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Monday, January 31, 2022

Government of India Budget for 2022-23: Commentary

 

https://twitter.com/search?q=%23BudgetBytes


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https://www.youtube.com/watch?v=tWZdCZxp9A4


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Comments on the Budget


What is the employment target of the budget?

Plan to Provide Employment to 2 Crore Persons Per Year in Micro Units Using Mudra Finance Scheme

https://guide-india.blogspot.com/2017/08/plan-to-provide-employment-to-2-crore.html



Important Points of the Finance Minister's Budget Speech


India@100 from India@75


4 Big Priorities


7 Engines


Productivity is mentioned many times.


International Year of Millets - Schemes for Millet promotion


Centres of excellence


Capex: Rs. 7.5 lakh crores.


Total expenditure- 39.45 lakh crore in 2022-23 total receipt other than borrowing estimated at 22.84 lakh crore. Revised fiscal deficit will be at 6.9% set to reach the goal of under 4.5% by 2025.



News and Articles Related to Budget Before the Budget Day

https://www.moneycontrol.com/news/business/economy/msme-credit-guarantee-scheme-saved-13-5-lakh-firms-1-5-crore-jobs-report-7906411.html


https://www.business-standard.com/article/economy-policy/govt-cuts-mudra-loans-target-in-fy22-rules-out-fresh-psb-merger-proposal-121080200858_1.html






Saturday, January 29, 2022

Srimadbhagavatamu - Telugu



https://www.kamakoti.org/telugu/34/chapters.htm 


https://www.kamakoti.org/telugu/34/1chapters.htm

సచ్చిదానంద రూపమగు బ్రహ్మ వస్తువు ప్రకృతిలో కలిసి ఎట్లు వివిధ అవతారముల నెత్తి నది సూతుడు వివరించి ఆ భగవంతునికి అసంఖ్యాకములగు అవతారములున్నవనియు, వానిలో అంశావతారములు, అంశాంశావతారములు, ఆవేశావతారములు, పూర్ణావతారములు, పరిపూర్ణావతారములు యిట్లనేక విధము లున్నవని వివరించి, అన్ని అవతారములలోను కృష్ణావతారము ఉత్తమమైన, పరిపూర్ణతమమైన అవతారమనియు, కృష్ణుడు సాక్షాత్తు భగవంతుడేననియు వర్ణించెను.


అంతట శౌనకాదులు--''అట్టి పరిపూర్ణత మావతారమైన కృష్ణుని యొక్కయు, సాక్షాత్తు భగవంతుని యొక్కయు కధలను, భాగవతమును పురాణమందు వ్యాస మహామునీంద్రుడు వర్ణించి ఆత్మజ్ఞానియైన శుకుడను తన కుమారునికిబోధించెననియు మేమువినుచున్నాము. ఆ భాగవత కథా సారమును మాకు వినిపింపు''డని శ్రద్ధతో సూతుని ప్రార్ధించిరి.





https://www.kamakoti.org/telugu/37/chapters.htm    - Index

Chapters

https://www.kamakoti.org/telugu/37/1-%20ADHYAM.htm

భా గ వ త క థ


ధర్మరాజు అశ్వమేధయాగము చేయఁదలఁచుట


4 1


శ్లో|| ఆహూతో భగవాన్‌ రాజ్ఞా, యూజయిత్వా ద్విజైర్నృపమ్‌|


ఉవాస కతిచిన్మాసాన్‌, సుహృదాం ప్రియ కామ్యయా ||


---శ్రీమద్భాగవతము. 1స్కం. 12 అ. 35 శ్లోకము.


"మఱియు ధర్మనందనుండు ... ... .... సమాయత్త యజ్ఞోపకరణుండై సకల బంధుసమేతంబుగఁ గృష్ణుని నాహ్వానంబు చేసి పురుషోత్తము నుద్దేశించి మూఁడు జన్నంబులు గావించెఁ దదనంతరంబ కృష్ణుడు బంధుప్రియంబు కొఱకుఁగరినగరంబునఁ గొన్ని నెలలుండెను."


--శ్రీమదాంధ్ర భాగవతము.













