Exactly your parentage is proved once more. On Mon, 11 Aug 2025, 19:22 gopala krishnan, <[email protected]> wrote:
> Mr Rajaram, > > I have to abuse you with bad words like *bastard and rascal*. You are a > big *FOOL*. You think I will not retard you with bad words. So > courageously writing bad words. I know well about your parentage. If you > write anything more .... Please be alerted. All members in the groups are > listening to you. Have you no shame??? > Gopalakrishnan > > > On Monday 11 August, 2025 at 06:35:40 pm IST, Rajaram Krishnamurthy < > [email protected]> wrote: > > > EVERY TIME YO DO QUOTE PARENTAGE BUT CALL IT SO ,SO YOUR PARENTAGE IS > REALLY DOUBTFUL AS YOU ADMITTED. KR > > On Mon, 11 Aug 2025 at 17:46, gopala krishnan <[email protected]> wrote: > > Sorry, I have to call you "Arivuketta mundam" but my parentage and culture > does not permit to write so. Please stop your responses which exposes you > as most uncultured. > Gopalakrishnan > > On Monday 11 August, 2025 at 02:13:56 pm IST, Rajaram Krishnamurthy < > [email protected]> wrote: > > > Read back what you write ; is it meaningful?; as usual exposure of your > navadwara shut foolishness. ARIVU KETTA MOODHI I did answer which you may > not understand as your clay matter is so poor Kr > > On Mon, 11 Aug 2025 at 13:06, gopala krishnan <[email protected]> wrote: > > Mr. Rajaram, > You are not answering my questions. beating about the bush as usual. Now > too you have showed your foolishness in the statement- "so stop all your > 9 holes and rest" > > Foolish Rajaram, > > Even basic you don't know. If one closes his nava dwaras he will die- > Have ultimate rest. First you take rest. Not by closing Navadwaras. Your > hot brain requires rest which will prevent such nonsense writings . > Gopalakrishnan > > On Monday 11 August, 2025 at 10:56:55 am IST, Rajaram Krishnamurthy < > [email protected]> wrote: > > > dO NOT JALRA MUTTAL. I know you cannot read and absorb and on the contrary > people in our group discuss the matter unlike your foolish thinking. You > read only the first line so speedily and started your foolish write up. > “Education is the manifestation of the perfection already in man” — this > is a very famous quotation of Swami Vivekananda. > This is the quote. Mr Sivaraman read it as education is the > manifestation of perfection -----already in man. And expressed why he did > not accept. As far as I am concerned Vivekanandar contents are 9 volumes of > which you would not have seen, even the cover. ARTHA SASTRA ,BIRTHRHARI > TIRUMULAR TREATISES, KAMBA RAAMAYANAA TREATIES ETC AS SANSKRIT TEXT MAY > RENDER DIFFERENT MEANINGS AND WE MAY HAVE TO BE CAREFUL. Many quotes go > wrong only because of thaat only. Vivekanandar never eulogised education at > all had you read other contents. HE SAYS " AS I READ, (READING IS ONE'SS > LIBERTY) EDUCATION IS THE MANIFESTATION OF THE ---------[WHOM] PERFECTION > ALREADY IN MAN; NOT IN THE MAN; WE HAVE ALL THE TRI GUNAS; BUT WE ALLOW > ONLY CERTAIN GUNAS TO SURFACE LIKE YOU ALWAYS EXPRESS YOUR FOOLISHNESS > THAMASO. PERFECTION IS ALREADY IN MAN ; MAN INCLUDES WOMEN ALSO; AS YOU > TEND TO BECOME MORE FOOLISH ALSO. EDUCATION ALL MAY GO THROUGH; BUT THAT > EDUCATION IS THE RIGHT ONE WHICH BRINGS OUT THE PERFECTION IN MAN. Hence Mr > Sivaraman is right in his observation too that education shall not bring in > perfection; but that will awaken the perfection in aman. smje. If it does > not then it is not the right type. I also wrote that education is not as > you are thinking foolishly in your college. It may even be from space. A > farmer as alearned from space so many learned sprang up from Vedic. > Exercise makes perfect means that that which you think as exercise, and > doing if it does not make you perfect, tyen what you are doing is not at > all an exercise. We know it but not fools like you and so stop all your 9 > holes and rest. Thank you fool > > On Mon, 11 Aug 2025 at 10:14, gopala krishnan <[email protected]> wrote: > > Mr. Rajaram, > > Why do you agree sir, You quoted swami Vivekananda. Agreeing with others > is not your nature . Abusing is your nature. *When I corrected the > Malayalam name Ezhuthachhan, you abused me just now.