scholarly journals Indian Institute of Technology Ropar

2021 ◽  
pp. 491-491
Keyword(s):  
Indian Institute ◽  
Institute Of Technology

Voices After Disaster

2021 ◽  
Author(s):  
Roger Few ◽  
Mythili Madhavan ◽  
Narayanan N.C. ◽  
Kaniska Singh ◽  
Hazel Marsh ◽  
...  
Keyword(s):  
Indian Institute ◽  
Community Members ◽  
Policy And Practice ◽  
Group Discussions ◽  
East Anglia ◽  
Other Information ◽  
The Media ◽  
Institute Of Technology ◽  
The University ◽  
Disaster Narratives

This document is an output from the “Voices After Disaster: narratives and representation following the Kerala floods of August 2018” project supported by the University of East Anglia (UEA)’s GCRF QR funds. The project is carried out by researchers at UEA, the Indian Institute for Human Settlements (IIHS), the Indian Institute of Technology (IIT), Bombay, and Canalpy, Kerala. In this briefing, we provide an overview of some of the emerging narratives of recovery in Kerala and discuss their significance for post-disaster recovery policy and practice. A key part of the work was a review of reported recovery activities by government and NGOs, as well as accounts and reports of the disaster and subsequent activities in the media and other information sources. This was complemented by fieldwork on the ground in two districts, in which the teams conducted a total of 105 interviews and group discussions with a range of community members and other local stakeholders. We worked in Alleppey district, in the low-lying Kuttanad region, where extreme accumulation of floodwaters had been far in excess of the normal seasonal levels, and in Wayanad district, in the Western Ghats, where there had been a concentration of severe flash floods and landslides.

Evaluation of groundnut (Arachis hypogaea) genotypes for intercropping with two types of pigeon pea (Cajanus cajan)

1990 ◽  
Vol 115 (3) ◽  
pp. 337-342 ◽  
Author(s):  
L. J. Rao ◽  
B. N. Mittra
Keyword(s):  
Cajanus Cajan ◽  
Winter Season ◽  
Pigeon Pea ◽  
Indian Institute ◽  
High Yield ◽  
Early Maturity ◽  
Pod Yield ◽  
Early Vigour ◽  
Institute Of Technology ◽  
Pod Growth

SUMMARYEight genotypes of groundnut and two of pigeon pea were evaluated in intercropping at the Indian Institute of Technology, Kharagpur, during the monsoon and winter seasons in 1985 and 1986, to identify plant characters associated with high yield in intercropping. The pod yield of groundnut decreased when intercropped with pigeon pea, the extent of the decline differing with groundnut and pigeon pea genotypes. The reduction in groundnut pod yield and the degree and duration of shading was less when grown with pigeon pea type ICPL87 than with LRG30. During the monsoon, pod yield among intercropped groundnut genotypes ranged between 47% and 88% of their yields under monocropping because of differences in growth pattern and duration (90–125 days). The groundnut type most suitable for intercropping had early vigour, early maturity and high partitioning and pod growth rate. However, variation in pod yield among groundnut genotypes was not observed during the winter season because they showed less variation in duration and growth and there was less shading by the associated pigeon pea.

Enantioselective Synthesis of Alkylated Centers: The Fukuyama Synthesis of (–)-Histrionicotoxin

2015 ◽  
Author(s):  
Douglass F. Taber
Keyword(s):  
Indian Institute ◽  
Enantioselective Synthesis ◽  
Max Planck ◽  
Dimethyl Malonate ◽  
Co Catalyst ◽  
Cu Catalyst ◽  
Enantioselective Addition ◽  
Institute Of Technology ◽  
Enantioselective Alkylation ◽  
Technological University

