Features

Time to Think

Published

4 years ago

2023/03/19

Thilina Walpola

Part Two

by Michael Patrick O’Leary

In my previous article I reviewed Hannah Barnes’s excellent book Time to Think about the bizarre and horrific events at the GIDS (Gender Identity Development Service) clinic operated by the Tavistock and Portman NHS Foundation Trust in north London. The NHS has closed the clinic after a number of damning reports. Why did it take so long to close it down? An insider told Barnes: ” because it was bringing in so much money they could not challenge it.” This is the business-orientated NHS of 2023. In 2015/16, GIDS’s income was 5.9 % of the Tavistock Trust’s total. Within a year, it had almost doubled to 10.4 %. That proportion grew further. The Tavistock needed the income GIDS brought in.

GIDS was set up in 1989 to provide talking therapies for young people who were questioning their gender identity. The Tavistock used to be a centre of excellence for psychotherapy (the talking cure) but concerns started as long ago as 2005 that children were not being given any meaningful counseling but were being put on a fast track to gender reassignment through drugs or surgery. By 2011, it seemed that it was routine practice to refer children to endocrinologists for prescription of puberty blockers. In 2011, a child of 12 was on blockers. By 2016, a ten-year-old was taking them.

Barnes’s title is ironic. GIDS claimed that children did not have to make a snap decision about gender reassignment because puberty blockers would give them pause and time to think. GIDS falsely claimed that the effects of these drugs were reversible and that they were harmless. The drugs caused various problems on which data was not kept. There is evidence they affect bone density, brain development and sexual function. The children were being used as guinea pigs but they were rarely offered follow-up appointments. GIDS did not keep in touch with its patients in the long term or keep reliable data on outcomes. Keira Bell regretted transitioning from female to male and took the Tavistock to court. GIDS had referred her for blockers at 16 and she had a double mastectomy at 20. Then she had second thoughts.

Millenarian Madness

Sometimes a madness overtakes the masses. I have been reading Norman Cohn’s influential book, The Pursuit of the Millennium: Revolutionary Millenarians and Mystical Anarchists of the Middle Ages, which I first encountered in my student days in the heady 60s. Cohn’s book was published in 1957 and influenced many people such as the French Marxist philosopher and writer Guy Debord and the British author Richard Webster who wrote a book, which I found quite impressive, about false allegations of child abuse, The Secret of Bryn Estyn (2005). Webster helped find lawyers for Dawn Reed and Christopher Lillie, former Newcastle nurses who were falsely accused of sexually abusing children in their care.

Reed and Lillie, who were first accused of child abuse in 1993 and only found not guilty in 2002, say that they would probably be dead, through suicide or murder, without Webster’s assistance. Webster said of Cohn’s work: “All three books seek to establish the role played in history by collective fantasies and all three are concerned with “the urge to purify the world through the annihilation of some category of human beings imagined as agents of corruption and incarnations of evil.”

Here in Sri Lanka we had the “Grease Yaka “phenomenon. When we lived in Uva province, there were a number of attacks blamed on bhuthaya, grease yakas or grease devils. Historically, a “grease devil” was a thief who wore only underwear or went naked and covered his body in grease to make himself difficult to grab if chased. In 2011, the “grease devil” became a night-time prowler who frightens and attacks women.

As Sri Lanka was experiencing Grease Yaka mania, riots were erupting all over the UK. Contagion Theory was formulated by Gustave Le Bon in 1896. According to him, crowds exert a hypnotic influence over individual members. In a crowd, people abandon personal responsibility and surrender to contagious emotions. A crowd can drive people toward irrational, even violent action.

Today, we have social media to spread madness.

Epidemic of Dysphoria

Transsexualism was discussed in the mass media as long ago as the 1930s. Time magazine in 1936 devoted an article to what it called “hermaphrodites”, treating the subject with sensitivity not sensationalism. When I worked in a local social security office in Manchester in the early 70s, there was one client who wanted to change the gender on their official documents but was unable legally to do so. The office staff were a hard-bitten, cynical lot but were sympathetic, if nonplussed. It is good that society has evolved so that practical measures can now be taken to address such a problem. Unfortunately, sympathy has been distorted by activism. Even Joe Biden has contributed his confused view of the issue by saying that regulations to protect children from transgender medical interventions and to restrict classroom instruction in gender ideology were “close to sinful.”

