VISVESVARAYA TECHNOLOGICAL UNIVERSITY
“Jnana Sangama”, Belagavi, Karnataka, India.
“AICTE Activity Point Programme”
Submitted in Partial Fulfillment for the Award of Degree of
Bachelor of Engineering
in
Computer Science and Engineering
Submitted by
Guvvala Harshitha
1DT21CS046
Department AICTE Activity Faculty Incharge
Mrs. Keerthi Mohan
Assistant Professor
Dept of CSE, DSATM
NSS Officer/AICTE Co-ordinator of the college
Mrs. Supraja I
Assistant Professor
Dept of Civil Engineering, DSATM
Department of Computer Science and Engineering
DAYANANDA SAGAR ACADEMY OF TECHNOLOGY AND MANAGEMENT
Kanakapura Road, Udayapura,Bengaluru- 560082
2024–2025
DAYANANDA SAGAR ACADEMY OF TECHNOLOGY AND
MANAGEMENT
Department of Computer Science and Engineering
Bengaluru – 560082
AICTE Activity Point Programme CERTIFICATE
This is to certify that the AICTE Activity Point Programme has been successfully carried
out by _Guvvala Harshitha bearing USN_1DT21CS046, bonafide student of Dayananda
Sagar Academy of Technology & Managementin partial fulfillment of the requirements for the
award of degree of Bachelor of Engineering in Computer Science and Engineeringof
Visvesvaraya Technological University, Belagavi during 2024 – 2025. It is certified that all
corrections/suggestions indicated for Internal Assessment have been incorporated in the report.
The AICTE Activity Point Programme report has been approved as it satisfies the academic
requirements in respect of AICTE Activity Point Programme for the said degree.
……………………
…………… …….…………. .…………………
. …….……………
Mrs. Keerthi Mohan Dr. C Nandini Mrs. Supraja I Dr. M Ravishankar
Assistant Professor Vice Principal, Assistant Professor, Principal, DSATM
Dept of CSE, DSATM Professor &Head, Dept of CivilEngineering,
Dept of CSE, DSATM DSATM
CERTIFICATE PHOTOCOPY
Activity: Helping Local Schools
Activity :Implement Technology solutions to improve Quality of Life-Plantation
Activities: Spreading Awareness in digital money Transactions
Activity: Spreading public awareness under Rural outreach Programmes
DAYANANDA SAGAR ACADEMY OF TECHNOLOGY AND
MANAGEMENT
Department of Computer Science and Engineering
Bengaluru – 560082
DECLARATION
I, _Guvvala Harshitha_ bearing the USN:_1DT21CS046_, student of Bachelor of
Engineering in Computer Science and Engineering, Dayananda Sagar Academy of
Technology & Management, Bangalore, hereby declare that the AICTE Activity Point
Programme work has been carried out by me under the supervision and guidance of
Department Staff Coordinators submitted by me as a partial fulfillment for the award of
Bachelor of Engineering degree in Computer Science and Engineering from Visvesvaraya
Technological University, Belagavi during 2024 – 25.
Guvvala Harshitha
1DT21CS046
ACKNOWLEDGEMENT
The satisfaction and the euphoria that accompany the successful completion of any task
wouldbeincompletewithoutthementionofthepeoplewhomadeitpossible.Theconstantguidance
ofthesepersonsandencouragementprovided,crownedoureffortswithsuccessandglory.Although it is
not possible to thank all the members who helped for the completion of the seminar work
individually, I take this opportunity to express my gratitude to one andall.
I am grateful to the management and our institute DAYANANDA SAGAR ACADEMY OF
TECHNOLOGY AND MANAGEMENT with its very ideals and inspiration for having provided
me with the facilities which made this work a success.
I express my sincere gratitude to Dr. M Ravishankar, Principal, Dayananda Sagar Academy of
Technology and Management for the support and encouragement.
I wish to place on record, my grateful thanks to Dr. C. Nandini, Vice Principal and Head of
Department of CSE, Dayananda Sagar Academy of Technology and Management, for the constant
encouragement provided to me.
