D. P. Dash

गहना कर्मणो गतिः (gahanā karmaṇo gatiḥ) | କର୍ମର ଗତି ବଡ଼ ଗହନ ଅଟେ | complex are the ways of action (Gītā, chap. 4, ver. 17)

Professor D. P. Dash
research educator, academic editor, slow professor ...
professor.dpdash[at]gmail.com | WhatsApp +91 99378 28816

ORCID | ResearchGate | Journal of Research Practice | Research World

Wednesday, March 29, 2023

Village Land Records

Updated 10 October 2023

Note. The following list does not include: (a) properties recorded in the name of public deities where Jagannath Dash is a marfatdar or co-marfatdar, (b) properties already sold but still recorded in the name of Jagannath Dash.

Records Prior to Partition

Bhubaneswar (Unit 36, Rajarani): Khata 133, Plot 84 (0.175 acre)

Dasbidyadharpur: Khata 81, Plot 1898 (0.100 acre)

Dasbidyadharpur: Khata 158, 41 plots (13.85 acre)

Chaka 172, Plot 1893 Dauni (4.95 acre)
Chaka 244, Plot 2107 Dala Gahira (2.84 acre)
Plot 1927 (0.270 acre)  
Plot 1926 (0.040 acre) 
Plot 1925 (0.380 acre)
Plot 91 (0.120 acre)
Plot 122 (0.110 acre)
Plot 121 (0.140 acre)
Plot 125 (0.290 acre)
Plot 135 (0.100 acre)
Plot 138 (0.120 acre)
Plot 139 (0.090 acre)
Plot 89 (0.570 acre)
Plot 93 (0.030 acre)
Plot 1903 (0.530 acre)
Plot 134 (0.150 acre)
Plot 1896 (0.180 acre)
Plot 998 (0.020 acre)
Plot 725 (0.580 acre)
Plot 726 (0.100 acre)
Plot 727 (0.110 acre)
Plot 827 (0.080 acre)
Plot 1018 (0.020 acre)
Plot 1004 (0.020 acre)
Plot 1170 (0.070 acre)
Plot 1030 (0.770 acre)
Plot 222 (0.050 acre)
Plot 1024 (0.020 acre)
Plot 1019 (0.020 acre)
Plot 1895 (0.180 acre)
Plot 1899 (0.040 acre)
Plot 1011 (0.200 acre)
Plot 1056 (0.040 acre)
Plot 1047 (0.040 acre)
Plot 996 (0.060 acre)
Plot 993 (0.070 acre)
Plot 1027 (0.070 acre)
Plot 1028 (0.030 acre)
Plot 1029 (0.030 acre)
Plot 1902 (0.060 acre)
Plot 715 (0.260 acre)

Dasbidyadharpur: Khata 505/329, Plot 84 (0.020 acre), Plot 85 (0.010 acre)

Dasbidyadharpur: Khata 505/330, Plot 128 (0.030 acre), Plot 137 (0.190 acre)

Dasbidyadharpur: Mutation pending, four plots purchased from Khata 388 (Moti Dash) -- Plot 90 (0.170 acre), Plot 92 (0.100 acre), Plot 123 (0.330 acre), Plot 124 (0.430 acre)

Partition Order

Civil Suit No. 330 of 2003, in the Court of the Civil Judge (Sr Division), Puri, Odisha -- Order dated 6 May 2004 (Schedule A - Jagannath Dash)

Records Arising Out of Partition

Bhubaneswar (Unit 36, Rajarani): Khata 604/726, Plot 84/1455 (0.090 acre)

Dasbidyadharpur: Khata 505/328, Plot 220/2415, 0.005 acre

Dasbidyadharpur: Khata 505/332, 22 plots (5.440 acre)

Chaka 55, Plot 72/2337 Kanti Tala (1.920 acre)
Chaka 245, Plot 2108 Dala Gahira (0.47 acre)
Plot 140 (0.180 acre)
Plot 256 (0.040 acre)
Plot 107 (0.840  acre) 
Plot 86 (0.060 acre) 
Plot 87 (0.130 acre) 
Plot 82 (0.020 acre) 
Plot 83 (0.040 acre) 
Plot 792 (0.090 acre) 
Plot 594 (0.030 acre) 
Plot 1290 (0.470 acre) 
Plot 901 (0.220 acre) 
Plot 1939 (0.100 acre) 
Plot 1053 (0.090 acre) 
Plot 1909 (0.110 acre) 
Plot 1907 (0.020 acre) 
Plot 1908 (0.040 acre) 
Plot 1022 (0.010 acre) 
Plot 791 (0.320 acre) 
Plot 1518 (0.220 acre) 
Plot 1142 (0.020 acre, Jalasaya 2)

Dasbidyadharpur: Khata 505/334, 5 plots (1.230 acre)