Crowds of Gender Ambiguous

Ambiguity of gender at birth is very rare. Incorrect description and assignment on birth certificates is also rare. While one might sympathize with people in this situation, giving blocker drugs, hormones and irreversible surgery to children is a drastic response. It is indeed a reinforcement of gender stereotypes. Just because very small boys do girly things does not justify physically changing their gender. When I was about four years old, I was fascinated by the pomp and theatre of the Mass and played at being a priest. Thank God my parents did not pack me off to a seminary and force me into a life of celibacy.

Young people appeared to be experiencing internalized homophobia and some families would make openly homophobic comments. It is not wise to reorder society and suppress freedom of speech because of birth defects in an infinitesimal minority. It is even more foolish to reorder society and suppress freedom of speech at the behest of men who have decided they are women without going for the surgery. One should sympathize and protect the rights of minorities but not kowtow to bullies who want to act out outdated gender stereotypes.

The original founder of GIDS, Dominic Di Ceglie, said that only about 5% of the young people seen at his clinic would “commit themselves to a change of gender” and that “60% to 70% of all the children he sees will become homosexual”. Barnes write: “Many of the young people did not seem in need of a specialist gender service at all. But because they were being seen by a gender service, it created the expectation for physical interventions. Why on earth would you wait a year and travel miles to receive therapy? this therapist asked. Clinicians feared they may be seeing fabricated or induced illness (FII), a presentation previously referred to as “Munchausen’s by proxy”.

Mass delusion extended to the GIDS staff. As external criticism grew, the service developed a “siege mentality”. One clinician, Matt Bristow (who happened to be gay), told Barnes that doubts and criticisms were regarded “as a personal affront rather than people raising legitimate professional concerns”. He and others recount how :”It was difficult to voice legitimate concerns when these were construed as a personal attack on people you cared for and admired. ” “It’s tribal, isn’t it? Anybody who speaks out against a system that they’re part of inevitably is going to have a hard time.” Staff who raised concerns about the safety of children were labelled “transphobic.”

Kathleen Stock writes in her book Material Girls: “something called ‘gender identity’ gripped public consciousness, strongly influencing UK and international institutions, and causing protests and even violence.” According to Stock, “In 2004, it was estimated there were about 2,000–5,000 trans people in the UK. Back then, the popular image of a trans person was mainly of a ‘medically transitioned’ adult trans woman, or ‘male-to-female transsexual’: an adult person of the male sex who had taken hormones over a long period of time to change many aspects of appearance, and who had also had ‘sex reassignment’ surgery to refashion natal genitalia.” That is not the case today. Today, according to the LGBT charity Stonewall, their “best estimate” of the number of trans people in the UK is “about 600,000”. Referrals to GIDS grew rapidly – in 2009, it had 97; by 2020, this figure was 2,500. Many of them opt to keep their natal equipment but still want to use women’s changing rooms and call themselves lesbians

There was, between 2009 and 2020, a 4,700% increase in the number of girls referred to GIDS. When asked publicly why three-quarters of referrals to GIDS were female, a representative of the Tavistock Trust said they simply didn’t know. Stephanie Davies-Arai closely followed events at GIDS for many years and founded the organization Transgender Trend in 2015. She was worried about the increase in young people, particularly girls, identifying as trans. She wanted quality research about why girls arrived at GIDS with a set of beliefs.

Satanic Abuse

“The history of medicine is scattered with psychosomatic diseases that appeared, spread like wildfire and then disappeared”. In Creating Hysteria: Women and Multiple Personality Disorder, published in 1999, journalist Joan Acocella described how a disease so rare that most doctors never came across it turned into an epidemic. I had dealings with the Tavistock Clinic in the 1990s when they were promoting the idea of Satanic Ritual Child Abuse. Who believes in that now?

According to her website, “Dr Valerie Sinason was Consultant Child Psychotherapist at the Tavistock Clinic from 1987 … Valerie founded the Clinic for Dissociative Studies in 1998.” I met her in 1994. She had been pestering my bosses at the Department of Health (Tom Luce and Rupert Hughes) to do something about what she alleged was a serious problem. We agreed to meet her and it soon became clear that she had no evidence to support her claims. She was recycling a small number of anecdotes to fit different scenarios. As a concession to her, the Department of Health commissioned anthropologist Jean La Fontaine to investigate. I edited the subsequent book, Speak of the Devil, which was published in 1998.

