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Prof. Dr. Ciza Thomas | Leading Kerala’s Universities at the Intersection of Technology | Global TV

Extensive experience in technical education | Decades of engagement with emerging technologies | Innovation and Higher Education

NV Paulose, Chairman, Clobal TV +91 98441 82044

Prof. Dr. Ciza Thomas represents a distinctive generation of academic leaders in Kerala, professionals whose careers have evolved from teaching and research into institutional leadership, public administration and the governance of some of the state’s most important universities. With a background in engineering, a Ph.D. from the Indian Institute of Science, extensive experience in technical education and decades of engagement with emerging technologies, Dr. Thomas has built a career at the intersection of engineering education, cybersecurity, artificial intelligence, digital transformation and higher education administration.

Today, her position as Vice Chancellor of Kerala University of Digital Sciences, Innovation and Technology, widely known as Digital University Kerala, places her at the centre of an institution closely connected to Kerala’s ambitions in digital technology, innovation, research and the knowledge economy. Her leadership responsibilities extend beyond a single institution. She is also serving as Vice Chancellor of APJ Abdul Kalam Technological University, giving her a particularly significant role in Kerala’s higher education landscape. In March 2026, she was additionally entrusted with the charge of Sree Sankaracharya University of Sanskrit. These responsibilities reflect not only the breadth of her experience but also the importance of academic leadership at a time when universities are being called upon to respond to rapid technological, social and economic change.

From Engineering Education to University Leadership

Dr. Thomas’s professional journey is rooted in engineering education. She completed her B.Tech. and M.Tech. at the College of Engineering, Trivandrum, before earning her Ph.D. from the Indian Institute of Science in Bengaluru. Her academic preparation was complemented by a long career in Kerala’s government engineering education system, where she progressed through positions including Assistant Professor, Associate Professor, Professor, Principal and senior administrative roles.

Her academic career included leadership responsibilities at the College of Engineering, Trivandrum, where she served as Professor and Head in Electronics and Communication Engineering and also in Computer Applications. She subsequently served as Principal of Government Engineering College, Barton Hill, and held senior responsibilities within the Directorate of Technical Education, Government of Kerala. This progression is important in understanding Dr. Thomas’s approach to university leadership. She has experienced higher education from several perspectives. She has been a teacher working directly with students, a researcher engaged with emerging areas of technology, a department head responsible for academic programmes, a principal responsible for an institution and a senior administrator involved in the wider technical education system. The Vice Chancellor’s office brings many of these responsibilities together. Her professional journey has therefore given her an unusually broad understanding of higher education, extending from the classroom and laboratory to curriculum development, institutional administration, public policy and university governance.

Leading Digital University Kerala

Her position at Digital University Kerala is particularly significant because of its close alignment with her academic and professional background. The university was established with a mandate centred on digital sciences, innovation and technology. Its ecosystem brings together academic research, industry engagement, entrepreneurship, government initiatives and emerging areas of technology. In such an environment, the role of the Vice Chancellor extends well beyond conventional university administration.

It involves creating an academic culture in which research, innovation, entrepreneurship and education can reinforce one another. For Dr. Thomas, this represents a natural continuation of her professional interests. Her research expertise includes areas such as cybersecurity, artificial intelligence, image processing, pattern recognition and data mining. These fields have become increasingly important to modern society and are now closely connected with national security, economic development, public administration, healthcare, financial systems and digital governance. A university dedicated to digital sciences therefore requires leadership capable of understanding both the technical foundations of these fields and the institutional structures necessary to develop them. Dr. Thomas’s career places her at precisely that intersection.

A Researcher Who Understands Technology

Before becoming a university administrator, Dr. Thomas established herself as a researcher and educator. Her academic work has extended across cybersecurity and related areas of computing and engineering. Her professional profile identifies research interests that include cybersecurity, artificial intelligence, image processing, pattern recognition and data mining. Her research career also reflects a broader understanding of the relationship between technology and education. Engineering education cannot remain static while technology changes rapidly around it.

The emergence of artificial intelligence, increasingly sophisticated cyber threats, data driven decision making and digital infrastructure has fundamentally altered the skills required of engineers and researchers. Universities therefore have to continually reconsider their curricula, research priorities and relationships with industry. This challenge is particularly relevant to a Vice Chancellor leading an institution dedicated to digital sciences. The university must not simply teach technologies that are already established. It must prepare students and researchers to work with technologies that are still emerging. That requires an institutional culture that encourages curiosity, experimentation, interdisciplinary collaboration and research.

From Academic Leadership to Public Administration

One of the most significant aspects of Dr. Thomas’s career is her transition from academic leadership to public administration. She served as Senior Joint Director and later as Director in charge of the Directorate of Technical Education, Government of Kerala. She also served as Principal of Government Engineering College, Barton Hill. These positions exposed her to higher education on a system-wide scale.

A university department can concentrate primarily on its students, faculty and research programmes. A principal must think about an entire institution. A senior technical education administrator must consider a much larger ecosystem involving institutions, faculty, students, infrastructure, examinations, technology, policy and government priorities. The Vice Chancellor’s position brings these dimensions together.

Dr. Thomas therefore entered university leadership with experience extending well beyond conventional academic credentials. Her career has given her an understanding of both academic institutions and the administrative structures through which higher education is planned and delivered.

Her Leadership at APJ Abdul Kalam Technological University

Her association with APJ Abdul Kalam Technological University has been another important chapter of her career. Dr. Thomas first came to national attention in connection with KTU when she was appointed Vice Chancellor in charge in 2022. The Kerala High Court subsequently upheld her qualification for the role, noting her seniority and credentials under the applicable regulations. Her relationship with KTU was subsequently shaped by a prolonged institutional and legal debate surrounding Vice Chancellor appointments in Kerala.

Beyond the immediate controversy, this period formed part of a larger discussion concerning university autonomy, statutory authority, the role of the Chancellor and the relationship between governments and universities. In December 2025, after a prolonged impasse, Dr. Thomas was formally appointed Vice Chancellor of KTU. Her continued leadership of KTU places her at the centre of one of Kerala’s largest engineering education ecosystems. The university has an important responsibility in shaping the academic and professional preparation of thousands of engineering students. Its decisions concerning curriculum, academic standards, research, examinations and institutional development have consequences across the state. Her experience in technical education and engineering administration therefore becomes particularly relevant in this role.

Leadership During a Period of Change

Universities today operate in an environment of rapid and sometimes unpredictable change. They must maintain academic standards while responding to technological transformation. They must expand research while demonstrating relevance to society and industry. They must prepare graduates for professional environments that may themselves be transformed by artificial intelligence and automation. At the same time, public universities must function within complex regulatory, financial and administrative frameworks. The Vice Chancellor consequently becomes much more than the ceremonial head of an institution. The position requires a balance between academic freedom, institutional accountability, research excellence, student interests, government policy, industry expectations and long term strategic planning.

Dr. Thomas’s career has provided experience across many of these dimensions. Her background allows her to approach university administration not only from the perspective of governance, but also from an understanding of what happens inside academic departments, laboratories and classrooms.

Responsibility Beyond a Single University

Dr. Thomas’s additional responsibilities at Sree Sankaracharya University of Sanskrit in 2026 added another dimension to her leadership profile. The university is fundamentally different from a technology focused institution. Its academic identity is rooted in Sanskrit, humanities, culture and traditional knowledge. Yet Dr. Thomas was entrusted with additional charge of the university while serving as Vice Chancellor of KTU. This provides an interesting illustration of the broader nature of university administration. Effective leadership of a university is not limited to subject expertise. It also requires the ability to understand institutions, people, systems, regulations and organisational change.

The responsibilities associated with university leadership therefore demand qualities that extend beyond a particular academic discipline. They require judgement, administrative experience, accountability and the ability to work with diverse academic communities.

