SEVAI/PVF –Rice cultivation recorded a Paddy grain yield of 3,892.7 kg/ha, 28% higher than from the conventional farm.

SEVAI-PVF: Rice cultivation project by Women Self Help Group women in Trichy District

Cultivating a single kilo of rice requires 5,000 litres of water. India has over 24 million hectares under irrigated paddy, so imagine all the water required. If the system of rice intensification were to be applied on all this land we would be able to cut water requirement for paddy by 50% and simultaneously boost rice production by 50%.    SEVAI in partnership with PVF had adopted the system of rice cultivation that requires half the water needed for conventional rice cultivation, increases per acre grain yields by at least 50%, also eliminated the need for chemical fertilisers, cut seed requirements by up to 95% and yet make rice cultivation more sustainable and profitable for farmers of SEVAI target area in Trichirappalli District. The solid facts before we reject one of the most remarkable developments in agriculture in recent times, workable, and there is a rapidly building body of evidence in its favour, the system have huge implications also for water resource development as it entails considerable water saving for water-intensive crops like rice. The system of rice intensification (SRI) is a new and evolving alternative to conventional methods of rice cultivation. In this method, rice seedlings are transplanted early, eight to 12 days old compared to 21 days in the conventional method. They are transplanted in un-puddled condition; the seedlings are widely spaced up to 20, 25, 30 or even 50 cm apart, the fields are alternately kept wet and dry; they are not flooded until the panicle initiation stage 1-3 cm of water in the field during the reproductive phase. The field is drained 25 days before harvest and organic manure is used as much as possible. at least two weeding are necessary, more are recommended. It provides better growing conditions in the root zone, save inputs, improve soil health and optimise water use efficiency. Water depth on the SEVAI/PVF -SRI farm is being maintained at 2.5 cm, with alternate wetting and drying cycles up to the panicle initiation stage. The farm was flooded to the same depth thereafter until harvest. The SEVAI/PVF -SRI farm recorded a grain yield of 3,892.7 kg/ha, 28% higher than from the conventional farm. -Govin

Different interventions, schemes and programmes that impinge on girls’ education will empower our society

Confident rural girl concentrate on Education

The leaders of our freedom movement realized the importance of girls’ education and had put it as a prime agenda for national development.  Social and cultural barriers to education of women and lack of access to organized schooling had to be addressed immediately. Growth in access to schooling has been matched by a steady increase in enrollment with the most dramatic upswing in girls’ participation levels. Providing access and enrollment to schooling facilities are only a part of the story.  Our aim is also to help the students to continue their studies.  Although the phenomenon of drop outs continue to be a serious problem in India’s education scenario, the dropout rates in elementary education have been on the decline, more sharply so for girls. The trends in transition rates from Primary to Upper Primary are also positive. The reason so many experts believe educating girls is the most important investment in the world is how much they give back to their families. What Works in Girls' Education, is simultaneously disturbing and encouraging. It's disheartening to think of how far we have to go to get all kids into school—one of the United Nations Millennium Development Goals launched in 2000 to accelerate progress on fighting poverty, disease and other social ills. But it's also hopeful: at least we can focus on a specific solution. When girls go to school, they marry later and have fewer, healthier children. When girls get educated, they are three times less likely to contract HIV/AIDS. The practical effect is that poor families send their two oldest, healthiest boys to school with the hope that they will support their parents in their old age. This often deprives girls—the ones actually much more likely to help their families—of the chance to go to school. The waste of human capital is incalculable. Consider that only 5 percent of children with disabilities get any education at all in the developing world. Donor nations and NGOs are increasingly reaching a consensus that global education, especially for girls, is the keystone to the arch of development. The Millennium Development Goals of universal primary education with gender equity are among the hottest topics. The world's most ambitious and pathetic goals—ambitious because so many countries are not on track to reach them; pathetic because of the idea that five or six years of primary education will suffice when there's no real demonstrable advantage without eight. The challenge extends beyond funding to changing the culture of the developing world. Parents must be convinced that if their daughters go to school, they will learn enough math to help them in the market. Mothers must learn that while sending their daughters to school might mean one fewer pair of hands to help around the house, their families will be better off in the long run. Drawing upon the Constitution and other policy statements articulated in the years that followed, the Government of India in partnership with State Governments has designed different strategies, interventions, schemes and programmes with specific objectives that impinge on girls’ education.-Govin

