Value Education for Consciousness Development (VECD) : Impact, Efforts and

Activities in Atmiya University

By Jigar Ratnottar & Rakesh Oza
Introduction

YOGIDHAM is a unique Educational commune blessed with the divinity of Lord

Swaminarayan and the spiritual principles of Guruhari Yogiji Maharaj. His Divine Holiness Shri
Hariprasad Swamiji is the President of Sarvoday Kelavani Samaj. He is the chief mentor and the
source of inspiration for all of us. He started this campus in 1987. His mission of life is spreading
Atmiyata. He says, ‘O lord, whether anyone else becomes Atmiya or not, please make me Atmiya.’
So atmiyata, love for all, is the mission of his life.

Pujya Tyagvallabh Swamiji is Secretary, Sarvoday Kelavani Samaj. He is the person behind
bringing this UHV education in the campus. He took over the campus in 1987, when it was in a
very bad shape, only thorny plants were there. Hardly 32 students were there in Virani Science
College and 52 faculty members. He worked day and night and brought the campus to the shape it
is today. The campus established in 1987, promoted by Yogi Divine Society, which took over the
Sarvoday Kelavani Trust which has 6 colleges in the campus, 2 schools (English & Gujarati
medium), total students 10000+, total faculties 650+, and other staff more than 200.

UHV Journey at Atmiya University

At the beginning in February, 2014 we sent 3 faculty members to attend the 3rd international
conference on Human Values at PTU. In April 2014 again 4 faculty members were sent to Gedu,
Bhutan to attend the workshop. In April/May 2014 8-days orientation program was conducted at
PSIT Kanpur, in which 20 members were deputed. 4 faculty members attended the 4th ICHVHE, in
March 2015 at Gedu College of Business Studies, Gedu, Bhutan. Then, we had National
Conference on Human Values in Higher Education (NCHVHE) on 29th Sept, 2015 at AGI Rajkot.
The Chief Guest was Shri O.P. Kohli, Honorable Governor of Gujarat. About 77 educationists from
various institutes of Gujarat and other states participated in NCHVHE. It was a rehearsal for us for
the ICHVHE-2016, which we conducted soon after at AGI Rajkot. The organizing partners were the
same, who organized the ICHVHE in 2015 at Gedu, Bhutan. ICHVHE-2016 was attended by 170
participants from 13 countries.
In 2014, we conducted a three-day workshop on UHV with 619 participants and the
facilitator was Shri Ganesh Bagaria. Two-day post workshop discussions were also conducted.
Around 527 faculty members participated in them. They were conducted by Dr Kumar Sambhav. In
2015, a two 8-days workshop on UHV was conducted. One at AGI Rajkot and the other residential
one at Sinh Sadan, Gir forest. Total 7 workshops were conducted for 652 participants.
Out of these 7 workshops, 5 were conducted by Shri Gopal Babu, 1 at Gir forest by Dr.
Kumar Sambhav, 1 on Jeevan Vidya by Shri Uddhav Rathod. These workshops were followed by
many refresher workshops. In 2016, we conducted 7 workshops, out of which 4 were introductory
workshops and 3 were refresher workshops. Shri Gopal Babu again conducted 5 workshops, 1 was
conducted by Prof R. Pradeep Kumar from IIIT Hyderabad and one 8-days Jeevan Vidya workshop
was conducted by Shri Somdev Tyagi ji and total 875 participants attended the workshops. In 2017,
this year we have already conducted two 8-days Jeevan Vidya workshops- one at Junagadh and the
other at our campus. The workshop at Junagadh was attended by 40 faculties and 12 guests, some of
them were parents of our faculty members. The workshop conducted at our campus was attended by
140 faculties and 53 guests and both of these workshops were conducted by Shri Somdev Tyagi ji.
Then we started with the series of Parichay shivirs every six months since 2016 and about
100 faculties who came forward to understand the content further were also undergoing more depth
study shivirs which were followed by Adhyayan shivirs at ‘Abhyuday Sansthan’, Hapud, U.P.,
and now at Atmiya Campus on the basis of 10 days every two months. Today we have about 40
faculty members who have been doing regular Pathan (Reading) and also facilitate the
understanding of the content to students.

 Achievement of Workshop/Shivir:
1. After attending the Workshop/Shivir and daily Adhyayan (in-depth study of Value
Education) 15 Faculty Members are ready to take the 7-days workshop.
2. All the Resource Person of UHV also invited to conduct the workshop in a different
educational institute.

Value Education as a part of Curriculum

 Atmiya University offer Value Education as a Compulsory Credit Course under Skill
Enhancement Course (Part III) for all UG Programmes and Competence Enhancement
Course (Part III) for all PG Programmes
1. Total Credit – 2 credits in 1st Year for all UG and PG Programmes

Atmiya University Efforts to motivate other University for Value Education

 Our management has got one campus “Atmiya Vidya Dham” at Vallabh Vidyanagar (one of
the largest education hub in Gujarat), Anand, where we conducted one-day seminar on 6th
March, 2016. It was conducted by Prof R. Pradeep Kumar from IIIT Hyderabad. Around
200 trustees and educationalist attended this seminar.
 One session was arranged to discuss on how to implement human value education in higher
technical education institutions on 22nd January, 2017. Prof Navin Sheth, Hon. Vice
Chancellor of GTU (who is with us today) and Dr Yogesh Yadav, Director RUSA, who is
also involved in designing the syllabus for value education by State Govt., were invited.
Both of them attended the session. The Keynote Speech was delivered by Shri Somdev
Tyagi ji.

Value Education for Consciousness Development (VECD) Cell Activities:

1. “Each one Teach One”

 Some students from B.sc S.Y. Chemistry,
met with Principal Sir, Dr. K. D. Ladva,
and they share with him that they want to
do some teaching activities for kids of
workers at the campus, who were working
at the construction site. Then our Principal
Sir, Dr. K. D. Ladva, decided to take the
initiative for such a noble cause. So VECD
Cell and our college students made one
group called “Each one Teach one”.
Under this banner we planned 5-6
activities; first, we made the kids aware of
their body, hygiene, health, and food. Then
our volunteer students played with them
and arranged some snacks for them. Also,
they taught them about domestic animals
name, local foods, and vegetable name
with the help of Animated videos. We
found that both kids and our volunteer
students enjoyed a lot. One day we arrange
a clothes distribution program. We
collected almost 40 pairs of clothes and
some shoes for our kids with the support of
our students and faculty members.
Volunteer students humbly distributed
clothes and shoes. Moved by the act, now
many other college students want to join
our group and that is good for us as well as
our college campus.