Friday, January 28, 2022

Sri Kurma Mahapuranamu - Telugu

 

https://www.kamakoti.org/telugu/

https://www.kamakoti.org/telugu/62/index.html


https://www.kamakoti.org/telugu/62/1.htm

శ్రీ కూర్మమహాపురాణమ్‌


ప్రథమో೭ధ్యాయః


అధ ఇంద్రద్యుమ్నస్య మోక్షప్రాప్తివర్ణనమ్‌


నమస్కృత్యా ప్రమేయాయ విష్ణవే కూర్మరూపిణ | పురాణం సంప్రవక్ష్యామి యదుక్తం విశ్వయోనినా || || 1


Sri Brahmavaivarta Mahapuranam - Telugu

 

https://www.kamakoti.org/telugu/

https://www.kamakoti.org/telugu/65/index.html


https://www.kamakoti.org/telugu/65/1.htm


శ్రీ బ్రహ్మవైవర్త మహాపురాణము


ప్రథమ ఖండము - ప్రకృతి ఖండము


ప్రథమోZధ్యాయః అనుక్రమణిక


(జ్ఞానానందమయం దేవం నిర్మలస్ఫటికాకృతిం | ఆధారం సర్వ విద్యానాం హయగ్రీవ ముపాస్మహే||)


అథబ్రహ్మవైవర్తే బ్రహ్మఖండం -


బ్రహ్మవైవర్తపురాణములోని బ్రహ్మ, ప్రకృతి, గణపతి, శ్రీకృష్ణ జన్మఖండములనే నాలుగు ఖండములలో బ్రహ్మఖండము ప్రారంభింపబడుతున్నది.


https://www.kamakoti.org/telugu/65/12.htm

ద్వాదశోzధ్యయ: - నారదజన్మ కథనము


శౌనక ఉవాచ - శౌనకుడిట్లనెను -


ఋషి వంశ ప్రసంగేన బభూవుర్వివిధాఃకథాః l ఉపాలంభేన ప్రస్తావాత్కౌతుకేన శ్రుతా : మయా ll 1


ప్రజా వా ససృజు: కే వా ఊర్ధ్వరేతాశ్చ కశ్చన l పిత్రా సహ విరోధేన నారదః కిం చకార సః || 2


పితు ః శాపేన పుత్రస్య కిం బభూవ విదోధతః l పితుర్వా పుత్రశాపేన సౌతే తత్కథ్యతాం శుభం ll 3


ఓ సౌతిమహర్షీ ! ఋషి వంశముల గురించి చెప్పు సందర్భమున తెల్సి న వివిధకథలను ఉత్సాహముతో వింటిని . మహర్షులలో ఎవరెవరు సృష్టిక్రమమునకు పక్రమించిరి ? ఎవరు ఊర్ద్వరేతస్కులైరి ? తండ్రితో విరోధము పెట్టుకున్న నారదుడేమి చేసెను . బ్రహ్మ, బ్రహ్మతనయుడైన నారదుడు పరస్పరము శాపములిచ్చుకొని ఎమైనారో ఆకథనంతయు చెప్పుము -

Saraswati Puja

Sri Sivapuranamu - Telugu

https://www.kamakoti.org/telugu/

https://www.kamakoti.org/telugu/50/index.html



https://www.kamakoti.org/telugu/50/1.htm

శ్రీ గణశాయ నమః

శ్రీ శివ మహాపురాణము

విద్యేశ్వర సంహితా

అథ ప్రధమోsధ్యాయః 


https://www.kamakoti.org/telugu/50/2.htm


అథ ద్వితీయోsధ్యాయః


శివపురాణ పరిచయము


సూత ఉవాచ |


సాధు పృష్టం సాధవో వసై#్త్రలోక్య హితకారకమ్‌ | గురుం స్మృత్వా భవత్స్నే హాద్వక్ష్యే తచ్ఛృణుతాదరాత్‌ || 1

వేదాంత సార సర్వస్వం పురాణం శైవముత్తమమ్‌ | సర్వాఫ°ఘోద్ధారకరం పరత్ర పరమార్థదమ్‌ || 2

కలికల్మష విధ్వంసి యస్మిన్‌ శివయశః పరమ్‌ | విజృంభ##తే సదా విప్రాశ్చతుర్వర్గ ఫలప్రదమ్‌ || 3

తస్యాధ్యయన మాత్రేణ పురాణస్య ద్విజోత్తమాః | సర్వోత్తమస్య శైవస్య తే యాస్యంతి సుసద్గతిమ్‌ || 4