Professor La Fontaine found that all of the cases of alleged satanic ritual abuse that could be substantiated were cases where the perpetrators’ goal was sexual gratification rather than religious worship. The satanic allegations by younger children were influenced by adults. She said that there were indications that most allegations were sparked by investigations supervised by social workers who had taken SRA seminars in the US. I attended a conference on child protection in Bristol where I was horrified at the religious zeal of the social workers promoting the idea of satanic abuse. It reminded me of a pyramid selling convention a neighbour took me to. These professional social workers seemed about to burn at the stake for heresy a police forensic psychologist who argued rationally against their zeal and said she had never heard of any evidence to support their case.

Hope for Common Sense?

Can we hope that the madness can be contained? I leave the last word to Helen Joyce: “liberal, secular society can accommodate many subjective belief systems, even mutually contradictory ones. What it must never do is impose one group’s beliefs on everyone else.”

Time to Think: The Inside Story of the Collapse of the Tavistock’s Gender Service for Children by Hannah Barnes is published by Swift Press (£20). I got mine from Kindle.

All News Advertisement

Features

Sections of US media looking power straight in the eye

Published

10 hours ago

2026/10/1

Sahan Weerasooriya

President Trump addressing the media at the White House.(BBC)

Some fundamental freedoms seen to be at the heart of democracy in the US – religion, speech, the press, assembly and the right to petition the government – are at risk of being undermined at present by the country’s Executive President. However, the latter is being legally challenged on this score by some sections of the US media and the citizenry of the country could take heart from this notable defense of media freedom.

In fact this is good news for the world of democracy. The push back is coming from organizations such as CNN, ABC, CBS, Fox, NBC who constitute the nucleus as it were of the US media and their solidarity no less than their resourcefulness calls for commendation.

Following a recent White House decision to suspend CNN from what was referred to as ‘participation in presidential pool coverages’, the other media organizations mentioned refused to replace it in the pool. Their position was that the public had a right to receive ‘accurate and independent information about the government.’

Earlier, the White House decided to bar MS NOW and Politico from entering its premises following the restrictions imposed on CNN. The organizations were accused of publishing “FAKE NEWS’ , ‘Fiction’ and ‘lies’ in respect of the administration. These organizations lost no time in initiating a federal lawsuit accusing the central administration of violating their rights guaranteed by the First Amendment.

However, the latter litigating organizations could now consider themselves as having been vindicated because the federal court hearing their case has ordered the Trump administration to temporarily restore White House press access to journalists from the mentioned media institutions. Notably, the court has declared that the ban is ‘likely unconstitutional’. The case is proceeding.

The mass media of the most vibrant democracies of the West ought to be no strangers to such inspirational acts of solidarity and exemplifications of independence but there are lessons here for the democracies of the South that could stand them in good stead. Minus the right of a people to be informed, the rest of fundamental rights featuring in Southern Bills of Rights and legislation of the kind are bereft of substance and meaning.

It is informed decision-making on the part of a citizenry that makes for democratic vibrancy and on this score many a Southern democracy fails. While Southern publics generally demand of their governments continuous economic well being and substantive material benefits they are not equally desirous of being informed and knowledgeable.

This lacuna in the consciousness of many Southern publics enables their governments ‘to get off the hook’, so to speak and govern, or more often misgovern, their countries with impunity. Among other factors, this species of mass ignorance makes it possible for governments to dismantle democracy and rule in perpetuity.

Accordingly, an educated and constantly informed public is an essential precondition for the flourishing of democracy and independent media are integral to this process. Minus an independent mass media sector that meets the knowledge needs of the people responsibly, democracy is as good as dead.

Needless to say, those sections of the US media that are currently taking the Trump administration to task over its media curbs are acutely aware of the cruciality of these fundamental knowledge requirements.

The hope of democratic opinion worldwide and locally is likely to be that media independence would thrive in the manner in which it is flourishing in the most vibrant and accountable democracies of the West.

Southern countries such as Sri Lanka that lay claim to democratic credentials, but are democracy-deficient in many ways, need to be particularly cognizant of these requirements. The publics of these countries need to go the extra mile to ensure the thriving of an independent but responsible mass media sector.