* > > So, you know very well you are corresponding with a *LEARNED SENIOR IAS > OFFICER RETIRED. *So bow to him. *You have no stamina to oppose him. You > want to be in his good books. * > > However I am very happy you know to respect at-lest certain people. Give > respect and take respect, Mr Rajaram. I know there is least chance you will > never improve in this life. > Gopalakrishnan. > > > On Monday 11 August, 2025 at 10:02:13 am IST, Rajaram Krishnamurthy < > [email protected]> wrote: > > > Yes Education may not be the be all and end all in perfection; yet > natural competence is arising only after the learning; that is my point; a > farmer ,uneducated cannot predict the weather, unless he is learned. > Education I meant is anywhere from nature, to Aranya to nalanda to to the > universities. However, the outcome of the education by whatever be the > system or pattern, shall raise the thought process. Where the mindset is > in the groove, is not the outcome of the education but the outcome of the > trigunas in nature. Guna karma vibhaga alone determines the thought process > applying the education as a tool. Again education is not only the modern > schooling but space may teach a lot as Rig Vedam arose. I have no gainsay > against your view of education as the only way to perfection. Thank u K R > IRS 11825 > > On Mon, 11 Aug 2025 at 09:45, Madras Sivaraman <[email protected]> > wrote: > > I really do not agree. Education is from outside a man or woman. It cannot > be a manifestation of the perfection in man.There are all kinds of > education. You learn to kill quickly in many ways by educating yourself on > the sensitive points on a human being when hit he dies.You learn surgery it > is not there in you. and so on.We did not know how to read or write unless > taught by someone from outside. > So how can it be a manifestation of the perfection ALREADY IN MAN. > > On Mon, Aug 11, 2025 at 9:22 AM Rajaram Krishnamurthy < > [email protected]> wrote: > > “Education is the manifestation of the perfection already in man” — this > is a very famous quotation of Swami Vivekananda. > > This quotation was originally part of a letter written to Singaravelu > Mudaliyar (Kidi) from Chicago, United States, dated 3 March 1894. The > letter was later published as a prose in the Complete Works of Swami > Vivekananda and was named What we believe in. > > First let’s quote the relevant portion from the prose What we believe in. > Swami Vivekananda wrote in that letter. > > Education is the manifestation of the perfection already in man. > > Religion is the manifestation of the Divinity already in man. > > Therefore, the only duty of the teacher in both cases is to remove all > obstructions from the way. Hands off! as I always say, and everything will > be right. That is, our duty is to clear the way. The Lord does the rest. > > Section 01: Current education system > > In another article, we have discussed that Viekananda was not satisfied > with India’s education system. He called the education system “a > clerk-making machine”. He told, this education system does not teach one to > “stand on his own feet”. He also told, this education system does not > produce “man of originality”. More than that this education system destroys > one’s faith and self-confidence. > > Quoting Swamiji’s own words > > The child is taken to school, and the first thing he learns is that his > father is a fool, the second thing that his grandfather is a lunatic, the > third thing that all his teachers are hypocrites, the fourth that all the > sacred books are lies! By the time he is sixteen he is a mass of negation, > lifeless and boneless. And the result is that fifty years of such education > has not produced one original man in the three Presidencies. > > Section 02: Actual education – Man-making education > > So, according to Swami Vivekananda, what is the definition and scope of > “actual education”? > > Swamiji wanted to see “man-making education. In a lecture delivered at > Madras (currently known as Chennai), he clearly told—[Source] > > We have wept long enough. No more weeping, but stand on your feet and be > men. It is a man-making religion that we want. It is man-making theories > that we want. It is man-making education all roundthat we want. > > In his The Future of India, the prose we have already mentioned in this > article, he wrote > > In the first place it is not a man-making education, it is merely and > entirely a negative education. A negative education or any training that is > based on negation, is worse than death. > > He wanted to see “man-making” education. This is how he defined education > and its scope > > What is education? Is it book-learning? No. Is it diverse knowledge? Not > even that. The training by which the current and expression of will are > brought under control and become fruitful is called education. Now > consider, is that education as a result of which the will, being > continuously choked by force through generations, is well-nigh killed out; > is that education under whose sway even the old ideas, let alone the new > ones, are disappearing one by one; is that education