With its commitment to Sarva Shiksha Abhiyan in the beginning of the new millennium, India has joined the global "Education for all" movement. The Right to Education Act (RTE) in 2009, which foresees the provision of free and compulsory education for all children aged 6-14, elevated the access to elementary schooling to the status of a constitutional right. In the international development discourse "Education for all" is firmly established as a measure to promote democratic citizenship and human development, which can be seen from the report series issued by the UNESCO from 2002-15. Safeguards instituted in India for the representation of disadvantaged groups in educational institutions, politically contested as they remain (Thorat et al. 2016), further affirm the promises of modern education to function as a pathway to social inclusion and social mobility.

Inequality, Difference, and the Politics of Education for All

Herein, we report a promising graphene oxide (GO) anchored robust and thermally stable heterogeneous catalytic system containing the low cost and less toxic copper oxide as a catalytic active material...

Functionalization of Graphene Oxide with a hybrid P, N ligand for immobilizing and stabilizing economical and non−toxic nanosized CuO: An efficient, robust and reusable catalyst for C−O coupling reaction in O-arylation of phenol

Diaryl ethers form an important class of organic compounds. The classic copper-mediated Ullmann diaryl ether synthesis has been known for many years and involves the coupling of phenols with aryl halides. However, the use of high reaction temperature, high catalyst loading and expensive ligands has created a need for the development of alternative catalytic systems. In the recent past, organosulphur and organoselenium compounds have been used as building blocks for developing homogeneous, heterogeneous and nanocatalysts for this C-O coupling reaction. Homogeneous catalytic systems include preformed complexes of metals with organosulphur and organoselenium ligands. The performance of such complexes is influenced dramatically by the nature of the chalcogen (S or Se) donor site of the ligand. Nanocatalytic systems (including Pd17Se15, Pd16S7 and Cu1.8S) have been designed using a single-source precursor route. Heterogeneous catalytic systems contain either metal (Cu or Pd) or metal chalcogenides (Pd17Se15 or Cu1.8S) as catalytically active species. This article aims to cover the simple and straightforward methodologies and approaches that are adopted for developing catalytically relevant organosulfur and organoselenium ligands, their homogeneous metal complexes, heterogeneous and nanocatalysts. The effects of chalcogen (S or Se) donor, halogen (Cl/Br/I) of aryl halide, nature (electron withdrawing or electron donating) of substituents present on the aromatic ring of aryl halides or substituted phenols and position (ortho or para) of substitution on the results of catalytic reactions have been critically analyzed and summarized. The effect of composition (Pd17Se15 or Pd16S7) on the performance of nanocatalytic systems is also highlighted. Substrate scope has also been discussed in all three types of catalysis. The superiority of heterogeneous catalytic systems (e.g., Pd17Se15 immobilised on graphene oxide) indicates the bright future possibilities for the development of efficient catalytic systems using similar or tailored ligands for this reaction.

Organosulphur and organoselenium compounds as emerging building blocks for catalytic systems for O-arylation of phenols, a C-O coupling reaction.

A variety of organoselenium compounds (containing Se donor site) have been used as ligand scaffolds for developing transition metal catalytic systems during the last two decades. Such compounds are known...

Click chemistry in the synthesis of catalytically relevant organoselenium compounds: development and applications of catalysts for organic synthesis

Synthesis of Pd+2 complexes of Schiff bases (methyl 2-amino-6-benzyl-4,5,6,7-tetrahydrothieno[2,3-c]pyridine-3-carboxylate), spectral and catalytic activities

Complexes of metals with organotellurium compounds and nanosized metal tellurides for catalysis, electrocatalysis and photocatalysis

Suzuki−Miyaura coupling and O−arylation reactions catalysed by palladium(II) complexes of bulky ligands bearing naphthalene core, Schiff base functionality and biarylphosphine moiety

In this article, we introduce fractional Poisson felds of order k in n-dimensional Euclidean space $R_n^+$. We also work on time-fractional Poisson process of order k, space-fractional Poisson process of order k and tempered version of time-space fractional Poisson process of order k in one dimensional Euclidean space $R_1^+$. These processes are defined in terms of fractional compound Poisson processes. Time-fractional Poisson process of order k naturally generalizes the Poisson process and Poisson process of order k to a heavy tailed waiting times counting process. The space-fractional Poisson process of order k, allows on average infinite number of arrivals in any interval. We derive the marginal probabilities, governing difference-differential equations of the introduced processes. We also provide Watanabe martingale characterization for some time-changed Poisson processes.

Fractional Poisson Processes of Order k and Beyond

This thesis studies the relationship of the labouring poor with education and schooling in colonial India (1880s-1940s). It places this relationship in a complicated web of desires, intentions, and aspirations held by workers and their employers. Those who performed labour (artisans, agrarian labourers, factory-workers) and those who extracted labour (elites including factory employers, feudal elites, and colonial officials) had different expectations from the education system. The thesis centrally explores workers’ dreams of not wanting to be workers and not behaving as “workers” (the prescribed and expected identity of the labouring castes). I argue that these desires and dreams unfolded, became concrete, and were realized at the site of education, and took the form of aspirations for a non-labouring career. The educational site, however, due to its control by elites, was designed to retain workers as manual labour, while training, disciplining, and educating them to serve under various old and new regimes of labour (railway workshops, factories, missionary industries, artisanal workshops, agrarian farms). I have explored the successes, failures, and transformations of these contradictory desires and visions of workers and of elites, and have shown that various actors such as teachers, elite workers, female workers, the middle classes, and colonial officials often mediated and restructured these desires and visions at various levels.
	Childhood and the night, I argue, becomes the specific moments of working lives through which ideas and elements of these contradictory desires and visions were concretized. They become a site of contestation, with workers asserting their control over these times in order to realise their aspirations, and elites seeking to control these moments with the intention of producing a certain type of worker subjectivity that fit well with the logics of commodity production and labour extraction. Chapter 1 discusses the multiple desires and aspirations of Lucknow artisans, changes in their notions of childhood and night, and their relationship with the Lucknow Industrial School which sought to produce a trained and disciplined labour force for railway workshops and other modern industries. Chapter 2 narrates the experiences of Dalit agrarian labourers’ demand for education from missionaries, and their struggles to move out of a certain type of labouring regime. It also discusses the politics of Christian missionaries, Arya Samajis, and the Harijan Sevak Sangh, who all sought to keep “untouchables” tied to a labouring life. Chapter 3 describes the changing notions of childhood among factory workers and employers with regard to worker-children. I explore the histories of factory schools and workers’ demand for education as their “political right”. Chapter 4 unfolds the moment of the night as a site for workers to subvert the normative image of the worker. I study their attendance at night schools, night-time reading rooms and libraries, and their employers’ struggles to colonise workers’ nights and other leisure time.
	The thesis hopes to contribute to the history of labour, education, childhood, life-cycle, caste and class, Christian missions, poverty, leisure, and the reproduction of capitalist and conservative socio-economic order. It also opens up the field of proletarian childhood, working class literary culture, and the night as topics of research in the South Asian history.

Elías González

Papers

Complexes of metals with organotellurium compounds and nanosized metal tellurides for catalysis, electrocatalysis and photocatalysis

Suzuki−Miyaura coupling and O−arylation reactions catalysed by palladium(II) complexes of bulky ligands bearing naphthalene core, Schiff base functionality and biarylphosphine moiety

Fractional Poisson Processes of Order k and Beyond

Learning to Dream: Education, Aspiration, and Working Lives in Colonial India (1880s-1940s)

Dealing with Class Imbalance in Sentiment Analysis Using Deep Learning and SMOTE