AICTE Initiatives and Webinars

 

Towards Academic Excellence in 21st Century - Webinar 30 Sep 2021

https://www.youtube.com/watch?v=q_c228S7_6I

Online Awareness Programme for Students & faculty on CII Industrial Proficiency Aptitude Test(iPATE)

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

21.9.2021

Webinar on AICTE Quality Initiatives

1,122 views Streamed live on 10 Sept 2021

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

Webinar on Research Indices Visualise Research and Authorship Impact

5 Sept 2021

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

Webinar on Strategic Approach for Research and Innovation

31 Aug 2021

https://www.youtube.com/watch?v=AwWnyeZ6MIQ  

Ayurveda - Introduction and Books

 

https://www.astrojyoti.com/ayurvedabasics.htm

https://www.astrojyoti.com/charkasamkitasanskrit.htm

Charaka Samhita Online is good source to read and understand basics of Ayurveda

https://www.carakasamhitaonline.com/index.php?title=Sutra_Sthana

https://www.carakasamhitaonline.com/index.php?title=Matrashiteeya_Adhyaya

https://niimh.nic.in/ebooks/ecaraka/?mod=home&con=pro

Krishna Yajurveda Mantras - Ghanapatham

 

Complete Yajurveda YouTube Videos - Samhita 7 Kandas, Brahmanam, Aranyakam

https://www.youtube.com/watch?v=y2zEASecsuI&list=PLtPBR-KypqiH_WFfSVvxfEXfXYY3vi-0l

_____________________

https://www.youtube.com/watch?v=iUlPLY44wgc

https://www.youtube.com/channel/UCUG8RJl-WxjAxVMlNq-29ww  Channel

_____________________

Role of Vice-Chancellors - UGC India Hand Book for Vice-Chancellors

Hand Book for Vice-Chancellors - UGC - e-book PDF

Responsibilities of Vice-Chancellors in Indian Universities.

https://www.ugc.ac.in/e-book/VC%20handbook_Complete.pdf

The role of Vice-Chancellors of Indian universities has gained paramount importance. 

As ‘Chief  Executives and Academic Heads of universities’, the Vice-Chancellors are expected to be efficient and effective in terms of 

(a) implementation of National Higher Education Policy and programmes,

(b) institutional change in tune with the national reforms package, 

(c) quality and innovation enhancement and their sustainability, 

(d) productive engagement with ‘communities of scholars’ from within their universities and from national and international domains, 

(e) nurturing of ‘Research and Innovation Ecosystem’ and translation of deliverables to society and economy and 

(f) adoption of international best practices of ‘Good Governance.’

Universities in India have shared governance wherein the Vice-Chancellors as the ‘Chief Executives and Academic Heads’, are expected to strictly adhere to the Acts, Statutes and Ordinances of their universities on the one hand, and equally comply with Acts, Regulations and Guidelines of the National Statutory/Regulatory bodies on the other hand. Most of the decision making powers are vested with university bodies like Executive/Governing Councils/Syndicate/ Board of Management, Senate/Court, Academic Councils and Finance Committees.

CHAPTER II

ATTRIBUTES OF A 21ST CENTURY VICE-CHANCELLOR OF AN INTERNATIONALISED UNIVERSITY

Attributes of a performing Vice-Chancellor 

The Vice-Chancellor has to focus on  at least four attributes:

2.2. Firstly, preparedness for the structural challenge:

The Vice-Chancellor has to start by elaborating major themes that will be developed by him/her. The principal themes should be few, clear and amenable to development. The Vice-Chancellor has multiple audiences who need to understand the proposed central themes of development. Hence, they are to be repeated sensibly to sensitize these audiences.

2.3. Secondly, the development stage:

Various new themes or themes requiring renewed attention like like student experience, research challenges, relating to wider political culture and economic imperatives shaping societies through higher education, demand action  in the current period.  This stage is needed to turn fragments into great building blocks. The university leadership needs to develop the strategy to show how fragments   (new areas requiring implementation) can be brought together, how one can triumph against adversity, and how dissonance can give way to harmony.

Recruitment of Quality Faculty: One should not assume that it is difficult to get the best teachers, but think what may attract them to one’s institution.

It is important to understand the factors impacting the desired behaviour and devise appropriate incentives and disincentives. 

2.4. Thirdly, university governance, whether collegial and/or corporate?

Keeping these governance forms in operational balance is a continuing challenge. Managing the coexistence of these two very different and apparently contradictory models appropriately on a contingency (suitability) basis is a good attribute. It lies at the very heart of a university’s wonderfully quirky culture and makes the job of Vice-Chancellor probably the best in the world.