Outcome:
Students understand their role in society
and participate in the field of education.

2. Value Education session in Govt. Primary School at Vagudad, Rajkot

We arranged one whole week program at Vagudad Village. Where we got the chance to share
value education contents with primary school students. We discuss with them on topic –
“My Participation in Family & Society”. Many students explored the contents within self and
also they gave us genuine feedback for the same. We later took lunch together, we played some
games together. And spent some good time with the school students.
Outcome:
Students are able to see the contribution of each person in their life. Also, they committed to
participate their best in their family and school.

3. Visit “Abhibhavak Vidhyalaya”, Raipur, Chhatisgarh for adopting Value Education

for Consciousness Development at primary school
For further exploration of the Jeevan Vidya content, we 7 faculty members went to visit
Abhibhavak Vidhyalaya, Raipur, at Chhattisgarh. Vidhyalaya based on Mulya Siksha. All the
faculties who are teachers there are all parents. There are no tuition fees in the school as well as the
teacher don't get any salary for the teaching. We stayed there for 3 days; we attend their annual
function, the orientation program and also Goshthi (meeting) with Abhibhavak.

Outcome:
After visiting Abhibhavak Vidhyalaya, C.G., Jigar Ratnottar from VECD Cell converted those
books (standard 1 to 5) into Gujarati language and implements this content in our primary to
higher secondary education.
 4. Actively participate in Jeevan Vidya Rashtriya Sammelan at Sardhar Sahar,
Rajasthan
In the month of November 2016, four faculty
members, Jigar Ratnottar, Vijay Dandwani,
Paras Kalariya, Ankit Kalariya represent
Atmiya University in Rashtriya Sammelan. A
theme of the Sammelan was “Shiksha ka
Maanaviykaran”. In this Sammelan, all the
participants who are attending Jeevan Vidya
Adhyayan meet together and discuss their
planning, implementation strategy and how
effectively this content can be implemented on
large scale.

Outcome:
We got more clarity about value education
implementation. We are decided for a deep
study of this proposal from a dedicated center
of Adhyayan Study.

5. Arrange One-Week awareness workshop on ‘Jaivik Kheti’ for farmers

Atmiya University arranges a one-week residential workshop for the farmers. The theme was Jaivik
Kheti and Gau-palan. More than 100 farmers attended this workshop. We successfully completed
the workshop and we got a positive response from the participants.
Outcome:
This workshop creates a deep impact on farmers regarding organic farming. Some social activist
comes forward for sharing their Jaivik Kheti experience for students and faculties.
 6. Expert lecture of Value Education at M. P. Patel Science College, Morbi, Gujarat
One expert lecture on Value Education was
arranged at M.P. Patel Science College,
Morbi. It was delivered by Jigar Ratnottar,
VECD Cell. The response of the students
was very good and they were prepared to
attend the full 8-day workshop of UHV.
Outcome:
Resource Person got the confidence to
deliver value education in other institutes.

7. One Year Adhyayan (Deep Study) of Madhyastha Darshan at Abhyuday Sansthan,

Hapud, U.P.
Atmiya University allows 18
faculties for deep study
(Adhyayan) of this Madhyastha
Darshan. We started our
Adhyayan for One Year (total six
slots of 10 days/2 months - April
2017 to April 2018) from
Abhyuday Sansthan, Hapud, U.P.
Outcome:
After completing this Adhyayan Session, interested faculties start daily reading of all books
written by Shree A.Nagraj Ji. All adhyanarthi now able to explore the content in a holistic way.

8. Frequently arranged UHV session for School Teachers for efficiently deliver Value
Education in Classrooms.
At a regular time of interval, we
arranged a session of Value Education
for our school teachers. Where we are
discussed what is the role of education, a
difference between value education and
skill-based education. Sometimes we
start our discussion with topics like "My
Participation", "Right Evaluation is
Respect", etc. so they communicate with
us how they understand this proposal,
what are the steps to implement this
topic in classrooms, etc.
Outcome:
Interested school teachers in value
education are starting to teach value
education in their regular lecture.

9. Special session with all supporting staff of Atmiya University

One day session of “Role of Individual in
Existence” was arranged for all supporting staff
of Atmiya University. The session was taken by
Jigar Ratnottar, Darshan Jani and Rakesh Oza.
They explain some topics like an effect of peer
pressure, environment, and Natural Acceptance
on imagination, Trust and Respect,
Relationship and goal of society. After taking
lunch the third session was a group discussion.
There was 5 small group and all discussed the
topics and try to resolve their questions and
discussed share their feelings.
In the last session, Shri Tyag Vallab Swamiji
addressed all the faculty and supporting staff and
shares his views and future vision regarding
Jeevan Vidya in Atmiya campus.
Outcome:
All supporting staff feels gratitude towards
institutions. Now they understand their role in the
institute and also able to understand the vision of
Atmiya University.

10. Family get together of all Resource Persons

As we understand the importance

of family, we decided to arrange
one family get together. The main
objective of this event is that all
family members meet and share
their experience regarding value
education. Rakesh Oza Ji conducts
a basic session. Family members
share real-life problems and some
question regarding Jeevan Vidya.

Outcome:
This event creates a good impact
among all, now family members
are ready for regular meetings and
also they are interested in UHV
shivir. Kids enjoyed a lot.
Now all family members are ready
to organize such meeting weekly.
So decide to meet every Saturday
from 8.30 PM to 10.30 PM.
  Activities We Carry Out With Social Orientation
“Off Grid Decentralized Solar Power System for Home Lighting Solutions with Energy
Efficient Alternatives and Sustainable Development” by Rakesh Oza and Jay Patel
Objective:
This is an effort in the direction of the energy-efficient alternative for the home lighting system. It
proposes the off-grid decentralized solar power system. Existing setup of electricity generation is
centralized. It generates electricity centrally at one place (eg. Thermal power plant) and it is
transmitted and distributed everywhere. Moreover, coal is the raw material for such thermal power
plants and to save nature we have to put efforts to minimize the use of coal and initiate sustainable
ways to generate power which reduces the CO2 emission. One approach is to generate power at a
place where we need it. If we are able to generate power in a decentralized way, our dependency on
grid power can be reduced. As we know that solar panel generates DC Voltage and we can develop
a 12V DC system or 24V DC system, which does not require conversion from DC to AC. So, the
use of inverter can be avoided. This is possible as DC bulb, DC LED tube lights, DC fans, BLDC
ceiling fans are available.

