The present paper is a conceptual paper which explores the innate nature of languages exploring how they are in constant flux. From their sociological birth to them being politically accepted, languages go through a plethora of changes. This paper explores concepts like high and low varieties of language e.g., Hindi in playgrounds and Hindi used to teach; the concept of prestige associated with a language, as well as concepts like elaborate and restricted code by Basil Bernstein. It explores the creole continuum and how they are connected to language death. Diglossic conditions may also lead to languages being used over another leading to language disuse. Certain linguistic groups, despite having a working language, assimilate themselves with a larger language due to many possible reasons (economic, political, geographical or anything else). This paper will take the discussion forward with how policy decisions can also lead to systematic extinction of certain languages due to the farsightedness of language planning. Paulo Friere (Friere, 1985) spoke about how local languages can be the backbones of language education. This paper explores the inability of state level language planning policies at incorporating local languages into the curriculum leading to eventual endangerment of the language over generations. This paper will also look at languages with shared script and how it might be the result of language imperialism over centuries. The content and opinions expressed are that of the authors and are not necessarily endorsed by/​do not necessarily reflect the views of Azim Premji University.

The objective of this study was to assess the impact of short-term fasting and subsequent re-feeding cycles on compensatory growth performance, blood glucose levels, and digestive enzyme activity in mono-sex juvenile Nile tilapia (Oreochromis niloticus) over a 60-day period. A total of 150 juvenile Nile tilapia (Avg. wt. 9.34 ± 0.97 g) were allocated into five treatment groups: a control group (continuously fed) and four fasting groups — T1 (1‑day fasting), T2 (3‑day fasting), T3 (5‑day fasting), and T4 (7‑day fasting). Re-feeding occurred for 7 days in each group immediately following the fasting period in a recurring cycle. The average weight gain, specific growth rate, and feed efficiency ratio significantly (p < 0.05) declined starting from the T3 group. Blood glucose levels during fasting significantly decreased starting from the T2 group, but after re-feeding, they returned to levels comparable to the control group. The liver glycogen levels significantly (p ≤ 0.05) decreased during fasting and completely recovered upon re-feeding, while muscle glycogen levels did not show any significant (p ≤ 0.05) changes throughout the experimental duration. The activities of the digestive enzymes amylase and lipase significantly (p ≤ 0.05) decreased during fasting starting from T1 and T2 groups, respectively, but after re-feeding, they returned to the levels seen in the control group. In contrast, the protease enzyme levels during the fasting period initially increased up to the T2 group and subsequently returned to control levels in the T4 group. The findings of this study indicate that only the groups that experienced very short fasting periods, specifically up to the T2 group, attained body weights like the control group upon re-feeding due to compensatory growth. Therefore, this study concluded that implementing up to 3 days of fasting followed by 7 days of re-feeding in multiple cycles can serve as a strategy for minimizing input costs in tilapia farming.

There has been sustained debate for several decades, on the complex relationships between gender and science. Feminist scholars have critiqued the practices of science as being hegemonic. They trace the history of dominant practices to movements such as logical positivism. The justification for such a methodology drew from the premise that it led to the production of ​‘objective’ knowledge — true and free from human bias. However, a methodology that could be alienating for girls considering the traditional ways through which women have been socialised, could hinder the development of a ​‘science identity’. For girls who manage to continue with science in higher education, there are various other intangible barriers keeping them away from pursuing what seemed during their formative years as promising careers in science. This article presents an analysis of an assignment taken up by students in a Master’s in Education programme, as part of a course in Science Education. It required groups of students to interview a woman scientist in person and observe her working in the institution with which she is affiliated. The qualitative, thematic analysis presented multiple narratives reflecting on the role of support systems together with large challenges in overcoming perceived societal biases. However, the questions and possibilities raised by them present understanding and hope to young girls identifying with and hoping to pursue their interests in science.