Narada Puranamu - Telugu

https://www.kamakoti.org/telugu/


https://www.kamakoti.org/telugu/48/index.html   Narada puranam 1

https://www.kamakoti.org/telugu/33/chapters.htm


https://www.kamakoti.org/telugu/33/74-Adhyayamu.htm

చతుస్సప్తతి తమోధ్యాయ : డెబ్బది నాలుగవ అధ్యాయము - గోకర్ణ మహాత్మ్యమ్‌

https://www.kamakoti.org/telugu/33/75-Adhyayamu.htm 

పంచ సప్తతి తమోధ్యాయః డెబ్బది యైదవ అధ్యాయము - లక్ష్మణాచలమహాత్మ్యమ్‌



Thursday, January 13, 2022

Design Thinking for Academicians and Educators - Curriculum Design and Teaching Plan Design

 Design Thinking can do for organic growth and innovation what TQM did for quality.


What is Design Thinking?


Design thinking is Ideo's approach for design which is human-centered. As a design company, Ideo tries to solve design problems starting with the user's requirements, feelings and difficulties in using or experiencing products. While tech-centered companies focus on their technical capabilities to design products, Ideo focuses on its behavioral research skills to understand the customers' pain points and pleasure points.

Ideo's research for product design is based on teams having persons from diverse disciplines spanning from business to behavior sciences (that includes engineers and scientists). The research team tries to observe consumers during their product evaluation and purchase decisions through videos and photographs apart from interviews. It uses photographs and videos persons in physical locations of the companies to observe how they feel and why they feel in the location. The insights gained are used to improve the facility. It forms of groups of consumers to help it in evaluating the experience in using products and encourages them to take pictures and videos and write descriptions regarding their feelings on various aspects of the products.

Frequent prototypes of are made of the proposed products so that consumers can give their evaluation more frequently about the proposed products. It encourages its employees and the employees of client companies to participate in the research project. One illustration of the benefit of this approach is an objection by Steve Jobs to the noise made the movement of a proposed mouse design. It was resolved by rubber coating the steel ball.

The principal focus of Ideo is on solving usability problem for consumers. It research is broad to cover many consumers and in depth to discuss issues with select group of consumers. The approach of Ideo now became a design excellence model like that of Toyota Production System for World Class Manufacturing.

(Source: Marketing Case Study in Kotler and Keller, Marketing Management, 15th Ed. P.160-161)


Why you SHOULD use Design thinking approaches in education!
Posted on August 7, 2013 by EmerBeamer

My professional experiences using Design thinking have revealed a great potential for education, both for teachers in their own practice and for students (young and older). For the new ‘Nederlandse School‘ (I’m in the design team), the curriculum concept is ‘Ontwerpend leren’ and partly informed by design thinking. 
https://emerbeamer.blog/2013/08/07/why-you-should-use-design-thinking-approaches-in-education/

Ideo's Design Thinking for Educators

Design thinking is a mindset. In educational institutions, it is the belief that everyone can be part of creating a more desirable future, and it has to be part of the  process to take action when faced with a difficult challenge. 

Classrooms and schools across the world are facing design challenges every single day, from teacher feedback systems to daily schedules. For finding effective solutions to these challenges educators  require new perspectives, new tools, and new approaches. Design thinking is one of them.

We have a resource—The Co-Designing Schools Toolkit, which supports educators to collaboratively create  change in schools through a  design-driven process. You can  download the classic Design Thinking for Educators toolkits + workbook from the webpage.


View of Debbie Morrison


Designing Transformations in Higher Education
Clark G. Gilbert, Michael M. Crow & Derrick Anderson Winter 2018
https://ssir.org/articles/entry/design_thinking_for_higher_education

Interesting articles in Google search - Design Thinking in Universities





Design Thinking Research: Translation, Prototyping, and Measurement

Christoph Meinel, Larry J. Leifer
Springer Nature, 2021 - Electronic books

The practice of design thinking has become widespread over the last several years, and an increasing number of individuals and institutions have come to recognize its innovative power. However, its success story has also meant that the term has evolved into something of an overused, or even misused, buzzword. The demand for an in-depth, evidence-based understanding of the way design thinking works has grown accordingly. This challenge is addressed by the Hasso Plattner Design Thinking Research Program. Summarizing the outcomes of the research program's 12th year, this book presents a broad range of scientific insights gained by researchers at the Hasso Plattner Institutes in Potsdam, Germany and Stanford University in California, in the course of their investigations, experiments and studies. Special focus is placed on the impact, accessibility and measurability of design thinking. The contributing authors seek to establish common ground, conduct modelling, and develop essential toolkits. The expanding field of neurodesign is also addressed in contributions that explore the neural basis for creativity and nonverbal actions. The results of this rigorous academic research are not meant to be discussed exclusively within the scientific community: they will hopefully find their way to those who seek to promote innovation through collaboration, be it at businesses or in society.