I express my sincere thanks to Mrs. Keerthi Mohan, Professor at Dayananda Sagar Academy of
Technology & Management; and Mrs. Supraja I, AICTE Activity Points Coordinator at
Dayananda Sagar Academy of Technology & Management, for their unwavering support and
provision of essential resources for the successful execution of this program.
I am thankful to all the staff members of the department for providing relevant information and
helped in different capacities in carrying out this academic work.
Last, but not least, I owe my debts to my parents, friends and also those who directly or indirectly
have helped me to make this acitvity a success.
Date: Guvvala Harshitha [1DT21CS046]
Work Content
Performance
Appraisal /
From Number Total No
Sl.No. Activity Heads Points earned
date-To of Week of Hours
(To be Filled by
date Coordinators)
Helping local schools to achieve good
08-12-23
result & enhance their enrolment in
1 To 5 80
Higher/ Technical/ Vocational 16-01-24
Education
02-12-23
Tourism Promotion
2 To 5 80
Innovative Approaches 11-01-24
Facilitating100%Digitizedmoney 01-06-23
3 transactions To 3 80
22-06-23
Spreading public awareness under 01-06-23
4 rural outreach programmes To 3 80
22-06-23
Implement/Develop Technology 01-5-23
5 solutions which will improve equality To 3 80
of life 22-06-23
TOTALACTIVITYPOINTSEARNED
ABSTRACT
In alignment with AICTE's vision of nurturing socially conscious and technically adept
professionals, a group of committed students actively engaged in five impactful community-based
activities throughout the academic year. These initiatives were thoughtfully designed to address real-
world challenges while simultaneously fulfilling AICTE’s Activity Point Program requirements. The
activities targeted diverse domains including education, tourism, rural development, digital
empowerment, and environmental sustainability, each leaving a tangible impact on society.
1. Enhanced educational opportunities in local schools through career guidance, digital learning
promotion, and awareness about higher education.
2. Promoted cultural tourism by showcasing the heritage of the Banashankari Temple, fostering
appreciation for spiritual tourism.
3. Raised awareness in rural areas on hygiene, sustainable agriculture, and healthcare through
community participation and local language interactions.
4. Enabled 100% digitized financial transactions in rural communities, bridging the digital
divide and empowering residents with secure banking solutions.
5. Supported environmental well-being through a plantation drive under the theme of
developing technology-driven green solutions.
6. Organized a cleaning drive in local schools to improve the learning environment.
7. Provided nutritious meals to students in need, alleviating financial burdens on educational
institutions.
8. Engaged in seed collection activities to promote biodiversity conservation and sustainable
agriculture.
TABLE OF CONTENTS
Sl. Page
Contents
No No.
1. Introduction 01 - 02
2. Details of Activities 03 - 06
3. Overall Learnings 07 - 10
4. Documentation of Activities 11–19
5. Conclusion 20
References 21
CHAPTER 1
INTRODUCTION
The All India Council for Technical Education (AICTE) has been instrumental in promoting a
holistic educational framework in India by introducing activity-based credit systems that go
beyond technical knowledge. The AICTE Activity Points Programme is a visionary initiative that
mandates engineering and technical students to engage in activities that benefit the community and
develop a sense of civic engagement, empathy, and leadership. The objective is to shape well-
rounded graduates who are socially aware, professionally responsible, and capable of contributing
to nation-building.
In this context, five unique activities were carried out by the student team under different AICTE-
approved categories. Each activity was thoughtfully selected, thoroughly planned, and actively
implemented with the intent of leaving a positive impact on society while nurturing essential life
skills among the students.
Project 1: Helping Local Schools
This initiative aimed to support and uplift students in nearby government and rural schools by
introducing interactive and value-based learning experiences. The team conducted engaging
sessions that included educational games, moral storytelling, basic communication skills, and
discussions on ethics and good habits. Students were encouraged to dream big, respect values, and
build a positive attitude towards learning and life. By focusing on both academic and personal
development, the activity aimed to nurture confidence, curiosity, and social responsibility among
young learners.
