Indian Railways introduced the first “Kisan Rail” from Devlali (Maharashtra) to Danapur (Bihar).
Try this question for mains:
Q.Discuss the role of agricultural marketing and logistics for doubling farmer’s income by 2022.
Kisan Rail
From Maharashtra’s Devlali to Bihar’s Danapur, the train will cover the journey of 1,519 kilometres in over 31 hours.
It will take stops at Nasik Road, Manmad, Jalgaon, Bhusaval, Burhanpur, Khandwa, Itarsi, Jabalpur, Satna, Katni, Manikpur, Prayagraj Chheoki, Pt. Deendayal Upadhyay Nagar and Buxar.
This train will help in bringing perishable agricultural products like vegetables, fruits to the market in a short period of time.
The train with frozen containers is expected to build a seamless national cold supply chain for perishables, inclusive of fish, meat and milk.
It is a step towards realizing the goal of doubling farmers’ incomes by 2022.
Other facts
Indian Railways have earlier run single commodity special trains like Banana Specials etc.
But this will be the first-ever multi-commodity trains and will carry fruits like Pomegranate, Banana, Grapes etc and vegetables like Capsicum, Cauliflower, Drumsticks, Cabbage, Onion, Chilies etc.
Seeking to completely overhaul India’s education system, the Union Ministry of Education, formerly known as the Human Resource Development Ministry, introduced the National Education Policy 2020. The set of reforms encompasses a whole range of ideas and promises, from vocational education through schools to higher studies.
“Education is the passport to the future, for tomorrow belongs to those who prepare for it today.” – Malcolm X
Backgrounder: Education Policies in India
Education Policy lays particular emphasis on the development of the creative potential of each individual. It is based on the principle that education must develop not only cognitive capacities -both the ‘foundational capacities ‘of literacy and numeracy and ‘higher-order‘ cognitive capacities, such as critical thinking and problem-solving — but also social, ethical, and emotional capacities and dispositions.
The implementation of previous policies on education has focused largely on issues of access and equity. The unfinished agenda of the National Policy on Education 1986, modified in 1992 (NPE 1986/92), is appropriately dealt with in this Policy. A major development since the last Policy of 1986/92 has been the Right of Children to Free and Compulsory Education Act 2009 which laid down legal underpinnings for achieving universal elementary education.
Evolution of Education Policy in India
University Education Commission (1948-49)
Secondary Education Commission (1952-53)
Education Commission (1964-66) under Dr D. S. Kothari
National Policy on Education, 1968
42nd Constitutional Amendment, 1976- Education in Concurrent List
National Policy on Education (NPE), 1986
NPE 1986 Modified in 1992 (Programme of Action, 1992)
S.R. Subrahmanyam Committee Report (May 27, 2016)
K. Kasturirangan Committee Report (May 31, 2019)
Some of the major pathbreaking policies and their features:
Earlier major Educational Policies
(Year)
Key Features
1968
Based on the report and recommendations of the Kothari Commission (1964–1966)
India’s first National Policy which called for a “radical restructuring” and proposed equal educational opportunities
It gave the “three-language formula” to be implemented in secondary education
1986
Introduced under Rajiv Gandhi’s Prime Ministership, expected to spend 6% of GDP on education for the 1st time
It called for “special emphasis on the removal of disparities and to equalize educational opportunity”
It called for a “child-centered approach” in primary education, and launched “Operation Blackboard“
Also called for the creation of the “rural university” model, based on the philosophy of Mahatma Gandhi
1992
1986 Policy modified in 1992 by the P.V. Narasimha Rao government
It laid down a Three – Exam Scheme: JEE/AIEEE/State EEE (Engineering Entrance Exam)
The National Education Policy, 2020
It marks the fourth major policy initiative in education since Independence.
The last one has undertaken a good 34 years ago and modified in 1992.
Based on two committee reports and extensive nationwide consultations, NEP 2020 is sweeping in its vision and seeks to address the entire gamut of education from preschool to doctoral studies, and from professional degrees to vocational training.
