In the states of Rajasthan and Tamil Nadu, there has been a noticeable increase in student suicides, which are attributed to the mounting pressures of NEET and JEE exams. Fueled by a strong desire for success, students dedicate themselves entirely to their studies, only to find themselves overwhelmed by depression when faced with failure. The differing responses of the Chief Ministers in these two states shed light on the severity of the issue. These varying approaches highlight the ongoing debate regarding the importance of ensuring the mental well-being of young minds amidst the relentless pursuit of academic excellence.
Rajasthan's Chief Minister, Ashok Gehlot, has taken a proactive stance by openly expressing his concerns about the growing instances of student suicide, particularly in Kota. In response, he has instructed officials to establish a committee aimed at providing suggestions for its prevention. Gehlot emphatically stated, ""I have announced the formation of a committee, and it will submit its report within 15 days."" Speaking at a review meeting centered around suicide cases among IIT and NEET aspirants in the coaching hub, Gehlot emphasized the significant burden placed on students in classes 9 and 10. He candidly remarked that enrolling students in these classes in coaching institutes was tantamount to a crime, and he also attributed partial responsibility to parents. Gehlot's approach seeks to address the systemic issues that contribute to these tragic incidents and aims to identify actionable solutions.
Conversely, the response from Tamil Nadu's Chief Minister takes an entirely different path. In an attempt to address the issue at its core, he boldly announced the discontinuation of the NEET exam altogether. He used the opportunity to uplift and encourage students, urging them to face life with self-assurance rather than harboring thoughts of self-harm. This approach stems from direct action and empathy, focusing on empowering the students while challenging the very source of their distress.
This stark contrast in response strategies highlights the essence of leadership within an ideal democratic framework. Effective leaders are expected to confront challenges by prioritizing solutions over the blame game. M.K. Stalin's approach, which involves delving into the root causes of the issue, exemplifies a commitment to comprehensively understanding the problem. By addressing these underlying factors, he aims to catalyze meaningful change and prevent future recurrences.
In contrast, Ashok Gehlot's response, which revolves around attributing blame to parents and external factors, raises pertinent questions about the effectiveness of such an approach. In a democratic society, leaders shoulder the responsibility of seeking constructive solutions that benefit the entire community.
#AshokGehlot #MKStalin #Students #Rajasthan #Kota #TamilNadu #Suicide #HWNews #DMK #Chennai
Rajasthan's Chief Minister, Ashok Gehlot, has taken a proactive stance by openly expressing his concerns about the growing instances of student suicide, particularly in Kota. In response, he has instructed officials to establish a committee aimed at providing suggestions for its prevention. Gehlot emphatically stated, ""I have announced the formation of a committee, and it will submit its report within 15 days."" Speaking at a review meeting centered around suicide cases among IIT and NEET aspirants in the coaching hub, Gehlot emphasized the significant burden placed on students in classes 9 and 10. He candidly remarked that enrolling students in these classes in coaching institutes was tantamount to a crime, and he also attributed partial responsibility to parents. Gehlot's approach seeks to address the systemic issues that contribute to these tragic incidents and aims to identify actionable solutions.
Conversely, the response from Tamil Nadu's Chief Minister takes an entirely different path. In an attempt to address the issue at its core, he boldly announced the discontinuation of the NEET exam altogether. He used the opportunity to uplift and encourage students, urging them to face life with self-assurance rather than harboring thoughts of self-harm. This approach stems from direct action and empathy, focusing on empowering the students while challenging the very source of their distress.
This stark contrast in response strategies highlights the essence of leadership within an ideal democratic framework. Effective leaders are expected to confront challenges by prioritizing solutions over the blame game. M.K. Stalin's approach, which involves delving into the root causes of the issue, exemplifies a commitment to comprehensively understanding the problem. By addressing these underlying factors, he aims to catalyze meaningful change and prevent future recurrences.
In contrast, Ashok Gehlot's response, which revolves around attributing blame to parents and external factors, raises pertinent questions about the effectiveness of such an approach. In a democratic society, leaders shoulder the responsibility of seeking constructive solutions that benefit the entire community.
