The Role of NGOs in Promoting Welfare Activities .

NGOs contribute to a civil society by providing a means for expressing and actively addressing the varied and complex needs of society. NGOs promote pluralism, diversity, and tolerance in society while protecting and strengthening cultural, ethnic, religious, linguistic and other identities. NGOs advance science and thought; develop culture and art; protect the environment; and support all activities and concerns that make a vibrant civil society. NGOs motivate citizens in all aspects of society to act, rather than depend on state power and beneficence. NGOs create an alternative to centralized state agencies and provide services with greater independence and flexibility. NGOs establish the mechanism by which governments and the markets can held accountable by public.

Why do we need NGO's ?

A non-governmental organization (NGO) is an organization that is neither a part of a government nor a conventional for-profit business. Usually set up by ordinary citizens, NGOs may be funded by governments, foundations, businesses, or private persons. The existence of NGOs is proving to be a necessity rather than a luxury in societies throughout the modern world. I believe that the inability of the government alone to create just and sustainable societies is persuasively demonstrated throughout history. Prompted by the inadequacies of the state, citizens across the globe have developed organizations of civil society – NGOs – to help address a wide variety of social needs.

I believe that NGOs have three primary roles in advancing modern societies. First, NGOs can facilitate communication upward from people to the government and downward from the government to the people. Communication upward involves informing government about what local people are thinking, doing and feeling while communication downward involves informing local people about what the government is planning and doing.. Secondly, NGOs provide opportunity for the self-organization of society. NGOs enable citizens to work together voluntarily to promote social values and civic goals, which are important to them. They promote local initiative and problem solving. Through their work in a broad array of fields – environment, health, poverty alleviation, culture & the arts, education, etc. – NGOs reflect the diversity of society itself. They also help the society by empowering citizens and promoting change at the “grass roots”. Thirdly, In some cases, NGOs become spokespersons for the poor and attempt to influence government policies and programs on their behalf. This may be done through a variety of means ranging from campaigning and pilot projects to participation in public forums and the formulation of government policy and plans. Thus NGOs play roles from advocates for the poor to implementers of government programs; from agitators and critics to partners and advisors; from sponsors of pilot projects to mediators.

NGOs have a clearer link to a guiding purpose, the greater good. They actually take up the responsibility of fulfilling moral and social needs that ought to be taken by the government. After all, there’s more happiness in giving than receiving; NGOS truly embody this thought.

Importance of library

As students, we know the value of our community services, and our patrons appreciate their importance as well. But in an increasingly digital world, we see the role of libraries as community and cultural centers at times undervalued, and occasionally under fire. When shrinking municipal budgets combine with the nonstop technological revolution, public library services that focus on building community face-to-face, inspiring and educating patrons about art, literature, and music, and helping patrons engage in civil discourse can seem quaint. But it is precisely those shrinking budgets and the onslaught of technologically mediated life that make public libraries’ cultural and community offerings more important than ever.

• Libraries help revitalize struggling or depressed neighborhoods and downtowns
• Libraries are important partners in sustainability.
• Libraries’ special collections grow out of specific community needs.
• Archives preserve historic artifacts, oral histories, digital history projects, and monographs relevant to the community, including minority groups
• Libraries are places where people come to know themselves and their communities
• Libraries serve as catalysts for addressing social problems.
• Libraries, which champion, promote, and reflect important democratic values, are a part of the community’s political life.
• Library buildings as architectural structures are culturally relevant.

IMPORTANCE OF BOOKS

Books plays an important role in in our life. Books are our friends in a real sense. They demand nothing from us. They give us plenty of joy. We also learn a lot from them. They take us into a different world of imagination.  

Books encourage us when we are defeated. They inspire us to work hard with hope and courage. They remove our ignorance and add to our knowledge. Books enrich our experience and sharpen our intellect. Thus a good book is our true friend.

               

Why Women and Girls?