2.5. Fourthly, developing teams and team work, building partnerships and collaborations:

2.7 International Practices in Good Governance

For achieving excellence and contribution to society, institutions that demonstrate:

a) Integrity in appointments at all levels, both external and internal; 

b) Strong leadership and management skills in all of the places where they are needed;

c) Processes in place for monitoring the quality of teaching and learning and, within institutions, for 

improving that quality with appropriate student involvement;

d) Processes in place to deliver improvements in research quality (assuming that there is significant 

research activity);

e) Competent administration;

f) Robust and transparent financial systems, not least on procurement, together with strong internal and external audit;

g) Effective and transparent mechanisms to determine remuneration at all levels;

h) Strong human resources process, for appraisal, development and dealing with poor performance;

i) Effective student support arrangements;

j) Student participation in management and governance at all levels.

Code of Professional Ethics for Teachers

Teachers and their Responsibilities :

The national ideals of education which have already been set forth and which he/she should seek to 

inculcate among students must be his/her own ideals. The profession further requires that the teacher should be calm, patient and communicative by temperament and amiable in disposition.

Teacher should:

(i) Adhere to a responsible pattern of conduct and demeanor expected of him/her by the community;

(ii) Manage his/her private affairs in a manner consistent with the dignity of the profession;

(iii) Seek to make professional growth continuous through study and research;

(iv) Express free and frank opinion by participation at professional meetings, seminars, conferences etc., towards the contribution of knowledge;

(v) Maintain active membership of professional organisations and strive to improve education and profession through them; 

(vi) Perform his/her duties in the form of teaching, tutorials, practicals, seminars and research work, conscientiously and with dedication; 

(vii) Discourage and not indulge in plagiarism and other non ethical behaviour in teaching and research; 

(viii) Abide by the Act, Statute and Ordinance of the university and respect its ideals, vision, mission, cultural practices and tradition; 

(ix) Co-operate and assist in carrying out the functions relating to the educational responsibilities of the college and the university, such as: assisting in appraising applications for admission, advising and counselling students as well as assisting the conduct of university and college examinations, including supervision, invigilation and evaluation; and 

(x) Participate in extension, co-curricular and extra-curricular activities, including the community service.

6.2. The Quest for Quality Teachers

It is very difficult to identify and specify the attributes of good teachers, although all agree that domain knowledge and pedagogic skills are essential. In other words, a good teacher knows what to teach and how to teach (Stephenson, 2001). A good teacher is one who has excellent knowledge of the subject 

and can engage his/her class and communicate the knowledge effectively.

Chapter 9

9.1. Quality Assurance in Higher Education

9.1.1. Initiatives to Improve Quality of Higher 

Education in India

UGC in its 532nd meeting held in May, 2018 deliberated on quality concerns in higher education and set the target of achieving FIVE results/outcomes at the institutional level for improving quality in higher education in India by 2022. They are:

(i) Improved graduate outcomes in terms of at least 50% of graduates to have access to employment/

self–employment or pursuit of higher education;

(ii) At least 2/3rd of students of HEIs getting engaged in socially productive activities and/or in industry during their study;

(iii) Graduates acquire essential professional (domain) knowledge and soft skills such as teamwork, 

critical thinking, communication, leadership, and entrepreneurship skills as well as human values and 

ethics;

(iv) Ensuring teacher deployment to secure that teachers are in position against at least 90% of sanctioned strength at any point of time and professional development of 100% of teachers in terms of domain knowledge and pedagogical competencies; and

(v) Obtaining NAAC accreditation with at least a minimum CGPA score of 2.5 by all HEIs by the year 

2022.

The UGC recommended the following strategies to deliver these results:

(a) Induction programmes for all students;

(b) Outcome based curriculum framework and its revision at regular intervals;

(c) Use of ICT based learning tools by teachers and students;

(d) Teaching soft skills to students;

(e) Mentoring students to become entrepreneurs and self-employable as for ‘start-ups’, and other

ventures;

(f) Engagement of HEIs in socially productive activities and with industry;

(g) Examination reforms;

(h) Tracking students’ progress after completion of educational programmes;

(i) Induction and regular refresher courses for teachers on a yearly basis;

(j) Promoting quality research by faculty; and 

(k) Monitoring non–accredited HEIs to ensure that they get accredited by 2022.

9.2.3. Value Framework

Following are to be the core values of  the HEIs of the country:

a) Contributing to National Development.

b) Fostering Global Competencies among Students.

c) Inculcating a Value System among Students.

d) Promoting the Use of Technology.

e) Quest for Excellence

9.2.5. Revised Assessment and Accreditation (A&A) Framework

9.3 Internal Quality Assurance Mechanisms

Every accredited institution should establish an Internal Quality Assurance Cell (IQAC) as a quality sustenance measure. Since quality enhancement is a continuous process, the IQAC will become a part of the institution’s system and work towards the realisation of the goals of quality enhancement and sustenance.

The work of the IQAC is the first step towards internalization and institutionalization of quality enhancement initiatives.

It has the potential to become a vehicle for ushering in quality enhancement by working out planned interventionist strategies by IQAC to remove deficiencies and enhance quality, like the “Quality Circles” in industries.