In fact it is veritably a matter of life and death. It is only an independent media sector that could, while ensuring the existence of an informed public, impress on the latter the need to protect and perpetuate its fundamental rights. In the absence of these campaigns, such publics could be eventually having on their hands governments that boast of ruling in perpetuity.

Taking a leaf from the sections of the US media referred to independent media organizations in Southern states need to act in solidarity as well. They would need to act on the basis of the principle that acts of victimization suffered by members in their fold at the hands of governments, for instance, are in fact inimical acts directed at their collectivity and which call for united remedial action. In short, no independent mass media institution could see itself as ‘an island’.

Besides some general guidance on the importance of media independence and solidarity, the message coming from the US with regard to media praxis is that power must be stood-up to unblinkingly. The mentioned sections of the US media are primarily in a struggle to ward off encroachments on their independence in the areas of policy and practice by the political executive, that is the President.

The latter would ride rough-shod over the media in the absence of robust opposition by the media itself to inimical executive action of this kind.

While media independence needs to be seen as crucial to democratic development, an obligation is cast on the media to ensure that it uses such independence responsibly and constructively.

The worst that could afflict a media sector is for it to fall prey to the clichetic ‘freedom of the wild ass’. In fact recurring irresponsibility on the part of the media could lend credence to the perception that a tightly regulated media is best for a country. It is a short step from this misguided view to the position that political authoritarianism is best for a state. That turn of events would be of course catastrophic for a democracy.

The issues discussed thus far point to the need for a broad discourse among Southern democracies in particular on what is best for them in this connection. Given the risks underscored earlier for Southern countries in particular a broad discussion on the matters at hand, which includes the public, emerges as a must for Sri Lanka. Besides, media solidarity within democratic countries and internationally is a must.

Features

What lessons can be learned to improve quality of Sri Lanka’s Grade 6 syllabus

Published

10 hours ago

2026/10/1

Sahan Weerasooriya

Prime Minister Dr. Harini Amarasuriya

by Prof. M. W. Amarasiri de Silva

Following public controversy over an inappropriate web link found in an English study module, the Sri Lankan government formally deferred the full rollout of the Grade 6 curriculum reforms to January 2027. In the interim, state schools will maintain the existing syllabus, reverting to standard eight-period daily timetables and previous textbooks to ensure uninterrupted instruction. Prime Minister and Minister of Education Dr. Harini Amarasuriya emphasized that this temporary pause allows the Education Ministry to thoroughly review all instructional materials, fix editorial flaws, and conduct scientific impact assessments across pilot schools prior to nation-wide implementation.

To address the oversight, an expert committee evaluated the flawed materials, completed necessary amendments, and finalised discussions to resubmit corrected modules for printing. Beyond revising written texts, the Ministry established a broader preparation roadmap—allocating funds for extensive teacher training programs set to begin mid-year, alongside scheduled informational briefings for parents, teachers, and students. Prime Minister Amarasuriya reaffirmed that none of the valid first-term modules were completely discarded or scrapped, preserving state resources while systematically rebuilding public trust and strengthening quality assurance protocols.

In this respect, this article reviews the current grade 6 syllabus comparing it with similar syllabi of India and the USA, with a view to make recommendations for the upcoming grade 6 syllabus revision.

Architecture of nation’s future

Education is the quiet architecture of a nation’s future. It is the unseen scaffolding upon which generations build their character, their intellect, and their capacity to contribute meaningfully to society. In Sri Lanka, the Grade 6 syllabus occupies a particularly important place in this architecture. It is the bridge between primary learning and the more demanding intellectual terrain of secondary education. It is the moment when children begin to move from learning basic facts to understanding concepts, from memorising information to applying knowledge, and from passive reception to active engagement. Yet, despite its importance, the Grade 6 curriculum in Sri Lanka has long struggled with issues of breadth, depth, relevance, and pedagogy. As global education systems evolve, Sri Lanka must examine what lessons can be learned from international models—particularly India and the United States—to strengthen its own curriculum and prepare students for a rapidly changing world.

The first lesson Sri Lanka can learn is the value of conceptual clarity. India’s NCERT curriculum, especially in Mathematics and Science, is globally respected for its logical progression and conceptual depth. Indian students are introduced early to the idea that mathematics is not merely a set of procedures but a language of reasoning. They learn why a ratio works, not just how to compute one. They understand the structure of an equation, not merely the steps to solve it. In Science, they explore the properties of materials, the structure of plants, and the principles of motion with a clarity that encourages curiosity rather than rote memorisation.

