance the way that I told my musical football league in India, opened for Train and Lindsey Ster-
story to others. Any time I was asked to perform for some- ling, sang with Kris Allen, and even had my own concert in
thing, whether it was at school, parties, fundraisers, Cancer my hometown. I even began to write my own songs, which
Walks, weddings, or Christmas tree lighting festivals, I im- not only helped me express myself, but also help me define
mediately said yes. I started to love challenging myself in myself as a developing musical artist.
different competitions and tried to take on different perso- Today I find myself in the University of Chicago, where
nas for any given song. Over time, singing had become one I am immersed in a slightly different, but still very musical
of the most important aspects of my life. scene. As a soloist for the co-ed A cappella group, Voices in
It was not long before my family and I got hooked onto Your Head, I, along with my group members, have had the
the reality television show, American Idol. In fact, it became honor of competing for nationals in International Champi-
our obsession and gateway to learning classic "singer songs". onship of Collegiate A cappella (ICCA) in New York this
This exposure, coupled with my parents' attempts to immerse year. Though the experience of singing with a group of 18
me in Indian songs, helped me develop a profound appre- other people is radically different from singing to a music
ciation for all sorts of vocal techniques. I used to watch the track or with a band, I have come to appreciate the various
contestants on American Idol, hoping that I too could expe- wonders that the voice alone can create, and look forward
rience the sensation of screaming "I'm going to Hollywood!" to sharing these wonders with the audience.
at the top of my lungs. How surreal would that be? It is hard to know where a passion can take a person.
My day finally came. A little over a month prior to Perhaps my musical journey will continue for as long as I
receiving my Hollywood ticket, I submitted a 30 second live, because though I may thoroughly enjoy the ordinary
recording of myself that my sister so strongly urged me to aspects of life, such as high school, college, etc., music will
do. "America is looking for you Shubha!", she said. I did not always be that extraordinary element that will never leave
believe her until I was called to audition in front of Mariah me. It is a world that I have established myself in, and can-
Carey, Randy Jackson, Nicki Minaj, and Keith Urban in not escape. It is my safe haven, my paradise, and my great-
Long Beach, California. I only sang for Randy Jackson and est passion. Though music initially seemed to be about prov-
Keith Urban that day, but that did not change how amazed I ing my musical prowess, it has taken on a different meaning
was. I walked in thinking that the people before me were entirely. Music has become one of the ways that I make my
merely wax figures, not two musical icons I had seen on T.V. very self known, and will continue to inspire me for the rest
for so many years. It felt like all my life had culminated into of my life.

Shubha was born in Brooklyn, NY. She was one of 20 finalists on the TV
show American Idol. Shubha was elected the president of the student body at
school and graduated as the valedictorian of her class. During a recent visit
to India, she was featured on several Telugu TV channels, and she performed
at Elite Football League of India exhibition match. She recently released her
original single on iTunes.

117 20e H du\ C| d+

Community Service Changed Me s ervice
Swapna Kakani

A t the Democratic National Convention in 2012, Michelle Obama eloquently said, "
when you walk through that door of opportunity you don't slam it shut behind you." I de-
rive my passion for service from my gratitude for the fulfilling life I have led thus far. I am
fortunate to have been given exceptional opportunities growing up such as, excellent edu-
cation, adequate nutrition, and comprehensive health care; which in turn have truly impacted
my life. Therefore, I hope I can offer those same opportunities to those in need to help bet-
ter their lives. The goal of service in my mind is to impact those you are reaching out to, but
that same service can also change you.
I first started volunteering in the summer of seventh grade at the Huntsville Commu-
nity Free Clinic. At the time, I only saw it as an activity to pass the time away; filing charts
and packaging medicines 6 hours a week every week for the entire summer. However, after
returning back to the clinic in July of 2012, I saw the clinic in a completely different way. I
was able to see how fortunate I was to have such good health care for my own chronic ill-
ness and my idea of a typical Free Clinic patient was shattered. Every week I would answer
the patients' calls and deliver prescription medicines to the patients in the waiting area. I
could hear the distress in patients' voices as they described their problem and how they needed
an immediate appointment and could not go to the ER because the lack of money or the
frustration when they did not have transportation to the clinic. But, two patients stood out to
me. Through my time there I met a young adult in her mid twenties with Type I Diabetes
that was trying to apply for disability because she could barely hold her part time job. Her
income did not pay enough for health care or her long-term insulin. I was thankful the Free
Clinic could take care of her. In addition, a young man in his early 20's had come to the front
desk seeking care for his Cystic Fibrosis; I held back tears to tell him we had no specialists
that could care for him and therefore he could not get medications. For the longest time, I
thought the patients at the Free Clinic were only homeless patients that lived at the local
Rescue Mission and had no income. Unfortunately, many of the patients are homeless and/
or do not have an income; but, there are also several patients that were suffering from chronic
illnesses; such as diabetes, and cannot pay for health care with their current circumstances.
Personally, I felt frustrated and helpless at the fact our expensive health care system could
not help someone in dire need, but also proud that these individuals were making their health
a priority despite their finances. With my experience at the Free Clinic I grew a passion for
equal access to proper healthcare. Along with equal access to health care, excellent educa-
tion is close to my heart.
A good foundation in STEM education is particularly important to me. I have a joy for
biology and the social sciences. Within my first semester at college I jumped on the oppor-
tunity to teach underprivileged elementary school kids science experiments through the
Alabama Hands-On Science Activity Program (ALAHASP). Many doors have been opened

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for me because of my strong educational cilantro and the nutritious value of chickpeas/legumes while
foundation.Therefore, I was ecstatic to get involved with an they enjoyed a spicy dry chickpea curry.
organization that not only teaches children but also spreads By offering frequent exposure to the garden, healthy,
the excitement of science through hands-on learning. For nutritious meals, and the world around us along side their
three years I taught students various science concepts rang- necessary Math & Science requirements we hoped for this
ing from floating/sinking and concave/convex lenses, to the program to harp on the importance of education through
Scientific Method. Every lesson we tried to apply the con- hands-on learning and inductive exploration as well as teach
cept to the real world. It is amazing to see students get the children the benefit of not only enriching their lives inside
'aha' moment when you teach, especially for elementary top- and out but also the lives of others and their community
ics that we take for granted.I taught the students in hopes becoming catalysts of their own change.
that one-day they will also be intrigued by the amazing Throughout the year, I became closer with some of the
mechanisms Science controls and the breakthroughs Science students and I was privileged to learn about their pasts. Many
gives us on a daily basis. I truly believe with early supple- of the students were of minority heritage. In addition, sev-
mental educational programs, students can gain confidence eral of their parents were working two full-time jobs to sus-
in their academic career and become 'agents of their own tain their family. For someof these students, succeeding aca-
change' affecting their community and potentially the world. demically was a huge accomplishment, nevertheless gradu-
With each organization I was able to get involved with ating from a "university." Listening to that third grader say
from a young age, I increased my level of experience and the above statement with such confidence, made my day! It
knowledge eventually being able to take everything I learned is statements like that, which begins the process for children
to initiate my own service project. Through the project I got to become 'agents of their own change.' The third grade
to incorporate my love for Math & Science with my under- teachers told us students, who normally were uninterested
standing of the importance of proper nutrition; something I about school participated in our program showing high
learned having a chronic intestinal illness. motivation to learn. Students also demonstrated account-
"I am going to go to the university!" This is what a ability for their own education by applying concepts across
thirdgrade student told me one day while I was teaching her lessons. We have ignited a passion for learning in these kids
Math at the Seed to Plate: Mobile Ethnic Garden Pilot Pro- that otherwise might not have been there. Soon after, I joined
gram. Seed to Plate: Mobile Ethnic Garden is a multi-disci- a non-profit, Deep Roots of Alabama. It is continuing the
plinary educational program,Radhika Kakani and I initiated work we started with Seed to Plate. Through Deep Roots of
in Huntsville, AL for a whole school year. Through this pro- Alabama we have revitalized the school's green house and
gram, we recruited volunteers to teach third grade students planted raised garden beds for each third grade classroom.
at a local Title I school Math & Science excellence, nutri- Last school year, we piloted food tastings of fresh vegetables
tional wellness and healthy habits, social well-being, and for the entire school (K-5th Grade). We tried a vegetable
cultural awareness. The program used a self built mobile, soup, kale chips, roasted potato slices, and a green salad from
scalable, herb garden as a creative, hands-on, interactive the students' gardens. It was amazing to see reluctant kids
teaching tool; which allowed students to observe and learn try these healthy fresh foods for the first time, and then watch
concepts ranging from herbs and vegetables to shapes and their eyes go wide at the taste and tell their friend in front of
fractions.Each lesson featureda different herb in the garden them, "Try it, it's good!"
and a different international country. For example, when we Through my service activities it has been very reward-
taught the lesson with India as the focus, students learned ing to see how individuals I served learn and improve over
about the Indian culture, and the languages including some time; such as taking control of their health, getting the 'aha'
Hindi phrases! In the same lesson, they also learned how to moment for the first time, getting the confidence to go fur-
measure using centimeters and inches by measuring the herbs ther in their education, or sharing what they learned with
from the garden. For their Science component they looked family and friends. But, in my efforts to help, those same
at seeds of different fruits. At the end of the lesson, the stu- people have changed me. I learned to not take for granted
dents learned how to positively interact on the phone with the opportunities I was given, but rather be thankful. As I
their peers and elders making sure to use their contacts' result, I have decided to make it a career to offer those same
proper prefixes. Then finally, they learned about the herb opportunities back through Public Service.

Swapna, born with a rare intestinal problem, embraced her uniqueness to grow
emotionally and intellectually, refusing to play the victim at any point, and emerged as
a strong activist advocate for good nutrition among disadvantaged children. She
graduated from University of Alabama at Birmingham where she was chosen to deliver
the undergraduate speech at the commencement ceremony of her graduating
classSwapna was honored by TANA as a Youth Star during the recent International
Women's Day celebration at Edison, NJ.

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Looking Good and Feeling Good
Kamala Kanneganti

I grew up in a place where iPhones were a necessity, where getting a car at 16 was ex-
pected, and where designer brands helped define a person. But I didn't truly understand how
much money people spent on possessions until I came to the University of Michigan.
Over half the people that attend the university pay an out-of-state tuition, over $50,000
a year, so the majority of people attending are very rich. I see people spend money so freely,
at a moment's whim, where I was raised to do the opposite.
Coming home, I hear my parents go on tirades about how they "didn't have shoes until
they were thirteen years old", had "no jewelry until they got married", or "went to school on
a government scholarship". Having them pay for everything my whole life, as well as the
entirety of my university, makes me feel guilty, and I try to do everything I can in order to
reduce the amount of money that's spent on me.
I've spent months looking for a place to rent next year at a reasonable price, and while
many of the rich out-of-staters spend about $1000 a month on a high-rise apartment (not
even including their food), I hunted until I found a place for $600. Since I live in the dorms
and have my meals paid for, I never eat out, in contrast to girls holding cups of Starbucks
soy mocha lattes every morning in my classes. When I see everyone wearing Timberland
boots (including my fashion idol, Kanye West), I go with an off brand version and hope no
one calls me out.
My parents don't particularly mind if I spend money, even lecturing me when I go
thrift shopping instead of buying new clothing. It's not that we need to be watching every
dollar for our clothing, but more that I want to, that I feel guilty for every dollar I spend in
comparison with my parents and their parents before them. It's difficult to balance this feel-
ing of guilt and need to reduce spending with my passion for dressing well.
Even Kanye raps that he "got a problem with spending before I get it", showing the
value he has for looking good above all else, even financial stability. I feel that people first
see my skin color and immediately think of me as just another pre-med Indian girl, so I use
how I dress to show that there's more to me than that. Just like everyone else, I use what I
wear to express myself, but it's hard for me to freely spend money on clothes when I know
my parents and relatives are doing fine with much less.
During high school I worked a miserable job at Kumon, feeling like a machine while
grading papers in order to have some small spending money for myself, so that I didn't feel

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like a leech on my parents. Now, without a job and having it to go to medical school isn't as much of a curse as many of my
my parents paying for university, I feel like I am taking so peers make out to be, and feeling obligated to talk to my pa-
much and not giving enough for my parents. rents more often than many people isn't a hindrance on my life.
When people ask why I follow my parents' wishes so Knowing the more humble roots that my parents came
closely, I tell them how my parents pay for everything and from makes me more self conscious about how I spend the
support me in order for me to reach my full potential. Even gifts I'm given so easily. I know my parents don't mind me
then, they say that it's my life and I should be able to make spending money on things I want, but every purchase I make
my choices. It might be a disparity between the culture here drives my guilt a little further, and it's hard to straddle this
and the Telugu culture, but since my parents are supporting guilt with my want to fit in with this rich campus and my
me, I find it easy enough to meet their wishes. Working hard desire to look good.

Kamala Kanneganti is an undergrad at the University of Michigan. She is

going to be majoring in Neuroscience and is currently working in a lab. She
is originally from Grosse Pointe Shores, Michigan.

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The Mountain
Anusri Yanumula

America is like a mountain.

During the journey to the peak of success,
And when challenges arise,
We climbers fall into ditches,
But always keep climbing
With determination and the strike of triumph within us.
Ever since the birth of this mountain till today,
We continuously have to ascended to the peak.
As the Spanish explorers set foot onto this great mountain,
The ditches appeared and the uphill battles began.
From the Irish to the Hispanic to African Americans,
All have lead themselves to succeed.
We won our revolution through leadership and motivation,
Causing us to keep hope and belief
That we can do what may seem like the impossible.
My father started climbing Mt. America in 1994
With hard work and faith in the midst of his heart.
He grasped the ability to direct his journey.
Although he could not avoid the ditches
Or control the fate that luck beholds,
This hero of mine deflects the abominable climbers
And accommodates the ones in need,
Which he believes is the way to succeed.
He has a quote that he lives by
In this nation today.
I am very ambitious,
But not intelligent enough to succeed,
I have come this far in life
For the hundreds of people who constantly pray
That I should succeed and become rich.
Success follows failures and losses
Which follow hard work,
But a mountain where diversity thrives,
Is a place where anyone can succeed.

Anusri is a student at Troy High School in Troy, MI. She has been
learning Bharatanatyam and has performed widely in the
Metro-Detroit area.

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Bobby Jindal and the Indian-American Narrative
Hema Karunakaram

When I was in the second grade, my parents came to my class for a day to present to ev-
eryone about Indian culture. The year was 1999, and they had created colorful transparen-
cies for the overhead projector, brought in cassette tapes of Indian music, and made a tray
full of rava laddoos for everyone to eat. I was the only student in my class who wasn't white
or Black, and my classmates, in their youthful ignorance, asked questions ranging from "Do
all Indians wear glasses?" to "What does curry taste like?".
This is how my Indian-American narrative begins.
It's a narrative that might strike a chord with millions of other Indian-Americans, and
perhaps immigrant families of many kinds. The key phrase here is "Indian-American", a
term I identify with strongly. But not all who belong to this identity feel so positively about
"My dad and mom told my brother and me that we came to America to be Americans.
Not Indian-Americans, simply Americans If we wanted to be Indians, we would have stayed
in India. It's not that they are embarrassed to be from India, they love India. But they came
to America because they were looking for greater opportunity and freedom."
These remarks are from a speech by politician Bobby Jindal during a trip to London
this past January. Paraphrasing this quote wouldn't quite do it justice, wouldn't allow the
harsh implications of it to really sink in.
Bobby Jindal is the current governor of Louisiana. He's also only the second Indian-
American to have been in Congress, after Dalip Singh Saund in the 1950s, and the first In-
dian-American to become the governor of a state. These achievements are certainly not small,
and will likely remain noteworthy in the history books of tomorrow. In fact, Jindal's politi-
cal success would probably be even more celebrated within the Indian-American commu-
nity, were his viewpoints not so disparate from the struggles of Indian-Americans over the
past century.
The history of Indians in America dates back to the late 1700s, when Indian traders
first traveled to the Americas in search of economic opportunity. The late 1800s and early
1900s saw the first significant wave of Indian immigrants, with Anandibai Joshi graduating
from the Women's Medical College of Pennsylvania in 1886, and the first Sikh temple opening
in Stockton, California in 1912. While Indian-Americans continued to grow in numbers,
they faced huge uphill battles politically. The landmark 1923 Supreme Court case United
States v. Bhagat Singh Thind ruled that Indian immigrants were "aliens" and would never
be eligible for equal voting rights. Systemic discrimination against Indian-Americans did
not legally end until The Luce-Celler Act was passed in 1943, allowing Indian-Americans
to become citizens, and immigration on the basis of education and professional experience-
the qualification that brought my own family here-was not legalized until 1965.
Indian-Americans have come a long way since the political struggles of the first half
of the 20th century. Since then, hundreds of thousands of Indians have immigrated to the

\T>T|\T 2015 124

US and planted the roots of their families here. We now have American weddings, walking down the aisle in matching
names like Mindy Kaling and Kal Penn in entertainment, saris: our community has formed its own adaptive culture.
Satya Nadella and Indra Nooyi in business & technology, All of these are uniquely Indian American developments-
and Nina Davuluri as a former Miss America. We're no longer things born not out of a single culture, but rather the beauti-
invisible or disenfranchised, and we've shown that we are ful fusion of two. The competitions, the weddings, the shared
here to stay. experience of figuring out our identities-these are the
Compared to most other fields, however, the political lovechildren of Indian and American sensibilities, the mi-
sphere has yet to see a wide range of prominent Indian- nutiae that only begin to represent a community three mil-
Americans. Names like Ami Bera and Neel Kashkari are lion strong.
gaining traction and many first- and second- generation In- Bobby, you can change your name, your religion, your
dian-Americans are pursuing promising careers in politics. allegiances-- but you cannot change how America perceives
But Bobby Jindal is often still the most salient name when it you. You cannot change how America has perceived all of
us throughout its history, and how your place in that history
comes to Indian-American politicians, some media sources
will undoubtedly be qualified by the term "Indian-Ameri-
even rumoring about his potential for a presidential or vice-
can". Your refusal to accept the minority portion of your own
presidential bid. And the unfortunate reality of American
identity diminishes the identities of millions of minority
politics is that millions of Americans will view him as rep- Americans across the country, and for that reason, you will
resentative of the Indian-American community as a whole, never have my support.
whether or not he himself identifies with our community. While Indian-Americans have made their presence
Later in the speech mentioned above, Jindal went on known in many different fields, Bobby Jindal is often still
to say that he didn't believe in "hyphenated Americans", that the first name that comes to mind for our identity in the po-
assimilation should always be valued over those who try to litical realm. But I'm holding out for a different kind of In-
preserve their cultural (read: Indian) identities in America. dian-American politician to climb to the top: one who isn't
But where does that leave the unique facets of Indian- too proud to acknowledge her or his shared background with
American culture-the developments that bridge the gap be- the other three million of us; one who can celebrate America
tween Indian and American cultural values? without disparaging India; one whose declaration of patrio-
From collegiate dance competitions that fuse Indian tism doesn't simultaneously erase all of our stories.
performing arts with the American competitive spirit; to the Bobby, you might edit your narrative all you want, until
Indian-American domination of the American-as-apple-pie the term "Indian-American" is completely purged from it.
tradition of spelling bees; to the bridesmaids of Indian- But don't you dare delete it from mine.

125 20e H du\ C| d+

Out of the Bubble s ervice
Hima Rajana

Classroom completely set up, and the day's handouts pressed into a neat stack at the edge
of mydesk, I waited. Over the next 15 minutes, I alternated between crippling apprehension
and uncontainable excitement, not sure what to expect from the middle schoolers to whom
I would be teaching biology for Breakthrough Silicon Valley. Not long after, a school bus
struggled into the parking lot and my summer with Breakthrough began.
Six months earlier, I had just pushed through the first semester of my sophomore year.
It was the beginning of winter break, and apart from the dreaded SAT prep, my sole task
was figuring out what I would do over summer. I thumbed through the glossy brochures
from colleges looking for high school students to fill the rosters of their summer sessions.
Phrases like "competitive edge" and "inquiry based learning" jumped out at me at first, but
soon blended together as they repeated themselves in every single brochure claiming to offer
a "unique experience."
When my family attended a holiday party, one of our family friends mentioned a pro-
gram called Breakthrough Silicon Valley, which had a dual mission of giving underprivi-
leged but bright children a leg up in the education system, and exposing high school and
college students to careers in education. Breakthrough seemed different from all the other
programs I had come across. It did not claim to diversify perspective for college applica-
tions, but simply to turn their mission into a reality. Intrigued by this, I completed the long
application as thoroughly as I could, poring over the essays during the dead week between
Christmas and New Year's Day. Come January, I submitted my application, crossed my fin-
gers, and threw myself into another grueling semester of Chemistry Honors and Pre-Calcu-
lus, waiting until I got the email to schedule my interview.
Come the day of the interview, I donned my most grown-up clothing, trying to project
confidence to make up for the apprehensiveness I felt. During my interview, I had the op-
portunity to teach a sample lesson on solving two-step algebraic equations. Like everything
I do, I was determined to do my very best. I scoured the Internet for tips and how-tos on
writing lesson plans, and handwrote note-taking templates in my best handwriting. I thought
up memorable mnemonics and illustrated them on poster paper. Following my sample les-
son, I sat down with my interviewer, a former Breakthrough teacher himself, and received
feedback. We went on to talk about why I was applying to be a Breakthrough teacher, and
what I expected out of the program. With a smile and a handshake, my interviewer said I
would hear from them in a month and sent me on my way.
On the way home, my father and I talked about how Breakthrough was different from
the traditional research project-based summer programs. Sure, I wouldn't have a shiny re-
search project with a reputed professor under my belt, but I would be learning something.
Every day would be a new challenge - a new experiment. Breakthrough seemed like an op-

\T>T|\T 2015 126

portunity for immense personal growth. Sure, it would running down to Safeway for eggs. I had always had my own
broaden my perspective, but in a completely different way room, and family trips always included a library stop for
from the glossy brochures now carefully stored for future entertainment. My gang references were the Montagues and
summers. As a family, my parents and I decided that if I were the Capulets. My frustration evaporated as I came to terms
offered a teaching position at Breakthrough, I would take the with the fact that in spite of gang influence and being told
offer in a heartbeat. that being smart wasn't cool, Omar still came to class every
Over the next few weeks, kept busy by seven classes day, and no matter how sloppy it was, did his homework.
and in the thick of basketball season, I checked my email I was honest with Omar that day. I told him that I had
constantly, always waiting for the email I wanted so much. no idea what he was going through, and I listened as he
(Little did I know that I was getting a taste of the college poured his heart out to me about being bullied for simply
admissions process, the bittersweet fate I would suffer two trying at school. At the end of recess, we had a deal. He would
years later). One night, after a basketball game, I borrowed participate in class at least three times a day, and I would
a friend's phone, since mine had succumbed to the perils of continue to include games in my curriculum.
a short battery life, and refreshed my email hurriedly. "Dear At the graduation ceremony, I joined in with genuine
Hima, Congratulations!" it began. And with that, I embarked pride as the students sang the Breakthrough cheer. Omar had
on the journey of a lifetime. gotten a 21/25 on his final exam. To say I was proud of him
Three weeks after Breakthrough began, I reluctantly would be an understatement. I teared up while hugging my
students goodbye and gushed about their achievements to
penned a dismal 15/25 atop Omar's paper. Omar was the
beaming parents in my much-improved Spanish. Just as he
typical cool kid: smooth with the girls and adept with a soc-
was about to leave, Omar came up to me and pushed a note
cer ball. He had also written me a letter at the beginning of
into my hand before running away, flashing me an embar-
session about how he had always hated science and never
rassed smile. At home, I unfolded the crumpled note and read.
would find it interesting. Since reading this, I had modified
I dont know how u did it, but u talked me into loving
my lesson plans to include interactive games. Our class pet biology! Thx soooo much. I will miss u and thx 4 listening
was a bean plant, diligently cared for by all my students as and helping me all the time, it read. I still have this note on
we learned about photosynthesis. All my students, that is, my wall as a reminder that I can connect with others to make
except Omar. I had tried talking to my mentor teacher, chang- a difference, however small, in their lives.
ing my teaching style, and even ignoring him for a while, When I reflect on my Breakthrough experiences, I am
but nothing seemed to work. most proud of how I showed Omar not to be afraid of pursu-
One day, I asked to speak with Omar privately after ing his dreams. If Omar could do it, despite his challenges,
class. Having been on the receiving end of these talks in the I know I too can overcome my own obstacles.
fifth grade for reading a book under my desk, I knew the At a school like Lynbrook High School, in West San
dread it could inspire. I grappled with some dread of my own Jose, CA, its easy to forget that there are bigger problems
as I taught that day, unsure of how to handle my frustration than the solids of revolution in Calculus or how excruciat-
in such a way that he would understand it. After class, I sat ingly difficult the AP Biology free response questions are,
down next to him and plainly asked him what was going on. but Breakthrough showed me how different situations are
As usual, he responded jokingly, telling me about the latest just 20 minutes away. Breakthrough broadened my perspec-
San Francisco Giants' game. I listened patiently, contemplat- tive in many ways, but most importantly, I learned how to
ing ending the conversation there, but suddenly he threw in listen. I learned that I dont necessarily have the answers to
a "and my brother is making me join his gang," laughing everyone elses problems, but thats okay, because sometimes
uncomfortably. all you have to do is listen. I expected to teach others that
I had no idea how to respond to this. Raised in Saratoga, summer, but I learned more from Omar than he would ever
I never had to worry about going out to bike on my own, or know.

Hima Rajana is a recent graduate of Lynbrook High School ('15) in San Jose, CA.
She will be attending the University of Southern California in the fall to pursue a
degree in neuroscience with a minor in computer science and Spanish. Apart from
academics, Hima is heavily involved in the community on her school district
student government and as the editor-in-chief of Overture literary magazine. In
her free time, Hima loves hiking, running, and exploring the Bay Area.

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The Language Space
Sreekari Tadepalli

A s a child, I remember my mother telling me there was no word for home in Telugu. Illu, she
said, didn't quite carry the same warm connotations that "home"did in English. Fast forward to
a vacation with my family recently, when I asked my father about a word in Telugu for privacy.
He struggled for a few minutes before suggesting siggu, a term we both agreed didn't really
mean exactly what we were looking for. And just a few weeks ago, I spent several hundred words
trying to take the term mohamaatam from its Telugu roots into English. This is all in no way to
suggest the incompleteness or inadequacy of either language, but rather to appreciate their po-
tential to complement each other. Learning, speaking, being Telugu in America has taught me
the value of both the languages that make up my cultural identity.
Desi children in America across different language groups talk a great deal about the dif-
ferent parts of their cultural heritage that they have maintained here, all the way across the ocean,
whether through the arts, religion, or even food. To me, however, nothing is as fundamental as
language. In order to explain to anyone - including myself! - why certain concepts are impor-
tant to me, I must first have the language skills to do so. This often proves difficult, with ideas
of dharma, mohamaatam, or mariyaada that don't fully translate into English - and in turn, words
like "pride" that carry connotations in Telugu not present in the original English. Thus, the con-
flict starts here, at the very basis of understanding the two cultures, the two languages.
Yet I hesitate to call it a conflict. There is something unique about this space, in between
these two worlds. This process of explanation is a chance to explore further the two major forces
shaping my identity - not necessarily a war between them. As second generation Indian-Ameri-
can Telugu speakers, our process of learning this language and communicating with others is
not like that of our parents. Most of them grew up immersed in it, surrounded on a day-to-day
basis by the phonetics and the idioms, the nuances of the language - and perhaps most signifi-
cantly, its written form, too. We, on the other hand, learn it alongside English (and the other
foreign languages required by our schools), in a culture that can be quite hostile to anything
new or different.
It is this difference between the two learning methods that gives us strength. We are forced
to probe more deeply into both languages in order to understand each one, must have them at
our fingertips and be able to switch between the two readily. It can be a struggle: explaining
siggu, mohamaatam, andmariyaada to my 60-person anthropology class here at college was
incredibly difficult to do without slipping into Telugu, where I feel more comfortable discuss-
ing these topics, where there is less burden, less explaining to do. Yet by trying to explain, I
push the boundaries of my comfort zone and deepen my knowledge.
Perhaps I am beginning to come to terms with the fact that things don't always match up
easily on each side of the linguistic equals sign. There may not be an exact translation of home,
or mohamaatam, but it provides an opportunity for me to do that, and in the process, to learn
more about myself. Eventually, I will reach some Tenglish balance, but for now, I work towards
that goal by writing in English about Telugu, working out the translation kinks along the way.

Shreekari is from Troy, MI and is a freshman at Bryn Mawr College. She is

an accomplished Bharatanatyam dancer. Shreekari is passionate about
American politics and social justice and policy issues

129 20e H du\ C| d+

My Biology Experiment
Pallavi Krishna Rao

I was expecting the cataclysmic: a violent eruption of bubbles, a change in color, or at least
a hint that countless hours surrounded by chemicals had amounted to something more than
a failed experiment. But the stagnant yellow liquid in the culture plate remained obstinately
boring. Little did I know of the activity teeming underneath the motionless surface, the na-
ture-altering collisions and chaos that lurked; my bacteria were growing vigorously, vibrantly,
and invisibly. For four weeks in the neuromuscular lab, I had isolated plasmids from E. Coli,
cloned them, cut a piece from each with enzymes, and inserted a new gene. I had transformed
their very nature (or so I'd hoped). The ampicillin to which the transformed bacteria were
resistant was killing off the weaklings, the bacteria that were unable to conform and per-
form. They were dying, one by one, until the victors-the ones that took in the plasmid frag-
ments I inserted-remained. The new community was thriving, rid off all the weaklings, de-
generates, and afflicted, surrounded by the best and brightest. But there was no physical
manifestation, no signal of triumph - the liquid remained as it was: yellow, pale, and mo-
Conducting this experiment made me realize that much is unnoticed by the human eye.
We live in ignorance of the trials and tribulations of the micro organisms that inhabit the
world with us. The bacteria cells in our body alone outnumber human cells 10 to 1. Each
embroiled in a struggle for life. Each passing unnoticed and unappreciated.
What Matters
For the first lesson, I write letters of the English alphabet and their Telugu equivalents
on the blackboard. My grandma peers at it, trying to make sense of the intricacies of a new
language. When I look in her chestnut brown eyes, I see that spark - the same spark in the
eyes of my Kumon students when I teach them how to solve equations. The spark in the
eyes of the kids from Fourth Ward, an impoverished neighborhood, when I readthem sto-
ries. The spark in my brother's eyes when I show hima soccer move. The spark that tran-
scends race, income, and age, that makes us human. I believe everyone has the right to ex-
perience that spark, but the reality is that not everyone has equal access to an education. I
live in a world where the public school of Houston's wealthiest neighborhood has two state-
of-the-art gyms and an Olympic sized swimming pool, while the school in the Fourth Ward
has overflowing classrooms and barely enough pencils for its kids.
"A is for apple," my grandma tells me, a triumphant smile creeping onto her wrinkled
face. "I learned that in the seventh grade before my dad banned me from attending school."
In her set brows I see determination, in her eyes I see decades of abandoned hopes and dreams,
and in her pursed lips I see inextinguishable curiosity. Getting a quality education should
not be a privilege, as it was for my grandma, but a universal right.

