
New tool launched to guide ecological restoration in the Western Ghats
PlantWise, a new interactive web tool, has been launched to help ecologists, restoration practitioners, and forest managers identify native evergreen tree species best suited for ecological restoration in the Western Ghats, one of the world's eight 'hottest' biodiversity hotspots.
Developed by researchers from the Nature Conservation Foundation (NCF), BITS Pilani - Hyderabad campus, and Thackeray Wildlife Foundation, in partnership with the Ecological Restoration Alliance, the tool uses species distribution models based on curated plant occurrence data and environmental variables to predict plant distributions. It suggests a list of appropriate evergreen tree species for a particular site based on its climatic and elevational profile.
The initiative aims to support ecological restoration practitioners in choosing the right tree species for planting. The tool focuses on the evergreen tree species, as more than 60% of evergreen tree species found in the Western Ghats are endemic to the region.
Addressing knowledge gap
'Given that primary evergreen forest patches that extended initially across most of the Western Ghats are now highly fragmented and scattered, planting appropriate tree species in suitable habitats is essential. Scientifically guided recovery of degraded forests is critical towards conserving flora and fauna in the Western Ghats and creating a climate-resilient ecosystem,' said a statement from NCF.
'A lack of accurate and spatially explicit distribution maps of species is one of the big challenges in the field of conservation and ecological restoration. For plants, without this information, it is difficult to determine if a species is native to a region or not, knowing which is fundamental to the process of ecological restoration. PlantWise is developed precisely to address this knowledge gap,' explained Navendu Page, plant ecologist with Thackeray Wildlife Foundation with tremendous experience with studying plants in the Western Ghats.
Clubbing sciences
The tool integrates publicly available datasets of Mr. Page and French Institute of Pondicherry and data collected by NCF and R. Krishnamani from fieldwork in the Western Ghats.
'PlantWise shows how data science and ecological understanding can come together to serve biodiversity conservation,' said Viswesh Suri, BTech student from Bits Pilani - Hyderabad campus, who led the development of the tool as part of his project with Akanksha Rathore, professor at BITS Pilani – Hyderabad campus.
Ms. Rathore pointed out that PlantWise is an example of how tools from computer science and ecological knowledge can come together to address urgent biodiversity challenges.
According to Rohit Naniwadekar, scientist at NCF, the tool has been designed to reflect biogeographic patterns and to minimise commission errors, so that species are not recommended for habitats where they don't naturally belong.
The team hopes to add more tree, shrub, and liana species from the Western Ghats and expand the tool for other regions in India. Users can access PlantWise at www.plantwise-india.org and write to plantwise30@gmail.com with comments or queries.

Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles


Time of India
8 hours ago
- Time of India
'Dry begging' is a toxic relationship habit you might be guilty of. Therapists say it is more common than you think
Relationships are often seen as a delicate dance of communication, compromise, and emotional attunement. But sometimes, what seems like a harmless comment or a casual hint can quietly chip away at that foundation. Enter dry begging —a subtle, passive-aggressive behavior that relationship therapists are now sounding the alarm over. A new buzzword for an old behavior While you won't find dry begging in any formal psychology textbook just yet, the term is quickly gaining traction online and in therapy rooms alike. Popularized in part by UK-based counselor Darren Magee through his viral YouTube explanation, the phrase describes a pattern of passive emotional manipulation—usually involving guilt-tripping or indirect demands—without any direct communication. Imagine hearing: 'I guess I'll just do all the laundry this week' or 'Most people would be happy their partner does this.' On the surface, these might sound like small grievances. But according to Magee, they're classic signs of dry begging—using emotional cues instead of clear language to make your partner feel obligated. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like Grow and build next-gen AI skills with BITS Pilani. BITS Pilani WILP Apply Now Undo Guilt as currency, not communication Magee explains that dry begging often involves exploiting emotional signals or subtle vulnerability to elicit action or sympathy. The result? One partner ends up shouldering unspoken burdens while the other avoids uncomfortable honesty. 'Dry begging operates by exploiting social cues and emotional signals rather than making direct requests,' Magee notes. 