Message of the Principal Director
Why we need more Humility in Society ?
Confucius has defined humility as, “The solid foundation of all virtues” Unfortunately, in the society these days it is often seen as a weakness. Experience proves that the secret of success and fulfillment lies in the ability to express humility.
Studies reveal that humility is associated with healthy adjustment, good leadership and other positive emotions. Humility builds upon other positive traits we already have most traditions, religions or philosophies, believe that certain character traits make up a good person – and a lot of those attributes are enhanced by humility. Humble people put others before themselves, they do it in a mindful manner that doesn’t end up hurting themselves in the long run. Humble people also have more courage to try new things.
People who exude humility also act on their compassion, they are more likely than proud people to help out a friend, they show a more charitable and generous nature towards other people.
We all have had our share of personal struggles. Stuck and indecisive, humble people struggle with what the best option is, they look to their instincts, they have a habit of thinking, about their values when they make choices.
Human nature is such that we want to be happy, and often we try very hard to be happy but people that are the happiest are the ones that don’t think so much about trying to be happy. When you live on the side of modesty, you are genuinely thankful of the opportunities and accolades you received, and not only is that a refreshing outlook to have, but it helps you cope with your miseries with patience.
According to findings, humility creates a sense of “we-ness” in relationships. Being humble means possessing a better capacity to form cooperative alliances – a crucial component in strengthening connections.
Whether it’s a business, a family or an athletic team, humility always make those relationships better!!!
Mrs. Mohini Bakshi
C.E.O & Director
From the Desk of the C.E.O & Director
“The best way to find yourself is to lose yourself in the service of others.” -Mahatma Gandhi
Armed with the vision of creating a global education hub, Jaipur National University is taking rapid strides as it continues its march towards empowering the youth in India and abroad with the knowledge and skills essential for success in today’s increasingly competitive, rapidly advancing technology dependent world.
A University par excellence, providing affordable and quality education in various disciplines. JNU has already been acclaimed among the Top 30 Universities of India (India Today Survey 2015). It is also the first NAAC accredited University in Rajasthan.
JNU has now come up with the largest private sector hospital and a state of art Medical College – Jaipur National University Institute of Medical Science and Research Centre (JNUIMSRC). The State Government has already given its approval for the Medical College. The goal is to make JNUIMSRC rise from eminence to excellence in the field of healthcare.
JNUIMSRC aspires to set a benchmark in the field of medical education. The college aims at leaving no stone unturned in making itself one of the finest and the most advanced medical colleges in India.
Jaipur National University Hospital is newest addition of a tertiary care centre which brings together state of the art medical infrastructure, cutting edge technology and a highly integrated and comprehensive information system along with the quest for exploring and developing newer therapies in the field of medicine. JNU Hospital is backed up with trained supportive staff, efficient systems and modern procedures which aim to cater to the needs of the people of Rajasthan and across the globe, promoting international medical tourism through quality healthcare.
The physical infrastructure of the 1000 bedded tertiary care teaching hospital of JNUIMSRC has been designed and built to suite international standards with all essentials and desirable facilities. The hospital complex accommodates OPDs and wards of the Clinical Departments, Emergency Departments, Operation Theatres, Central Laboratories, Blood Bank, Pharmacy and Canteen. Round the clock ambulance services, Pharmacy, Blood Bank services are available within the hospital complex. The OPDs of various departments have a capacity to treat one thousand patients daily. The teaching hospital will provide undergraduate medical training to 150 students every year.
Special features of the teaching hospital include
- Fully equipped ICU, CCU, Hemodialysis Unit, TMT, Holter and Echocardiography facilities attached to the General medicine department.
- Fully computerized facilities for Endoscopy treatment and investigation.
- Most advanced and sophisticated medical equipments such as 3D and 4D Colour ultrasound, Colour Doppler, Ultrasound and a fully computerized Radiology system and multi slicer CT scan in the Radiology Department.
- Most sophisticated NICU and PICU in Neonatology Unit of Pediatric Department
- Orthopedics department equipped with Digital C Arm for various types of Ortho surgeries, spinal surgeries, Orthoscopy for investigation and treatment.
- Obstetrics and Gynecology department equipped with advanced and sophisticated instruments for various Gynec surgeries along with a well developed Ante Natal Care Centre.
- Preventive clinic equipped with specially trained doctors and Para medical staff for separate units like Immunization cell and Counselling cell
- Residential accommodation has also been provided to all the faculties, medical doctors, Nursing, and other Para medical staff in the campus itself
JNUIMSRC carries with it the brand image of the Seedling Group of Institutions known for quality and excellence in the field of education for more than 30 years. This multispeciality thousand bedded hospital, medical college and research centre has become a reality today only because of the constant support from all stakeholders including the dedicated faculty and staff, parents and students and all the members of management. It brings the gift of good health to the people of Rajasthan, citizens of India and all the people in different parts of the world.