\T>T|\T 2015 130

Patient music. Rather, being Indian is a reflection of the values and
I outstretched my hand, meeting her trembling fingers beliefs that have been ingrained in me. As children, my par-
and feeling the frail bones underneath. "Please, find my ents had no money or time to do what they enjoyed; they
daughter and my husband. Please," she cried, her screams were fully concentrated on going to school, as the only means
of desperation too violent for her delicate body. As part of of escape from poverty.Fortunately, I have the time and cir-
my duties in patient support in the Neurosurgery ward, I cumstance to pursue what I love, whether that is soccer,
consulted her nurse. But I could not maintain my solemn politics, or neuroscience. From my failure, I realized that
composure when the nurse told me that the patient had no there is no point in doing something I don't wholeheartedly
family - she was never married and CPS took her child away enjoy. I was desperately trying to prove that I loved danc-
from her ten years ago. The nurses grew frustrated with her, ing, both to my parents and to myself. But by deluding my-
loudly complaining about her "craziness" and the difficulty self, I became unable to devote myself to what I truly en-
of "controlling" her. Maybe I was not experienced enough, joyed.
not hardened enough, but their comments angered me; Rather than finding my passion on the pristine floors
though she was "crazy," that did not make her immune to of the stage, I found it buried in the grime of the soccer field.
human emotion. Seeing her emaciated figure convulsing with When my Indian friends dressed in freshly ironed silk for
each breath of air, I wanted to do anything in my power to Saturday recitals, I donned my muddy socks and smelly
make her pain disappear. She didn't deserve this anguish. No cleats for Saturday games.The very qualities that ensured the
one deserves this anguish. demise of my dance career were my greatest assets on the
Indian Values soccer field. My feet, heavier than lead on the dance floor,
A pile of shoes discarded in heaps of hundreds. The became lighter than air. My shy demeanor transformed into
noise, the commotion, the excitement, palpable.I peered into a quiet confidence. My jerky motions became fluid moves
the room, apprehensive yet excited for my first dance class. with the ball. Most importantly, my nonchalance gave way
Beads of perspirationtrickling from my forehead to my silk to excitement.
dress and my brows furrowed in concentration, I touched my My teammates and I have our differences: we come
feet to the earthy ground. from different backgrounds and we have different priorities.
In my tiny school richly populated with Indians, ev- Going to my first practice in third grade, I was scared. I had
ery girl did Bharatnatyam. To seven-year-old me, doing nothing in common with these girls. I wasn't tall and thin. I
Bharatnatyam was the mark of being Indian. I was desper- did not possess raw athleticism. I was a bookish Indian girl
ately awaiting my chance to prove my Indian-ness to the with thick glasses and a long braid who had hopes and dreams
world. Unfortunately, I quickly realized that dancing was not about becoming the next Mia Hamm. But on the soccer field,
my forte. I had the rhythm of a rock, the fluidity of jello, and these differences are immaterial. We put aside our collec-
the dexterity of an inebriated elephant. When my classmates tive disparities and work toward a common purpose, becom-
pranced elegantly across the floor, I stumbled over my feet, ing a part of something greater than the sum of our individual
trying to unsuccessfully imitate their effortless moves. selves.
My dad named me Pallavi, the thematic line of a song As my Brazilian soccer trainer once told me, "Soccer
in Carnatic music that encompasses poetry, rhythm and is a form of dance. Instead of dancing with a person, you are
imagination. Sadly, I had none of those qualities on the dance dancing with the ball." I've always wondered why I was so
floor. My parents had dreamt of me excelling in music and horrendously inept at dancing, but had considerable dexter-
dance, but I had undoubtedly disappointed them; I did not ity with the soccer ball. Theoretically, my skill on the soc-
have a musical bone in my body.When I finally deemed my cer field should translate, at least minimally, onto the dance
dance experiment an utter failure, I was forced to reassess floor. But it doesn't and I have no idea why. All I know is
what being Indian truly means. I grew to realize that that that I've found my Pallavi-my poetry, my rhythm, and my
being Indian did not mean dancing and singing to Indian imagination-dancing with muddy cleats rather than bare feet.

Pallavi grew up in Houston, TX. She learned to read and write Telugu from
her father at home and she can converse fluently in Telugu in perfect accent.
She is currently pursuing undergraduate studies at Stanford University and
writes for the student newspaper on campus.

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We Are What We Advocate s ervice
Sri Vani Ganti & Harsh Voruganti

G rowing up Hindu in American society is a challenge. Due to a lack of awareness about

Hinduism in America, there is a need for the Hindu community to better explain and advocate
for itself. We both were born into Hindu families. And we chose to become Hindu activists, as
professional full time staff of Hindu American Foundation (HAF). We came to activism, shaped
by a series of experiences being Hindu in a largely non-Hindu society, thus seeing the need for
advocacy in every stage of our life. Through our professional engagement as Hindu activists,
we constantly see the need for our community to stand up and advocate for itself.
Sri Vani's Story
I am a Massachusetts girl, - born and raised. I grew up forty-five minutes outside of
Boston in an area largely dominated by the Irish Catholic community. Being a typical Telugu
girl- with two long braids and a toothy grin, I stood out. I was always different from my
classmates, and there was a clear reminder everyday of it in my public school life. It was
clear that being a Hindu was a foreign concept around my neighborhood. On several occa-
sions I was asked, "What caste are you in?" or "Will you have an arranged marriage?" Ab-
solutely flustered by these questions, I would often have to stammer over the appropriate
responses. These questions got worse when it came to learning about Hinduism in the school
classroom. Our World History unit was quite badly designed and there was only one chap-
ter dedicated to all of the major Eastern Religions, while there were at least three chapters
dedicated to the Abrahamic faiths. To be clear, there was a single chapter that discussed Hindu-
ism, Buddhism, Shintoism, Taoism, and Daoism, Sikhism and Jainism didn't even make the
cut. With only a handful of paragraphs dedicated to Hinduism, there wasn't much to learn
about our faith.
Since reinforcing my faith at school wasn't a possibility, it was my home life that helped
create a sense of pride in me about being Hindu. Perhaps there is some bias, but I feel that
my parents are devout Hindus who are highly purposeful in their faith. Each pooja and
vratham they observe is done with an immense sense of devotion and understanding of what
they symbolize. Knowing what each mantra means and what each step of the pooja signi-
fies prevented these rituals from being hollow to me as a child. And poojas became increas-
ingly fun (note that the variety of prasadam heavily influenced my level of enjoyment) and
were no longer simply familial obligations. My parents worked diligently to educate us about
our Hindu faith and culture. They were my only Bal Vihar and my first acharyas. Their dedi-
cation to jnana, or knowledge, is why learning about Hinduism was fun, but is also why I
am so proud to be Hindu.
How on earth did I become a Hindu American advocate? It was merely by accident,
but I knew it was in me well before I knew about the Hindu American Foundation. In 2008,
Missbehave magazine published a short, yet offensive article, about Vishnu, Lakshmi and
Shiva. The author thought it was playful, but failed to see how it was highly disrespectful of

\T>T|\T 2015 132

Hinduism. After being outraged, I wrote to the editor of the The Need for Hindu Activism
magazine and highlight the problem with the article. I just Despite our formative experiences, when we joined the
knew something was inherently wrong in what they did and Hindu American Foundation in 2013, we still did not have a
someone needed to stand up for my community. In the end full understanding of why Hindu activism was important. The
the editor apologized, but the article remained because it had last two years at HAF, however, gave us a valuable primer.
been printed in thousands of magazines. This was the spark First, despite three million Hindus in the United States,
that would light a fire five years later to me being a Hindu Hinduism remains largely misunderstood in the public
American advocate. sphere. Just last month, for example, Idaho State Senator
Harsh's Story Steve Vick refused to attend a Hindu invocation, dismissing
the faith as one where adherents "worship cows." Similarly,
I spent most of my childhood in Austin, Texas. My in one of our meetings, a female colleague was asked by an
community in Austin was fairly diverse, with large commu- observer why she did not wear a headscarf - the observer
nities of Hindus, Muslims, Jews, and Buddhists. Neverthe- having mistaken Hindus for Muslims.
less, I did not lack reminders that I was different from my Second, some Americans view Hinduism with suspi-
peers. At least once every couple of months, I would be ap- cion and hostility. Take the instance of the opening invoca-
proached by a well- meaning classmate urging me to save tion before the U.S. Senate given by Rajan Zed, a Hindu
my soul and convert to Christianity. Additionally, while stu- cleric and interfaith leader in Nevada. On July 12, 2007, Zed
dent groups such as the Fellowship of Christian Athletes was barely a few words into his prayer when he was inter-
multiplied, non-Christians were given no group of their own rupted by protesters shouting Bible verses. A Hindu prayer
to celebrate their culture and heritage (although in high has never been offered before the Senate since. Furthermore,
school, we were allowed to start an Interfaith club). I doubt Hindus and Hindu houses of worship are targeted for hate
that any of the individuals involved intended to be insensi- crimes, including physical and verbal attacks.
tive or malicious. Nevertheless, the effect of the dominant Third, Hindus around the world often face significant
culture was to teach me that my faith and culture was some- human rights concerns, few of which are noticed in Ameri-
thing to be abandoned, not celebrated. The behavior of my can foreign policy circles or in mainstream media. For ex-
classmates never rankled me as much as the public embrace ample, Hindus in Pakistan regularly face the risk of attacks,
of Christianity by the Texas state government. Our Gover- forced conversion, sexual violence, and economic exploita-
nor proclaimed that non-Christians were destined for Hell, tion, simply for practicing their faith.
while state legislators trumpeted their commitment to bring- Every day, we work to ensure that Hinduism is better
ing [Christian] prayer into schools. My own school, while understood in the United States. However, if our experience
public and home to a wide diversity of religious identities, has taught us one thing, it is that national organizations such
invited Christian speakers to come speak about the power as HAF cannot do this work alone. It is important for all
of God's love and how it could help conquer everything from Hindus in their daily lives to become Hindu activists. We,
avoiding drugs to refraining from premarital sex. The cumu- as Hindu Americans, deserve to have our voices heard. We
lative effect of these seemingly benign impositions of faith have contributed and continue to contribute to our commu-
nities in many ways. From being titans of business to being
was to make me, a non-Christian, feel like I didn't belong.
our nation's leading healthcare providers to developing cut-
With every school event that included a prayer "in Jesus'
ting edge technology, we are pillars of the American com-
name," I internalized that the way I prayed was wrong. Ev-
munity. Thus, it matters when our local mandirs are vandal-
ery time I heard a state leader refer to the Constitution as ized. It is important that our children's peers and teachers gain
being based in the Bible, I wondered if the principles of an accurate understanding of Hinduism. It matters when we
American government were alien to non-Christians. As a are unable to staff our mandirs with poojaris because of
result, throughout my childhood and college years, my Hindu outdated immigration laws. If we don't advocate for our
identity was always secondary. community, then who will?

Sri Vani Ganti, Director of Member and Chapter Relations Harsh Voruganti, Esq., Associate Director of Public Policy based in
based in Washington, D.C, holds a Masters in Health Washington, D.C., holds a JD from the George Washington
Communications from Boston University and a Bachelors of University Law School. Before joining HAF's staff, Mr. Voruganti
Science in Biology from Northeastern University. At HAF, worked as a fellow at the Program on Freedom of Religion and
her primary focus is on building and strengthening member Belief at the American Civil Liberties Union. Mr. Voruganti also
relations as well as developing local HAF chapters across serves on the Board of the D.C. Lawyers' Chapter of the American
the country. Ms. Ganti is active within her Hindu community Constitution Society and is a designated Next Generation Leader
as a member of Chinmaya Yuva Kendra. with the organization. Mr. Voruganti is a student of both Hindustani
and Carnatic music.

133 20e H du\ C| d+

The Struggle
Shreyas Tadepalli

What does it mean to be American?

Yet to come home at night to eat Tomato pappu
Speaking Telugu at home,
Having most of one's family in India
What does it mean to be Indian
Wearing American clothes on a daily basis
Having English as a first language
With an American passport
Is one better than the other
One more preferable than the other?
These are thoughts that pass through my mind
Every day, all the time, in all instances
How do I live with each side equally
Without it ripping me apart
What if there are two wolves inside of me
Both good yet bad
How is it that these two halves are such polar opposites?
Two siblings, constantly bickering
Quarreling over something irrelevant
Like what to eat for dinner
Yet day by day, I begin to realize
That I need both sides of this
They are both part of me
Giving me the essential balance
They are not so different
Two halves of the same pie
Two parts of the same guy:
And so the struggle continues
Every second, every moment
The struggle that pulls me apart
Yet keeps me together.

Shreyas Tadepalli is a high school student from Troy, MI. He co-founded the
Troy Social Justice Project, which seeks to engage and educate students about
important issues, such as racism and homophobia, and is an avid athlete,
playing a variety of sports. A talented and passionate musician, Shreyas fuses
his extensive Carnatic and classical Western training to create a beautiful blend
of two rich traditions.

135 20e H du\ C| d+

Schooling: in the States or in India?
Uma Chavali

Having lived in India and currently living in the United States, I get many questions re-
garding the differences between the cultures and the systems of the two nations. Some people
also tend to ask me whether I like India or the States better. Although most people's answer
would be the States, I don't quite know. I believe that they both have their ups and downs.
Along with that question, a rather tragic question people tend to ask me is, "Did you like the
schooling system here or the schooling system in India?" To answer the question, I like both.
I also like neither. Let me explain to you why that is.
Like many other things, the schooling systems in the United States and in India are
very different. In India, the students are created to be almost robotic, with their capability to
memorize being honed to its fullest; whereas in the States, the students are more free to
explore and create their own profiles and allow themselves to become their own personal-
ity. That does sound rather appealing doesn't it? Unfortunately it does have some drawbacks.
Since all of the students in the schools have their brains wrapped around the thought of self
discovery, the competition between them is very lacking, therefore causing the system it-
self to be rather lacking. The students have a lesser drive for competition. Although some
might consider that to be a positive effect of the schooling system, I believe that it holds
people back from being able to reach their fullest potential academically. It is rather benefi-
cial only to the children who are interested in more non-academically related activities.
The students in India however have so much competition that it forces them to reach
levels that they probably thought were beyond their capability. Of course this also has its
drawbacks. People lose their individuality, and all of the students walk around the country
like robots, constantly studying. It causes for the formation of a homogeneous and boring
schooling environment. Of course there are many more drawbacks and advantages to both
the schooling systems, but those would take too long to mention.
So all in all, schooling systems in the two nations, and probably even around the world,
are systems that have their ups and downs. Whether someone likes a particular type of a
schooling system or not is a matter of their subjectivity towards the matter. Therefore, if
you are ever curious about any occurrences such as the schooling systems or the working
conditions of different nations, rather than asking someone else about their opinion, you
should try to experience these for yourself.

Uma Chavali is the daughter of Hemamalini and Chandrasekhar Chavali

of Irving, TX.

137 20e H du\ C| d+

Goda Meeda Pilli
Veena Katragadda

T he first time my mother said this phrase, I remember tilting my head and raising an eye-
brow. The phrase had been casually slipped into her sentence. This occurrence was not un-
usual in our house. Conversations between my parents and I had always seemed slightly
incomplete without the use of some Telugu phrase or advice. They would be inserted in
conversations the same way we added a spoon of mavidikai pacchadi next to our plate of
perugu annam. Seeing my confused expression, my mother was prompted further to explain
that this phrase-goda meedha pilli-was used to describe someone who conveniently switches
sides. Like a cat that prowls along the top of the wall rather than walking on either side, this
person doesn't wish to commit to any position. From my mother's tone, I had gathered this
phrase was not necessarily meant to be a compliment. Instead, her reference seemed to in-
dicate that it was for people who tried to "play" according to the situation. Regardless, even
years after, this phrase is the only one I can really remember. Why? On some level, I think
it was describing me.
As a Telugu American child, I have always felt like the cat on the wall. After all, I am
in between two different cultures. I am prowling on the edge while I peer down on either
side of the wall to see which side or culture I would reflect next. The crux of difficulty for
most Telugu American children is not always that we struggle to identify with either Telugu
or American culture. Rather, it stems from the struggle to reconcile both cultures and blend
them together. I always just wanted a seamless combination of the two cultures to which I
am intricately connected. But how would I ever combine two cultures that, from one angle,
are seen to be so inexplicably different?
For me, being Telugu meant that I was proud to be speaking a language that was once
called the "Italian of the East". It meant watching Gundamma Katha on a cool summer night
or catching the latest Mahesh Babu flick at the local Indian theater. It meant biting into sweet
kazaas as the sticky syrup dripped down my fingers and gulping down the bitter taste of
ugadi pachadi in the spring. When I visited India, it meant taking the train to Tenali and
Rajamundry. It meant wearing colorful langa vonis with excitement. It meant looking at
intricate lines and shades of color blend in the muggu painted on the veranda. It meant dancing
to "Koluvaithiva Rangasayi" in a Kuchipudi dance dress.
But being American was just as fun. It meant listening to Frank Sinatra and Beyonc.
It meant spending time with some of my best friends. It meant five-paragraph essays and
cheese pizza. It meant watch fireworks on the Fourth of July and reading The New Yorker.
It meant sledding down hills of endless snow and loud concerts. It meant Little Women and
Harry Potter. It meant catching my breath at the top of the Empire State building and feeling
the sun's glazed heat on my skin as I looked at the horizon near Monument Valley. America
has been the place I have called home for my entire life.
I knew it would never be a seamless combination. In many ways, these two worlds are
different. So, instead I felt pressured to choose one culture over the other. To finally jump
off the wall as the cat for one last time and fully commit to one side. After all, before, it had
always felt uncomfortable to be toeing the line between two cultures. It brought about the
feeling of displacement and the inability to be completely immersed in one culture over the
other. But could I ever really choose? The choice would be akin to picking "yin" over "yang".
I did not want to be completely American and leave my Telugu roots. But, as a child who

\T>T|\T 2015 138

was born and brought up in the United States, it did not feel could be greatly insightful. From my angle on the wall, I have
right to leave any of my American roots either. a great perspective. I can look at both cultures through the
Recently, however, I have been wondering if I really lens of another. I can see similarities and differences and feel
ever had to choose. Had the world ever asked me to? No, connected to not one, but two communities. In a way, I am a
not really. The pressure came from my own discomfort. From true example of reality. This is the reality that every world
a young age, we are told that adulthood means making tough culture has the same hopes, dreams and personalities. How
choices. It means taking a stand rather than choosing not to else would I be able to fit into two seemingly distinct com-
act. We are told that complexity must be broken down into munities?
simplicity. Endings must be clear and defined. We are quick Thinking back to my mother's words, I know "goda
to believe that the in-between is a space of murkiness. In the meedha pilli" is not intended to be a compliment nor may it
same way, I thought choosing one culture was necessary to be an all- encompassing representation of my situation.
find simplicity and resolve the complexity. Like other cul- However, the phrase does speak to the confusion that most
tural hybrids growing up, I thought choosing one culture or Telugu Americans like me feel while we are growing up. In
community would make finding my own identity easier. the end, we should be careful to remind ourselves that there
But, now as an adult, I am beginning to think the op- is beauty found in complexity. There is clarity found in the
posite. I never needed to make a choice over two cultures in-between. There is more value found in not one, but two.
and no cultural hybrid should ever have to. Rather, the in- And, our spot on the wall may seem uncomfortable, but it is
between could be perfect and simple. My position on the wall actually a great gift.

Veena Katragadda is from Canton, MI. She recently graduated in May

from the University of Michigan-Ann Arbor with a Bachelors in Business
Administration and a minor in Writing. In her free time, she likes to read,
watch movies and spend time with friends and family.

139 20e H du\ C| d+

My Journey to The White Coat
Sri Kakulavarapu

M edicine. It is a word that many individuals are passionate about. It is a word that has
endured many changes throughout the years of its existence. For me, the word medicine
holds a special meaning as it has been shaped and colored by my time as a medical student
overseas in the Caribbean.
The Caribbean was not the easiest of paths. As any medical student would agree, it
included many sleepless nights, total caffeine induced psychosis, and somewhere in between
there, our growing passion and love for the field of medicine. But beyond these, I faced
numerous obstacles, which both hindered my journey and made it that much more appreci-
ated. I am considered an international medical graduates or how the Educational Com-
mission for Foreign Medical Graduates lovingly calls us, IMGs.
Now why did I choose the Caribbean as opposed to medical schools in the United
States? Simple. These schools offered a rolling admission, and were accepting new students
three times per year. Due to our financial situation and the schedule of when I finished our
undergraduate, I decided the Caribbean was the best route at that time instead of losing another
two years. Leaving my family, friends and everything that was familiar for medical school
was the most difficult decision that I had to make.
Okay, dad, I think we are all set. Mom and sis, I love you, Ill see you in four months.
With those words, I gave them a teary hug and took off with my dad with three huge
suitcases, leaving my mom and sister behind. I was not sure of what to expect. Was I going
to be able to stay there for four months - away from my family, friends and everything I
knew? Luckily, my dad was accompanying me on this initial journey; decreasing the fear of
embarking on the total unknown, but only slightly. As I stared down at my airplane ticket,
I realized that this was it: I was going to medical school. I made it this far. I was going to
become a doctor one day.
After finishing my undergraduate degree at Michigan State University, traveling to
the Caribbean was scary. Not only was I leaving my family, but I was also leaving Michi-
gan, where I had spent my entire life. A couple weeks prior, in preparation for going to the
Island of Saint Eustatius where my school was located, I had Google mapped the area and
tried to familiarize myself with it, but it was impossible to predict what the journey would
hold. What would island life be like? How were the people going to be? Was I going to be
able to stay on an island for four months at a time? It was then I received a warm and friendly
Facebook message from a fellow classmate who was starting in the same term as me. After
a week of exchanging emails and messages, we realized the list of what we needed to bring
to the island was many pages long: raincoats, umbrellas, moms food, beach clothes, toilet
paper and more.
Traveling to the Caribbean was about a 12-hour journey, which consisted of multiple
connecting flights, including one through the beautiful island of St. Maarten. Up until that
point in my life, I had been on only flights that seated more than one hundred passengers.

\T>T|\T 2015 140

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Our next connecting flight took me for surprise. It was a small so strong, and the plane being so small, I thought we would
sixteen seater through Winair Airlines, which flew between be blown into the ocean, never to be found again. As dra-
the islands. I looked at the plane, absolutely terrified. This matic as it sounds, I did see my life flash before me. Embar-
little plane was going to carry me, my dad, fourteen other rassingly enough, I was sitting next to one of our pathology
passengers, my three suitcases, not to mention the other professors, who saw how shaken up I was with this short 20
passengers luggage as well? And it will take me over the minute plane ride, and pointed out in the distance a breath-
ocean, too? At my astonishment over the tiny size of the air- taking volcano on a small, peaceful looking island to divert
craft, my dad laughed and reassured me that it would be okay. my mind from the plane ride itself.
The entire plane ride, I hung onto the seat in front of me for I was instantly in love. My home for the next two years
dear life and prayed I would make it out alive. With the winds was absolutely perfect.

Sri Kakulavarapu is currently fourth year medical student at the American

University of Integrative Sciences St. Maarten School of Medicine. She is
Michigander, Spartan (GO GREEN!), and love to cook, read, and dance in my
spare time!

141 20e H du\ C| d+

A Summer Sojourn s ervice
Madhumeeta Sanam

T he Honduran heat hit me like a fast ball. I wiped off the newly formed sweat that gath-
ered onto my forehead as I stepped into the concourse at Toncontn International Airport.
The minimally air-conditioned airport was the entrance point to the most two most reward-
ing weeks of my young life.
"Do what you love and success will follow," my father always told me. Being the old-
est child of first generation immigrants, this uncommon phrase shaped my decision to con-
tinue learning Bharatanatyam to this day, study Anthropology, and travel the world. Rich
experiences throughout my life, therefore, have led me my decision to pursue my medical
studies. My interest in science began as a young elementary student; I was fascinated with
the way matter and material worked together. As a middle-schooler, I learned about differ-
ent types of sciences and was drawn to the biological sciences because of its roots in study-
ing nature and its species. My passion for science has continued to develop throughout a
decade of education. Today, I learn new concepts while in my upper level science classes
while working in a transitional neurosurgery laboratory.
All of the "science" I spent years perfecting seemed irrelevant whilebearing the pierc-
ing 105-degree furnace I was going to call home for a temporary time. The heat persisted
throughout the three-hour bus ride to San Lorenzo. The humidity, the people, and the set-
tings vaguely reminded me of our hometown in India and I immediately began to feel more
at home.
I chose to serve the Central American nation of Honduras in hopes of increasing my
understanding of medicine and its nuances in underprivileged communities. In August 2014,
I traveled alongwith a Global Medical Brigade group consisted of 37 student. We introduced
ourselves awkwardly at the Detroit airport prior to our departure and continued through to
Houston and then to Tegucigalpa with only occasional exchanges in conversation.
Theresidential compound,which consisted of a small one-story hostel, dining quarters, and
an outside shower/bathroom area. Once we reached, we all ate and were assigned rooms.
My room, #128, consisted of eleven other girls, in 6 bunk beds, sharing one bathroom.
Our close proximity to one another facilitated a quick familiarity and solidarity among
the volunteers. The next day, we got to know each other a little better while unpacking and
labeling all the medications. Each one of us brought a large check-in baggage with different
medical drugs. Many were over the counter, some were prescription-based, and all were
necessary for our patients in Honduras. I counted tablets and labeled thousands of Ziploc
bags so we could have enough for our patients over the week.
The next morning, my day began at 5 AM. A quick, cold shower outside, followed by
a small meal, and a one-hour drive to the medical site made me question why I flew all this
way. The omnipresent beads of sweat dripped from my temples as I stepped out of the van.
I began unloading the large supply of medication and made my way across the mountainous
terrain, into the small set of rooms that served as our clinics. On Day 1 of the clinic, I shad-
owed dentists, Drs. Kevin and Paul, and later, taught children proper hygiene in the charla.
Going to the dentist back home was always a chore and a mundane bi-annual task. Here,
however, the dentists performed extractions, restorations, cosmetic alterations, and fillings
in such rural settings. For instance, I held the anesthesia, bloody tools, and pulled teeth, with
my hands, and watched while Dr. Kevin continued extracting ten teeth from a middle-aged
patient sitting in a dark green plastic chair. In the charla, I gave fluoride treatments to young

\T>T|\T 2015 142

school children and taught them how to properly eat nutri- was very labor intensive. I was told that we were going to
tional meals and clean themselves. build homes for 6-8 hours from scratch: everything from
For the rest of the week I served at the pharmacy, in cementing the walls to constructing a washroom for local
triage, at consultation, in the gynecology clinic, and the data residents. I was excited to take on this new and foreign chal-
informatics station. At the pharmacy, we organized, com- lenge, but Iwas also worried that the sun would be too much,
piled, and gave out the medications prescribed by the Hon- that I could not lift as much weight as needed, or that I would
duran physicians to their patients. In triage, I took the vitals become dehydrated and perhaps faint.
- blood pressure, height, weight, temperature - and asked My worries soon turned into realities, the sun was too
about chief complaints and symptoms of each patient. In the much - the temperature averaged 100-105 degrees every day
consultation rotation, I shadowed Dr. Adrian as he formed a - I could not lift the heavy, wet cement, and I had to take
diagnosis based on his conversations with the patient and the frequent breaks so I could stay hydrated and not fall ill. The
symptoms and complaints that I noted down earlier. In the experience, however, was transformative.
gynecology clinic, I saw women that were pregnant, in pain, Our brigade was separated into five different groups.
and concerned about their health. Some highlights from the Each group of 6-8 students worked on a house for a family
medical brigade included meeting hundreds of patients and in Fray Lazaro. My host family consisted of three members:
connecting with them during triage and wiping the tears off 21 year old O'Neil, 18 year old Lola, and 18 month old Kim-
of an expectant mother who heard her child's heart beat for berly. O'Neil pushed the dry cement carts closer to me so I
the first time. After each day, I would race back to my bunk could mix the water in better, Lola was always ready with
to write down all the experiences so that I would remember hot tea that reminded me of my Ammamma, and baby Kim's
the faces, emotions, and smiles, but to this day, I still look giggles were enough to cool down any broiling day. Over a
back at my memories of the patients and friends without any span of five days, the host family became our family. They
help from my journal. opened their hearts and home and they shared our heat, pain,
After coming back to the compound, we took turns and sweat.
washing up and relaxed by the poolside laughing and play- During my first week in the medical brigade, I learned
ing games like Uno and Mafia. Every night, however, we how to interact with patients on a case-by-case basis. I was
sat with the physicians and would reflect on our experiences intrigued by the unique cases of intestinal parasites and re-
of the day. Often times our stories would lead to teary-eyes gion infections. In the public health brigade, my journey
and hugs which only strengthened all of our odd-friendships. came full circle, as I learned to open my heart and approach
In six days, our medical brigade - comprised of 37 stu- people with empathy and compassion.
dents, 8 physicians and dentists, and a dozen local volun- Through my trip, I realized that I made a small but
teers - saw over 1400 patients. As a volunteer with the orga- lasting impact on rural communities and learned about hu-
nization Global Brigades, I observed physicians establish a manity and humility in medicine. Additionally, the group of
strong patient-physician relationship in a very short time that students that were first strangers to me became my extended
I admired and hope to emulate. family.
After a much needed and deserved day of relaxation The Honduran faces and memories continue to enve-
and sightseeing, we began the second portion of our brigade: lope me like the childhood lullaby my mother used to sing
public health. I dreaded this part of the brigade because it to me. It is beautiful, filled with love, and all mine.