Project 2: Tourism Promotion – Banashankari Temple
Centered around the historical and spiritual significance of the Banashankari Temple, this project
promoted local tourism by blending tradition with modern digital tools. Students captured the
temple’s unique architectural features and cultural essence through photography, storytelling, and
digital content. The team encouraged spiritual tourism and community engagement by creating
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awareness among visitors and locals, supporting both cultural preservation and local economic
development.
Project 3: Spreading Awareness in Rural Areas
This socially impactful activity focused on educating rural populations about key issues like
hygiene, basic healthcare, sustainable farming practices, and cleanliness. The team used local
languages and simple visuals to communicate effectively, ensuring the participation of all age
groups. By collaborating with respected community members, the team helped foster behavioral
changes and spread messages that could be sustained even after the activity concluded.
Project 4: To Skill Rural Population – 100% Digitized Financial Transactions
In line with the Digital India vision, this project empowered villagers with the knowledge and
skills needed to carry out secure digital financial transactions. Students trained participants on the
use of UPI apps, mobile wallets, and internet banking services. Emphasis was placed on
cybersecurity, financial literacy, and including women in the learning process. With practical,
hands-on sessions, the initiative aimed to bridge the rural-urban digital gap and foster long-term
financial inclusion.
Project 5: Implement/Develop Technology Solutions to Improve Quality of Life – Plantation
Drive
This eco-conscious project aimed to improve quality of life through the development of green
spaces and environmental awareness. Students organized and participated in a plantation drive,
combining manual efforts with tech-based solutions such as using mobile apps to track plant
growth and identify local plant species. The project emphasized the long-term benefits of greenery
on health and sustainability, demonstrating how simple technology can support environmental
protection.
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CHAPTER 2
DETAILS OF ACTIVITIES
Activity 1: Helping Local Schools to Achieve Good Result & Enhance Their
Enrolment in Higher/Technical/Vocational Education
2.1 Overview
• Conducted sessions at Government School, Chudahalli, Karnataka.
• Focused on improving academic engagement and awareness about future educational
paths.
• Encouraged students to explore higher, technical, and vocational education opportunities.
• Promoted value-based learning to build confidence and curiosity among students.
2.2 Use of Technology
• Used educational videos and digital presentations.
• Conducted interactive quizzes through mobile apps.
• Used projectors to display career guidance visuals.
2.3 Sustainable Development Best Practices
• Supported SDG 4: Quality Education.
• Promoted SDG 10: Reduced Inequality through access to learning and awareness.
• Focused on student motivation and holistic development.
Activity 2: Tourism Promotion Using Innovative Approaches
2.1 Overview
• Highlighted the cultural and spiritual significance of Banashankari Temple.
• Collaborated with locals and temple staff to gather authentic information.
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• Attracted visitors and tourists through interactive guides and displays.
• Fostered a sense of cultural pride among residents and boosted local tourism.
2.2 Use of Technology
• Used digital photography and content creation tools.
• Distributed QR-code enabled brochures for accessing temple history.
• Promoted temple tourism via social media and digital banners.
2.3 Sustainable Development Best Practices
• Aligned with SDG 11: Sustainable Cities and Communities.
• Preserved cultural heritage and boosted local economy.
• Encouraged community-led tourism.
Activity 3: Spreading Public Awareness Under Rural Outreach Programmes
2.1 Overview
• Conducted awareness sessions in Chennampalli village, Andhra Pradesh.
• Covered hygiene, sanitation, sustainable farming, and healthcare.
• Targeted all age groups with emphasis on local engagement.
• Partnered with community elders to reinforce trust and local participation.
2.2 Use of Technology
• Used mobile-based videos and visual demonstrations.
• Distributed printed awareness leaflets with illustrations in local language.
• Conducted interactive demonstrations (e.g., handwashing).
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2.3 Sustainable Development Best Practices
• Promoted SDG 3: Good Health and Well-being.
• Advanced SDG 6: Clean Water and Sanitation.
• Empowered villagers with eco-friendly lifestyle knowledge.
Activity 4: Facilitating 100% Digitized Money Transactions
2.1 Overview
• Enabled rural residents to adopt digital payment systems.