9.3.2. Objective 

The primary aims of IQAC are:

a) To develop a system for conscious, consistent and catalytic action to improve the academic and 

administrative performance of the institution; 

b) To promote measures for institutional functioning towards quality enhancement through internalization of quality culture and institutionalization of best practices.

9.3.3. Strategies

IQAC shall evolve mechanisms and procedures for:

a) ensuring timely, efficient and progressive performance of academic, administrative and 

financial tasks;

b) promoting relevant and quality academic/ research programmes;

c) ensuring equitable access to and affordability of academic programmes for various sections of 

society;

d) optimization and integration of modern methods of teaching and learning;

e) ensuring credibility of assessment and evaluation process;

f) ensuring the adequacy, maintenance, and proper allocation of support structure and services;

g) sharing of research findings and networking with other institutions in India and abroad.

9.3.4. Functions

Some of the functions expected of the IQAC are:

a) Development and application of quality benchmarks;

b) Parameters for various academic and administrative activities of the institution;

c) Facilitating the creation of a learner-centric environment conducive to quality education and 

faculty maturation to adopt the required knowledge and technology for participatory teaching and 

learning process;

d) Collection and analysis of feedback from all stakeholders on quality-related institutional 

processes;

e) Dissemination of information on various quality parameters to all stakeholders;

f) Organization of inter and intra institutional workshops, seminars on quality related themes and 

promotion of quality circles;

g) Documentation of the various programmes/activities leading to quality improvement; 

h) Acting as a nodal agency of the Institution for coordinating quality-related activities, including 

adoption and dissemination of best practices;

i) Development and maintenance of institutional database through MIS for the purpose of 

maintaining /enhancing the institutional quality;

j) Periodical conduct of Academic and Administrative Audit and its follow-up;

k) Preparation and submission of the Annual Quality Assurance Report (AQAR) as per guidelines and 

parameters of NAAC.

The composition of the IQAC may be as follows:

1. Chairperson, Head of the Institution

2. Teachers to represent all levels (Three to eight)

3. One member from the Management

4. A few senior administrative officers 

5. One nominee each from local society, students and alumni 

6. One nominee each from employers /industrialists/stakeholders

7. One of the senior teachers as the Coordinator/Director of the IQAC.

9.4. Annual Quality Assurance Report (AQAR)

NAAC has launched Revised Accreditation Framework since July, 2017 and hence, the AQAR format was also  modified, in consonance with the new methodology P. 207)

9.7. Professional Development of Teachers and the Need for On-the-Job Training

9.7.1. Higher Education Needs to Focus on Deep Learning

CHAPTER X

UNIVERSITY E-GOVERNANCE AND

ADMINISTRATIVE, PROFESSIONAL AND

LEADERSHIP DEVELOPMENT PROGRAMMES IN

HIGHER EDUCATIONAL INSTITUTIONS

 TQM is the art of managing the whole institution so as to satisfy the needs of internal and external stakeholders and to achieve excellence.

TQM is both a philosophy and a set of guiding principles that represent the foundation of a continually 

improving organization.

CHAPTER XI

GOOD and BEST PRACTICES IN HIGHER EDUCATIONAL INSTITUTION

11.4. BEST PRACTICE SERIES BY NAAC

A series of publications on the ‘Best Practices’ assessed on different aspects

(i) Curricular Aspects;

(ii) Evaluation of Students;

(iii) Student Feedback and Participation;

(iv) IQAC activities;

(v) Library & Information Services; and

(vi) Community engagement.

11.5. National level Best and Good Practice initiatives and facilitating UGC Regulations and Guidelines:

11.5.1. Academia-Industry Interactions in Higher Educational Institutions

11.5.1.1. Current Status of Cooperation between Academia and Industry

11.5.1.2. Reasons Behind the Gap Between Academia and Industry

11.5.1.3. Avenues for Future

11.5.1.4. Interaction Between Industry and Doctoral Programs

11.5.1.5. Academia-Industry Interaction Should be Considered as Part of Education

11.5.1.6. Industry Team Project: Real world Experience

11.5.1.7. Industry and Government Research Relationships

11.5.1.8. Provision for Scale-up Operation and Entrepreneurial Ventures

11.5.1.9. Consultancy Services

11.5.1.10. Nurturing the Innovation Ecosystem

11.5.1.11. UGC Guidelines for Establishing University-Industry Inter-Linkage Centres in Universities

11.5.2 Internationalization of Indian Education

11.5.3 Foreign Collaborations

CONTENTS

Foreword v Acknowledgements ix

Introduction 1 

I Genesis and Development of Appointment Norms of Vice-Chancellors, their Duties, Responsibilities, Powers and Functions 9

II Attributes of a 21st Century Vice-Chancellor of an Internationalised University 19

