Inspiring real life story of a Mathematician - ANAND KUMAR

CrEaTiVe Minds i

February 3, 2013 at 2:39 PM · 

ANAND KUMAR - STORY OF A REAL MATHEMATICIAN, 

The person you are seeing in this picture is Anand kumar, a mathematician from Patna, Bihar, India. He developed an indomitable affection and love towards mathematics and possesses exceptional mathematical abilities. His role model is great Indian mathematician “Ramanujan”. During graduation, He submitted papers on Number Theory, which were published in Mathematical Spectrum and The Mathematical Gazette. He worked hard and dreamed of getting into one of the world’s best university “Cambridge”. And one day he got it, admission to Cambridge.

But…

Very soon he realized that his father cannot afford his education at Cambridge. He and his father searched helplessly for a sponsor all over India but nobody came up. And one day his family’s only breadwinner: his father died and his last hope of getting good education diminished. He gave up the dream of Cambridge and came back to his home in Patna, Bihar.

He would work on Mathematics during day time and would sell papads in evenings with his mother, who had started a small business from home, to support her family. He also tutored students in maths to earn extra money. Since Patna University library did not have foreign journals, for his own study, he would travel every weekend on a six-hour train journey to Varanasi, where his younger brother, learning violin under N. Rajam, had a hostel room. Thus he would spend Saturday and Sunday at the Central Library, BHU and return to Patna on Monday morning.

He rented a classroom for Rs 500 a month, and began his own institute, the Ramanujam School of Mathematics (RSM). Within the space of year, his class grew from two students to thirty-six, and after three years there were almost 500 students enrolled. Then in early 2000, when a poor student came to him seeking coaching for IIT-JEE, who couldn’t afford the annual admission fee due to poverty, Kumar was motivated to start the Super 30 program in 2003, for which he is now well-known.

Every year in August, since 2003, the Ramanujan School of Mathematics, now a trust, holds a competitive test to select 30 students for the ‘Super 30’ scheme. About 4,000 to 5,000 students appear at the test, and eventually he takes thirty intelligent students from economically backward sections which included beggars, hawkers, and auto-driver’s children, tutors them, and provides study materials and lodging for a year. He prepares them for the Joint Entrance Examination for the Indian Institutes of Technology (IIT). His mother, Jayanti Devi, cooks for the students, and his brother Pranav Kumar takes care of the management. Out of 270 students he tutored from 2002-2011 236 students have made an admission to IIT. All of them came so poor background that their parents were Hawkers, Auto-drivers, laborer etc. During 2003-2009, 182 students out of 210 have made it to the IITs.

In 2010, all the students of Super 30 cleared IIT JEE entrance making it a three in a row for the institution.

Anand Kumar has no financial support for Super 30 from any government as well as private agencies, and manages on the tuition fee he earns from the Ramanujam Institute. After the success of Super 30 and its growing popularity, he got many offers from the private – both national and international companies – as well as the government for financial help, but he always refused it. He wanted to sustain Super 30 through his own efforts. After three consecutive 30/30 results in 2008-2010, in 2011, 24 of the 30 students cleared IIT JEE.

Anand’s work is now well received from all over the world:

USA’s president Obama read about Anand in TIME magazine and sent a special envoy to check the work done by him and offered all the assistance and Anand never accepts help irrespective of helper. Discovery Channel broadcast a one-hour-long program on Super 30, and half a page has been devoted to Kumar in The New York Times. Actress and ex-Miss Japan Norika Fujiwara visited Patna to make a documentary on Anand’s initiatives. Kumar has been featured in programmes by the BBC. He has spoken about his experiences at Indian Institute of Management Ahmedabad. Kumar is in the Limca Book of Records (2009) for his contribution in helping poor students crack IIT-JEE by providing them free coaching. Time Magazine has selected mathematician Anand Kumar’s school – Super 30 – in the list of Best of Asia 2010. Anand Kumar was awarded the S. Ramanujan Award for 2010 by the Institute for Research and Documentation in Social Sciences (IRDS) in July 2010.

Super 30 received praise from United States President Barack Obama’s special envoy Rashad Hussain, who termed it the “best” institute in the country. Newsweek Magazine has taken note of the initiative of mathematician Anand Kumar’s Super 30 and included his school in the list of four most innovative schools in the world. Anand Kumar has been awarded by top award of Bihar government “Maulana Abdul Kalam Azad Shiksha Puraskar” November 2010. He was awarded the Prof Yashwantrao Kelkar Yuva Puraskar 2010 by Akhil Bharatiya Vidyarthi Parishad (ABVP) in Bangalore. In April 2011, Anand Kumar was selected by Europe’s magazine Focus as “one of the global personalities who have the ability to shape exceptionally talented people.