Features of this approach are mentioned below;

 Solar DC design
 Inverter less design
 Easy to implement (Installation and maintenance possible with local electrician with little
training)
 Focus areas of this project: Replicable, Low cost, Easy to install & maintain, Repairable,
Easily available components, portable and compact.

On hand system made by Rakesh Oza and Jay Patel

Specifications
 One DC LED lamp (12Volt, 3Watts) running 10 hours daily

 One Solar panel of 10watt and one battery 12V, 7Ah

 Contributory Role with Nature

Conventional thermal power plant emits approximately 0.8Kg of CO2 per unit (1 kWh) energy
consumption. Consider normal family energy consumption is approximately 5 units per day. So, the
average 4kg (0.8kg * 5units) of CO2 is emitted indirectly by a normal family. Assume 50% of
energy consumption of normal house is due to fan and tube light. So, 2.5 units per day are due to
fans and lights only. We can provide a 24V DC solar solution for fans and tube lights and generate
it locally at home itself. With this, we can reduce the energy consumption of 2.5 units per day and
reduce CO2 emission by half. It means we are participating in reducing CO2 emission. In this
way, we can daily reduce 2kg CO2 emission. Monthly 60kg reduction in CO2 emission and annually
720kg reduction by only one family. From Carbon and tree facts it is found that one mature tree can
absorb only 22kg of CO2 per year. So, indirectly one family will save around 32 trees per year.
So, if we extend such concept to larger mass we can contribute to nature at a good extent and
participate for energy efficient and sustainable development.

 Necessary tasks in the future for decentralized solar system

1. Aware students as well as interested persons through awareness seminars

2. Conduct skill development workshops
3. Need to establish such laboratories in different regions
4. Develop local manpower through training at above laboratories

 Experience Sharing of Students

1. A girl student suffered from depression for 3 years after the death of her grandfather. She
tried two times for suicide. One of our faculties suggests her to talk with the person who
conducts the UHV Lectures. So she came to us for guidance. Jigar ratnottar talked with her
regularly regarding the self and body, happiness, purpose of human life, etc. after 2 months
she came and told him that now she feel good and also understand the reality behind the
death. Now she is clearer about her life.
2. A girl student after the workshop told, “I was not at talking terms to my father. But, after
this workshop, I went home, hugged my father and told that what I was doing was not right;
I should not have put my relations at stake. Asked for forgiveness.” Her father did so with
her grandfather and asked for forgiveness.
3. One student who is taking almost 30 tablets in a day as he suffered from OCD mental
problem. Jigar Ratnottar council him with different aspect of life and the role of Human
being in this existence, nowadays he has drop down the rate of taking tablets 5/day from
30/day. Also he has focused about his education.
4. Some students for collecting donation for Sainik Welfare Fund went to a shopkeeper. Un-
fortunately, may be the shopkeeper was not in good mood; he started scolding the students.
And our students, I do not know how they learnt it; of course they have attended UHV
workshops exhibited great patience. One of them went to the shopkeeper and told, “Sir,
please put your hand on this box; you bless us and it is over, no need to give any money”.
5. This is what those who have attended the international conference last year must have heard
this girl. She was suffering from stammering problem since childhood; after she attended
this workshop, and particularly after she heard the sentence repeatedly, ‘other is similar to
me’; she developed the confidence and she delivered a speech to the participants of last
ICHVHE, without stammering.
6. This is again a very emotional experience shared - a student lost full amount of money,
given to him for paying fees, in betting in cricket. He was crying; he could not tell it to
anybody; he even thought of suicide. At the end of the workshop, his friends told him, let us
meet the teacher. He may find out some solution. They went to the teacher. The teacher
sympathized and said ‘Do not worry. Let me talk to your father, what he says’. His father
was called, the whole incidence was narrated to him and instead of becoming angry to his
 son he thanked the teacher for informing him and narrating the incidence- which his son
would have never done. “Had you not handled this case properly, he would have committed
suicide’.
7. This is another incidence that happened after the workshop was conducted by Gopal babu.
As you know, generally wife tells the husband, “When I come back, if it rains, please bring
the clothes inside”. The husband generally doesn’t do it and when the wife comes back, they
have a fight. One day it rained. The lady faculty on returning home, having already
instructed her husband to put the clothes inside if it rains, the clothes were not taken inside
and they became wet. She saw the wet clothes outside. She took the clothes inside with cool
head. Her husband saw this. He went to her. She was not angry today. He asked the reason.
She said, Gopal babu has told that we must live in relations. Relationship is more important
than Suvidha.
8. Dr. Nipa Pandhi, one of our senior faculty members, Head of Microbiology, narrated inci-
dence that there was no harmony between his father and mother; there was a lot of
difference in opinion. Father used to read J Krishnamurthy. One day, she requested her
mother to watch the UHV video. She didn’t agree. I have heard so many saints and so many
people and nothing happens. Nothing will appease me to change myself. She one-day forced
her mother to see the video for at least 5 minutes. After the mother saw the video, she
stopped after 5 minutes, saying that, ‘no, nothing is going to happen’. But, during those 5-7
minutes, she could listen something. So, during night, when she was not in sleep, she
decided to see the whole video. Nobody was watching her and she watched complete video.
In the morning, she told her husband ‘it is really worth to attend the UHV ’; then she started
listening the videos more and more.
9. One of our supporting staff member Rajubhai Gadhvi also got attracted to the content of
UHV and has started spending Rs. 200/- every month to buy books for children in slums
10. One of our student from F.Y. Microbiology, feel depress because of some family issues, due
to that he was not able to concentrate in classroom. Once he came to VECD Cell and met to
Jigar Ratnottar regarding this matter. After many counselling sessions now he resolves the
matter and also gains the confidence. We just tried to convey the purpose of family, purpose
of education and what is the real meaning of success.