                                        

SSAB focuses on the empowerment of women and girls because they are disproportionately affected by poverty and discrimination; and suffer abuse and violations in the realization of their rights, entitlements and access and control over resources. Also, experience shows that, when equipped with the proper resources, women have the power to help whole families and entire communities overcome poverty, marginalization and social injustice.

The Education for All Handicapped Children Act: A Faltering Step Towards Integration

Before 1975, public schools had few obligations to children with disabilities. The vast majority of children, especially those with severe disabilities, were kept out of the public schools and even those who did attend were largely segregated from their non-disabled peers. However, in 1975 this changed with the passage of The Education for All Handicapped Children Act (P.L. 94-142), which required all schools receiving federal funding to provide handicapped children equal access to education and mandated that they be placed in the least restrictive educational environment possible. This drastic change in federal policy towards disabled children raises the question: what factors led to the passage of the 1975 Education for All Handicapped Children Act and what was its immediate impact on the educational experiences of disabled children in America?

It is important to recognize that the Act did not come out of nowhere. It was the logical result of a wave of activism that started after world war two and picked up steam during the 1960s and 70s. Though the civil right movement is mostly remembered for the rights that it brought racial minorities and women, it also created a movement demanding rights for those with disabilities. The act was brought on not just by public support, but also by legal pressure. Cases such asPennsylvania Association for Retarded Citizens v. Commonwealth of Pennsylvania and Mills v. Board of Education of the District of Columbia forced the government’s hand. These Fourteenth Amendment cases affirmed the right of children with disabilities to have access to an education. However, while the Education for all handicapped children act was groundbreaking in terms of what it promised, even President Ford in his statement on the signing of the act acknowledged that; “this bill promises more than the Federal Government can deliver” (Ford). Indeed, the years immediately following the passage of the act were fraught with problems. While some advancements were made, there were problems with funding, conflicting state and federal regulations, and a general confusion over who was in charge of implementing the policies laid out in the act. In the years immediately following the passage of the act, disabled students did gain greater access to more inclusive education; they just did not receive all that the act promised to them.

The situation for children with disabilities before the passage of the act in 1975 was mixed but generally negative. The Federal government placed no requirements on schools to educate those with disabilities. In addition, until the mid 1970’s no state provided protections for all students with disabilities. In most states, school districts were allowed to refuse an education to any student deemed to be “uneducable” (Martin p.26). For example, New York State deemed all children with IQ quotients below 50 uneducable and simply permitted, but did not require, school boards to institute special classes for these children at their own discretion (Harrison).Students were also deemed to be uneducable for a wide variety of reasons not connected to their IQ such as blindness and mobility limitations. Students who were denied a public education were left with relatively few options. Some were lucky enough to be placed in specialized private schools. These institutions, many of which were charities, provided students with varying degrees of educational opportunities in a segregated environment. Many other children remained at home and received no education at all. Other children, especially those with more severe mental disabilities were institutionalized. (Winzer p.375-81). Even those disabled students that were admitted into public schools faced difficult circumstances. Schools that admitted these students generally followed one of two strategies. The first of these methods involved placing students in regular classrooms with no special assistance or accommodations. Unsurprisingly, most students struggled in this situation. A second strategy involved the creation of segregated special education classes that isolated disabled students from their able-bodied peers. These classrooms were widely criticized for a variety of reasons. They were commonly characterized by untrained teachers and substandard facilities. Many worried that these classrooms served only to isolate and stigmatize students, not to offer them the remedial support that they needed. Multiple studies found theses programs to be ineffective (Winzer p.379). The magnitude of problems facing America’s disabled students was fully realized in 1972 when a Congressional investigation revealed that 1.75 million children with disabilities were receiving no education, 200,000 were institutionalized, and an additional 2.5 million were receiving a substandard education (Chambers).