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definition of Mathematics

definition of Mathematics

The term 'Mathematics' derives from the Greek word arithmetikè arithmetic, itself formed from the terms arithmos ("number") and tèchne ("technical"), and means "art of numbers." The arithmetic is, in fact, the art of combining the numbers according to different procedures, calls operations. It deals with the basic operations: addition (+), subtraction (-), multiplication (×) and division (:), fractions, extractions and root of logarithms. We the Indians call it as 'Anka Ganitham' in its simplest terms.

DWAPARAYUGA

The famous Mahabharata War of the Indian subcontinent, which took place during the transitional period between Yugas, 35 years prior to the beginning of the Kali Yuga, can now be dated to 3711 BC. The Mahabharata mentions that the Dwapara Yuga ended and the Kali Yuga started as soon as Krishna left this world; and then the seas swelled up and submerged the island-city of Dwarka, which was located off the coast of western India. In 2002, the National Institute of Ocean Technology (NIO), India, discovered two cities submerged in the Gulf of Cambay, at a depth of 120 feet. These mysterious submerged cities were laid out in a grid, had towering walls, massive geometrical buildings and huge engineering works such as dams, and they stood entirely above water around 7,000 years ago. Nearly 2,000 man-made artifacts were recovered from the sites, some of which have been carbon dated to 6500 BC – 7500 BC, indicating their existence in the Dwapara Yuga.

Hope at least now people who are skeptic   will trust now at least our Ithihasas. Let us not remain as parasites of western concocted stories of our History. let us not make it HIS STORY, let it remain our History.

Concern about Ancient Indian Knowledge

Concern about

Ancient Indian Knowledge

India is indeed a mine of knowledge and the only thing is to get devoted to it. As, it is a mine to explore and excavate certain implements like perseverance, patience, dedication, devotion and thorough convergence with Sanskrit language are adequately required.

Basically after the foreign rule for about 1000 years the most important things we learnt from them are laxity and lethargy disbelief on our own self. Over confidence on westerners. All these things put together buried our knowledge too deep into the ground. The westerners also took adequate care of us of not thinking of our nostology. All these things put together made our brain empty of Indian great ‘Sastrajnana’ and made us aping occidental culture. As a perusal of Maha Bharata says that Karna was not slain only by Arjuna but Krishna, Kunthi, Indra, Earth and Parashurama. Same thing happened to our culture also. Ultimately we are forced into oblivion where we don’t even find any glimpse of our traditional culture and knowledge. Thus we are rested in a paradoxical world void of Indian culture and exponential knowledge.

No Indian university, IIT or IIM has a regular, comprehensive course on Indian knowledge systems (IKS) (though IIT Gandhinagar made a beginning a few years ago). There are, no doubt, a few scattered courses on systems of ancient science (IIT Bombay and Kharagpur), and a few universities teach courses on Indian philosophical systems or even “Indology,” whatever that means. By and large, however, indifference, neglect, or hostility to IKS is the rule. The misery is that no honest attempt was undertaken to explore our ancient knowledge till date.

The reason is that ever since Thomas Babington Macaulay, a powerful British figure of the first half of the nineteenth century, declared that traditional Indian knowledge consists of “false History, false Astronomy, false Medicine … in company with a false religion”, many Indian academics and intellectuals have implicitly or explicitly accepted that knowledge from the West is the real thing.

Macule in his memorandum submitted to British parliament as follows:

It is, I believe, no exaggeration to say that all the historical information which has been collected from all the books written in the Sanskrit language is less valuable than what may be found in the paltry abridgements used at preparatory schools in England. English Education Act of 1835.

Not understanding just memorizing is the way of education that we are thrusted upon. We never subject ourselves for thinking. We are more empowered by adaptability of western thought and in the processes gradually adopting, may I say adopted, western culture shunning all the adept skills into ocean.

Our philosophy courses cover mostly European philosophy; the same goes with psychology (from which yogic systems of self-knowledge are generally excluded); contemporary Indian literature is often studied; classical texts rarely are. Students of Ayurveda are compelled to devote much time to modern medicine, but not vice versa. Political scientists generally know nothing of the systems of polity that prevailed in ancient India. And so forth. In 1946, the freedom-fighter and statesman K.M. Munshi wrote: “Modern education in India assumes that Indian culture is dead, only requiring post-mortem dissection, and that a new culture can be developed by imitating the West. No attention is paid to the importance of a ceaseless reintegration.”

