HTC launches Desire 10 Lifestyle in India for Rs 15,990

The smartphone is also equipped with HTC BoomSound Hi-Fi Edition for crystal clear audio performance.

NEW DELHI: Taiwan-based company HTC Corporation on Thursday launched a new smartphone “HTC Desire 10 Lifestyle” in India at Rs 15,990.

The 5.5-inch smartphone offers up to 3GB RAM and 32GB ROM, along with SD card support up to 2TB of expandable memory.

“Our Desire line is about to make its biggest leap since the original Desire. Inspired by many of the same innovations that have made the flagship HTC 10 so popular, we are bringing these innovations to the Desire 10 Life ..


Lifestyle choice of the world’s most cosmopolitan butterfly

painted lady on knapweed.

The last red admirals and commas are feeding on ivy flowers in autumn sunshine and Britain’s butterfly year is drawing to a close once more.

One butterfly, though, is on the move. I’ve seen several painted ladies this month, but most have already headed south for the winter. The fate of British-born generations of painted ladies was a mystery until recently, when radar finally documented how they ascend to great heights before beginning their reverse migration.The painted lady is constantly on the move – and how far it moves has only just been discovered by scientists.

Its route between Europe and Morocco is well understood, but biologists Gerard Talavera and Roger Vila have now revealed the painted lady can cross the Sahara desert and breed in the tropical African savannah.

Like the famous North American monarch, the painted lady undertakes its journeys in relays, one butterfly pausing and quickly reproducing – moving from egg to butterfly in eight weeks – before its offspring continues the migration. But Talavera and Vila, of Barcelona’s Institute of Evolutionary Biology and Harvard University, have calculated that an individual painted lady can travel 4,000km – further than a monarch.

The (lucky) lepidopterists spent autumn travelling across Senegal, Benin, Chad and Ethiopia in search of painted ladies, observing more than 20,000 emerging from chrysalises on the shores of the Niger river in Benin.

Such extreme migration looks like a difficult lifestyle choice for a butterfly, but the painted lady neatly solves the problem of too-cold European winters and too-dry African summers. To do so, it needs strength, but also supreme adaptability: its caterpillar’s ability to feed on a wide variety of foodplants has made it the world’s most cosmopolitan butterfly.

[SOURCE:-The Guardian]

HTC Desire 10 Lifestyle makes its way to India for Rs 15,990


HTC launched its upgraded and refreshed Desire series of phones last week and said they would be hitting specific markets within September itself. Wasting no time at all, one of the Desire phones has landed up in India. In this case it is the HTC Desire 10 Lifestyle.

By holding back the high-end variant, HTC is training its guns for the mid-range market with this one.

Priced at Rs 15,990 the HTC Desire 10 Lifestyle is inspired heavily from the company’s flagship HTC 10 and the most evident source of it is the design. I’m saying metallic gold rims with a matte finish and the speaker grill at the bottom. The HTC Desire 10 Lifestyle also comes with BoomSound stereo speakers, same ones you find on the HTC 10.

The smartphone features a 5.5-inch HD (720×1280 pixels) super LCD display with Gorilla Glass on top. Under the hood, there’s a 1.6GHz quad-core Snapdragon 400 processor.

Like most mid-range phones, this one also comes in two variants- 2GB of RAM with 32GB of storage and 3GB of RAM and 64GB of storage. There’s also expandable memory supporting up to 2TB (theoretically) via a microSD card.

As for the optics, the Desire 10 Lifestyle comes with a 13-megapixel rear shooter with f/2.2 aperture and a BSI sensor. On the front, there is a 5-megapixel camera with a wide f/2.8 aperture.

All this is powered by a 2,700mAh battery that HTC claims can keep the phone alive for 24 hours on a 3G network.

The Desire 10 Lifestyle comes in two colors- Stone Black and Polar White and will be sold on Amazon India and HTC’s own e-store from Friday.


HTC unveils the mid-range Desire 10 Lifestyle in India

A56DJ - Desire 10 lifestyle - Handset - Image - GlobalA56DJ - Desire 10 lifestyle - Handset - Image - Global

HTC has just unveiled the Desire 10 Lifestyle in India, bringing a stunning design and ‘flagship-level’ features to the company’s popular Desire family of mid-range phones. As you may recall, HTC first  took the wraps off the Desire 10 Lifestyle and Pro just over a week ago.