III Code of Conduct for the University community 31

IV Statutory/Regulatory Councils / Bodies and their Acts/Statutes/ Ordinances/Regulations 47

V Autonomy of Higher Educational Institutions and Regulatory Provisions 99

VI Human Resource Management: Teachers, their Appointments, Promotions and Norms 108

VII Financial Administration and Norms, Accounts and Audit Rules 134

VIII Student Harmony in Higher Educational Institutions and Grievance Redressal Mechanism 169

IX Higher Education: Quality, Teachers, and Employability of Graduates 179

X University e-Governance and Administrative, Professional And Leadership Development Programmes in Higher Educational Institutions 234

XI Best Practices in Higher Education System 267

XII UGC Quality Mandate 288

References 290

Appendix – Compendium relating to Circulars/Orders issued by Government of India/UGC

https://www.timesascent.com/jobSearch/vice%20chancellor

https://paperads.timesascent.com/epaper/output/28072021/24437876_1.jpg  RNB Global Bikaner

https://paperads.timesascent.com/epaper/output/13072021/24414655_2.jpg  Nehru Gram Bharati Univ Prayagraj

https://paperads.timesascent.com/epaper/output/07072021/24414419_1.jpg   Markandeya Unvi, Ambala

https://paperads.timesascent.com/epaper/output/30062021/24406493_1.jpg  Atmiya Univ Rajkot

https://paperads.timesascent.com/epaper/output/09062021/24385142_1.jpg    Univ of Kota

https://www.linkedin.com/jobs/vice-chancellor-jobs/?originalSubdomain=in

Finance

Human Resources

Facilities

Admissions

Placements

Quality - Teaching/Learning

Research

Service by Faculty Members

Marketing

Relationships Management

Strategy

Supply Chain Management

Policies Formulation

Process Design

Knowledge Management

Benchmarking and Best Practices

Hindu Rashtra - The Concept - Origin and Its Development Over The Years

 

The land south of Himalayas is called Himavarsha. It was subsequently called Bharata Varsha. In this land termed as Bharat Varsha, the worship of many Gods or Deities is practiced. There were fights about who is supreme, there stories describing supremacy of individual Gods and there are stories synthesizing the existence of multiple deities. There is ancient knowledge called Vedas, which is believed to be the knowledge transferred from Supreme God to Brahma and then onwards transmitted to others. There is elaborate arrangement to make sure that it is not altered. But still many alternations have taken place and they are accommodated as shakhas of Vedas. There are puranas equally old but they are stories of events recited by some individuals about the events in creation of this entire universe and its progress. Naturally,  the reason for the existence of the universe and the logic governing its progress are discussed in the events of the puranas (purans). All this religious literature describes places mainly in Himavarsh or Bharatavarsh and only a very limited description is there of other places.

The places in Bharatvarsh from Himalayas to the Sea (Samudra) at its Southern side are described in this literature and there are many sacred places.

1925

Hindu Rashtra Darshan

Veer Savarkar

Prabhat Prakashan - Religion

A Hindu, to sum up the conclusions arrived at, is he who looks upon the land that extends from Sindhu to Sindhu, from the Indus to the seas, as the land of his forefathers, his pitrabhu, who inherited the blood of that race whose first discernible source is traced to the Vedic Saptasindhus, which, on its onward march, assimilated much that was incorporated and ennobling. The Hindus, who inherited and claimed as their own the culture of that race, as expressed chiefly in their common classic language, Sanskrit, and represented by a common history, a common literature, art and architecture, law and jurisprudence, rites and rituals, ceremonies and sacraments, fairs and festivals, and who, above all, address this land, this Sindhustan, as their punyabhu, as the holy land, the land of their saints and seers, of godmen and gurus, the land of piety and pilgrimage. These are the essentials of Hindutva – a common rashtra, a common jaati, and a common sanskriti. All these essentials could best be summed up by stating in brief that they are Hindu to whom Sindhustan is not only a pitrabhu but also a punyabhu.

—Excerpts from this book

https://books.google.co.in/books?id=8VXMDwAAQBAJ

Assimilation of Foreigners into Bharatavarsha - Continuous Process.

 During the last one thousand years, there bad been many foreign aggressions on our land. The invaders such as the Greeks, Hunas and the Shakas who came previously were either defeated and driven out or, if some of them stayed over, were absorbed in the Hindu Society. But the invaders who came during thelast ten or twelve centuries could not be driven out. They could not be absorbed either. They remained a separate entity and ruled as foreigners in this land.