That accounts for the indifference and neglect. But why hostility? I see it essentially as a survival of the colonial-cum-missionary stereotype that Indian knowledge systems were “elitist”, “upper caste” when not “Brahminical”, and denied to the lower castes and “untouchables”. Such declarations are usually based on a few Dharma Shastra texts prohibiting the teaching of the Vedas to lower castes. Granted, those texts and a few more were Brahminical and set down a caste-based order for the society.

However, the said society was far from circumscribed or defined by a few orthodox texts. A careful look at the mechanisms of transmission of knowledge gives a very different picture. “Brahminical” texts of mathematics produced number systems and calculation methods that were, in time, adopted by the population at large, down to the carpenter and the farmer. Astronomy created calendars that punctuated people’s lives and stood behind astrology and the ever-popular panchangas (almanacs).

Architecture was rooted in Vedic principles but practiced by Vishvakarmas: technically Shudras, they often regarded themselves as higher than the Brahmins in their application of those concepts to temple construction and iconography (for the making of bronze or stone images), and themselves wrote manuscripts in both Sanskrit and regional languages. So too, texts of medicine, metallurgy, agriculture, animal and plant treatment, water management and other civil engineering techniques, were often written by the practitioners of those disciplines rather than by “upper caste” theoreticians.

All this points to a sustained, intense and complex dialogue between the Shastras (the theories or systems) and the popular practices (loka parampara). From the Ayurvedic classic which declares that for the knowledge of medicinal plants one should consult the hunter or the tribal, to Kautilya’s Arthashastra which explains how the quality of a metal ore is to be assessed through its taste and smell, this dialogue has clearly enriched the two sides, if at all there are sides. In literature and the arts, it is the much-discussed marga-desi interplay, or classic (generally pan-Indian and Sanskritic) vs. popular (regional and often non-Sanskritic) texts and art forms. Again, it is a story of mutual enrichment, with classical forms often emerging from popular ones and eventually influencing them back. This is perceptible in the epic genre (Mahabharata and Ramayana), in all performing arts (drama, dance, music), and in sculpture. A scholar friend of mine has compared this interaction to the double helix of the DNA molecule; as the helices, though joined by numerous bridges, never meet, I prefer the symbol of Hermes’s caduceus with its two intertwined snakes.

In 1920, Sri Aurobindo wrote to his younger brother, “I believe that the main cause of India’s weakness is not subjection, nor poverty, nor a lack of spirituality or Dharma, but a diminution of thought-power, the spread of ignorance in the motherland of Knowledge. Everywhere I see an inability or unwillingness to think—incapacity of thought or ‘thought-phobia’.” The last term perfectly applies to our cultural negationists of the day. Indian knowledge systems were not “elitist” or exclusivist, even if specialized fields did exist for the various castes. Overall, while they invoked lofty concepts, they were often remarkably pragmatic. No, they did not tell us how to construct vimanas or nuclear weapons; instead, they sought to equip the society with all the tools it needed for a complete development in the material, aesthetic, intellectual, ethical and spiritual fields. – The New Indian Express, 31 December 2018

» Prof Michel Danino is a French-born Indian author, scholar of ancient India, and visiting professor at IIT Gandhinagar.

Swasti.

We have everything....

We have everything

https://ramamohanraocheruku.blogspot.com/2019/02/we-have-everything.html

We think we have everything

Without that one which is to be with in

 

We have tanks of no leakage

Equipt of branded pipage

But only thing ever to matter

Is, there is no trace of water

 

We have hottest dry summer

Also coolest conditioner

What we not have is the power

Which we can see never ever

 

We have cars so excellent

And too, drivers so efficient

But no roads with good surface

Which can add cars matching grace

 

We have huge, big and great banks

We have appealing and adorable schemes

More n more prospective clients

With great zeal we open many accounts

Then we regret for lack of infrastructure

By the time we get, 

We think of Going for restructure

 

We have five star hospitals

And too super star doctors

But to pay, the bill stays in the sky

To meet it is far high

 

When, one, we see in hardship

We extend then our friendship

And gently condemn apathy

Consoling him with sympathy

Bursting out in great emotion

And then taking gulping motion

We say sorry for his state

Leaving the rest for his fate

 

