Thriving Under Stress: The Language of Plants By Rishikesh Upadhyay

  

 

 

Though sessile, plant survives in this constantly changing world. They face both biotic and abiotic stress in the natural environment. They rely on an intricate network of sensing, signaling and adaptative behaviour that enable them to perceive the changes and adjust them in the changing environments by adjusting their physiology and biochemistry. Understanding this hidden language offers valuable insights into plant resilience and opens new possibilities for sustainable agriculture, biodiversity conservation, and adaptation to this changing climate world.

Scientists have been trying to lessen the negative effects of stress on crop productivity through genetic engineering but with incomplete success. Even if many genes involved in plant abiotic stress signaling and response have been identified, interpreting the knowledge into crops with enhanced stress resistance remains thought-provoking.

                               

Plants vigorously respond to stress in ways that may slow growth but ultimately encourage survival. The challenges of increasing crop or agricultural productivity to meet the demands of a growing population, linking descriptions of physiological, ecological, biochemical and molecular activity in plants with their tolerance and adaptation to natural environments. In the case of plants, a stress is an adverse condition or substance that affects or blocks a plant's metabolism, growth, or development. The threat to productivity in crops and agriculture due to these stresses cannot be overstated, nor overlooked, especially in light of climate change.

Non-heritable modifications in morphological, physiological or biochemical characteristics tend to reduce or decrease growth and productivity, and sometimes lead to death.

An exhaustive overview of the specific effects and modifications that could occur in this regard, and will serve to consolidate the ideas to promote standardization of plant adaptation to these changes in the environment.

                                              

Still, we know little about the molecular mechanisms underlying stress sensing in spite of its importance. In principle, any early perturbations in a cellular component in reply to the stress can serve as a stress-sensing mechanism as long as the alarm is recognized and augmented by molecular machineries in the cell. As soon as a stress is sensed by the plant cell, the signal is communicated and amplified by second messengers such as calcium (Ca), reactive oxygen species (ROS), phospholipids, and nitric oxide (NO), along with different types of protein kinases. Suppression of the stress response is necessary to safeguard proper growth of plant when there is no stress. Irrespective, our ability to achieve both stress resistance and high productivity is likely to increase with a healthier understanding of the relationships between growth and stress-response pathways.

 

ü  Books are available here:

https://www.amazon.in/Stress-Plants-Hidden-Rishikesh-Upadhyay/dp/1527556034

https://www.amazon.in/Life-Plants-Changing-Environment/dp/1527576760

About the Author

 

Dr. Rishikesh Upadhyay is an Indian writer, professor, and a researcher. He was born, grew up and lives in Bhanjang Basti, Haflong (formerly Bhunjung), a small Nepalis’ hamlet in the district headquarter of Dima Hasao, in the Indian states of Assam. He holds a PhD, MPhil and an MSc from Assam University, Silchar, and a BSc Hons from Haflong Government College.

Dr. Upadhyay’s creative and academic writings have appeared in many literary publications both in online and print. He is also a member of Scholars’ Academic and Scientific Society, and Society for Advancement of Human and Nature. He can be reached online at -

LinkedIn         https://in.linkedin.com/in/rishikesh-upadhyay-814a8a1a

Pinterest        https://www.pinterest.com/rishikeshupadhyaywrites

Twitter            https://www.twitter.com/RKUpadhy

 ( THIS IS THE 9 th WEEK - 11 TH YEAR of BFL-  PART OF GUEST POST SERIES- POST -9)

From Grandma’s Kitchen to the Cookery Show: What Happened to the Way We Learn to Cook?

   

There was a time when a kitchen was a classroom, and the person standing beside the stove was the teacher. No recipe cards, measuring cups, timers or television cameras were necessary. Cooking was learnt by watching, listening, helping and, most importantly, tasting.

A grandmother might say, “Add a little tamarind,” or “Put some more chilli,” without specifying the quantity. What was “a little” for her was not necessarily the same for someone else. Yet she knew exactly how much was needed. Her hands, eyes, nose and years of experience were her measuring instruments.

Traditional cooks rarely depended on written recipes. They cooked by instinct and observation. The colour of the curry, the aroma of spices, the sound of mustard seeds spluttering, the texture of a vegetable or the consistency of a batter told them what to do next. A recipe may say, “Cook for five minutes.” An experienced cook would simply look at the dish and know when it was ready. Much of this knowledge travelled from one generation to another through everyday kitchen conversations.

A young girl helping her mother grind spices learnt how much to use. A child sitting near the kitchen watched how vegetables were cut, how rice was washed and how a dosa batter was prepared. Nobody announced that a cooking lesson was about to begin. Learning happened naturally, in between household conversations and daily chores.