'It's aimed at creating a sense of obligation in others.' You Might Also Like: What is 'submarining'? A toxic dating trend making a comeback. How to spot it before it hurts you And that obligation can come at a steep emotional cost. In a report from UNILAD , relationship therapist Hope Kelaher warns that this pattern of interaction, if left unchecked, could spiral into deeper issues like mistrust, emotional withdrawal, and ultimately, relationship breakdown. Not just annoying—potentially damaging Kelaher emphasizes that strong relationships rely on vulnerability and open dialogue. 'Taking a passive-aggressive stance is the exact opposite,' she explains. 'In worst-case scenarios, I've seen it lead to communication breakdown , increased conflict, and the end of a relationship.' The concern is not just that people are using dry begging—but that many don't even realize they're doing it. On Reddit, where Magee's video has sparked heated conversations, users shared relatable experiences of past relationships marred by such veiled emotional tactics. One user summed it up: 'I never knew there was a word for it. But looking back, that behavior killed the trust in our relationship.' You Might Also Like: Is ChatGPT fueling breakups? How AI relationship advice may be sparking delusions and destroying real connections Honesty beats hints While dry begging may not be as overtly damaging as shouting matches or betrayal, experts warn that its quiet toxicity can be just as destructive over time. It's a gentle reminder that clear, compassionate communication—no matter how awkward—will always be healthier than weaponized guilt. So the next time you feel tempted to say, 'I guess I'll do it since no one else will,' consider pausing. Ask for what you need. You may be surprised at how much stronger your relationship becomes. You Might Also Like: 'Floodlighting' is the new dating trend Gen Z can't stop talking about. But why is it a red flag experts are warning against?


Indian Express
2 days ago
- Indian Express
CBSE mother tongue policy should be implemented through dialogue, not diktat
As of May, the Central Board of Secondary Education has released approximately 30 academic circulars and numerous examination, affiliation and miscellaneous documents. These include assessment guidelines, teacher training programmes, student enrichment activities, curriculum updates and policy implementation. Educators are now grappling with the latest, mandating the implementation of mother tongue-based instruction in the foundational and preparatory stages of schooling. From the Kothari Commission (1964 to 1966) to the National Policy of Education (1968), the Yashpal Committee (1993), National Curriculum Framework (2005, NCF) along with UNESCO, NCERT and numerous global developmental psychologists and even the National Education Policy (2020) have all highlighted the importance of mother tongue-based learning in foundational years (three-eight years). The NCF 2023 directed schools to make the process more structured and explicit, and align it with global best practices. Several studies show that children learn best when taught in their home language because it brings emotional security and concept retention. In fact, it has been argued that learning in an unfamiliar language disconnects the child from real-world experiences, reduces classroom participation and often delays understanding. In places where tribal languages or dialects have been set aside, this step can pave the way towards linguistic equity and educational justice. This is an aspirational policy, but the learning ecosystem is fragmented. In order to implement it in letter and spirit, all stakeholders will have to be involved. Schools can create a language policy after surveying the home languages of their students. With schools mapping language groups and deciding on bridge programmes by allocating resources and teachers accordingly, parents can make an informed choice. In heterogeneous schools, using the mother tongue is not about enforcing one language, it's about embracing linguistic plurality and making children visible. In order to respond through a balanced strategy, parents have to be informed that both the NEP and the NCF support additive bilingualism with strong foundations in the home language along with systematic learning of English. If the mother tongue is positioned as the foundation and English layered in contextually, it will become a bridge. Across socio-economic strata, Indian parents see English-medium education from the foundational years as the key to success. For some, mother-tongue instruction feels regressive. There will be an aspirational mismatch because the mindset behind English-medium education has been driven by media, advertising and peer pressure. Teachers will be left to mediate between parental anxiety and policy mandates, without support or community engagement. Teachers may themselves feel overwhelmed by the push towards mother tongue-based multilingual instruction, especially in heterogeneous English medium schools. Most teachers are trained to teach