Sri Lanka’s Grade 6 syllabus, while competency-based, often leans heavily toward content coverage. Students are expected to learn many topics, but the time allocated for each is limited, and the teaching culture often emphasizes memorisation over understanding. If Sri Lanka wishes to improve the quality of its syllabus, it must embrace the idea that fewer topics taught well are better than many topics taught superficially. Conceptual mastery builds confidence, and confidence builds lifelong learners.

Lesson from the US

A second lesson comes from the United States, where the curriculum is built around skills rather than content. American students in Grade 6 are expected to read complex texts, analyse arguments, write essays supported by evidence, conduct experiments, and engage in collaborative projects. The emphasis is not on how much they know but on what they can do with what they know. This skills-based approach encourages critical thinking, creativity, and independence—qualities essential for success in the modern world.

Sri Lanka’s syllabus, by contrast, often rewards students for reproducing information rather than interpreting it. The exam culture reinforces this tendency, as students are assessed primarily through written tests that measure recall. To improve the syllabus, Sri Lanka must integrate more opportunities for students to think, question, debate, and create. The classroom should become a space where students learn to solve problems, not just memorize solutions.

Another important lesson comes from the breadth of Sri Lanka’s own curriculum. One of the strengths of the Sri Lankan system is its inclusion of cultural and religious education. Subjects such as Buddhism, Hinduism, Islam, and Christianity provide moral grounding and cultural identity. Art, Music, Drama, and Health contribute to holistic development. These subjects remind students that education is not merely about academic achievement but about becoming a balanced human being. However, breadth without depth can become burdensome. Grade 6 students in Sri Lanka often juggle more than ten subjects, each with its own textbook, competencies, and assessments. This creates pressure not only for students but also for teachers, who must rush through content to meet syllabus requirements. The lesson here is not to reduce cultural subjects but to integrate them more meaningfully. Religious education can be taught through ethical discussions, community projects, and reflective writing. Art and Music can be connected to history, literature, and social studies. Health can be linked to science and physical education. Integration reduces overload while enriching learning.

Another lesson from India

India offers another valuable lesson in the form of standardised textbooks. NCERT books are used across the country, ensuring consistency in quality and content. They are written by subject experts, reviewed rigorously, and updated periodically. Sri Lanka’s textbooks, while generally well-structured, vary in quality and often lag behind modern pedagogical standards. Some are dense, text-heavy, and lacking in visual aids or real-world examples. To improve the syllabus, Sri Lanka must invest in high-quality textbooks that are engaging, accessible, and aligned with contemporary educational research. Textbooks should not merely transmit information; they should inspire curiosity. They should include stories, diagrams, experiments, and activities that make learning enjoyable and meaningful.

The United States provides a lesson in inquiry-based science education. American students conduct experiments, build models, observe natural phenomena, and engage in engineering design challenges. They learn science not as a set of facts but as a process of discovery. Sri Lanka’s science curriculum includes experiments, but many schools lack the resources, laboratory facilities, or teacher training to implement them effectively. Improving the syllabus requires improving the ecosystem around it. Schools need laboratories, equipment, and teacher development programs that empower educators to teach science through inquiry. A syllabus is only as strong as the environment in which it is taught. ***

International models

Another area where Sri Lanka can learn from international models is language education. In India, students often learn three languages—English, Hindi, and Sanskrit or Urdu. This heavy language load has its challenges, but it also produces students with strong linguistic skills. In the United States, English Language Arts emphasises reading complex texts, writing arguments, and analysing literature. Sri Lanka’s English curriculum, while improving, still struggles with uneven implementation across schools. Many students reach secondary school without adequate proficiency in English, limiting their access to global knowledge. To improve the syllabus, Sri Lanka must strengthen English instruction through better teacher training, more reading opportunities, and a shift from grammar-heavy teaching to communication-focused learning. At the same time, Sinhala and Tamil instruction should be modernised to include creative writing, literature appreciation, and critical reading.