A Career Built Around Technology and Education

The common thread running through Dr. Thomas’s career is the relationship between technology and education. She began as an engineer and academic at a time when electronics and computing were transforming education and industry. She moved into research as these technologies became increasingly sophisticated. She then entered institutional and public administration as technology became more deeply embedded in the education system. Today, she leads universities dealing directly with the next stage of that transformation. Her responsibilities encompass questions about artificial intelligence, cybersecurity, digital education, research, innovation, entrepreneurship and the future of engineering.

Her career can therefore be understood as a progression through several interconnected roles. She understands technology as a researcher. She understands education as a teacher. She understands institutions as an administrator. And she understands university governance through experience at the highest level.

Recognition and Professional Contributions

Dr. Thomas’s professional achievements have also received recognition through several awards and honours. Her curriculum vitae records an appreciation award from Kerala’s Higher Education Department in 2010 for implementing an institutional repository and e learning system across government engineering colleges and polytechnics in the state. She also received Kerala’s E learning IT Award in 2014, Best Paper Awards at four international conferences and the Catholicate Best Scientist Award in 2023.

These recognitions reflect different aspects of her career, including technology implementation, research, scientific contribution and educational innovation. They also illustrate a recurring feature of her professional work: an interest in using technology to improve education.

The Opportunity Before the Vice Chancellor

The most important question today is not simply what positions Dr. Ciza Thomas has held. It is what she can accomplish through them. Kerala has a strong tradition of public education and high levels of educational achievement. At the same time, its universities face many of the challenges confronting higher education around the world. Artificial intelligence is changing professional education. Cybersecurity threats are expanding. Industry requires graduates with new combinations of technical and interdisciplinary skills. Research institutions are increasingly expected to translate knowledge into innovation. Universities are also being asked to contribute more directly to economic and social development. For Digital University Kerala, these challenges create significant opportunities.

The university can become a platform connecting research, entrepreneurship, artificial intelligence, cybersecurity, advanced computing, digital governance and industry. For KTU, the challenge is broader still. It serves a large engineering education ecosystem and must continually adapt its academic programmes and institutional structures to changing technological and professional requirements. The leadership of both institutions therefore carries implications well beyond their individual campuses.

Building Institutions for the Future

The role of a Vice Chancellor is ultimately about institution building. It involves creating systems that can survive beyond individual personalities and administrations. It means strengthening academic standards, supporting faculty, encouraging research, expanding opportunities for students and creating partnerships that can bring new knowledge and resources into the university. It also means making difficult decisions when institutional interests require them. For a technology focused university, institution building also means anticipating what the next decade will demand. The technologies that dominate higher education today may not be the technologies that define the next generation.

Universities must therefore develop the capacity to learn continuously. That requires investment in people as much as infrastructure. It requires faculty development, interdisciplinary research, international collaboration and meaningful engagement with industry. It requires students to become not merely users of technology but creators, researchers and responsible innovators. This is where Dr. Thomas’s combination of technical expertise and administrative experience becomes particularly relevant.

An Academic Leader for a Digital Generation

Prof. Dr. Ciza Thomas’s professional journey reflects the evolution of engineering education and the expanding role of technology in society. She began her career as an engineer and academic. She developed expertise as a researcher. She assumed institutional leadership as a principal. She moved into public administration through the Directorate of Technical Education. She subsequently took on responsibilities at the level of university governance.

Today, she stands at the helm of institutions dealing directly with the future of technology and higher education. Her position as Vice Chancellor of Digital University Kerala places her at an important point in Kerala’s digital transformation. Her leadership of APJ Abdul Kalam Technological University places her within one of the state’s most significant engineering education networks. Her additional responsibility at Sree Sankaracharya University of Sanskrit demonstrates the breadth of institutional trust placed in her administrative experience. Together, these roles represent a remarkable convergence of technology, education, research and public service.

The significance of her present position therefore extends beyond the title of Vice Chancellor. It places her in a position where decisions concerning curriculum, research, innovation, faculty development, student opportunities and institutional partnerships can influence the next generation of professionals and researchers. Her legacy will ultimately be measured not by the number of positions she has occupied, but by the institutions she strengthens, the researchers she enables, the students she inspires and the academic culture she helps create. At a time when Kerala’s higher education system is being called upon to become more innovative, digitally capable, research oriented and globally connected, Prof. Dr. Ciza Thomas brings to the task a career shaped by engineering, scholarship, administration and public service.

Her journey from the engineering classroom to the Vice Chancellor’s office is, in many ways, a reflection of the journey of technology itself. And the most consequential chapter of that journey may well be the one she is writing now.

ERA OF MAGIC | THE POWER TO ENROL, CREATE, ACT, INSPIRE, AND SUSTAIN TRANSFORMATION | GLOBAL TV

ERA OF MAGIC: Creating a Culture Where People Enrol, Act, Grow, and Continue

NV Paulose, Chairman, Global TV +91 98441 82044

The Era of Magic represents a new way of thinking about people, organizations, communities, and personal growth. Magic, in this context, does not mean something mysterious or supernatural. It refers to the extraordinary results that become possible when people feel connected to a meaningful purpose, understand their role, take purposeful action, receive appreciation, experience joy, and remain motivated to continue.

In any successful movement, institution, workplace, classroom, or community, results do not happen simply because a plan exists. Results happen when people choose to participate. They enrol in an idea, accept meaningful roles, transform intention into action, build momentum, recognize one another’s contributions, experience joy in the journey, receive incentives that strengthen motivation, and ultimately create continuity. The Era of Magic is therefore a journey from participation to transformation. It is about creating an environment where ordinary people can produce extraordinary outcomes because the system around them encourages ownership, energy, recognition, and sustained commitment.

1. Enrol: Beginning with Belonging

Every meaningful journey begins with enrolment. Enrolment is more than registration or joining a program. It is the moment when a person says, “I want to be part of this.”

People enrol when they see purpose. They need to understand why their participation matters and how their contribution connects to something larger than themselves. A strong vision can turn passive observers into active participants. True enrolment also requires trust. People are more willing to commit when they feel respected, heard, and included. Leaders must therefore communicate clearly, welcome different perspectives, and make participation accessible. The goal is not merely to increase numbers. The goal is to create committed participants. When people enrol emotionally as well as formally, they begin to develop ownership. That ownership becomes the foundation for everything that follows.

2. Role Creation: Giving Everyone a Place

Once people enrol, they need to know what they can contribute. This is where role creation becomes important. A role gives direction to participation. It answers the question: “What can I do here?” An effective role should match a person’s abilities, interests, experience, and potential for growth.

Role creation should not be limited to traditional positions or titles. A person can be a mentor, organizer, communicator, creator, problem-solver, supporter, innovator, or coordinator. Multiple forms of contribution allow more people to discover their strengths. Well-designed roles also create accountability. When people understand their responsibilities, expectations become clearer, and collaboration improves.

Most importantly, role creation communicates a powerful message: everyone matters. When people see that their abilities have a place within the larger mission, participation becomes more meaningful.

3. Action: Turning Intention into Results

Enrolment creates commitment, and roles create direction, but action creates results. Ideas have value only when they are translated into practice. The Era of Magic therefore encourages people to move from “What should we do?” to “What can we do now?” Action does not always have to be dramatic. Small, consistent actions often produce the greatest long-term changes.

A student completing one additional task, a team member helping a colleague, a leader listening carefully, or a community organizing one successful activity can become the beginning of something much larger. Action also produces learning. Not every attempt will succeed, and that is acceptable. Failure can reveal weaknesses, while experimentation can reveal new possibilities. The important principle is to avoid becoming trapped in endless planning. Progress requires movement. When people act, they create evidence, experience, learning, and confidence.