Traditional cooking was also closely connected to seasons and local produce. Summer brought cooling foods; the monsoon and winter influenced what was cooked. Pickles, papads, sun-dried vegetables and other preserves were prepared according to the availability of ingredients and the rhythm of the year. The kitchen followed nature rather than a television schedule.

And then came the cookery show.

Suddenly, cooking entered our living rooms. A chef appeared on the screen with neatly arranged ingredients, attractive cookware and perfectly measured quantities. The recipe was explained step by step. We could watch a dish being prepared without entering the kitchen.

Cookery shows changed the way we learnt about food. They opened the doors to cuisines beyond our homes and regions. We could learn how to make a dish from another part of India or even another country. Techniques that our grandmothers may never have encountered became easily accessible.

Today, the television has been joined by YouTube and social media. If we do not know how to prepare something, we simply search for it. Within seconds, there may be hundreds of recipes to choose from.

There is much to appreciate about this new way of learning. Measurements make recipes easier to reproduce. Visual demonstrations are useful for beginners. Modern cooking programmes introduce new ingredients, methods and ideas. They have also made cooking less intimidating for people who did not grow up in a kitchen where traditional knowledge was passed down. But perhaps something has been lost along the way.

A traditional cook could open the refrigerator, see a few vegetables and decide what lunch would be. There was no need to search for a recipe. Leftover rice could become another dish. Vegetable stems, peels or yesterday's dal could find a second life. Substitutions were made without anxiety.

A cookery show, on the other hand, often gives us a fixed list of ingredients. If one ingredient is missing, we may immediately think the recipe cannot be made. Traditional cooking was also less concerned with perfect presentation. Food had to be tasty, nourishing and sufficient for the family. The dish did not have to look beautiful for a camera. Its real test was whether someone at the dining table asked for another serving. Perhaps we should not see traditional cooking and cookery shows as opposites.

We can watch a chef demonstrate a new recipe and still learn from an elder how to judge the consistency of a batter. We can use measuring spoons when we are beginners and gradually develop the confidence to cook without them. We can discover new cuisines through screens while preserving the recipes, techniques and food memories that already belong to our homes.

A recipe can tell us what to put into a dish. Experience teaches us how much is enough and when to stop. And perhaps that is the real difference between watching someone cook and becoming a cook ourselves.

When Words Became Windows: How India's Writers and Reformers Sowed the Seeds of Women's Education

   

 

 

Before India's daughters entered classrooms, many first entered a different kind of school—one made of poems, stories, speeches and ideas. At a time when women were expected to remain within domestic boundaries and education was considered unnecessary for them, the written word became a quiet form of resistance. A poem could give a woman confidence. A book could make her question a custom. A school could open a door that society had kept closed.

The story of women's education in India is therefore not only a story of schools and institutions. It is also a story of voices—women who wrote, taught and spoke, and men who supported them and challenged the social conventions of their time. Together, they slowly changed the idea of what an Indian woman could learn, say and become.

Among these voices, Sarojini Naidu remains particularly memorable. Poet, freedom fighter, speaker and political leader, she demonstrated through both her writing and her life that a woman could claim a place in the public sphere.

Her poetry brought ordinary Indian life into literature. In The Bangle Sellers, women appear at different stages of life—young brides, wives and mothers—while Palanquin Bearers and Indian Weavers capture the rhythms of everyday Indian life. Her poetry was lyrical, but the woman behind those poems was far from confined to the private world.

Naidu travelled, addressed public meetings and participated actively in India's freedom movement. She became the first Indian woman president of the Indian National Congress and later the first woman governor of an Indian state. Her life itself challenged the conventional expectation that women should remain within the home.

Her contribution to women's freedom was therefore not confined to what she wrote. She became an example of what her writing made possible. Her voice was heard in public, her opinions mattered and her presence occupied spaces that society had traditionally reserved for men.

But Naidu was part of a much larger story.

If Naidu used poetry to awaken imagination, Savitribai Phule used education itself as an instrument of change.

In nineteenth-century Maharashtra, educating girls was far from an accepted social practice. Savitribai, together with her husband Jyotirao Phule, opened a school for girls at Bhidewada in Pune in 1848. Savitribai became one of India's first women teachers.

The significance of their work lies not merely in the opening of a school. They were questioning the very assumption that girls did not need education. Their work also reached beyond gender. The Phules believed education could challenge caste oppression and social inequality.