• Focused on financial literacy, especially for women and elderly.
• Trained people to use UPI, wallets, and secure online banking.
• Built trust in digital systems and promoted safe transaction practices.
2.2 Use of Technology
• Live demonstrations of apps like Google Pay, PhonePe, BHIM.
• Helped users install apps and conduct test transactions.
• Explained cybersecurity basics and safe digital practices.
2.3 Sustainable Development Best Practices
• Supported SDG 9: Industry, Innovation & Infrastructure.
• Empowered communities for SDG 10: Reduced Inequality.
• Promoted SDG 5: Gender Equality through inclusive training.
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Activity 5: Implement/Develop Technology Solutions to Improve Quality of
Life – Plantation
2.1 Overview
• Organized plantation drive in Chennampalli village.
• Planted native trees to enhance green cover and air quality.
• Educated locals on the ecological and health benefits of trees.
• Created awareness about the importance of green spaces for urban and rural well-being.
2.2 Use of Technology
• Used apps for plant identification and geo-tagging.
• Monitored plant growth via mobile tracking.
• Shared visual guides on tree maintenance with residents.
• Educational materials shared digitally on sustainable planting methods.
2.3 Sustainable Development Best Practices
• Aligned with SDG 13: Climate Action and SDG 15: Life on Land.
• Fostered environmental stewardship through community involvement.
• Promoted biodiversity and long-term ecological balance.
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CHAPTER 3
OVERALL LEARNINGS
3.1 Innovative Approaches Implemented
Throughout the activities undertaken, innovative methods were key to engaging the
community and maximizing the impact of our efforts. For example, during the tourism
promotion activity at the Banashankari Temple, a creative digital strategy was introduced.
By using social media platforms and exploring virtual tours, we reached a wider audience,
including tourists who might not have had access to physical visits. Similarly, in the
plantation activity, we used a unique approach by selecting native tree species best suited
for the region's soil and climate. This sustainable selection ensured a higher survival rate
for the trees while educating the local community on the importance of preserving
indigenous plant life.
In educational support for local schools, we utilized a mix of traditional and digital learning
tools, including introducing games and ethical lessons to promote holistic development.
The 100% digitized financial transaction activity also explored a new method of integrating
technology into rural life, where we didn’t just provide training but made digital tools
accessible to people unfamiliar with them.
3.2 Research and Exploration
In each of the activities, research played a critical role in the overall success. For the
tourism promotion project, extensive research was done on the cultural and architectural
history of Banashankari Temple, which allowed us to accurately present its significance
through storytelling. We also explored various digital tools and social media strategies to
amplify the temple’s outreach, including researching effective use of virtual tours for
remote access to heritage sites.
The rural outreach program required understanding the socio-economic challenges in rural
communities. Research focused on hygiene practices, agriculture techniques, and climate-
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responsive agricultural solutions. It was crucial to adapt educational content based on local
needs and language. The plantation activity also involved researching native plants,
focusing on those that would require minimal maintenance while providing maximum
ecological benefit.
In addition, financial literacy research was conducted to understand the gaps in digital
transaction knowledge in rural areas. This research helped us create a curriculum that
addressed real barriers like internet connectivity, cybersecurity concerns, and ease of use
for older generations.
3.3 Knowledge and Understanding Gained
Through these activities, we gained valuable knowledge in various areas. In education
support for local schools, we deepened our understanding of the gaps in educational access
and how simple interventions could empower students. We learned that career guidance,
digital education tools, and motivational sessions could help bridge the gap between
students’ aspirations and the practical steps required to achieve them.
The tourism promotion project taught us about the intersection of technology and heritage
preservation. By exploring digital tools and engaging with local heritage, we understood
how heritage sites can benefit from digitalization, enhancing both education and tourism.
The rural outreach initiative enhanced our knowledge of sustainable development
practices, especially in terms of hygiene, healthcare, and sustainable farming practices. It
broadened our understanding of how these issues are interlinked with socio-economic
challenges and cultural norms in rural areas.