MadhumeetaSanam is a recent graduate of the Wayne State University Irvin

D. Reid Honors College. Currently, she is working at the Karmanos Cancer
Institute in Detroit and will be attending medical school in the near future.
In her free time, Madhumeeta enjoys dancing (especially Bharatanatyam),
reading historical fiction texts, and spending time with her family.

143 20e H du\ C| d+

\T>T|\T 2015 144
Bird in flight Photography by Ramana Murthy
145 20e H du\ C| d+
These are our Photographers...
Venkata Muktesh Nandigama Annapurna
Annapurna Vishnubhotla is a 22 year old
student at Wayne State University
Venkat Muktesh Farmington Hills, MI.
pursuing a career in nursing. She is a
He is interested in literature, arts and
student of Kuchipudi dance and Carnatic
photography. He loves to capture the
music. Annapurna is a self taught
candid moment and the true heart in
photographer who bought her camera
everyone through his photography.
purely out of interest and looks forward to
Portraits, landscapes and dance
exploring what the field of photography
photography are his specialization.
has to offer.

Sreedhar Yadlapati Sri Atluri

Sreedhar Yadlapati is a freelance travel

photographer, very much passionate
about shooting beautiful landscapes,wild
l n] yd+ |\ &*j . de
life, macro and classic car images.
s+>+ u> |]#jT + q l n]
He had more than 6000 stunning pictures |d\T #<e&+ V;. V;> yTT<q
online up for royalty downloads. b{>| <<| y|+> e]+~.

Sekhar Manne Suni Koneru

Name: Sekhar Manne is a Software Architect,
lives in Plymouth MN USA. Painting,
Sunil Koneru is working as lead designer in
Photography, walking and hiking are his
automotive industry and has passion for
passion. He is still a novice photographer
photography and art. He is doing event
studying aspects of photography. Held and
photography, landscape photography and lives
participated many art shows in india and in
in commerce township with wife Sravana and
US. Landscapes, seasons ( Fall and Spring
two daughters Teju and Sindhu. Playing tennis,
particularly), old Barns and sun sets are his
chess, and volleyball are his hobbies.
interests in photography.

Ramana Murthy Vamsi Mohan Maganti

seTDeT], > 13 d+es\T> b] &
CH $ us n|s, |\\T d], e>+{ e+oyVH WV
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Imam Nethrapalli Rytham KM

Rytham KM lives in the Bay Area and she has

been freelance photographer for the last 5
Imam Nethrapalli, hails from years, specializing in portrait photography.
Ananthapuram, grew up in Hyderabad, is a She went to school to study microbiology and
Life Scientist living in New Jersey. His have used photography as a way of not just self
interests include photography, traveling, expression but supporting herself throughout
nature, wildlife, Indian heritage. undergrad and grad school.

\T>T|\T 2015 146

Detroit-Canada Sunset

Photography by Vekata Muktesh Nandigama

147 20e H du\ C| d+
Photography by Shekhar Manne
\T>T|\T 2015 148
Photography by Sreedhar Yedlapati
149 20e H du\ C| d+
Photography by Sunil Koneru Night Time Lakeside

\T>T|\T 2015 150

Photography by Sri Atluri
151 20e H du\ C| d+
Two States - One Language

Photography by Imam Nethrapalli

\T>T|\T 2015 152
Photography by Vamsi Maganti
153 20e H du\ C| d+
Photography by Rhythm KM
\T>T|\T 2015 154
Photography by Shekhar Manne
155 20e H du\ C| d+


Photography by Venkata Muktesh Nandigama

159 20e H du\ C| d+

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161 20e H du\ C| d+

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\T>T|\T 2015 162

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163 20e H du\ C| d+

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171 20e H du\ C| d+

GIFT OF MY LIFE! s ervice
Dr. Madhav Durbha

R ecently I had the great fortune of being a stem cell donor for a young adult with Leukemia. It was
quite an intense and involved process, both physically and emotionally. It took nearly 5 months since
Be The Match registry first contacted me, culminating in an out of the state trip from Georgia to com-
plete the donation process. But I am glad it all went through fine and I hope the recipient will be able to
continue on to a long and healthy life! I do not know my recipient's identity, other than the recipient's
gender and age.
Several well-wishers asked me one of these two questions "What is your motivation for going
through this intense process for a complete stranger?",or "What are the steps involved in donating?"
I tried to capture my experience and also explain the steps involved in this brief article.
Step-1: Registering with Be The Match: Back in 2005, I was with my daughter at MIT for some
academic contests for school children. Some volunteers from Be The Match had a booth and were solic-
iting registrations. It was a very simple 10 minute process. They do a cheek swab and then you share
your contact info to register.

Step-2: Contact by Be The Match notifying a prelimi-

nary match and the decision to proceed: Nothing happened
for 9 years and I completely forgot about it. Then in May 2014,
I was contacted by Be The Match organization, saying my name
bubbled up in the preliminary search by a recipient's doctor and
if I can undergo further tests to see if I am a close match. My
answer was an affirmative "Yes." Be The Match (which has been
great all through the process) said that this will require consid-
erable time commitment and asked me to first discuss with my
family. Incidentally, they contacted me on the same day my fa-
ther who was living with us was diagnosed with lung cancer (he
passed away on September 1st). My wife Aparna started her own
private Pediatric practice less than a month before the date of
contact and was needing good amount of support from me dur-
ing the startup phase. I am a very busy professional myself and
my job requires extensive travel. Aparna and I debated over the
next 24 hours from the phone call if it was even feasible for us
to commit to this. We did some research on what was involved
(A good resource
After understanding that this is very involved, Aparna asked
me if I was concerned about any risks, as this was all very new
and unfamiliar to us. My philosophy is that the element of risk
is highly overrated in life. Knowingly or unknowingly we sub-
ject ourselves to risks in everything we do. Even when we get in
our car every morning, there is risk involved. So why should I

\T>T|\T 2015 172

be overly concerned about this? I shared this thinking with cells are produced in my body due to the injections). The pain
her. Then we talked about how we will handle my dad's treat- was intense at times but extra strength Tylenol did help. I
ment, my mother's health (she has Parkinson's Disease and reminded myself that many cancer patients across the world
has limited mobility), my work travel, Aparna's new prac- (my dad included) had to take these injections and put up
tice, etc. We figured we cannot plan everything in life. We with the side effects. So, my discomfort seemed minor. In
had the faith that, as we are helping another human, the good show of her complete commitment and support to this cause,
karma will get us through this phase. At this stage,we made Aparna was giving me the daily shots (Be The Match allowed
a firm decision to move ahead with the process. her to administer the shots as she was a physician).
Step-3: Lab tests to narrow down the match: At this Step-6: Travel to the transplant location and Dona-
stage, I was only a preliminary match as recommended by tion day: On day 4 evening I set out to the transplant loca-
the database. To establish close match, I needed to go through tion out of state, accompanied by my dear friend Phani
further lab tests that would determine if there is a Human Dokka. On the day of the donation, I was given my last
Leukocyte Antigen (HLA) match between me and the recipi- Neupogen shots, and then was put on an apheresis machine
ent. Once I finished my lab visit, there was an 8-week wait which essentially takes my blood out of my body in batches
period (which I heard was typical).By the way, Be The Match and churns out stem cells which are collected in a bag and
covers all the expenses associated with donor lab tests and rest of blood is pumped back into my body. For me the pro-
travel expenses during donation process, so the donors need cess took about 5 hours after which I was completely ex-
not worry about any financial commitments. hausted but felt a great sense of accomplishment. After some
Step-4: Confirmed match, further testing and recovery and observation period, we were sent home.
scheduling donation: At the end of the wait period Be The Step-7: Transporting stem cells andtransplant into
Match contacted me confirming a positive match. They said the patient: A courier hand carries the stem cells to wher-
I needed to donate through a process called PBSC (Periph- ever in the world the patient is and delivers in person.The
eral Blood Stem Cell) donation. But before proceeding fur- transplant is given to the patient within 2 days of the dona-
ther they ordered two more lab tests. One was for the Infec- tion. With new stem cells the patient's body immediately
tious Disease Markers (just so I don't carry any infections starts producing healthy blood cells, rebuilds the immunity,
that could be detrimental to the patient) and the other was a starts fighting the disease and hopefully should result in full
complete physical to ensure that I am physically fit to do- recovery. One interesting fact I learned was that the patient's
nate and can withstand the actual donation process which blood group changes to mine regardless of whatever their
can be physically intense. blood group was prior to transplant!
Step-5a: Recipient preparation: About a week before Step-8: Donor/Recipient Direct communication:
the transplant was to take place, the recipient went through The transplant center may allow direct communication be-
"Prep" for accepting this transplant. This involves very high tween the donor and recipient after one year gap or longer,
doses of intense chemotherapy and possibly radiation therapy assuming parties consent. From what I understand, these
wherein the diseased cells in the patient's body are com- rules vary by the administering transplant center and I may
pletely destroyed. This preparation also significantly weak- never know who the recipient is. Hence this should not be
ens recipient's immune system. This is intentional just so the an expectation.
patient cannot reject the transplant once they receive my stem In conclusion
cells. I, as a donor, could have backed out at any step in this We all have busy lives. But time has this phenomenal
process. However, pulling back after the recipient prep be- elastic property which always accommodates our interests
gins will endanger the recipient as the immunity system is and passions! Yes. The whole process was time consuming,
at a low ebb. and I had to make tradeIoffs. Trading off TV time, entertain-
Step-5b: Donor Preparation: Starting 5 days prior to ment time, and sadly at times, family time (which is where
the donation day, I had to get 2 shots a day of Neupogen. family support is important) to go through the process. But
These are generally given to cancer patients to help improve in the end, it was a great experience. Having gone through
their blood counts. In donor's case, these are given to multi- the process, if I were asked to go through this all over again,
ply the stem cells in donor's body so they can be harvested I will have no hesitation. I encourage you and challenge you
on day 5. I experienced significant muscle pain, back pain, to do the same! Sincere thanks to all my family, friends, and
and bone pain (this is similar to growing pains as more stem well-wishers for supporting me through this process.

Madhav has been residing in the USA for the past 22 years. He currently lives in
Suwanee,Georgia with his wife Dr.Aparna and two beautiful children. His hobbies
include reading, writing, distance running, and watching movies. He holds a
B.Tech. in Chemical Engineering from IIT Madras and Ph.D. from University of

173 20e H du\ C| d+

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$Tw+ +&T, nH >=+T |\> $|++~.

\T>T|\T 2015 174

e @< edTe \e++> &Td, eT< sd sV <]| {| d e> +&&+
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ke d]q &u eT ] +~. |s<T #| +&, n n&>qT.
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|eT n&+~. n& #sT H ds q b]+> <=s

175 20e H du\ C| d+

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\T>T|\T 2015 176

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177 20e H du\ C| d+

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\T>T|\T 2015 178

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179 20e H du\ C| d+

Padma Kuppa

T he first time I remember seeing an Amar Chitra Katha (ACK) was on a visit with my parents to the
newly built Ganesh Temple in Flushing, NY in 1977. I had already been amazed by the sea of brown
people at the temple's consecration over the July 4th weekend a few months prior, having no idea that
so many of us from India were now making the United States our home. When I saw something that
looked like a comic book but with a demure and attractive Indian damsel on the cover, I was fasci-
nated. My father was an English professor and a writer, and I knew he probably would buy it for me if
I asked really nicely. They were graduate students at that time, part of the wave of immigrants that
came to the US in the 60s and 70s, seeking higher studies leaving friends and family behind. I was also
seeking a connection to the world we had left behind, one that was not much more than a few vague
memories by the time the temple was built.
Fortunately, both my parents were enthusiastic and bought a few titles for me, and thus began of
my love of ACKs. Shakuntala was the first in a collection that increased with each trip to the temple.
These Amar Chitra Kathas from the love story of Shakuntala and Dushyant with its twists and turns,
various anecdotes from the Ramayana and Mahabharata to true life stories of Swami Vivekananda and
Adi Shankaracharya all became a substitute for the traditional story telling that would be done by a
grand parent or other elder in the family. It was a substitute I so desperately needed as an only child
with no relatives in the area. Even though we had a few family friends, they were not familiar with the
stories of my ancestors, of people who looked and sounded like me and my parents, or who shared the
same stories.
Fast forward about 25 years. I was a young mother in
Michigan, raising my own family. My husband and I are engi-
neers, and metro Detroit seemed like a great place to raise our
daughter and son, with a temple nearby and jobs that were
suitable for our educational background. But I was raising my
kids without grandparents nearby - my in-laws were in India,
and health issues prohibited them from coming and staying with
us beyond a one-time trip. My parents had become disillusioned
with the US and returned to their homeland nearly 30 years ago,
and refused to come stay with us beyond my mother's occa-
sional visits. So I turned to ACKs to help me teach and con-
nect them with the stories I knew were critical to connect them
with our glorious Hindu and Indian heritage.
While I didn't always feel comfortable with the "Indian
English" or the angle from which a story was told, the images
and the general outline of the story were always fascinating. I
used the ACK to narrate my own version of the story, with a
combination of Telugu, English and Tenglish, weaving in the
Sanskrit shlokas they learned at the temple. My daughter's
dance teacher had the children enact some of the tales during

\T>T|\T 2015 180

summer camps, leveraging the ACKs in our collection. The law. Each square on the calendar had an assignment - some-
static images of the ACK became live movements under her thing related to reading; one activity was to read to a senior
tutelage - Srirama stringing a bow or Srikrishna stealing citizen. My son - now a few years older - opened up a laptop
butter. The biannual trips to India to visit both sets of grand- one day during their spring break, and read my father his
parents in Hyderabad became a way for our collection to current favorite ACK!
increase - my parents loved the opportunity to take the chil- But it was when my daughter was in middle school,
dren to the bookstore and buy them whatever they wanted. and came home from school frustrated with her history
The ACKs served as a way to reinforce our Indian and book's depiction of Hinduism that the value of the ACK was
specifically Telugu heritage: one summer, I had the driver brought home very strongly. Her 7th grade social studies
take me and the kids down Tank Bund, starting at the book told her that Hindus perceived women as inferior to
Secunderabad end and stopping at each statue all the way to men, and that caste and intrinsic inequality of people is built
other end, taking pictures. We realized there were a few sto- into Hinduism. She knew that this wasn't true, but didn't have
ries I didn't know and went hunting for the ACKs that were something that could help her make sense of the stereotypes
missing in our collection. We even identified a few things and clear up the misconceptions that were in the mainstream.
that discomfited my Telugu pride: that Tyagaraja was listed On the cover of the ACK entitled AdiShankara, is the picture
as a poet saint from Tamil Nadu, that there were no ACKs of the famous debate between the Hindu saint AdiShankara
about Rani Rudrama Devi - one of the few ruling queens in and Mandana Mishra. Ubhaya Bharati is also depicted
India's history, or Annammayya - forefather to the great moderating the debate: she was the equal of both great
Carnatic composers who came after him, and especially scholars, and able to be impartial even as she was married
loved in our family because he wrote his spiritually strong, to Mishra. She also debated the great sage in a clever effort
bhakti-filled compositions in the Telugu of the common man. to support her husband who was on the verge of losing. But
There was also an opportunity for my mother-in-law to ex- it was the explanation of how Shankara met a chandala - and
plain to the children that Vijayanagara empire was different when he composed the Manisha Panchakam extempore - that
from where they live in Hyderabad's Vijayanagar Colony, a allowed me to explain that caste is different from jati, varna
confusion that had to be disentangled amidst peals of laugh- and kula. We acknowledged, as Telugus, as Hindus, as
ter. ACKs even played a role in keeping the bond between Indian-Americans, we do believe that all people are equal,
grandchild and grandparent across the oceans: during one as each of us contains a spark of the divine within us. How
"March is Reading Month" school assignment, I found, on thankful I am to ACKs for being with me through the years
returning from work, that my son had skyped my father-in- of being parented and part of my own parenting journey!

Padma Kuppa is an IT project manager and a community leader. A mechanical

engineer from REC Warangal, she returned to the US as a foreign student over 25
years ago. She is currently on the City of Troy Planning Commission and is involved
with many interfaith and diversity initiatives, including Troy-area Interfaith Group,
Michigan Roundtable for Diversity and Inclusion, and is an Advisory Board
member of WISDOM, a womens interfaith organization.

181 20e H du\ C| d+

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1995 |T+k\ yTsTT*+> *dt k|+#sT.
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k\>] nw| < T \ MT< #s yTT<+ ~:

\T>T|\T 2015 182

... suggests G's "ashTapadi-s as the begining topic. I e+&> |T +k\ jVA>| =+eT+~
hope that others also would come up with their suggestions, |T +k\ Ms_eqT\T |T +k\>] n+y T q
comments, this small mailing group should proceed. = yu d{ +f u>T+&TqH \\T q+ yTT<\T
I am sure that I won't be exaggerating in saying that,
every one has heard "ashTapadi-s" and liked them. These
u{sT . + eTT+<T |d #ksT eH, 2001
were recorded in his last days, just before he recorded |sT #] oydt>] bdT | sdT+~.
"bhagavadgIta", to my knowledge. He composed the music What we need is synergies! There are people who are
and set beautiful tunes (rAdhikA kRshNA rAdhikA in rAga highly knowledgable about old films, about Ghantasala, have
darbAr, ramatE yamunA puLinavanE in pIlu, dhIra samIrE data etc. etc., But lack the needed IT skills. If you are com-
in bhUp and praviSa rAdhE in yaman kalyAN). Its a greta puter/web savvy person, why not come up with a concrete
delight to listen to these great melodies. web site design. I am sure that many people on this list'd help
He did sing a few other ashTapadi-s in the film you in providing the data.
"bhakta jayadEva" (the author of gIta gOvinda), but IMHO n ydq #+C q+<T=+~ = T! re+>
they don't match these 4. Also, a few other stalwarts of yes-#s \T yTT<\jsTT. |T +k\ b\ MT< H yu
teryears (both men and women: nAgayya, sUryakumAri,
bhAnumati,..) sang them, but there is no comparision with
dT >T]+ #s \T |]bT+f nsY 11, 2001q HqT
G's version. = jVA >|t k|+ #qT. Project Ghantasala
yTT<\sTTq yTsTT*+> *dT $kH jT >|t yTT<{ yTd "mission statement" nqT
e]{ | De =H q& +~. 2000 B e#TqT! essT (eT]=H sy
yahoo groups> nsY 11, 2001
essTT). yTT<{#
s yTT<\sTT+~ Welcome, everyone, to Project Ghantasala.
The goal of this project is to build up a web based da-
Just would like to inform you both that RPG came out tabase of information about ALL of Ghantasala's songs. Web
with a 8 CD pack called Millenium Collection. Has some based because we can then tap into the vast knowledge base
very old songs. The series was credited to the compilation (Gnyanasaagaram) out there. If each visitor can browse
by Sri VAK Ranga Rao garu and Nemani Seetharam. I got through the database, and add in anything they find miss-
only one new (not known to me) song for ghanTasAla, a song ing, the data would grow exponentially. We can start with
from yOgi vEmana, sung with M.V. rAjamma, "AparAni some of the excellent data out there in the ghantasala group
tApamayerA" . Another song I heard for the first time is the files section.
song, "prEmayE janana maraNa leela" from Ahuti. The one n yTT<q bC |>H |sT >T\T rjT&+
thing that I would like to mention is that in the first three yTT<{ + ~. o<s >Y sT, HqT, eT]=+<sT $TT\T da-
CD's of the 8 pack a total of nearly 150 minutes were songs
verses from movies dating 1936 to 1950 sung by Nagaiah, tabase design >T]+ #s \T sT|T+&>, bD>sT,
Gaggiah, MS Rama Rao, kamala chandrababu, pushpavalli, oydt>sT, eT]=+<sT $TT\T # V+> y]
bezawada rajaratnam, Rishyendramani to name a few. <>sZ T q |T +k\ y] $es\T, b{\T, b\ $es\T
sE\ d{ f|\H #eTT d] e>s beCjT &+ yTT<\Tu{sT . $wjT + e
|T HysT. n|&| & CD\T se&+ yTT<\jsTT u> dV jT|&q e V<su< yd &. yDT>b\
# K<T> e+&$. MP3\ |yV+ + yTT< se>sT. jTq |+#T=q b{\T, &j |t,
\e<T . Te+{ |]d T \ b\ >T]+ e |T +k\>] MT< C\T, | |#T syT q ]
> b\T ]=sT |+#TH eed |<> <T . |{ yu d{ | n\+s+.
nsTTH L& = \T>Tb\ yu dT se&+ yTT<\ > Ghantasala Song Da-
yu d{ | sD
jsTT. | + |T +k\ b eq yu dT y\ tabase j sT#jT e\q e =* d+\+. |Ps+ s
eT] sC, +<& w ~sT \T =H q&bsT. +& XKsY>sT deTL]q b\ $es\ *dt X+Kes+
l+Y eT]jTT |sT#] oydt *d \T>T | bD>sT RTS f| #jT> < bs+_+#eTT.
dssY (telugu film server) nq yud{ =H (sE + jT& s<T- n+<T \T>T
q&bsT. e jTe]{ +|Ps MT<>, +>+ f|t #d < \T>T b+T esy+).
yu dH Z dM T<> q&|& + e\ ds + b sTT+~. b\ $es\T +#& database design =+eT+~
$ = eT]jT d{ L& = |T +k\ b\T #]+ j sT#ksT. sT y = esT\ BH
file based design> e] HqT implement #kqT.
deT]+#$. = +H, |&T eT&bsTTq$ b\ $es\T y+<T search engine L&
# +&$ -, | +> j sT#jT e\d e+~. m+<T+f \T>T
183 20e H du\ C| d+
|<\qT +>+ yd #$<\T> yjT#T. < bdt #dq b @yTH b\T+f (+eTT+<
V s D "vaataapi gaNapatiM bhaje" nH "vAtApi eq b, |\$ | \T e>s ) mesH < #+C
gaNapatiM Baje" nH \T>T*| edT+ ~ { #jT e#T. #+C #jT &q b\qT &dt *|
s +&T search terms qT b <s*. += T$T #jT& &\ L& ]+#eTT. z =$T~e+<\
+f \T>T |<$uq #s\T> #jTe#T. b\ |> q&+~!
>D|+uC nH >D|+uC nH < b <=s*. n+] sT y e nH z = bs+
e b{+# fuzzy search j sT#d |j + _+#eTT. |ys+ 'Magic Word' e+T+~. <
#qT. B nqTq b <=s& + # *! VsD #+<eeT nqT+&. |<+ kV+ m
b |\e |P] kV+ L& < yu d{ &H eq b\qT bdt #j *. n+] > |\$
<=] u>T+T+< Lyrics Database L& yTT<\T eyT +& |P] kV+ *dT+&* &
u{eTT. oydt>sT, bD>sT +eTT+< yd &! q |<yT> n< ns+ e# |<\T L&
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b\ kV deTLs& n+<s dV jT&+ {<s L& d]bT+~! n+] >H n~+ >
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&TT+~. BH |&T "crowd sourcing" n+{sT! ne>H $C\ qT |{
+ |<+ esy+. ys+
b\ >T]+ $es\T ds ... eT] b? nd\T > *qysT e# ys+ 'Magic Word' XsTT+#ysT.
|T+k\ b\T $q&> n+<s yudT # H\\T k+~.
e#~! |& jTu @ b y\H <=sT > m$T< |> q&TdTq 'Song of the Week'
T+~ > sE |<> \T>T b\T e+&$e. o] V<su<T yd q\ |u s>Y sT bs+_+
u b\ yudT |& |s{ #+ #sT. |ys+ eT+b, M\sTT #eT+~
|<T. e + 1960 eTT+<T> eq b\T = b, y |#s+ #d e#sT.
eyT |f sjT+ rdTHeTT. @&=+<\ |> s + Song of the Week uT Video of the
b\T, 150 |> |<\T e yu d{ |{eTT. Week L& bs+_+#sT q\>sT. # de\
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+ y\H X = |j>\T yTT<\Tu{eTT. n+{ M&j \T d+bsTT+, |su w b rdd
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E\yTT<q |J yTTyTT< |{q M&j \T L& ys+ ys+ |#s+ #dT H eHsT.
n+<] *dq n+] . b\qT, qT &TH \q <+f mHsT >=|> ~]q e
+s{ && k|yt s Y L& HH ykqT. yu dT #dT+ f # d+w+>q >s +>qT e+~.
sT bdT #dq b |\$ n+eT ns + yTT<\jT $<+ > u< L& \T>TT+~- ys |qT\ e&
|\$ ys esH bdt #jT e#T. b |\$ eyT bdt |& yu d{ maintainence deTjT+ <s =+#+
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bsTT+T\ {e{> e#ksTT. "Top Scorers" > eTq jTTes deT]+#\ X. m+ Hsy s T + <
+< 10 eT+~ |sT |J|q m|& q&TT+{sTT. \yT #b*!

e yT +sY nsTTH & lH< Cq$T\ \T>T

kVr, k+d s+>\ $\Tyq de\qT n+~dTH sT.
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|T+k\ b\| $]$> w #XsT.

\T>T|\T 2015 184

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wsY #jT &+ ~ n>& edq+.

185 20e H du\ C| d+

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ed nsTT |dT T nsTTH sy* < HH sy* #k&T . ~ eT |+&T MT< s+ #*q T +~ |jT .
nH sj e#d+~. nesTT b{\ jTq>sT \T =&+ ,
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yH LsT TsT #| y\ q ]. +{ =# >&T |eT, qeT+ >{> |qydT +& ,
|{ n\dbsTT e# m+# #+<eeT, yH \ \e+| |s+ L&< |j n_bjT+. n+<T
eq b{ |dT T m+ q {> #d q u< m|{ eTsb $<+> *jT
y&T. qy @&y ns+ njT~ <T |jT . b Cj * n sj e, +{ y[+~ |jT .
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+TH q#f< , Hq+f w+ < |j ? n
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\T>T|\T 2015 186

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, q | |&b j&T . #dT+f |H e+& e{&d, e\dq$ n+~d
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dH eH&T. |&+ |jT #d L& >eT+#qf sT+~.
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>T, @<{ e{& |jT n eTq+> q | qT |&T H&T . ET &T+~ |jT .
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+f HyTy n|k+~ yesD+. uq+ n&>&T .
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|&k +~ . sp q #| Ts |&T |dt #jTeP?
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+{ <=+>H, <=sH +esT, ks, #| qT n+ b, n dd nT ] |&T +~
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nH&T q|&T yTT+& dqT. ||+#+ eq n uw n de\ HH
sTy <s *d yTT\ bXsT. @ rdT qT, n |T +d _+#&T .
+& @ yTT +<, @ #T m|&T |PdT+ < |jT nj, HH=<H H @+{? e n, y n,

187 20e H du\ C| d+

uujYT |\\ T |~eT+~ +&y+. y&T |<y &T @< >Ts=qT bj&T. qT L& > |jT
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qTe qyTky? nH&T e+>+> . n q$+~ |jT .
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Best Compliments

197 20e H du\ C| d+

Stage Whispers
Yashodar Punati

Identifying Krishna was easy! Obviously he was the one with the blue body and trademark gold crown
with peacock feathers. By association, I assumed that it was Arjuna standing next to Krishna.They were
both dressed in their mythological finery with gold crowns, assorted jewelry, silk costumes and gaudy,
garish makeup! I was about 10 years old and this incredible (and indelible) scene played out near my
house in SVR Colony in Hyderabad. It was part of the Rama Navami celebrations in our colony - which
used to be celebrated with much pomp and ceremony, on a grand scale, over several days! There was a
huge shamiana (tent of bright colored cloth) and a stage setup on our street in front of Sriram Murthy
Uncle's house. Earlier in the day there were elaborate poojas and other traditional rituals (Seeta-Rama
Kalyanam) on that stage, which was beautifully decorated with garlands of chrysanthemum and jasmine
as well as mango leaf thoranams.The rituals ended with the distribution of yummy prasadam, which was
always the highlight of my day! Each night, there were wonderful cultural programs on the stage that
regaled us late into the night. The highlight for that particular evening was a mythological drama - an
episode from the Mahabharata. While everyone was waiting patiently for the drama to start, a few of us
sneaked back stage - which was really the road in front of Chandraiah uncle's house! We just stood there
wide eyed - gawking at these larger than life actors! When I saw the Arjuna take a couple of puffs on a
cigarette, it just blew me away! That image has been burned into the 10 year old's memory forever! Be-
fore we could recover, a couple of aunties from the colony stopped by to do haarathi for the actors. They
spotted us and yelled at us to go back and sit with the rest of the audience.
That night's performance was my first significant exposure to actors and acting and it made quite an
impression on me (along with the incongruous 'Smoking Arjuna', of course)! Those guys did a superb job
of conveying the story through sung poems and powerful dialog. It did not matter that they had minimal
set decoration or musical accompaniment (just a harmonium) to work with. I was totally mesmerized and
transported to a different world altogether. Such was the power
of their acting and storytelling! Right then and there I decided
that I wanted to be an actor.
This should be Child's play, right?
I got my first shot at acting the following year on that same
stage - thanks to Smt. Ganga Bhavani - who used to run the
colony's Baalananda Sangham. She was a kind-hearted and
patient lady. She probably saw something in me (or was it a case
of affirmative action - and mediocre kids needed to be repre-
sented as well)! I was given a role with a grand total of 2 lines.
I was extremely thrilled. I practiced these lines over and over
again. The play was called "Inii mandu sonthi kashaayam". On
the D-day, when it was my big moment - I clearly remember
taking one look at the audience and panicking! I totally froze
and barely whispered the lines! Luckily for the play and the rest
of the cast, it turned out that my lines were inconsequential
Radio Times
In spite of my less than stellar debut, Ganga Bhavani aunty
did not give up on me! She gave me yet another acting role - in
fact several of them - in a serial Radio Drama that our
Baalananda Sangham performed on the Baalanandam radio