Bunch of Thoughts - Guruji - p.117 in the file)

JOURNAL ARTICLE

Evaluating the Ideology of Hindurashtra

TANIKA SARKAR

India International Centre Quarterly

India International Centre Quarterly

Vol. 22, No. 1, SECULARISM IN CRISIS (SPRING 1995), pp. 137-142 (6 pages)

https://www.jstor.org/stable/23003716?seq=1#metadata_info_tab_contents

https://carnegieendowment.org/2020/02/03/i-could-not-be-hindu-is-unique-testimony-to-sangh-s-casteism-pub-81000

https://www.dailypioneer.com/2018/columnists/hedgewar--a-native-vision-of-nationhood.html

Sandhya Vandanam

https://www.shastras.com/mantras-and-rituals/sandhya-vandanam/

Gayathri Japam

Om Bhur Vhuvah Svah

Tat Savitur Varenyam

Bhargo Devasya Dheemahi

Dhiyo Yo Nah Prachodayat

ॐ भूर्भुवः स्वः

तत्सवितुर्वरेण्यम

भर्गो देवस्य धीमहि।

धियो यो नः प्रचोदयात॥

Word meaning: Om: The primeval sound; Bhur: the physical body/physical realm; Bhuvah: the life force/the mental realm Suvah: the soul/spiritual realm; Tat:  That (God); Savitur: the Sun, Creator (source of all life); Vareñyam: adore; Bhargo: effulgence (divine light); Devasya: supreme Lord; Dhīmahi: meditate; Dhiyo: the intellect; Yo: May this light; Nah: our; Prachodayāt: illumine/inspire.

We meditate on that most adored Supreme Lord, the creator, whose effulgence (divine light) illumines all realms (physical, mental and spiritual). May this divine light illumine our intellect.

https://www.sathyasai.org/devotional/gayatri

O thou existence Absolute, Creator of the three dimensions, we contemplate upon thy divine light. May He stimulate our intellect and bestow upon us true knowledge.

O Creator Please make ignorance  distant from us and promote illumination within us.

Gayathri Upasthanam

Do pranayamam and then stand up and chant

Facing the same direction:

Pratha sandhyam upasthanam karishye (during pratha sandhya)

Adithyam upasthanam karishye (during madyannikam)

Sayam sandhyaupasthanam karishye (during sayam sandhya)

Then repeat

Uthame shikare devi, bhoomyam parvatha vardhini,

Brahmanebhyo anugnanam, gacha devi yada sukham.

Surya Upasthanam

During morning (Pratha Sandhya)

For Yajur Vedis

Mithrasya charshanee drutha sravo devasya saanaseem,

Sathyam chithra sravasthamam

Mithro janan yathayathi prajanan mithro dhadhara prithveem udadhyam.

Mithra krushti ranimisha bichashte sathyaya havyam krudavath vidhema

Prasa mithra martho aasthu prayaswan yastha adithya sikshathi vrathena

Na hanyathe na jeeyathe thwotho naina manho asnoth yanthitho na doorath

For Rik Vedis

Mithrasya charshani drutho aavo devasya sanaasi

DyumNamah chitra sravasthamam

Mithro janan yathayathi bruvaano mithro dathaara prithveem udathyam

Mithra srushtir nimishaa abhishte mithraaya havyam gruthava jjuhodha

Prasamithra martho asthu prayaswaan yastha adhithya sikshathi vruthena

Na hanyathe, na jeeyathe dwotho sanNamah aho asnodhyanthitho na doorath

Jatha vedase sunavaama soma marathi yadho nitha hadhi veda

Sa na parshathathi durgaani viswaa naaveva sindhum durithath yagni

Pisanga brushti mam brunam pisasi mindra sam mruna

Sarvam raksho nibarhaya (rotate hand over face)

Badhram karnobhi srunyama deva

Badhram pasye makmaa akshabir yajathraa

Sthirai rangaisdushtuvaangsathaubhi

Vyasema deva hitham yadayu (touch ears)

Kesya agnim kesee visham kesi pibarthi rodani

Kesi viswam swarduche keseetham jyothi ruchyathe (touch hair)

For Sama Vedis

Yaso aham bhavami brahmananaam yaso ragnam yaso visaam

Yasa sathyasya bhavami

Bhavami yasasaam yasa

Adithya naava maroksham poornamparipadinim

Achithram bharayishnaveem satharithraam swasthye om Namah adithyaya

Udyantham dwa aadithyanu deeyasam

During Noon (Madyaneekam)