 .Sharing from Faculty Members

1. Jigar Ratnottar, VECD Cell, Atmiya University

अअअ अअअअअ अअअअअअअअ अअअअअअअअअ अअ अअअअअअअ

अअअअ अअअ अअ अअअअअअ अअअअअअ अअअअअ अअ, अअअअअ अअ
अअअअअअअअअ अअअअअअअअ अअ, अअअअ अअअअअअअ अअ
अअअअअअअअ अअ अअ अअअअअअअअअ अअअअ अअअअ अअअअ अअ,
अअअअअ अअअअ अअअअअअ अअअअअअअअ अअअअ अअअअ अअ. अअअ
अअअअ अअअ अअ अअ अअअअ अअअअअ अअअ-अअअ अअ अअ
अअअअअअ अअअअअअ. अअ अअअअ अअअ अअ अअअ अअअअअअअ अअ
अअअअ अअअअअअअ:
ववववववववववववव वव वववववव ववव :
अअअअअ अअअअ अअअअ अअअअअअअअ अअअ अअअअअ
अअअअअअअअअ अअअअ अअअअअ अअ अअअअअअअअ अअअअ अअअअ
अअअअअ अअअअ. अअअअ अअ अअअअअअ अअअअअ अअ अअअअ
अअअअअअअअ अअअअ अअअ अअअअ अअ अअ अअ अअअअ अअअअअ
अअअ अअ वस्तु महत्वपूर्ण होती है . पहले मुझे पढाना अपनी ड्यूटी लगता
था लेकिन अब वह मुझे अपनी किम्मेदारी लगती है , और मेरा ध्यान यह
भी गया िी िैसे मैंने बच्ोोंिे िीवनमें रस लेना शुरू किया तो बच्ोोंने
भी अपनी बातें मुझसे शेयर िरना शुरू किया. गुरु-कशष्य सोंबोंधमें यह
बहोत िरुरी है िी सोंवाद बना रहे . अपने क्लासमें अब पहले िी
तुलनामें कवद्याकथणयोिी सुननेिी स्थथकत अच्छी हुई है . मैं ने यह भी दे खा िी
उनिे साथ सोंवाद िरनेसे उनिे मनमें ब्ाों चिो लेिर, कवषयिो लेिरभी
िो प्रश्न थे उनिो उनिा समाधान कमला, अब उनिा मार्क्ण िे बिाय
कवषयिो समझने िे तरफ ध्यान गया, यह बड़ी उपलस्ि है . इस साल
(२०१८) िो ४ बच्े ऐसे कनिलिर आये िो बड़े तनावमें थे , उनिे
साथ सोंवादिी प्रकिया िारी रखने िे बाद उनिा यह िहना था िी
अगर यह प्रस्ताव हमारे िीवनमें नहीों आया होता तो शायद हम िुछ
गलत स्टे प ले ले ते. इसिो मै अपने अोंगात िीवनमें बड़ी उपलस्ि
मानता हूँ िी िेवल सोंवादिे माध्यम से भी बच्ोिी किोंदगी बच िाती
है .
वववव-वववववववव ववववववववव :
अपने साथ िे िमणचाररयोोंिे प्रकत अब स्नेह बढ़ा है . अब सबिो एि लक्ष्यमें
सहयोगीिे रुपमे दे ख पाता हूँ . पहलेिी तुलनामें अभी िो बातचीतिी कवषय-
वस्तुमें भी बदलाव दे ख पाता हूँ . अब हम एि टीम होिर िाम िर पाते है और
िो भी अपने से किसीभी एररयामें श्रेष्ठ हो उनिी श्रेष्ठता िो स्वीिार भी िर पाते है .
अब हमारा ध्यान गया िी हम सभी एि-दू सरे िे पूरि है . तो आपसी सोंवादमें भी
गुर्ात्मि पररवतणन मैंने महसूस किया है . एि पररवतणन अपनेमे मैंने यह पाया कि
अब ज्यादातर अपने साथिे िमणचाररिो भाइ या बहन से सों बोकधत िर पाता हूँ ,
इससे हमारे आपसी सोंबोंधमे िाफी बदलाव मैंने पाया है .
वववववववव ववववववववव :
पररवारमें सबिे प्रकत िृतज्ञता िा भाव बढ़ा है . मै यह दे ख पा रहा हूँ िी मे रे
िीनेमें सभी लोगोोंिी भूकमिा क्या है . पररवारमें मैंने यह भी पाया िी अब मेरे
अन्दर प्रकतकिया बहोत ही िम हो गई है , क्योोंकि एि प्रस्ताव पर ध्यान गया िी
मानव मूलतः गलती िरना नहीों चाहता है , योग्यतािी िमी िी विह से वह भूल
िर बैठता है तो अब प्रकतभाव दे पाता हूँ . इससे पाररवाररि सोंबोंध और बेहतर हो
गए है . पररवारमें अब हम साथ बैठिर किसी नतीिे पर पहोोंच पाते है . अब यह
ध्यान भी गया िी बच्ोोंिो किम्मेदार बनाना है तो उनिो भी घरिे िाममें साकमल
िरना चाकहए, तो अब छोटे -छोटे िामोमें उनिो भी साकमल िर पाते है , इससे मैं ने
यह पाया िी बच्ोोंिे अोंदरभी अपनेपनिा भाव आता है , यह बात बहोत छोटी है
लेकिन आगे िािर यही चीिे बहोत ही आनोंददायि बनती है . तो मै अपने किनिे
सभी आयाम िो दे खता हूँ तो मुझे पहले से मेरी स्थथकत िाफी सोंभली हुई, स्थथर
पाता हु. और अब अपने अोंदर भी िोई भागादौड़ी नहीों कदखती है .
2. Rakesh Oza, EC Department, Atmiya University
 Focus shifted to see the existing setup of power generation and energy consumption which
can lead to a sustainable development. I came to know that 72% of the power generation in
India is through thermal power plant and coal is the raw material for that. We have to
preserve coal to keep the planet stable. (Reference:
https://en.wikipedia.org/wiki/Electricity_sector_in_India)
 I learned that as we consume this power, as a family we are involved indirectly in CO 2
emission. To have a contributory partnership with nature, we have to reduce CO2 emission.
With this shift, I focused on basic power requirement of a family.
 As my background is in Electronics Engineering, my thought process initiated to implement
this skill with application of electronics in generation of decentralized solar power for basic
requirement of a family. That is fan, lights and mobile charging facilities.
 I came across concepts of energy efficient BLDC fan and LED lights. BLDC fan operates on
24V DC and 12 V DC. It consumes around 30watt power. This is very less compared to
existing AC ceiling fans that consume around 70Watt power. Even power efficient AC
ceiling fan also consumes around 50Watt. So, I thought to implement BLDC ceiling fan and
LED light with solar energy. With above thoughts I have done installation at my house and
observed the performance. It was as per expectations. Based on this success, I have taken
initiative to set up a laboratory where a student can learn concepts of solar photo voltaic and
become self sufficient in development and design of decentralized solar power system.
3. Vijay Dandwani, VECD Cell, Atmiya University

