One nation, one subscription: A good first step

Rahul Siddharthan

ONOS (One nation, one subscription) for India, a scheme by which the government centrally subscribes to journals to make them accessible to all, was announced on 25 November 2024. This idea was first proposed in a report by India’s three science academies in 2019, but it did not go into details beyond suggesting a centralised system to minimise costs. Also in 2019, the office of the Principal Scientific Advisor (PSA) to the Government of India organised a meeting (which I attended) to discuss a “National framework for open access of scientific literature”, where it was recommended that a team of negotiators negotiate with publishers for national subscription packages starting January 2021 “for universal access of scientific literature to Indian citizens” (from the minutes of the meeting).

The COVID pandemic intervened, but work on this pressed ahead. The then PSA, K VijayRaghavan (a developmental biologist), emphasised the importance of all citizens, including school students and teachers, journalists, independent researchers, and the general public, being able to access the scientific literature without paywalls. Another thorny question was of article processing charges (APCs) increasingly levied by journals for making publications “open access”, running to several thousand dollars/euros per paper. Most Indian researchers don’t have resources in terms of grants to foot these expenses, and journals increasingly decline waivers to Indian authors. I and others argued for ONOS to include APC waivers for Indian authors.

Negotiations continued, with some publishers more receptive than others. Prof VijayRaghavan retired as PSA, and Ajay Sood, a condensed-matter physicist, took over. After over two years of presumed committee meetings, a version of ONOS was finally announced on 25 November. This is an agreement with 30 publishers of academic journals to enable access via a common platform to about 13,000 journals from these publishers for users in 6,300 government-run higher educational institutions (HEIs).

While this falls short of the access to all Indians that was envisioned, it is nevertheless a one-of-its-kind agreement globally: a welcome first step but hopefully not the end of the story. In a press conference on 10 December, the PSA clarified that extensions, to non-government HEIs and to cover APCs, are being worked on and will be implemented in later phases. These extensions are important.

Even in 2019, author-pays APCs (which were invented in 1999 by open access advocates) were getting co-opted by large publishers, including Elsevier and Springer-Nature. This trend has accelerated to the point that most biomedical research is now APC-based open access, rendering ONOS moot in several fields of science, at least for contemporary research (archives are still paywalled).  APC-based open access publishing is a double-edged sword. It increases public access to research, which is beneficial for knowledge dissemination and societal progress.  But it disproportionately disadvantages researchers from lower-income countries, who often struggle to afford APCs, limiting their ability to contribute to the global scientific discourse. It has exchanged inequity at the consumption level for inequity at the production level. The Indian government and other developing countries must address this, ideally as part of an expanded ONOS package that includes APC waivers for authors from their countries, and must conclude agreements with the more receptive publishers as and when they can. 

Moreover, the original justification for country-wide access remains valid. ONOS as announced this week is a budgetary and logistical optimisation that enables expanded access to thousands of government colleges, universities and institutions, but still excludes the rest of the country. In the short term, all public HEIs should open their libraries to the general public (as many already do) to be able to access this research; in the long term a truly inclusive ONOS is needed. In the December 10 press conference, it was mentioned that access to the public in phase 3 will be provided via access points in public libraries. This should not be the end goal: everyone geographically in India, as identified by their IP address, should have access. Contrary arguments from the Publishers about VPN users from other countries can be countered with numbers.

There are reports that universities have been asked to stop individual subscriptions to journals and route them via INFLIBNET, the ONOS implementing agency. But only 30 publishers and 13000 journals are covered; there is a legitimate worry that researchers that require highly specialized journal titles will be forgotten, and this fear should be dispelled or addressed.

The outlay for ONOS is ₹2,000 crore (₹20 billion, or about US$ 250 million) every year for three years. This may seem enormous but, according to the 2019 academies’ report, India was already spending ₹1,500 crore a year on subscriptions that failed to benefit most HEIs. So ONOS has indeed expanded access at a not much greater cost; nevertheless it would not be surprising if publishers see it as a locked-in windfall, especially given the move towards open access (another reason to include APCs in the ambit of ONOS). 