1. Momentum: Making Progress Multiply

One successful action can create another, and that is the beginning of momentum. Momentum is the energy generated when progress becomes visible and people begin to believe that greater progress is possible. It transforms isolated efforts into a growing movement. For example, one successful project can encourage another team to participate. Their success can attract more people, and those people can create new ideas. Gradually, individual achievements begin reinforcing one another.

Leaders can strengthen momentum by celebrating progress, removing unnecessary barriers, communicating results, and encouraging quick but meaningful wins. Momentum is fragile in the beginning. Delays, confusion, negativity, or lack of recognition can weaken it. Therefore, organizations must protect early progress and turn it into a continuous rhythm of action. When momentum becomes established, people no longer need to be pushed constantly. The movement begins to generate its own energy.

2. Appreciation: Recognizing the Human Contribution

People want to know that their effort matters. Appreciation provides that recognition. Appreciation is not simply giving awards. It can be a sincere thank-you, public acknowledgment, constructive feedback, a message of encouragement, or an opportunity to take greater responsibility. Recognition has a powerful psychological effect. When people feel that their contribution is noticed, they are more likely to remain engaged. Appreciation also strengthens relationships because it communicates respect.

However, appreciation must be genuine. Empty praise can have the opposite effect. Recognition should identify the specific contribution and explain why it mattered. A culture of appreciation changes the atmosphere of an organization. Instead of focusing only on mistakes and deficiencies, people also learn to notice effort, improvement, creativity, teamwork, and courage. In the Era of Magic, appreciation is therefore not an occasional activity. It becomes part of the culture.

3. Joy: Making the Journey Worthwhile

Success without joy can become exhausting. The Era of Magic recognizes that joy is an important source of energy. Joy does not mean that every task must be entertaining. It means creating an environment where people can experience satisfaction, connection, creativity, discovery, and celebration. Teams that share moments of happiness often develop stronger relationships. Students learn more effectively when curiosity is encouraged. Employees contribute more enthusiastically when they feel psychologically safe. Communities become stronger when people celebrate achievements together.

Joy also helps people deal with challenges. Difficult periods are easier to navigate when individuals have positive relationships and meaningful experiences to balance the pressure. A joyful environment does not eliminate discipline. Instead, it makes discipline sustainable. People are more willing to work hard when the journey itself contains moments of fulfilment.

4. Incentive: Strengthening Motivation

While purpose, appreciation, and joy are powerful, appropriate incentives can further strengthen motivation. An incentive is something that encourages desired behaviour or continued participation. It may be financial, symbolic, professional, educational, or social. A certificate, opportunity, promotion, special responsibility, learning experience, or public recognition can all serve as incentives.

The best incentive systems do not encourage unhealthy competition. They reinforce behaviours that support the larger purpose. Incentives should also be fair and transparent. If people believe that rewards are arbitrary or biased, motivation can decline. Clear criteria help participants understand how their efforts connect with recognition. The deeper principle is that incentives should complement intrinsic motivation rather than replace it. People should not participate only because they expect a reward. They should understand the value of the work itself. When purpose and incentives work together, motivation becomes stronger and more sustainable.

5. Continuity: Turning Magic into a Legacy

The final element is continuity. Without continuity, even the most inspiring movement can disappear. Continuity means ensuring that progress survives beyond a single person, event, project, or moment of enthusiasm. It requires systems, traditions, documentation, mentoring, leadership development, and the willingness to prepare the next generation. A successful organization should ask not only, “What did we achieve?” but also, “How will this continue?” Continuity is created when experienced members teach newcomers, when successful practices are recorded, when responsibilities are shared, and when new leaders are given opportunities to grow. This transforms achievement into legacy. The complete journey of the Era of Magic can therefore be understood as a cycle:

Enrol → Create Roles → Take Action → Build Momentum → Appreciate → Experience Joy → Incentivize → Continue.

This cycle does not end. Continuity creates new opportunities for enrolment, new roles create new action, action creates new momentum, and the process begins again. The real magic is not found in one extraordinary event. It is found in the ability to repeatedly transform participation into progress.

The Era of Magic is to build environments where people do not merely attend, work, study, or participate; they belong, contribute, grow, celebrate, and carry the mission forward. When people are given a reason to enrol, a role to play, an opportunity to act, encouragement to build momentum, appreciation for their contribution, joy in the journey, incentives that reinforce commitment, and a pathway for continuity, ordinary efforts can become extraordinary achievements. That is the true Era of Magic: a culture in which human potential is activated, shared, celebrated, and sustained.

Finishing Lines | The Life and Legacy of a Great Cartoonist | Global TV

Finishing Lines is an autobiography and a piece of Kerala’s cultural history and the personal testimony of a cartoonist who spent his life making people think while making them smile.

NV Paulose, Chairman, Global TV +91 98441 82044

The life of C. J. Yesudasan, one of Kerala’s most celebrated cartoonists, belongs to the category of legends. For generations of readers, his cartoons were amusing drawings along with sharp observations of politics, society and everyday life, expressed with wit, intelligence and remarkable simplicity.

Finishing Lines, the autobiography of Yesudasan, offers readers a rare opportunity to step behind those cartoons and discover the man who created them. It is the story of an artist who spent decades observing the world around him and transforming its contradictions, characters and absurdities into unforgettable images. The book brings together memories, experiences and reflections from an extraordinary career in Indian cartooning.

Yesudasan began his journey as a cartoonist at a remarkably young age. His talent soon carried him from Kerala to Delhi, where he worked with the legendary cartoonist Shankar and gained experience in one of India’s most important traditions of political cartooning. Over the years, his distinctive style became familiar to Malayalam readers, and his cartoons became part of the cultural and political memory of Kerala. His contribution went far beyond newspaper cartoons. Yesudasan was an editor, writer, satirist and creative force who helped shape the cartooning tradition in Kerala. His memorable characters and fearless political observations earned him a special place among Indian cartoonists. He also played an important role in nurturing the next generation of cartoonists and was closely associated with the Kerala Cartoon Academy.

What makes Finishing Lines especially valuable is that it allows us to hear the story directly from the cartoonist himself. The man who spent his life looking at society through a humorous and critical lens now turns that gaze inward. His autobiography gives us an intimate glimpse into his childhood, his artistic journey, his professional experiences and the people and events that shaped his remarkable career. The title Finishing Lines carries a beautiful meaning. A cartoonist lives through lines. A single line can create a face, suggest a personality, expose a political truth or make an entire nation laugh. Yesudasan spent a lifetime mastering those lines. In this book, he leaves behind another kind of line, the written record of a life devoted to art, journalism, humour and observation.

For anyone interested in Kerala, Indian journalism, political history, literature, art or simply the story of an extraordinary human being who followed his calling, this is a book worth having. It is also an important opportunity for younger readers to discover how much intelligence and courage can be contained within a simple cartoon. There is something deeply inspiring about Yesudasan’s journey. He reminds us that talent becomes meaningful when it is combined with perseverance, curiosity and the courage to speak in one’s own voice. His career demonstrates that an artist does not merely entertain society. An artist can question it, challenge it, preserve its history and sometimes hold up a mirror that society desperately needs.

Finishing Lines is an autobiography and a piece of Kerala’s cultural history and the personal testimony of a cartoonist who spent his life making people think while making them smile. If you appreciate great storytelling, intelligent humour and the history of Indian cartooning, this is a book that deserves a place in your collection. Buy it, read it and preserve it. Future generations should be able to open these pages and discover the extraordinary world of C. J. Yesudasan through the eyes of the man who drew it.

Get your copy of Finishing Lines

Order _Finishing Lines_ from The Alcove Publishers

A great cartoon may take only a moment to draw, but the life behind those lines can take a lifetime to understand. Finishing Lines gives us that lifetime.