वववववव ववव ववववववव:

अअअअ अअअअ अअअअअअ अअ अअअ अअअअ अअअअअ अअअअ अअ अअ अअअअअ अअ अअ
अअअ अअ अअअ अअ. अअ अअअअअअ अअअ अअअअअअ अअअअअ अअ अअअअ अअअ. अअअअ
अअअअअअअअ अअअ अअ अअअअ अअ अअअअअअअअ अअअ अअ अअअअ अअअअ अअअअअअअअ
अअअअअ अअ अअअअअ अअअअ अअ अअअअअअ (rude) अअअअअ अअ अअअअअ अअ अअअअ
अअअअअअअअ अअअ अअअअ अअअअ अअअअअ अअअ अअ अअअ अअअ अअअअ अअ अअअ अअअ
अअअअ अअअ. अअअअ अअअअअ अअ अअअअअअ अअअ अअ अअअ अअ. अअअअ अअअअ अअअअ
अअ अअ अअअ अअअ अअअअ अअ अअअअ अअअअअ अअ अअ अअ अअअअ अअ अअअअअ अअअअअ
अअ अअअ अअ अअअअ अअ. अअअअअ अअअ अअअ अअअ अअअअअ अअअ अअअअअअ अअ
अअअअअ अअ अअअअ अअअ. अअअअ अअअअअ अअ अअअअअअ अअ अअ अअअ अअ अअअअ
अअअअ अअअअ अअ अअअअअअ अअअअअ अअ अअअ अअअअ अअ अअ अअ अअ अअअ अअअ अअअ
अअअअ अअअअ अअ अअअअअ अअ अअ अअअअअ अअ अअअअअ अअ अअअ अअअअ अअअ अअ
अअअअ अअअअअ अअ अअअ अअअ अअ अअ अअअअ अअअ. अअअअअअ अअअ अअ अअ अअअअअअ
अअअअ अअ अअ अअअ अअअअअअअअ अअअअ अअ. अअअ अअअ अअ अअअअअ अअअअअअअअ
अअअअ अअअ अअ अअअ अअअअ अअअअ अअअअअअअअ अअअअ अअअ अअ अअअ अअअ
अअअअअअ अअअअ अअ. अअ अअअ अअअअअअ अअअअअ अअअ अअअअअअअ अा अअअअअ अअ
अअअअ अअ अअ अअअ अअ अअअअ अअ अअअअअअ अअअअअ अअ अअअअअअअ अअ अअअ
अअअअ अअअअ अअ अअअअअ अअ अअ अअअ अअअअ अअअअ अअ अअ अअअअअअ अअ अअ
अअअअ अअअ अअअअ अअ अअ अअअअअ अअअअअअअअ अअ अअअ अअअअअ अअ अअ अअअअअ
अअ अअअ अअ. अअअअअअ अअ अअअअअअ अअअ अअअअअअअअ अअ अअअअअअअअ अअ अअअ
अअअअ अअ अअ अअ अअअअअअ अअ अअअअअ अअअ अअअअअ अअ अअ अअअ अअअ.
वववववववववववव वव ववव ववववववव:
अअअअअअअअअअअअ अअ अअअ अअअअअ अअअ अअ. अअअअ अअअअअ अअअअ अअअअअ
अअअअअअ (Technical) अअअअ अअ अअ अअअअअ अअ अअअअअ अअ अअअअअअअअअअ अअ
अअअ अअअअअअ अअ अअअअअअ अअ अअअअ अअअ अअ अअअअअअ अअअअ अअ. अअअअ अअ
अअअअअअअअअअ अअअअ अअअअ अअअअअअ अअअअ अअअ अअअअ अअअअ अअ अअ अअअ
अअअअ अअअ अअअ अअ अअअअअअअअ अअ अअअअ अअअ. अअअअ अअअअअ
अअअअअअअअअअअअ अअ अअअ अअ अअअअ अअ अअ अअ अअअअ अअअअ अअ (does and don’ts)
अअअ अअअ अअअअ अअ अअअअअ अअ अअअअअअ अअ अअअअअअ अअअ अअअअअअ अअअअ
अअअ अअ अअ अअअ अअअअअअअअ अअअअअअ अअअअ अअअ. अअअअअ अअअ अअ अअअअ
अअअअअ अअअ अअअअ अअ अअअअअ अअ अअअअअ अअअ अअअअ अअ अअअअअ अअ अअअअ
अअअअ अअ. अअ अअ अअ अअअ अअअअअ अअअ अअ अअ अअ अअअअअ अअअअअ अअ अअअअअ
अअ अअअअअ अअअ अअअ अअअअअ अअ अअअअअअअअ अअ अअअअ अअ अअ अअअ अअअअअअ
अअअअअ अअ अअ अअअअ अअअअ अअअअ. अअ अअअअअअ अअअअअ अअ अअ अअअअ अअ अअ
अअ अअअअअअ अअ अअअ अअअ अअ अअअअअ अअअ अअअअ अअअअअअ अअ अअअअअअअ
अअअअअ अअअ अअ अअअ अअ अअअअअ अअअअ अअ अअअअ अअअ अअ अअ अअअअअ अअअ.