For Yajur Vedis

Aasathyena rajasa varthamano nivesayan amrutham marthyancha

Hiranyena savitha rathena aaadevo yathi bhuvana vipasyam

Udvayam thamasaparee pasyantho jyothirutharam

Devam devathra soorya maganma jyothiruthamam

Uduthyam jatha vedasam devam vahanthi kethava

Druse viswaya soorya

Chithram devaana mudagaa daneekam chakshu mithrasya varunasyagne

Aa praa dyaava pruthvi aanthareeksha soorya aathma jagathasthushacha

Tachakshur deva hitham purasthath chakra mucharath

For Rik Vedis

Aakrushno na rajasa varthamano nivesayan amrutham marthyancha

Hiranyayena savitha ratheno devo yadhi bhuvanani pasyan

Thachakshur devahitham purasthaschakra mucharath

Pasyema sarada satham

Jeevema sarada satham

Hamsa suchishath vasur anathreeksha sath hotha vedishadathir drona sath

Nrushatvarasath ruthasath vyomaasa thabja koja ruthaja adrija rutham bruhath

Uduthyam jatha vedasam devam vahanthi kethava

Druse viswaya sooryam

Apathye dayavo yada nakshatrayandyakthubhi

Sooraaya viswa chakshase

Chithran devanam udagadaneekam chakshur mithrasya varunasyagne

Aapradyava pruthvee anthareeksha soorya athma jagatha sthas dushacha

That sooryasya devathvam than mahithwam

Madhya karthor vidhatham sancha bhara

Yadeda yuktha haridas sadasthath

Aadrathri vasa sthanu they simasmai

Than mithrasya varunasya abhi chakshe

Sooryo roopam grunuthe dyo roopasthe

For Sama Vedis

Aadhithya navamaroksham poorna maparipaddhineem

Acchithram bharayishnaveem sadarithraam swasthaye

Om Namah adithyaya, Namah adhithyaya, Namah adhithyaya

Uduthyam jatha vedasam devam vahanthi kethava

Druse viswaya sooryam

Chithram devaanam udaganeekam chakshur mithrasya varunasyagne

Aa pra dyava pruthvi anthareeksha soorya athma jagadas tha dushacha

Thachkshur deva hitham purasthac chukramussarth

Om bhorbuvaswarom

Soorya iva druse bhooyasam agneeriva thejasa, vayuriva pranena, soma iva ganthena, brahaspathher iva budhya, aswina iva roopena, indragni iva balena, brahma bhaga evaham bhooyasam paap mabhaga me dwishantha.

During Evening (Sayam Sandhya)

For Yajur Vedis

Imam me varuna sruthi hava Madhya cha mrudaya

Thvaam mavsyu rachake

Tathwayami brahmana vandamanas thadhasaasthe yajamano havirbhi

Ahedamano varuneha bhodyurusa sa maa na aayu pramoshi

Yacchidithe visho yadha pradheva varuna vratham

Minimasi dyavi dyavi

Yat kinchedam varuna daivye jane abhidroham manushyascharamasi

Achithee yath thava dharma yoyopima maa nasthasma thenaso deva reerisha

Kitha vaso yad riripur na dheevi yad vagha Sathya muthayanna vidhma

Sarvaa thaa vishya sithireva devathaa the syama varuna priyasa

For Rik Vedis

Imam me varuna sruthi hava Madhya cha mrudaya

Thvaam mavsyu rachake

Tathwayami brahmana vandamanas thadhasaasthe yajamano havirbhi

Ahedamano varuneha bhodyurusa sa maa na aayu pramoshi

Yacchidithe visho yadha pradheva varuna vratham

Minimasi dyavi dyavi

Yat kinchedam varuna daivye jane abhidroham manushyascharamasi

Achithee yath thava dharma yoyopima maa nasthasma thenaso deva reerisha

Kitha vaso yad riripur na dheevi yad vagha Sathya muthayanna vidhma

Sarvaa thaa vishya sithireva devathaa the syama varuna priyasa

Jatha vedis sunavaama soma maarathi yadho nitha hadhi Veda

Sa na parshathathi durgaani viswaa naaveva sindhum durithath yagni

Pisanga brushti mam brunam pisasi mindra sam mruna

Sarvam raksho nibarhaya (rotate hand over face)

Badhram karnobhi srunyama deva

Badhram pasye makmaa akshabir yajathraa

Sthirai rangai sdushtuvaan sasathaubhi

Vyasema deva hitham yadayu (touch ears)

Kesya agnim kesee visham kesi pibarthi rodani

Kesi viswam swarduche keseetham jyothi ruchyathe (touch hair)

For Sama Vedis

Yaso aham bhavami brahmananaam yaso ragnam yaso visaam

Yasa sathyasya bhavami

Bhavami yasasaam yasa

Adithya naava maroksham poornamparipadinim

Achithram bharayishnaveem satharithraam swasthye om Namah adithyaya, Namah adhithyaya, Namah adithyaya

Prathi thishtantham thavar adhithya anu prathi thishtassam.

Samashti Abhivadanam

Starting from the direction facing which the japa was done after each manthra turn 90 degrees to the right. Say the next manthra and so on.

Sandhyayai Namah

Savithryai Namah

Gaythryai Namah

Saraswathyai Namah

Then chant with folded hands facing the same direction

Sarvebhyo devathabhyo namo Namah

Then chant facing the same direction

Kamo karshed manyura karshed namo Namah.