Madhan Muthu, Director of Global Library at O. P. Jindal Global University and a visiting scholar at the DST Centre for Policy Research at IISc, Bengaluru, argues that the deal is “too big to fail”, and that increased access at the same or slightly higher cost is not worth the price, pointing out that in most institutions researchers read only a handful of the journals that they subscribed to. He also argues that a pay-per-view system would be more economical than mass subscriptions. Both points are true, but in an ideal world we should be able to access literature without jumping through hoops. For example, a couple of years ago I needed to access two papers published in the 1990s in a journal called Growth, Development and Aging. The journal no longer exists and has no online archives; I wrote to the library of the (deceased) lead author, at the University of Missouri, and they declined to share a copy with me for copyright reasons! Luckily I eventually found it on archive.org – but this should not be necessary. A pay-per-view model may save money, but largely, I suspect, by most people not bothering at all. That said, the current ONOS model should be aggressively renegotiated every few years.

In the press conference of 10 December, it was mentioned that a fund is being set up to cover APCs for Indian authors in “selected good quality journals” and that APC discounts would be negotiated “as far as possible”. This is a good start, but the devil is in the details. The government should move quickly to set up payment mechanisms for the selected journals such that the authors do not have to worry about this at the time of submission. It should not happen that the author submits a paper, which is accepted, and then the author has to beg the government for coverage! Anyway, this scheme is described as a “pilot”, and hopefully the government prioritises it.

Just as the author-pays OA movement arose as a backlash against the exorbitant subscription costs of journal publishers, there is increasingly a backlash against APCs and an argument for a “diamond OA” world, where journals are funded by governments, societies and philanthropies (as repositories like arXiv and bioRxiv already are), free to read and free to publish in. In such a world, journals would be overlays of reviews on publicly-accessible preprints. The old system is broken and India and other developing countries should lead in creating a new system. It could be argued that ONOS is, instead, entrenching the old system for another few years. However, scientists have to work in the publishing landscape as it exists now, even while working to change it. ONOS is an incremental change, and in many ways a welcome one. Much more is required, globally, and maybe India can contribute more fresh ideas.

One concrete idea to change things is for India to set up a high-quality, APC-free open-access journal family. This is not for nationalistic reasons but because the world needs it. Prof Sood (PSA) said on December 10 that in a democracy Indian scientists cannot be asked to publish only in Indian journals, and science is a global enterprise. Quite so. One solution could be for India to set up a truly global family of journals, with global editorial boards, that scientists around the world will want to publish in. We certainly have the technical and scientific expertise and the resources. 

All in all, though ONOS should be seen as a first step and not the end, I am optimistic about the noises being made. Here’s hoping.


Rahul Siddharthan is a professor at the Institute of Mathematical Sciences, Chennai. This piece first appeared in his blog at horadecubitus.wordpress.com, and is reproduced here with permission.

Views expressed are personal and do not necessarily reflect those of Confluence, its editorial board or the Academy.


Why study evolution?

Why do we walk on two legs? Why are antibiotics becoming increasingly ineffective? Why do we need vitamin B in our diet? Why do people with serious disabilities continue to be born? Why are people in the tropics darker-skinned than those in temperate zones? Why do bats fly only at night? Why are flowers brightly coloured and patterned? Why do people get covid even after they are vaccinated? The detailed answers to those questions vary from case to case, but there is also a common answer: because of evolution. Evolution is the central organising principle behind living matter. That means all of us – viruses, microbes, fungi, plants and animals.

 

It is rightly said that nothing in biology makes sense except in the light of evolution. Just as physical laws account for fire, rain, earthquakes, motor cars, aeroplanes, artificial satellites and mobile phones, evolution accounts for the makeup and functioning of living organisms. Evolution explains how the huge variety of living creatures came into being. It is a history of life on earth, and not merely a descriptive history. It explains why particular features are characteristic of different forms of life. The explanations fall into three broad groups: those that depend on accidents of chance alone, those that depend on chance combined with reproductive advantage, and those that depend on chance combined with mutual advantage. Let me give examples of each. They are chosen deliberately to illustrate how an understanding of evolution clarifies aspects of human life.