वववववववववव वव ववव ववववववव:

अअअ अअ अअअअअअअअ अअ अअअ अअअअ अअ अअअअअ अअअ अअ. अअअ अअअअअअअ अअ
अअ अअअअअअअअ अअ अअअअ अअ. अअअ अअ अअअअअअअ अअ अअअअअ अअ अअअ अअ
अअअअअअ अअअ अअअअ अअअ. अअअ अअअअ अअअअ अअअअअअअअ अअ अअअअअअअअ अअअ
अअ अअअअअअअ अअ अअअअ अअअ अअ अअअअअ अअअअ अअअ अअअ अअ अअअअ अअअअ
अअअ अअ. अअअ अअअअ अअ अअअअअअ अअ अअअअअ अअअअ अअअअ अअ अअ अअअ अअ
अअअअअअ अअअ अअ अअअअअअ अअ अअअअअ अअअअ अअअ अअ अअ अअ अअअअअअअअ
अअअअअअ अअअअ अअ अअअ अअ अअअ अअअअअअअ अअ अअअअ अअअ. हम सभी सहिमी
साप्ताकहि गोष्ठी में एि दु सरे िे घर पर कमलते है और पाररवाररि मुद्ोों पे चचाण होती है और इस गोष्ठी से सभी
पररवारोों में स्नेह और आत्मीयता बढ़ गयी है .
4. Paras Kalariya, IT Department, Atmiya University
❏ I am observing in my self that I can take decision very calmly in difficult situation in family.
❏ Our conversation gets increase and we took the decision by taking the opinion of all the
family members and not enforcing my preconditioning on others. I feel that now my parents
are convinced that I am doing right things and they help me to invest my time to study the
concept. Apart from that they started attending the weekly family Goshthi regularly.
❏ Sensitization towards getting happiness from entertainment is gradually decreases in my
family. We started watching shivirs for one hour daily after dinner. During this we also do
the discussion on the various aspects of the shivir.
❏ I started participating in day to day work of home at my best capacity. I am able to convince
my parents for jeevan-vidya shivir after 3 years of my continuity. I can say that family
members are constantly seeing our dedication and continuity of learning. Due to that only
they get ready to attend the shivir. I also found that because of our’s inconsistency in
behaviour and fulfilling relationship it’s only one way to attract our family members to
attend the shivir is that how far we will continue with the concept study.
Achievements on the level of self
❏ I am clear about how much time I have to invest for economic stability and for growth of my
consciousness.
❏ Priority for relationship and not for physical well being is gradually increases in my
behaviour. I feel conversation with people as an opportunity for my development in form of
totality. I feel to do work on swavlamban and due to that only we started to make herbal
soap. It gives me satisfaction and confidence on myself.
Achievements as a teacher
❏ I feel related to students when I am interacting with them. I can easily pursue the state of
mind of my students. I feel responsible to give technical education as well as value
education to my students.
❏ I found that as a teacher my role is not only to give education but also motivate them for
choosing right path. My lecture delivery goes innovative every time. I become very clear
and sharp in defining topics within stipulated time.
❏ I am able to weave the value in my technical subject’s also. In that I observed that it is my
behaviour which matters a lot to convey the values to them. I found many students behave
properly with me which is problem for other faculties. This is because of in-depth
counselling and personal touch.
❏ I always give platform to students having various skills during my lectures this will motivate
them in their work. I don’t be judgmental for students due to their academic progress. This
will become really relaxing for all genres of students. I am able to cultivate the learning
habits among some students due to treating equally to them. Due to that they are able to get
good marks in their academic and at the end able to get placements.

5. Kanchan Vadher, MBA Department, Atmiya University

In the Teacher context
 My dealing with teaching the subject like Services & Relationship management has shifted
in a way wherein i explain them the customer has become a consumer who is ultimately
you, so how do you see yourself as a customer, will you let your needs get decided by the
companies or will decide it by defining your own requirements? Quality shift in lesson
planning is done in an absolute manner wherein the subject like Developing Skill at
workplace which is an Atmiya University offering, i have designed it on the basis of
Madhyastha Darshan to help them identify their goal & Role in themselves, society & other
Avenues.
 I communicate better when i deliver the content in the class as Sahastitva being the main
reference to check & validate everything is a huge relief & help. When I get the exercises
done like Group discussions & others i always have the start & end point defined, as in-
from where am I suppose to take the student's thoughts & where i want to take them. not
only in projects but the overall class conduct has been shifted to sustainable development
which connects students better.
 I am trying to improve on being easily approachable after class, in classroom; i create the
interactive atmosphere- most of the times, because of which students feel like sharing &
asking every silly question.

In the student context

  Absentism in the class always remains affected by many different factors, but if I keep the
way I am dealing with the subject & mentorship in the focus- because of that there is no
Absentism.
 Because of my Approach, the way student look at the subject, course, studies & Education
system has shifted from just another subject or studying for the sake of it to using the
content as a reference for future & current decision making. Quality shift in the way of
looking at subject is done absolutely as i try to make it so alive & visible that they feel it is
just around & so within them.
 Bidirectional communication with students has always been a part of the way I teach, as i
listen & give feedback accordingly but after having Madhyastha Darshan as a reference, it
has still improved & further scope of improvement is there too.

In the saathi-sahyogi context

 My behaviour in terms of understanding & considering the person in front of me as a human
has changed a lot many things & my bhaagidari does not make me tired & allows me to
keep find opportunities to be Purak in all the facets whether it’s financial, cognitive, and
emotional. Jivan kriya reference helps a lot. I am performing my bhaagidari in the light of
SAMAJ which is the biggest achievement that frees me from being very Dukhi or very
sukhi I am kind of able to strike better balance & have Mann-swasthta.

In the context of family

 Not only conversations have increased but topics that we select to conversation remains
mostly about self evaluation with the nature's context. Decisions are taken with the
involvement of everyone wherein i have been able to involve my little daughter also to
define her Lakshya with the family & see how everyone in the family looks at it & works
accordingly to contribute for that. Manmaani of me & other 2 members have reduced
dramatically as we most of the times are able to analyse our own self.
 Importance of Production is there but the kind of system we are in; my family members do
not really see it; i would love to & am also thinking in the direction.
 Yes, when i talk to my child in particular she is able to understand the importance of human
labour as she also has the reference of UHV but i still want her to look at the production
process closely.
 Duties & Responsibilities of everyone in the family is getting magnified & kept on priority,
the exact distribution is still the work in progress. This is an absolute opportunity to Analyse
yourself for which i thank Rakesh bhaiya in person, please do let me know if there are any
corrections that can be made.