Then touch with both hands the ears slightly bow and chant

Abhivadaye (tell your rishis) (tell number) Risheya

(tell your pravara) pravaranvitha

(tell your Gothra) gothra

(tell your Suthra) suthra

(tell your Veda) adhyay

Sri (tell your name) sarmanam aham asmibho

After this touch your feet with both hands and do Namahskaram.

Some examples of Pravara Rishis

Gothra pravara rishaya

Athreya Athreya Archanaanasa, syavaaswa traya risheya

Naidruva kasyapa Kasyapa, Avathsara, Naidruva traya risheya

Gargeya Aangeerasa, Chainya, Gargya traya risheya, Aangeerasa, Barhaspathya, Baradwaja, Chainya-Gargya pancharisheya

Koundinya Vasishta, Maithra varuna, Koundinya traya risheya

Koushika Vaiswamithra, Aagamarshana, Koushika traya risheya

Gowthama Aangirasa-aayasya-gowthama traya risheya

Baradwaja Aangeerasa, Barhaspathya, Bharadwaja traya risheya

Haritha Aangeerasa, Ambareeksha, Younaswa trayarsheya

Sounaka Garthsamadha Ekarsheya

Chandilya Kasyapa, Aavathsara, Naidruva, Reba, Saptha risheya

Raibha, Choundilya, Chandilya

 Dig Devatha Vandhanam

With folded hands offer salutations to the different directions facing that direction:

Pracyai dishe Namah (East)

Dakshinayai dishe Namah (South)

Pradeechai dishe Namah (West)

Udichyai dishe Namah (North)

Then again face the direction in which you were doing japa and continue

Oordwaya Namah (above)

Adharaya Namah (below)

Anthareekshaya Namah (straight)

Bhoomyai Namah (earth)

Brahmane Namah

Vishnave Namah

Mrutuyuve Namah

Yama Vandanam

Yamaya Namah

Yamaya dharma rajaya, mrutyuve cha anthakaya cha

Vaivaswathaya kalaya sarva bhootha kshayaya cha

Oudhumbharaya dhagnaya neelaya parameshtine

Vrukodharaya chithraya chithra gupthaya vai Namah

Chithra gupthaya vai Namah om Namah ithi

Harihara Vandhanam

Ruthagum sathyam para brahma purusham Krishna pingalam,

Oordhwrethwam viroopaksham Viswa roopaya vai Namah

Viswa roopaya vai Namah om Namah ithi

Soorya Narayana Vandhanam

Namah savithre jagadeka chakshushe,

Jagat prasoothi sthithi naasa hethave,

Trayin mayaya trigunathma dharine

Virinchi Narayana sankara athmane

Dyeya sada savithru mandala Madhya varthi

Narayana sarasijasana sannivishta

Keyuravan makara kundalavaan

Kiriti haari hiranya vapur drutha sankha chakra

Sanka chakra gatha pane dwaraka nilayachythe

Govinda pundarikaksha raksha maam sarana gatham

Aakasath pathitham thoyam,

Yada gachathi sagaram,

Sarva deva Namahskara

Sri kesavam prathi gachathi,

Sri kesavam prathi gachathi om na ithi

Some families face the North after this and chant the following Sarpa Raksha Manthram:

Narmadayayi Namah-Prathar narmadayai namo nisi

Namosthu narmadhe thubhyam trahi maam visha sarpatha

Apa sarpa sarpa bhadram the Dooram gacha maha yasa

Janamejayasya yagnanthe aasthika vachanam smaran

Jarath karer Jarath karvam samuthpanno maha yasa

Aasthika Sathya santho maam pannagebhyo abhi rakshathu.

Then do sashtanga pranamahm after reciting Abhivadaye as explained above.

Vaishnavites recite the following manthra before Abhivadaye in addition:

Namobrahmanya devaya Go brahmana hithaya cha,

Jagathidaya krishnaya Govindaya namo Namah

Sree ranga mangala nidhim karuna nivasam Sree Venkadadri Shikaralaya kala megam

Sree Hasthi saila Shikarojwala Parijatham Sreesam Namahmi sirasa yadu saila deepam.

Hindu Mahasabha - History

http://www.abhm.org.in/about.aspx#

HINDU MAHASABHA AN INTROUDCTION

Akhil Bharat Hindu Maha Sabha  was formed in 1907.  Hindu Mahasabha is a hindusangathan movement and politics of hindutva. Hindu Mahasabha is a non-secular party, established for safeguarding issues of Hindus.