In the digital financial transaction training, we acquired practical knowledge about
financial inclusion and digital banking solutions in rural settings. We learned how critical
it is to address the local context and design strategies that cater to the community's unique
challenges.
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3.4 Professional Skills and Best Practices Applied
Throughout these activities, several professional skills were honed. Communication and
teamwork were crucial, especially when engaging with local communities or working as a
part of a student team. We learned how to create and deliver engaging presentations, ensure
effective community interaction, and manage large-scale initiatives with limited resources.
In the education support project, we applied best practices in interactive learning,
emphasizing hands-on methods and direct engagement with students. The experience
taught us how important it is to adapt content based on the audience’s level of
understanding and how to use both traditional and digital tools to foster better learning
outcomes.
The plantation project demonstrated the importance of sustainability. By selecting the right
plants for the local ecosystem, we implemented a green initiative that had both immediate
and long-term positive impacts. It reinforced the importance of considering local ecology
and environmental benefits when planning community-based projects.
In the financial digitization project, we applied the best practices of digital literacy and
inclusive development, focusing on creating simple, easy-to-understand training materials
for the rural community.
3.5 Areas for Further Development
While the activities were successful in many ways, there are still areas for further
development. One key area for growth is the sustainability of the plantation efforts. While
the initial plantation was successful, there is a need for continuous monitoring and
maintenance. A more robust community-driven maintenance plan should be developed to
ensure the long-term survival of the plants.
For the digital transactions project, although many villagers were introduced to digital
payments, the uptake rate was lower than expected due to concerns about cybersecurity
and lack of infrastructure. Future initiatives could focus on further awareness and creating
a support system for troubleshooting digital payment issues.
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In the education initiative, while we managed to engage students, there is still a need for
consistent follow-up to ensure the students are applying the career guidance and learning
tools provided. Further development could involve creating mentorship programs that pair
students with professionals in fields of interest.
3.6 Challenges Encountered and Solutions Implemented
Each activity presented its own set of challenges. One of the major challenges faced during
the rural outreach program was overcoming the language barrier and illiteracy rates in
certain areas. To address this, we incorporated visual aids and conducted interactive
sessions in the local dialect, making the information accessible to all.
In the plantation activity, weather conditions posed challenges, especially when plants
showed signs of stress due to drought. To solve this, we planned a rainwater harvesting
initiative that provided the required water for the plants and increased the community's
awareness of sustainable water use.
The financial training in rural areas faced resistance from some older villagers who were
skeptical about digital transactions. To overcome this, we organized hands-on workshops,
showing the practical advantages of digital payments, such as increased security and time-
saving.
3.7 Feedback and Continuous Improvement
Feedback from the community was an essential part of the continuous improvement
process. After the financial literacy training, many villagers expressed a desire for more in-
depth sessions and longer-term support. This feedback was used to adjust the training
content and offer follow-up sessions to ensure lasting impact.
For the education project, teachers and school staff appreciated the motivational sessions,
but they suggested integrating more career-oriented activities and field trips to give
students real-world exposure. This feedback was invaluable in refining the project’s future
direction.
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CHAPTER 4
DOCUMENTATION OF ACTIVITIES
Effective documentation plays a critical role in capturing the efforts, outreach, and impact of
community-based activities. Throughout the five AICTE activity projects, detailed records
were maintained in the form of photographs, testimonials, participant feedback, and team
reports. These not only serve as proof of execution but also help reflect on experiences and
preserve learning for future initiatives.
The following section highlights the visual and testimonial documentation collected during
the implementation of each activity. Photos were geo-tagged using mobile applications where
possible, and feedback was recorded either orally or in written formats, depending on the
activity setup.
Activity 1: Helping Local Schools to Enhance Educational Awareness
Photographs:
• Images captured during interactive sessions with students in the government school
in Chudahalli, Karnataka.
• Photos showing students actively participating in group discussions and sessions led
by volunteers.
• A group photo with students at the end of the session, showcasing their enthusiasm
and engagement.
Testimonials:
• A Class 6 student shared: “I never thought about studying beyond school. Now, I’m
excited to learn more about different courses and options I can take after my studies.”