 

Among the roughly 300 year-old Amish sect in the US, a significantly higher proportion have more fingers or toes than the usual five. Why? It so happened that very early, some Amish had a genetic condition which leads to extra digits. The number of Amish has always been small, and they largely married within themselves. Therefore, purely on account of chance (to which the small population size also contributed), extra digits occur in the Amish more frequently than in others. Next, consider the evolution of resistance to an antibiotic. It originates from a chance event, a mutation, in a single bacterium. In someone who is taking the antibiotic (and also in environmental waste that contains the antibiotic), resistance gives that bacterium and its descendants an advantage. They survive and reproduce more effectively than bacteria that are sensitive to the antibiotic. Eventually, resistant bacteria become widespread. In this case evolution has taken place because of chance and reproductive advantage. Finally, consider vitamin B. It is an essential nutrient, but our body cannot produce it. We depend on the bacteria which live in our gut to make vitamin B for us. In return, our metabolism provides the bacteria with the food that they need. The original association between the two species must have occurred by chance. Once it did, mutual benefit ensured its persistence.

 

As these examples show, evolution can take place in several ways. Among them, the second in our list has become famous. In it, evolution is the result of cumulative changes, each spreading within a population following a chance event that results in a slightly improved ability to reproduce. That way of evolving is known as natural selection. It was proposed simultaneously by Charles Darwin and Alfred Wallace in 1858. Popularly, it goes by the name ‘survival of the fittest’ – an expression that has given rise to so much confusion that biologists hardly ever use it. Sometimes natural selection is also called Darwinian evolution (most unfairly to Wallace). It remains the dominant explanation for evolution, especially when the outcome appears to be an adaptation. Adaptation is an evolutionary outcome which makes the members of a species respond optimally to the challenges posed by their surroundings, which include other living creatures too. Optimality is judged as an engineer would, and roughly means ‘as efficiently as possible’. Adaptive evolution leads to better swimmers, fliers, runners, or an improved ability to digest food, see, hear or smell, resist infections, and so on. Molecular biology illustrates the first evolutionary mechanism in our list – chance alone – dramatically. Chance is behind a large number of evolutionary changes in DNA and protein sequences that persist even though they are neither beneficial nor harmful. The third mechanism, in which chance and cooperation combine, makes us look at evolution in a new way. We now see that living creatures (including ourselves) are not isolated individuals. Rather, they are communities that include a huge number of microbial species that live on and within them in an arrangement that helps both sides – or one should say all sides. The emphasis on cooperation reflects a shift in perspective from simple-minded Darwinian evolution, which stresses competition.

 

Unexpected facets of evolution are emerging. The role of the external environment as a stimulus for evolutionary change is one. The role played by the mechanics of cells and tissues in guiding the development of form is another. Thanks to technical advances in molecular biology and computer analysis, the study of evolution is passing through an exciting phase today. We are learning with whom we share our roots and how long ago that was. The deep history of our own species, Homo sapiens, is acquiring shape. We know that our forefathers originated in Africa and, as hopeful migrants, went out from there to populate other continents. There are tantalising glimpses of the people whose descendants we present-day Indians are. They include the earliest humans to reach here from Africa as well as immigrants who arrived in diverse streams from the north-west, north-east, and south Asia. Two statements sum up what evolution tells us so far. First, life on earth is a spectacular example of unity and diversity, both of them based on common ancestry. Second, the diversity has come about through a combination of accidental events, the laws of physics, and natural selection. In the memorable words Darwin used at the end of The Origin of Species (a book that repays reading even today), there is grandeur in this view of life. The study of evolution is endlessly fascinating. Its goal is to explain the most striking aspects of living creatures, the sorts of things that attract a child’s wonder. At the same time, it throws light on the deepest doubts that have engaged humans. Who are we? Where did we come from?