In 1975, Congress passed the Education for All Handicapped Children Act with the goal of remedying the serious educational inequalities represented by these numbers. The central principle of the act mandated that all states receiving federal education funding must create a “policy that assures all handicapped children the right to a free appropriate public education” (Bill Summary & Status). In addition, the act stipulated that all disabled students must undergo an individual evaluation leading to an Individualized Education Program (IEP) designed to create a personalized plan to best fit the educational needs of each student (Ibid). In addition, the act required that students be integrated into regular classrooms to the greatest degree possible and that they be placed in the least restrictive environment while at the same time being granted access to the extra help and services that they would need. Parents were also granted an avenue to dispute decisions made about their children’s educational placement. (Ibid). A quick comparison of what the act promised and the situation that existed at the time of its passage shows that what it proposed was extremely ambitious. By 1977, states were required to completely change the way that they approached handicapped children. If implemented as promised, the lives of these children would be transformed from isolation and neglect to inclusion and education.

This ambitious act did not come out of nowhere. In fact, it was the result of years of activism and legal action focused on improving the lives of disabled children. The movement towards the inclusion of disabled children and disabled adults is general picked up momentum after world war two. The war effort forced more disabled people into the workforce. This engagement with society at large increased the visibility of disabled people and changed public perceptions about their place. As a result, many prominent people began to push for better education for disabled children (Winzer p.375). However, it was the civil rights movement of the 1960s and 70s that provided the final push that led to public education for the disabled. While it is largely remembered as a movement that brought rights to African Americans and women, the civil rights movement advanced the rights of almost all oppressed minority groups. Margret Winzer writes that:

“The fervent egalitarianism and humanism of the 1960s created a wholly new climate for exceptionality. The deprived and oppressed, and those who saw themselves that way, became more militant, and the civil rights movement brought decisive action to improve the lot of blacks, of Chicanos, of women, and of the disabled” (Ibid p.376)

Though disabled people had been oppressed and denied an education for centuries, it was the 1960s that finally created a serious movement to change this practice. This movement was led by a variety of groups most notably the American Association on Mental Deficiency (AAMD) The association for Retarded Citizens (ARC) and the Association for Children with Learning Disabilities. These groups, often led by the parents of children with disabilities, led a strong push for equal education (Ibid p.376-78). The movement was also helped tremendously by President John F. Kennedy whose interest in confronting the problems faced by disabled children was in large part driven by the fact that he had a mentally disabled sister (Ibid p.376). In 1963, Kennedy established the Division of Handicapped Children and Youth and revitalized the Bureau of Education for the Handicapped. He sent missions to study international programs for disabled children and pushed for greater rights for the disabled, especially those with mental disabilities. Grassroots movements were instrumental in creating awareness of the inequalities facing the disabled but the movement also benefited greatly by having someone of Kennedy’s stature behind it.

Though the civil rights movement brought changes in public perceptions, the fight for equal educational rights saw its greatest victories in Federal court rather than the court of public opinion. In 1954, in Brown v. Board of Education, the Court had asserted the principle that all children deserve equal quality education. However, 15 years later, this principle had not been applied to the handicapped. However, in the early 1970s, a series of court opinions invalidated the practice of denying handicapped children of an education and, in a sense, forced Congress to Act.  One of the most important cases in this regard was Pennsylvania Association for Retarded Citizens v. Commonwealth of Pennsylvania 343 F. Supp 279 (1972). This case challenged a Pennsylvania statute that required that all children attending Pennsylvania Public Schools to perform at a certain level. Those who did not perform at this level were deemed “unable to profit from… public school attendance” () and were not permitted to either start or continue to attend public schools. The plaintiffs in this case challenged the constitutionality of this statute on Fourteenth Amendment Grounds claiming that it denied disabled children of equal protection under the law. The case was settled with a consent agreement that schools may not “terminate or in any way deny access to a free public program of education and training to any mentally retarded child” (Pennsylvania Association for Retarded Citizens v. Commonwealth of Pennsylvania p.27). This decision was later reinforced in a Federal jurisdiction in Mills v. Board of Education of the District of Columbia 348 F. Supp. 866 (D.D.C. 1972). Therefore Congress was left with little choice but to pass this type of legislation. Despite all of the advocacy, it was legal judgments that finally led to the passage of such an act.

