Study of Upamana Pramana with special reference to Indriyasthana

Ayurveda, the diagnosis and the treatment of a disease is based on Nidana Pancaka, Atura Pariksha and these inturn depend upon Pramanas, as other Pramanas like Pratyaksha, Aptopadesha, Anumana are already elaborately mentioned, Upamana has also shown great utility in Jnanotpatti along with other Pramanas, so this study is planned to understand the concept of Upamana Pramana and also the contribution cannot be ignored as it is equally important like other Pramanas and should be given separate place and accepted as an independent Pramana. Charaka Samhita is the base of Chikitsa, so before starting the treatment portion Acharya Charaka has explained the symptoms and sign by which a vaidya can examine the diseases properly and in Indriyasthana it is clearly indicated that after seeing some signs and symptoms a Vaidya can deny for treatment. Such signs and symptoms which indicate mortality are called as Arista Lakshanas. As science has grown it is necessary to know and correlate these Arista Laksanas on modern clinical parameter also. Here the Upamana Pramana plays an important role. Hence the study is carried out to know the importance of Upamana Pramana, its applicability in clinical and literary field, also the importance of Indriyasthana, utility of Upamana Pramana in Indriyasthana in understanding various Arista Lakshanas and their comparision in modern medical science so that our Samhitas are accurate till today

The barriers and enablers to education among scheduled caste and scheduled tribe adolescent girls in northern Karnataka, South India: A qualitative study

This qualitative study explored the barriers and enablers to scheduled caste/scheduled tribe (SC/ST) adolescent girls entering into, and completing secondary education in northern Karnataka, South India. In-depth interviews were conducted with 22 adolescent girls, their respective parent/guardian (n = 22) and 11 teachers, recruited purposively from 11 villages within two districts in northern Karnataka. Multiple barriers were identified to disadvantaged caste adolescent girls’ entry into and retention in education in this setting, and these operated at the individual, family, community and school levels. In addition, some enablers to education were also described. The study highlights the importance of involving multiple stakeholders to overcome the barriers to education for SC/ST girls, and of working to change beliefs and expectations around gender norms as well as improving the quality of education in this setting