\T>T|\T 2015 198

program (with Nyayapati Raghava Rao and Nyayapati laughs (as expected)! When I turned to face the audience to
Kameshwari as Radio Annayya and Akkayya) at All India deliver my precious dialog - my knees started shaking! I froze
Radio, Hyderabad! This drama aired on several Sundays and and just mumbled my lines. The other guy on stage had to
I went around boasting to everyone that I was a star on the repeat my lines! Luckily, it was publicized beforehand that
radio. It didn't matter that I was only playing bit roles - as a this was a rip-roaring comedy! So, the audience thought all
servant of the side-kick or part of crowd scenes! That's how this - including my incoherent mumbling - was part of the
all big stars got their start anyway right? play and roared with laughter all through.
Theater Junkie! I was beginning to see a pattern. Maybe acting wasn't
During school days, final exam time meant three things really my forte! While I loved being a theater junkie - I had
- scheduled power cuts, Rama Navami celebrations in the decided that I should look elsewhere for better career (and
colony and drama competitions at Dad's office (AG's office). even hobby) options!
Telugu Nataka Samithi was the cultural organization at AG's My Regards to Broadway!
office and they had their annual drama competitions almost Then, many years later I came to the US, and I saw the
always in April. I was so addicted to these that even during "Radio City Christmas Spectacular" in New York. It was a
exams, I would walk all the way to the office (about 2 miles), mind blowing experience! The scale of the performance -
watch every single play and then walk back home late at night the number of performers involved, the amazing split-sec-
(even if no one from the family came along). I have fond ond set changes from a street scene to ornate palace to an
memories of many wonderful performances that I experi- ice skating rink were nothing short of miraculous. The en-
enced in that open air auditorium. I got a chance to watch tire live orchestra (pit band) of about 30 performers moves
amateur thespians as well as seasoned veterans perform on from below the stage to the stage and then is moved 6 feet
that stage. Paruchuri Venkateshwara Rao - who went on to above the stage - all the while continuing to play music (with-
make his mark as a writer in the movie industry was from out missing a beat)! A few years later, we experienced the
AG's office and was a regular at these competitions. I saw magic of musical theater - when we saw "Thoroughly Mod-
multiple performances by Rallapalli, before he became a ern Millie" - a Tony award winning musical on Broadway! I
successful movie actor. I saw gripping and hilarious perfor- wish, if at all possible, that everyone who is in the vicinity
mances of "Kanyasulkam" by J.V.Ramanamurthy (as could experience at least one Broadway show! It will be an
Gireesham) and J.V.Somayajulu (before his successful cross- experience that you will never forget!
over into the movie industry via "Sankarabharanam") twice If you are in the US, there is an easier and cheaper way
in that year - once at AG's office auditorium and again at to experience 'almost' Broadway - by checking out your lo-
Ravindra Bharati. I was so obsessed with this performance cal high school performances! Our local high school, where
that I used to go around repeating the funny dialogs from both of my daughters graduated from, has a wonderful the-
Kanayasulkam for weeks! ater program and they put on amazing plays, twice a year.
Breaking a leg (again)! They spend months planning these shows. There are a couple
When I was in 8th grade or so, I found out that they of rounds of auditions to pick the cast. Other than a few
were looking for actors for the school play! I jumped at the guiding theater staff - the entire show is by the students -
opportunity! Once again, I got a role with barely a few lines. including set decoration, costumes, music, choreography etc.
I guess my notoriety of excelling at such minimal roles had I had the opportunity to experience the following amazing
spread far and wide by then! This Hindi play called "Mrityu performances over the past few years - Music Man, Sound
Mantri" was to be performed at the school Annual day func- of Music, Beauty and the Beast, Crucible, Children of Eden
tion. It was an off campus event - at Indira Priyadarshini and Brigadoon. For $10 you get to sample almost Broad-
Auditorium in Public Gardens. Back then it was the second way like shows, which in NY would end up costing you
most impressive stage in Hyderabad (after Ravindra ~$200 and up!
Bharati)! So, as you can imagine, it was a fairly big deal! While a career in the performing arts did not work out
During rehearsals, I received compliments from our Hindi for me, I am still crazy about the theater and do hold stage
teacher (who was the director of the play). performers in very high regard! Each year, I sit down with
Obviously he had high expectations - because he had chips, salsa and other assorted unhealthy snacks to enjoy the
heard (mostly from me) about my amazing performance on Tony awards show on TV, the way most people do for Super
the radio drama! On the day of the performance my entire Bowl! When I watch those amazing live performances, af-
extended family was there to show support! Some of them ter I applaud and admire the actors - I always end up with
helped me with my makeup! From backstage, I could hear self-pity - "if it weren't for the crippling stage fright, lack of
the bursts of laughter from the audience! Finally it was my any discernible talent or a face which was meant for radio -
turn to make a grand entrance - for which I got a couple of that could easily have been me on that stage!!"

When I am not being the Best-audience-member at concerts & plays, I have been
writing - nostalgia-centric vignettes for my blog www.recoveringnostalgic. Someday I do hope to go back to my original love - Tabla or put
more effort into my recent love - Golf! I have been living in the Philadelphia area
with my lovely wife Uma since 1988.

199 20e H du\ C| d+

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<: l s|T TseT, #sT T\d< < eT, XeTe ~
X+>s >TD_seT, >qT Xs eT\seT
<Tss, +< sd $seT, >q \csy sH eT
u <], <XsB sT D|j B
` <XsB X e TT

205 20e H du\ C| d+

X \T <VsD 1) |]~ (Scope), Organisational Boundaries
( u~+#T, deC d+<X$T#T |< e |]~ >T]+ \TdT=qT m+
H+XeTT) nedse TT. q |]~ | e mTe+{ +<T\T
<: m<Ts=+{&, +~ X |< eTT\ k<VsD+>
#<T e~ m+ *qZ , sd sTT+#T #\q sT $e]+#sT.
#<T e ss + T, >TDd+jTT esT yT#s #H eT\eTT\T udq
<qT> eT+ Ls q\beTT #dq jT q, q+<T eT| s k eT*q u+ H
+b<y& T | sT |> HsT qjT uds! eT eT H\e\T | q,
`uds X e TT eT $TT& XT\>TsT < eTT dTeTr
yd+ me> X \ <s+> eqe eTs\T eT yd d\eTT\sTTq dsdTqT
eqsT\ (Human Resources) sVD >T]+ #]<+. e<*q# eT |&sTTq dsT y& sDeTT\
X e TT q+<* eT*+X\T (fundamental principles)
y&bsTT. n> eT |]<T \qT n$Td,
me> eqe d++<\T, eqe eqsT\ $XwD,
\D eTT\T, n~]`< eT< d++<e TT\ #T eT |\ H u+ >|& sT. d+d
<>T\T eT
|]u$ TdT+ {sTT. $wj \T eTq J$+, |]~ n$Td, eT yT\T #dq y] #H + |
eqe eqs T \ s V D m <V < | & j &sT. J$+ L& d m+ e]dT + ~.
|]o*<eTT. eT]jTT <VsD
eTTK+> d+d |#d <>T\T $_q nqTe> # >= p<eTT
d + d T \T eT]j T T C T \ d + +~ + qy s H& j& j& jT&$ k+#T
e+{sT. eTq eqe eqsT\qT eHC #j \+f |T qT p& p >&T eeTT eT]
m+ nqTueeTT, eT]jTT $CqeTT nedseTT. M{ $X<_seT $qTsyeT
sVD qMq eHCy T +{ |< T \T mH HsTT. 2) $_q eTqd\T ` Behaviour Aspects (Selecting
, eTq |<\T #|q eT*+X\T # |j> the right individuals & hence building right teams)
|&jT H djqTue+ <s ne>eTsTTq~. me> <>T\ m+| eTTK+> ne >Vq
n$jT yds# q |sD. eTT+<T> eqe eqsT\ (aptitude) eT]jTT q&e& (attitude) d++ ~+ |\ T
sVDqT s<+. sVksT. eTTK+> attitude psychometric score nqT
"Human Resources Management is the strategic and coher- d]+ +T+~.
ent approach for management of an organization's most valued
assets, people working there, who are individually or collectively eTT+<T> mTe+{ y] m+| #dT =qL&<T `
contribute to the achievement of the objectives of the business nq n+X+| +~ <VsD\qT |]o*+#T<+.
Human Resources Management +~ n+X\qT
<VsD\T eTq eT+ e\qT m+| #dT=q
k<VsD+> |]o*<+. &+, {yT d\H <V<|& sTT.
1. |]~, Scope, Organization Boundaries, Limits us V] dTuwe TT\ qT+`
2. $_q eTqd \T, Behaviour Aspects eTs eTTU+eTde T>T eeTTH |*+#e#T
3. Learning & Development (competency, upskilling) ujT, #\<] sy T q eT<~ <e#T
4. Communication Skills (Verbal and Oral) eTd e TTq, |Pe<+&y, ds eTTqH <] sTT+#e#T
5. Self Esteem eT |T {sTT+, eTs q e TT \ qk< eTT
6. Selection of right team members jT]H
7. Risk Taking Individuals $] sTTdTeTTq \ +T rjTe#T
8. Supervisor-Employee (n~]`< d++<\T) <$* eT> w sT >e#T
9. Relationships - eqe d++<\T ] +<{ =eTT k~+#e#T
10. $< ` $ye TT C] eTsT eTqdT s++|s<T

\T>T|\T 2015 206

eTsT\ +<s psychrometric analyses <s dT\ n> Listening Skills-
u+ > |T&sT. MsT m+eeTT, eTq |ssT $q<>T HesT #| q
n X sT\T # dw+ > $e]+#sT. $q+H y>| & $e]+|<> T H
|| s+T H=b* qT+&T >\ eTT *dq
#& #& sT#T\ C&ys T eTqTE&b, |sT &T eTV dTeTr
|sTw\+<T |D|sTw\T ysj 5) Self Esteem (eq XseTT)
$X<_seT $qTsyeT eT+ {yT yT+sY eq XseTT m+ ne ds+ .
3) D `eX ` Learning & Development n+f \ ssD >, \\qT #sT y \H,
(Competency Development and Upskilling) \D
+ m+ neds+ . eTTK+> eTTK s sVD~
d+d | e q H|DqT m|{|&T sT\, d {yT , eTTK |<e \T sV+#Ty].
|+b+~+#T=qT m+ neds+ . Be\q q |]d <VsD` d+VeTT *# u< qTqq,
yTsT>T|&TT+~, d+d jTT <q L& |sT>T eTT~$T# qq, wd qTqq, eT~+q @qT>T
T+~. $< jTT eXq T X sT\T +~ +ud \ eTTqT |>T \>={ n+<* e+deTTqT qTqT,
<VsD <s $e]+#sT. m+&T>& qTH? 'Goal Settings' - Think Big Leader
$< >& >T|e T>T $e TT, s|eTT |sTc[H d m+ neds+ .
$< jTXdT , u>] , $< >TsT+&T $<X us V] X sT&T @eTH& #<+`
+<T&TH >deTT dT\sXyT q , H
$< $w <e eTT, $< k{ <e +T ~\H jdeTTHq, qwsTjTqqT, bDujsyTq
$< qb\ |PeTT, $< HiT+>y&T kd, eT<u +u |>V \ do\ k>V
eTsT& >ds udeqeT>T d], Js D+T yTjTTH
4) Communications (yTs d+uwD #Ts+) $~| qTsT d+>|
Skills Verbal & Written Skills >=<eTjT eT<eT*q >+& +seTT\|
d+d eTqT>& , eT+ d++<\qT ~ \X* H eTT
|+#T=q&+ , # ue| q m+ eTTK+. ><, C~ ejTdT sDeT>TH
e ] +#&+ m+ eTTKy, X<> $qT L& n+ \D \Tq e | d]>, q d+d s ]+q
eTTK+. \\qT n~>$ Tk&q T d+<V yTMT <T .
X jTsD $u wjT |sTw+ Vsq #+< 6) Selection of Right Team Members - Team Building
qkq+, q$|q +, qdTeT+, q\ eTT+<T> mTe+{ y] eTqeTT m+#Ty*?
eTsC sk< & \D
\T @$T{? mTe+{ y] MT< eTq+
yD deT\s |sTw+, jd+d <s|& e #TqT? nq n+X\qT |]o*<eTT.
<s |<\ jT+<T <s >TD, eT+ d+|<\ jT+<T
T H \ u wD d + , y>wD +, *jTTH
uwD+ u |du +seTTq, |w\ yTs eTT,
u w\T >e eTsT \ u ] eTj+>< s uV |TXj T T, jTXeTT q+<T nqTsj T T, $<
VseTT jT+<T y+#|s e~jT TH
u w XbX eT<T |w dT>+< _weTT | d<> T D+T\T, dH [H
u w\T >e |PsTw u w CjT T |$yD nq> <s e+T&T, zsT \y&T, # y{eT
y>wD yT dTu wDeTT, u wDeTT \ysT, jTT<eT+<T $jT+ \ysT, ] eTT
qsTT+#T qjTTH \T, m\| &T eT H| D |+#T=qTysT, ~
y>wD yT q+#<T n u wDsT us V] \DeTT\T \ysT eTq d+d m|& sDksT
X sT ueq. eT]jTT y] eX d+d , n~] m+ neds+ .

207 20e H du\ C| d+

n>, sTTe TsTTq >+& q{ {eTTq uds!
eT eT s+T\T |]+jTT, |ss b| nH n~] m|&T $&Tee\jTTqT`
dqT m|&T | \T y< &T
eT s+T |T {+#T#TH, |sV s y|T, q|sTw =\L&, q~ mqH
eT<eTT ds +T |&> &qT
eT nqVs | TqT < T
e<Hs, u+ >eTT >$+#&T ys\T mes | ed+#T $<e TT <s dTeTr!
msT+> X yT jT]H? yTT<{ |<eTT y\T n+f n~] nq
Be\q eTq mTe+{ e\ T sd| & sT, jTeTT.
mTe+{y] @ $<eTsTTq d++< u+<y\T n> n~] |+#H , |ue+T\sTTq y],
@ssT#Ty*? e+{y{ me> |j>|&T q kqeTT qT+& beTqTH>, y] b+& eTTqT,
T+~. |uq T b>=& T <!
7) Risk Taking - Characteristics of a Committed 9) Relationship Skills (d++<\T`eX)
Individuals (sk<\T) dVeTT> q deTjTeTT m<T{ e @$T
me> leadership team selection >, crisis man- #dH n+<T @ <c\T q|&e . bsbTq @< sTTH
agement , Te+{ y] eX m+H q~. $wjT + >=&e @s& XTeTT *q|&T m<T{e
us V] X + +~ <VsDeTT\ <s eTq #d | |q | q|&T qT. qT d ++<\T
k<VsD+> $e]+#T ]q~. ny nedseT dTeTr XsT&T $<+>
n<e TT\T $|T eTT\T d+u$ +#Tq seTT\qT #|TH&T.
s+_+#sT. eT<eTT\T s+_+, $|TeTT\T e L]$T >\ ~qeTT\
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$|T eTT\T d+u$ +qq eTT |{q seTTqT M&sT . Hse TT q&TqT >\T> Hse
qT Bs eTT m+ nedse TT. eT], j L]$T $sd+ uq qT
Hse TT #T#T+&T eTT dTeTr
X s+_+|sT #eqe\T $| jTd d+dT
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BsT $|T eTqeqT\>T#T e<T Tq #<Te $< m+ qq $yeTT qd m
eTT |qeTes n # V#]\T #dTHsT X
bse TT \T+|sT dTMT, |C<T >eqH sT\T (usTV] XeTT). $ye+T\T eT {
n> sk< \ \D eTT\T` y], n~sT\ m+ d++<\qT @ssT#T
eT # H\| |e[+#T, # HbsT |Pd | +{sT. $< L&q $yyT e q
# XeTT s+#T, H=# qTTw X<qT kbqeTT. $<, $ye TT, deTjTd] #
# u+ <] +#T, H== ], j>+sXD < e*q eTTK \D eTT\T.
sjT&T, sk< &T <T'K+TqH, <VsD`
dTK+TqH eT~H XeTT qT+&, X+uT s++<T+&, ~
sk< \T d+d |> eT\d+ u\T. dTX+ sTTq Ve~ qT+&, uT $ u eTT
8) Supervisor-Employee (n~]`< d++<\T) q+<T+&
<&sTTq n~] eXqT +~ |<eTT jTk+u~ |j ~ qT+&, |eH+<eTTH
<s $e]+#sT X sT\T (uds X e TT). #s
< &T sTT+{ |<se TT ys=#T qT+& >+> L\+w |u+ >T\T, $y uw
\\ T e#T#T+&q jTqyT #qT, \ <T, d+beTT
| e TT y>T\TH, es<\
jTT eq, sT deTjTd] eX `
\T>T|\T 2015 208
m|{ jT~ |dT sTD|& HeTT. ysT eTq |k~+q Cq
eT|{ e&, jTqT\ eTqeTT d+|<qT q\T~X\ y|+|Cd, deTde k|q,
H=|+|, Hy= e $k <V<+ #<+.
| +#T sT>Ty&T <q T&T dTeTr eTq \T>Ty] ysd d+|<q , ksueT,
$<+ > X sT\T eTq eqe d++<\T, >sy b&T+<+.
|\ \D\T, eT+ {yT jTT eX, $<, yk <s\T
$ye TT, deTjTd] yTT<\sTTq eT*+X\T eTq 1) <XsB XeTT ` +#s >|q (u seT<dT)
k<V sD+> n+~+#sT. $ eTq J$+, 2) usV] dTuweTT\T ` @qT>T \D$ (\T>Td)
d+d eqe eqsT\ sVD m+ <V<|& 3) dTeTr XeTT ` <q ub\T&T
sTT n, nqTue|PseTT> ssD nsTTq~. 4) uds XeTT
$Cqks eTq+~+q dM+<T\ eTqyT+ 5) yeTq X e TT ` yeTq

> 24 d+es\T> { s+>+ q |k< Tsb{ bNq

kV+ | mq eTe. X kV+, |+< kV\ |
nH yk\T sXsT. |Hk\T #sT. +|PsY ucXd+
$XwyTq w #XsT. us l\, |\\T n, n_w\ XH
j+{j, f dt yd+.

209 20e H du\ C| d+

< e
=eTs] nq+ |MTsD
H |sT be, V<u<T |{ |]>qT, e~ |< T++. H <s T n\T,
<s T eTT, HqT eT&e nesTT. H |[ H{ n\, eTT |[ nsTTb
jsTT. n+<] |\\ T eHsT. H |[ =+#+ eTq \T>Ty k+&sY |s+ sTT+~!
HqT m+._.m #d |~ d+es\ qT+ f eTwH +| V#YsY &$wH
| #dT H qT. +{ jT L& n+<] eT+ |sT #T HqT. HqT |y <
u+>TSsT qs H *dq|&T ]H=sT w| & eTT. Love at first sight n+{sT
< n<$<+ > ]+~ e $wjT +. neT, Hq>sT H |[ =+<s |{H , eq
d++<\T n+{ @< e+ #|<. $wjT + *dq sT y y |y < >T]+,
n T++ >T]+ qT, T++ eT+~, nusTT #<T e, e<>+ u>T
HsTT, d eqysT, n$< u> e+~ d++<+ n nqTHsT. # d+w
|&sT L&! s+&T H\ e |[ @ buyT +& ]bsTT+~. |y< |[
]q H\sE HqT CT sJHe n u+>TSsT yqT. nqT

\T>T|\T 2015 210

+]+>T |s Y | #dy&T. sTH\\ | HqT |X \T nj yTeTT e |d T \ y[bjeTT. {
L& n< |s Y CT #jT eTT yTT<\T|{qT. ys+ >& +~. ~ys+ e+~. M+&T qT yTeTT
|y < & =&T. q yq eTT+< @es T> #eTT. HqT #H yqT |, & #jT
sT . |[ e #T{\T =+eT+~ e{&T ++f {. |y< L& HbT e#&T V #jT
H #e\ |&q $wjTeTT @$T+f M T++ {. &, =] |# &, | & +> fT MT<
e+Xbs+|s+> =+eT+~ |\\T sT, qy |{ y<] , u bdT #<eTT s+&, n |*#qT.
<sT |\\T # >| |+ ]+~, qdt ||sY #T e{ es+& y u
=+eT+~ # $Tdt sE\T nsTTHsTT, n. H |[ y Hq>] # ||sY #d yq e#&T |y <.
njT|{ H ejTdT eTT|sTT sT, |y < ejTdT n+<s+ d+T>H ubdt #XeTT, syTq nH
q\u. n|& =+eT+~ #T{\T |[ H ejTdT Hdt e+~ yesD+. sD+ H *jT+<T .
>T]+ yT+T #jT+ $HqT, |[ + T y *$+> s+ y[ LsTHsT. HqT bT n
ne |\\ T |s ! |y < H H H\T> |< < &wtywsY &#d *$+> s+ e LsTHqT.
nq $wjT + >T]+ mes @$T yT+T #jT <T , n|{ e eeT>sT ||sT =q&+ |< ydT nq
~ $+ <. &|\ ejTdT >T]+ nHs d MT< sT dTH sT! n+<] bT HqT LsT
eT>y& ejTdT >T]+ mesT @$T nq<T . sy T q HqT. qT+& e n>sT, ne be k]
u< + m+<T < & eT>!! m+<T + Ls+> &s Y #|+#T+f u>T+T+<y , n nHsT
e{&T sT n D + n|++< HqT T HqT, |y < k] $&y| #XeTT m+<TL
e+{ yT+T |{+ #T <T ! Hs yT+ && || n nqT>. HqT u>H eHH, |&T &s Y m+<TL?
nqTHqT. >d|t n+ beTTK e<\T#T n nHqT.
<T! |\\T |& |&TsT b <T, +<T |[ nsTT H\T> nsTTH |\\ T sT <,
+> \jT <\T =TH~ @eTT+~ n nqT k] &s Y #|+#T @<H {{y T +T #sTT+#T
HqT n|&T! s<, | @+{? n nHsT
|[ nsTTq s+& d+eseTT qT+ n+<s ne, H, be |\\ T sT nH u< < T . |{
n&> yT @$T{ \d+ n. q$ ePsTH<. H, q|{ |&sT, |b sTTH e u< < T . Te+{
|y < u< M n+<] m+<T n n |+#~. de+ |\* |+#+ H, +& e+&yT
H\T> >&#sTT. #T{\T, jTy, |dt eT+~, n nH&T |y < HqT yT #| |.
essT n+<s L& {| >T]+ e{&T +T HqT ys @$T nq<T . m|{> |y < qqT
HsT nq d+> H, |y < \TdT $wjT dTjTwH qT+ L& bf #X&T. +&q
yTeTT e eT< se<T ! b+ H eH q qe+ #d q H <+ #bqT. qT L&
eH yTeTT ]H=sT | | <\T#T<T ! |y < e @$T u<| & , HqT eHqT < n nqT>
# eT+y&T. k<yTq+ es qqT Te+{ n|++~. ns+ #dT dbsT #d us <=s + m+
dTjTwH qT+ w\T #d e#&T. yTeTT <s e TT n<w+ n nqTHqT. s+ X+ >H >& +~.
|eT> H= ns+ #dT &T<T&T\T sTy L& B >T]+ meseTT e{&<T. <
+& e MT< J$+ >&T |THeTT! + eT+ $<+ > q&+~ ys+. e n> ] yTeTT dTq
us <=s + H n<w+ n HqT m|& nqT+{qT. d+ { {{y T +T qqT <T . eT&Tys\T e+<
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m<TsT#XeTT. nqTq sEq e#sT <s . X\ e n> sT, e ne e{&T Hsqe n nqT

211 20e H du\ C| d+

HqT. |y < y neT @$T #b&, n< HqT e eq< n \TdTe{ n k+& |j ksT .
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fdT \ T #sTT+#T+{qT @eT+{e, n n&>qT. infertility is male problem, usually due to low sperm count
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me> e+T+~ &y H, n nH&T. B plant #jT e#TqT. s +&T technics # d|.t MTsT
$&, < & $&s + , n nHsT n |y < H +{ y[ +#T @ d+>r H MT sjT+
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&s Y H |]jT& s >T\s <, ze wH d]>Z e+< eT+<+ ~. H #\ d+w+> e+~, n nH&T.
<, fertile period f #dT H e < n menstrual n<+{ n{ n+THe, n n&>qT.
cycle $es\T n& \TdTHsT. qqT &fdT, |&T e neT , e y| +<T e\T |
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>T]+ \TdTe{, +>T ne{ VsqT |\* m|&T +{y n L\T Ld neX+ <T .
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\T>T|\T 2015 212

included n nH&T. HqT e neT <+ #| esT<T q. H m+ dbsT q |y < +
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eT>eTVsE$ $T{s ~, eTq +{ e+{ H n_bj bsT #jT qT. Whatever you want me
~, n nHsT. to do I will do. I want you to be happy. Take your time and
n<$Te n{ n+{e, eTq e+X+ m+ let me know. ", n nH&T.
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y < #|<$. >] =s #sTT+#Tq fdT \ T n$. n+H ys @$T
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213 20e H du\ C| d+

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\T>T|\T 2015 214

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215 20e H du\ C| d+

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\T>T|\T 2015 216

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217 20e H du\ C| d+

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\T>T|\T 2015 218

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219 20e H du\ C| d+

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+{ yqT. n n> sT dTu <eT. |sTq s#s TT. #|+<$&.
+&j + LTsT <>Zs e+&& e+~. MT nj! n>! MTsT #| bjs jTq, HqT
kVr deyX+ >T]+ #_, $& d #|++~. sq, qqT |\y=< ? nsTTH, Hd nuT <jT +>
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# d+weT+&! dTu<eT &TqT H <? nq&>qT.
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bqT|fX qT. $& $esT&T. HqT u D. Hd &>H k& , e+{&. HqT e+? HqT
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bqT #d #| +~ MT{+>T d+>T \T. e+{qT. MT |&T e{& d<$ ysT. kVr
kVrdeyX+ u> ]+<+&. qqT n< deyX\T sV+# d<$ ysT . <\ , $\ sd
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\T>T|\T 2015 220

~es, < dV +# +& b{& HqT, eT< Hd\ nuT<jT #q\ MT{+>T\T
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221 20e H du\ C| d+

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>H e+{sTT, n+ yTTV+ {+ #qT. $wjT + e. k+~ $+.
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\T>T|\T 2015 222

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223 20e H du\ C| d+

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\T>T|\T 2015 224

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225 20e H du\ C| d+

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\T>T|\T 2015 226

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d\T rdT #dTH deTjq neTHq qT H n<y T q $Tc\T y H
@MT#y H=& & >& y H
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@$T y q T HqT & k+# J$q Je+ m& y q T.

ueH >|sE ysTTHd{ jTe]{ +|PsY dH

edsY #dTHsT. \T>T de b\T sXsT. H
ueq nH u>T sVdTHsT.

227 20e H du\ C| d+

< |<e H\
+<T |j+
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=+#+ n\d> +~ n+! =$T~ e+~ <... dTBsY e#k&T +d|{.
qT #k&T , n+ sTqe qyd+~ |d.

229 20e H du\ C| d+

ds eT]. C>! med| u Ls. ~ + < yT bNs\ j\ ydy+. n~ L&
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\{ u = <MT< V { <T|{ |]+~. &sTT|sY neTeT\T #jT >**q~... + #<T eHyY... *$>\
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d]++~. u&T <TdT\ T =Hd+ ~. j\, ssY qTe #jT y? sTqe de<q+ +~ |d.
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&sTT|sY |sTT... {-s+&? jTH& $ ] ~ J$yT+<TeT+~? |d yT]{ y
msT> ks\T n *++~ sujT Tb| d+. |fd + ~.
e #d HH+ q+<+ L&q Xs |d us , HqT *d qVd u> ds X +. @$
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\T>T|\T 2015 230

ke, =]jT L& s &> |T H. |d qT T n+<] $wjT + #| &+... n+<s ... nj! neH?
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ys+sE\ #| t ysT |d <+|T \T. + 2- n$ n $ dTBsY-|d\T yTTV+ qT#Te&+...
3 sEH qT|nHsT. Vd y[ k] meTs njb|+ n|++~.
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q wy T q =sq+, b\bjTd+ #k. b|+ @< y{|t ; &+{ |d. jTTH & {! +{
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CsTTH #dT H eTT+<T {j C n # |&s. ysTT+#d+ ~.
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dTBsY q dVT\T, +<T e\T n+<] #b&T... |d nqT> +~.
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nj #beTT, n. <... y{|t $TT\, eT #| t y[+~ |d. n+ uH +~... + s +&T
+<T e\ >T+| yTdC |{&T ... |d C H sY. ys\ es y #&=#T n #bsT!
nesY @+C C H ~ y, n. n+<s+ }|] _>|{ n|{+ |d + sy T q fqH yTT<\sTT+~.
m<TsT#dTH +! yTTq{< &*e] n+f uj T |&q |\. .. |&T &*e]
|d >+d| {jC +.. H=|\T >TZ eT m& ysTT< |&TT+< n ujT|&T+~.
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#d~ +{=#k+! |d @&T| yTT<\T! H d <T. .. H uj
T +!
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nsTT... b{ |d dC]jTH ysT +&<y! $q<! e] yT H=|\T eT >T eZ TTK+ |{jT ...
m+H nyT] nyT]H nqT+ yqe#+. yT H=|\ eT+<T dTH + n, < +&H n+{s
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&sT <e yT #bsT nqT... dseT d] |d $\$\&bsTT+~. yT #d HqT T
|T H+! bj! n s +&TsE\T H=|\ bs&+~. nsTTH |d
+{=q <>sZ + dVT\T, +<T e\ <>sZ &T| T* q MT< <jT #|<T. sT
+N edTq bH rdT de TeTj&T dTBs.Y eTT+<T =qk>f<T n... |{dH e&+

231 20e H du\ C| d+

<s< ... zesY &dt neT+<... q Xs+ + sY |d eTq+> He+ #d+~. yq
j sT> < #| eT +{ |+bsT &s T ! TbqT> es& d<+ > +~. H D se +
k] nyT] y<eed MT< n+<] $s nse TsTT+~. ^|<X + | <T .
e#d+~. b|+ |d! +{e T+{ @< s> @&+~. q #&T |d! ~ # dV +. Xs+ qT|
n|{ 40eys+. n+f n#+> +&T =$T~H\\T. d<+ > q|&T mes+ #jT >\sT? qTesTTH @+ #jT
n|{+ |<e H\. n~ L& s +&Tys! <+ f... >\e? jT | edH #T+ s\TT+~. n+>
d-dH . q @< |+ +<... n+<T &*e] *>Z |> q|& s\eT+f m? nsTTH ={ #| H?
nef< u<| & + ~. |d |]d #d +&j q qTe d+ & + HsT ! &T | |sT>TTq~
yT *+&T\T #eT* bjsT. _& e <>sZ |sT&T _&. qTe \\T+Tq |s|+. me]dy qTe
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&s T . + T nsTT Hs &*e] ne<y # s>+> q+<+> +&+ eTTK+!
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b jT!
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|<H! m sd|{ +f n sT>TT+~. n&?
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n+<] H yTTV+ m #|+#*? @eT #b*? | eq |\ + rjT> +T+< ns+ .
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+ u< &*e] =+<s> nef< H ? n+<s eTT<T\ eTT< + b~$ |T +{ eq |d
@eTH nqT+{sH? ~w rjT& ms d<+ > HqT.