The Eminent personalities who founded this Organisation and who presided over the ALL INDIA Sessions held are: Pandit Madan Mohan Malaviya, Swami Sharadhanand ,Shankaracharya Dr Kurtkoti , N.C.Kelkar , Lal Lajpat Rai , Raja Narendranath , Ramanand Chatterjee , Vijayaraghavacharya, Bai Parmanand, Bhikustootama, Veer Vinayak Damodar Savarkar, Dr B. S.Moonje, Dr Shyama Prasad Mukherjee, Dr N.B.Khare, N.C.Chaterjee, Prof V.G.Deshpande, N.N.Banerjee.Vikram Savarkar, Balarao Savarkar. This party was also represented in Parliament by noted Parliamentarians like Dr Shyama Prasad Mukherjee, Prof V.G.Deshpande, N.C.Chaterjee, Dr N.B.Khare, Bhishanchand Seth, Mahant Digvijaynath Pandit Brij Narayan Brijesh, SMT Shakuntala Nayar. In freedom struggle some personalities of this party where prosecuted by British, sentenced to death, sentenced and send to Andaman’s, Among them where Veer Vinayak Damodar Savarkar, Babarao Damodar Savarkar, Bhai Parmanand, Ashutosh Lahiri and Baba Madan Singh Goga.Several revolutionaries where active members.

In the past Dr.Rajendra Prasad, Babu Jagjivan Ram, Jairamdas Daulatram, S.K.Patil, M.R.Jaykar, Dr. Chotiram Gidwani, Meherchand Khanna and several other Congress Leaders were actively associated with Hindu Mahasabha, and were office bearers. In 1926 Shri Vitthalbhai Patel and Motilal Nehru had attended the session at Calcutta (Kolkatta). In the 1925 election to Provincial Legislatures nationalists supported by Hindu Mahasabha were elected in Sindh, Bengal, Punjab, C.P (Central Province) & U.P (Uttar Pradesh) including personalities like Lal Lajpat Rai inn Punjab, Dr B.S.Moonge in C.P and Shri G.D.Birla in U.P.  In 1935 Elections the Congress Nationalist Party supported by Hindu Mahasabha secured 13 seats for the Central Assembly as against 44 of the Congress party. Shri J.P.Shrivastav and Dr. N.B.Khare were members of the Executive Council of the Viceroy as representatives of Hindu Mahasabha. Dr B.S.Moonje had represented Hindu Mahasabha in the Round Table Conference.  Dr Shyama Prasad Mukherjee was working as a Minister For Industry in the Nehru Cabinet on Behalf of the Hindu Mahasabha. In 1944 at Bilaspur Session of ALL India Hindu Mahasabha under the Presidentship of Dr. Shayama Parsed Mukherjee a model Constitution of India was adopted. Some of  its   salient features are included in the Constitution of India. 

ANNUAL SESSIONS

  Session               Date       Venue        President

   

 1st Session 29-Mar-1905 Haridwar       Raja Mahendra Singh Nandi

   

 2nd Session 30-Mar-1905 Haridwar      Madan Mohan Malaviya

   

 3rdSession 31-Mar-1905 Haridwar     Madan Mohan Malaviya

   

 4th Session 26-28 December 1918 Delhi Raja Sir Rampal

http://www.abhm.org.in/about.aspx#

Sources

1983

EPW Article - Raghavan

https://www.jstor.org/stable/4372069?seq=1#metadata_info_tab_contents

The hindu mahasabha in Maharashtra
Researcher: Valsangkar, Sanjyot

Name of the Guide Sumant, Y M
University: Savitribai Phule Pune University
Completed Date: 1997
Department of Politics & Public Administration

http://shodhganga.inflibnet.ac.in/handle/10603/149954

Hindu Mahasabha in Colonial North India, 1915-1930: Constructing Nation and History

Prabhu Bapu

Routledge, 2013 - History - 248 pages

Hindu nationalism has emerged as a political ideology represented by the Hindu Mahasabha. This book explores the campaign for Hindu unity and organisation in the context of the Hindu-Muslim conflict in colonial north India in the early twentieth century. It argues that India's partition in 1947 was a result of the campaign and politics of the Hindu rightwing rather than the Islamist politics of the Muslim League alone.

The book explains that the Mahasabha articulated Hindu nationalist ideology as a means of constructing a distinct Hindu political identity and unity among the Hindus in conflict with the Muslims in the country. It looks at the Mahasabha’s ambivalence with the Indian National Congress due to an extreme ideological opposition, and goes on to argue that the Mahasabha had its ideological focus on an anti-Muslim antagonism rather than the anti-British struggle for India’s independence, adding to the difficulties in the negotiations on Hindu-Muslim representation in the country. The book suggests that the Mahasabha had a limited class and regional base and was unable to generate much in the way of a mass movement of its own, but developed a quasi-military wing, besides its involvement in a number of popular campaigns.

https://books.google.co.in/books?id=iUFalxUFFWkC

https://india.wikia.org/wiki/Akhil_Bharat_Hindu_Mahasabha

https://loksabha.nic.in/Members/partyar.aspx?lsno=2&tab=14

https://www.cambridge.org/core/journals/modern-asian-studies/article/abs/hindu-mahasabha-and-the-indian-national-congress-1915-to-1926/BB6384DD2E88E962A3BF2F68A4F5FC4E

Ud. 21.9.2021

Pub 23.7.2018