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"No other city in the Indian subcontinent can lay claim to having so many lives as Delhi. This book examines Delhi in the politically and culturally dynamic nineteenth century that was marked midway by the 1857 uprising against British colonial rule as a watershed event. Following British occupation, Delhi became a receptacle for encounters between the centuries old Mughal traditions and the incoming colonial ideal, producing a traditionalism-modernity binary. Employing the built environment lens, the book traces the architectural trajectory of Delhi as it transitioned from the seventeenth-century Mughal Badshahi Shahar (imperial city) first into a culturally hybrid Dilli-Delhi combine of the pre-uprising era and thereafter into a modern British city following the uprising. This transition is presented via four constructs that draw on the traditionalism-modernity binary of Mughal and British Delhi and include Marhoom Dilli (Dead Delhi); Picturesque Delhi; Baaghi Dilli (Insurgent Delhi) and Tamed Delhi. The book goes beyond the nineteenth century to examine the vestiges of Delhi's four nineteenth-century lives in the present, while making a case for their acknowledgement as a cultural asset that can propel the city's urban development agenda. By bringing together the city's past and its present as well as addressing its future, the book can count among its readers not just scholars but also those interested in cities and their evolving landscapes"--

The field of 'women in science' in India is evolving with policies that could support ending gender discrimination in the practice and culture of science. Gender inclusivity in science is a complex phenomenon, and it differs in forms and scale across institutions. This complexity has invoked feminist scholars, governments, and organisations to critically engage with issues of gender inequities in science. This article, based on a sample study, seeks to understand the idea of gender inclusivity in science, and the discrimination and marginalisation women scientists face, while exploring how they negotiate institutional spaces and address specific and unique challenges in their everyday reality.

Being a most modernised and well planned city of India, it is a feather in a cap that it has finest government and non-government libraries. Public libraries play a greater role in dissemination of information to every user irrespective of his/her gender, age, profession, status etc. The public libraries play a vital role in providing services to the children. All children in a community have a right to access the information through the public libraries. The objective of this study is to judge the existing facilities and services offered to children in the public libraries in Chandigarh and to determine the individual characteristics and use behaviour of the child-member. For collecting data the survey method is used and the present study is carried out in those public libraries that have separate children's section. The study shows that percentage of the children that are utilising the library facilities and services are less as compared with other categories. But public libraries are putting in lots of efforts to encourage the children to come in the library.

There cannot be a more appropriate time for infusing the education system of India with flexibility, innovativeness and quality. National Education Policy (NEP), 2020, is a step in this direction which emphasises on inclusiveness, equity and quality with a clear focus on the attainment of learning outcomes. NEP 2020 promotes the adoption of learner-centric education which develops critical thinking, creativity and problem-solving skills and discourages rote learning methods. An effective education policy relies on strong curricular foundations for optimum results. An enriched curriculum should be rooted in India's diverse culture, knowledge systems and traditions embracing local knowledge and cultural practices, on the one hand, and at the same time, should incorporate the modern-day learning perspectives developed by the curriculum theorists over the last century. This article analyses the idea of curriculum as conceived by different learning perspectives and how NEP 2020 draws inferences from them.