Unit and Unique Partnership Initiatives | Putting People into Rewarding Actions | Global TV

The world needs more people moving into meaningful and rewarding actions | Global TV

NV Paulose, Chairman, Global TV +91 98441 82044

Manki Bath vs. Janthaki Bath

Across communities, institutions and organizations, there are countless people with ideas, strengths, resources and goodwill. What is often missing is a platform that can connect these strengths, create opportunities and turn individual intentions into collective action. This is where the idea of Unit and Unique Partnership Initiatives becomes important. The central theme is simple:

Putting people into rewarding actions is the way forward.

The initiatives being announced through Global TV, including Home Editions, STD Hubs and other emerging partnership models, are part of a larger vision. They are not merely programmes or media activities. They are attempts to create new spaces where people can participate, contribute, collaborate and experience the satisfaction of creating positive change.

Transformation Through Storytelling

Every transformation begins with a story. Stories help us see possibilities where statistics often cannot. A person who overcomes a difficulty, an institution that finds an innovative solution, a young person who creates an opportunity for another, or a community that comes together to solve a local problem can inspire action. Media therefore has a responsibility beyond simply reporting what happens. Media can help transform what is possible by telling stories that invite participation. Transformation through storytelling means identifying strengths, celebrating constructive action and making good examples visible. When people see someone like themselves taking initiative, they begin to believe that they too can contribute. Global TV seeks to become a platform, a space where stories do not end with applause, but lead to relationships, partnerships and action.

Appreciative Inquiry: Starting With What Works

One of the important approaches behind these initiatives is Appreciative Inquiry. Instead of beginning every conversation by asking what is wrong, we can begin by asking what is already working, who is doing something meaningful, what strengths are available, and what can be built together. Appreciative Inquiry Meetings can create exactly this kind of environment. Individuals, institutions and organizations can come together not merely to identify problems, but to discover strengths and imagine what can be achieved through collaboration. This changes the nature of development. People are no longer treated merely as beneficiaries waiting for solutions. They become contributors, creators and partners.

Strength-Based Development

The same principle applies to development. Every person has strengths. Every institution has resources. Every community has knowledge. Every organization has relationships and capabilities. The challenge is to bring these strengths together in ways that create value. Strength-based development does not ignore challenges. It simply refuses to define people and communities only by their problems.

A young person may have technology skills. A retired professional may have experience. A school may have infrastructure. A social organization may have community networks. A media organization may have the ability to tell the story. A business may have resources or expertise. Individually, these assets may have limited impact. Together, they can create something much larger. This is why the future requires massive and collective collaboration models.

Partnership Requires Honest Conversations

True collaboration does not mean that everyone agrees with everyone else. The Global TV Challenge points to an important leadership principle: progress begins when people stop trying to please everyone and start expressing their minds honestly. A healthy team does not require constant agreement. It requires clarity, trust, accountability and the freedom to disagree constructively.

This principle is equally important for partnerships. When different people and institutions come together, there will naturally be different opinions, expectations and approaches. That is not a weakness. It can become a source of strength. Productive tension can make ideas better. It can expose risks, challenge assumptions and encourage people to think more deeply. The objective is not to eliminate disagreement. The objective is to make disagreement productive. A strong partnership allows people to say, “I disagree,” without becoming divided. It allows ideas to be challenged without attacking people. It allows difficult conversations to take place while preserving respect. When expectations are clear and people are accountable for their commitments, collaboration becomes much stronger. Accountability is not punishment. It is a declaration that the work, the mission and the people involved matter.

From Partnership to Participation

A partnership should not be understood merely as sponsorship or financial support. A meaningful partnership is an opportunity to participate. Global TV welcomes individuals, institutions and organizations to work together around initiatives that create opportunities for people. The objective is to build an ecosystem in which everyone has something to contribute, and everyone can benefit from meaningful engagement. This is the spirit behind Unit and Unique Partnership Initiatives: creating flexible models of collaboration around people, ideas, stories, resources, and opportunities. The emphasis is not on creating one large solution for everyone. It is on creating many small points of participation that can collectively produce a greater impact. Small acts can create greater impact when they are connected.

The Role of Media

Media has a key role to play in this transformation. A media platform can connect people who would otherwise never meet. It can recognize invisible contributions, highlight possibilities, introduce partners, document experiments, and inspire others to participate. The real power of media is not only in reaching millions of people. It is in helping one person discover another person, one institution discover another institution, and one idea find the resources required to become reality. That is why Global TV sees media as a platform for connection, recognition and action. The invitation is therefore open. Individuals can bring their skills, time, ideas and experience. Institutions can bring their infrastructure, knowledge and networks. Organizations can bring resources, expertise and opportunities. Together, these contributions can become partnerships that create lasting value.

Creating Opportunities Is the Best Opportunity

Perhaps the most important principle is this: Creating opportunities for others is the best opportunity in the world. When we create an opportunity for another person to learn, work, participate, lead, create or contribute, we are not simply helping that individual. We are strengthening the larger ecosystem around us. The future will belong to communities that learn how to collaborate across boundaries and convert goodwill into action. Unit and Unique Partnership Initiatives are an invitation to do exactly that. Let us tell better stories. Let us listen to strengths. Let us meet appreciatively. Let us speak honestly. Let us challenge ideas constructively. Let us connect people with possibilities. Let us build partnerships that turn intentions into rewarding actions. The goal is not simply to announce initiatives.

The goal is to put people into action and to make that action meaningful, rewarding, and impactful. That is where transformation begins.

CHALLENGE | Progress Begins When You Stop Pleasing People | Express Your Mind | Global TV

Progress in leadership begins when you stop trying to please everyone.

NV Paulose, Chairman, Global TV +91 98441 82044

That statement may sound uncomfortable, but effective leadership has never been about keeping everyone comfortable. It is about creating the conditions in which people can perform, challenge assumptions, take responsibility, and produce meaningful results. A leader who is constantly seeking approval eventually becomes reluctant to speak honestly, reluctant to challenge poor decisions, and reluctant to address difficult issues. The team may appear harmonious, but beneath that harmony can be frustration, avoidance, mediocrity, and declining performance.

Strong leadership requires something different: the courage to speak your mind, the clarity to express expectations, and the discipline to create productive tension. When leaders avoid disagreement, they often believe they are protecting relationships. In reality, they may be weakening them. When expectations remain unspoken, people are left to guess what matters. When difficult conversations are postponed, problems become larger. When everyone agrees simply because disagreement feels uncomfortable, the organization loses one of its most valuable assets: honest thinking. A healthy team does not need constant agreement. It needs clarity, trust, accountability, and the freedom to disagree constructively.

Stop Confusing Harmony With Performance

One of the most common mistakes in leadership is assuming that a good team is one where everyone gets along all the time. That is not necessarily true. A team can be pleasant and still be ineffective. People can smile in meetings, nod their heads, avoid confrontation, and leave the room without being committed to the decision. They may privately disagree but publicly remain silent. They may see risks that nobody discusses. They may know that a colleague is underperforming but avoid addressing it because they do not want to create tension. This is not harmony. It is avoidance.

Real teamwork requires people to be able to say, “I disagree.” It requires a leader to be able to hear, “I don’t think this will work.” It requires a team member to be able to say, “We are not meeting the standard.” And it requires everyone involved to understand that disagreement is not automatically disrespect. Disagreement can be a sign that people care about the outcome. The danger begins when leaders interpret every disagreement as a threat to authority. A leader who cannot tolerate challenge eventually surrounds themselves with people who tell them what they want to hear. The result is predictable: fewer difficult conversations, fewer new ideas, less accountability, and weaker decisions. Leadership becomes much easier when nobody challenges you. Performance, however, usually becomes much worse.