Savitribai was herself a poet. In Kavya Phule, she used poetry to urge the oppressed to seek knowledge and education. Her words and her work belonged to the same struggle: education as a means of awakening the mind and breaking the chains of social inequality.

Jyotirao's role is equally important. He supported Savitribai's education at a time when a husband encouraging his wife to learn and teach was itself a challenge to conventional gender roles. Their partnership reminds us that the history of women's education also includes men who were willing to question the privileges and traditions that benefited them.

Another reformer who understood the connection between women's dignity and social reform was Ishwar Chandra Vidyasagar.

In nineteenth-century Bengal, Vidyasagar worked for girls' education and became a determined advocate of widow remarriage. These causes were connected. A woman denied education, choice and the possibility of remarriage was also denied a measure of control over her own life.

Vidyasagar faced strong opposition, yet he persisted. His work demonstrated that reform was not simply about introducing new institutions; it required challenging the social beliefs that prevented women from benefiting from them.

Raja Ram Mohan Roy similarly challenged customs that placed women in deeply unequal positions. His campaign against sati is the best-known part of his reform work, but his larger contribution lay in questioning the social and intellectual structures that kept women subordinate. His advocacy for women's rights and education formed part of his larger vision of a more rational and progressive society.

Then there were women from India's royal households who used privilege in a different way.

Maharani Chimnabai II of Baroda is an important example. Her position as queen gave her access and influence, but she used that position to speak about the condition of Indian women. Her 1911 book, The Position of Women in Indian Life, examined women's education, professions and philanthropy.

There is something particularly significant about a woman from a royal household writing publicly about women's lives. She was not merely receiving an education herself; she was questioning why education and professional opportunities should be restricted for other women. Her writing placed women's education within a larger conversation about their participation in society.

Begum Sultan Jahan of Bhopal went further by turning her ideas into institutions. She established schools for girls and improved existing schools, introducing subjects such as English, Urdu, arithmetic, home science and crafts. She also wrote Dars-e-Hayat, a work concerned with the education and upbringing of young girls.

Her work is particularly significant because education for girls was often resisted by families who believed that daughters should be educated only within the home. By creating institutions and encouraging families to send their daughters to school, she challenged that expectation.

The examples of these royal women remind us that resistance does not always have to come from outside privilege. Sometimes it comes from someone who recognises the limitations within her own privileged world and chooses to challenge them.

Rabindranath Tagore approached education from another direction. For him, education was not merely the memorisation of lessons. He imagined an environment in which learning could be connected with nature, creativity and freedom of thought. He established Santiniketan and experimented with women's education as well; a girls' school was formally started there in 1908, although it closed two years later.

His contribution lies in making us think about what education should accomplish. A girl entering a classroom should not merely acquire information. She should acquire the freedom to think.

This idea brings us back to literature.

What happens when a woman learns to read? She gains access to another person's thoughts. What happens when she learns to write? She can put her own thoughts into the world.

That movement—from being spoken about to speaking for oneself—is at the heart of the history of women's education.

The freedom movement created another important space for women. Mahatma Gandhi encouraged women to participate in public life and in the national movement. Women who might previously have been expected to remain within their homes appeared at meetings, joined campaigns and took part in political action. Sarojini Naidu was among the most prominent of these women.

Gandhi's own ideas about women's roles were not identical to modern feminist thought, and they need to be understood within the context of his time. Yet his mobilisation of women created opportunities for them to enter public life and demonstrate their capacity for leadership.

These reformers did not all agree with one another, nor did they work in the same way. Some opened schools. Some challenged social customs. Some wrote books and poems. Some established institutions. Some entered politics. Some used their royal position to promote reform.

Yet their efforts shared one important idea: a woman should not be denied the opportunity to learn simply because she was born a woman.

For rural India in particular, this transformation was gradual. Formal schools could not immediately reach every girl. But ideas travelled through poetry, speeches, reform movements, public meetings and oral traditions. A woman who could not yet read might hear a poem being recited. A family might hear a reformer's argument. A community might begin to question why its daughters should remain uneducated.

In this way, literature and education often travelled together.

A school teaches a child how to read. A poem can teach her why her voice matters.

That is why these writers and reformers remain relevant today. We may now take girls' education for granted in ways earlier generations could not. But education is more than entering a classroom. It is the freedom to question, to express an opinion, to make choices and to participate in society.

The women and men who challenged conventional thinking understood this long before it became an accepted principle.