Design Thinking in Student Affairs: A Primer

Julia Allworth, Lesley D'Souza, Gavin W. Henning
Stylus Publishing, LLC, 23-Sep-2021 - Education - 250 pages

“Design Thinking in Student Affairs: A Primer constitutes such an important and timely contribution to the literature. By focusing equally on the theory, mindset, and practice of design thinking, the book fills a gap by providing a roadmap for theoretically informed practice and culture change. Authored by trusted colleagues with expertise in leadership, innovation, assessment, storytelling, equity, organizational development, change management, and student success in both Canada and the United States—the book makes a compelling case for using design thinking to facilitate human-centered, cocreated, high-impact solutions within and beyond the traditional realm of student affairs.

Given the unprecedented combination of new and exacerbated challenges facing our colleges and universities—decreasing government funding, student mental health and well-being, diversity and inclusion efforts, and affordability chief among them—who among us doesn’t need another arrow in their quiver?”—From the Foreword by Janet Morrison, President and Vice Chancellor of Sheridan College, Ontario, Canada

Design thinking is an innovative problem-solving framework. This introduction is the first book to apply its methodology to student affairs and, in doing so, points the way to its potentially wider value to higher education as a whole.

With its focus on empathy, which is the need to thoroughly understand users’ experiences, design thinking is user-centered, similar to how student affairs is student-centered. Because the focus of design thinking is to design with users, not for users, it aligns well with student affairs practice. In addition, its focus on empathy makes design thinking a more equitable approach to problem-solving than other methods because all users’ experiences—not just the experiences of majority or “average” student—need to be understood. Centering empathy in problem-solving processes can be a tool to disrupt higher education systems and practices.

Design thinking is a framework to foster innovation, and, by its nature, innovation is about responding to change factors with creativity. In an organization, design thinking is inherently connected to organizational change and culture because the process is really about changing people to help them rally around a disruptive idea. Implementing design thinking on a campus may in itself be disruptive and require a change management process. The beauty of using design thinking is that it can also act as a framework to support organizational culture change.

Design thinking approaches, with their focus on stakeholder needs (as opposed to systemic norms), collaborative solutions building, and structured empathy activities can offer a concrete tool to disrupt harmful systems of power and oppression. Design thinking as a process is not a magic solution to equity problems, though it can be a powerful tool to approach the development of solutions that can address inequity. Design thinking is data-driven and considers both qualitative and quantitative data as necessary to gain most complete picture of an issue and its possible solutions, whether a product, program, or service.

Design thinking has numerous benefits to afford students affairs. Chapter 1 outlines a case for design thinking in student affairs. Chapter 2 discusses a brief history of design thinking, noting its germination and evolution to current practice. Chapter 3 provides a detailed description of each step of the design thinking model with pertinent examples to make the steps clearer. Chapter 4 explains the intersection of equity and design thinking while chapter 5 explores the use of design thinking for organizational change. Chapter 6 presents a new model for design thinking assessment. Chapter 7 addresses the challenges and limitations of the process. Chapter 8 concludes the book by discussing the alignment of design thinking and student affairs and outlining next steps.

Design thinking is an innovative process that can change the way higher education and student affairs operates, realizing the potential it offers.

Video - Julia, Lesley
_____________________



https://www.youtube.com/watch?v=vxCmVoh0YuU
_____________________

Applying Design Thinking to the Measurement of Experiential Learning

Peck, Adam, DeSawal, Danielle
IGI Global, 25-Jun-2021 - Education - 348 pages

In the field of student affairs, many are rethinking the value of a wide variety of traditional aspects associated with the student experience. Recent commentary has questioned whether students should attend college that has an all-inclusive tuition, focused primarily upon academic and support services. Given the need for changes the COVID-19 pandemic has created, it is imperative to question whether this kind of academic package is ideal for the future of higher education. As issues surrounding the traditional aspects of the student experience continue to develop, research has begun to focus on how student learning and awareness can be improved, specifically within the principles of design thinking.