Features of the 2020 policy:
1) Languages
A perfect mix: The policy raises the importance of mother tongue and regional languages; medium of instruction until class 5 and preferably beyond should be in these languages. Sanskrit and foreign languages will also be given emphasis.
No compulsion: The policy also states that no language will be imposed on the students.
More to clarify: The government clarified that the language policy in NEP is a broad guideline; and that it is up to the states, institutions and schools to decide the implementation.
2) School education
New structure of schooling: The “10 + 2” structure will be replaced with “5+3+3+4”.
Reforms in the exam: Instead of exams being held every academic year, school students will only answer three exams, in classes 3, 5 and 8.
Novel assessment by PARAKH: Board exams will be continued to be held for classes 10 and 12 but will be re-designed. Standards for this will be established by an assessment body PARAKH.
Report cards will be “holistic”, offering information about the student’s skills.
Inter-disciplinary approach: This policy aims at reducing the curriculum load of students and allowing them to be more “inter-disciplinary” and “multi-lingual”.
One example given was “If a student wants to pursue fashion studies with physics, or if one wants to learn bakery with chemistry, they’ll be allowed to do so.”
Software coding: Coding will be introduced from class 6 and experiential learning will be adopted.
The Midday Meal Scheme will be extended to include breakfasts. More focus will be given to students’ health, particularly mental health, through the deployment of counsellors and social workers.
3) Higher education
Revamped UG/PG courses: It proposes a multi-disciplinary bachelors degree in an undergraduate programme with multiple exit options.
MPhil (Masters of Philosophy) courses are to be discontinued to align degree education with how it is in Western models.
Increasing GER: A Higher Education Council of India (HECI) will be set up to regulate higher education. The Council’s goal will be to increase the gross enrollment ratio.
The HECI will have three verticals: National Higher Education Regulatory Council (NHERC), to regulate higher education, including teacher education, while excluding medical and legal education; the National Accreditation Council (NAC), a “meta-accrediting body”; and the Higher Education Grants Council (HEGC), for funding and financing of universities and colleges.
This will replace the existing National Council for Teacher Education, All India Council for Technical Education and the University Grants Commission.
The National Testing Agency will now be given the additional responsibility of conducting entrance examinations for admissions to universities across the country, in addition to the JEE Main and NEET.
The policy proposes to internationalize education in India. Foreign universities can now set up campuses in India.
3) Teacher education
The NEP 2020 puts forward many policy changes when it comes to teachers and teacher education.
To become a teacher, a 4 year Bachelor of Education will be the minimum requirement needed by 2030.
The teacher recruitment process will also be strengthened and made transparent.
The National Council for Teacher Education will frame a National Curriculum Framework for Teacher Education by 2021 and a National Professional Standards for Teachers by 2022.
4) Other changes
Under NEP 2020, numerous new educational institutes, bodies and concepts have been given legislative permission to be formed. This includes:
National Education Commission, headed by the PM of India
Academic Bank of Credit, a digital storage of credits earned to help resume education by utilising credits for further education
National Research Foundation, to improve research and innovation
Special Education Zones, to focus on the education of underrepresented group in disadvantaged regions
Gender Inclusion Fund, for assisting the nation in the education of female and transgender children
National Educational Technology Forum, a platform to facilitate the exchange of ideas on the technology used to improve learning
The policy proposes new language institutions such as the Indian Institute of Translation and Interpretation and the National Institute/ Institutes for Pali, Persian and Prakrit. Other bodies proposed include the National Mission for Mentoring, National Book Promotion Policy, National Mission on Foundational Literacy and Numeracy.
Regulatory cholesterol is the bane of governance in India, with poor outcomes to boot.
An analysis: Hits and misses of the Policy
NEP 2020 is an amalgamation of need-based policy, cutting-edge research and best practices, paving the way for New India.
1) Targets ‘Antyodaya’
With an extensive focus on universalizing access from early childhood to higher education, integrating over two crore out-of-school children, and concerted efforts directed at socio-economically disadvantaged groups, the policy ensures last-mile delivery, embodying “Antyodaya”.