Vinod K. Singh of the Indian Institute of Technology, Kanpur optimized (Org. Lett. 2011, 13, 6520) an organocatalyst for the enantioselective addition of thiophenol to an imide 1 to give 2 in high ee. Amir H. Hoveyda of Boston College developed (Angew. Chem. Int. Ed. 2011, 50, 7079) a Cu catalyst for the preparation of 4 by the enantioselective hydroboration of a 1,1-disubstituted alkene 3. Yong-Qiang Tu of Lanzhou University effected (Chem. Sci. 2011, 2, 1839) enantioselective bromination of the prochiral 5 to give the bromoketone 6. Song Ye of the Institute of Chemistry, Beijing established (Chem. Commun. 2011, 47, 8388) the alkylated quaternary center of the dimer 8, by condensing a ketene 7 with CS2. Li Deng of Brandeis University added (Angew. Chem. Int. Ed. 2011, 50, 10565) cyanide in a conjugate sense to an acyl imidazole 9 to give 11. Pier Giorgio Cozzi of the Università di Bologna prepared (Angew. Chem. Int. Ed. 2011, 50, 7842) the thioacetal 14 by condensing 13 with an aldehyde 12, followed by reduction. Takahiro Nishimura and Tamio Hayashi of Kyoto University devised (Chem. Commun. 2011, 47, 10142) a Co catalyst for the enantioselective addition of a silyl alkyne 16 to an enone 15 to give the alkynyl ketone 17. Ping Tian and Guo-Qiang Lin of the Shanghai Institute of Organic Chemistry described (Tetrahedron 2011, 67, 10186) improved catalysts for the enantioselective conjugate addition of dimethyl malonate 19 to the nitroalkene 18, to give 20. Keiji Maruoka, also of Kyoto University, established (Chem. Sci. 2011, 2, 2311) conditions for the enantioselective addition of an aldehyde 21 to the acceptor 22 to give, after reduction, an alcohol 23 that could readily be cyclized to the lactone. Jianrong (Steve) Zhou of Nanyang Technological University prepared (J. Am. Chem. Soc. 2011, 133, 15882) the ester 26 by arylation, under Pd catalysis, of a ketene silyl acetal 24 with the triflate 25. Benjamin List of the Max-Planck-Institut, Mülheim employed (Angew. Chem. Int. Ed. 2011, 50, 9471) a system of three catalysts to effect the enantioselective alkylation of an aldehyde 27 with the allyic alcohol 28 to give 29.

Heteroaromatic Construction: The Li Synthesis of Mycoleptodiscin A

2017 ◽  
Author(s):  
Douglass F. Taber
Keyword(s):  
Chemical Biology ◽  
Gold Catalyst ◽  
Indian Institute ◽  
Pd Catalyst ◽  
West Virginia University ◽  
University Of Technology ◽  
Complementary Approach ◽  
Institute Of Technology ◽  
Simple Exposure ◽  
The University

Kyungsoo Oh of Chung-Ang University cyclized (Org. Lett. 2015, 17, 450) the chloro enone 1 with NBS to the furan 2. Hongwei Zhou of Zhejiang University acylated (Adv. Synth. Catal. 2015, 357, 389) the imine 3, leading to the furan 4. H. Surya Prakash Rao of Pondicherry University found (Synlett 2014, 26, 1059) that under Blaise conditions, exposure of 5 to three equivalents of 6 led to the pyrrole 7. Yoshiaki Nishibayashi of the University of Tokyo and Yoshihiro Miyake, now at Nagoya University, prepared (Chem. Commun. 2014, 50, 8900) the pyrrole 10 by adding the silane 9 to the enone 8. Barry M. Trost of Stanford University developed (Org. Lett. 2015, 17, 1433) the phosphine-mediated cyclization of 11 to an intermediate that on brief exposure to a Pd catalyst was converted to the pyridine 12. Nagatoshi Nishiwaki of the Kochi University of Technology added (Chem. Lett. 2015, 44, 776) the dinitrolactam 14 to the enone 13 to give the pyridine 15. Metin Balci of the Middle East Technical University assembled (Org. Lett. 2015, 17, 964) the tricyclic pyridine 18 by adding propargyl amine 17 to the aldehyde 16. Chada Raji Reddy of the Indian Institute of Chemical Technology cyclized (Org. Lett. 2015, 17, 896) the azido enyne 19 to the pyridine 20 by simple exposure to I2. Björn C. G. Söderberg of West Virginia University used (J. Org. Chem. 2015, 80, 4783) a Pd catalyst to simultaneously reduce and cyclize 21 to the indole 22. Ranjan Jana of the Indian Institute of Chemical Biology effected (Org. Lett. 2015, 17, 672) sequential ortho C–H activation and cyclization, adding 23 to 24 to give the 2-substituted indole 25. In a complementary approach, Debabrata Maiti of the Indian Institute of Technology Bombay added (Chem. Eur. J. 2015, 21, 8723) 27 to 26 to give the 3-substituted indole 28. In a Type 8 construction, Nobutaka Fujii and Hiroaki Ohno of Kyoto University employed (Chem. Eur. J. 2015, 21, 1463) a gold catalyst to add 30 to 29, leading to 31.