6. Meghashree Agrawal, MBA Department, Atmiya University

Being a Teacher
1. Focusing to develop strategic & analytical decision making ability of students while quoting
examples in which i try to keep them (individual) or society (corporate) in a centre.
2. Preparing lesson plan as per student's grasping power & flow of lectures rather than syllabus,
which is more influential & helpful for students to understand the purpose of subject in their
personal & professional paradigms.
3. Always prefer to deliver lectures on the basis of diagrammatic presentations rather than content
delivery via reference books, which helps them to understand the concept with multi-disciplinary
way rather than doing cramming/mug-up.
4. Given them eye-sight to think on Competition v/s cooperation; Growth & development v/s
sustainable development; Go fast v/s Go far; Group v/s team etc which improves their thinking &
reflects in their work & behaviour.
5. Students never approach me for their complains because i taught them through various examples
of my own life that 'there is no problem & if there is a problem then every problem has solution'.
They usually prefer to approach me regarding issues of their personal life.
Students' Context
1. Mentoring them in a way to build an insight of doing things in a correct way:Right work at right
time & place with right thought(s). So, that mentor-ship won't require them next time.
2. Students expectations for/through education is changing positively & slowly and gradually they
started applying their mind rather them mugging-up the text books resulting losing faith on
education, high absenteeism & poor result(s).
3. Earlier they were looking subject as no usefulness in their life & just to mug-up for marks in
exams. Now, they are understanding that each 7 ever subject has its quality contribution in
Economic-Social-Business-Administration facets.
4. Bidirectional Communication is always one of my priorities: Students can give me their feedback
regarding my lecture delivery as well as any kind of improvement in teaching because ultimately
teaching is for their quality shift.
Colleagues' Perspective
1. I am trying to improve my behaviour & belongings with all & if there is any conflict (opinion
differences) then too I am trying to solve them. So, that both side won't carry any baggage of
unwanted thoughts.
2. I am trying to contribute at my best in all sense.
(Rest others can say better than me)

Family Perspective
1.Conversation on healthy topics is increasing day by day rather than conversation on commodities
& future insecurities which were earlier.
2. Joint decision making without much arguments while understanding each one's perspective has
started.
3. Accepting the importance of human efforts to convert natural resources into usable form
(Production) but haven't realized the need to start production yet.
4. Yes, i am trying to tell my son that we can eat meal, can wear cloths, can stay at home, can go by
vehicle & so on just because someone (uncle/aunt) produced/manufactured all these things. On
other hand, i am telling him that they or we can manufacture because god gifted us natural things &
ability to do too.
5. It hasn’t accepted by everyone exactly but yes rather than saying repeatedly, i am fulfilling my
role.
Heartily Thankful to Rakesh Bhai & whole JV team for giving us opportunity to do self-evaluation.
This exercise truly gave me gainful insight to evaluate my own contribution/behaviour at fair
parameter(s). Looking forward many more exercise for self-evaluation through given sight of
'Jeevan Vidya'.

7. Dhaval Vora, Electrical Department, Atmiya University

As a teacher

1. I take more interest to learn technical stuff in order to give them even better than what I was
giving before.
2. I make lesson planning in such a manner that the students get motivation to take more interest in
the subject to understand and apply the fundamentals rather than just preparing the subject only
from examination point of view.
3. I communicate better with students. I deliver lecture not just to give technical information but
also how to use the same.
4. I make the students understand and perform practical with more interest.
5. Rather giving them just information I teach students whether the solutions are sustainable and
green or not.
6. Students are very comfortable with me and do not hesitate to contact me.

In terms of students

1. They remain present and if they are not able to attend the lecture somehow then they inform me.
2. They approach me for different a topic which means they have started accepting me as a teacher
and mentor. And by this process now they understand the subject in well manner.
3. Rather passing the subject only, students have started to relate the subject with their life.
4. Bidirectional communication could be possible since I started listening them also instead only
making them listens.

In terms of Saathi Sahayogi

1. I remain always ready to help others as I am able to understand now that the program of all the
people is same. All the people want to stay in harmony, want to help others and have some
expectations from others and thus I.
2. I try to make myself even better and always try to cooperate with others.

In terms of Family

1. Dialogues are now of great quality rather than just general gossips.
2. We take decisions by discussing the matter among the family members.
3. We are thinking to develop some "Swavalamban Program" but are not still confident due to lack
of skills.
4. We are now able to see clearly that participation of every family member in family and in society
is very much necessary. We have become more conscious in the direction of fulfilling our
responsibilities towards family, society and nature.

8. Khyati Joshi, IT Department, Atmiya University

Personal level achievements
Thought process of looking humans is getting shifted.
 The problems which occurred of looking at unpredictable humans behaviour is not
causing any anger or anxiety instead I can do more introspection of the person in a right
way keeping my pre-conditions aside and doing right evaluation.
 I can be able to do right evaluation of the body and the food requirements of mine
keeping the health in mind. It has reduced over-eating and the quality of food
consumption of my entire family has changed to some extent.
 I can be able to look over my materialistic requirements in a closer way and even I can
able to observe that Materialistic requirements are limited so comparison based on my
materialistic vision is getting shifted into right understanding in form of justice.
  Decision capability is increasing and while taking any decisions, Harmony is the prime
factor taken into consideration. Ex- While purchasing any gift for anyone, It is been
clear in the mind whether the gift item will be really useful to the person or it is just for
the enjoyment.

College level achievements

 Personal counselling with the students has been changed. I can able to see students-faculty
relationship as a Mentor-child relationship. When I changed my vision of looking at them, I
understood them better. Due to this, from last one year, many of the students have started
attending lectures regularly.
 Assignments have shifted to class-test /viva with outcome of improving their performance.
 I am working on to change the project topics and practical which is useful to them and other
humans. Even I try to make them realize that the project should not be such which decreases
human jobs and human labour to a extent where humans will be with “nil” work. Ex- One
of the students came with the topic of automation of D-mart or mall which will replace
human resource with machines. I discussed many things with them like level of Technology
should not cause more unemployment. And Technology should be such which really helps
human to reduce their work-load and risk of causing injury.
 2) I assigned 1 program during practical’s which should generate electricity bills, gas bills
and mobile bills which should include real inputs of their own home bills. This caused them
to look at the bills and the resources like money, gas, electricity etc which are been
consumed at their home. It also gave me a chance to discuss with them that we are not
paying anything for the electricity or LPG gas because those are natural resources; we are
just paying service charges and tax. This helped them to understand the importance of
natural resources and the humans who are involved in providing these services.