Speak Your Mind and Make Expectations Clear

People cannot consistently deliver against expectations that have never been clearly communicated. If a leader expects initiative, say so. If quality matters, define what quality means. If deadlines are important, establish them. If accountability is non-negotiable, make that standard visible. Too many leadership problems are created by expectations that exist in the leader’s head but never reach the team. Then, when people fail to meet those invisible expectations, the leader becomes frustrated. The team, meanwhile, may genuinely believe it has done what was asked. Clear leadership removes that ambiguity.

Speaking your mind does not mean being aggressive, insensitive, or unnecessarily blunt. It means being honest enough to say what needs to be said. It means replacing vague signals with clear communication. A leader should be able to say: “This is the standard.” “This is what I expect.” “This is where we are falling short.” “This is what needs to change.” “And this is why it matters.” That level of clarity gives people something useful to respond to. Without it, frustration accumulates silently.

What Happens When You Disagree?

This is where leadership becomes interesting. What happens when you disagree? Tension mounts. That tension is not necessarily a problem. In fact, the right kind of tension can be extremely productive. When two capable people disagree about a strategy, a policy, an initiative, a decision, or the direction of a project, something valuable can happen. They are forced to examine their assumptions. They have to explain their reasoning. They discover information the other person may not have considered. Weak arguments become visible. Strong arguments become stronger.

The objective is not to eliminate tension. The objective is to make tension productive. There is a major difference between destructive tension and productive tension. Destructive tension is personal. It attacks character, creates fear, encourages politics, and damages trust. Productive tension is purposeful. It challenges ideas, exposes risks, raises standards, and pushes people toward better decisions. The leader’s responsibility is to create an environment where the second type is possible. A team should be able to disagree without becoming divided. People should be able to challenge an idea without attacking the person presenting it. A manager should be able to hold someone accountable without humiliating them. We should learn the art of holding ourselves responsible as well. And once a decision has been made, the team should be capable of moving forward together even when everyone did not initially agree. That is maturity in leadership.

Tension Can Increase Performance

There is a reason performance often improves when tension mounts. Tension creates pressure. Pressure creates attention. Attention creates action. When people know that their work will be examined, challenged, and measured against a meaningful standard, they are more likely to focus. They prepare more carefully. They think more deeply. They take ownership. This does not mean leaders should create fear. Fear may produce short-term compliance, but it rarely produces sustained excellence. Productive tension is different. It communicates that the work matters. A leader who says, “This is important, and I expect us to get it right,” is creating healthy pressure.

A leader who asks, “Is this really our best work?” is creating productive tension. A leader who says, “I disagree with this approach. Convince me,” is inviting better thinking. The message is not, “I am trying to make your life difficult.” The message is, “The outcome matters enough for us to challenge ourselves.” That distinction matters. High-performing teams are rarely built around the absence of pressure. They are built around meaningful standards and the belief that people are capable of meeting them.

People Will Do Their Best When They Know They Are Accountable

When tension mounts in the right environment, people often rise to the occasion. They prepare. They communicate. They solve problems. They ask better questions. They become more deliberate about their decisions. That is performance. A leader should not underestimate the power of accountability. People generally want to know that their contribution matters. They want to understand what success looks like. They want feedback that helps them improve. They also need to know that poor performance will not simply be ignored. If high performers see that weak performance carries no consequences, their motivation eventually suffers. Why should someone repeatedly exceed expectations if someone else can consistently underperform without being challenged?

That is how resentment enters a team. Accountability is therefore not merely about correcting poor performers. It is also about protecting the motivation of people who are performing well. When leaders establish clear standards and consistently uphold them, they send an important message: everyone’s contribution matters, and everyone is responsible for the result.

Stop Seeking Value From Everyone

There is another important leadership lesson: you cannot produce your best results in an environment where your contribution is consistently undervalued. This does not mean a leader should expect constant praise. Leadership is not about being admired. It is about being effective.

But there is a difference between not receiving praise and being systematically ignored, undermined, or prevented from contributing. When people repeatedly experience an environment where their ideas are dismissed, their efforts are taken for granted, or their responsibilities exceed their authority, performance eventually suffers. People need some combination of trust, recognition, autonomy, and meaningful responsibility. If those conditions are absent for too long, even talented people begin to disengage. That is why leaders must pay attention to the environment they create. Are people comfortable telling you the truth? Do they know what you expect? Do they understand how their work contributes to the larger objective? Do they receive recognition when they deliver? Do they receive direct feedback when they fall short? Can they disagree with you without being punished for it? These questions reveal much more about a team’s health than whether everyone appears happy in meetings.

The Leader’s Job Is Not to Remove Every Tension

A mature leader understands that some tension is necessary. The goal is not to create a workplace where nobody is uncomfortable. The goal is to create a workplace where people are uncomfortable for the right reasons. They should be uncomfortable with mediocrity. Uncomfortable with missed commitments. Uncomfortable with weak reasoning. Uncomfortable with poor customer outcomes. Uncomfortable with the gap between what the team says it wants and what it actually does. That discomfort can become energy. It can push a team to improve.

But the leader must manage it carefully. Productive tension requires psychological safety and mutual respect. People need to know that disagreement will be evaluated on its substance rather than punished because it challenges authority. The strongest teams can have intense debates and still trust one another afterward. They can disagree strongly about the decision and remain aligned around the mission. They can challenge the leader and still respect the leader. That is not dysfunction. That is organizational strength.

Speak Clearly. Expect More. Let People Rise.

Leadership requires courage. You will disappoint people when you set standards. You will create disagreement when you speak honestly. You will experience tension when you hold people accountable. You cannot avoid these realities and still expect consistent high performance. The answer is not to become harsh. It is to become clear. Tell people what matters. Tell them what you expect. Tell them when the standard is not being met. Invite disagreement. Challenge assumptions. Then, everyone listens carefully. You can then make decisions and hold yourself and the team accountable for execution.

Do not confuse being liked with being respected, and do not confuse the absence of conflict with the presence of trust. A team that never disagrees may simply be a team that has stopped speaking honestly. A team that can disagree, debate, challenge one another, and then works together toward a decision is far more powerful. Progress begins when people stop performing for approval and start contributing honestly. It begins when leaders stop trying to eliminate every uncomfortable moment and start using tension as a tool for growth. And it reaches its highest level when people understand that accountability is not punishment—it is a declaration that the work, the mission, and the people doing it matter. Productive tension is therefore not the enemy of performance. Used with clarity, respect, and purpose, it is one of the forces that creates it.

Mind the Unconscious Mind | The Unconscious Mind Is Always Learning | Global TV

The environment around us is teaching us all the time | The people around us are constantly providing patterns for us to absorb | Global TV

NV Paulose, Chairman, Global TV +91 98441 82044

When we think about learning, we usually imagine a classroom. A teacher stands in front of students, explains something, and the students consciously listen, understand, and remember. We imagine learning as something deliberate. Someone teaches, someone learns, and at the end of the process, both know what has happened. But some of the most powerful learning in our lives does not happen this way. We learn from what people say, but also from how they behave. We learn from the stories our parents tell us, the decisions our teachers make, the way our leaders respond to difficult situations, and the values they demonstrate when nobody is watching. We may not understand the lesson at the time. We may not even remember the conversation. Yet something may remain inside us. Years later, we may discover that a sentence, a gesture, or a story from our childhood has quietly influenced the way we make decisions.

This is why I often think about my mentor. He was my mentor when I was in the seventh standard. At that age, I did not fully understand many of the things he told me about the establishment, management, conflicts, and values. But he repeatedly told me something that stayed with me: “I will never compromise on my values.” I did not know then that I was learning something that would influence my entire life. My conscious mind may not have understood the lesson, but something deeper was absorbing it. Years later, when my mentor complained that my progress was slower than it should have been, I told him, “If my progress is low, you are responsible.” He asked why. I reminded him that he had planted those values in me when I was a seventh-standard student. He had influenced me without asking my permission. And I was happy that he had.