which is slowly making > man a machine? It is more blessed, in my opinion, even to go wrong, > impelled by one’s free will and intelligence than to be good as an > automaton. Again, can that be called society which is formed by an > aggregate of men who are like lumps of clay, like lifeless machines, like > heaped up pebbles? How can such society fare well? Were good possible, then > instead of being slaves for hundreds of years, we would have been the > greatest nation on earth, and this soil of India, instead of being a mine > of stupidity, would have been the eternal fountain-head of learning. > > Section 03: Perfection in man > > In the section one above we have discussed Swami Vivekananda’s views on > current education system. In the section two above, we have shown, > according to Swamiji, the main objective of education is “man-making”. Now > in this third section we’ll discuss why and how did he conclude that > “education is the manifestation of perfection already in man”? > > Swamiji believed > > All perfection is there already in the soul. But this perfection has been > covered up by nature; layer after layer of nature is covering this purity > of the soul. > > He also told > > Every individual has in himself perfection. It lies within the dark > recesses of his physical being. > > Remembering Shvetashvatara Upanishad‘s verse शृण्वन्तु बिश्वे अमृतस्य > पुत्रा (Shrinwantu Vishwe Amritasya Putra), his reaction was > > “Children of immortal bliss” — what a sweet, what a hopeful name! Allow me > to call you, brethren, by that sweet name — heirs of immortal bliss — yea, > the Hindu refuses to call you sinners. Ye are the Children of God, the > sharers of immortal bliss, holy and perfect beings. Ye divinities on earth > — sinners! It is a sin to call a man so; it is a standing libel on human > nature. Come up, O lions, and shake off the delusion that you are sheep; > you are souls immortal, spirits free, blest and eternal; ye are not matter, > ye are not bodies; matter is your servant, not you the servant of matter. > > According to Swami Vivekananda, “here”, “exactly here”, education should > work. Human soul is already perfect. Perfection is its nature. In Swamiji’s > words > > Perfection is man’s nature, only it is barred in and prevented from taking > its proper course. > > Exactly here education should work to remove the barrier, the obstacle, > the cloud, so that one becomes able to realise his perfect real nature. > > In other words, the tool or the system or the process that helps someone > to realise his inherent perfection, his real nature, that is education. > > And that is, in Swami Vivekananda’s words— > > “Education is the manifestation of the perfection already in man“ > > Scholarly interpretations > > O. P. Dhiman in his book Foundation of Education wrote—[Source] > > Swami Vivekananda’s educational philosophy is a reflection of his general > philosophy of life. His main contention is that education is the > manifestation of divinity already existing in man. He believes that > knowledge resides within the individual himself. He simply discovers or > realises it. “Perfection is already inherent in man, and education is the > manifestation of the same.” In fact, his educational philosophy is built > upon the bed-rocks of Vedanta. He was revolutionary in the field of > education and touched every aspect of it. Vikekananda criticised the > existing system of education. > > As we have already noted above, Vivekananda believes that education is the > manifestation of the perfection already existing in man. To him, education > is not the amount of information, put into one’s brain, which may be there > undigested all one’s life. It is, rather a life-building assimilation of > ideas. He says, “If you have assimilated five ideas and made them ,as your > character, you have more education than any man who has got by heart the > whole library. If education were identical with information, the libraries > would be the greatest sages in the world and encyclopaedias, the greatest > Rishis.” > > Swami Vivekananda has defined education thus, “It is the manifestation of > divine perfection already reached in man”. He further observes, “The > education which does not help the common mass of people to equip themselves > for life, which does not bring out strength of character, a spirit of > philosophy and the courage of a lion—is it worth the name? Real education > is that which enables one to stand on one’s own legs”. These words of Swami > Vivekananda give a very practical concept of education. In other words, > real education is meant for character formation, and intellectual and > vocational development in