in English or Hindi, or their regional language and English, not in pedagogical strategies or multilingualism. Handling multiple languages without lesson plans can be difficult for them. Assessment also offers challenges in evaluating learning across languages, especially when tools are monolingual. Teachers are expected to manage language equity, curriculum delivery and concept clarity without training, material, or time. Support, not imposition, is the way forward, if we want multilingualism to become a strength, not a burden. A teacher may speak the mother tongue fluently but may not be able to explain concepts pedagogically in that language. He or she may lack academic vocabulary or age-appropriate phrases. They may not know how to create learning materials or assess learning in the language. Unless they are trained to teach the language, the instruction will not succeed. Parents, too, need to be made partners in this transition. It is important to give them a roadmap of how children will transition in reading and writing fluently in both their mother tongue and in English. A greater load has been added without reducing academic responsibilities. Planning for a multilingual class requires more time, in addition to the regular work that teachers do. If we want children to learn with joy and meaning, then their teachers must be supported with empathy, time and trust. The policy has to be a dialogue, not a diktat. Mother tongue-based education is a vital tool in addressing the global learning crisis. In order for it to succeed, the CBSE and state education departments must move beyond circulars and compliances to systemic support, or the gap between policy and practice will widen. Schools should be given a two-to-three-year transition window starting with oral exposure, creating classroom levels for language mapping, developing multilingual lesson plans, differentiated assessments, resource kits and teaching aids. Oral and non-verbal rubrics that measure conceptual understanding need to be created. Experienced multilingual resource persons should conduct workshops for teachers of foundational years because they need to be partners in reform. A common instructional language should be chosen, while the mother tongue can be taught through songs, stories, language activities, traditional games, audio libraries and AI-driven technologies. Urban schools, especially in metros, are an example of India's internal migration and cultural plurality. Classrooms include children who speak a variety of mother tongues — Malayalam, Bengali, Tamil. Marathi, Kannada and others — within the same learning space. This linguistic landscape calls for context-sensitive handling rather than a one-size-fits-all approach. The policy has great potential but without clarity in execution, it will become merely symbolic. The benefit of the mother tongue in the foundational years can only be realised with the help of supportive parents and trained teachers, who will design it not merely as a linguistic shift but a reimagining of childhood and learning. The writer is chairperson and executive director, Education, Innovations and Training, DLF Foundation Schools and Scholarship Programmes


New Indian Express
2 days ago
- New Indian Express
Learning three languages essential for cognitive growth
Languages are the lens through which we look at the world and navigate our lives. Without them, it is impossible for a child to cross the river of education. And with the increasing porosity of borders—both within nations and beyond— global citizenship is not just a distant vision, but a reality. It may not be possible to make good of it without multilingualism. The National Education Policy 2020 made a bold and futuristic statement when it provided for multilingual education through a variety of interventions. They include learning in Indian languages from K12 to PhD, learning more than one language in school, bilingual textbooks, setting up a National Institute of Translation and Interpretation, having departments of translation and interpretation in higher education, promotion of classical languages including Tamil, Telugu, Kannada and Malayalam, and the use of technology for learning and translating. The NEP's provisions for language study in schools are further detailed in the National Curriculum Framework 2023 (NCF), which gives a roadmap for implementation. Note that the NCF uses the short forms R1, R2 and R3 to indicate the hierarchy of language learning. At the foundational stage (three years of pre-school and grades 1-2), only one language, R1 or the language used as the medium of instruction, is to be taught. This language is the choice of the state, but preferably should be the language the child is most familiar with. The child is learning to read at this stage, to be able to read to learn by the preparatory stage. In the preparatory stage (grades 3-5), a second language is introduced—R2, which can be any other language including English. Most schools in most states and Union territories are already following this.