Social Activist Kalyani remembered for her services to humanity at her 12th demise Anniversary.

Kalyani in Dhaka

Trichy 5^th October 2011:"Today," a senior social activist mentioned in a statement, "we commemorate the 12th anniversary of sudden demise of the young social activist Kalyani after a very brief illness in 1999. The services for the Humanity at her young age of her life assure us that her loss on earth meant her birth in heaven. The young mother Kalyani is symbol of hard and intelligent works for humanity for around five years and opened her heart to love needy people". "Kalani continues to inspire us all to open our eyes to see the dignity of a child of God in the poor and to bring peace and joy to them through our humble services” opined by Dr.K.Govindaraju, the founder of SEVAI. From the Indian language meaning of Kalyani is "beautiful, auspicious, blessed, and blissful". Kalyani is the second name of the Goddess Lalita. Parents name their blessed new born girl child as Kalyani. In South Indian weddings this is a very prominently played raga, the word kalyani means she who causes auspicious things. Kalyani is a very beautiful raaga, and is prominently known among the public.Kalyāni is also considered one of the "major" rāgams of Carnatic music. The girl child grows with all beauty and intelligence as its associated Raaga, Kalyani. The significance of the 12^th Memorial Anniversary of the young social activist Kalyani was quietly observed with reverence recollecting all her initiatives and wisdom for the convergence of Education and development. There is one thing that is certain in this lifetime, some live short and achieve a lot some live long achieve zilch. Kalyani’s works in watershed management, tapping water from sand dunes, study of MFI in Grameen Bank and her mission in Germany for youth development,emergy response for cyclone victims in coastal Nagapatinam are ever remembered and she has shown the way for ‘youth for development’-Govin

PRA on HIV/AIDS Link workers scheme by APAC in Trichy

Mrs.Santhiya,Mrs.Percy Lal enlightens experts on Village Resource Map

Participatory Rapid Appraisal (PRA) in Link Workers scheme on HUIV/AIDS being implemented by APAC/SEVAI in Trichy district was done by grouping the community members into five different groups consisting of men self help groups, women self help groups, vulnerable groups, Village Health Committee and the red ribbon clubs. There are facilitators who sit with the people to analyze and prioritize their needs by using the PRA tools mentioned above. In PRA information is owned and shared by local people. Outsiders or facilitators go to village, Allur, but they facilitate rural people in collection, presentation and analysis of information by themselves. The tools used during PRA included pertaining to HIV/AIDS prevention, Building trust/climate setting,24hr activities, Historical timeline, Community (village) resource map,HIV/AIDS village mapping, Community needs assessment, Prioritizing problems e.g. preference ranking, Problem analysis matrix and Transect work. Mrs. Percy Lal, District Resource Person of the Project said “The Village Resource Map is a tool that helps us to learn about a community and its resource base. The primary concern is not to develop an accurate map but to get useful information about local perceptions of resources for the HIV/AIDS prevention, care and support. The participants develop the content of the map according to what is important to them. Mrs.Santhiya, State Project Coordinator of APAC-LWS said “The Village Resource Map is a good tool to begin with. It is easy and fun for the villagers to do. It helps initiate discussion among the community on HIV/AIDS and with the PRA team. All team members observe the mapping exercise because it provides an overall orientation to the features of the community and its resources. In our PRA, we would like to do this map with separate groups of men and women in the village. This is because women and men may use different resources. The women will map the resources they think are important. The men will map the resources they think are important. Maps may include roads, houses, buildings, bridges, etc water sites and sources; agricultural lands crop varieties and locations; soils, slopes, elevations; forest lands; grazing areas; shops, markets; health clinics, schools,; special places (sacred sites, cemeteries, bus stops, shrines, etc) and enabling places for HIV/AIDS Prevention and HIV/AIDS prevalence reduction sources”. This activity was carried out as a process of documentation of LWS Project achievement document process in Allur village near Trichy.-Govin