Applying Design Thinking to the Measurement of Experiential Learning is a forward-thinking and innovative look at assessment and design conditions that promote student learning. It proposes new models for education, conditions for student learning, and student learning assessment using design thinking and experiential learning. These topics include adjustments to curriculum, integrated learning environments, student success and student affairs, campus-wide design thinking, and testing assessments. This book is valuable for senior leaders in the field of student affairs, student affairs assessment professionals and faculty teaching in higher education programs, practitioners, researchers, academicians, and students interested in how the principles of design thinking can be applied to higher education.













Role of Vice-Chancellors - Articles and Books

 

What does a Vice-Chancellor do?

I have recently reached my first anniversary as Vice-Chancellor of the University of Nottingham.


In general terms, a Vice-Chancellor has four major responsibilities: 

  • providing strategic leadership for the University community of staff and students;
  • having accountability to Senate and Council for academic and financial performance as well as compliance with all regulatory bodies; 
  • leading and managing the University Executive Board; and 
  • being a key point of contact for major stakeholders who will support and impact on our University in a multitude of ways: for example, research funding bodies, donors, alumni, other universities, mission groups, industry partners, policymakers, cultural organisations, local, national or international government officials and suppliers.  


Professor Shearer West

Vice-Chancellor




What Do Vice‐Chancellors Do?
Don Aitkin 
Journal of Higher Education Policy and Management 
Volume 20, 1998 - Issue 2
Pages 117-128 


Provide leadership, academic and administrative to the whole University;
Represent the University externally, both within the UK and overseas;
Secure a financial base sufficient to allow the delivery of the University's mission, aims and objectives;
Carry out certain important ceremonial and civic duties.


Strengthening the university executive: The expanding roles and remit of deputy and pro-vice-chancellors
Sue Shepherd
First published: 15 November 2017
full paper available.

Suggestions from many on how to begin. - VC role.






Hence “Making a Difference in the Life of Every Student” is the Priority of my administration.


Our shared values and beliefs  - Four concepts that guide our actions:

Excellence
Collaboration and innovation
Respect
Honesty and integrity

Our purpose is to deliver academic and administrative excellence in higher education, through an orientation toward collaboration and innovation, with respect for all who come to our campus and with honesty and integrity at our core.

Strategic Initiatives and Goals


Our Strategic Plan consists of ten overarching initiatives and goals for our campus in Columbus, Indiana.

Student Success

Optimize Enrollment Management


Streamline recruitment, admissions, advising and enrollment processes to enhance student experience and satisfaction.
Formulate a long-term enrollment growth strategy with annual growth of between 3-5 percent, reaching enrollment of 1850 students by 2022.
Increase transfer enrollment by 2 percent annually.
Create a comprehensive branding approach  with a focus on positive name recognition and connection to the resources of Columbus. 

Promote Undergraduate Student Learning and Success


Enhance the collection and use of data on student learning and institutional effectiveness through a comprehensive program of outcomes assessment.
Enhance support for faculty and staff development to strengthen teaching effectiveness.
Improve student retention and graduation through a broad range of student support initiatives and services.
Strengthen out-of-class learning opportunities for students, including the honors program and honor societies, student-faculty research, women’s center, internships, service-learning, study abroad, leadership programs, student organizations and activities, career services, financial literacy, student jobs and special events. 

Increase Capacity for Undergraduate, and where appropriate, Graduate Programs


Develop a 10-year academic plan that identifies programs for growth, proposes new academic degrees, concentrations, certificates, minors, and tracks, specifying a timeline and resources needed.
Secure appropriate accreditation that demonstrates the quality and strength of our programs.
Examine the feasibility of developing programs and curricula targeting non-traditional student populations. 

Transform Online Education


Promote the development of high quality online certifi­cate and degree programs.
Develop innovative technology-enabled learning experiences.
Participate in IU Online with program and certificate options. 