+<T |j+ dd\+ >T+sT qT+ k|tysY b>eTsY>

nyT] e nsTT< ne+~. yH \ d++ u>T
sVdTHsT. #<e&+, sjT&+, | #d |se+#&+,
d+^+ $q&+ w+.

\T>T|\T 2015 232

Winding Nostalgia Roads
Bala Kolluru

Ghazals are intimately familiar to Indians, south or north. With its roots in ancient Persia,
from last giants like Rumi and Ghalib, to modern purveyors like Begum Akhtar, Gulam Ali
and Jagjit Singh, chances are you have heard a ghazal being spoken or sung, or probably
read one. The good news for South Indians is that you don't need to know Urdu, Persian or
even Hindi to appreciate Ghazals. If Urduless ghazal sounds like meat substitute, you are in
for a surprise. Art knows no boundaries! Original English ghazals exist as a poetic form as
well as in translation.
So what's a ghazal? A ghazal is a poetic form composed of a couplet with rhyme and
refrain (Qafia and Radif) both occurring in the second line of the couplet. The last couplet
typically contains the artist's name/signature. I present a ghazal below written by me for
your enjoyment. The phrase "In India" is the Refrain/Radif in this poem.

Unchaste red convertible hugs pacific coastline, memories stir,

Warm breasts press into my back on my motorcycle, as I fly in India.
Thumb dipped in Toddy Palm locule extracts sweet jelly-nectar,
You will certainly not miss any Cheesecake or Pie in India.
Fall leaves crunched under Pine, snowballs scooped under Maple,
Are but memories. Coconut. Mango. Here it's so dry in India.
Dinner time, sweltering heat, steaming biryani, kebabs and sweat,
Lose the shirt, sit on the floor, there is no need for a coat or tie in India.
Rich, Poor. High, Low. No matter. Pleasure is a great leveler.
Sip some palm liquor, smoke charas, even Sadhus get high in India.
Greed steams, fluted glasses clink, businesses fill political coffers,
Nearby the slums fester, some children go hungry and cry in India.
This was no Haitian divorce, wan smile, broken heart,
She left me forever, with tears in her eyes and a sigh in India.
No binary Hell/Heaven here, queue up to be born again,
Cordwood, sandalwood and an open flame, is the way to die in India.
Sadhana, Nirvana. They say the stoic jump the eternal cycle of rebirth,
These are all the things Bala wanted to, but never did try in India.

Bala Kolluru grew up in Chennai and lives in Metro Detroit with

wife and two children. He writes software for Police Departments,
for profit, and reads and writes science fiction & fantasy for
fun.He is an avid NFL and basketball fan.

233 20e H du\ C| d+

nyT] neT ksu+
& |< q+~>eT

eT< \+ me> $+Tq |<\T Stress, Depression, Anxiety. H q|&T neT n

neT]d d\T y[ #<T ee+ eyT \TdT. ddt nH e $ ms>+ . sE
@&$T< |\\ <>]Z +N ddt |&b THsT. y #d neHq\ dd.t nyT] J$yT
yT e&+ # ddt L&q<+~. n feTT s>*+<. |\* feTT d\T
|+|&+, d\T + #T&+, e#extra curricular activities rdT&+... +{ eT
e+{ysT, |\ +esT #sTT+#&+ - b<Tq q <>]Z +N s |&T H < |H| .
n& +&j *<+&T\T, nesTT |[#d nyT] |+|d e nesTT
se]> J$+ >&T |T+~ nqT+{sT. +&j > & |y, b\y
, + ys dV jT\ mes +&sT <. n nes\ eTqyT - cleaning lady, cooking
lady, washing lady, and above all - driver lady!
<>+ #d n< u<- nj, |\ me deTjT+ >&| f < , HqT eT+ *H H nH
#q. <>+ #jT b, + #<T eP #~$ ydt nsTT b+< nq |* +>. |> #T
eq de++ e# e& {. $& n+ *|& <T, n+<T +{ +{+~, n+{sT.
n< <>+ | <T>TT+f, nu, $& # m>dy.Y |\\
MT< X< e, n+{sT.
&y n #j\qTe+ b? m+<T
ddt >TseTHsT? ddt eT\+> nT X]
s>eT, T eqd s>eT L& <+T
HsTT. ddt eT\+> qejTdTH >T+& T\T, &
|wsY, n~sTe (;d{), &ju{dt e+{ y<T\T
meyTHsTT. n+ +& depression, burn out, anxi-
ety e+{ eqd deTd\T L& |sT>TTHsTT.
b\+ Hq |d T ysT, neT +{H e+&
fe TT n neTs~. y nyT] neT\T +{
|bT jT <>\T #dT H sT. Corporate ladders
mTHsT. mH s+>\ eT+ >T]+| #T +
eT T+ ]d m+ &&TTHsT.
+{ jT{ | |sT >T\T- < |sT>TTq
+&j q d\ L& +{ deTd
eHsTT n =+<sT nqTe#T, +&j =+

\T>T|\T 2015 234

sTTH T+ dVjT+ +T+~. <>Zs neHq, +{ n &y #j* nqT+& us\
neeT- mes sT dVjT+ +{sT. nyT] &T L& |s>*. |{ #eT+~ eT>y
J$+ #ksT +] bs+ n|dT + ~. +{|q T\ eT us\ &&TTHsT. d
sD\T @yTq |{, B |]cs+ @${? esY- n~>$ T+#& + m+ esT neds+ . esT
| t uq T #dT e&+ m? sEH e#jT<T. eTT+<T eTq |+|+ q esT
n y* nqTe#T n k] y* nqT sy*. nusTT\ L& +{ |qT\T #jT &+, \T
e&+ d]<y. <>|s+> , T+|s+> yTHC #jT &+ Hs*. \+ &|\ \
- @~ eTTK+, @~ neds+ nH #q +&*. m+ nedsy eT>|\ \
+{ sVD L& n+
eT+ fy T yTHCy T +{ d HsT y*. eT+ men- neds+. n+# eTV\T >T]+# e\dq eTTKyTq
tors, eT+ social circle @ss#Ty*. @ $wjT+ $wjT + @$+f eTq deTd |]cs+ eTq#H
q $|\T |se, moderation # eTTK+. +~. eT>|\ \ , &|\ \
deq+> |+#+&. s |
+= &|\ J$ yT\T #dq ysesT.

Dr. PadmajaNandigama was born in Guntur and has been living in

United States for the last 20 years. She earned a Ph.D. in Psychol-
ogy from Wayne State University. She is an adjunct Assistant
professor of Psychology at Wayne State University and Schoolcraft
College. She has given lectures on topics like motivation, emotional
balance, communication skills etc. She is the author of a book
'Building Balanced Relationships.'

235 20e H du\ C| d+

< |seqeT- |\T>TsS
&=+& . eesXs

+swq qeTsY m\ c dJMT< = |]s sEq $w]ks

||+ #eT+{ *jT&+ e\ +> |\+ {M\, +s{ e# yu |ks\
nTbsTT #dTH sT. n~ {MH, +|Ps, +|P, b, {M @+>
*|dTq |]sy me] }V n+<&+ <T . < >]q }V>H\ MT&j eq
m|sT \
VT{ s>+, q+, |\e \, , q\u ysTT<\ d+b\ #\s
bjsTT. n<$T{ }V n+<b sTTH, n~ f\J b>dt dw+ #ujT = yT\ T
ssTT >]q s+>T, s|, s K\ >] |b~+#& m|sT \ mes yqT+
yjT +& = H\\{ b{|& sT .
TssTT |\ nedse , nedse , nqedse nq $wjT + MT<
L& squsq\T ]>sTT. + V&e& sT>TTq~ >qT ~ nT _HdT\,
T |\ >& nedse TjT e+Tq<q sj |\T e#s {M #H |\
*jTCXsTT- m+<T+f, _HdT \ neds\, |\ neds\ nqTeqTb

237 20e H du\ C| d+

(&s |bsH *{) & e+{sTT nq d<++ = H u+<! dH sVQ Te> H\T\T #
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+ *jT CXsTT ><! nqeds\ L& neds\ ys k es{ $es @eTsTTH+ ? y{ |q
+< es>\ X _HdT \+T+~- < $eqT e{& y $es\T. y{ MT< eT\> q $+&
b (qsY |bsH*{) n+>{. =+\+> sujT d]jT+ = <X\T. nT#&T- s+&
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=H, = n|j T H @B sbe&+ e\ = mHH n+ b*+>T\T. | > sEe\T | >TsTTqT
yT+{ m&] +ueweT+< n+<s X|&T > d]jT sujT m|k& @+ sT>TT+<q s|
THsT. +s\ $es\T. |q eT\> #H y d+.
|H +eT\ y+{ esY #dTq #H y
C>se>sT Hd eTsY m\ c e# #H d+. b, eT<qsTTH e~*|&s n+f, nB
H #dT {M eTT+<T LsTHsT. *jTy +&, @< >V+sydT\ yTdC |+|dTqT>
jTq msTT{yT +{ #d, ne! ejTdT |\ D
k] y*> +^w ns \ +&q &T. e
#w$T{! n HsT H=e#y>, *dqy {M eTqTw\ yTTV\T |dTH , ~<T - T
e+ jTq n<w+ >] +T ndjT|&H u #H s TTH nT s #H s TTH >!
|&=#T. eT *dqy e+ jTq |\\ MT< C* nyT] me] +|+{ #Xs, |&&
|&sT. d..- +|+{ +> csYb+- n jT +&j #jT &? $& n+ |<> e{&&
*dq y+ jTq yq |\Tks q *dq+<T $qy jTq u> #e&qT+{sT. esCdt sY yT&
e\ ks HeT<jTT&e& J$eT+ w#d H VyH nq HqT& y bds Y | eT]!
e+{& n_ esZ\ u>{. H =&T +|+{ #XqT. #d+&T. y&<
@yT! +bs+ { mHHyT+f, {M\ y +|+ { #k&T , Be> nHsjTq.
eeT+f $He><T. |&T #&T. +H |< {M @$T{ #d~? y&| &T nyT]H. eTq {My
=qT se& fe TT >& <T , $dTH&jTq. nyT]q #d < HsT q~! jTq |\\ @yTH
|H LsTq jTq us eeT>] qT+N yT nq>H y+H |\\ yq dT se&+ = <Xu\
sbe&+ e\ # {sT . +< yTT<\sTT, |&T, jTq @eTHds , s q
@eH nHs? nq<$&. HD s +&y| #|dT + ~.
y >] *dqy , *jTy >& & eTqy nyT] y+f s+&\T my
s+&T nqTeH\T \TZsTT. yTT<{~, eT+< #~ysT!
eq|&T L& e+{+{ |* eyY n+f s q # b, }sH nqT]d LsT+f eTqy
$&, | qTq us e{& $|+#<+ <T nH~. *$\T m &e\|t nejT?
s +&e~, |* |*H |\Te>, HqT e{&T T+f s# T >m-s\ mbC nsTT eTqTw\T m
$qy+<T n jTq $D \~jT&+<T nH~. nHs> >Tses, n> +{ d+uwD\
yTT<{< , n~ $& @ss#T q &|H yT+ s# T > $q&+ sTT+{ m\ edTe \ me
- jTq > \ &Z - n, s +&e<, q e\T ksT ]|sY se& sDeT+T+~ y &\T` n<,
$& | $|dj T H C>se>] |>& qeT XsDY us.
eT, n+<TH, |{+ #TqT |dH+ , $T*qy > jTq eT @< nquT+&> H{ MT< y\T|{,
<s+> b]bef< T - d+w+, n jTq d]|T X+ n #|+, s {My| #|++~ eeT
| f< d+<V e >] u> *dqy rsq+. >sT.
jTq {My| #|+, nd\T | sY |k+<, &d t n+& C+{ H- ~eTTyT+{ ejYT Vy ;H
#&T. rs #d, me] yTTV\ #& +& #e\ ysTT{+> |s !Y VjTsY C $Tds Y dsH b+sT \! m+.d.
e+ $H# e+~. |< {M nsTTH =q#e > dT +&dt #X&T. qeTsY c sT>TTq
><T! s>Z nHsT. V #| T |<> y>sTT.
|< {M L& @+ & e+<? nyT] e sTT+{|sT m+ K #X&! b+sT \!
y&+{ #&< ? nq~ eeT>sT. |+T\ nq&+ HsTe#T>! dsH @$T{, H u+<,

\T>T|\T 2015 238

dsH >! m+# XsD Y n |sT+&>! e Hq q m+<T e\d e#&H~ _*jTH &\s |X nsTT
eTqe& n& eT |{+ #Tq |s~! dDTHsT LsT+~. #T]+ < \TdT. n m nyT]
C>se>sT. V+>T\ deTL]d yn <>sZ s>\T>TTHs
Y e{&+ ~ # e. $ f ~b& y \TdT. b , s+>Te\ e#T, ydqe\ e#T,
T es{ { d, nH&T. |< dH MT< M&j b, yw<sDe\ e#T- y T>\s?
| t se&+ yTT<\T|{+ ~. e # < T eH y y n , ny T ] ,
eTT<\e\d eq+ & e+&H e+~! m|&
sj T |+T\ XsD Y mes *jT<T. +>e T, q\ujT + y[<s eP e+&&+ f
V+B |<\T *|q y\ y&&+ | |+ sD+> |++~. XsDY b{ y #|+,
+>uw |]#jT+ y&T. ks=#sT. #sTTsY m|&sTTH #Xy? nq&>sT. sj T , <H &T.
mjTs +{ +> eyT nqT |]#jT+. eT~bwt y*+~. |&T<T,
n+{~, nqT nyT] se&+ |{ ~ q\uj T + , nH&T. sj T se q$, n|&
e n s]+#TH+<T sp b<TH k] jT e+&&T <s! nH&T. XsDY~ q\ujT
qqT #Tq~ #\, sT y *dqy n& eT + b{ m | +# y *jT<T . jTq
*+#T+{&T. nyT] eT <> eyT qTe u> *dT+&*. qTe bdsT nd sT>T
n *dq \T>Ty, $Tds Y b+sT \ @ e+ Tq|&T y+& |\ messTTH | +>
|]#jT + +&, jTq kqsY #jT &+e\ eyT >TsTH s? q T n&>&T.
V<su<T $eHH, sj T nyT] #s& e TH~ sj T \b> rd, Ts >+, <s T eTT>TZ
n+ Xsse TsTTq $wjT +. sj T \T>T sT+&ys+&, bds H yT< skeT n+. s&T
y #Y # nedse T $Tds Y b+sT \ \TdT - e+, HqT u> bds nkq #|y&+&,
m+<T+f, sj T q neds\+{ \T>T nH&T.
eyT #| >\&T >qT. y L <=]+~.
<VsD, nqT, MX&T yT< , n+{&T. <
s +&TXs \|eT+{&T. M{ b+& , >\q yTsY u , XsD Y mHHyT+{ |P]>H <
sT e #j \+f +&j eq ueT\, neTeT $Xw d T q {M > dT eTT + s+ nq yTT<{e \T n$.
\ bH #d eTT+<T , s m esTy ~dC m u ds Y |s Y yT>VsY, nHsT s.
qT |<T. n>, q|T L& +&j |{< yT>VsY b& \ yTT< nyT]q
+N m|dt yTsTT |+# |<T. nsTT, < + #dq $. y es{ +f +&jT H es{
sj T , qT #q uT Cq ydT bds ydT+ eT&+\T |<< >V +q yTT<{ +| yT>VsY.
&>, sT e+ ydT, #= +&, eTT n~ L& \T>Ty&T +| n~| > e+&&+ e\H
m>;\T+ { |T y+{# |< s+>&T k<eTsTT+~, nHs=sT.
n\yT. & d, ydT q y T b& neds+ eTq us |\- eTTK+>
ydT+ f, #q |T +f ec> e+~. q \T>T |\ m+ eq~. eT&T yT k*+>T\,
+&>H dsZ b| *+<H , ds+Z L& # d+\, >V+sydT\ |+|+# yTdJ\> &
H yT< sd bds +# <>+ q<q n s& s +& j T sY> {M dH n+{ ueT e+&
nsTT+~. & m|& eTT| j T + b\`#\ seT+
, m\ c mHHyT+{ nsTTq sT y #XqT. eT n #&>\T>Tq H q nqT
nqT +&j ] y& &, n& |< _Hdt |&
&, |]$T+>H nsTTH n eTT#{+qy <T , nH]+=sT #eT*q T&T#T=+.
#bsT. |< + ]sTTsy*q ejTdT = _Hdt XsD Y JjTd$T+f, n&ss TTCyT + rd
|&y T $T{ sj T ns+ <T . X& n|+# ejTCd n+H |<> y{
sj T e\dqe+{ deTLsTdTq yT> VsY #|+#&+ , nH&T y *esTTqy&T.
m\ +| <>T\- n+<TH, eTTK+> \T>T jTq #|+q q c | H m n&s
y - eT udt +&j _*jTHeT+~q nH sTTCyT + ]+#e#, |{H med| H\

239 20e H du\ C| d+

TH m |<]+#e#, m+ V+&+> XsDY es, &&, ~dC |s, n, dqT
#|+#&! |&T#T s&T kb LsT {M , qe H|d, H, H, nH&$T{? n&>s=sT .
#d+&>, n us >sY |+& s|ssY n|&T >Ts=+~ {M #Hy - XsD
Y d..z.> yT>
qT+& || rdT=dT+ ~. |~d+& _T, ||, VsY +| nbsTT+{ #jT +>H C>se >]+{
nesTT ydT q {ws T yTsY {MT V|> s Y s | |]>T[q sTy y |{+#T<q $wjT+.
ssY +| ><C, {M yTsY k- nu, #Y n+ {M#H C>se >]+{y| |sT > sTT.
n&ss TTCyT +T seDdTsT& \jT> M&j
dH #T yTT\T#T=dT+ f - XsD Y C m JjTdt- + H ns+ <T y&+ #b&. MTeTH
V C H m u VyT d! nse TsTT+<? n&+~ eeT>sT.
H seDdTsT& \jT\T <T >Ts=+~ - y j sT#d = {M =qT+f n&s
e sTT+{ eq <Xes\ +&s.Y n+<T, d+s sTTCyT +T y+&s M T< +& ueT #&=#T!
Xw \
+ MT< $we T] |&T e+f, #TT| \ q C>se>sT de<q$T#sT.
|eTT <Xes\T+{jYT. n+{ +&sY m+ >=|< |{&+ & eTqusTT! + MT
n+<s+ sp #dH e+{+. , XsDY eq +|+ { #d neX b>={&T , nq~ eeT>sT
&j eTq s<+ <T? j+sY |+#&T. d+s+>. +|+{+> >=+T q+<+ $|+#
ed e+ @+#jT >\+? eTq f\J <T be&+ $& nk<sDyTq $wjT yTMT <T >qT.
><! nqT |{q +&wH #&+&- jTsY> q\u #, d+&+! |&Tq {M bsd = {M
n+>T\ dH MT< ueT #&\+f mqu n+>T\ =H? H ns n&ssTTCyT+ + |<
dH =H\H&T. uss Y $+&dt n&ss TTCyT + |eTT #&? q\uj T +>T\ ueT #&\+f
yjT T<, eT]? mqujT+>T\ {M =H\! mqujT+>T\+f
|eTT =+{ ssY L& |Te#T m+ \Tk? b&e sy n+>T\ *| edT+
qH&T- & qT, n~ y d| #d y{+#sTTH <~! <, <T>, *$+>s + >&+ +&bT+~,
y=#T, b +|PsY y||s Y > eTq e*+~ nHsT C>se>sT $dT>Z.
+<H |Te#T- nsTT, H\d] eTT&T| #*d . #T |eTT <Xes\T |Te#T
y d| #dy{ <Xes\T, X{ <e <+&!
e+&&+ - XsD Y $wj >T]+ m+ &|>t + ueT\T L& y <>ZsT+# =qTy*!
#& *jTCdT+~. s +T eq|&y , #qT =+{ e# n&ss TTC
+ >=|<qyT$T+f, n+ |< {M\T \+ yT+ #&*. s +T bsTTq|&y || > \ T L&
| #dj T |\T uj T |& s n \TdT. Je+ q\|eTT #d Lsy*. < M&
b , debds + dq> dH j sT#jT &+ s+! bH #k&T <, &>kqT y<e! nHsT
uT, < eTq sTT >&\ n+# es+Z #|+ C>se>sT |+>.
#&+ - n~ L& >&\ qTq> #j*q neds+
L& +&- nu, +|{ k\wH n+f, <{ {! sjT nseTjTT #|q sTy nqT
n+#&+ y +| #d | {M ys+{ s&T- ejTdT bds n+#&+ eT
e+&< . n& L&, eT y +| eTT&T|\T yTT<\T|{? |>, nyT]+N ]>=q sT y!
L&qT! bds T m+ K<sTTqy H + ?

|{+~, #~$+~ >T+sY. { eT<dt _.f #X sfZsY

jTe]{, qC edsY, |V#Y.&. #XsT. us eT*,
|\\T $]+, eTV\ sejT> yw+>H &.d. <>Zs
+THsT. eTT| |> <\T sXsT. = <\T VQeTT\T
n+<T=HsTT. q{+#&+ , s d+^+ b&&+ n_sT #T\T.

\T>T|\T 2015 240


usrjT d+|<jTyT+ ue yTq <
usr |<+TeTT + u>$T#TH
Xs<|k< eT+<H+ kKeTTH
ysT > e+|H\ HqT? $E+ #s !
|+.# dHqeTT <s eTqT k<T , eT>DyT
H[\ XjT eTqT d <+ T HDyT
eTHyT q ueeTTq eqjT #+ <yT
~ jT+yT $T jT+sTT#T yyT
q+#q{< < = *, HqyTq u
qXwy T q CqB| HkK eT+<">
$X\yTq <w" >*Z $XeT+" >+#">
$Xwy T q TH= |]MTs p|<
ew ~ eTqT+ |+q{ CqyT
X>T<T q ysT ]sTT#T q
eX+T>"> e , u< <H
|X+yT q eT">& ue yTq eseZ T
V<+seT+<T qT+ jT\y\+<TqH
d< d]+#T=+#T y] d b $Xwe TT
&T#T+&, #| dVyT d<
$~+q{ uH"> $XX+ >s<!

241 20e H du\ C| d+

< +] qT+ +...
| y<T\

n u, m+ \D +> Hy! m|& qT + d+|<jT<+ > #&< T . #

n+<+> He d, n|& +{ n&T>T|{q |< nj T nsTD n+~. nsTD
$& q LTsT L& e+~.
eTsTH& d |[. d k|yt s Y +jTsY> |#d +&> nyT] d++<+
~]+~. |[ nj us bT nyT] y[b y* {, +| y n&H L&,
nyT] qT +&ujT }] bC ebe&+ <>+ eHjT e\d e+~.
+ nyT] y | #<T y < <>y ss TT+#Ty*.
d ~ # $eTsTTq eTqd +. n+f d+{yT +{ de\T #d @&TdT+ ~
J$+ # <s +> +T+~. n> |sD\T, sejTD eTVus\ T
#<e + wy T y{ qeT<T. d+^+ n+f w+ { u b \T, sq \T $+T+~
<e& qeT<T. |r $wjT + yT T+~. \+ ys { > |<\
T ~]q
|[ #dT+{+~. |[ <T]q|{ qT+& +{ @< V&e&. nesTT +{

243 20e H du\ C| d+

]+>, |[V , |T& \T mT nsTT, |[ >yYT, @+ sT>T+~? CeT n\+]+#T=
LT] n\+sD d++~+q KsT + mT. b eHy? qqT & ysTT+#dTHsT |P\.
{ s +&ksT Ns {+ ~. n+{~ |[ d+ n nsTT<T eTTc\T qqT |+T\T>sT ]d d+>
+ y[ eT nsTT<T Ns\T =qT+~. |+&> d qT+<eT |+> #XqT. #d & @&|k sT ...
| yT& q >=\TdT nsTTH ydT d , |[ d+ *d+< <, n |+b&T.
#$ |< +>s| T\T, yT& f+| Ey\ ]| <eT d f| t #jT uT+&> |< j T
#sTT+#T+~. nd\T + yT m|& c|+> #jT <>sZ = T>Z *, d|sY He. @+{ MT jTHH?
<T . |[ ~]q|{ qT+& @<{ n =+TH e+~. |-esC yTTyT+{ # u>T+{sTT, m+CjYT
eTsTd{s E b<TH d |[L TsT #dT H sT. #sTT, n n+~. n+H, n sH |,
#T{\ |[y]\T &T+~. #eT+~ nqT+ q|&T e n&>&T.
edTH sT n q neT #| > d+| Ns T= d q> q$, <+ nj T . ^HNs $&
=+#+ yT|t ydT = eTT+<s >~H n+<] eT< mesT? n ]y{ #q esTd n&+~.
LsT+~. |[ @s >=|> #dq +<T, d L& e n+ neT>sT.
f&wq> s& nsTTq+<T +<Te\T n+ yT#T z. nqT neT ~]q e+{$& sbe&+
+THsT. +{y L& | L& #jT neT, | # w| & T H sT e+{+{. H +|
jT+& eTVsD #dT+THsT. mesT m+ d+ qT =+<s> seTHqT, H. nj T |C
yT#TH d @< *jT +<q. @< &\ e. y y[ =+#+ kjT+ #sTT . HqT m> n fy TY
s , m|& JH |+#~. |[ nHd] #&T bdt #kqT.
m+ e#d+< |\ yTTV+, n mes n+T wOsY? m+<T+f q qTe |*+>
HsT. mes n d nTy| #d+~. mes q #| q|&T H eTqd nse TsTT+~. e{&T +<+
*jT +{. nqTHeTT>? |&T z> Hy eT]? nsTD
ne, n >{> |*+~. n&+~.
@+{ \&T? n e+{+{+ LT] <>sZ =d |sy <T . |d t H+f y V y*. y
uqTeT n&+~. nesTT |[ n nqTq|{ qT+& \+f |\TkqT, d n+~.
d uqTeT + >s+> #dT+{+~. nd C d eTqdT mH uy\T,
>H= LTsT, nyT] y[b T+~. d b #q\T. deTj |+& L& sT. M & ne&+
+{ d+<& +&<T . n+<s kjT+yT ekeTHsT. q udt |+& @+
mesT ne ... ^HNs...? d >=+T > |[ &s > ekq+~. n+<] e\T $|dT H sTT.
n&+~. eTqTw\T |dT H sT. eTqdT & <T . |
n & < s T ^H Hs T , n+ q> |d+{ yT+ u+{, nqT> +~. |[ n+f
uqTeT n+~. ujT+> +~. >yYT eT+y&. |> |]#jTdT&
|[LTsT HqT nsTTH L& H+f me L&. m+{ *jT qwH. nd\T c|+>
q>\T |T +~.. $&, d # Ee> n+~. #d \T, q>\T =, &T\T ydt #XH n
wt wt , $& $+f u><T. qTe # C>> |* +> y| . n+<] e~d = J$+
+&* fy TY . |& <T, | L&, n nHd n&T>T|uTq |* +> eTsy| . |[ eTT+<T |
>>u e+{+{ ] y[b sTT+~. nesTT > | ne T+<? n d | eTTc
@+{ |[ d{ nsTTq|{ qT+& |y nqT+{+~.
+&* n +&* nqT+ dt rdT+T HsT. bH rd, |<> @+<T . { yT|t n+, n
|[ n+f e]by? n+ >_> +~ eeVs+. >yTY ]| |+|+~. ys+ eTT+<s es # +|s Y
+ +{ mes #| +&H y[b sTT+~ neT, CH q d nkT> f, =f, # f| t
n d eTqdT nqT+~. e{&+ >yYT q#<T. q |*+> s=V
d bH yTdC ;|t ed #d+~, y{ |t e+> #|X&T L& eTT+<ss C.