 

However, there is a question that evolution seems ill-equipped to answer. Why on earth would anyone want to deny young Indians such richness, when it costs nothing? NCERT appears to have done just that by omitting the topic of evolution from its X standard text book. The reasons given for the removal that I have come across (it is too difficult, Darwin is a controversial figure) make no sense. It used to be thought that evolutionary biology was not utilitarian in the sense that mathematics, chemistry, computer science or engineering are. In this age of organ transplants across species and strategies to counter the impact of climate change, even that is not true. But there is a far more important point behind the teaching of evolution to children at several levels and in progressively increasing detail. An appreciation of evolution enriches the mind. To delete it from the syllabus is as foolish as not teaching a language, or poetry, or history (though I seem to recall an entrepreneur saying that teaching language was a waste of time). Being exposed to evolutionary thinking should be considered an essential element of human culture, on a par with being told about the planets, stars and galaxies and where they come from. One does not have to know about evolution to make a living. Also, cutting down on its teaching will not matter to those who study in private institutions that use their own curricula. They will find, or be directed to, sources of knowledge other than officially prescribed texts. On the other hand, the move will hit precisely those children whose needs should be addressed by a progressive educational policy, those who come from deprived backgrounds, are compelled to study in publicly funded schools, and retain the hope that education is liberating.

 

Vidyanand Nanjundiah used to be at the Indian Institute of Science and is now at the Centre for Human Genetics. He studies evolution, especially the evolution of social behaviour in microorganisms. He can be contacted at vidyan@alumni.iisc.ac.in. The views expressed in this piece are personal. 

Why dropping evolution from the Std. X curriculum is a very bad idea

In recent weeks, there has been considerable consternation among Indian scientists, educators and citizens alike, following an NCERT decision to drop evolution from the Std. X curriculum (see https://ncert.nic.in/pdf/BookletClass10.pdf, page 21), as part of what is claimed to be a rationalization exercise aimed at reducing the academic load on students (e.g. see https://indianexpress.com/article/education/in-an-open-letter-1800-scientists-educators-express-concern-about-dropping-topic-of-evolution-from-ncert-textbook-8567925/,https://www.outlookindia.com/national/restore-darwin-s-evolution-theory-scientists-educators-tell-ncert-news-280484,https://www.indiatoday.in/education-today/news/story/ncert-removes-darwins-evolution-theory-from-science-textbook-open-letter-2363682-2023-04-23, https://thefederal.com/news/scientists-object-to-ncerts-decision-to-drop-evolution-theory-from-class-x-syllabus/, https://www.ndtv.com/india-news/scientists-open-letter-after-ncert-drops-evolution-from-class-10-textbook-3968686, https://timesofindia.indiatimes.com/city/hyderabad/dont-delete-darwin-from-ncert-books-say-scientists/articleshow/99678576.cms?from=mdr). Over four thousand concerned scientists and others signed an open letter expressing deep anguish at the move and hoping for the decision to be reversed. The President of the Indian Academy of Sciences, Bengaluru, has also written formally to the concerned minister on this issue. There have been articles expressing concern about the dropping of evolution from the Std. X curriculum in India by leading international scientific journals like Science (https://www.science.org/content/article/scientists-india-protest-move-drop-darwinian-evolution-textbooks), and even television stations abroad have covered the growing controversy (https://www.abc.net.au/radionational/programs/sundayextra/india-darwin/102280810).

 

While it is true that evolution is very briefly introduced in earlier classes (Std. VII), and will still – for the time being?. – remain part of the Std. XII curriculum, its removal from the Std. X curriculum is a matter of grave concern for at least four major reasons outlined below. We also note that what is often colloquially termed ‘Darwinism’ is really the ‘Theory of Evolution’, for which Darwin provided the first detailed scientific framework and also compiled ample evidence consistent with that framework. The ‘Theory of Evolution’ was later further developed and refined by innumerable scientists from across the world, combining Darwin’s original insights with later discoveries in Mendelian genetics and many other fields including ecology, behaviour, developmental biology, and mathematical and statistical genetics. It is not a branch of biology, but rather is a logical framework and perspective with which to make sense of the diverse facts we continue to learn about the living world (see https://www.youtube.com/watch?v=k7pJ9w5oswg).