Street play to dispel myths about HIV/AIDS

A street play on HIV/AIDS was enacted on Monday, 3rd October 2011 at Trichy Kalairangam premises by SEVAI Team on the occasion of documentation of USAID Supported APAC Projects. This Tamil street play that shows how people stigmatise the HIV positive has been travelling to all nooks and corners of Trichirappalli District– urging people to wake up to the fact that AIDS is not infectious, and that the HIV positive need support, reassurance and care from all quarters. Of the volunteers acting in the play all are young women. "The story centres on a young girl, whose life takes a turn after she tests positive for HIV. The play aims to put the spotlight on the fact that the HIV positive are stigmatised and persecuted, ironically, at a time, when they need friends, family and colleagues to stand by them," said Amala,the coordinator of the street play project. "We also answer several queries from the audience pertaining," says Mrs.Mohana the senior Project manager of Target Intervention of SEVAI.-Govin

Gandhi's birthday celeberated in Tricny District

Colours are sometimes used in therapy- Dr.K.Govindaraju

Colour represents feelings, people, cultures, and colour symbolism Colours are also used in religious ceremonies or represent aspects of religion. Colours are sometimes used in therapy. Colours have a huge effect on people who have brain disorders or who are emotionally troubled. The color blue has a calming effect on many people and lowers respiration and blood pressure. Red has the opposite effect. Some therapists use green to sooth and relax emotionally disturbed people who suffer from anxiety or depression. Some claim that the color violet is good for migraines but I doubt that claim because it would be used more extensively in the medical field. Yellow helps energize people and relieves depression. Colour means many different things to different people and cultures. We all have our own favorite colors. People like different colors like they like different foods. Color also represents feelings, people, countries, cultures, and color symbolism. Different colours  signifies various sentiments and expressions such as Excitement, energy, passion, love, desire, speed, strength, power, heat, aggression, danger, fire, blood, war, violence, all things intense and passionate.   Pink symbolizes love and romance, caring, tenderness, acceptance and calm.   Beige and ivory symbolize unification. Ivory symbolizes quiet and pleasantness. Beige symbolizes calm and simplicity.   Joy, happiness, betrayal, optimism, idealism, imagination, hope, sunshine, summer, gold, philosophy, dishonesty, cowardice, jealousy, covetousness, deceit, illness, hazard and friendship.   Peace, tranquility, cold, calm, stability, harmony, unity, trust, truth, confidence, conservatism, security, cleanliness, order, loyalty, sky, water, technology, depression, appetite suppressant.   Turquoise symbolizes calm. Teal symbolizes sophistication. Aquamarine symbolizes water. Lighter turquoise has a feminine appeal.   Royalty, nobility, spirituality, ceremony, mysterious, transformation, wisdom, enlightenment, cruelty, arrogance, mourning.   Lavender symbolizes femininity, grace and elegance.   Energy, balance, enthusiasm, warmth, vibrant, expansive, flamboyant, demanding of attention.   Nature, environment, healthy, good luck, renewal, youth, spring, generosity, fertility, jealousy, inexperience, envy, misfortune, vigor.   Earth, stability, hearth, home, outdoors, reliability, comfort, endurance, simplicity, and comfort.   Security, reliability, intelligence, staid, modesty, dignity, maturity, solid, conservative, practical, old age, sadness, boring. Silver symbolizes calm.  Govin