\T>T|\T 2015 244

q qH d]be&+<T nqT, n|{ qT+& ejT qH n|&\T ysTT+#T= q<
q mes L& ns+ #dT ef< T nH ueq d yTTV+ @+f? nsT#T+ +{ ed sD sTT
yTT<\sTT+~. @+{, #T L& eTqTw\T H |sT n+~.
#| @&|d T H s? m+CjYT #sTT. eTq }sT y sDsTT d bDdVTs\T. nsTTH d
yMT +&e... mes +&sT . V V Vt, n yTdC +{ |{q f uqTeT, nsTD y+<] u> C.
e+~. n|{ @< b>=T q<> yTTV+ &> sD sTT #&>H d yTTV+ $b]+~. dq>
q d, yTdC #d k] |P#sY >T]+ q$, &s > s | ek nHe |[? d ys+>
+ ~>T\T |T+~. $wj\T |[ d{ n&+~.
nsTTq|{ qT+& *dqy. m+<T q qT+& nqTHqT n n+{e. nsTD \&,
u<|&TTHsTT? $Tq|dT #dT H eTT V y* n #d e#qT.
d dT+ &> |[L TsT T e+~ |\ b y[b y? ds< > n d <>sZ = sD sTT
|eT d Hq>sT yXsT. jTq # \& V> +~.
+& |qT\T #d nT T sT>T THsT. LTs+f + s dt qy y T V+B < >]+{
n$TeTsTTq |eT. LTsT #dT+ f eTT#> |{+#T+THsT. d+<& |]+~. b\T, &H\T
+~, n> n]+{ y[b+~ nH u+>. n+<T u>+& q&TdTHsTT. d e+ $T&
+{ #qMT s+& +&\H, |qT\T #d |f |* +> + |]>sTT. s | |[ nsTTbj | t m
ysTH U> jTq Ls<T . +T+< n. |[ eTT+<s q esT\T
@+f+{? +&TjT\T, sT_q >]+{, |dT H sTT, |[ nj |]d m+{ n. d #T
neT|s+ qT+& $Tq|dT >T+&, yC > qT+& |[ qy] #d n|&| &T qe+~, nJ>
LTsT T.... nd $eTsTTq ]\T @+{? nqT +{+~. sD sTT e >eTdH +~. s uH\T
+ nsTD e n&+~. #X d s> |&TeTHsT, \ysTsaeTTq
n+<T @eTT+~? H w+ n$. \Tk eT&+{ |[LTsT #d eTTVAs+. n+<T
+&TjT\T c+|P +f # usY, n d sD sTT, d <s d syYT |&T HsT.
#|+~. @jYT <bjTy? sD sTT n&+~.
neqeqT. H #| . eTT+<T eq |sY +f <T . <| f
< T . jT< +~, d d]jTdt>
yq\ eq yTTu bH yT\, nsTD y+> #|+~.
n+~. d C qe<T . u+ <T n nsTD nseTsTT+~. @+{ ujT|&THy?
bH rd, H+sY & #d, V, qTe y s @y...
| <T. esY d]jTdt. u, n y+H |fd + ~. eT] neTy e~d y H e u+>?
kjT++ +{ yTV+~ |+ H . d sT_q @y...
>]+{ |Te&+ w+. nsTD LTsT z qqT e~d bTHeH? @+ |sy <T . HqT
m+ w+, z| d # sT_q H >]+ L& e jTq e# @&~ e#dTH >! sD sTT
|{+ ~. =b \T ds $|dT H sTT. +{ ds< > n+~.
jT d ]qT { |+~] s & nsTT+~. |> <V, d s |&+ ~.
+{ eTT+<s T L& ns+C #XsT. yT*> N{ nsTT | n+{sT < yT+.
|&T T+&> |[y]\T $Ts$TT >=*| , b\ C<T. |&T |[ #dT y?

&T+~. yesD+ m+ d+<&> H, H yy! dC e#y! +{ |\TkqT >T,
e+ @< >TT\T> +~ m+<T? >yYT L& n sD sTT eusTT+~.
> +& +T+<? D + q+<+, eTsTD yT e<T e<T. @${ &> +~. #| b THqT
T +? +{ uH +~. @+{ me] @MT n&> , H |* +>. |[ ne+<H q+<+. n> |[ nsTTb
me] @MT #| |]d H~, nq q #q\ +~ n q e sD ,Y n d ]+~.
u |& $<+>, n<< +<\ de nqT, |[ wy T <? sD sTT d]jTdt> n&+~.

245 20e H du\ C| d+

# #. HqT n nq<T . H wy T . | t e]b ejT+ nsTTbjsTT.
T+~ <... n~... =+#+ K+>sT |d t uj T +> +~. n+<s e qe<+|T \qT os~d n+ \T
n+. ydT H sT. |&T ~>T\T n+ bsTT m+ |> e+~.
||. qTe nqTqT @+ +&<T . |<> b{>|s me | #| +& d>T Z d qe
dsT b jT esT\T @$T +&e. qqT #dTH e +~. qe sDsTT d+w+, q+<+ |+
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n+&skY +&+> +f | t k|> +T+~. k |&T yTT+ d , >yTY \T y\ D \ m+CjYT
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nesTT\T L& | nesT n HqT nqT<T . e >yTY L& @&#&T. n>s+> |]q d ,
m+CjYT < |* +> { >sY <yTY . $Tdt neeTT n $Ty+<s L& u+>
n+ n+{y? eHsT. d e+ @&e+& esTT+#T +~. |[
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n>... f #kqT, n d e TdT+~.
HqT #d+ ~ @MT<T . n+ eTqdTH +~.
\y sTsaeTTq s +&T >+\T nsTT+~. H< ds+ |[ njT fy TY #&T m e]bsTT+< eT&.
k+& d yTe e+~. #T yesD+ n+ C y. n> , b{>|s Y qe yTTV+
e]bsTT+~. D + # *+>> +~. n+<] <w #|+#+ |, V #dq H yTTV #&{
qMT<. y TY {
q d*_{ |* +> u > e+~. L& M\Tq+ V&$&> nsTTbsTT+~ |[ yTT+ .
d + qHH e+~. < e+, s& m +~ +] qT+ + ? sD sTT qT
ne+, |[L T] #djT+, |[ V y& + , n& =&T n&+~.
eT s & ne&+ n fy TY *jT+& nsTTbjsTT. # ue+~. |&T # d+w+> HqT.
|[ sT>TTq+d|P sDsTT d yq ]{ +~ H. <+ n>H . nsTTH n+ | nsTT
LsT +~. d |[T Ls= >|P #X, b... += ys+ |jD+. > \T<eTT
J\s u\+ |f fyYT >T+& <& yTT<\sTT+~. eT, d n+~ ] qT=&T.
>yTY q eT< q q s ~+|>H, <s T ] $TdsY d>sT, $Tddt d C>> #dT
sT #dTHsT. #|\T \dq Xuy @< e +&. +> #b\+f B MTs C>, n = <+|
]qT d n|{< +& >TT\T, uj T + s q T\ sD sTT nq e\ n+<s qyXsT.

jTe]{ |t yw+>H +|PsY dH edsY #dTq |

y<T\ +^w u>T\T sdT+{sT. |d |sq+, d+^+ b&&+,
$q&+ n_sT . eT< H \T>T <\ T sjT+ yTT<\T|{sT .

\T>T|\T 2015 246

s\H VQeT> e!
& HsjTD >]yT

k+ MT< ms|&T e+
\&f mesH eT s \ ||\ qT>TD+>
k+ s \H #| T ={ bVd u>T+&qT+{sT.
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&sY HsjTD >]yT |~ esL <\T, nH $\ yXsT.

yTT<{ < 1991 +<C-q C sC\ y] <\ b{
VQeT b+~+~. b\T yjT&+, b&+, d c\T #jT &+
V;\T. sdH, ej yd+.

247 20e H du\ C| d+

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n qT qqT { rdT >&+ > _+qT

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n#d Xk\ \+ H sT\ q\T & >=k] >T+& &T eTTqT
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leT . ^ |P] |sT ^e<$. sT ><e] |{

=H V<su< ssY> <>+ #d, |dT+
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$ d+|{\T |#T]+#sT. = <\T, yk\T yXsT.

\T>T|\T 2015 248

Hq H d\T

#\ kjT++ H m>TsTTq bbsTT\ y+ m>TsTTq

d\T bbsTT* | +#T H<>]Z e+~ q
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k] #sT e MT~ n\\ MT+, +k] | \s\ +~ &\+
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|#T]+#sT. s\T |{q MsT #\+ d|(m+.m.)
bq, sT y =+\+ s*dT> H&T ~s |q
|#d |dT+ |+>H, qC LTsT <>Zs +THsT.

249 20e H du\ C| d+

Windsor University School of Medicine is an accredited medical school located on the beautiful island of St. Kitts.
The institution aims to provide an environment for students to study medicine. There are 17 acres of campus fa-
cilities to study basic sciences, prepare for the USMLE examinations, and transition into clinical rotations. The
school provides affordable medical education to help accomplish the dream of becoming a physician for many
students. Upon completion of the premedical and/or Doctorate of Medicine (MD) program, students move on to
72 weeks of clinical rotations in the United States. In addition to mentorship and tutoring, the school of medicine
offers a good student to teacher ratio. There are numerous organizations available to develop leadership skills and
more. Windsor University makes it a goal to graduate well-rounded physicians for residency and beyond.
< eTs |kq+
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y&T THqT, |d T y&T qswt.

251 20e H du\ C| d+

n, dTq<! <k] n&>&T < s q& y>+ =+ +Z , HeT~> s&T
eTT&T. | > q&TdTq ~.
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eTT&T @eTs+ #dT H& @y eT] e{& qswt qy&T. |s+ #dH + |~
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s ]+> <>Zs+N n d<+ #dTq~. \ @eTH q< n , +T+< n
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e#&T. + sd+> |&TH eH&, #&. q
#| MT< sd+ > |&T q eTT& n+~ \, d+, qT # +& d+ m<TsT#dTH &y . n
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y& eTTK+ k]> $#T+~. y& ds dt + \ e&q #dT q ~.
y\T>TTHsTT. =+eT+~ e<+ TH $q+& s qe, @+
s sdTq >qT ydT , u>T+<? |s y <T , sE =+#+ me +f @MT ne<T. \!
n n&+~ eTT&. +=+#+ e&+ #T, n \e+ |&TTq~.
\ \TdT, y&T u> <H >H | <. n L& n+TH&T. e<e ! + qqT,
m+<T+f q eq~ >H qT. n.
y&T \ ePb&T, q n+^s+ \T|. sjYT! y |{q sEs! @+ |s y <T qT.
y&, C>. .. | ne>H e#kqT, n #| , we T |sT>T >s\T #sTT+#qT, n + s +&T
jT{ e, \ s +{y| q&ek+~. H e&+ +~.
n q&TdTq |& s +&T sE\T ds q +& b e y&T e<e qqT n+ es+ #dT H &T.
+ sd+ *d e+~. * e. n+. @MT ne<T. n~> n&
sT>TTqT e+f, | H eq d+ u+ |T &s + eHsT #Xy! jTq y\+f *
$Tw+ qT+#Tq~. mejT eT+~ksT . @+ dT<s?Y n+~ s.

\T>T|\T 2015 252

dT<sY |H LsTq n us dT< n+~, |{, rdTy+&. e<> bsjT+ m+<T, n
n! dT<sY { y{ ]]q &s .Y * m \e+|{ dTq ~.
ee{ eT+<T ks . .. qT, n+~. n& eq H\T U nsTTbTHsTT.
m<TsT> eq LsTq #+< nH&T &s Y &s Y dT<s,Y yTeT y& +, n+ #&T.
dT<sY. neqT. bsTTqk] HqT nJs+ u<|& nqT jT{ edT+ &> \ jTq <>]Z y[+ ~.
|&T MTsT #dq y<+ nJs+ eTsTD+ Js &s Y u, n |*+~.
eTsTTbsTT+~. jTq >&T.
dT<sY L& qy&T. MTsT * yjT { eT+<T*dTH sT <! *
\ $d rdTq |&T #d+~, m+ Vs+ e< nd\T yjT+& @<H eT+<T ks? HL, H
nsTT+<. |y y{ # | bdT+ f nqTq~, eTT& y*! n+~.
q{ ysT m+eT+~ Vs+ bD+ bdT+ < n$! jTq #Tq \ m \ y| Xs+>
s y&T Tq y+ <], $T*q |<s\T b #X&T. \ n& e+<e, jT{ e<e
n d yTsTdTH sTT!

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dH +THsT. H\T>T <Xu\T> us< X + qT,
nyT]qT q <<| n |eTTK |q 300 |>
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253 20e H du\ C| d+

>qes| qsd+VeT]

||+ #eTT m$T~ |\ euw \T>T. $d yT q |<C \eTT, $ksy T q kVeTT >\ uw \T>T.
k+ |]CqeT_e~ #+<&e TT e\q \T>T*| yjT>\>&y T \T>TkVeTTqT dT<s <Xe TT\TdT
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+>u w de+se TT> \T>T e< eTeTTqT bV+#\ H n_w. H+{y]...

.y. bL { =i bsT>sT CH
k+jT sT |q k+eTT+&T
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euw e eT<T seT>TqT.
+. eTT<T> u<e \T H&>
H=~ ne! jTq+> H=& dTT&TH
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HsT&T ud"< i#

\T>T|\T 2015 254

.^. HiH sT&T eTTsTT+# H\$T $T>T\T
|<| y*d] \T>T" u e\T
>< H H= C| ] eT>qT
\T>T Bfq ud> y*> uT $
(^sDuwRd+duw *+#TR>T)
#+. |T qeT>T sd+|<\ T >\>Z <s eTT" <qTZ
|T qeTT>" u dT|qT>] qeTw< s eTTH
$qjTeTT MTi |+&T \", u]>=*& d MX
<|] qTZu s <q "uqT |
(eTjTRsE |]R>=| =*&TRbw+#T,
+. sjT\T b>&> H\$T
kjT>eTT\ $T+# \T>T! dqeT~, j
V! j+<u w, ud\
sjT+#jT uT\+<T sde TjT <T !
(m\$TR| dqeTTRdeTT <TR@iT)
<q +] H] <jT & yE\
+. |suw H]q sT>|] s&<\
d]jT>TH euw d+ueqH
.^. bs+ eTT H |\T#
eT]j<+ jTT~$q
T< f BT> us u $T
|s> VeTT\T" Cs> \ yT edqeTTqH?
nquw\ qqTs> eT\"Cd
(d+ueqR>seeTT edqeTTRed+#T)
euw\" u+#& eTyT\T!
d. d+^ kVd+|<q>"& (|q>& T Ry T *| & T y E R y < T & T s T > R
qT>Tus * ] nHs>eTT bs+eTTR|sBq n\ R =\~
<s Xd#
T eTT <s D
y\& eTReTqT>& )
sXdeTT >&T>e" Bs
+>u w de+se TT> \T>T q_e~ #dT y\
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$jTq>s+ +q >qes| qsd+ VeT] $XK|+

+< y<X\ y<$< nq+s+ nyT] y<e
ds|&sT. \T>T uc_e. |<s#q #jT>\ d +~.

255 20e H du\ C| d+

< \\ rs+
dT] yT\es|

eTV .... | |{y? eT> bdjYT. yS sY >T. V&$&> s & ne

u&s yYT+# n] #b&T .
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|& b e&+ + s |&T+~ .
~> eT>.
HHe H |& + <T eT< .

257 20e H du\ C| d+

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esTDY. nq esd #\
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>=&e #d~. y& q+f =+#+ L& >se+ <, n+~ nq.
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=&TH yq dT=#y&T. y& + +bs+ { #|<? n<+?
|qT\T # eHjYT n eTV y<q *>Z rd bsd eP]. q ds C <eT.
y&T. =H> eTV <>Zs qT+ mTe+{ nu, +{ #q|T+N edTHsTT
+|+ se&+ <d \ T. u? nq >=+T d ys+ =+ #d+~.
eTV >=&e|& ueD|++~ y=k] . nB qT #d # sE\sTT+~ <.
&y Y #dT + f L& eTV ]|y T q yTTVyT >Ts=d e+~.sE\T <Ts. @sTT+~. s +& eTT+<T esL
y <T, =H> >eTdTH &T. d+ eTV nsTTH n|&|& bH #d~, MT<
esTDY, eT< neT H nd\T < >=&e +|+T #|&. eT< nB eHd+~. |&+
|&f<Ts...! #dT H &T? m eH&T?
zVt <{ L <H, b&+ \ |+&H sT n<+ + jT #d >\> e{&T
de<q+ #b&T esTDY. +~ nq.
n~ <Ts. nsY #Xy, = sE\T> qT y&| &T y+ Y >&. m|& nusTT>sT _J
# d+ { > e+{+~. _J. H nsT<T>n|&| & <s q$Td e+{&T.
He nsY #d fy TY <T &&... jT VyY m sE+ ss ]bTHj <! q>
>T& &... d jT, d s>H V&$&> sY ~ yTTH eTV y& HT nq+ |dT q ~ eTT+<T
|]> &T esTDY. yT<T\T+~. n|& n+ |<&b j&T. neqTs eTV
y&<+ H b* n b+bjTy&T m e+~?
m|&. s+ L& q <>ZsqT+#=+<H nq ... ... ... ...
d+<V + eTT\T >T+~. jT #dTq<, ne\y| qT+ m+
de<q+ sbjTd] y| ]+~. yTTV+
eTV y b<Tq ]+{ y\ #bqT. d]jTdt> e+~.
>TsT+<. d| eTq+ s nH&T.
... |, u bdt fT MT< |fX qT. eTV >T]+# d e{&*.
nu n~<T. + b<TH m& y H yY n @+? @eTsTT+B? @<sTTH deTk <?
n&>y? ... ... ... ...
m& yHyY? + dTH &+f $wjT + @< |<<

\T>T|\T 2015 258

n|+ @+ #b& n n d #k+~ nq. +& eTT+<T L#T m TsT #| Hy+. sp
<d\ T |yT sef< T nq. eTq+ n& dy k\T H|& s& y
|+ #d < ys>+ e e+T+~. y&T. |+& e{&T H yq ] <=+> #|\T
nsTTH n< deTd? ~ #| & + + #dy&T. d eTq *d ]H, J=#d]
#e? *>Z qyd+~. nusTT\ >|t yss TTbsTT+~ <!
rd|& k sH me] nsTTH #| & L& >TsT+ <, J e+&> n+<s+ d\e\
ujT|&TTHqT. qTe+f q|T+N e <] eq|&T, +{ |+& <>ZsH n eT<
\TdTq<e #b\ | T msTTsYbsY de rd&T. MT uujYT #dXsT. +{
ed K] qTe L&... wOs + > nH&T . |< >=&e.
b<TH eT Hd+ e#e+f @< e+<qT @jYT nq >TsT+ <, qjTsY H=<
H >... n+<T deTd @+{ Hs+ nef< T . ^{+> |+b&T. |+|&+ eT]bj& +
eT y= eTT #_ @+ \TdT+ ~ s? |yTT+<.
eTV H nd\T >=&e|&+ <T. HqT @eTH n|{< e eT]bsTTqTq eTV, \ T
m<TsT #|&+<T. +H @+ #b HL ns+ +#Tq d\jTsT >\> e{& + yTT< {+ ~.
ef<. #b\+f... sTT+{ HH eH eTw eT< VsTT> qe+~. qe n#T q \TdTq
eq|+#&+ <T. eTV<. neq, < nq& | nq @ neX+
n>? ... mH> n e+{+~? e<T . nq eq s +&TsE\ eTV n TsT #T
HH= H\> >eTdTH . H e+~. Ts +& y qH{ C| \,
ds, @< $wjT+ me> d e+& C|\+& n|{ e+&+ nq <w <{
e+T+~. HqT qsH nj M+& +{H b<T.
e+{qT> n|&T e{& #k. +>sT|& .
e ns>+ >&b+~. + >+
, esTDY @? Xys+ b<Tq T> < |{ fyYT L& bT+~. @< |fkqHyY
#=, #H | \T|Tq eTV n&+~ nq. s+&E? s dw+> |k+~ yTTV+
|d t y&T. esTDY @< d
t ... q, ds+q.
M+& L&H...! nq |X++> q$+~.
}... Hq nHH? ns+ nsTT+<?
@< <d eqT edTH sTT eTV <>sZ qT+ ... ... ...
de<H\. ds s +&T sE\ mH*ddt ] y* ,
|< | >T d| b{j L#T TsT n+<? HH={ n&T>TqT #|. eTq+ J
#| +<+. M+& ++ |qT\T |T <T . H eq|&T... qTe eTV y+|& |&T... qTe #| q
>&b \, nq yq q&+~ eTV. n+<eTsTTq Tse TsTTH >TsTH j?
b<T{ s+& y# > >T +~. @< q~ # ne m|{ sE... + ne \T+
eqT ~\T #d L#T+~ eTV. q e{&+ L#T+{e?
|< d eqT L& n|+#<T nq eTV <e >TsTHsTT.
#dT+f. n+f?
esTDY #<Te >T]+N, bC >T]+N @y MT |j, sY d>T njT sE
|X \T yd , eTVH >eTk+~ nq. m{ #d }, +#T$T+# <H= ddtdsY> #dy&$.
nq |<\T <+& yT\T #b+~ eTV. sEeTsTTH >TsTH j b ?
eTV, eTq+ J <>Zs dyk\T Hy+ }... m+ d> T nsTT dC e#H >Ts=d
+& >TsT+ <?eqT+& {| e]+~ nq. e+T+~.
neH. # ue+{sTT < dyk\&. ne <<| n~ eT]bsTT+~. n$ u<|{

259 20e H du\ C| d+

qHS >=&e |&~ . HH eTs= H #| nsTTH ksT .eTV L& L& y* |P&dT
u<|&~. +~.
@eT+THyY qTeP...? <? yTTV+ Xs+, ndV q+ b{
n~ J$ eTT&dTq|&T qTy q |&TTHjYT.
J$+ nqT+~. |r $wjT+ #b\qTH~. \\!
qTe < n |+#Ty\qTH~. < |<> n+f? H+ ns+ ef< T .
n|+# deTd\T q> n|+ rdbsdy&$. qTeqT+Tq <b H \\T <T.
y<sT +q# m>[ m<Tse&+ n~ HeT~ sT#T H \\T.
> <seTe&+ yTT<{+~. n~ <s+ s>&+ y{?
L& qTe >eT+#< T . | + H< n+{e. n+H?
eH nq! q|&T #|qf TsT #| ~ | H, <~ | H @M nq&+ <T . nd\T
L#T+f <TsTT+<? HH< HdyT n+ #dq T HHe sT n~ \{? | , y=| nH dT eT&
e{& T HyY qTe L&... $wj\T ||+#+ # e+{jT #|&
m+<T n+ =+<s> &|yY y& y[ |jTdTHq+. s ! eTq+ #<TeH|&,
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uT #d+~. |&T y& neT =+>T ]> qT+ yTsTT eH, eH fy TY eq|&T #<+
<X <{bj&T. |sT >T\T #d, q n |]> & n >sY #k+. y eTq |j ]{ *dt e]
|&e TsTTb& n m|& sY _ #dT y\qT dk+. n~ J$ u>kyT nsTT? ne\y
<T . <+ y|M e. qTe < e{& |j]{ *dt eT q+sY @+{ y nsyTb?
e+f, m|w H >Z n< |HH #jT b < qTy + #&T.
>T]+q <| b&T|. neH? ... ... ... ...
qTeP #dTH yY < HH+ _J> e+{H. H |{ mHH #XsT. ekqT, uT+ MT<
s H fy TY @~ n+<b sTTH + { ne #sTT yd yT> H= e~* #| +~ nq.
T+~ <? nq... H eTV H|{ <=s< ? yTT<{k ]
HqT _J n me]qsTTH #| &+ n+f @+{ >=+T u\> $q&+~.
\Tk? H H eTTKyTq | e+~ nq&+ , #H y| y Tq nq \ |+&H #| +~.
# + y= me j+_wjT dt> e+{sT. <=s# T . q \\ rs+ H eT+ ||+ #+ <
$T*q u>k$T < e\ eT J$+ y*> n|+ <>sZ <=]q|&T.
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H y* +|ksT. d+ +|XeTq ueT #d e+&bj&T .

dT] yT\es| k|tysY +sY> <sT |\\T, us &\dt

yd+ +THsT. <q +~q J$+ | +& #j *q$
s={H |qT, eTq* eTq+ eT]bjT+ |# |qT\T V;\T
nH dT] | , sjT&+q, ueT jT &+q
yT +THsT. > sT d+es\T> H s\T u>T

\T>T|\T 2015 260

qTe+& +f...

qTe+& +f ue+&H deTj\T = +{sTT... |<e\ |<e\T

b&y{ jT*|d t # eT< <f[b sTTq yq
s |s |& + & + + d]V<T L& #sT yH
e<\. .. e~* < . .. # {&q sE n \>*|q @&T\ db
eT&\ T rd Hd+ y~
~>T\T kjT+\ b{ qTe y[b jy...
beTT+<s+ |sT#Tq|& d+w|f \es+
| q qTe+f ue+&TqH n|dT + ~... #+|* $T]q|&
r] |> es | q qe+f #| q+ ue+&TqH n|dT + ~!
@MT #j \|+# deTj\T =qT+{sTT...
d\jT{ n\\ MT< <D | >*
d<rs deTj\T...
y>T | q eTq |# |P\#T =+
|P\s* d]#dT H deTj\T...
n<T> *... +d ... nH+>H
ns# T * eTT&yd
>\>\eT+ q&y\|+# n+{ deTj
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N{ >TT\ T> {q H{ X #d

$jTy& |{q w>+< |dT+ b]& eTj$T {

b|wq. q|{ qT+ |d\T #<e&+ u> n\yT. XsY
kV+ n+f w+. eqdMD u> sVdTHsT.

261 20e H du\ C| d+

Dr. Raghavendra S. Prasad

T he highest education is that which does not merely give us information but makes our life in harmony
with all existence". -Ravindranath Tagore
"Social and global problems can directly be traced to a malfunctioning system of education."
-Swami Vivekananda
Life of education is the values. Sign of education is humility. Fragrance of education is goodness.
End goal of education is character. Effulgence of education is purity. Product of education is Creativity.
Effervescence of education is beauty and magnetism. Fruit of education is human integration. Destiny of
education is self-realization.
It is not the quantity of information we provide through education of mind that matters, it is quality
of education that transforms the minds of students through the heart of education that matters the most.
To earn true education, we need to first unlearn our misunderstandings and negative attitudes. In
order to get rid of our ego and transform our attitudes, we need to acquire humility. It eradicates our six
enemies like desire, anger, miserliness, delusion, ego and envy that lie dormant in us. It brings unity of
thoughts, words and deeds and brings purity of our heart. Education transforms our ignorance into knowl-
edge, knowledge into wisdom, wisdom into enlightenment. Through this enlightenment we attain knowl-
edge of the Self, leading to eternal happiness. It takes us from the duality of karmic existence, to the
qualified non-dualism of devotion, to the non-duality of eternal knowledge and wisdom that help us see
the underlying unity in diversity. Thus value based
education leads to humility, goodness, integrity and
character, which in turn bring in purity leading to
unity and Divinity.
The Two Kinds of Education
"Education consists mainly of what we have
unlearned." -Mark Twain
One can classify education into secular and
spiritual... AparaVidya and Para Vidya. Apara
Vidya is the education of the mind and Para Vidya
is the education of the heart. AparaVidya is infor-
mational, related to outer world and livelihood
(jivanopadhi). Para Vidya is transformational and
experiential, related to purpose of life (jivana-
The Science and Art of Education
The science of education transfers knowl-
edge by a structured curriculum, testing adequacy
of transfer of this knowledge by an examination
and gives certificates of completion of the courses
with degrees like BA, MA, PhD. This is only in-
structional and informational to the recipient. This

\T>T|\T 2015 262

gives them the fund of knowledge in the field of study. community service. Visiting lecture series by inspiring so-
The art of knowledge is application of this knowledge cial leaders, debates and discussions on social responsibil-
to day to day world. While most western universities em- ity related topics, honoring extemporary students, teachers
phasize this practical or applied knowledge, current day In- and successful social programs annually will be invaluable.
dian education lacks in this aspect. Government should mandate value-based curriculum
The Heart of Education in schools and colleges. It could establish a Ministry of Eth-
"Educating the mind without educating the heart is no ics and Values to incorporate values in the society. It can
education at all." -Aristotle create a think tank with members drawn from academia,
While rest of the world focuses on the science and art business and social services, all ethnicities and religions.
of education, the ancient Indian educational system focused Both print and electronic media should promote and
much on the education of the heart that brings about inner highlight reports pertaining to human values. Theycould help
transformation. This transformational knowledge, also called by devotinga column for a topic of human value interest and
spiritual education or para vidya, is the connecting thread dedicate time for program in audio-visual and electronic
(sutra) of all fields of knowledge. Here the student is able to media regularly.
integrate the assimilated worldly knowledge with spiritual Parents should educate themselves in human values,
insights of unity and oneness. and be good role models by having a value-based life style.
Current Status of Indian Education They should actively participate in the school and commu-
"To educate a person in the mind but not in morals is nity committees on the topic and encourage their children
to educate a menace to society." - Theodore Roosevelt to volunteer.
There seems to be a misunderstanding of secular edu- Besides learning the values as part of the curriculum,
cation in India. It lacks in emphasis on human values. This the students participate in community group service pro-
unfortunately is dangerous and harmful to harmonious func- grams. They should personally aspire to and practice quali-
tioning of society. Our so-called secular education without ties such as, positive attitude, character enhancement,seeing,
incorporating universal values defies the very goal of hearing, speaking and thinking that is only good. They
education.As a result, we started making educated graduates should sharpen their discrimination power - between good
with no transformation of the heart. In order to correct the and bad, right and wrong, essential and nonessential. They
problem we should take steps to bring back values into edu- should acquire strengths of equal mindedness, dedication,
cational curriculum. commitment, selfless action and acceptance of results. They
Imparting Human Values into Education should read biographies of people of excellence, various
"Education without values, as useful as it is, seems major religions and human values.
rather to make man a more clever devil." -C. S. Lewis My Personal Journey towards True Education
Culture, integrity and harmony of a society stands on My father planted the seeds of spirituality and values
the foundation of inherent values that it promotes and prac- in me at a tender age of 5 years. My life became his mes-
tices. Value based education transforms us into better human sage later on. He would bring in illustrated children's
beings with compassion to all and makes us realize univer- Ramayana, Bhagavata, MahaBharata, Panchatantras, Tolstoy
sal brotherhood (vasudhaikakutumbam)... the esoteric dream Stories, and Aesop's fables from the library and ask me to
of Upanishads. This education leads us to jeevanapara- write synopsis of my learning after I have completed the
mavadhi, the purpose and goal of life and living. This trans- book. This generated curiosity in me and I started reading
forming education with values fills people with humility and more on my own. I used to go long distances to listen to
goodness of character. Outer worldly knowledge obtained spiritual as well as political leaders. I started getting involved
through normal societal secular pathways can be enhanced in community advocacy, electioneering, and debates. Later
with infusion of spiritual values. How do we do this as a on I was in Ramakrishna Mission, Chinmaya Mission and
society and as an individual? currently in Sri Satya Sai organization.My spiritual educa-
A few suggestions for true education tion from a young age, the values learned from reading of
Education should be value based. Accepted common our Puranas and other fables focusing on morals, and par-
human values along with the essence of local cultural val- ticipation in civic activities, helped to balance my education,
ues should be incorporated into educational curriculum. enabling me to lead a balanced and responsible life. What-
Curriculum should include knowledge and values of ever I shared in this article is based on my direct personal
different word cultures and rligions. Studentsshould be re- experience and the general guidelines like purity explained
quired from a very young age to participate in voluntary here that are applicable to all.