 

The importance of evolution to understand life

Any science calling itself ‘biology’ must address how living things are “living” (rather than non-living), and also the diversity, relatedness and adaptedness of life forms. The first question is addressed by functional biology, often at a molecular or cellular level, the other three are addressed by evolution. The very existence of life in diverse forms, ecological interactions within and between groups, or the inter-relationships between living organisms and their immediate surroundings cannot be explained without invoking the ‘Theory of Evolution’. This means that one cannot understand any aspect of natural science without invoking the concepts of the ‘Theory of evolution’. Evolution is not a mere sub-discipline of biology; rather, it is an overarching perspective from which we make sense of all the factual information gleaned from research in diverse branches of biology. It is evolutionary theory that provides the logical framework for understanding biological diversity and dynamics, and elevates it beyond just being a collection of interesting facts about this or that species. As the great Nobel Prize winning immunologist Sir Peter Medawar said, “For a biologist, the alternative to thinking in evolutionary terms is not to think at all”! An equally profound statement, which is as relevant today as it was 75 years ago, was Theodosius Dobzhansky’s assertion that “Nothing in biology makes sense except in the light of evolution”.

 

Centrality of evolutionary biology to our survival and healthy living

It is often thought that evolution does not have applied significance and is just of academic interest. That could not be further than the truth, as recently highlighted by the covid pandemic where evolutionary concepts were needed to develop effective models and plan vaccination and other public health strategies. Whether it be the origin and spread of multi-drug resistant bacteria, new zoonotic outbreaks and pandemics, epidemiology and public health, impact of loss of biodiversity, effects of environmental degradation and climate change, cancer, ageing, crop and domesticated animal improvement, use of DNA in forensics, genome wide association studies to identify genetic variants underlying complex diseases, assessing the potential risks of genetically modified organisms, understanding human diversity and pre-civilization migrations, or a diverse set of social pathologies (including sexual violence), an evolutionary perspective and the application of evolutionary theory are crucially important to how we understand and, therefore, tackle or manage these important societal challenges. Concepts from evolution are also used in diverse areas of computer science, like artificial intelligence and machine learning (for more detail on the centrality of evolution for both biology and for solving diverse societal challenges, see https://www.youtube.com/watch?v=Fut6NtPc7_0).

 

The importance of evolution in our intellectual history

The concept of evolution is something that all citizens should be aware of because it speaks directly to who we are, as humans, and our position within the living world. Following the Copernican and Newtonian intellectual revolutions in Europe, living organisms were the last bastion of “religious” or “supernatural” explanations in nature. The Darwinian intellectual revolution showed, that just as in the case for movement of celestial bodies after Newton, there was no need to invoke supernatural explanations to understand the living world, the diversity, relatedness and adaptedness of life forms, or of human origins (see https://www.youtube.com/watch?v=xppn7ITteZw&pp=ygUeQW1pdGFiaCBKb3NoaSBFdm9sdXRpb24gUG9ldHJ5). Thus, evolution is also a central concept in our modern rational world-view, as opposed to a superstitious or mythological one, and as such a basic understanding of the tenets of Darwinian evolutionary theory is important to the cultivation of a scientific temper, something our Constitution exhorts us to strive towards. If the vast majority of students (those who do not go on to take biology in Std XI-XII) are to be deprived of any exposure to the concept so important to a scientific world-view, it is a travesty of the notion of a well-rounded secondary education.

 

The importance of evolution to cultivating the ‘scientific temper’

As is clear from the point above, evolutionary thinking is immensely important for developing a scientific temperament. Evolution provides scientific thinking in the form of knowledge-driven and evidence-based explanations of our very existence, our diseases and other life-style maladies, our relationship with other human societies, and with our living and non-living environment. It helps us to understand our position in the biosphere, our relationship with other human groups and other species, and the importance of diversity in humans and all other life forms. It helps us to understand the unity underlying our ethnic and other diversity, diseases, ways to conserve biodiversity and also helps us to design strategies to keep out planet liveable. And, above all, it is one of the pillars of a rational view of the living world, as opposed to a mythological, superstitious or religious one.