• Another student mentioned: “Before the session, I only knew about regular school
subjects. After the activity, I understand there are many ways to learn and grow
beyond school, like vocational training.”
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Activity 2: Tourism Promotion – Banashankari Temple
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Photographs:
• Images of students documenting the temple’s architecture and sharing its spiritual significance
with visitors.
• A photo highlighting the grandeur of the Banashankari Temple, showcasing its intricate designs
and serene surroundings, emphasizing its cultural and spiritual importance.
Testimonials:
• A visitor shared: “The students provided valuable insights into the temple's history. Their approach
to combining tradition with modern promotion was impressive.”
• A local resident said: “I learned new facts about the temple from the students. Their efforts will
help attract more visitors.”
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Activity 3: Spreading Awareness in Rural Areas
Photographs:
• Students engaging with villagers and school children, explaining the importance of hygiene,
clean surroundings, and eco-friendly practices.
• Interaction with elder women in the community who shared traditional values related to health,
cleanliness, and respect for nature.
Testimonials:
• A young girl from the village said: “I learned how to keep my hands clean and not waste
water.”
• One of the elder women said: “We taught them our ways, and they shared new ideas with us.
It felt like learning from each other.”
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Activity 4: Facilitating 100% Digitized Money Transactions
Photographs:
• Students guiding local vendors and residents on how to use digital payment platforms like
PhonePe, Google Pay, and BHIM UPI.
• Live demonstrations showing how to scan QR codes and make cashless transactions using
smartphones.
Testimonials:
• A shopkeeper shared: “I never thought I’d stop using cash, but now most of my customers
prefer online payments—it’s easy and reliable.”
• An elderly resident mentioned: “With the team’s help, I sent money to my grandson for the
first time through my phone. I feel proud.”
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Activity 5: Implement/Develop Technology Solutions to Improve Quality of
Life – Plantation
Photographs:
• Images showing the act of planting saplings in designated areas.
• Visuals highlighting moments where the importance of greenery and tree conservation
was explained to local residents.
Testimonials:
• One community member shared: “Planting trees is a small step, but it makes a big
difference. We are happy to see such initiatives here.”
• Another resident said: “This reminded us how important it is to protect nature for our
children’s future.”
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CHAPTER 5
CONCLUSION
The execution of these five community-oriented activities under the AICTE guidelines has
been an enriching and transformative experience. Each initiative addressed real-world
societal needs—ranging from education, tourism, health awareness, digital literacy, to
environmental sustainability. The approach taken was not only practical and inclusive but
also aimed at making a long-term impact in the respective communities.
Through Activity 1, awareness about higher education pathways was instilled among young
school children in rural Karnataka, helping bridge the gap between ambition and access.
Activity 2 shed light on India’s rich cultural heritage by promoting local temple tourism,
instilling a sense of pride and community involvement. In Activity 3, meaningful health and
hygiene awareness sessions contributed to improved well-being, especially among rural
women and children. Activity 4 tackled the growing need for digital financial literacy by
promoting cashless transactions and building confidence in using mobile-based financial
tools. Lastly, Activity 5 focused on the environment through plantation drives, encouraging
communities to understand and act on the importance of green spaces.
These activities not only impacted the communities but also provided the team with
invaluable field exposure. They enhanced communication skills, teamwork, adaptability,
empathy, and problem-solving capabilities. The entire journey underscored the importance of
social responsibility and the role of small actions in achieving broader development goals.
Going forward, the learnings from this experience will serve as a foundation to design more
innovative and impactful projects. With continued efforts, such initiatives can contribute to
building an aware, inclusive, and sustainable society.
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REFERENCES
1. All India Council for Technical Education (AICTE) Activity Points Guidelines
https://www.aicte-india.org
2. Reserve Bank of India – Guidelines on Digital Banking and UPI
https://www.rbi.org.in
3. Banashankari Official Website – Cultural and Spiritual Resources
https://banashankaritemple.com/
4. World Health Organization (WHO) – Hygiene and Blood Donation Guidelines
https://www.who.int
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