Dr. Raghavendra Prasad is a medical doctor, a geriatrician by specialty. He was born in

Prakasam District, Andhra Pradesh, India. He was the past President of TANA during 1985-
87; Convener of the 5th TANA Convention in Los Angeles in 1985 and recipient of TANA
Community Service Award in 1991. He led several Medical camps in Puttaparthy and in
Texas as Medical Director. He is an author of a book of Telugu poems "Kavitha Kalyani"
and a book on "Hinduism A Primer" (English) and "Hindu Dharmam-Pravesika".

263 20e H du\ C| d+

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\T>T|\T 2015 264

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265 20e H du\ C| d+

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\T>T|\T 2015 266

& y<V X<sY

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$+, kV+, d+^+ n_eq $wj \T.

267 20e H du\ C| d+

kV+- de+
] dseTjT

s#q nH |<s+ n~ @<H , <H , qeH , $H , @<H , sdy nd+ <T sd e+{sT?
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u+> Xs uY , \T>T #\+- de+ q qT s=Ve+> jT|{sT <?
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\T>T|\T 2015 268

eTTjT+d+> j<y.Y &y H +> ~>C]q|& *jT<? Mes >TsC& >T]+N, #\+ >T]+N, =
n#s\T sT>TjTH&T eT< |<X eT+
wt >T]+N $q<?
$jTeZjT. n~ m+ sX *+# #q nsTTH, kV
n#s\ b\&ysT>, y] bVd deC esX < n|dT q ~ |&T H .
e{& HjT\T>, Mes kV+ #<e<? deC es>\ Xy H *jTe. kV+
M #<e +s<? #~yy] M|& \e<? e+ < n|dT q ~. kV n+ X q
eT] M MT< kV|u e+ m+<T<T ? sTT oo $\T \T>T deC m esj
\T>Tde $wjT+. > sy d+es #| +&? =dsE b\T, s$Xd <\ , #\+ qe\\
@ <X+q \T>T de n+> ~>C]q de \T>Ty] esj? dy < kV+ e\ d\ |]d
eTs={ <T . d\
qT ybsedTe \T> e]+~ \T>T @yTH yTsT>T|&+ <? e]dt kV+ e\ eTqTw
de. y* #w\ qT Vd+> e]+~ \T>T de. esuZ < \T Z ku+ |]+<?
T\qT b\T> #eTD #dT q ~ \T>T de. +q yTs, +q ~X> de+ es+
\T>T de\ e\T sdy] + y~+| < ked V sdy] *jT<? *d L&
|eT eT< & *jT<T. nd\T \T>Ty] d+dr <\ , qe\\, $\ m+<T sd+ {sT? #~y
d+ks+ e n|+#T <sq+> \&TT+~ ysT m+<T #<T e+{sT? m+<T+f, N|>,
H{ \T>T de. p<+>, eekjT+>, kV+ L& edq+.
\T>Tde e]qy] kV+ >T]+ @< sE de+ esTT+<H X =+<s> #e<T.

|X+ |{q ] dseTjT j$Td |]X<q #d, &{sTT{

+& jTe]{ b|dsY> HsT. s+&T <d+|{\T |#T]+#sT. q\u
|> <\T sXsT. us w yT|, $T>H yd+.

269 20e H du\ C| d+

< d+V+< eT<eT+
n|s eTTqT >TqT|P&
dTC LTsT d] s +& ne\ +& \y ] nesTT C bD dVTs\T.
yd$ X\e d |<y + njT+ nqT+ } sT>TTq b|t qsY d+sY
y &+ yTT<\T|fs T . y[ e#|&T n& qT+ y bds Y = #T H~ C. eTTK+>
nesTT\ u+& nsTT | +& =qTH~.
|+& n bds Y @+ #dT +T+~ d]? n n&,
u&yT *+#T+T+~.
{ #f&T+<.
>&\ +< qT+& |< n+{+#dT + <e.
ny+ b&j? &j?
y{ #Td b& b\T $+T+<e. n+<s n> #ksT .
VQ! me] | y]q+<+, nHd+ ~ dTC.
X\e\T eTTd d ]#sT . <s Vd\T e#sT. = d\T. =+#+ <s+.
+ L& * + &T\T e+T\T eq<T . |< dT \T q d { #<T e MT< X<
|]+~. C b&T>Z dq> nsTT+~. dt +{ |sT > &T+~ < <+ + dq>

271 20e H du\ C| d+

\T+~ nqT+~ dTC. T~eT+Ts\T T #<T e e jT{ y[q|&T m|& @M ss Y #d~
nT \T u> H>T Z =k+~ n eTT]dbjT~. <s <T. HqT \e++ #dT +f + T e#~ <y
q eTT+<T |sT>TTq |\\ T <. y u>T+f qe.
eTT# < eT]. n m+<TqT+{e.
|< dT \ |\\ eTT+<T M L& |<y > yT+ <s + n *d #k+ < { s +&TesT
|+#\ HH ned\T |&T, qysTTH V HqHqT L&. qTe & ssY #d rs* n.
d HeT =+ b>s , n+<+> q|&\q e m|& H f+ n+ <fd~. |&T \T#T+f
+, M{ m> =$T< dT eTT+ |~ u<> +~.
e#sT. |<y <Ts yTT<\sTT+~. &$ +> yTT< +<T qTe #d<+<T d]! n u<| & .
& sT. s +& |+b*. s |\\ T <s+ qTe <s+> +&T, MT< C @+ kjT+
> y[bsT n. y #q\ |\* +{ e& #j #&T. =+<s> +{=# #&*.
jT\T<]+~ dTC. d\T <>sZ >>H d] s nqTe&yT sE\T k H\ ]>sTT.
, C y s<e Vd +~, n+~. n+ C &|wH ~+~. d\T eHd+~,
Vd! @yT+ ~, q{< u>H +~<! ] |fsT. >sT#T MT< s*|T C *
XsbsTT+~ dTC. +&T\T XV+d #dsyqq s|D, nsY #jT
<T < Xs+ eeTT\T> n]+#T=H X & kw essY. n+ |< dT&>T+&+ js
e#es. sTT+~. dTC, d] n|&|&T y[ d| >&|
sp #dH H+ =+#yTH nqTeq+ edTH sT. zsE +& <+ m+<T #d+ ~
s<T , b+ edTq <T'K+ |+ n+~. n n&+~ dTC.
n~ |{ 10, 12 H\\T> +& eHdT +T+< m+<T $T{ dq> +&\H | u> \ +~.
&s n+#H. yT+ +{H H m|& @< HdqT < \T <eT < >~ y[ >&\ +&
* <+ T+f, yT nqTH+. HqT |<> |{+ #T d+>sY bdsT +{sTT>. y b\+f w+ <
<T . |<| \ nsTT+~, < * < \TdT+ ~
n }sT+&bjqT. eT< dq> qT+f b&T> n+<TH |T+{q+f e<q<T. n+q+>
sTT+~ dt+{ |sT>&T +~, n+<T# nqT ueT ndq> q nesTT me eHsT.
HqT ys #q sH< T , ybsTT+~ k. eTq+ d+^+ >T]+ |T +<qT+f n~ y s
H |]d n+. eeTT\T> m~> |\ dq&T y& > |T +& eHd |e<+ #T +~.
+~ nqTHqT... q + u<> +f * m+ +H |e]< ns+ ne&+<T
e+< <, nqT+~ dTC. dTC. C *$ e |\ <T. \+f w+ . y{
eT] |& *d+~. #Y\T u> <T #y. >T C>\ T rdT+H
yTTq VsT> d |&bsTT+~. y+H +{sT. nTe+{~ n+<] S | m ejT
|\Td y qT. n|{ |]d Vq+> +< n+TH #d+<? \DyTq |\ d+V+< eT<e X|&
|*#sT y y+H Vd rdTy sT. $+, d+V+ yq &qT c\T #T +T+<. n<
$& |X\ me y~+#+&, K+>sT|&=<, n&+~ k.
eT ek+ n #| jT\T<]+~ dTC. eL @$T#&+ <T . yT+ |d T |qT eTT
d], |+& H{ nM d+ |&T H <+ e{& r] +& +&+. e
T+&T. e#<s+ <s @+ e{& < T . efH #| <T . eT u+& ||& y <s
+{=#, d] m He? C d+> &> , \V n\yT ekjT yq uj T |&+. nyM
@$T{ ns+ nsTT+<? nsTT+<qT \|+~. +& + |e<+ #T +~. @+ #| eT+{e.

n|s eTTqT >TqT|P& e syq eHsY> |#dH, kV+, d+^+

eT]jTT H+ n+f # w+. eTT| |> <\T, m$T~ qs|\T, nH
$\T sXsT. q s#q me ds< *+#$ qT *+q b\T s+>+
MT< #d q s|\+{sT. |TsD <\ d+|{ y\Te]+#sT. us
dTuse, |\\T nqT|eT, s\ |dT yd+ , *b]j.

\T>T|\T 2015 272

< >seT yTT>T&T

~> nesTT |sT >]. eTq $X us, dTeTrse >] #sTT |T qy|
eT n&Tq esTNs\ >|t |]#jT + #d+ ~.
H |sT >eTHV] n+&, dT+>H nsTTH ds + > < ++~ >] >=+T.
dTeTrsy =~> Xs|&, neH? eT] MT jTq e #|<T>? ~>
&d ,t nesTT |sT >eTHV]. $X us. H\ y T |sTT+~. >] nyT]
nbsYy T +{ |yX + #d s +&T ys+ ~, n+~ Vd+>!
>] L& =~> q$+~.
s, s |* y+, n |* bT+f |$& NsMT~ +<H, s>
>] #MT< |s| s d+\T |fX sTT.
dt... n... nqT+ dTeTrsy>] y+ |* |]> +~ >].
d|j , $X @&+&? n&+~ =~> yTTVe |&T H.

273 20e H du\ C| d+

$X n& =~ <s+ |T |< |<> s+& nesTT w zD\ |+H d+<s+> sE
\T>T sj \ MT< qes C\T yd . .. nd\T } y+<] usTTH\T.
>] d+> eT]bsTTqT> H&T. \++ =+bjTqT! |w$eqeT m+eT+~
s yd+~. =~sE\T n\yf n+<s |] eH eTs=] #Tqf $X\+> k+~.
#jT + nsTT ds , *bqT. y < nd\T jT{ sE $wj + V&e&, nB
=+~. sH H L& +&=#T>? <X+ #d + |< b #ks? eTqdT nqT
$X... n+ >=+T Z+ |\eusTT+~. +H,
s +&TksT | $X >]y| #d @+qT > q\T>Ts \e& @< d+<s+ *+#T
sX&T. +fH> @<X+ nsTTH ~sT> <T , n d]
n, s d| ... n+~ X + s +& #| +~ >].
|<e\T ~*d. |\ w d+Vdq+ MT< nsT+<
@eTsy T + < eT], uqy\T | $jTd#+ CCeT n\+]+ L#u{sT. +{+&
n_qsTT+ eT nTy| ] e |&b j&T. q>\T!! b n eq < nyT]H |+& + >
n m+<T #X& u> ns+ <T >]. $+> #dH , n+<s *q V+ > TsT
n+ |< V H= =~ ! n+<] b |] #|dT+THsT.
#j \THsTT. V J$+ q>\T |T H neX+ | fT +& w eq |C+T >T\T
s<y nq+ u> n\+]+#THsT =+<sT. > |sT+THsTT! 32 fyT \ \+#Y yTq d<+
C n{ q>\ &Cq >] q>\c|\ | q nsTT+~.
| mes |T> +esL #&< T . V&e& n+ >] =+ ndV q+ *dZ T H ,
$& >] T q Ns y| =~> Xs+> #d $X qqT +]> e~d |+& #]be&+
|*bsTT+~. >]L& Xs+ yd q e+ #dT *dZ T q |+ eTT+<T ~ e>H +~.
+~. w os~+#*+~> dTeT n+<] V+
><T eTs+>T >T_ n+#Tq dq b& +~. n+<s y[ n+\T yd os~d +&>,
|TNs. H& qT+ e q n>sT Vs esyT
dTeT>sT yd C\ V\T <<] *b+~. M <T+|\T >, n+~ &*!
k, nsTT $Tddt f <? HeT~> n&> Vs d<y T + ~. d+q |<$& V+> @<
&= |+&. eT+>Vs b&\ |jT++~. dTeTrsy b|+
VA, eT, X{... m+<TH myT # +~|& < jT| , #| T ={, m+
#~$+<. e && |+& LTsT, n+ eT< |, u> b&s+&, n n_q+~++~.
@jYT, >, {, n X&T. V+ $& eTs b n+<T+T+<y
du @+{ myT? eT? X{? @< n +>sT|&, mesH eT+ b b&+&s,
#bs &&... >TsT < T , dTq T yTTV+ |{&T . n+H n+<TuT q >] #sTT |#T ,
s+&... yT #| n& qT+ |* y[ >, eT+ b b&T, n}|] |\T+~.
bsTT+~ >]. >] b&TT+< m|& $X #b&T $&
s+&H? n+f &yT n+{]<H? \u n|{ n+ d]jTdt> rdT<T . @< ds< , V;>
j&T $Ts +! b&TT+< nqT+~.
nsTTH myT @+{, sE myT #~y >] n+<]y| P #d+~.
yHs??? n Xs+ L& |& T ]>d] mHsTT+< nd\T >=+T de]+ n|k+~.
$X n&& T . <s+> eTse]H Ts |&&T C m+\+ <T. >{> |[ s+&T sE\
+ #T . eTT+<T qT+ u\T k<q +~.
nsTT @+, {| > +~, nH&T <s +> n+<]y| P #d =~> |{sTT+ >] >=+T
n|&T!! de]++~.
+ sE b $Xw+ @$T+f dTeTrs&> ] eT+>V s b&< T . H Hsq $THqTs,

\T>T|\T 2015 274

n |+Tes[ K+>TeT >=| <eTT, $Xd+, eTs&T m$T~ >+\y >] u&eTT L#T
n+ $T+q e<T s+ < +q ds V >+ $|>H u++ |sT >Tq e#&T $X.
n+{ D X+ e y*+~. zjYT, @+{? + |<> b&d m>? eTq +<
>q+ |Psj L& = D\T X+. bs | bs L& nyT]H HsT. y qT +|
s d&H > &yq yTT<q T #| T! sTT+{ #d u>T+&<T , nH&T
$X Xs+ n> #d \TH&T. +>H +|sTT+{? @eT? m+<T?
nqT >] b $q<T +es ! m+<T+{? qT$ sp +&jTH d
>] b&TT+< \TdT>, b&eT n&>+ eT b&T +f y &ds H> +T+~.
fe TT m|& <=s $X! n+ $T+ nd\T n&> eT], m& b&TqT?
\, |+ b $H\ d <T . >] n+ eTT+<T b&Tb @eTeT+~? mesH n&q|&T
#d +&+ e\, =~> |]#jT + L& +&+ e\ b&...
+&, H |+& we T] LT] nqT+TH+ . HqT H d+^+ bd t #dT y* sp! | <T.
@e+{es, n n&>ZH |< nu +s+ @MT q|& n+<T, H ejTT*H L&! n+<s |\ bj
ds nH&T. |# #j, |< S , b&T>{ &... #dT +{H, n+~ u+ < .
yTTV+ nDe... e n+ eTT+< $X ]+ @+{ ejTT*H L&H? eTq +~+{ y <s
H |[ <w sD eTT& |< T . #d q+ |<y . |d T \ bsT. +{H +{sT. m<T]+{
~+#&+! $T& dt ye sHsT, $X <X y T $T{ n+T
|[LTsT s+&T myT\T #~$+< *d \ | < T >]
uj&T. nsTT b&+ eHjT eT+{y? n~ <s< T ,
myT? |> s +&? n+<T { eTL, eT+&bsTT+~. b&Tb @eTeT+<?
eTs={ X! @+ #dT +{sT myT\T? C>\T bD+ bT+~. neqT, b&Tb q bD+ bT+~.
m&=ksTT M? sY b+> u> <qT+{! m #b* ?
=~> $dT> d+~! e{&+& n& qT+ y[bsTT+~. eTs
s+&T myT? @+ #dT +{sM, n |[H ns>+ dTeTrse qT+ bH e+~. kjT++ q
n&T>T<eTqTH&T> <s<T. nyT] y > T> <sY +<, >] eTT+<T>H ~+|eT!
n&T>T<+ eT ePsTH&T. qTe eT b\T b&* u\T, nH&T $X
nyT] e# nd <s < T . >TsT s<T L&. f T +!
dTeTrse sT >{> *+#T+~ >]! kjT++ >] dTeT +{ eTT+<T ~+|, ne
$X, qTy+ \j! neT+ nqT! + n<T >H #sTT, e rd! n sT yq b&T.
+> b&TT+<?? + n<T+ >H? $Hy? $Hy |* ySH >] dTeT <>Z] y[, HqT MT
nd\T? sp $+{y >] b, yT n&T>TT+f, +{ m&H L#T d| b&Te#? n n&>
n{$ e +{e+{,e #|& yTTV d+~ >>u!
e+ yd+ ~. dTeT Xs+> #d, n|t sY &jT sY, w+ .
|~$Tc V\+ >] n_eqT\ m&H L#T b&T! e \T beq+ #sTT... MT
+&bsTT+~. $T ueT>sT e >] T>Z\T +{ b&y? n+~.
|D, q # qT+ s +&T eT{> E\T rd yT # e +{ b& +<y $|dT+< $X
=&+~. >] qe, =+#+ d>T |Z & T n+<] n_ <H&T, n #|+&>H +s+ Js+{~ =+
q+<q\ d]++~. #d+~
+{=dT+ f sT $X eTq+> H&T. d| dTeT eT]+ Xs|& n+H $X +>sT
>&# , qTe b&e H neT #| +~ HqT ns+ #dT qT> \|++, z, z |<, |q
< $q&+, nH&T. >~ #|kqT. $X\+> +T+~. mes qT &ds Y
>] q$+~. #jT sT, n rdT [+~.
dTeTr +{ eT+ |+& neT+~!, ns>+ s yTsTdTq yTTV+ *|&
nH&T eT. V<jT+ +~ ~ e+~ >]. y b >]

275 20e H du\ C| d+

|< HsD . dTeTrse m_wH nqT> b\T b&+ @+]+> |+|+#, w+ +>s! n qqT
#, >] n+<] |]#jT + #d+ ~. >] eTqdT > \T eT y | bV+#&+<T? #qTe> w|& + ~
+~ eTqdTH!
es >s eT+ de b b& n+< d+w k] >] >{> eTdT, <+ \!
|{+~. nd\T | @+<T . mes sT qqT, , @+{
d+^+ HsTHs MTsT, jTq n&>&T yTT<T<, n |ksT n |jT+ #d+~>
LT] Hs eT n& m +T+< d! ! mes m|& | !
}] HsT e&+ <T, nesTT eT e+f+ #Xenq |X $X e ]|+#
myT #d+ ~, nHsT eTses. y&T.
nj, neH? MT +&j nsTT sY nyT] |s+ nq }V<T q. d&H>
u>T+&<y ! qs nM +&yy ! & C>+ & e |&d ] @$T#j &+<T . |
#d #q +<, n+<= nesTT. +sY s $&bsTT +]+>T #~$ @]] nyT]
HH= + H\ L& ne<+&! sY >T]+ yTT>T #T q dVTs, bH, qTeP e#Xy?
kqT... yT; sY H, n+~ >]. m+<T n myT @+#ke> MT ePsH jTe]{ +~>!
n+T+f &T | |< ~>T\T! |< Uq+! @<H #<T e! < eT{ J <>sZ H +&T+
#<Teq sE\ nd\T sY >T]+ T+~ y<T. n+<T #sT. s> C># sY
#q\T e. b&* b&* HsT y* nq <d | +. @<H #sTT. T |+ >, {wH....
#<T e |Psj n|++~. # yesD+ >TsT e H\ <T, n|& d\V\T! u&
\+ +{ eTd |{\ m+eT+~ |\\ d\V\T.
d+^+ Hs\! n~ L& sY >H, d+b<q dy H C>+ #d #q <T . {M #d
nH #H<T. |V#Y.&. #j\ L& eTs| >& |<+ nqT+TH, n+~ ]q +>!
#q. n+! dV | |&b sTT+~ $TTs\T.
| |[ |keq, +{ n+<] q#&+, |[, nyT] e |#jT q+{y+? m+=+ d+b
eTd ]#| nyT] |s+ ! ~+# b m + $T T s\T m> >=+ T
nd\T Hq H*! nyT] |+|+# <X + e+f |>T\T+~.

\T>T|\T 2015 276

HqT | #jT qT nq< T . | H q#b +> m+ n<we +T&$ $X qTeP? @$T
#jT qT n+THqT. &T dyT H ds >=+T @$T >=+T? |. \ ? n{ >+;s yT
Ks. m> @&T, n e~XsT y[<s ! MT j$& >=+T! yTTq >T #X H m+eT+~
eT> b&T >&| q D * e~* +{ #]+~ #Xs >] q+sY +f eT, $& HsT
>] dTeTrse s! T+<y qTeT!
H #d HH=#yD> , nH&T $X ! + <s+ |& +TH+ < |{q H\?
eTs+ |s < T yjYT! eT yTyT<H b>+ |T @< eTq d+^eT, eTq \ e <s+ +&
+f qTy ~+b*, Vd+> n sT ~> +&H +&\ me] |\T y |& sT b|+! HqT n&
u #| y[bsTT+<$&! >qT >] $wjT +! >] @ $wjT eT \T
\>, #\>, VsTT> dTq yH\. me] b+~. yTTH < e+~. + yesD+ |P]>
y HsT. d| n& H L#T b&Ty* =jT qT! dT$T >s <T, osyT |Pdb{ \T>
n|++~ >]. yu sTT, nq k y q~, csY keTjE\
d+> #| $X >T+& bT+< e{& y b|... dTeTrse e\ |yV+ $X eT
+& |* q&+~. m{ bsTT+~.
+ ]> >] >TT+< Hs +&??
s +&T sE\ s |d T +&> dTeTr qT+ HqT >] e{&+&, qT+{, |
bH. MTj$D HH= e +{ rdTbTH! +T+<y ! nH&T |dT | +#T+<eT.
kjT++ ~+#T eT, n qTe |&+ @$T{jYT? qTy=|q+f
kjT++ ]+{ e ~+|d y[+~ >]. yS HqsT+{H? +eT+~ Hs >\H n >]
yS, s| bH #kH eTq b>+ d+>, n #| k+<+! ds , e~ qTe yTT+ #&> =f THyY,
y[+~ s+#. >] HqT e{& ! qTy|d T . n, $&
m+<T rdT[+<$&? @+ #Xs&? nq& u> yTTVe+ <T . @+ |<] y @y!
>&T >] q | n+<T+. |d T qT+ +{ e# r]>Z <s u\
dTeT>] |+&, + $& && L#T | >TT+&> n&>&T, eT HsT qT
y+ e#sT, H# b&+#TH+<T. n, m+ nHe> |\\ , dTeTrse bH #d+ ~.
d| b&H! u VsTT> +~y, n+~ >] $T\$T\ #|+& m HsTq, nj n<+
yT]dbTq yTTV+.
nsTT sp b&T | < qTe? =+#+ n< e, nq<T >].
s+> <++~ $X >=+T! sp b&T& neqT, m+eT+~ |s+{ n&T>TTHs. H~
dTeTrse +{ y + < nsTT? <>sZ nqT... nsTT dsd nqT>V+> +~. nd\T b&T&
e+? <sy n ujT|&TT+f, sp b&TH neX+
sp<T, m|& b&Ty\H +T+~ H. eqT> +~, n+~
& <s< + THe qTe, >] >=+T L& q|&+ < dsd , sp b&TeT #| +<?
=+ sX. }y |\\ +<] Hs eT L& #| +<? |E nB
b&T >\ @$T{ n+T|f #< T $X!qTe #by dsd #| + < ? nH&T y]d.
s eTsys+ dTeT bH #d+ ~ $X. >] |{+ #T! sp $rs b&TuTHqH
>] <>sZ |\\ d+^+ H]+#& |s+{ u> d+w+ eTT +~.
V|&T THsjYT! eTq~ q ePse&+e\ mes <T, \H! dTeT>s dsd H,
sT H]+#y. >|H<> ] nesTT VAdH rdT n+~ m& d.
[ H]dTH sT M+&? n<w+ u>T+& >] $X ~>\T |&b j&T!
e+~&. >|H<> ] y| t \TdT> dT$T... $&
>] >=+T $ nTs|& b sTT+<+f qeTT. >] | $X #dT+&>H eT&TH\\T y>+> ]
+f y b| | M+& VAdH rdT&+ bjsTT. ys+ eT&TsE\T |d t ys++ sE
| T+< $& X! >] d+^+ dT \T ]bTHsTT. ys++ dTeTr

277 20e H du\ C| d+

se +{! $T> sE\T >T&! nsTTb+~. y| t eT dH #| + <>? #
yTT+ | $<sT\ T 16 eT+~. ~ ejTT*H n<T+> b&TT+<? n mes sT n&>H
dT \ e#ysT eTT>TsZ T . eT&T H\H >] n&T>TTHsT.
dTeTrse &$ +> dH |+#d+ ~. $X, H ejTT*H r>\T #Ty* =$.
dTeT V+ #dT+ f $X <& |T +~. c\sY s d{ L& !dsTT{ eT c|t y H ! eky
d+^+dT >] m+T+< <T +{ qTe? #| dT +{+~ >].
e+ yTTqyTTq{ esL = |[LTsH +~. s&T!!
eT< u> esT k+~ ! ekqT+&T.
qT &y #dT + f | #d |se d | d{
L#TH< yTTH=sE, HqT &y #k, MTsT eTs H\T>T H\\T >&# sTT!
L#+&, n+~! >~!
|> jT{ y[q|&T wt |yT+T m&|& > T & es D + | T | ] D \ , & > + \,
#dk+~ H k+ &T\! eT&TH\ + >] |+#\, qT<T He\ +& \T+{ q{\T
<T. e+~. <sq+ #dT edTq y+<] >~|#&
+ m esTT+< <T! |t! # =~> e&k +~ zD|\ . eTs| |f] j
&|+&+{ Mk MT<TH k+ &+{{! ! nq> |k<X\ uH\ @sT sT>TTHsTT.
}V+# $wjT + ~! ddt m Ty dTeTrse y < n+#Tq |< |TNs, <
ns+ ef< T $X! >Z q>\ j s V&e&> u qV sT>T+~.
~ys+ |<=+&T >+\ dTeTrse bH |+&> | <s q+ |Psj >] <>sZ d+^+ HsT
#d+ ~... $X <T >]! +Tq |\\ $<|<sq +<&! >] sT ~
45 $Tc\T e{& < ks+X+ >] #| +~... n& n&T>T |>H m<Ts= bsTT+~ dTeT
{+ be $Tw+!! >sT. @+{ \d+ #XyY? yTT>T&eTH dDT>T
d|t eTd dt HsT & q\T>Ts < T >TsT TH&? >eTdTH y\+, n+!
|\\T ys eP qT+ ]dt #dTHs. >] +{ >] #&>H |\\ \+ |]> T =#sT. y+ <]
y\ ss dTeT>]! >] dH d|t #| #T \ |T d>+ fqH +Z #T+~ >]. y+<]
& |+~ ! #dT+ f q qq+ >Ts=k+~. d\T d+^+, |
+MT +&$ <T ~q#s !
H #| <+ , nH&T eT... nd |X e< yTT<{k]> dJ MT< b&q|&T, eT]>]
> dT+ &>! nesTT, n+f m+ >s |&s Hq, nH |<s q\
HL |&> *+B! nsTTH #| & eTT+~? s, >eTHV]>] +& oeT] >] dMT~
HwyT>, nB Vd\T |\\T y. <jH VdTH +, n+f n++ f me >s |&sT . >]
]+{ ns>+ d|t #d #\T. ys s +&T dT \T. +&> >T]+q|&T |fd T HsT!
<jH ]+{???? +& >Ts= eTqdT &> nsTT+~ >]!
neqT, qTe es < T , HqT *$+>s yT |t nqT $X @yTH H& < #Tq >Ts=
{|t |T rdT+{ dT , y[+~. $X VsTT> |+& * e&\T d
e+ u& d+^+ dT\ +&j qT+ TsT #|H&T.
+{y nbE!! ye Hq\T eT J$+ #dT H sT. q& edTq >] #|d q |+& @<
y Hq+{&T, sp b&TTq+<T # d+w+ #| H &T. H y| t >], n #| H &y eT]!
+>s! n+<] Hs &+ eT+|H qTe n+<T |P |Pse >H |\\ d+^+ yTT<+ ~. >] ejTT
|& HsTe&+ eHjT. eTVeTV y$ |&T *H n+<T y bT L#T+~. |\\ + n<T+ >
|dT T |J\THsTT. = ]sY n|t&{ #dT + {sT. b&sT.
$+ +&T n! dTeTrse d+c n+T +&bsTT+~.
eTs, $&= <X+ d+^ b*k+~! $&> >] |{+ ~ (&d e). n sT>T
eT< @ q>T> <sY ]H >] d+^+ {| n #dT+H b>+ MT< #$ |&d ++~.