 

Concluding Remarks

As we have briefly seen above, evolution is a foundational concept for both the study of biology and for cultivating a rational view of humans and their interrelationships with one another, and with the living and non-living environment. It is also important for how we choose, as a society, to address diverse challenges in public health and societal well-being, especially in rapidly altering times characterized by environmental degradation and climate change.

 

As of now, what we know is that evolution has been removed from the Std X curriculum. We do not know the reason why. It is still there in Std XII curriculum. So, the concern is not so much that “evolution is removed” from curricula, inasmuch as students taking biology in Std XI-XII will get exposure to evolutionary biology. The concern specifically is that, other than basics of how the human body functions, evolution is perhaps the most important part of biology that all educated citizens should be aware of and, therefore, it should remain in the Std X curriculum which all students study before they choose different specializations in Std XI. In the absence of rational and scientific understanding of life, as children grow up they would become more likely to succumb to superstitions and irrational explanations and practices. How will they explain why the mighty dinosaurs, which they all are fond of, are no longer around? How will they explain similarities between human and other mammals to an extent that we can take a pig organ and transplant it into a human? How will they innovate any new products without the understanding of common chemical basis of life across all organisms, from tiny bacteria to large banyan trees to humans to elephants to whales?  As the vast majority of students do not take biology after class X, they will be deprived of any exposure to a concept so important to both biology and a scientific world-view. For the past 50 years, India is reaping the benefits of globalisation by providing S&T services to the whole world, especially IT services. With the advent of artificial intelligence and machine learning, this is in danger unless we reinvent our education, which is what NEP2020 is attempting. However, no student will be able to master high levels of creativity and innovation to develop AI-driven modules without a deeper understanding of the fundamental concept of natural selection. Concepts of evolution are today finding a role in areas from computer science, artificial intelligence and machine learning, to economics and manufacturing.

 

At this point we do not know if this removal education from Std X is part of a broader government policy or not. There is trepidation that it might be so, given that in 2018, there was a statement by the then Minister-of-State for Human Resource Development that evolution was discredited and should not be taught, prompting a strong response from the academic community (see http://confluence.ias.ac.in/joint-statement-by-the-three-science-academies-of-india/, http://confluence.ias.ac.in/defying-both-logic-and-biology/). On the other hand, it may well be that this move is just a reflection of a general view among many in Indian biology that evolution is somehow unimportant, compared to molecular biology (see https://www.youtube.com/watch?v=Fut6NtPc7_0), or perhaps just sheer intellectual laziness or incompetence by the concerned committee members. There have been some suggestions by defenders of the NCERT policy that the concerns expressed are politically motivated, that basic ideas of evolution are “too heavy” for Std. X teachers and students, and that Darwinian evolutionary theory has long been superseded by the Modern Synthetic Theory of Evolution which is too technical to be taught in Std. X (see https://www.ndtv.com/video/shows/ndtv-special-ndtv-24×7/the-darwin-debate-theory-of-omission-evolution-of-a-controversy-696075). These arguments are disingenuous and appear to be meant to deflect and obfuscate the issue. All the points we have made above are technical points in the science and academics domain; we would have made the same points if any other government had removed evolution from the Std. X curriculum. The basic concepts of the ‘Theory of Evolution’ can easily be introduced to Std. X students, or indeed the general public (see for example, this public lecture explaining very nuanced and up-to-date aspects of natural selection, without any technicalities or mathematical details: https://www.youtube.com/watch?v=gDPtRvj7wYc). Moreover, the conceptual core of evolutionary theory has not really changed much since Darwin: some details have been added and more recently discovered phenomena have been incorporated (see https://ecoevorxiv.org/repository/view/3688/).