We have children tethered to there

Afield jobs n ersatz style

Earning wife n hi-fi life

Off springs n there opulent schools

Indic brains with US designs

For doyens, the eyes dried up

With no stock of least a tear to drop

 

We are wise we are rich

But unmindful of human touch

We think we have everything

Without that one which is to be with in

Cheruku Rama Mohan Rao

Vedic Mathematics

Vedic Mathematics
(https://ramamohanraocheruku.blogspot.com/2019/01/vedic-mathematics.html)

Vedic Mathematics

Subtraction

08\02\19

At the outset let us formulate the facts we know and require in a sequential order for our use take complement numbers to the base 10. That is 1-9, 2-8, 3-7, 4-6, 5-5. This is the first requisite to be remembered. This we call as base complement.

Now we come to subtractions.

Here let us consider one simple example.

987

654

-----

333

-----

This does not require any effort. Any method will work out.

Now take this example.

                                     753                                    

578

-----

175

-----

{(10+3)-8=5} in the units place; {(10+4)-7=7} in 10s place and {(6-5) =1} in the 100s place is the answer. i.e. 175.

Let us now do it by Vedic Way.

Here we adopt solving the problem from right to left.

753

578

-----

175

-----

{(7-5) = 2}; but in 10s place 7 can’t be subtracted from 5;

Hence cut 1 from {(7-5) = 2} i.e. we get 1. Keep it in 100s place of the answer. In 10s place we have 5 and 7. If 10 is the base, the complement of 7  is 3 and add it to the upper digit 5. You get 8. But the number 8 in unit’s place is bigger than 3 which is above it. Hence reduce 1 from 8, you get 7 and keep that in the 10s place of the answer. Now take the complement of 8 i.e. 2 and add it to its upper number i.e. 3; you get 5 and keep it in the units place of the answer. So we get the answer as 175. A little practice make you perfect to get the answer in seconds.

This method is hassle free as it does not require borrowing 10 adding it to upper number and then subtracting.

Doubling Any Number

Square of any number consisting only 9s by Vedic Way

                    ---------------------------- *****------------------------------------  
23\01\19    

(99)² = 9801

For any number containing only 9 repeated in it has the simplest way of finding the product very easily by Vedic way. Of the two 9s available keep one 9 as it is and the next 9 split as 8 and 1 leaving one space in between. That is write it as 98 1. Now in the space available keep as many zeros as the number of 9s the said number contains. I mean write it as 9801. That’s all it is the answer.

Another example: (999)²= 998  1 (2 spaces in between 8 and as there are 2 ‘9’s.). Now keep 2 zeros.

So (999)²= 998001. That’s all.

(9999)² = 99980001.

(99999)² = 9999800001 and so on.

Today I would like to introduce to you the method of doubling any number in the Vedic way.To take the method to your heart I would like to introduce 0 to 9 in a typical way. Let us make the single set into 2 sets like the way that follows.

01234 and 56789. The difference between these two sets is the first digit when doubled either by adding the same number or by multiplication by 2 we get only a single digit as answer. Where as in the second set we get a double digit with 1 in the 10's place. With this small concept in mind we take off to double any number.

Initially we start with a 2 digit number.

'Ankanam vamathogathih' is the Vedic Rule i.e. counting is to be reckoned from left to right.

Example:

43 +43 or 43x2 you know both are same.

So from left multiply 4 by 2. It is 8 and 3 also by 2. It is 6. Hence the answer is 86.

Let us take up 93. 9x2=18 and 3x2=6. Therefore answer is 186.

Let us take 79. 7x2=14 but 9x2=18 (As 9 falls in the second set and as it gets 1 in the 10's place add that 1 to 4 contained in 14. Therefore it becomes 15. We are only left with 8 now. Write it simply in the units place. The answer is 158.

Apply the same method for a bigger number also.

Ex. 75386x2= (Left to right) (14+1)0(6+1) (6+1)2 = 150772 is the answer.

Hope you have followed. Write in the comment box only on this issue if you have any doubt. Any other doubt not pertaining to this will not be answered.

Vedic way of squaring 2 digit numbers

Today I would like to present as to how Vedic Mathematical application be made in the case of squaring any two digits

(23)²

First multiply all the digits i.e. 2x3x2 (I have multiplied 2 and 3 along with the 2 available in the square outside the bracket

We get 2x3x2=12

Now square the 2 of the number 23, and the next 3 of 23. Write the answer in two places, I mean

Like: 0409.

Now add the product 12 we got above to the number 0409 leaving the units place

i.e. 0409

        12

      ------

      0529

As 0 has no value the answer is 529. You can check it with usual method.