Family level achievements

 I have start owing the responsibility of many things which I previously not used to
do.
 Ex- Managing groceries, cleaning home, quality food consumption and quality
cooking taking care of health and taste both.
 Before getting UHV content, I used to have some pre-conditions in mind for my
family/in-laws and less communication due to which I faced too much contradiction
which impacted my body and mind both. This has almost reduced due to effective
communication and sharing my thoughts and still I am working on it to remove it
entirely from my imagination.
 We (me and my husband) regularly discuss something about the human relations
based on Madhyasth Darshan and the change current education system needs to
have. As a outcome of this, My husband also being a faculty in other institute is
changing his approach of looking towards students and he remains calm and stress
less.

9. Rupal Dave, Library, Shree M. & N. Virani Science College (Autonomous), Rajkot
अअ अअअअ अअअअ अअअअअअअअअ अअअअअअअअअअअ अअ अअअ अअ अअअ
अअअअ अअ अअअ अअ अअअअअअ अअ अअअ अअ. अअअअअअ अअ अअअअअअ
अअ अअअअअअअ अअअ अअ अअ अअ अअअ अअ अअअअअअ अअ अअअ अअअअ
अअअअ अअ अअअ अअ अअअअ अअअअ अअअअअअअ अअअअअ.
 अअअअ अअ अअअअअअअ अअ अअअअअ अअअअ अअअअ अअ अअ अअअअ
अअअ अअअअअ अअअअ अअअअ अअअअअ अअ. अअअ अअअ अअअअ
अअअअअअअ अअ अअअ अअ अअअअ अअअअ अअ अअअअअ अअअ अअ
 अअअअ अअ. अअ अअअअअअ अअअअअ अअअअ अअ. अअअअअ अअअ
अअअअ अअ अअ अअअअ अअअ अअअअ अअ.
 अअ अअअ अअअअ अअअअअ अअ अअअ अअ अअअअ अअअअ
अअअअअअअअ अअअअ अअ अअअअ अअअअअ अअअ अअ. अअ अअअअ
अअअ अअअअअअअअ अअअ अअअअ अअअअ अअअ अअअअ अअअअअ.
अअअअअ अअ अअअ अअअअ अअ अअअअ अअअअ अअअअअ अअअअअअ
अअअअअ. अअअअ अअअअअअअअअअअ अअअअ अअ. अअअअअअअअ
अअअअअअ अअअअ अअअअअअ अअअअ अअअ अअअअ अअअ अअअअअ
अअ. अअअअअ अअ अअअअ अअअ अअ अअअअअ अअअअ अअअअ अअअअ
अअअअअ. अअ अअअअ अअअ अअअ अअअअअअ अअअ अअ अअअअ अअअ
अअअ अअअ अअ अअअअ अअअअअ
 अअअ अअअअअअअ अअ अअअअ अअअअअ अअअ अअ अअअअ अअ
अअअअअअ अअअअ अअअअअ अअअअअअ अअ अअअअ अअ अअ अअअअअ
अअअअअअ अअअअअ अअअअ अअ अअअअअ अअअअअअ. अअ अअअअ
अअअ अअअ अअअअ अअ अअ अअअअ अअअअ अअअअअ अअअअअअ
अअअअ अअ अअ अअ अअअअअअ अअअ अअ अअअअ अअअअ अअ.
 अअअ अअ अअअ अअअअअअ अअ अअअ अअअ अअअअअ अअ अअअअअअअ
अअ अअअअ अअअअअ अअअअअअ अअअअअ अअअ अअअअ अअअअअ अअ
अअअ अअअअअअ अअअअअ अअ अअअ अअअ अअ अअअअ अअ अअअ
अअअ अअ अअअअअ अअअअअ
 अअअअअअअअ अअ अअअ अअअअ अअअअअअ अअअअ अअ अअ अअ
अअअअअ अअअअअ अअअ अअ. अअअअअअअअ अअ अअ अअअअअ
अअअअअअअअ अअअअअ अअ अअ अअअअ अअअअअ अअअअअ अअअ
अअअअ अअ? अअअअअअअअअअ अअअ अअअ अअअअ अअअअ अअअअ
अअअअअ अअअअ अअअअअ अअअअ अअअअ अअअ अ अअअअ अअ.
 अअअअअअ अअअ अअअअ अअअअ अअअ अअअअ अअ अअअअ अअअअ
अअअअअ अअअअअ अअ अअअअअअ अअअअ अअ अअअ अअ अअअ अअअअ
अअ अअअअअअअअअ अअअअअअ अअअअअ अअअ अअअअ अअअअ अअ
अअअअअअअअ अअअअ अअअअ अअअअअ अअ अअअअ अअ? अअ अअअअ
अअ अअअअअअअअ अअ अअ अअअअअ अअअअअअअअ अअ अअ
अअअअअअ अअअअअ अअअ अअअ अअअअ अअ. अअअ अअअअ अअअअअ
अअ
 अअअअअ अअअअ अअ अअअ अअअअअअअ अअअ अअअ अअ. अअ अअअ
अअअअ अअअअअअ अअअअ अअअअअ अअ अअअअअ अअअअ अअअ अअअअ
अअअअ अअअ अअ अअ अअअअ अअ अअअअ अअ. अअअअअ अअअअ अअ
अअ अअअ अअअअअ अअ अअअअअ अअअअअअअ अअ अअअ अअ अअअअ
अअ.
 अअ अअअअअअ अअअअअअ अअअ अअअ अअअअअ अअअअअ अअ
अअअअअ अअअअअ अअअअअअ अअअअ अअ. अअ अअअअअ अअ
अअअअअअ अअ अअअअअअअ अअअअ अअअअअ अअ अअअअअ अअ अअ
अअअअअ अअअा अअ.

Atmiya University Future Plans

1. To become a Nodal Centre for UHV in Gujarat.
2. Promote UHVE in Higher Educational institutions and schools of Gujarat.
3. To build a living model of UHV in Atmiya University.
4. We are making some students to prepare solar based electricity producing units for farms in
rural areas, where they could use 2 bulbs and one fan for 10 hours. This can be installed at a
very low cost Rs 4000/- only. Those students who have farming background are presently
involved in this project.
5. We are going to have collaborations with Shreeji Gaushala for exposing students to products
based on cows.
6. Collaboration is also intended with Shri Manojbhai Solanki, hailing from Bhuj, for guiding
students through 40 organic products to make the village self sufficient.