the child. > > It is very interesting to note here that a self realised personality is > automatically and constantly established in a positive state of mind. We > often have a very superficial meaning of self-realisation. For majority of > people “self-realisation” means development of all cognitive, affective and > psychomotor domains with which a child is born. But perhaps very few of us > realise that every normal human being has the capacity of attaining the > ‘perfection’, as Swami Vivekanand has said, “education is the manifestation > of perfection already in man.” “Now question arises what does perfection > mean?” Attaining perfection is to know about the divinity of one’s own > “self”. Swami Vivekanand has said, “one who does not have faith in himself > (his divine nature) is an atheist.” Thus education has the responsibility > to introduce man/child with his divinity. > > K RAJARAM IRS 11825 > > On Mon, 11 Aug 2025 at 06:17, Markendeya Yeddanapudi < > [email protected]> wrote: > > > > -- > *Mar*Destiny or Continuation > > > > Suppose you can see everything with your eyes, atoms, quarks, leptons, > their transformations and interactions, the whole Microcosm? Then you > cannot find yourself. You find atoms, energies etc moving out of you and > also moving into you, you as the process of life, continuously mixed up > with the other processes of nature. You confront the reality, that you are > also a process in the many processes of the Universe. The grand Microcosm > creates diverse Macrocosms, which after many processes joins the Microcosm. > > There is a cosmic process creating Macrocosms out of the Microcosm, and > the Macrocosm returning to the Microcosm. Actually at the ultimate > fundamental level there is only the Microcosm, the Macrocosms sprouting and > ending out of the Microcosm. Everything is foundationed on consciousness > which has no 3D shape. > > The directing force of these processes is the macro consciousness, which > creates many limb entities of limb consciousness. On our earth every life > form is a limb of consciousness, participating in the macro consciousness > processes on our Earth. Earth as the emotional Bhoodevi or Gaia is real. > > The diverse processes happen in symbiosis, with every process as a limb > process, coordinating with the gigantic grand symbiosis of the Universe. > And you find that you too are a limb process, continuously adjusting to the > other processes, and your life as coordination with those processes or > simply in one word, nature. > > When you realize that you are a process, then the words birth and death > get radically a different meaning. The interacting process created you as > birth and then after the completion of your process function, subsumes you > into the grand symbiosis which we call death. You cannot recognize yourself > as a 3D body, which is actually giving view of just 00.0035% of the > totality. > > The Universe is the totality of the gigantic number of limb processes, the > Microcosm creating Macrocosms, containing mini Macrocosms, called > Molecules,matters,planets,Moons going round the planets, planets going > round stars, stars living in their Galaxies…,all governed by the > foundational processes of the Microcosm. > > We can understand the grand processes between the Microcosm and the > various Macrocosms, by feeling as a part of these processes, or by adopting > the Cartesian logic and struggle with various TOEs, the Strings Theory, The > Loop Quantum Gravity Theory, The Various M Theories of the family of M > Theories, or viewing the Universe as a Hologram. > > Today trying to feel as a process of nature is almost removed by calling > it unscientific. You, as a process of feeling, as a limb of the other > processes, is discounted. Only the Cartesian approach and following the > logic of the machine is accepted, every student being bludgeoned into the > Cartesian approach. There is no free and healty nature, untampered by us > and a student cannot feel education at all. > > Life must be recognized as the diverse processes of feelings. It is not > mechanical at all. Births and Deaths are part of the feeling of > transformations. The Mechanical Approach has now become murderous, > destroying or torturing every organism of the Biosphere, robbing the very > basis of births, deaths and re-births and re-deaths. > > Education is made into the continuous killing of nature, not participating > in nature’s symbiosis. The Universities are creating every academic year > new corps of nature killers. It is called education!!! > > Every University must immediately start a ‘Free Nature Park’ without any > human tampering, so that real education gets