There is a beautiful traditional story from the Mahabharata that gives us an extraordinary metaphor for this idea. Abhimanyu, the son of Arjuna and Subhadra, is traditionally said to have heard his father explaining the Chakravyuha, the complex military formation used in the Kurukshetra war, while he was still in his mother’s womb. In the popular telling of the story, Arjuna explains how to enter the formation while Subhadra is listening. She eventually falls asleep before Arjuna explains how to come out, and therefore Abhimanyu is said to have learned how to enter but not how to exit. The story later becomes tragic when Abhimanyu enters the Chakravyuha during the war and becomes trapped inside it. The story is often repeated as an illustration of learning before birth. It should be treated as a traditional account rather than a settled historical or scientific claim, and versions of the story differ.

Yet whether we approach it as mythology, cultural wisdom or metaphor, there is a profound idea inside it: the environment around us is teaching us all the time. The people around us are constantly providing patterns for us to absorb. A child watches how a parent responds to failure and learns something about failure. A young employee watches how a manager treats a junior colleague and learns something about power. A student observes how a teacher responds when a student makes a mistake and learns whether mistakes are dangerous or whether they are opportunities to learn. Nobody may have delivered a formal lesson. Yet learning has taken place. The story of Abhimanyu reminds us to think beyond the classroom. Perhaps the question is not only, “What are we teaching?” Perhaps the more important question is, “What are people learning from being around us?”

This is where ideas associated with Neuro Linguistic Programming, or NLP, can provide an interesting conceptual lens, provided we are careful about what we claim. NLP is often described as an approach that pays attention to language, patterns of behaviour, perception and the way people construct their experience. Its presuppositions are not established scientific laws, but some of them can be useful as practical questions about communication and learning. One particularly useful way to think about this is through modelling. People often learn not only from instructions but from observing patterns. If a child repeatedly watches a parent respond to difficulty by saying, “This is impossible,” that child may begin to associate difficulty with helplessness. If the child instead hears, “This is difficult, but let us see what we can do,” a different possibility is being modelled. The same applies in organizations. If leaders respond to mistakes by searching for someone to blame, people learn to hide problems. If leaders respond by asking, “What can we learn from this?” people learn that speaking about problems is safer and more useful. Language matters because language frames experience.

The questions we repeatedly ask can influence what people notice. The labels we repeatedly use can influence how people see themselves. If we keep telling a young person, “You are careless,” we may gradually make carelessness part of the identity they carry. If we instead say, “You are capable of being responsible, and I want you to take ownership of this,” we are communicating a different expectation. This does not mean that words magically reprogram the brain, and we should be cautious about the stronger claims sometimes made in the name of NLP. The scientific evidence for NLP as a therapeutic intervention is limited. But the broader and much more defensible lesson remains important: the language and behaviour surrounding people can shape what they notice, what they expect and what they believe is possible.

This connects naturally with Appreciative Inquiry, which begins from a very different question from the one we often ask when something goes wrong. Instead of beginning with, “What is wrong with this person?” or “Why are these young people irresponsible?” Appreciative Inquiry encourages us to look for what is already working, what gives life to people and organizations, and what possibilities can be created from those strengths. This way of thinking is particularly powerful when working with young people. Consider the difference between telling a young person, “You are irresponsible,” and asking, “Tell me about a time when you took responsibility for something important.” The first statement gives the person an identity. The second invites them to remember evidence of their own capability.

The first closes the conversation. The second opens it. This is one reason I find the story of my daughters so meaningful. I could have continued to see them as the children who did not want to wake up early. But when they began working, they were ready at seven in the morning. They were waking up at five thirty or six because something had become meaningful and responsible to them. The question was not whether they were capable of discipline. They had demonstrated that they were. The question was whether the environment and responsibility had called that capability forward. Appreciative Inquiry asks us to notice these moments of strength and build from them. It shifts our attention from deficiency to possibility. It does not mean ignoring problems. It means refusing to define a person entirely by the problem. When we appreciate what is already working, we create a foundation on which something better can be built.

This is perhaps the responsibility of every parent, teacher, mentor and leader: to become conscious of the learning environment we create around other people. We are teaching even when we are not teaching. Our children are watching how we speak to people who cannot help us. Our employees are watching how we behave when something goes wrong. Our students are watching whether we respect questions. Young people are watching whether we practice the values we speak about. People learn from our reactions more powerfully than from our instructions. That is why my mentor’s words from seventh standard remained with me for so many years. He did not know exactly what would happen to those words. He simply lived by a principle and spoke about it. Somewhere along the way, that principle became part of me. Perhaps that is the deeper lesson behind the story of Abhimanyu too.

Whether or not we interpret the traditional account literally, it gives us a powerful image of learning beginning before conscious understanding. We may never know which of our words will remain in another person’s mind for twenty, thirty or forty years. We may never know which small gesture will become a turning point in someone’s life. We may never know which question will change the way a young person sees themselves. Therefore, we should be careful about what we repeatedly communicate. More importantly, we should deliberately communicate possibility. Instead of asking only, “What is wrong with you?” ask, “When have you done this well?” Instead of saying, “You cannot do this,” ask, “What would make this possible?” Instead of defining people by their weaknesses, help them discover their strengths. We are all leaving messages in the minds of people around us. Some will be forgotten. Some will remain. And some may become part of the person they eventually become. The unconscious mind may not announce that it is learning, but it is always listening. So the question is not whether we are teaching. The question is what we are teaching without realizing it.

Step Back | The Leadership Skill We Often Forget: Step Back | Leading from behind | Dr. Harsha Halahalli, Registrar, Nitte University | Global TV

We are taught to believe that leadership means being visible, but it is the ability to recognize another person, bring them to the forefront, and then step back.

NV Paulose, Chairman, Global TV +91 98441 82044

We often imagine leadership as standing in front. The leader is the person on the stage, the person holding the microphone, the person making the announcement and receiving the recognition. We are taught to believe that leadership means being visible. But there is another kind of leadership that is much quieter. It is the ability to recognize another person, bring them to the forefront, and then step back. It may look like a small gesture, but it can communicate something much bigger: “You matter. I see your contribution. I trust you. Now it is your turn.” I was reminded of this while thinking about Dr. Harsha Halahalli, Registrar, Nitte University, and a simple gesture that, at first glance, might appear insignificant. When we see something only as a small gesture, we sometimes miss what it is actually communicating. Recognition is not merely about saying something nice about another person. It can be a way of giving that person visibility, dignity, and responsibility.

This is particularly important in organizations. A leader who insists on being involved in everything may feel indispensable, but may actually be preventing other people from developing. If every decision has to come through one person, people learn to wait rather than take responsibility. If every achievement is presented as the leader’s achievement, others stop feeling ownership. If the leader always speaks first, others may never learn to speak with confidence. Real leadership requires knowing when to take responsibility and when to pass it on. Sometimes the best thing a leader can do is introduce someone, give them the opportunity, and then move aside. The moment you step back, you are sending a message that the other person is capable. You are not simply giving them a platform. You are giving them responsibility for what happens on that platform.

This lesson applies far beyond formal leadership. Parents can use it with their children. Teachers can use it with students. Managers can use it with employees. Mentors can use it with younger professionals. Whenever we see someone who is capable, we should ask ourselves whether we are helping that person become more independent or simply keeping them dependent on us. It is easy to say that young people need guidance. Of course they do. Experience matters, and older generations have lessons that should not be ignored. But guidance does not mean control. There comes a point when the person we are guiding needs to take the lead. A parent may need to stop making every decision for a child. A teacher may need to allow a student to solve a problem without immediately providing the answer. A manager may need to allow an employee to handle an important responsibility without constantly interfering. Stepping back does not mean abandoning someone. It means trusting them enough to grow.