Sarojini Naidu gave resistance a lyrical voice. Savitribai Phule carried education into a classroom despite hostility. Jyotirao Phule stood beside her. Vidyasagar challenged customs that denied women dignity and choice. Raja Ram Mohan Roy questioned oppressive traditions. Maharani Chimnabai II wrote about women's position and possibilities. Begum Sultan Jahan built institutions for girls. Tagore reimagined the meaning of education. Gandhi brought women into the public arena.

Each contributed a different thread.

Together, they created a larger fabric of change.

Perhaps that is the most important lesson in their lives. Social transformation does not always begin with a dramatic revolution. Sometimes it begins with a woman picking up a book. A teacher opening a classroom door. A poet putting a thought into words. A reformer questioning a custom. A husband supporting his wife's education. A ruler deciding that a girl's mind deserves investment.

Before education became a right, it had to become an idea.

And before women could freely use their voices, someone had to believe that those voices were worth hearing.

The seeds were planted in many places, by many hands. Some became schools. Some became books. Some became poems. And some became voices that refused to remain silent.

WINNIE -THE-POOH HAD IT FIGURED OUT & HOW TO MAKE CHILDREN UNDERSTAND THIS

 

 

 

 

How to make children understand these concepts

The ten statements offer wonderful life lessons. Children understand them better when we connect them with familiar experiences rather than simply asking them to memorise the words.

Here are a few examples:

Concept	How to explain it to a child
Friendship is more important than productivity.	Helping a friend who is upset can be more important than finishing a task immediately.
Thinking is best done slowly.	Pause before answering or reacting. Listen carefully and think first.
A simple pleasure enjoyed fully is enough.	Enjoy reading a story, playing outside, or eating a favourite fruit without rushing.
Worrying never improves a situation.	Instead of worrying about a problem, think about one small step you can take to solve it.
Kindness counts, even when unnoticed.	Help someone without expecting a prize, appreciation, or reward.
Being present matters more than being clever.	Listen when someone speaks. Give them your attention instead of trying to show how clever you are.
There is always time for a little something sweet.	Make time for small joys, such as a joke, a story, or a few happy moments with family.
Complicated plans are rarely necessary.	Start with one simple step instead of making a difficult plan.
It's all right not to know what comes next.	It is okay to be unsure. We can learn, explore, and ask for help.
The best days are often the quiet ones.	A peaceful day spent reading, drawing, or with family can be just as wonderful as an exciting outing.

A wonderful activity for parents and children

At the end of each day, ask your child:

• What made you happy today?
• Did you help someone?
• Was there anything that worried you?
• What was one quiet moment you enjoyed?
• What did you learn today?

Let children answer in their own words. They can also draw pictures, tell a story, or act out a situation.

The most important lesson: Children learn these values not only from what we tell them, but also from what they observe in us. A parent's patience, kindness, listening, and ability to enjoy simple moments can teach more than a hundred instructions.

The Peace of Wild Things: Finding Comfort in Nature

  

Understanding the hidden meaning and message of Wendell Berry's poem in today's world

When despair for the world grows in me
and I wake in the night at the least sound
in fear of what my life and my children's lives may be,
I go and lie down where the wood drake
rests in his beauty on the water, and the great heron feeds.
I come into the peace of wild things
who do not tax their lives with forethought
of grief. I come into the presence of still water.
And I feel above me the day-blind stars
waiting with their light. For a time
I rest in the grace of the world, and am free.

 

There are times when the world seems overwhelming. The news, the uncertainties of life, our responsibilities towards our families, and our worries about the future can make us restless. We may go to bed tired, yet find ourselves awake in the middle of the night, thinking about what tomorrow may bring.

Wendell Berry's beautiful poem The Peace of Wild Things speaks directly to such moments of anxiety and despair. It reminds us that when the world becomes too difficult to understand, nature can offer us a quiet place of comfort, peace, and freedom.

The hidden meaning of the poem

The poem begins with the poet experiencing despair about the world and worrying about the future of his children. These are not unusual concerns. They are the worries of an ordinary human being who loves his family and wishes to protect them.

But instead of remaining trapped in his thoughts, the poet turns towards nature. He finds comfort in watching a wood drake resting on the water and a great heron feeding. These birds are not worrying about tomorrow. They are simply living in the present moment.

This is the central message of the poem: nature teaches us to live in the present rather than allowing our fears about the future to control our lives.

The poet does not suggest that our problems disappear when we step into nature. Instead, he shows us that nature offers a temporary escape from the burden of our thoughts. It allows us to pause, breathe, and look at life from a different perspective. The still water, the birds, and the stars become symbols of calmness, simplicity, and freedom.The stars are particularly meaningful. Even when the poet is surrounded by darkness, he finds light above him. It is a gentle reminder that hope can exist even during difficult times.