a chance. Just pay attention > to your own consciousness and enjoy at least briefly, freedom form > mechanization. > > YM Sarma > > Chat gpt > > It sounds like YM Sarma’s piece is weaving together philosophy, physics, > and ecology into a kind of manifesto about how we perceive ourselves in the > universe. > > At its core, it’s making several interlinked points: > > 1. *We are processes, not static things* > > o If you could truly see reality down to the quark, you wouldn’t find > a solid “you” — just flows of energy and matter passing through. > > o Life is participation in a grand, interdependent symbiosis of > processes in the cosmos. > > 2. *Microcosm–Macrocosm cycle* > > o The “Microcosm” (fundamental particles, energies, consciousness) > gives rise to “Macrocosms” (planets, stars, living beings, galaxies). > > o These macrocosms eventually dissolve back into the microcosm. > > 3. *Consciousness as the foundation* > > o Beyond the physical, there’s a “macro consciousness” that expresses > itself through all “limb consciousnesses” — individual beings. > > o Earth (Gaia) is seen as a conscious entity in this framework. > > 4. *Critique of mechanistic thinking* > > o Modern science and education often frame life purely through > Cartesian, machine-like logic. > > o This removes the sense of being a feeling, living part of nature, > replacing it with abstraction and exploitation. > > o The result: destruction of the biosphere and a disconnection from > life’s symbiotic balance. > > 5. *A call for reconnection* > > o Education should include direct, untampered immersion in nature — > “Free Nature Parks” where humans don’t interfere. > > o Conscious attention to one’s own awareness is seen as a way to > temporarily step outside mechanization. > > It’s almost like a blend of *systems theory*, *Eastern philosophy*, *deep > ecology*, and *a warning against industrial reductionism*. The imagery of > microcosm and macrocosm ties it to ancient philosophical traditions, while > the critique of education and technology grounds it in a modern ecological > crisis. > > If you want, I can also *reframe this text into a clear, structured > philosophical essay* while keeping its poetic depth intact — so it’s > easier to follow without losing the essence. That would make the argument > sharper and more persuasive. > > Alright — I’ll approach this like I’m grading a piece for a > philosophy–science–ecology seminar, using the following criteria: > > *1. Clarity & Structure (20 marks)* > > - The text is rich in imagery and ideas, but it often moves quickly > from one concept to another without clear signposting. > - Some terms (Microcosm, Macrocosm, limb consciousness) are used > poetically but would benefit from clearer definitions earlier. > - Long paragraphs make it harder for the reader to follow the logical > flow. > *Score:* 12/20 > > *2. Originality & Depth of Ideas (30 marks)* > > - Strong integration of physics, metaphysics, and environmental ethics. > - The “process-based” selfhood concept is philosophically deep and > echoes both Buddhist anatta and systems theory, which is intellectually > valuable. > - The critique of Cartesianism is well-grounded in philosophical > tradition. > - The Free Nature Park proposal adds a tangible action step — rare for > philosophical pieces. > *Score:* 27/30 > > *3. Use of Evidence / Philosophical Anchoring (20 marks)* > > - Mentions modern physics theories (string theory, loop quantum > gravity, M-theory, holographic universe) but doesn’t link them explicitly > to the main argument — feels name-dropped rather than integrated. > - The ecological claims are powerful but mostly asserted rather than > supported with specific examples or data. > *Score:* 12/20 > > *4. Persuasive Power & Emotional Impact (20 marks)* > > - Passion is palpable — the tone makes the urgency of the ecological > crisis felt. > - The emotional connection to Gaia/Earth is strong. > - The call to action is vivid, but because of dense phrasing, some > readers may disengage before reaching it. > *Score:* 16/20 > > *5. Language & Style (10 marks)* > > - Lyrical, poetic, and metaphysical — which is a strength in > philosophical writing. > - However, occasional grammar and word choice issues slightly cloud > the message. > *Score:* 7/10 > > ------------------------------ > > *Total:* 74/100 > > *Grade:* *B* (Good — creative and profound, but could be significantly > stronger with clearer structure, tighter argumentation, and fuller > integration of scientific references.) > ------------------------------ > > If you like, I can show you *a rewritten version that would likely score > 90+*, keeping all the depth but making