Position Our Students to be Global Citizens


Increase funding for study-abroad opportunities for our students.
Develop additional local study-abroad opportunities and promote system-wide opportunities.
Further integrate global perspectives in our curricula. 
Economic Development and Economic Opportunity

Align Academic Programming initiatives with regional economic development and economic opportunity priorities


Develop programs to address critical regional needs in education, healthcare, safety, security, management, information systems, engineering, and technology.
Strengthen current relationships and collaboration with regional guiding groups, local governments, the EcO Network, economic development boards, chambers of commerce, community foundations, significant employers, and regional planning initiatives.
Build capacity to support and enhance the growth of the regional talent pipeline, particularly in the areas of diversifying the pipeline, creating welcoming communities, and supporting the global workforce in our region.
Become an employer of choice for staff and faculty by providing meaningful work, improved workplace culture and communication, and advancement opportunities. 


Increase Capacity for Innovation and Discovery


Enhance support for scholarly activity.
Enhance capacity for grant-funded research and scholarship.
Enhance support for faculty/student research.
Engagement

Deepen our Commitment To Community Engagement

Engage communities and their leaders university campaigns; create and meet targets and timelines.
Develop and host community events in the community and on campus to position the university as a regional thought leader.
Leverage the IUPUC Center for Business and Economic Development to build stronger connections with local employers and community organizations in order to support placement of our students, engagement in the community, and long-range philanthropic efforts. 

Foster a Welcoming Campus Environment


Develop and foster a culture that proactively seeks out solutions to challenges and creates/fosters a positive environment.
Review all campus messaging (events and communications) for consistency with the principles of a welcoming and diverse campus.
Support an active Diversity Council and strong diversity programming for the campus and community.
Achieve a representative employee population in line with state, regional, and national benchmarks. 

Develop Faculty and Staff

Strengthen promotion and reward structures for non-tenure track, tenure-track, and tenured faculty.
Provide regular professional development opportunities for faculty and staff.

Vice Chancellor's Speeches

06 JAN 2021

A Message from HBS Dean Srikant Datar after taking charge as Dean


Four directions indicated in the speech.

First, I think implementing with speed and urgency the ambitious agenda of the Dean's Anti-Racism Task Force that the Dean had initiated in the summer. 

Second, I see many opportunities to leverage the many digital assets we have built and to think about how we might use the case method, the field method, and online learning, as well as virtual hybrid in-person instruction most effectively in all our educational programs. There are skills and concepts that are better learned through an online module where students with varying levels of expertise or experience can move through them in a self-paced way.

A third would be around what's happening in the world today with digitization and technology going at a very fast pace. Artificial intelligence, internet of things, the cloud, 5G telecommunication technologies, all of these are transforming organizations in very fundamental ways. And I believe that organizations will demand graduates with knowledge of these skills necessary to make wise and critical judgments. We'll have to think imaginatively about the implications of these technologies on our research and in our educational programs.

Finally,  business leaders and large corporations are being challenged to make capitalism more inclusive, to consider what is happening around inequality, to think about sustainability and how best we might meet environmental, social, and governance goals. These are all interesting and complex questions with no easy answers, but ones that I believe we must address to educate leaders who make a difference in the world. I hope we will lay out a fairly bold and ambitious agenda for the next few years.
https://www.hbs.edu/about/leadership/statements-and-speeches/Pages/message-from-dean-srikant-datar.aspx



2012
I. VENKATESWARA RAO, Vice-Chancellor of Dr NTR University of Health Sciences, has a vision for the institution he heads. It can be summed up thus: A strong research wing that can support real-time work to find solutions for the common problems of the community and provide a unique opportunity for medical students to scale new heights in providing excellent health care.

Speech delivered by Professor Sir Leszek Borysiewicz
Shared Values and Visions

Inaugural address to the University, 1 October 2010
University of Cambridge





Ud 14.1.2022
Pub 29.7.2021









Sunday, January 2, 2022

Shrautamu - Smartamu - Telugu Script

 Yajusha Shrauta Smarta Anukramnika ( apastambiya)

Year 1922 

The book in telugu script is the omnibus of  apastamba grihya brahma nitya karma samucchaya .covering almost every topic related to it including the pratasmaranam  to viashwadeva and garbhadhana to sthalipaka . and interestingly the srauta karmas like darshapurnamasa prayoga, adhanesti etc are also given with sastra pramana.

https://archive.org/details/yajushashrautasmartaanukramnika