2) A revamped curriculum
Through a convergence of efforts and erasing traditional silos in workflows, early childhood care and education will be delivered through a new curriculum as well as a play- and activity-based pedagogy.
Along with a dedicated national mission for foundational literacy and numeracy, NEP 2020 will be significant for bolstering the most critical phases of learning, building a strong foundation for education.
3) Departure from the ‘old’ school
NEP marks a departure from archaic practices and pedagogy.
Revamped curriculum, adult education, lifelong learning and the vision to ensure that half our learners have exposure to at least one vocational skill in the next five years is characteristic of the shift from rote to applied learning.
Through a skill gap analysis, practice-based curriculum and internships with local vocational experts, NEP 2020’s “Lok Vidya”, echoes the PM’s clarion call of being “Vocal for Local”.
4) An evidence-based policy
With the NITI Aayog’s mandate to facilitate evidence-based policy, there is a strong belief in the fact that what can’t be measured can’t be improved.
Till date, India lacks a comprehensive system for regular, credible and comparable assessments of learning outcomes.
The MoHRD undertook a rigorous consultation process in formulating the draft policy – “Over two lakh suggestions from 2.5 lakh gram panchayats, 6,600 blocks, 6,000 Urban Local Bodies (ULBs), 676 districts were received.
5) Focus on Teacher’s skilling
Teacher education is reimagined with a comprehensive curricular framework, multidisciplinary programmes and stringent action against substandard institutions.
Driven by SEQI’s vision for teacher adequacy and transparent systems for merit-based selection and deployment, online systems for teacher transfers and planning will ensure that the right teachers are in the right institutes.
6) Academic credit bank
The creation of an academic credit bank, the impetus to research, graded autonomy, internationalization and the development of special economic zones are vital to rebranding India as the higher education destination.
Further, multilingual education and efforts to enhance the knowledge of India could restore the country’s educational heritage from the glory days of Takshashila and Nalanda — creating a system that’s modern yet rooted.
7) Departure from over-regulation
NEP 2020 makes a bold prescription to free our schools, colleges and universities from periodic “inspections” and place them on the path of self-assessment and voluntary declaration.
Transparency, maintaining quality standards and a favourable public perception will become a 24X7 pursuit for the institutions, leading to all-round improvement in their standard.
A single, lean body with four verticals for standards-setting, funding, accreditation and regulation is proposed to provide “light but tight” oversight.
8) Getting a job-ready generation
With the new policy coming in picture, the school and college education will not only be seen as a facilitator of degree but it will be treated as a medium to build personality and it’ll help the students in their holistic professional growth.
The flexibility and autonomy now presented to the future workforce will enable them to explore a variety of options and build more relevant and in-demand skills rather than following traditional career paths.
9) Sweeping in vision
Based on two committee reports and extensive nationwide consultations, NEP 2020 is sweeping in its vision.
It seeks to address the entire gamut of education from preschool to doctoral studies, and from professional degrees to vocational training.
It acknowledges the 21st century need for mobility, flexibility, alternate pathways to learning, and self-actualization.
Issues with the policy
The new policy has tried to please all, and the layers are clearly visible in the document. It says all the right things and tries to cover all bases, often slipping off keel.
1) Lack of integration
In both the thinking, and in the document, there are lags, such as the integration of technology and pedagogy.
There are big gaps such as lifelong learning, which should have been a key element of upgrading to emerging sciences.
2) Language barrier
There is much in the document ripe for debate – such as language. The NEP seeks to enable home language learning up to class five, in order to improve learning outcomes.
Sure, early comprehension of concepts is better in the home language and is critical for future progress. If the foundations are not sound, learning suffers, even with the best of teaching and infrastructure.
But it is also true that a core goal of education is social and economic mobility, and the language of mobility in India is English.
3) Multilingualism debate
Home language succeeds in places where the ecosystem extends all the way through higher education and into employment. Without such an ecosystem in place, this may not be good enough.
The NEP speaks of multilingualism and that must be emphasised. Most classes in India are de facto bilingual.
Some states are blissfully considering this policy as a futile attempt to impose Hindi.