Plot 126 (0.070 acre)
Plot 141 (0.230 acre)
Plot 818 (0.320 acre)
Plot 1920 (0.160 acre)
Plot 1956 (0.450 acre, Jalasaya 2)

Ichhapur: Khata 264/53, Chaka 34, Plot 124 (4.050 acre)

Mutation Pending

Dasbidyadharpur: Khata 30, Bhagaban Dash's share -- Half of Plot 1377 (0.030 acre, Jalasaya 2)

Dasbidyadharpur: Khata 32, Bhagaban Dash's share -- One-eighth of Plot 258 (0.090 acre, Jalasaya 2)

Dasbidyadharpur: Khata 159 (Jagannath & Balabhadra Dash), Plot 136 (0.100 acre)

Dasbidyadharpur: Khata 336, Bhagaban Dash's share -- Half of Plot 220 (0.010 acre, Gharabari), Half of Plot 583 (0.010 acre, Jalasaya 1)

Dasbidyadharpur: Khata 334 (Bhagaban Dash) -- East half of Plot 1271 (0.230 acre), East half of Plot 1272 (0.040 acre) -- Note. Currently the entire area of both the plots appear recorded in Khata 505/155 (Balabhadra Dash) -- Plot 1271 (0.460 acre), 1272 (0.080 acre)

Dasbidyadharpur: Khata 528, Bhagaban Dash's share -- One-sixth of Plot 1520 (0.070 acre, Patita)

Dasbidyadharpur: Khata 529, Bhagaban Dash's share -- Half of Plot 695 (0.040 acre, Jalasaya 1), Half of Plot 696 (0.830 acre, Jalasaya 1), Half of Plot 697 (0.100 acre, Jalasaya 1), Half of Plot 714 (0.300 acre, Jalasaya 1), 

Sirei: Khata 697, Plot 47/2162 (0.200 acre), Plot 77/2163 (0.130 acre)

Monday, January 21, 2019

Research Ethics Workshop

On Sat, 19 Jan 2019, I conducted a one-day workshop on Research Ethics and Plagiarism for doctoral students at Xavier University, Bhubaneswar, India. We had four sessions, with the following aims:

Session 1. Ethical Fallacies (Aim: To enhance ethical awareness and guard against tendencies to justify unethical actions.)

Session 2. Principles of Research Ethics (Aim: To familiarise with the core ethical principles for research involving human participants and contextualise the principles in specific projects or social contexts.)

Session 3. Research Integrity (Aim: To appreciate the tenets of responsible conduct of research.)

Session 4. Recognising & Avoiding Plagiarism (Aim: To distinguish among different forms of plagiarism and adopt strategies for avoiding plagiarism.)

Useful resources on the web:
Equivalents of the word "plagiarism" in some Indian languages:
রচনাচুরি
साहित्यिक चोरी
ಕೃತಿಚೌರ್ಯ
ଲେଖାଚୋରି
கருத்துத் திருட்டு

Thursday, January 3, 2019

Doctoral Colloquium @ Mumbai

Professor D. P. Dash at S P Jain Institute of Management and Research (SPJIMR), Mumbai, India, 12 Dec 2018
I was a panel speaker at the doctoral colloquium, arranged by the S P Jain Institute of Management and Research (SPJIMR), Mumbai, India, on 12 Dec 2018, as part of the 8th PMRE Asia Forum (PMRE stands for Principles for Responsible Management Education, a UN-supported initiative). The title of my talk was: Responding to Values Through Research Practice. Here is the gist of my talk:

Researchers work at the boundary between confusion and clarity, scarcely knowing for sure which is which. As borne out by insider accounts of research, uncertainties and ambiguities encountered in the everyday practice of research require researchers to make choices, which are guided as much by objectivity and logic as also by the subjective assessment of researchers. Typically, personal, institutional, and social values influence the choice of research topics and methods. Researchers ought to become aware of the particular values and expectations guiding their work, so that they may exercise their individual agency while contributing to larger purposes. As a human endeavour, the activity of researchers impinge upon the lives of other human beings. Naturally, certain principles of honesty, fairness, transparency, responsibility, and justice must apply to research as much as these apply to other human activities. Therefore, in addition to contributing to larger purposes, researchers need to get accustomed to the idea of responsible conduct. As the practice of research expands to ever new domains, researchers are confronted with tasks for which the craft of research was not designed originally. Yet, the tools and procedures of research, adapted and used innovatively, seem to be effective for channelling individual contributions towards locally valuable outcomes. Such innovations in research appear to be proliferating in a variety of professional fields. Appreciating how research practice may be guided, moulded, or even transformed in response to personal and social values was the main focus of this seminar.