#AshokGehlot #MKStalin #Students #Rajasthan #Kota #TamilNadu #Suicide #HWNews #DMK #Chennai
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NewsTranscript
00:00 In states of Rajasthan and Tamil Nadu, there has been a noticeable increase in student
00:04 suicides which are attributed to the mounting pressures of NEET and JEE exams. Fuelled by
00:10 a strong desire for success, students dedicate themselves entirely to their studies, only
00:15 to find themselves overwhelmed by depression when faced with failure.
00:20 The differing responses of the chief ministers in these two states shed light on the severity
00:25 of the issues. These varying approaches highlight the ongoing debate regarding the importance
00:30 of ensuring the mental well-being of young minds amidst the relentless pursuit of academic
00:35 excellence.
00:36 Hello everyone, my name is Zainab Zulkutty and welcome to HW News English.
00:41 Rajasthan's Chief Minister Ashok Gelot has taken a proactive stance by openly expressing
00:46 his concerns about the growing instances of student suicide, particularly in Kota. In
00:51 response, he has instructed officials to establish a committee aimed at providing suggestions
00:56 for its prevention. Gelot emphatically stated, "I have announced the formation of a committee
01:02 and it will support its report within 15 days."
01:06 Speaking at a review meeting centred around suicide cases among IIT and NEET aspirants
01:11 in the coaching hub, Gelot emphasised the significant burden placed on students in classes
01:16 9 and 10. He candidly remarked that enrolling students in these classes in coaching institutes
01:21 was a tantamount to a crime and he also attributed partial responsibility to parents. Gelot's
01:27 approach seeks to address the systematic issues that contribute to these tragic incidents
01:32 and aims to identify actionable solutions.
01:35 Conversely, the response from Tamil Nadu's Chief Minister takes an entirely different
01:39 path. In an attempt to address the issue at its core, he boldly announced the discontinuation
01:44 of the NEET exam altogether. He used the opportunity to uplift and encourage students, urging them
01:50 to face life with self-assurance rather than harbouring thoughts of self-harm. This approach
01:55 stems from direct action and empathy, focusing on empowering students while challenging the
02:00 very source of their distress.
02:03 This stark contrast in response strategies highlights the essence of leadership within
02:07 an ideal democratic framework. Effective leaders are expected to confront challenges by prioritising
02:13 solutions over the blame game. M.K. Stalin's approach, which involves delving into the
02:18 root cause of the issue, exemplifies a commitment to comprehensively understanding the problem.
02:24 By addressing these underlying factors, he aimed to categorise meaningful change and
02:28 prevent future occurrences.
02:31 In contrast, Ashok Gelot's response, which revolves around attributing blame to parents
02:35 and external factors, raised pertinent questions about the effectiveness of such an approach.
02:40 In a democratic society, leaders shoulder the responsibility of seeking constructive
02:45 solutions that benefit the entire community. Merely pointing fingers without addressing
02:50 the core issues can perpetuate a cycle of problems, leaving no room for tangible remedies.
02:56 The essence of democracy lies in the collective well-being of its populace. Leaders serve
03:01 as instrumental agents of positive change, and their ideal decisions should reflect a
03:05 commitment to identifying and resolving issues rather than perpetuating a blame-oriented
03:10 narrative.
03:11 By emphasising solutions and fostering collaborative efforts, leaders can cultivate an environment
03:17 where challenges are understood, addressed, and ultimately transformed into opportunities
03:22 for growth and progress.
03:24 In conclusion, the contrasting approaches taken by the Chief Ministers of Rajasthan
03:27 and Tamil Nadu in response to the alarming rise in student suicides due to exam pressures
03:33 highlight the multifaceted nature of leadership. While one adopts a path of comprehensive understanding
03:39 and active resolution, the other leans toward assigning blame.
03:43 These approaches underscore the pivotal role leaders play in shaping the well-being of
03:47 their citizens and emphasise the importance of nurturing a proactive and solution-driven
03:52 environment within an ideal democratic framework.
04:00 Thank you.
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04:16 you