There is also something powerful about appreciation itself. When we appreciate people, we are not reducing ourselves. In fact, we create a stronger environment around us. A person who receives genuine recognition often becomes more confident and more willing to contribute. Someone who is trusted with responsibility begins to behave more responsibly. Someone who is given an opportunity often discovers abilities they did not know they possessed. This is why appreciation should not be treated as a courtesy or as something we do only on special occasions. It should become part of how we work with people. Tell someone when they have done something well. Give credit when it is deserved. Introduce a talented person to someone who can help them. Ask a younger person for their opinion. Allow someone else to present the work. And when the moment comes, do not feel the need to take the attention back. Let them have it.

Perhaps this is one of the most difficult lessons for anyone who has spent years building a reputation. After working hard to become respected, it is natural to want to remain at the centre. But leadership is not about remaining at the centre forever. It is about creating people who can stand confidently without you. The strongest leader may not be the person everyone remembers seeing on the stage. It may be the person who helped others reach the stage in the first place. There will always be moments when we can choose between taking the credit ourselves and giving it to someone else. There will be moments when we can answer a question ourselves or allow another person to answer it. There will be moments when we can remain in the spotlight or step aside. When those moments come, remember that stepping back is not stepping down. Sometimes the most powerful thing a leader can do is to recognize another person, give them responsibility, and have enough confidence to let them take centre stage.

Sunita Williams | The Woman Who Took a Dream to the Stars | Global TV

Some people look at the sky and see something beautiful. Others look at the same sky and ask a different question: What lies beyond it? Sunita Williams belongs to the second kind.

NV Paulose, Chairman, Global TV +91 98441 82044

Born in Euclid, Ohio, on September 19, 1965, and raised in Needham, Massachusetts, Sunita Lyn Williams grew up in an American family with a remarkable blend of cultures. Her father, Dr. Deepak Pandya, was of Indian Gujarati heritage, while her mother, Bonnie Pandya, was of Slovenian American heritage. Williams has always carried both sides of that heritage with pride. Her father’s ancestral roots lie in Jhulasan village in Gujarat, a place that has watched with immense pride as one of its descendants travelled farther from Earth than most human beings could ever imagine.

But Sunita Williams’s story is not simply a story about heritage. It is a story about dreams, discipline, service and perseverance. Before she became an astronaut, she became a naval officer and a pilot. She graduated from the United States Naval Academy in 1987 with a degree in physical science and later earned a master’s degree in engineering management from the Florida Institute of Technology. As a naval aviator, she flew numerous types of aircraft and accumulated thousands of hours of flying experience. Her career eventually led her to the United States Naval Test Pilot School and then to NASA.

NASA selected Williams as an astronaut candidate in 1998. That selection changed the direction of her life, but perhaps it did not change the quality that had brought her there in the first place. She was willing to prepare, willing to learn, willing to serve, and willing to go where very few human beings had gone before.

From the Navy to the International Space Station

Williams first travelled into space in December 2006 aboard Space Shuttle Discovery as part of the STS 116 mission. She joined Expedition 14 aboard the International Space Station and later became part of Expedition 15. During that mission, she conducted several spacewalks, working outside the station in the extraordinary environment of space. A spacewalk is difficult to imagine from Earth. Outside the spacecraft there is no atmosphere to breathe, no ground beneath the feet and no ordinary sense of up or down. Every movement has to be deliberate. Every tool has a purpose. Every procedure requires preparation. Williams embraced that environment and became one of the most experienced spacewalkers of her generation.

Her second major mission began in 2012, when she travelled to the International Space Station aboard a Russian Soyuz spacecraft. She served as a flight engineer for Expedition 32 and subsequently became commander of Expedition 33. NASA records that she was the second woman to command the International Space Station. That achievement was significant not merely because she was a woman. It was significant because leadership in space is leadership under circumstances unlike anything experienced on Earth. The International Space Station is a laboratory, a home, a workplace and an international partnership moving around Earth at extraordinary speed. Commanding it requires technical knowledge, calmness, teamwork and the ability to make sound decisions in an environment where mistakes can have consequences far beyond an ordinary workplace. Williams carried that responsibility.

Carrying India into Space

There is another dimension to Sunita Williams’s story that connects particularly strongly with Indians. Her father’s family came from Gujarat. Williams visited India and her ancestral village of Jhulasan, including visits in 2007 and 2013. In 2012, during her second expedition, she also spoke with students in Ahmedabad from the International Space Station. The people of Jhulasan have followed her career with an affection that goes beyond the pride normally associated with a famous person from one’s community. For many Indians, her story became a reminder that identity does not have to be confined by geography. A child can be born in America, educated in America, serve in the United States Navy, become a NASA astronaut, and still carry the memory of an Indian family heritage into orbit.

Williams herself has spoken about the influence of her family and cultural background. During her visit to Gujarat in 2013, she spoke of Mahatma Gandhi and Mother Teresa as role models and described her parents as heroes in her life. She also encouraged young people to pursue their dreams and to see themselves as participants in the future of space exploration. That message may be more important than any record she has set. Records eventually belong to history. Dreams belong to the future.

The Unexpected Mission

Williams returned to space in June 2024 for what was intended to be a short test flight of Boeing’s Starliner spacecraft with fellow NASA astronaut Barry Wilmore. The mission did not go according to its original timetable. Technical problems with Starliner, including issues involving its thrusters and helium system, led NASA to decide that the spacecraft would return to Earth without its crew. Williams and Wilmore remained aboard the International Space Station and eventually returned to Earth as part of SpaceX’s Crew 9 mission in March 2025.

What was planned as a brief test mission became an extended stay of approximately nine months. For the public, it became one of the most talked-about human spaceflight stories of recent years. For Williams, however, it became another test of the qualities that had defined her career: patience, professionalism, adaptability, teamwork and perseverance. She and Wilmore continued their work aboard the station, participating in scientific and operational activities while waiting for the arrangements that would bring them home. On March 18, 2025, Williams finally returned to Earth aboard the SpaceX Crew Dragon with the Crew 9 astronauts. The journey that was supposed to last only days had lasted 286 days.

The world watched her come home. But perhaps the most beautiful part of the story was that while she had been away from Earth, millions of people on Earth had been thinking about her. In Jhulasan, prayers were offered. In India, people followed the mission. Students remembered the astronaut who had spoken to them from space. And around the world, her calm determination became another lesson in what it means to persevere.

A Career Measured Beyond Records

In January 2026, NASA announced that Williams had retired from the agency, effective December 27, 2025, after 27 years of service. The numbers alone are extraordinary. NASA records that Williams spent 608 days in space, making her second among NASA astronauts for cumulative time in space. She completed nine spacewalks, totaling 62 hours and 6 minutes, the highest cumulative spacewalking time by a woman and fourth highest overall at the time of her retirement. She also became the first person to run a marathon in space.

But numbers do not adequately describe a life. A number can tell us how many days she spent in orbit. It cannot tell us how many children looked at the night sky and wondered whether they too could reach it. A number can tell us how many hours she spent outside the space station. It cannot tell us how many young women saw her and thought, perhaps for the first time, that the worlds of aviation, science, engineering and space belonged to them too. That is the larger legacy of Sunita Williams.

The Universe Belongs to Those Who Dream

There is something particularly appropriate about inviting Sunita Williams to Mangaluru. Mangaluru has always been a city that looked beyond its immediate boundaries. Its tiles travelled across the world. Its entrepreneurs built institutions. Its banking tradition earned it the reputation of being the Cradle of Indian Banking. Its people travelled far, while maintaining deep connections with the land from which they came. Perhaps that is why Mangaluru can afford one more dream.

We may dare to call it the Universal Motherland. Not because Mangaluru is literally the birthplace of the universe. Not because geography permits such a claim. But because a motherland can also be a place from which dreams begin. And the universe, in a very human sense, belongs to those who genuinely dream of it. Sunita Williams understood that dream. She did not merely look at the stars. She went there. She lived there. She worked there. She led there. And eventually, she came back to Earth carrying with her something far more valuable than records: a story of courage, service and perseverance that belongs to everyone who has ever looked upward and wondered, “Why not?”