Inspired by the Art Deco movement in art and design, the HTC Desire 10 Lifestyle is clearly influenced by the flagship HTC 10 with its bold metallic contours. There’s also the HTC BoomSound Hi-Fi Edition, made popular on the HTC 10, as well as 24-bit Hi-Res audio for a great audio performance.

In a press statement, Faisal Siddiqui, President – South Asia at HTC said that with the Desire 10 Lifestyle, the company’s Desire line is about to make its biggest leap since the original Desire.

HTC Desire 10 Lifestyle specifications

  • Operating System: Android Marshmallow 6.0 with HTC Sense UI
  • Display: 5.5-inch HD (1280 x 720) Super LCD | Corning Gorilla Glass
  • Processor: 1.6GHz Quad-Core Qualcomm Snapdragon 400 processor | Adreno 305 GPU
  • RAM: 3GB
  • Internal Storage: 32GB; expandable up to 2TB with microSD card
  • Rear Camera: 13MP with LED Flash | f/2.2 aperture | 28mm focal length
  • Front Camera: 5MP | f/2.8 aperture | 33.7mm focal length
  • Battery: 2700mAh
  • Dimensions: 156.9 x 76.9 x 7.7mm
  • Weight: 155 g

Priced at ₹15,990 ($240), the HTC Desire 10 Lifestyle is available on Amazon India and HTC e-store starting today in two color variants – Stone Black and Polar White.

The Desire 10 Lifestyle is sort of an HTC 10-on-a-budget with an inspired design and feature set. The company claims that it is the ‘most brilliant Desire ever’, and on paper, that might just be true. What are your thoughts on the HTC Desire 10 Lifestyle? Interested?

[SOURCE:-Android Authoruty]

Karunanidhi to AIADMK: End rumours about Jayalalithaa’s health and release TN CM’s photo

DMK chief M. Karunanidhi released a statement today seeking a clarity on Tamil Nadu Chief Minister Jayalalithaa’s health.

He said, “Jayalalithaa was admitted to the hospital on September 22 following high fever and dehydration. The hospital claimed in a few days that her fever has subsided and she is consuming normal diet but will be in observation for sometime. She even held a meeting over the Cauvery issue and ‘dictated’ a letter on the matter to be read out on the Cauvery water distress executive meeting. But how come not a single picture of these proceedings has been released by the government’s media arm?”

Karunanidhi questioned how the government’s media arm, which releases pictures of even a small meeting between the Chief Minister and officials, negated this event.

He said many AIADMK party members are camped outside the hospital worried and confused about Jayalalithaa’s health. She said that at least for their sake, a photo could have been released.

“Even after a week, neither the Governor nor the leaders of AIADMK-allied parties have paid visit to Jayalalithaa. Such an iron curtain over any updates on her health is only encouraging rumor mongers to spread unhealthy news. At least to bring an end to such rumors, a photo of Chief Minister doing well should have been released.”

He expressed that the police have not taken any action against the ones spreading rumors and if Chief Minister Jayalalithaa is still suffering from fever, a medical team should be constituted to analyze the situation and the details should be shared with the people.

“We can’t disregard a claim on a tabloid stating that Sasikala and Sheila Bala Krishnan are only shadows of Jayalalithaa and the people did not vote so the shadows could rule the state”, cautioned Karunanidhi.

“There might political difference between me and Jayalalithaa, but I wish that she gets well soon and continue her work. And I wish the Tamil Nadu government take necessary steps to bring an end to rumors spreading about her health”, the DMK Chief said.

[SOURCE:-India Today]

‘End Rumours On Jayalalithaa’s Health, Release Photo,’ Says DMK’s Karunanidhi

'End Rumours On Jayalalithaa's Health, Release Photo,' Says DMK's KarunanidhiCHENNAI:  M Karunanidhi, chief of Tamil Nadu’s main opposition party the DMK, today wished Chief Minister J Jayalalithaa a quick recovery, and also demanded that her government “put an end to rumours” about her health by releasing a photograph of her in hospital and giving the people of the state regular updates.