2. Now take (89)² =

8x9x2= 144

6481

144

------- 

7921

------   

Just understand how great our ancestors are!

DEMOLITION OF MOSQUES

Demolition of Mosques
https://ramamohanraocheruku.blogspot.com/2019/01/demolition-of-mosques.html

When demolition of Babri Masjid took place majority of the Muslim community was fuming on what had transpired without considering the facts that were established beyond doubt by Ex-ASI Bhopal region's Superintending Archaeologist K.K. Muhammed with the other team members in the memorandum submitted to Indian Government that there was temple beneath their construction of the Mosque by Babar.

A masjid is only a place for prayer unlike a Hindu Temple Where the idol of the relative God will be founded with Relative aura by Vedic Pundits. During the earlier Yugas these rituals were headed by great sages like Vaishta, Viswamitra, atri, jamadagni, agastya and the like.

Only in India we see the hue and cry of certain major groups of Muslims for reconstruction of Ram Mandir where Babri Masjid was built by destroying the erstwhile Ram Mandir. The following are the examples of Mosques destructed in the Muslim Countries by the respective Muslim Rulers.

The destruction of sites associated with early Islam is an ongoing phenomenon that has occurred mainly in the Hejaz region of western Saudi Arabia, particularly around the holy cities of Mecca and Medina.

The demolition has focused on mosques, burial sites, homes and historical locations associated with the Islamic prophet Muhammad and many of the founding personalities of early Islamic history.

The then rulers Hejaz followed the tradition without deviation.

When the power was transferred from the administrative authority of the Hejaz  into the hands of Wahabi Muslims  Wahabi Ulama (a body of Muslim scholars who are recognized as having specialist knowledge of Islamic sacred law and theology.), viewed local religious practices as unfounded superstition superseding codified religious sanction that was considered a total corruption of religion and the spreading of heresy.[5] What followed was a removal of the physical infrastructure, tombs, mausoleums, mosques and sites associated with the family and companions of Muhammad.

The twenty-first century has seen an increase in the demolition of sites in Mecca and Medina by Saudi authorities, alongside expansion of luxury development in the place of tombs, mosques and sites associated with the family and companions of Muhammad. (Google search)

More than 100 mosques will be demolished to make way for an expansion of the largest mosque in Madinah, Islam’s second holiest city, the Ministry of Islamic Affairs and Endowments said, according to the Saudi Gazette.

                                                 (https://www.arabianbusiness.com)

We come to Portugal to see what had happened to mosques. Most of the former Portuguese mosques were built and used as Muslim places of worship during the Al-Andalus era when several Muslim Moorish kingdoms and empires ruled large parts of the Iberian Peninsula including most of modern Portugal. Many former mosques and Islamic religious buildings were either converted into churches or demolished after the Christian Reconquista of the Iberian Peninsula.

In Mertola(Municipality) of Portugal which is in best preserved former mosque and a mixture of Almohad and Manueline architecture, last rebuilt in second half of 12th century but some elements date to 9th century, was modified  In 1532 as a church reducing its size from 6 sections & 20 columns to 4 sections & 12 columns.

Twenty four years after the demolition of Babri Masjid, a former archaeologist has come out with the allegation that Left historians like Irfan Habib and Romila Thapar had thwarted an amicable settlement to the Babri Masjid issue. The allegation made by Dr. KK Muhammed, former Regional Director (North) of Archaeological Survey of India, in his autobiography titled Njan Enna Bharatiyan (I an Indian) in Malayalam also claim that remains of a Hindu temple were found during the excavation made by a team of archaeologists headed by Professor BB Lal, then director general of the Archaeological Survey of India during 1976-77, in which he was also a member.

The autobiography released on Sunday has become a debating point among historians in Kerala. While renowned historian MGS Narayanan fully agree with Muhammed, Left centric historians like Dr KN Panikkar dubbed the arguments raised by the author as baseless and aimed at giving leverage to the BJP which is making all out efforts to open an account in Kerala assembly in the upcoming election.                                                                                                                                    (First Post, Thursday January 10th, 2019)

 In India the Pseudo Secularism is the root cause for all these mis-understandings and mis-happenings.  Uncompromising Adamant attitude of the Muslim brethren is the main impediment for the temple building process. As Mr. Subramanian swami exhorted several times that the DNA of people of all the communities and religions is the same and if the followers of other religions could realise that our roots are the same India can surpass every nation in its progress.

Swasthi.