Even before the Act went into place, many expressed doubts that it could really deliver handicapped children the type of educational experience that it promised. Teachers unions were among the groups to voice the strongest opposition due to a mix of concerns. In a 1977 advertisement column in the New York Times taken out by the United Federation of Teachers, Albert Shanker, the president of the group, voiced displeasure with several aspects of the act. After giving general support for the principle that all students should receive an education, Shanker sought to explain to readers just how disabled some of the students that would soon be integrated were. In doing so, he highlighted some of the extreme examples such as: “Hydrocephalic children who were born with holes in their hearts, who turn blue periodically and have water on the brain and tubes in their heads which drain off the excess water” and “Children who still             need to be taught toilet training, self feeding and so forth” (Shanker). Shanker is certainly motivated to a certain extent by selfish reasons (the presence of disabled students does burden teachers to an extent) but he also anticipates the real challenges lying ahead. He then goes on to question the wisdom behind several key aspects of the act, especially that disabled students should be integrated to the greatest degree possible and that parents should be able to challenge their children’s placements: “No doubt many handicapped children belong in regular classes, but many do not. Under this law, almost all teachers will have handicapped children in their classes, but few have been trained to work with these children. Should the handicapped be taught by teachers who have not had such special training? Should the decision of the parent prevail over that of psychologists, the school principle, or previous teachers?” (Ibid). Shanker’s article, though self interested, rightly predicted that there would be problems implementing the act in such a short time, especially with the current funding and teacher training provided to local school districts.

In 1981, four years after implementation of the act began, the U.S Department of Education conducted a study of the implementation and impact of the act at the state level. The study sought to explain “why certain Federal and Congressional expectations are not being met” (United States p.2). The study found that many states were struggling to implement the mandates of the act. It found that State Education Agencies (SEA’s) were struggling mightily in there attempts to implement the supervisor provision of the law which required them to evaluate all programs for the deaf, blind and mentally retarded. The study found that attempts at implementation had resulted in “the allocation of a relatively high proportion of SEA resources, time, and effort which were only marginally effective in implementing the provision” (United States p.11). This ineffectiveness presented a clear issue. Not only were SEA’s spending a great deal of resources on trying to supervise and evaluate programs for disabled students; they were also doing a poor job. This meant that while many programs were being created, they were largely going unsupervised. This lack of supervision predictably led to uneven enforcement of the act and in many cases disabled children paid the price for this disorganization.

The fact that school systems were failing to meet the needs of disabled students was highlighted in 1980 by a report by the Education Advocates Coalition on Federal Compliance Activities to Implement the Education for All Handicapped Children Act. This report found that many students simply were not receiving the education promised to them by the Act. Most shockingly, according to the report, many children were in the exact same position they had been in before the passage of the act. It found that many handicapped children were still not receiving educational services and that of those that were, a large number had not received individualized evaluation or an individualized education program (IEP). In addition, many students were found to be unnecessarily segregated and those in regular classes were often without the extra services promised to them by the act (Education Advocates Coalition p.4-5).  The situations outlined in the report presented a major disappointment to disabled education advocates. Five years after the passage of the act, the lives of many handicapped children remained basically unchanged. The authors of the report deemed this situation to be:

“a national disgrace — a disgrace to the nation’s millions of handicapped children and their parents who rely on enforcement of PL 94-142 to provide for their children the opportunity to become independent, self-sufficient adults. It is also a violation of the trust of the United States Congress… And it is an affront to the nation’s taxpayers who will ultimately bear the expense of these children’s dependence and lack of skills”(Ibid p.5-6)

Despite these failures, many students did receive some benefits from the act. Though many disabled students did not receive all of the services promised to them, a large number did begin to move into public schooling and integrate into regular classrooms. According to the United States Department of Education, by 1984 fewer than 7 percent of all disabled students in the United States were being educated outside of public schools and two thirds of disabled children in public schools received at least part of their education in normal classrooms (Winzer p.382). This does not mean that all students were receiving individualized education programs or receiving all of the extra services that they needed. In fact, the individual situations of many disabled students may have changed for the worse as the moved away from specialized private learning environments into public school systems not fully prepared to teach them.