“He who has health, has hope; and he who has hope, has everything.”
Dr. Sandeep Bakshi
From the Desk of Director
“Global Education - The Need of the Hour”
In order for today’s young people to succeed, they must develop the flexible qualities of character and mind necessary to handling the challenges that globalization poses. To become global citizens, they must learn how to communicate and interact with people around the world. Failing to teach them to embrace it for all it is worth will only condemn them to being left further behind since millions of others throughout the rest of the world will.
In order to give our young people the best opportunity to thrive in the new global world, we need to give them a global education. A global education provides learners with the opportunity and competencies to reflect and share their own point of view and role with a global, interconnected society, as well as to understand and discuss complex relationships of common social, ecological, political and economic issues, so as to develop new ways of thinking. Global learning should start at a young age, with the introduction of learning foreign languages and about other cultures throughout the curriculum. And it should extend to the expectation that all college students should be able to have an international experience during their college careers-either study abroad or an international internship, volunteer or experiential learning opportunity.
Tomorrow’s college graduates are just as likely to compete for jobs in and with people from as far away as Beijing, and Bangalore, as they are from Boston or Boise. But the ability to work across culture is no longer a nice-to-have skill set for elite executive or diplomats; every year it becomes more essential to finding any job at all.
“Having the opportunity to learn about other countries at a young age-and even better, to prepare them to study abroad as part of their education – opens student’s eyes to a new way of thinking about the world, instilling a more informed approach to problem-solving in cross-cultural contexts,” advised Goodman. “Today’s students need as much international exposure as they can get whether they wish to work in business, government, academia or in the not-for-profit sector. Currently, only about 10 percent of students will have studied abroad by the time they graduate. It is our ambitious goal to double the number of students studying abroad by the end of the decade, in order to be better prepared to succeed in the global economy.”
Research on global education shows that it benefits general education by supporting critical thinking, especially in terms of encouraging a consideration of multiple perspectives, a skill identified in much research as supporting success across a range of academic disciplines and careers. The reflective practices and consideration of varying perspectives that well-designed global education programs foster have been demonstrated to support analytical skills in all areas of education.
Global education should begin as early as possible and extend through college or university to include study abroad that includes the proper preparation, intervention on the ground and reintegrating guidance once back on campus. Studying abroad takes global learning up a notch in that it requires students to get out of their comfort zones and experience another culture and education system firsthand. Studying abroad shouldn’t be considered as a tangential or separate part of education, but as an integral part of it.
The landscape of study abroad has changed significantly in recent years. With more flexible and accessible options, the barriers previously posed by disabilities, race and ethnicity, sexual orientation and financial need are crumbling. Scholarships and financial aid make programs more affordable. Excellent, substantive programs and inspiring role models exist for every type of student in all academic fields, and it is important that parents are educators encourage them to take advantage of these opportunities. Study abroad and experiential education abroad should be seen as the capstone experience for culmination of a lifetime of global learning.
Clearly, those who are best prepared for the new realities of the job market are the ones most likely to first be hired, and then to succeed. And of course, more than any other kind of work, finding solutions to global problems requires the ability to forge solutions through international dialogue and collaboration. We need global education to develop global workers who will make a positive difference in the world.
Dr. Preeti Bakshi
From the Desk of Joint Director
“GROOMING WORLD CITIZENS”
The IB Learner Profile
“The aim of all IB programmes is to develop internationality minded people who, recornizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.” (Making the PYP Happen, 2007). It unites us all with a common focus; on the whole person, as a life long learner.
The IB Learner profile is the International Baccalaureate (IB) mission statement translated into a set of learning, outcomes for the 21 st century. It applies to all-the student, teacher, parent or administrator for we all are continually learning. Students develop international-mindedness. Students are encouraged to recognize their common humanity and shared guardianship and to help create a better and more peaceful world.
The learner profile provides a long-term vision for education and is a set of ideals that can inspire, motivate and focus the work of the entire school community – students, teachers, administrators and parents, uniting them in a common purpose.
THE TRUE CITIZENS OF THE WORLD ARE
Inquirers - They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable - They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers - They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned ethical decisions
Communicators - They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
Principled - They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
Open-minded - They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
Caring - They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
Risk-takers - They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
Balanced - They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Reflective - They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
The learner profile unites us all with a common focus : on the whole person, as a lifelong learner. It applies to us all – student, teacher, parent or administrator – for we are all continually learning.
Ms. Akansha Bakshi
to grow their own plants rather than giving them cut flowers."