it flow logically like a top-tier > academic–philosophical essay. That would make it both more persuasive and > more accessible. > > Here’s a refined, structured version of YM Sarma’s piece — keeping the > poetic depth, but arranging it so that the logic flows more clearly and the > reader can engage without getting lost. > ------------------------------ > > *Destiny or Continuation — A Process View of Life* > > *By YM Sarma (edited for clarity)* > > *1. Seeing Beyond the Self* > > If you could truly see reality with unclouded eyes — not just the surface > of things, but the dance of atoms, quarks, leptons, and the transformations > between them — you would not find a fixed “you.” > Instead, you would see streams of matter and energy flowing into and out > of the body you call “yours,” blending and exchanging with the larger > processes of nature. Life, then, is not an object, but a process — one limb > in the vast symphony of processes that make up the universe. > > *2. The Cycle of Microcosm and Macrocosm* > > At the most fundamental level, there is only the *Microcosm* — the > subatomic foundation of reality. From it arise the *Macrocosms*: > molecules, planets, stars, galaxies, and living beings. > These Macrocosms are temporary configurations, destined to dissolve back > into the Microcosm. The Microcosm gives birth to the Macrocosm, and the > Macrocosm returns to the Microcosm — an endless cycle of emergence and > return. > > *3. Consciousness as the Foundation* > > Underlying this process is *consciousness* — not shaped in three > dimensions, but pervasive and foundational. > There is a *macro-consciousness*, of which every living being is a > *limb-consciousness*. On Earth, each life form participates in the > planetary consciousness — known in various traditions as *Bhoodevi* or > *Gaia*. Earth is not a mere rock in space, but a living, feeling entity > engaged in its own processes. > > *4. Symbiosis as the Law of Nature* > > Every process in nature is a limb-process, harmonizing with the grand > symbiosis of the universe. The motion of moons, the orbit of planets, the > life cycles of stars — all follow the same foundational laws that guide the > metabolism of cells or the pulse of a heartbeat. > When we realize that we too are such processes, the words *birth* and > *death* take on new meaning: birth is the moment the universal process > takes your current form; death is the moment that form dissolves back into > the whole. > > *5. The Loss of Process Awareness* > > In modern times, the ability to feel oneself as a process of nature is > often dismissed as “unscientific.” The dominant mode of education is > *Cartesian* — treating life as a mechanical arrangement of parts, to be > analyzed and controlled. > Students are trained to think like machines, to separate themselves from > nature, and to treat the living biosphere as raw material. The result is a > generation of skilled destroyers — capable of technological mastery but > unable to live in symbiosis with the Earth. > > *6. The Cost of Mechanistic Thinking* > > This mechanistic worldview has become deadly. It disrupts the cycles of > birth and death, tears apart ecological relationships, and robs future > generations of the very basis of life. > Education, in its current form, is complicit — producing year after year > of graduates who see nature not as a partner, but as a resource to exploit. > > *7. Restoring the Feeling of Life* > > If life is understood as a *process of feeling* — an interplay of > consciousness with consciousness — then education must nurture this > awareness, not suppress it. > One practical step: every university should establish a *Free Nature Park* > — an area of land where no human tampering is allowed, where students can > witness and feel nature’s self-organizing processes. > > *8. A Call to Conscious Participation* > > To live is to participate in the symbiosis of the universe. To die is to > merge back into it. Mechanistic logic alone cannot teach this truth — it > must be felt. > By paying attention to our own consciousness, by stepping into untamed > nature without the intent to manipulate, we can briefly escape > mechanization and rejoin the living process from which we came. > ------------------------------ > > This version keeps Sarma’s imagery and spiritual depth but gives each core > idea its own section so that the reader can follow the progression from > *perception > → process → consciousness → symbiosis → critique → call to action*. > > If you want, I can also produce *a condensed 1-page version* so it reads > like a powerful philosophical manifesto. 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