Understanding the Job Satisfaction of Indian Academicians

2019 ◽  
Vol 44 (4) ◽  
pp. 369-393
Author(s):  
Sumbul Tahir ◽  
S. M. Sajid
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Teacher Development ◽  
Teacher Job Satisfaction ◽  
Indian Institute ◽  
Advancement Opportunities ◽  
Institute Of Technology ◽  
Set Up ◽  
Training Programmes ◽  
Satisfaction Measures

The university academicians who form the backbone of the higher education set-up need better policies, training programmes, managerial support and frequent satisfaction measures to ensure their productivity, motivation and commitment to work are enhanced. The benefits of a high job satisfaction have been well-documented, but there is a definite gap in its measurement in academia. An exhaustive literature review across nine countries has shown that job satisfaction of academicians remains a lagging area of study. This article is based on a doctoral dissertation that measured the job satisfaction of 350 teachers of four higher education institutions of India using the teacher job satisfaction questionnaire (TJSQ) developed by Paula Lester. The sample was selected randomly with proportionate stratified sampling based on designations across four institutes of higher learning: Delhi University, Jamia Millia Islamia, Indian Institute of Management, Lucknow, and Indian Institute of Technology, Delhi. The findings suggested the teachers are satisfied with their jobs with the highest satisfaction reported with teaching responsibility, advancement opportunities and work itself. However, working conditions, pay and recognition were the most-cited causes for dissatisfaction. Factor analysis showed some interesting results where the number of factors remained the same at nine but their nature was slightly different. Further analyses of personal, institutional and socio-economic factors through regression models revealed interesting insights. It was also observed that these findings resonate with those observed globally among teachers, showing a need for teacher development across the world.

Is Shadow Education Becoming the ‘New’ Formal? Effects of Pedagogical Approaches of IIT-JEE Coaching on School Education in the City of Delhi

2019 ◽  
Vol 17 (1) ◽  
pp. 14-44 ◽  
Author(s):  
Shalini Punjabi
Keyword(s):  
Formal Education ◽  
Indian Institute ◽  
School Education ◽  
Policy Implications ◽  
Pedagogical Practices ◽  
Shadow Education ◽  
Formal Schooling ◽  
Entrance Exam ◽  
Institute Of Technology ◽  
The City

Formal education has always been the principal model through which societies educate their young. Today, however, schools are seen as non-analytical and are being replaced by logic-based approach of competitive examinations. In India, the growth of shadow education, which is preponderant at the level of secondary education, is providing informal avenues through which the youth garner knowledge and skills. One such avenue is the private coaching for the Joint Entrance Exam to enter into the premier Indian Institute of Technology(s). The article draws on an exploratory study carried out in the city of Delhi and examines the credentialing strategies of IIT aspirants through Joint Entrance Exam coaching and how the pedagogical practices of coaching institutes influence the perceptions and proclivities of aspirants and their families towards school education. I also discuss the policy implications of such practices for formal schooling.

scholarly journals Solid Waste Management on a Campus in a Developing Country: A Study of the Indian Institute of Technology Roorkee

Recycling ◽  
2019 ◽  
Vol 4 (3) ◽  
pp. 28 ◽  
Author(s):  
Nikhat Parvez ◽  
Avlokita Agrawal ◽  
Akhilesh Kumar
Keyword(s):  
Waste Management ◽  
Solid Waste ◽  
Solid Waste Management ◽  
Developed Countries ◽  
Indian Institute ◽  
Zero Waste ◽  
Institute Of Technology ◽  
Waste Diversion ◽  
Feasible Solutions ◽  
The Developed Countries

The rates of waste generation in India have been increasing with increasing population and urbanization. Since higher education campuses are like mini autonomous cities, they can act as a model for solid waste management (SWM) and enhance sustainable development. SWM is the controlled generation, storage, collection, transport, processing, and disposal of solid waste considering public health, conservation, economics, and environmental conditions. A SWM program on campus will benefit the campus through reduced resource consumption and waste diversion. Developing countries like India are lacking behind in SWM from the developed countries which are using advanced technologies along with efficient management. This paper will analyze the issues related to SWM at IITR (Indian Institute of Technology Roorkee) campus and provide feasible solutions to be implemented at IITR campus for becoming zero waste campus. The SWM at the IITR campus is disorganized and incompetent. Lack of awareness and improper collection, imprecise segregation, exposed transportation, inefficient processing and disorganized disposal of solid waste are the major reasons for it. IITR has the potential to manage its waste properly through various techniques discussed in this paper. These would reduce the amount of waste diverted to landfills and the problems arising on campus due to solid waste, thus leading to a zero waste campus. Other campuses like IITR with similar context and issues can learn from this case study and work towards a zero-waste campus. This paper identifies a need to implement a robust SWM at the IITR campus in India.

Sign in / Sign up

Export Citation Format

Share Document