Professor D. P. Dash at S P Jain Institute of Management and Research (SPJIMR), Mumbai, India, 12 Dec 2018

Thursday, November 8, 2018

Deepavali Metaphor


ନିଜ ଅହମିକା ବଳି ଗଢ଼ିଲି ସଳିତା,
ତଇଳ କରିଲି ସ୍ମୃତି ପୁରୁଣା ସାଇତା;
ଜଳିଲା ପ୍ରଦୀପଶିଖା କରି ବିକିରଣ,
ଆପଣାକୁ ଚିହ୍ନିବାର ନବୀନ କିରଣ

I made a wick of my pride,
And lamp-oil of my memories;
The flame burnt bright, shedding
A different light, to look at me.

Image Source. "Diya Lamp." Emojipedia. Retrieved from https://emojipedia.org/diya-lamp/

Wednesday, September 26, 2018

Intentional Practices for Researcher Development

A recent article co-authored with two collaborators, in which we critically review our use of a variety of intentional practices for researcher development in Malaysia:

Ait Saadi, I., Collins, H. E., & Dash, D. P. (2018). Researcher development in Malaysia: A reflection-on-action. Studies in Graduate and Postdoctoral Education, 9(2), 259-273. https://doi.org/10.1108/SGPE-D-18-00013  ⏵  Free online access to 50 users: Eprint link

Abstract

Purpose
This paper aims to share reflections on a collaborative researcher development initiative in Malaysia – the Borneo Research Education Conference (BREC) series. Although the immediate focus is on graduate students, the intention is to trigger wider discussions of researcher development theory in the context of policy and practice in the region.

Design/methodology/approach
The paper takes a reflection-on-action approach, reflecting on experience and sharing the lessons learned.

Findings
Introducing researcher development programs requires careful consideration of the social, institutional and practical contexts in which it takes place. Although transformation of the field is a long-term process, this process can start with small intentional practices.

Research limitations/implications
The analyses and recommendations arising from the BREC experience are context-specific and therefore cannot be generalised. However, the paper offers guidance for other researcher development initiatives, especially in contexts where the field is not well established.

Practical implications
Deliberately designed practices, such as including a broad range of researchers and creating a safe space for active engagement in developmental activities, can have a positive impact on participant’s researcher identities, self-confidence and sense of belonging.

Social implications
Policymakers are encouraged to consider a more inclusive notion of researcher development, focussing both on the product and the process of doctoral education.

Originality/value
Documenting and sharing reflections of a researcher development initiative in a “developing country” context allows for the comparing and contrasting of experiences in other settings.

Keywords

Malaysia, Doctorateness, Researcher development, Transformative practice, Doctoral education, Academic praxis, Conference design, Reflection on action

Saturday, August 25, 2018

Horizontal Accountability Practices

A recent contribution to a conference, in which I presented my ideas on horizontal accountability practices that may be relevant for Indian institutions of higher learning:

Dash, D. P. (2018, August). Viewing university–community linkage through the lens of accountability: Suggestions for new accountability practices. In University–community linkage (monograph released on the occasion of Odisha Vikash Conclave, 2018, pp. 3-5). Odisha State Open University, Sambalpur, India.

Abstract

I argue that, in India, the prevailing mechanisms of accountability have not oriented universities towards contributing to the public good. Significant aspects of public interest remain unfulfilled in the sphere of higher education and research. As a remedy, I propose new accountability practices, which would bring institutions closer to those voices and interests which have been marginalised due to the current centralised regulatory regime. I propose the following horizontal accountability practices: (a) Public Transparency, (b) Public Interaction, (c) Transdisciplinary Competency, and (d) Watchdog Journalism. Universities ought to demonstrate critical friendship with indigenous and other communities they aim to serve.

Sunday, August 19, 2018

Odia University

My first newspaper article in Odia language, published today:

Dash, D. P. (2018, August 20). ଓଡ଼ିଆ ବିଶ୍ଵବିଦ୍ୟାଳୟ: ଅସ୍ପଷ୍ଟ ଆଭିମୁଖ୍ୟ [Odia University: Nebulous mission]. Dharitri, p. 6. Retrieved from http://dharitriepaper.in/edition/755/bhubaneswar/page/6


Summary in English

The article raises several questions relating to the possible focus, role, impact, and accountability of the new Odia University, proposed to be set up in the Satyabadi region of Odisha, India. The sociocultural scenario in that region presents a picture of stagnation or even gradual decline, since India's independence from colonial rule. In that setting, can a new university bring about a positive change? Can it generate the dynamism necessary for reconstituting a healthy and vibrant community there? Universities are not only mirrors of humanity’s great heritage, they are also laboratories for testing new visions of the future. Would the Odia University be engaged in studying only the ancient history of the Odia language or would it be equally engaged with the current promises and predicaments of the language, both within and outside Odisha? What active role would the university play in the construction of a future? There are many universities in the country which are not in a position to assert the exact benefits they are producing. We hear that most Indian graduates are neither employable nor self-supporting. Let us wish that the new Odia University may sustain a sense of responsibility, integrity, and quality in every sphere of its work.