Mr Karunanidhi, 93, also requested the state’s governor to intervene, asking why he had not visited the chief minister, who has been at Chennai’s Apollo hospital for a week now, being treated, doctors said, for fever and dehydration.

Other opposition leaders like the PMK’s Dr S Ramadoss have also questioned the lack of information about the chief minister’s health, pointing out that it has given rise to worry and speculation.

The hospital said on Thursday evening that Ms Jayalalithaa, 68, has “responded well” to treatment and has been advised to stay a few days more in hospital as “evaluation tests” are being carried out.

The medical update came over 100 hours after the last one issued by the hospital on Sunday. Her party the AIADMK assured worried supporters that she was well and had even supervised her government’s tough stand at a meeting with neighbouring state Karnataka on their dispute over sharing waters of the river Cauvery.

On Thursday, a senior Tamil Nadu minister read out M Jayalalithaa’s blistering criticism of Karnataka’s move to block Cauvery water at the meeting in Delhi.

The party has said Ms Jayalalithaa will be back home at her Poes Garden residence in Chennai soon.

Mr Karunanidhi has for many years been Ms Jayalalithaa’s most bitter rival. In assembly elections this year, she made history by being re-elected in a state that had so far voted their parties alternately to power.


Put an end to rumours on Jayalalithaa’s health: Karunanidhi

DMK president M. Karunanidhi. File photo

DMK chief M. Karunanidhi on Friday urged the Tamil Nadu government to “put an end to rumours” regarding the health of Chief Minister Jayalalithaa by providing proper information to the people, while wishing his arch rival a speedy recovery.

“As I had already mentioned, though I differ with her ideologically, it is my desire that she recovers soon and take up official duties as usual,” he said and wished her a speedy recovery.

Mr. Karunanidhi said although Apollo Hospitals, where the Chief Minister is recuperating from fever and dehydration, was issuing bulletins about her health, “some unwanted rumours” were deliberately being floated by “some persons”.

“Some persons are spreading unwanted rumours about her health on the social media and to put an end to these, proper information about the Chief Minister’s health must be made available to the people,” he said in a statement.

Mr. Karunanidhi suggested that photographs of the Chief Minister be released through the media to quell any kind of rumours being circulated about her health.

Meanwhile, the AIADMK slammed rumour mongers and said efforts were being made to confuse people and party workers.

“Some persons are trying to create confusion among people and party workers by spreading rumours,” party spokesperson C.R. Saraswathy said.

She pointed out that Ms. Jayalalithaa has been, among others, monitoring the Cauvery situation from the hospital while also announcing festive bonus for state government employees on Wednesday.

Expressing concern over rumours being spread through social media, the spokesperson said such platforms should be used in a constructive way.

[SOURCE:-The Hindu]

I thought education was my education

A Brief: Where the Department of Education meets CUNY.

At the College of Staten Island there is a mandatory Civics class known as CORE. It was developed nearly 20 years ago as an interdisciplinary class to remediate persistent knowledge gaps emerging out of the incoming student population. The final essay of this particular class challenges students to form a thesis that incorporates an entry from their weekly journal and compares it to issues discussed during lecture.

Jalisa Kellum wrote about the education gap as she experienced it. Her essay so clearly evidences the struggles experienced by our students that I became suspicious of its authorhood. Her grammatical errors are consistent and sometimes anticipate or echo with poetic precision. I submit the following case study, her essay and my response. In which I simply aim to provoke inquiry into the spectrum of education. The following illustrates one student’s fight to maintain her enthusiasm, optimism and find some context offering a path to belief and meaning.

