CAS Extension | IB Diploma
I was attracted to researching Reliance-Industries and Adani-enterprises’ impact on Wealth-Inequality in India - due to the recent controversy over Gautum Adani and Mukesh Ambani, who coined the “Double A” Indian Economy. I was initially interested in wealth inequality but soon realized that applying it to India was too broad in scope. Reading about these MNCs’ sustainability missions helped me refocus on Bombay and spurred me to consider different forms of inequality - political, social, and economic. I have now allocated time to investigating the sustainability methods of each company, examining groups through income and demographic lenses, and recording GDP, innovation, and other indicator changes in Bombay to validate my current hypothesis - that MNCs ultimately decrease Bombay’s long-term inequality despite short-term increases in inequality. Naturally, internal company reports will be biased; consequently, I have supplemented my research with secondary statistical data and articles from reputable organizations (such as The Economist).
I finished my EE first draft after delving into secondary data, academic journals and fact-based websites that I assessed as credible this summer. While researching, I discovered the scope of Adani Group’s impact was better to assess from a national perspective; consequently, I extended my research to its impact throughout India. Additionally, as Adani group is amongst India’s largest conglomerates, I narrowed my focus towards it and eliminated Reliance Industries from my research. I was pleased to find that the Adani Group also impacted transnational issues such as the Ukraine War and Australian coal mines - this allowed me to draw broader connections to global issues. Overall, the development of my essay is moving in a positive direction; however, I hope to draw more nuanced conclusions. Rather than merely stating whether the Adani group is sustainable, I hope to explore multiple theories in my research and consider sustainability from a multidimensional perspective - through environmental, social, and economic considerations.
CAS Extension Reflection #1
Reflection on CAS Experience: Knightingales Chess Academy
This reflection is about my experiences as the founder of Knightingales Chess Academy, focusing on international projects in India and my Dublin outreach initiatives - as part of my CAS Project.
Beginning in India, my chess projects, referred to as "ChessBlazers," aimed to promote chess among underprivileged and physically impaired children, fostering a sense of empowerment through the game. In summer, I first began my journey at the Jaswantlal Jiwanlal Charitable Trust (JJCT) Ahmedabad. This project involved organizing a chess tournament for physically and mentally challenged children. Witnessing their enthusiasm and the positive impact of the game was incredibly rewarding. Next, I traveled to the New Balaji Vikram School in Bangalore. This rural school had never hosted a chess workshop before. I conducted a day-long program, including instruction, games, and challenges, culminating in a tournament with cash prizes and free online coaching. The event sparked a passion for chess in many students. Thirdly, I went to the Kengeri Educational Society Bangalore. This school, with a majority of students from nearby villages, also had no prior exposure to chess; however, the camp generated immense enthusiasm, with students learning the fundamentals, competing in a tournament, and receiving chess sets for continuous practice. Finally, my last stop in summer was at the Deenabandhu Ashram Karnataka. This training shelter for underprivileged and destitute children provided a unique opportunity to spread the joy of chess. The children's eagerness to learn and their pure love for the game were truly touching.
Personally, I felt that this was a transformative experience not only for the children but also for me. My projects had a positive impact on children, and these projects instilled a love for chess in over 450 children, fostering confidence, critical thinking, and problem-solving skills. I was also able to develop humility and gratitude by interacting with children from diverse backgrounds. In fact, I imbibed a passion for social impact; the success of these projects ignited my passion for using chess as a tool for social change and empowering others.
In the school year itself, I have been expanding ChessBlazers and the outreach of Knightingales Chess Academy. I have developed a mentorship system that provides free training for underprivileged students from India and US, recruiting volunteers from both nations to help me with coaching. Several students have already achieved state-level and national-level results in chess competitions, and my academy is striving to offer educational scholarships for these children to continue their training. This has been an amazing experience for me because I’ve been able to see the development of my students, and have played a part, however small or large, in shaping their future.
In the future, I plan to expand Knightingales Chess Academy, and its non-profit segment ChessBlazers, to reach underprivileged children not just in Dublin but the world. I hope to promote inclusivity and make chess a truly inclusive sport: accessible to everyone regardless of their background or abilities. Last but not least, I strive to inspire others, especially young people, to use their talents and passions to make a positive impact on the world.