What does the poem teach us?

The poem carries several important messages:

1. We cannot control everything.

Life is uncertain. We worry about our children, our families, our health, and the world around us. However, worrying constantly about things beyond our control only increases our distress.

2. Nature does not demand anything from us.

We do not have to achieve anything, prove anything, or compete with anyone when we spend time in nature. We can simply be present.

3. The present moment has its own beauty.

A bird sitting on a branch, the sound of rain, a gentle breeze, or the reflection of clouds in water can bring happiness if we take the time to notice them.

4. Peace is sometimes found in silence.

We are often surrounded by noise, conversations, notifications, and information. The quietness of nature reminds us that silence is not emptiness. It can be a source of strength.

The relevance of the poem in today's life

In today's fast-moving world, Berry's poem is more relevant than ever.

We wake up to news of wars, environmental destruction, economic uncertainty, and social conflicts. Our mobile phones constantly bring the world's problems into our homes. Even when we are physically resting, our minds may be busy thinking about the future. Children too are growing up in a world filled with academic pressure, competition, and digital distractions.

The poem encourages us to reconnect with the natural world. We need not travel to a forest, a wildlife sanctuary, or a distant countryside to experience this peace. Nature is often closer than we imagine. A few minutes spent watching birds from a kitchen window, observing the plants on a balcony, listening to the rain, or looking at the evening sky can help us slow down. Nature invites us to observe rather than react, to appreciate rather than compare, and to live rather than merely worry about living.

It also reminds us of our responsibility towards the environment. The wild things that bring us peace need clean water, trees, and safe habitats. Protecting nature is not merely about saving birds and animals; it is also about preserving the very source of comfort and beauty that sustains us.

A small lesson for parents and children

Parents can introduce children to the message of this poem through simple everyday activities.

• Spend a few minutes watching birds together.
• Observe the changing colours of the sky.
• Listen to the sounds of nature without using a mobile phone.
• Grow a small plant and watch it develop.
• Encourage children to write about what they observe.

These small activities can help children develop patience, curiosity, and an appreciation for the natural world.

They can also become precious moments of togetherness for families.

A final thought

Wendell Berry's poem does not promise that life will always be peaceful. It reminds us that peace is still possible, even when the world around us is uncertain. We may not be able to change everything that worries us. But we can choose to pause, look around, and find comfort in the simple beauty of the world.

A bird resting on the water, a tree swaying in the breeze, or a sky filled with stars may not solve our problems. Yet, for a moment, they can help us feel less burdened. Perhaps that is the hidden beauty of this poem. Sometimes, the peace we are searching for is not found by doing more, but by noticing more. Let us make time for nature, for silence, and for the little things that remind us that we are part of a beautiful world.

Have you ever found peace by watching birds, trees, or the sky? Share your thoughts in the comments.

HANUMAN THE RESCUER - – The Story of Sanjeevani

 

Some stories from our epics never lose their charm, especially when they are presented to children through colourful illustrations and simple, engaging language. Hanuman to the Rescuer by Amar Chitra Katha is one such delightful comic book.

The book has a script by Luis M. Fernandes, illustrations by Ram Waeerkar, and was edited by Anant Pai. It is a beautifully presented comic book for children, with well-designed fonts, simple language, carefully chosen words and colourful illustrations that make the story interesting and easy to follow.

The story revolves around Hanuman's heroic mission to save Lakshmana during the war between Rama and Ravana. Lakshmana is seriously injured by Ravana and falls unconscious. To bring him back to consciousness, he needs to be treated with the Sanjeevani herb before sunset.

This is when Hanuman takes up the challenging mission of travelling to the Himalayan mountains to fetch the life-saving medicine. Ravana, knowing about Hanuman's mission, tries to create several obstacles to prevent him from reaching Lakshmana in time.

How does Hanuman overcome these hurdles and complete his mission before sunset? The story takes us through several interesting episodes, including Kalanemi, the crocodile in the pond, Hanuman carrying the Sun God along with him, and the reason he eventually carries the entire mountain instead of just the medicinal herb!

How does he manage to return the mountain to its original place? And what happens to the Sun God? These questions and many more make the reading enjoyable and keep young readers curious until the very end.

Hanuman's courage, presence of mind, devotion and determination shine throughout the story. The book also introduces children to an important episode from the Ramayana in an entertaining and memorable manner.

A wonderful read for children, especially those who enjoy mythology, adventure and comics. It is also a lovely book to gift to young readers. Do read it or gift it to a child. It is certainly worth reading, and children are sure to enjoy Hanuman's adventurous journey!