Jalisa’s essay:

Being that I grew up in the Brownsville section Brooklyn, you had teachers who either did not care about their job and was there for the paycheck. Or you had the teachers, the good ones who actually valued education and wanted to help but the curriculum that was given us mess things up. I am now in College as a freshman, and I still struggle with the same thing I’ve struggled with since I was taught how to write an essay. On numerous of my essay’s I’ve handed in since the semester began and ended she wrote “great information, you’re a smart girl, but your grammar and punctuation, as well as confusion in your sentences; made it hard for me to understand your writing”. Even now you can probably spot out some of the errors she pointed it out now.Seeing this now follow me in College made me a little upset because I love writing, and being that I came from Academy for Young Writers high school it really struck a nerve. This a passion of mine, even when it’s on topics I am very eager to talk about. Later on that day I talked to my mom about it and she explained to me it goes all the way back to high school, middle and elementary school. With the curriculum and how they changed up how we learned and studied and did homework affected this generation in their simple knowing of phonics.

This relates back to the world and Core because my Professor explained to us that if we weren’t born up into the riches and wealth, you aren’t guaranteed to have and/or get a great education. Certain things just did not come at your leisure. I remember long ago when I use to learn simple phonics, or even when I got a text book and had to do homework out of those textbooks. Eventually it moved to no textbooks and more worksheets, to I guess save the environment. We stopped learning the simple phonics and how to read and actually write properly. At age so young I did not realize the difference, I just thought education was my education. As I approached high school it got worse, my teachers then taught me in 12th grade an MLA format. Which I am good at using now in college. My teacher never taught me how to fully explain my evidence and reasoning. If the education system was the way it used to be, student would know how to write.

What my English teacher never taught me was the simple understanding of grammar structure, and fragments. Still till this day I am not sure what a fragment is; now in college my lack of how to write a simple essay is effecting my grades. Writing is a passion of mine, and I would feel better to know how to clearly and effectively master an essay at College level material. If we could just go back and began teaching kids from the grades of Kindergarten and 1st grade the simple phonics, as well as things they would need to fully form a proper sentence. Teachers and professors would not need to have to start from scratch; but have enough leverage to help students than form proper essays. If we go back to textbooks and more hands-on work instead of going over a unit and throwing us some worksheets. Students will be more, equipped.

Now that I am finishing my semester in college and having the best English professor that I have come across; I feel I am well educated on how to write proper sentences as well as how to write a good decent writing paper. Still not knowing what a fragment is or what sentence structure. I think I grasped the idea of it. As well as I hope that our education system gets better than what it is now. Being that high school diploma is equivalent to a degree. Our key to our success is really education. Turning in my final that I’ve recently just handed in I think I am on the path and to the key to success.

My response to Jalisa after grading:

Hi Jalisa!

Firstly, you’re going to be great. Your thoughts flow in a rich tapestry of sensitivities. Secondly, it takes years to write well, even longer when we have to overcome habits.

Clap your hands…. (I’ll wait)

Ok – Which hand was dominant? Which hand was on top? Which hand is moving more?

That is the feeling of a habit.

Now, clap you’re hands with your opposite hand being dominant and their position reversed.

This is what it feels like to go against a habit.

Try crossing your arms or eating with your weak hand, same effect. The more things you try with this, the more you will become aware, in your body and intellect, how the discomfort feels. Consequently, you’ll begin to develop a comfort with discomfort and what was unknown can then develop into new habits aligned with your goals and new knowledge. Growth demands change and change happens at our limits.

I commiserate with your experience of education. Public school doesn’t resemble anything like learning as I have come to know it. Vague and detached programs rooted in rote memorization benefit only a very small minority. I think you point out a key to the equation: “…more hands-on work instead of going over a unit and throwing us some worksheets…”. Students need individual attention, not drills that dismiss their curiosity and uniqueness.

I think you’re right to be passionate. I think you are a writer. The energy of your thoughts comes through your words clearly and powerfully. You are also right to think that your writing needs attention and time to improve. You will have to commit to growing into yourself. This is your adventure, made out of you, by you and in the mystery specific to you alone.

There is no replacement for practice and reading. Read a lot. Read writers who excite you and whose words do things that surprise and affect you. Cultivate the joy you experience in your writing and nourish your capacity to cherish that love. Our culture rarely rewards our capacity for joy or love (it charges us for it) and as such those qualities tend to spasm and atrophy. This awareness may well be what anchors you to yourself in life’s ebb and swelling.

Writing, like life, is about revision. This is one of the examples of how education has failed us. It is also why I’ve emphasized how damaging apathy and blame culture can be – societal cancers. We have to learn to remake ourselves, our institutions, our communities, our thoughts and hearts. Revise. Reexamine. Dive in and revise again.