Today, though funding is still a major issue (Idea Reauthorization Quick Facts), public education is a given for all disabled students. The work of disability education advocates in the 1970s started a movement that completely changed the prospects for disabled children in America. Before the passage of the Education for All Handicapped Children Act in 1975, the majority of disabled children had no hope of receiving a free and appropriate education. Parents and other advocates of the rights of disabled students who fought against segregation and isolation in court could hardly have imagined the environment that is currently in place. However, that is not to say that the transition was seamless. The immediate impact of the bill was mixed. As many reports cited here indicate, implementing such an ambitious bill proved difficult and student experiences did not necessarily improve in the short term. However, the 1975 bill paved the way for important changes for millions of children. Though the mandates of the act were not immediately met, they provided goals that states could work towards achieving. By passing the Act, America stated its commitment to righting the educational inequalities facing the disabled. After that point, there was no going back to the dark past of isolation and exclusion.

Annual Report 15-16

Annual Report – 2015-16

Sewa Sansthan is an organization of studious and social workers which was established on 15 August 1947. This Institution has always been endeavoring for social, cultural, educational and economical upliftment of the masses through the association of various institutions. The salient objective of this institution is to ensure welfare of the nation with out any discrimination of catechism, untouchability and political grouping. The computer literacy has been taken special care in the year 2010-11 by this institution.

At present, the following institutions are working:

1.     H.I.V. awareness programme

2.     Saroj Devi Memorial Reading Room

3.     Bhojpuri Folk Literature Art Gallery

4.     Infant Development (Child Education & Nourishment)

5.     Ideal Spinning Wheel & Loom House

6.     Saroj Devi Memorial College

7.     Ideal Library      

8.     Cultural Development Council

9.     Agrauli Female School

10.    Yuvak Mangal Dal

11.    Mukteshwar Publication

1. H.I.V. Awareness Programme:- This year H.I.V. awareness derive has been operated under the aegis of autonomous institutions whose concise programme is being given in this report. AIDS is the crucial danger amongst all ailment for human. The only way of avoiding this ailment to have complete & correct information about H.I.V. (H.I.V. Virus) because the relevant knowledge can make possible to avert AIDS. A special training campaign was launched for those youths who reside in Delhi and Mumbai and a film was telecast at Second Saturday of each month at Agrauli and nearby villages.

You can make friendship with those who are suffering with AIDS/H.I.V. with out any fear because this is neither epidemic nor contagious disease. AIDS patients need your love and affection, Don’t discard them because affinity spreads love not AIDS.

Through this programme only five AIDS patients have been identified and the arrangement of medicines was made by district hospital. These posters were put on Railway Stations & Public Places.

2. IDEAL LIBRARY :- This library was established on 15 August 1947. It lies at the heart of many villages of two blocks which is at the bank of Dubhar and Belhari. This service sector is over the population of 2 lakhs. The people of every nook & corner of this district use this facility. Library has its own concrete building. The work of building expansions is under construction. There is a separate section of girls and boys. Library has mobile division by which books are sent to readers at various villages. Various Library centers have been established at various villages where a good number of books are sent and ordered. In referral years the total no. of such centers is 40. There is a plan to establish such centers to all the villages of district. The various services like, reference service, Manuscript Collection Service, Rare Book Collection Service and Publication Service are available in the library. Under the cultural functions, various programmes at various topics like – lecture series, symposium, group study, art skill exhibition, art & painting and drama performances have been organized from time to time. One block of the library was inaugurated by Shri Pratap Singh, commissioner, Varanasi district on 25 October 1975. The district magistrate, District Development Officer, Suptd. of police, District Organizer and Province Guard Group  Officers etc were present at that time. At that day, a debate took place over family planning and 20 point programme. In referral years, the total no. of books were 202118 in which total no. of reading book were 43320 and average no. of daily books were 200. The total expenditure over library was 108000.00. In the same year, a grant of Rs. 70,000 was received by Rajaram Mohan Roy Foundation by which the whole library was distributed in four parts. Under which a child library, women library, a library for old and an adult library for adult was established. Along with, a campus for child library was established separately. In coming years,  the development plan of its own building is under consideration.