 

What is also distressing is that none of the internationally known Indian evolutionary biologists were consulted on this matter. India has a small but very strong evolutionary biology community and Indian research was the only non-western research to make it into a compendium of 65 major conceptual breakthroughs in evolutionary ecology since Darwin, according to a recent book (https://dst.gov.in/indian-study-finds-place-among-major-breakthroughs-ecology-and-evolution-counted-origin-species). Indian scientists have contributed a lot to evolutionary biology in the last 30-35 years, and are among world-leaders in areas of social evolution, behavioural ecology in plants, evolution of competitive ability, evolution of population stability, sexual selection and sexual conflict, and core concepts in evolution and our understanding of its history (https://dst.gov.in/indian-biologists-put-forward-novel-refinements-fundamental-conceptual-principles-evolutionary). There is also a professional society, the Indian Society of Evolutionary Biologists (https://home.evolutionindia.org/), that could have been consulted but was not.

 

Especially given the recent covid pandemic underscoring the importance of evolutionary theory to solving real-life problems, we find it inexplicable why NCERT would want to drop topics on evolution from Std X, even if the aim was to ‘reduce the academic load’: in that case, some chapters with factual detail could have been dropped instead of the chapter dealing with the logical foundations of the discipline of biology. We note also that this move is against the spirit of the NEP of 2020 in that the policy emphasized the importance of concepts and rational thinking over mere absorption of factual material. We would like to believe that this is a genuine, though huge, mistake by the concerned committee, and we are hopeful that the responses from the Academic community will help initiate a rethink and possible reversal of this decision.

L. S. Shashidhara is a developmental geneticist and evolutionary biologist and is presently Director of the TIFR-National Centre for Biological Sciences, Bengaluru

Amitabh Joshi is an evolutionary biologist and population ecologist and is presently Chair of the Evolutionary and Organismal Biology Unit, of the Jawaharlal Nehru Centre for Advanced Scientific Research, Bengaluru.

Both authors are also founding members, fellows and executive committee members of the Indian Society of Evolutionary Biologists (https://home.evolutionindia.org/). The views expressed in this piece are personal.

 

One Among Us: Virtual Socialisation

English

Hindi

(Translated by: Tarun Saxena; Reviewed by: Ruchi Agrawal)

Other languages

  • Bengali (Translated by: Sujit Kumar Chakrabarti; Reviewed by: Suman Chakrabarty)
  • Chhattisgarhi (Translated by: Ganesh R. Sinha)
  • Kannada (Translated by: Ganesha; Reviewed by: Rajiv K N)
  • Malayalam (Translated by: Nikhila KN; Reviewed by: Kabanee)
  • Marathi (Translated by: Shriram Barve; Reviewed by: Shailesh Sahasrabhojanee)
  • Tamil (Translated by:G Srinivasaraghavan; Reviewed by:Murugan, Ramanujam, Shubashree)

 


Sujit Kumar Chakrabarti is a faculty member at IIITB, Bengaluru. Views expressed are personal and do not necessarily reflect those of Confluence, its editorial board or the Academy.

For the other cartoons in this series, please click here.


 

One Among Us: Online or Offline

English

Hindi

Hindi translation: Sujit Chakrabarti

Tamil

Tamil translation: R Ramanujam


Sujit Kumar Chakrabarti is a faculty member at IIITB, Bengaluru. Views expressed are personal and do not necessarily reflect those of Confluence, its editorial board or the Academy.

For the other cartoons in this series, please click here.


 

Interview of Prof. S. Sivaram: Mentorship experiences

 

Interview of Prof. S. Sivaram, wherein he discusses his mentorship experiences – from his days as a student at IITK where he was mentored by the Chemistry faculty, to IPCL where he was involved in setting up India’s first large polyolefin manufacturing industry to his tenure in NCL, where he was part of the leadership.

 

About the participants: Prof. S. Sivaram is currently INSA Senior Scientist and Honorary Professor at IISER-Pune. Before this, he was the Director of the CSIR-National Chemical Laboratory in Pune. Sutirth Dey is professor of Biology at IISER-Pune and Guruswamy Kumaraswamy is professor of Chemical Engineering at IIT-Bombay. 

 

Views expressed are personal and do not necessarily reflect those of Confluence, its editorial board or the Academy.

 

This article is part of a Confluence series called “Mentor-Mentee Relationships in Academia: Nature, Problems and Solutions”