Revision means questioning. We can re-angle our emotional catchment, adjust our looking glass and broaden our empathy. Revision comes when we plop on a page, or canvas, or in an equation, something we see as ourselves so we can see ourselves from outside the comfort of our habits and twist and shape this object until we strike a new way of seeing or thinking, one that we learned in effect from peering into the looking glass.

[SOURCE:-Huffington Post]

Biological Foundations for Self-Directed Education

Sudbury Valley School, with permissionv

In many previous posts I have contended that children come into the world biologically designed to educate themselves. The evidence comes from observing the amazing learning capacities of children before they start school (here), the ways that children and adolescents in hunter-gatherer cultures educate themselves (here), and the ways that children today educate themselves at democratic schools (here and here) and in unschooling families (here and here).

In this post I wish to be a bit more precise about the biological design for self-directededucation.  It lies largely, I suggest, in four powerful drives that exist in all normal children: curiosity, playfulness, sociability, and planfulness.  The foundations for these drives are encoded in our DNA, shaped by natural selection, over our evolutionary history, to serve the purpose of education.  Our standard schools quite deliberately suppress these drives, especially the first three of them, in the interest of promoting conformity and keeping children fixed to the school’s curriculum.  In contrast, self-directed education—as it occurs in unschooling families and at democratic schools–operates by allowing these natural drives to flourish.  Here I will elaborate just a bit on each of these drives and how they interact with one another to promote education:


Aristotle began his great treatise on the origin of knowledge (Metaphysica) with the words, “Human beings are naturally curious about things.”  Nothing could be truer.  We are intensely curious, from the moment of our birth to, in many cases, the moment of our death.  Within hours of birth, infants begin to look longer at novel objects than at those they have already seen.  As they gain mobility, first with their arms and hands and then their legs, they use that mobility to explore ever-larger realms of their environment.  They want to understand the objects in their environment, and they particularly want to know what they can do with those objects.  That’s why they are continuously getting into things, always exploring. That’s why, once they have language, they ask so many questions.  Such curiosity does not diminish as children grow older, unless schooling quashes it, but continues to motivate ever more sophisticated modes of exploration and experimentation over ever larger spans of the environment.  Children are, by nature, scientists.


The drive to play serves educative purposes complementary to those of curiosity. While curiosity motivates children to seek new knowledge and understanding, playfulness motivates them to practice new skills and use those skills creatively.  Children everywhere, when they are free to do so and have plenty of playmates, spend enormous amounts of time playing. They play to have fun, not deliberately to educate themselves, but education is the side effect for which the strong drive to play came about in the course of evolution. They play at the full range of skills that are crucial to their long-term survival and wellbeing.

• They play in physical ways, as they climb, chase, and rough-and-tumble, and that is how they develop strong bodies and graceful movement.

They play in risky ways, and that is how they learn to manage fear and develop courage (here).

• They play with language, and that is how they become competent with language.

• They play socially, with other children, and that is how they learn to negotiate, compromise, and get along with peers (here).

• They play games with implicit or explicit rules, and that is how they learn to follow rules.

• They play imaginative games, and that is how they learn to think hypothetically and creatively.

• They play with logic, and that is how they become logical.

• They play at building things, and that is how they learn to build.

• They play with the tools of their culture, and that is how they become skilled at using those tools.

Play is not recess from education; it IS education. Children learn far more in play, and with far more joy, than they could possibly learn in a classroom. (For more on what children learn through play, see here.)