3. Saroj Devi Memorial Reading Room: Saroj Devi Memorial Reading Room was also established with the inception of Library. The available books & magazines in Reading Room are to be sent at various library centers and colleges from which the residents, students & teachers from there are benefited. Total 50 books & magazine come in Reading Room out of which 10 daily, 15 weekly, 5 fortnightly and 20 monthly. This year, the total no. of beneficiary readers is 72150 in which daily average attendance is 30.

Improvement Plan for Library & Reading Room

A modern scientific plan is made for improving the Library & Reading Room Services. This plan is being sent to state & central government for financial aid.

                                                                              

The following programmes are kept under this plan:

1.     The more books to be purchased

2.     To make the counter to facilitate the interchange facility & to purchase the furniture & equipment.

3.     To appoint the trained employee.

4.     To purchase a Radio & a Loud-Speaker Set under the collective-hearing programme,.

5.     To expand the child department of Library

6.     To establish the library centers in 10 villages next year

7.     To arrange the furniture for 50 readers

8.     To arrange the furniture for children library

9.     To open an office in cultural city, Varanasi

3. Cultural Development Council : This council was established in 1955 for the patronage & development of Indian Art and culture. The objectives of the council to keep the Indian Art and Culture in its original form are enumerated below:

1.     To make the arrangement of teaching & training of Art & Culture.

2.     To establish the museums for compiling articles related to Culture and Artistry.

3.     To research on Art & Culture and publish the books & magazines.

4.     To organize the cultural programmes.

5.     To organize the symposium & meetings for the development of activities relating to Art & Culture.

6.     To organize the exhibitions on Art & Culture.

7.     To organize the Theatre performance, teaching & training of Theatre-Art and to organize the competition.

8.     To compile the Folk-Songs, Folk-Poetry and other Folk-Literature, Folk-Music, Folk-Drama, publications performance and to organize their competitions and to reward the same.

9.     To organize other activities this would be useful in the promotion of Art & Culture.

In referral years, Social meetings were held on national & social festivals like Independence Day, Republic Day, Gandhi Jayanti, Children’s Day, Basantpanchami, Saraswati Punaj, Holi, Deepawali, Eid etc. On the occasion of Annual Function, a big exhibition was organized related to Rural Art, Industry Trade & Family Planning. Physical & Educational competitions were held for youth and children.

 At the same time, a conference was held for women & youth. On the occasion of Basant Panchami, Folk-Song, Folk-Music, Fold-Drama and Folk-Meeting was organized. An expense of Rs. 3,00,000.00 was incurred against cultural events. A grant of Rs. 3000/- was received by the department of Cultural Affairs, U.P. during 1986-87 and a grant of Rs. 3000/- was also received by the department of National Integration, U.P. IN 1989-90 to organized cultural events.

4. Bhojpuri Folk Literature & Art Museum : Various things have been  compiled related to Bhojpuri Artistry in this museum. Here one can find a better collection of rare portraits of great men and their signature. The development plan of museum is under consideration.

5. Dissemination Plan of Sanskrit and Study & Research of Indian Culture : Several works have been concluded by the library for the dissemination of Sanskrit Language-Literature and Indian Culture. Bookish and other facilities are given for the study of Sanskrit & Indian Culture to regular & private scholars. Having been benefited by this programme, Shree Narsingh Pandey-Lecturer from the department of Sanskrit of Kamla Devi Degree College, Dubhar was awarded a “Degree of Vidwavaridhi” on the topic “Kalika Purarasya Sanskritik Adhyanam” from Shree Sampurnanand Sanskrat University. Shree Trilok Nath Pandey obtained a Ph.D. degree on  research of Hindi Literature from Kashi Vidyapeeth. There is a separate department of Sanskrit in library in which a good no. of books are available of various topics of Sanskrit Literature. On the occasion of this annual function a speech & essay contests were organized in Sanskrit.  At that time a scholary-symposium also took place for Sanskrit Scholars. In this financial year, a divisional festival of Theater Festival was organized by the U.P. Opera Academy in which institute got an opportunity of presentation under the efficient guidance of Director, Dr. Vivek Kumar Pandey. In which Videshiya Drama was presented which was acclaimed by the presented people. It is expected to get a chance to present “Videshiya” at Rajbhawan as well.