That is why Mangaluru would be honoured to welcome her. In January 2027, Rotary District 3181 will gather in Mangaluru for Rotary Utsava 2027, its 11th District Conference, under the theme “A Festival of Service, Culture and Fellowship.” It is a celebration built around the same values that have shaped Williams’s journey: service to others, fellowship across cultures and the courage to pursue possibilities beyond the familiar. Perhaps, then, the invitation is more than an invitation to an astronaut. It is an invitation to a dreamer. From Gujarat’s Jhulasan to the United States Navy, from the cockpit of a helicopter to the International Space Station, from Earth to the stars and back again, Sunita Williams has shown what can happen when a human being refuses to place a ceiling on possibility. Mangaluru now has a dream of its own. The Universal Motherland would be honoured to welcome the woman who carried one of humanity’s greatest dreams to the stars.

Time | If You Have No Time, Look at Your Jar | Global TV

Small distractions have been taking the space that belongs to your most important goals |

NV Paulose, Chairman. Global TV +91 98441 82044

We often say, “I do not have time.” We say it when we miss a meeting, postpone an important task, fail to call someone, or find ourselves unable to do something we genuinely wanted to do. Being busy has become almost a status symbol. The busier we are, the more important we feel. But I have learned that not having time and not managing time are two different things. One of the most useful lessons I received about this came from Mr. M. B. Nair, who was then the General Manager of Corporation Bank and later became Chairman of Union Bank. I had met him several times and was always surprised by how busy he was. Yet, on one occasion, when six of us went to meet him, he was waiting for us at the appointed time. He welcomed us, offered us hospitality and spent thirty minutes with us. I could not understand how someone in such an important position could find thirty minutes for ordinary people like us.

Later, I asked him directly. I said, “Sir, you are such a busy person. In such a busy schedule, how did you find time to spend thirty minutes with us?” His answer gave me a simple way of thinking about time. He told me to imagine that everything we need to do in a day can be placed into five categories: bricks, stones, pebbles, sand and water. The bricks represent the most important things in our day. These are the activities that require our attention and cannot be ignored. They could be an important meeting, a major decision, an essential piece of work, time with family or anything else that genuinely matters. We should identify these first and place them properly in our schedule. We cannot put two major meetings at the same time and then complain that we do not have enough time. Once the bricks are placed, we can fill the remaining space with the stones, the next important activities. Then come the pebbles, followed by the sand. Finally, whatever space remains can be filled with water.

What Mr. Nair taught me was not simply a time management technique. It was a lesson about priorities. We often do the opposite. We begin the day by filling our time with small things. We answer messages, check notifications, attend to minor requests, scroll through our phones, respond to emails and deal with whatever happens to arrive first. By the time the important work demands our attention, the day is already full. Then we say we have no time. But the problem is not necessarily the amount of time available. The problem is that we allowed the small things to occupy the space that should have belonged to the important things. If you put sand into a jar first, there may not be enough room for the bricks. But if you put the bricks in first, the smaller things can fit around them. The principle is simple: important things must be given space before less important things consume that space.

I understood the lesson even more clearly when I thought about the thirty minutes Mr. Nair had given us. When we came to meet him, we were not one of his major responsibilities. We were the water. Yet he did not tell us that he was too busy. He organized his priorities. He entered a meeting, started it, assigned responsibilities to other people, stepped out, spent thirty minutes with us and then returned to the meeting. Someone else briefed him about what had happened while he was away. He had not magically created extra time. He had simply organized the time he already had. That is the difference between someone who manages time and someone who constantly complains about not having it. We often think successful people have more hours in their day. They do not. They have the same twenty four hours. The difference is often in what they allow into those hours.

So if you feel that you have no time, do not wait until the end of the day to think about it. Look at every hour. Take a piece of paper and ask yourself, “What was the brick in this hour? What important thing did I actually accomplish?” Then look at the stones, the pebbles, the sand and the water. You may discover something uncomfortable. You may discover that much of your day was filled before the important work ever had a chance. You may discover that your phone, other people’s priorities, unnecessary meetings and small distractions have been taking the space that belongs to your most important goals. Time management is therefore not about making every minute productive. It is about making sure that the important things get a place in your life. Put the bricks in first. Once the important things have their place, there will always be room for the rest.

Small Things, Repeated Every Day | Global TV

we can decide what we do today | We can decide whether we will learn something | We can decide whether we will keep a promise | We can decide whether we will appreciate someone |

NV Paulose, Chairman, Global TV +91 98441 82044

We often dream about doing something big. We want to build something extraordinary, achieve something that people remember, change an organization, create a successful business, transform our career or make a significant difference in the lives of others. There is nothing wrong with having big ambitions. But sometimes our desire to do something big prevents us from doing the small things that are actually within our control. We wait for the perfect opportunity, the right circumstances, more money, more time or a bigger platform. Meanwhile, ordinary days keep passing. The truth is that human beings may not always be capable of doing great things every day, but we are capable of doing small things every day. We can make a small improvement, help one person, learn one new thing, complete one important task, have one meaningful conversation or take one step towards a goal. These actions may appear insignificant when viewed individually, but their power comes from repetition.

This is one of the lessons I wanted to share with the younger generation. We sometimes place too much importance on dramatic achievements and too little importance on consistency. A student may want to become an expert but does not want to study for thirty minutes every day. Someone may want to become healthy but finds it difficult to exercise regularly. A professional may want to build a great career but does not consistently improve the skills that the career requires. We want the result without becoming comfortable with the repetition that produces the result. But almost everything worthwhile is built this way. A building does not appear because somebody decided one morning to construct it. It is built brick by brick. A strong relationship is not created through one grand gesture. It is built through hundreds of small acts of care, respect and trust. A career is not transformed by one good day. It is shaped by the decisions we make repeatedly over many years.

The difficulty is that small actions rarely give us immediate satisfaction. When we do something important once, we may not see any visible result. We study for one hour and our knowledge does not suddenly transform. We exercise for one day and our body does not immediately change. We help someone once and the world does not become a better place overnight. Because the result is not immediately visible, we are tempted to stop. This is where consistency becomes more important than motivation. Motivation can encourage us to begin, but repetition is what allows us to continue. We need to become comfortable with doing things that appear small today because we understand that their value may become visible only much later. The person who reads a few pages every day may eventually become deeply knowledgeable. The person who saves a small amount regularly may eventually build financial security. The person who treats people with respect every day may eventually build a reputation that no advertisement could create.

There is another important dimension to small actions. Small things are often the only things we can control. We cannot control the economy, other people’s decisions, organizational politics, technology, competition, or unexpected events. We cannot always decide when an opportunity will arrive. But we can decide what we do today. We can decide whether we will learn something. We can decide whether we will keep a promise. We can decide whether we will appreciate someone. We can decide whether we will spend an hour scrolling through our phones or use that hour to do something meaningful. We can decide whether we will react with anger or respond with patience. These decisions may look small, but our lives are essentially the accumulation of such decisions. The person we become is built through what we repeatedly do when nobody is watching.

So I have stopped expecting myself to do something extraordinary every day. I try to focus on small things that I can do consistently. Every day gives us opportunities to do something good, however small. Every hour gives us another opportunity to make a better choice. Every conversation gives us an opportunity to encourage somebody. Every problem gives us an opportunity to learn. We human beings may not be able to change the world in one day, but we can change one small thing today. Then another tomorrow. Then another the day after that. Eventually, those small actions begin to connect and create something much larger than any individual action. Do not underestimate the small things simply because they are small. What you repeat becomes a habit, what becomes a habit shapes your character, and what shapes your character eventually shapes your life.