We humans are not only the most curious and playful of mammals, but also the most social. Our children come into the world with an instinctive understanding that their survival and wellbeing depend on their ability to connect with and learn from other people. All humans, but especially young ones, want to know what those around them know and share their own thoughts and knowledge with others. Anthropologists report that children everywhere learn more by watching and listening to the people around them than through any other means.[1]

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Our most unique adaptation for social life, which enhances tremendously our ability to learn from one another, is language. Almost as soon as they can talk, children start to ask questions. They don’t want to be told about things that don’t interest them, but they almost demand to be told about things that do. Language allows us to share all sorts of information with one another. It allows us to tell one another not just about the here and now, but also about the past, future, and hypothetical. As the philosopher Daniel Dennett put it in a chapter on language and intelligence, “Comparing our brains with bird brains or dolphin brains is almost beside the point, because our brains are in effect joined together into a single cognitive system that dwarfs all others. They are joined by an innovation that has invaded our brain and no others: language.”[2] Self-directed learners, eagerly and naturally, hook themselves into that network. Today, because of the Internet, that cognitive system is bigger than ever before. Young people with access to the Internet have access to the whole world of hypotheses, ideas, and information. Self-directed education has never been easier.


We, far more than any other species, have the capacity to think ahead. In fact, we are driven to do so. We don’t just react to immediate situations; we anticipate future situations, make plans for them, and follow through on those plans. This is the most consciously cognitive of our basic educative drives, and it develops more slowly than the others. As children grow older, they become increasingly able and motivated to plan ahead, and ever further ahead. This is the drive that leads self-directed learners to think about their life goals, big and small, and to deliberately seek out the knowledge and practice the skills needed to achieve those goals. Cognitive scientists refer to this capacity to make plans and carry them out as self-directed executive functioning. Research by such scientists has shown that children who have ample free time to play and explore on their own and with other children, independent of adults, develop this capacity more fully than do children who spend more time in adult-structured activities.[3] That is not surprising. When children create their own activities, without adult control, they continuously practice the ability to make plans and carry them out. They make mistakes, but they learn from those mistakes.

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Basic Books with permission
Source: Basic Books with permission

What do you think? This blog is, among other things, a forum for discussion. What have I missed here? Based on your observations, what seem to be the innate drives that motivate children so powerfully to learn about the world around them and develop the skills required for a satisfying, meaningful life? As always, I prefer if you post your thoughts and questions here rather than send them to me by private email. By putting them here, you share with other readers, not just me. I try to read all comments and try to respond to all serious questions if I think I have something worth saying. Of course, if you have something to say that applies only to you and me, then send me an email, but I don’t guarantee a response because I often receive more emails than I can answer.

See also Free to Learn,; (to find out about the Alliance for Self-Directed Education), and join me on Facebook.



[1] Lancy, D. F., Bock, J., & Gaskins, S. (2010). Putting learning into context. In D. F. Lancy, J. Bock, & S. Gaskins (Eds.), The anthropology of learning in childhood, 3–10. Lanham, MD: AltaMira Press.

[2] Dennett, D. C. (1994). Language and intelligence. In J. Khalfa (Ed.), What is intelligence? Cambridge: Cambridge University Press.

[3] Barker, J. et al (2014). Less-structured time in children’s lives predicts self-directed executive functioning. Frontiers in Pssychology, 5, 1-16.

[SOURCE:-Phyciological Today]

BRICS nations pledge to step up cooperation in education sector

BRICS, BRICS countries, BRICS education sector, BRICS exchange students, BRICS faculty, Brazil, Russia, China, India, South Africa, energy, climate change, water resources, economy, BRICS network University, India news, world news

 The BRICS countries – Brazil, Russia, China, India and South Africa – on Friday resolved to facilitate movement and exchange of students and faculty in each other’s institutions especially in areas like energy, climate change, water resources and economy.

After a meeting of education ministers of the five countries, a ‘New Delhi Declaration of Education’ was issued on Friday in which the nations decided to organise ana annual conference of the BRICS Network University.

The conference would be held in the country of the current BRICS chair, the declaration says.

BRICS countries account for over half of the world population

Another key decision made on Friday was to identify a nodal institution within each country and create an institutional network to share ICT policies, Open Educational Resources and other e-resources including e-libraries.

At the conclusion of the BRICS conference, Minister of State for HRD Mahendra Nath Pandey thanked the visiting ministers for their support.

In the declaration, the five countries also decided to strengthen the BRICS – TVET (Technical and vocational education and training) working group to develop national reports and undertake various studies.

The BRICS countries also expressed commitment to work towards ensuring inclusive and equitable quality education and promote lifelong learning opportunities for all.

[SOURCE:-The  New Indian Express]