Child Welfare

6. Kindergarten (Pre-primary Welfare) : Under the regular child welfare scheme, this institution was established on 1950. Wooden Goods are kept for infant’s teaching & recreation. There is proper arrangement for the disposal of nutritious food & their health checkup. This institution is approved by Central Social Welfare Advisory Board. This year, there were two hundred infants in Kindergarten. During the year under reference, an amount of Rs. 72000/- was incurred on general administration & nutrition.                                                                                                                                                                                                                                                                                                                        Women Empowerment

7. Agrauli Women Empowerment :  This institute was established by the Women Development Corporation of Bihar for the Women Welfare Plan. The teaching & training arrangements are being made by this institution to educate the women for Domestic Art, Children’s Upbringing, family planning & health etc.  A women conference was organized on the occasion of Annual Function. There is a knitting & Embroidery school for women for which attempts are being made to organize the same. This year, the total no. of beneficiary women & girls were 50 and 90 respectively. A sum of Rs.12000/- was incurred on this plan.

8. The ambitious plan of Women Development Corporation of Bihar: This Corporation was called to give a presentation for the development of poor and destitute and it has been approved for the women’s development of Bihar. The participation of Kanchan and Sarita of Women’s Division was remarkable.

The aims are :

1.     To provide counseling to battered/tortured women and their families.

2.     To provide free legal aid.

3.     To make them become self dependant                                                                                                                                                        

9. Optional Proceedings Bureau: This Bureau was established on 1^st January 1983 on the evocation of Central Social Welfare Advisory Board. The ultimate goal of this bureau was to provide relief to abandoned, threatened and oppressed women and to find a way to Socio-Economic problems.

Social Welfare

10. Disabled House Services: This institute was established for physically & mentally handicapped and impaired persons who are endeavoring for teaching, training and rehabilitation of handicapped. The available services are as under:

1.     To detect the disability

2.     To advice the parents

3.     To send in hospital

4.     To provide education facilities

5.     To arrange the training facilities for employment.

6.     To provide the employment and to arrange employment elsewhere

7.     To help in receiving government aid to disabled

The ongoing training's are :

1.     Spinning Wheel

2.     Stitching, Knitting & Embroidery

3.     Family planning & Welfare

4.     Child growth & Nutrition

Spinning Wheel, Shirt Cloth etc are given to disabled free of cost.  For obtaining Medical treatment and equipments, the patients are given proper consultation & necessary help and they advised to move to concerned hospitals/places. This facility is available to disabled of all ages. In referral years, 10 disabled are benefitted by this house. Only two persons have been given employment by this house. The plan for making this house effective is under consideration.

Family Planning : The member of Sewa Sansthan, Ideal Library, Kindergarten, Yuvak Mangal Dal, Mahila Mangal Dal and their employees expressed his strong faith & taken oath to help in execution of their 20 points programme & family planning. Various Seminars were organized for family planning in many big cities including Balia. 

Dowry Eradication: All the members took a vow for not receiving dowry,  not making any discrimination on the ground of casteism and assured for full co-operation for its propagation.

Plantation: The member of the Institute, Library & Yuvak Mangal Dal were planted himself some trees for making plantation programme success. Inspire the people to plant the trees in this village & near by villages. Total 125 plants are planted this year. There is a plan to plant fruit trees on both side of the roads and lay bricks on it. The institute and Yuvak Mangal Dal will be benefited as well. Under Pollution Control Board of Azamgarh, the tree plantation and tree donation programme was carried out in several cities including Balia.