\T>T|\T 2015 278

es> |\\ T nqe#s s\ qy b&TT+&>
$X jT{ y&T dTeT>sT |\e&+!
$X, |+& me]HH |\Te, \T =+#+
| > ds*! eT<] e <T, n+<$& n|{ s +&d
\T ds d !
+H \jT d+V<s+ qT+ |* edTq
y #d $& >>u m<Ts [+~. @+{+ T?
|+<& eksqTHqT? bH #d rjTs+ dTuwt
>s, n VdH jT #qTe> eT+<
jT\T<s& y T d sTT+~. k dTeT>s!
b>+ nsTTbsTT+<? n&>&jTq |* q&eu
nsTTbsTTqf ! eT< ee eT+> V s
$+<TsT> |<+ &! n< b|+ MT, n+ |
], $X! VH eTs=s |* =~> |
#jYT, n eqyqT |* rdT [+~.
$X m+<T \H=|> n|++~. >u>u
H=& \ eT&d #=|q | dsd |*
e#&T. dTeTrse <>]Z y[, +{ eT+ +
s<T , bH #j *, nH&T >]d #|\T k]d! =jTu]bj&T $X!
*s+>T |TNs >] n<T+> |k+~. >] eTHV] us ... <=f $q|&+ ~! n<=f
C~ Ns n+<y >] n+<y <T! >] yV+ $q|&T+~ eTeT!
|, d+w+, V+... $ yT = k+<s neH? >]>] us > s? z... Hd ,t #sTT |T
n<TTHsTT. }|dTH&jTq!
nj, neH... #d<+ #d<+, n+ dTeT >] yTT<{k ] eP] \T>T eTT{ dTeTr
>sT yTTu n+<T+~. se |]#jT + #dq e\T >Ts=#sTT $X n|jT
#T #\ \& |\\ d+^ $+Tq y +>H.
jTq, nujTes? +eTT+<T #XH, ~> nesTT |sT >! eTq $X us.
nH&T $X d #d! $X us...
bH #jTuTq< dTeTrse nq e >] us...
VQX $X mq{ }V+#& T . \H=| yT>sTTH> esTT+&> eTqdT
nuj? |sT $X! eTq eT {#s Y #q yT~*+~
>] us > mT m~>&qT?
>] eTHV] us .

dTC s*dT eT]jTT <s\T. nyT] e# y*

n+s\ | m&sY> |#dTHsT. >+< |sq+ n_sT.
yd+ dH, fdt.

279 20e H du\ C| d+

Te! d>s+> T T! d+s+> T!!! Jeq
HsjTDk$T y+j

sTT+ u> >TsT+~. q|&T <ds d\e\ sTT+{ bsTTq|&T b<TH <|~
HjTqeT. _& ! yTT+ &T , b\T >H d+ rdT= X\T ~
bsTTs! eT+ eT+ +> & |e, >TqT |e, + |e, #eT+ |e, y\T rdTs!
k|\T n+ n|& bsTT+&T! + yT |e <=sT<T , n+ =+<s |f~ . nu
d\e\\ L& * yjT? n $dT+ =+<s =+<s> j s jT|&~ . |~\+
_&! |sT>T d #dT! eTT\T >T#, n u <+ #|~ HjTqeT! u> b< <,
&T |\ eT\ >Ts>T s nH< |P\T \T +| sTT+{ #sT H~. +& +|=q d+
<T\T|T+f u|, HjTqeT d+s |&{ \T. nu k] eTq< n+<]q |<< s TT~! |P\T
ed>H +&T =&T, n+ M| $Ts~ HjTqeT! C HqT q$ yq,
jT< qqT yT#Te{ n+Tqs n|&T \T bsTTH s s \TH!
eT u| L& bsTT |P\T # {&T. <] M *d u>H eTjT$. sTT+ V+>e
n+ e TeT |s+<T. y& T n+<] TeT H e< |<~ y\ |jT +.
jT|& k] | e~ n+ |<~ > |s>*> y+ <T.
XjTT ed+ X<b&$T qT+& =$T~ sE\
bT \+>DH sT|H >=| keTV |+&T>
TeT. \+>D |\ keTVJ$ |r TeT.
|+ XeTJ$+ |\T_q b\ |P\ deVs+
TeT. @y { s +&T<X |P\ d++~+q |+&T>
\TH sTT+ |< jTTq $w+ > sT|H |P\|+&T>
TeT eTs& qs<T. n+<T TeT |+&T>
| k+d V+> e] ||+#y|+> |U
|+&T> |<q+> |P\, , d\ |
d++~+q |+&T>. d | V+. | n+
eTTKyTq , | s+>T\~ eH# |P\, |
eTs s|yTq d*# sq+ TeT |+&T>, |
|+&T>! |<q+> XeTJeq d\T (eTTK+> VQq
T) eT XeT |* +q | , &Tq L , eT
sTqe+{ |P\ ]| e+ TeT. VQX eTs
|+&T> d\ , | , |P\L deTd JesX\L bD
<syT q L sTT+> eTT&e& <q &+ nXj <T.

\T>T|\T 2015 280

TeT |+&T> sT|e& yqT # <\ T
(legends) |#s+ HsTT. M{ |< qyTq $`
eTVcdTseTs >] neTy] H|< + #| <.
eTVcsT #+|q s <TsZ<$ (>]) eTs bsTT
q|&T d\+ yTqT ] eeT, Te n
|~ sE\ bT b\T b& yT ] dT + ~. qT
T yT ] q d+<s + > |+&T> sT|+{sT.
b#Ts+ q eTs <` |Ps+ | <+|T
\ |{q |\\ + |]{H #be&+ jT&e d+
H TeT n |sT |&+ e\ yT T T+~.
s yT k<sT &T L& |&&T. |[ ejTdT e
q+ TeT |[ #d |+|ksT . k<sT L& |[
neT+~. k] *y]+{ eq TeT q
eTs<\ T *d #sT e kH bsTTq|&T q Ns jTTq sT|+{sT. X$T d\
T eTq keTT\,
T+<q |+ eTs<\T TeTqT >=+T |d s+>T\ s+>T\ Ns\ n\+]+#T <=s\ >&\
#+|d #sT ey=&Tq b|&TT+~. # bsTTq TeT keTV+> TeT &ysT. \yT D n>
q us \ |+ q rd= beT n&T>T \ #+~q d\ T L& TeT |+&T> sT|e&+
T+~. jTq #sT e y=&T bsTT n& yTT*q +> & =qk+#sT. sTT|&T \+>D b+eT+ \
#T |P\ Xs+ +|u> #T (TeT) $T+ +& TeT |+&T> sT|+T HsT.
]q < #TT+~. n|T+& +> &|P \ TeT nsTT |\ | keTV k+d d+|T q \
|s&+ qysTTr> TeT |+&T> |d~ #+~+~. , sjT n+X\T eTT&e& e+{sTT. D+
TeT b\ |+&T>. b\T TeTqT + #dq|&T TeT K+> X$T |\
}V+#&+ nk< +. b XeT qT+& |{+ ~. bqT, |+&T> nH #| y*. \yT D TeT \+>D
eTTK+> Cq|< bqT XeT qT+& ysT #d #&&+ deC #+~q $_q deTV\ |\ |u$+
nk< +. TeT |+&T> sE d\ T rs= |P\ #jT &+, y] d+d yTT+ > \+>D keTV
|]q TeT\ #T y& y& b<T> , ~>{ d+d u>+ e&+- yTT+ > \+>D k+d
Bb\T y*>< eT<q | *q XeyTq V+ e&+` de |]\+ u>yT q d+d,
>=+T\ keTV+> b& n<Ty T q b\T y] |H~ |< jTTq |u $+ #jT & wy T q
keTV X$T JeH \TyT |r\T, <s H\T. <VsD!
TeT b X$T J$+, wq c\T, , y\ T, n<T #] H|<+ *, keTV
><\ T, keTV Jeq>q+ |w\+> q&TT+~. k+d d+|T q>, |< q+> X$T VQq d\
n+<T TeT |+&T> \+>D d\ keTV, |+&T> nsTTq|{ sTTy \+>D ||H |
X$T, Cq|< b <sq+. #]+> TeT s d+s+>, d>s+> sT|+Tq |+&T>
|+&T>qT |<q+> VQq \ X$T d\ T |< TeT!

yT< |{, V<su< #~$, =+\+ n& <>+

#d, k|tysY b|wq> nyT] ds|&sT l k$T y+j.
s+&T $ d+\H\T` \ \\ yT|T+, d+<T |#T]+#sT.
us $<, <sT nesTT\ |HH yd+.

281 20e H du\ C| d+

n+<eTsTTq uws ...
&.m. c sE

=+ <] \T>T >TDeT>T,

=+<] d+d+T >TD+>TH, s+&TH
>=+<] >TDeTT\>T, H
q+<] yT|+T >TT\ qjT jT&\H.
nH&T bHeT&T u>e+ bs+u+H. \T> d+deT n+<+> \dq uwH
eTq+ \ \T> eTT]db +{+. \T>T d+d\T $T[eTsTTq bq u>e H{
k~dTH+. n<$<+> s+&T uw\ \udq sq*, k\ $, b& m+ q+~k+.
bq |<\ n+<+ uw<? n~ *jT#| ueq<? LsT H<e<T s<?
u\ sk\ k\ qe|\e eT\ eqH
>\ jT|&T"| >&T uT+#T+f de
V*qH$T >VH+sdeT\" >+<eT\
<*qH$T <s dT<s bwDsyT.
bq |<+ @@ |<\T d+dy (<) #<+....
yTT<{ b<+ |P]> d+dyT <. s+&e b<+ >\T, |&T|, L&T, +f nq |<\T n#
\T> nsTTH uT +#T (uq+) nq |<+ d+d uT C <Te qT+ e+~. eT&e b<+ <<|>
n+ d+dyT @$T nq |<+ |! H\T>e b<+ eT n+ d+dyT. s+&T uw\ |<\T
*d skyT+~. \T>T |<\T =H nsTTH n$ b |< ns+, ue+ +&e.
~ e s#q { d+dyT e> +<qT e#T, y&T uw d+d |<\T =\\T.
k<s D+> \T>T q $XwD\T, HeTy#\ d+d |<\T me. \T>T j|<\T,
dsHeT |<\T, d+K\T d+d _q+> +{sTT. n<
y&T V+B nsTT dsHeT|<\T, j|<\T, d+K\T
=+ =+ d+d dMT|+> +{sTT. d#yTq V+B
| y&T V+B (V+<Tk) VQX |]j , nsu, su w\
|ue+ *dq HeTy# |<\T me q|&sTT.
d+d+- |d+, |eT, dMT|+, q+<+, d+w+
\T>T- |d+, |eT, dMT|+, q+<+, d+w+
V+B y&T uw- u, wt, qJ, KTw
dsHeT |<\T, |Xs dsHeT|<\T, d+K\T.
d+d+- nV+, +, d', k, Y
- Vt/ /+? (who, what) <+ (how)? eTs+ (why)?
(where)? Vt (where from)? < (when)? (how many)?
- @+, <, rD, #], |+#
V+B- VyYT, TyYT, eV
- H? ? k? +? VH? VH d? u? ?
- @, <, rH, #sY, b+#Y
\T>T- HqT, e, n&T , yT, n~
- me&T/me ? @$T{? m? m+<T m&? m&qT+?

\T>T|\T 2015 282

m|&T? m? eTdw+ (yT<&T) qT+ #|Ps+> C|+ #dT
- {, s+&T, eT&T, H\T>T, <T sk+ (voluntary). |r e{, y+ yT<&T eqd
d+K\ \, { e+ d+d+ + eqy. (yTC) #|dT+~. = (=)uw e\T
eTq dTH d+d XSq qT+ e+~. HsTq|&T +=uw n< |< L& yT
\T>T y&T uw d+d |<\T eTHH q&TT+~. uw dT|]yT, nsyTH eTd
n_eq+, neeq+, nqTeq+, nqT>TD+, n<w+ , w+ M |Psd +fH! bd T\T |* bs
#q, |D, Vs+, <s+, eTD, sD, nq+, e+{sTT. spy&$ |bs +& y+H jT{ eksTT.
eTTK+, Xs+, sd+, s+, <q+, |d+, |, eT<, e{& |&T, sd|&T eq e>, *q nqTu
ejT, eTqdT, eT, T~, <jT , sT D, deTjT+, \+, (q+<+)> D\ deTV\eT< ]> skjTq |jT.
us, us, eeT, (d+d+ n+f +&. | @ uw nsTTH j j |<\ *| eTs uw
eTVQ&T nH ns+ L& +~.), dV+, $TT&T, e+, |<\qsTTH *|dTe#T. uw e s D | sD
eT+#+, ~. (communication tool). |&T n< sT>T+~ eTq qH
ns+, |<+, y+, s, s, jT, $u, d+~, s#q q#bsTTH!
e+{ ysD- kV d++<eTsTTq |<\T d+^+, eT+> y[ u+> s+&, e+{ $wdt # eT+
>q+, \jT, +, X, |q, H+, q+ e+{ nqTu *>ksTT. e T+, u+ d+d |< nsTTH,
d++<eTsTTq |<\T d+d+ qT+# e#sTT. >, y[- s+& b y n+<eT, nseT
d+d |<\T # *dH s us<X uw*, +&<T. sE safe> y[s+& nq+ eeT. @
uc|]#jT+, Cq+ b ns+ #dT+. sD+, ds s& n\yT e\ eTq mind eT+/safe nq ueq
He\T, j |<\T s |j >\T ysT > +&+ e. deqyT. n> | pass or fail nj+ n+{+ ,
$&$&> = e\T nsyTq+eq y+ ns+ <T. rsT \ j+ nq+. u>q>s+ nsTT eT&{ @<H
@ uwH beDyT neT+< #|{ #s $q|&e#T... s k# sTT+#T ujYT! =+#+ +#H!
>+{C keTj>sT sksT... e+&* uwjT +<T =+#+ ~+ #sTT <sY!
eeTT\T |{, du\ T ], $#sD\T |*q|& uw uw nq~ |eV+# q~
dseTT \T>TqT. <es|eTT bsTT |Tu$+#TqT. H{ d\jTHH \T|+ s|r esT+
e H{ qT+& eTs= H{ b esT#TH jTT+&TqT. ejs+> |sT>T*&TT+<~
*eTT es<T . n{ Kq+ q|&T uw saT y>e TTq d+\ Xu ~eqe& uw
e]beqT. uw ds e# e+&* s|eTT\T # +~< $\L& @< uw
q+#TqT. e e+&*eTTqT >V +s n$jT \#TqT. e+&*+ |\ |\TrsT\ uw
yH w\T y&T<TsT. @s| @s&T#T+&TqT. (+< jTeT<e TsTT+<y beD uw
uc $deTT. #s >+{C keTj, | 247, 1978). >eTeTsTTH >+~eTsTTH
e+&*eT+f, jTeT<+ |Ps+ $$< |<X\ sT nsTTH |&e TssTTH
(eT+&) y&T q uw (dialect). uw b+rjT jd nsTTH bd nsTTH
u< \T # +&$. H jT~ eTq \T>Tuw
d+d |<\T qqj~> e\T n# \T>T b , $> n+<eTq~ s |]#jT +
*|ks $eT]dTH+? +>|<\T \T>T me (familiarity) e\ d+u$
+# nqTu . n+<T eTquw
\TdTHjT H&T u<|&TTH+. e{& uw es eTq u> *dq eTs uw nsTTH kV
+& +T+<? d#e TsTTq uw nd\T @<H +<? nk~+#>\ +. b\T sT *dbsTTq \T>T d+d\
eTqTw\T ]H=sT ns+ #dT e{ \ yT D yT\T\sTT eTq n+<eTsTTq, k~dTq \T>Tuw.
nsTTq |s D + uw. = e , = V+d s seTT\T $&BdT+ <H $, #| q+~d
y+ n+sZeTsTTq ueyT < ns+ \T|+~. +{+. n+f s + >=|<, sT @< yq < }V+#T
e @ uw<H e#T. < me> $, y& e+f +{+. sT +& s + +T+< (b\ b& ne
< ns+, |j>+ eTdw+ k|yT eTq+ e{& T+~>)? nd\T | q<q, ><q @ |<s+
|&T nH+> jT e#dT+~ (involuntary). sd nsTTH, @ J$ Xs+ nsTTH sT +& +T+<?
(yd)|&T =+#y my n+, = |<eT n> d+d+ +& n+<eTsTTq \T>T<T.

w &jTe <X+ qT+ $Tw>H, &{sTT{ yT{b*H |<X+

+THsT. e y< +. eT&T uw\T (m+ =+ V+B L&)
$$< b+\ jd\T *dqq+<Te\, eT< d+d+ HsT +Tq+<T
e\, uw b&\ >T]+q #q\ |+#T+THsT.

283 20e H du\ C| d+

@&qTHes HjTT&Tuy
dT< sE

H\T>Ts d+b~<eT s+>yT &T HjTT&Tue. & | m+bT mH.

neeT* d&\ |\b|* k\. \Ty*, >=&T><, b\+| mq
#dT+~. HjTT&Tue ] seT m |*+< $q+&.

@&qTHes HjTT&Tuy |d& H q > eT{| & q >

@>y#jTs HjTT&Tuy |f& q yT ><s b #s~
m+ e{qTs HjTT&Tuy |q eTq+ |T#~ @
| L&T eTTq+{+~ |T |sT |q > >{H q >
{ nj @&q+{+~ <Ts |& ><s \\T e#~
m+ >T+& >TT\T >T+{+~ eT~ Ld+ \ rs~ @
@ >yT T#jTs HjTT&Tuy |< yT&q > dTT>T &dq >
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285 20e H du\ C| d+

Adi Yogi - A Doorway to the Willing
Leela Korrapati

Why a consecrated structure shaping up in Tennessee has a Global Significance.

To find out, we need to go back a few millennia to the Himalayas. In these remote snowy peaks
the first yogi dispensed his knowledge of this sacred science of yoga. Because he was the very first,
he was known as the "Adi Yogi" in Sanskrit and was called "Shiva."
About 300 million people throughout the world are practitioners. Morethan 40 million Ameri-
cans avidly practice it. But where did yoga come from?
Sadhguru Vasudev, a profound mystic of our times, explains, "The word 'Shiva' literally means
'that which is not' - boundless nothingness. 'That which is' is creation. In the night sky, the first thing
most people notice are innumerable stars. But these are just spots of creation; the biggest presence is
actually a vast emptiness, which is referred to as 'Shiva.'"
The splendor of Shiva, this boundless nothingness, which is nevertheless the very basis of ev-
erything that exists, cannot be overstated. Thanks to astrophysics, today we know that creation ex-
ploded from nothing and will eventually dissolve back into nothing. Anyone who grasped the im-
measurable source of creation and experienced "that which is not" was called "Shiva," in the yogic
culture. In this context, the originator of yoga, the Adi Yogi, is also known as Shiva.
This resplendent Adi Yogi has been beautifully described in yogic lore. A being of glorious beauty
and enormous intensity emerged on this planet forty thousand years long ago. His power and capa-
bilities were of a kind unknown to humanity. His exuberance was boundless. When he danced, the
earth shook. When he was still, he sat lost in meditation for millennia, cradled in the lap of the
Himalayas. There, he would slip from states of utter still-
ness into states of rapturous dance, and then back again to
stillness, awash in his own tears of ecstasy.
People beheld this spectacle, mystified. What won-
drous thing was creating such ecstasy? Certainly no earthly
pursuit could be the source of such delight. After seeing Adi
Yogi's ecstasy, even the pleasurable promises of paradise
seemed trivial. "We are missing out!" they lamented. In their
hearts arose a desire to taste this mysterious elixir. Many
sought him out and implored him to teach them all he knew,
but Adi Yogi was unmoved with their weak propositions.
Eventually, Shiva handpicked seven intrepid seekers,
the doughtiest of all who approached him, to impart this
sacred science. Taking them as disciples, he assumed the role
of the Adi Guru (the first Guru) and taught them the very
nature and mechanics of the human cosmos, and illustrated
seven different ways to approach this great knowledge.
These teachings were not religious instructions or
philosophies - they predated all religion. Rather, they were
a methodology to take humans to their ultimate potential.
So sophisticated were the instructions that no aspect of the

\T>T|\T 2015 286

human system was excluded as a means to elevate human "Today, modern science is telling you that everything is the
consciousness. These seven disciples became the means same energy manifesting in a million different ways. What
through which this powerful science reached every part of you call divine, what you call a stone, what you call a man,
the globe, and eventually became the basis for every spiri- a woman or a demon, are all the same energy functioning in
tual process on the planet. different ways. For example, the same electricity becomes
Sadly, most of those who teach or learn in today's yoga light, sound, heat and so many other things depending upon
studios are unaware of Adi Yogi- himself. "Today what is the technology used. Similarly, if you have the necessary
being practiced in yoga studios has rendered yoga into a technology, you can make the physical space around you into
sophisticated exercise form and completely innocent of the a divine exuberance, you can take a piece of rock and make
immense possibilities embedded in the yogic science," it into a god or a goddess-this is the phenomenon of consecration."
Sadhguru observes. It is to Shiva, the Adi Yogi and Adi Guru, In ancient India, there used to be a temple at every
that the world owes its knowledge of Self--the sacred sci- corner. A temple was not a place of prayer, nor did it have
ence of yoga. anything to do with God. It existed to enclose a part of the
Those seven luminous beings who Shiva personally world within a cocoon of grace so that every human being
chose to impart his knowledge came to be known as the sapta within its aura had the good fortune of living in that grace.
rishis - the 'seven sages.' Agastya Muni, one of the sapta Access to consecrated spaces gave people balance and
rishis, was sent to southern India to carry Adi Yogi's message. strength. It provided a space to disengage from the vacilla-
One of the methods that Agastya Muni used to facili- tions of the material world and to ground oneself in deeper
tate the transcendence of human nature to the peak of con- dimensions. Consecrated spaces laid the foundation for spiri-
sciousness was the "consecration" of the physical territories tual growth and both inner and material wellbeing, and they
he encountered. He consecrated every human habitation enabled people to live peacefully, joyfully and harmoniously.
south of the Deccan Plateau in some form and made sure that Over time the understanding of the value of conse-
a live spiritual process was on. He had said that when the crated spaces eroded as societies slowly forgot their purpose.
world truly goes off the track- when knowledge becomes The underlying spiritual science of temple construc-
poison - his work would rise and act. tion was gradually lost to dogma and custom. Temples be-
The Adi Yogi Project at the Isha Institute of Inner-sci- came places simply to pray and worship. Now, due to the
ences (III) in McMinnville, Tennessee, is a modern-day ravages of time, the loss and distortion of knowledge, and
undertaking that seeks to rekindle, perpetuate, and strengthen destruction and invasion, consecrated spaces have all but
the foundations laid down by Agastya Muni by spreading to disappeared.
the West the significance of consecrated spaces. Spread over In order to re-establish the path to inner balance and
1200 acres in the Cumberland Plateau of Tennessee, the III growth, to raise human consciousness on a mass scale, and
is the U.S. center of the Isha Foundation based in India. A to promote widespread spiritual wellbeing, Sadhguru has
spiritual center free from dogma and religious philosophies, resolved to create as many consecrated spaces as he can. It
III is dedicated to those seeking ultimate wellbeing through is Sadhguru's vision that a grid of such energy centers across
the sacred science of yoga. the world, beginning in North America, Europe and India,
Its founder Sadhguru Vasudev is a yogi, mystic, vision- would provide the possibility of inner wellbeing to a large
ary, author, poet, speaker, and more. His peerless insights number of people, allowing them to benefit from the subtle
into the human condition have helped him create a global but powerful influence.
foundation that has touched over 7 million people through The proposed Adi Yogi Project at the Isha Institute in
his signature program called "Inner Engineering: Technolo- McMinnville, Tennessee is the beginning of this auspicious
gies for Wellbeing." With a seemingly inexhaustible supply undertaking. "If America begins to meditate, you will see,
of energy, Sadhguru has worked relentlessly for human the whole world will long for it," says Sadhguru.
wellbeing in the realms of inner spirituality, humanitarian The two-level structure will be built to last for thou-
work, the environment, primary education, and global lead- sands of years. A central feature will be the 21-foot metal
ership forums, to name a few. Sadhguru oversees one of the statue of Adi Yogi and a powerful copper lingam with which
largest volunteer forces in the world, numbering over two one will be able to make physical contact. The design and
million volunteers from all walks of life. layout will be in alignment with cosmic properties. The build-
Elaborating on the significance of consecration, ing will be 111 feet x 111 feet for each of the two levels,
Sadhguru explains, "Consecration is a live process. If you 24,642 square feet in total.
transform mud into food, we call this agriculture. If you make The Adi Yogi Project in McMinnville marks the bridg-
food into flesh and bone, we call this digestion. If you make ing of the gap between antiquity and modernity and between
flesh into mud, we call this cremation. Similarly, if you can the East and West. But more importantly, it is a doorway to
make this flesh, or even a stone or an empty space into a return to grace for those who are willing.
divine possibility, that is called consecration." He continues, From Isha Foundation Publications

287 20e H du\ C| d+

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293 20e H du\ C| d+

MOTHERS CRY, INC. s ervice
Dr. Uma Eyyunni

T here is a tremendous stigma about mental illnesses that is an inhibitory factor for socialization
and support, all across the different communities and more so in the Indian community in North
America. As the first and second generation individuals face various challenges, the mental health
issues have taken a back seat in all aspects of care. Many of the individuals and their families can
do better in life if only they accept that this is a real challenge and it requires community support
more than any other problem.
Motherscry, Inc. is a non-profit organization launched on November 14th 2010, in Jackson-
ville, Florida. The team that started this organization are Dr.Uma Eyyunni, Dr. Anjali Pathak, Dr.Ravi
Kancha and Dr. Ram Eyyunni, and a few other friends, with the mission of raising awareness about
mental and developmental health issues in the community through educational seminars. The ma-
jor purpose is to provide emotional support and suggestions about the available resources for the
families with challenged loved ones.
The theme can simply be expressed as
M - Mental well being
O - Outreach
T - Therapeutic Guidance
H - Help & Hope
E - Empathy
R - Resources
S - Support
C - Challenge
R - Rehabilitation / Recovery
Y - Youth
As physicians, our team has had personal as well as pro-
fessional experiences which led to the formation of Mothers
Cry, Inc. "Mother's quest for child's best" has been our motto,
and here we mean both the parents, not just the mothers.
The first free educational seminar we organized was
about "Challenges of Dual cultures" which was addressed by
a few youngsters in the community and professional Psychia-
trists. With their guidance, further discussions were held where
the youngsters could express themselves freely.
In Jacksonville, the occurrence of mental health chal-
lenges was a staggering one in four in 2007. And this malady
effects all economic and educational levels in the society. In
the past, there were misconceptions that the mental illness
occurred only in "broken families". Far from being true,
thisillness effects all strata of life, more prevalent in the age
groups between late teens and early twenties, where young-
sters are just blossoming.

\T>T|\T 2015 294

The first generation that migrated from India have been The Indo USChamber of Commerce recognized our
professionals to a large extent. They came as adults to this voluntary efforts with the Pillar of Community award.
country with degrees in Medicine, Engineering, etc. They Time and again we reinforce the fact that mental ill-
had their own share of struggles, with a small percentage ness is not anyone's fault and it should not have to be alien-
ending up in severe depression. However, it is commend- ated from the regular society. The stigma needs to be chal-
able that many Indians have withstood the struggles and have lenged and we need to acknowledge that Mental Health is
succeeded in their endeavors. an organic brain disorder. The families of the challenged ones
However the stories took different and unanticipated need to be given moral, emotional and financial support es-
turns in some situations, where the second generation found pecially because public resources are scarce.
it difficult to "belong". Hence the onset of the triggering We need to be aware that our children, our future gen-
factors for depression, anxiety disorders, and substance abuse eration, are growing up in this country, and are having ex-
situations. The expectations and environment of the first periences very different from our own. We need to grow up
generation have been very different from those of the sec- with them and LISTEN to them. Developing such empathy
ond generation. across generations will help early diagnosis, treatment and
The Mothers Cry organization struggles to bridge this prevention of suicides.
gap. It is amazing how insecure some of our adults feel even So we continue to do what little we can to contribute
to attend a free educational seminar about mental health is- to this heart wrenching challenge. We all need to understand
sues, worried as to what the other Indian friends think if they and accept that the challenged individuals and their fami-
attend the meetings. But I am proud to say that we are pre- lies are no less than any other family and it is no one's fault.
vailing in our efforts. We have expanded our organization
Life just happens!
to Autism and related disorders, developmental challenges
When people start being judgmental and critical about
and now after four years, we have several non-Indian friends
the "faults or defective upbringing and hence the mental
also that attend our meetings.
health problems in the youngsters" or denying that a prob-
Fortunately for us, we have writers, lyricists and mu-
sicians among us with whose help we have done two lem exists, I have a simple appeal. Please read carefully, how
fundraisers.Srinivasa Bharadwaj Kishore and I have pre- the challenged individual feels.and develop empathy not
sented an English musical/dance ballet on Buddha, based on sympathy.
classical Bharathnatyam, written by me and an English Look mom, I can fly, said my son at age five (jumping
musical play, Vivekananda, in which several youngsters took off a couch)
part. We are pleased to say that we could afford to give do- Sure my love, said I, have no fear, aim for the sky
nations to CARD (Center for Autism and Related Disorders) Dad said reach for the moon, and be sure, I'll get there
and NAMI (National Alliance on Mental Illness). We could soon
get some support from AAPI-American Association of Phy- Said he when he was fifteen with hopes high and
sicians from India. I am also proud to mention that we as a dreams clean
team trained about fifteen children from ages 3-17 , and made What happened to me mother? I rock rock but go no-
them sing Christmas carols in a Senior (old age) home and a where
Hospice center. I was so moved when one of the terminally Who clipped my wings mother, so I can't go any fur-
ill patients said "God Bless you, you brought cheer into a ther???
sad place". We do not have answers yet for this anguish, but we
To date, we have been offering free educational semi- still have kindness and humanity. Like any other chronic
nars every 2-3 months. The subjects included Developmen- ailment of the body, mental illness consumes energy of the
tal disorders, Anxiety disorders, Depression, Learning dis- whole family and financial resources. It is high time that our
abilities, Attention deficit disorders, obsessive compulsive community is prepared to raise awareness and acknowledge
disorders, Teenage challenges and coping skills, Bullying in when there is a problem. Denial and stigma will end only in
schools and many others. We are still trying to make mental tragedies. With the help of knowledge, awareness and re-
health an important subject for these prominent organiza- search tools, one day we will find appropriate treatments and
tions. It is a struggle because of the stigma, even in the highly solace.
educated professionals. Website:

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