Social Studies is another area ripe for improvement. Sri Lanka’s curriculum includes History, Geography, and Civics, but the teaching often emphasises memorization of dates, definitions, and facts. India’s Social Science curriculum, while also content-heavy, provides clearer conceptual frameworks. The United States, however, excels in teaching civics and citizenship. American students learn how governments function, how laws are made, how communities solve problems, and how citizens participate in democracy. Sri Lanka can strengthen its Civics curriculum by incorporating more discussions on governance, rights, responsibilities, and community engagement. Students should learn not only the structure of government but also the values that sustain it—justice, equality, and participation.

One of the most important lessons Sri Lanka can learn is the value of reducing exam pressure. In both India and Sri Lanka, exams dominate the educational landscape. Students are judged primarily by their ability to perform on written tests. The United States, while not free from assessment challenges, uses a wider range of evaluation methods—projects, presentations, portfolios, and continuous assessment. These methods allow students to demonstrate learning in diverse ways. Sri Lanka should consider adopting a more balanced assessment system that values creativity, collaboration, and practical skills alongside academic knowledge.

Technology integration is another area where Sri Lanka can improve. The United States incorporates digital literacy, coding, online research, and digital citizenship into the curriculum. Sri Lanka’s ICT syllabus is well-structured, but implementation varies widely. Many schools lack computers, internet access, or trained ICT teachers. Improving the syllabus requires improving infrastructure. Students must learn to navigate the digital world safely and effectively. They must learn coding not as a luxury but as a basic skill. They must learn to evaluate online information critically, a skill essential in an era of misinformation.

Teacher training

Teacher training is perhaps the most critical lesson of all. A syllabus is only as effective as the teachers who deliver it. India invests heavily in teacher training through national programs, workshops, and online platforms. The United States emphasises professional development, peer collaboration, and instructional coaching. Sri Lanka must strengthen its teacher training programmes, ensuring that educators understand not only what to teach but how to teach it. Teachers should be trained in inquiry-based learning, differentiated instruction, formative assessment, and classroom management. They should be empowered to adapt the syllabus to the needs of their students rather than follow it mechanically.

Sri Lanka must learn the lesson of relevance. A syllabus must prepare students not only for exams but for life. It must teach them how to think, how to communicate, how to solve problems, and how to work with others. It must prepare them for a world where knowledge is abundant, but wisdom is scarce. It must help them navigate a future shaped by technology, globalisation, environmental challenges, and social change. To improve the syllabus, Sri Lanka must ask: What kind of citizens do we want to produce? What kind of thinkers? What kind of leaders? The answers to these questions should shape the curriculum.

Lastly, improving the quality of Sri Lanka’s Grade 6 syllabus requires learning from both international models and local strengths. From India, Sri Lanka can learn the value of conceptual clarity and standardised textbooks. From the United States, it can learn the importance of skills, inquiry, and creativity. From its own traditions, it can preserve cultural education, moral development, and holistic learning. The goal is not to copy another country’s system but to build a uniquely Sri Lankan curriculum that is modern, relevant, and empowering. A curriculum that honours the past while preparing students for the future. A curriculum that nurtures thinkers, creators, and compassionate citizens. A curriculum worthy of a nation with immense potential and a proud educational heritage. If Sri Lanka embraces these lessons, the Grade 6 syllabus can become not just a bridge to secondary education but a foundation for national progress.

Features

Three magical nights at Colombo Fashion Week

Published

11 hours ago

2026/10/1

Sahan Weerasooriya

Melloney Dassanayaka is certainly a familiar name here, and abroad, as well, having represented Sri Lanka at the Miss Universe 2024 pageant, held in Mexico.

A former National Basketball player, she is also involved in several projects, beneficial to the community, including financial literacy for single women-headed families in the country.

A banker by profession, Melloney hold a Bachelor’s Degree in Business Administration.

Melloney with Asanka de Mel of Lovi Sri Lanka

This extremely talented old girl of Holy Family Convent, Bambalapitiya, was in the limelight, once more, when she was seen on the ramp at Colombo Fashion Week.

It was her very first experience, at this prestigious event, and she loved every minute of it, she said, and, what’s more, she was featured on three consecutive days.

According to the itinerary, on day 01 she walked for Lovi Sri Lanka; day 02 Rizwan Beyg (Pakistan designer), Arsath Furkhan (Indian designer), Haoyi Yan (Chinese designer) and Samant Chauhan (Indian designer); and on day 03 Vaishali Shandangule (Indian designer).