4) Lack of funds
According to Economic Survey 2019-2020, the public spending (by the Centre and the State) on education was 3.1% of the GDP.
A shift in the cost structure of education is inevitable.
While funding at 6% of GDP remains doubtful, it is possible that parts of the transformation are achievable at a lower cost for greater scale.
5) A move in haste
The country is grappled with months of COVID-induced lockdowns.
The policy had to have parliamentary discussions; it should have undergone a decent parliamentary debate and deliberations considering diverse opinions.
6) Overambitious
All aforesaid policy moves require enormous resources. An ambitious target of public spending at 6% of GDP has been set.
This is certainly a tall order, given the current tax-to-GDP ratio and competing claims on the national exchequer of healthcare, national security and other key sectors.
The exchequer itself is choked meeting the current expenditure.
7) Pedagogical limitations
The document talks about flexibility, choice, experimentation. In higher education, the document recognizes that there is a diversity of pedagogical needs.
If it is a mandated option within single institutions, this will be a disaster, since structuring a curriculum for a classroom that has both one-year diploma students and four-year degree students’ takes away from the identity of the institution.
8) Institutional limitations
A healthy education system will comprise of a diversity of institutions, not a forced multi-disciplinarily one.
Students should have a choice for different kinds of institutions.
The policy risks creating a new kind of institutional isomorphism mandated from the Centre.
9) Issues with examinations
Exams are neurotic experiences because of competition; the consequences of a slight slip in performance are huge in terms of opportunities.
So the answer to the exam conundrum lies in the structure of opportunity. India is far from that condition.
This will require a less unequal society both in terms of access to quality institutions, and income differentials consequent upon access to those institutions.
Making it happen: Way Forward
This ambitious policy has a cost to be paid and the rest of the things dwells on its implementation in letter and spirit.
Public investment is considered extremely critical for achieving the high-quality and equitable public education system as envisaged by the policy, that is truly needed for India’s future economic, social, cultural, intellectual and technological progress and growth.
Implementation of the spirit and intent of the Policy is the most critical matter.
It is important to implement the policy initiatives in a phased manner, as each policy point has several steps, each of which requires the previous step to be implemented successfully.
Prioritization will be important in ensuring optimal sequencing of policy points, and that the most critical and urgent actions are taken up first, thereby enabling a strong base.
Next, comprehensiveness in implementation will be key; as this Policy is interconnected and holistic, only a full-fledged implementation, and not a piecemeal one, will ensure that the desired objectives are achieved.
Since education is a concurrent subject, it will need careful planning, joint monitoring, and collaborative implementation between the Centre and States.
Timely infusion of requisite resources – human, infrastructural, and financial – at the Central and State levels will be crucial for the satisfactory execution of the Policy.
Finally, careful analysis and review of the linkages between multiple parallel implementation steps will be necessary in order to ensure effective dovetailing of all initiatives.
Conclusion
India’s political economy has simply not made quality education a top priority. What has changed in the last couple of decades is the explosion of aspiration and demand for education. But that demand has yet to be channelized into institutional change.
Its’ too early to judge
This policy is an ambitious and complex document and it has been adopted during a pandemic and a lockdown, which renders discussion and debate difficult.
It lays down a roadmap for the next two decades. But, there are many reasons why this policy needs close scrutiny, a full debate, for what it says and what it doesn’t.
For instance, what are its implications for the majority of those covered under the acronym SEDGs (Socially and Economically Disadvantaged Groups) in the text?
This is particularly crucial as the document visualizes increased “benign” privatization of education, attempting to distinguish this from commercialization.
In a situation of growing privatization and the near-collapse of public institutions of higher education, how these policies will be implemented is a matter of concern.
There is no getting away from the need for a highway and device access for all, to enable the future of learning. The NEP is but one step towards freedom in education. So much, including the concepts of synchronous learning, of batch-processing and of provision as patronage is gone and we must embrace the change.
The article tracks the latest developments in the field of AI by the leading technology companies.
Integrating AI in the phone
Over the last few years, most mobile phone manufacturers have been content with design upgrades, apart from specs.
Samsung launched a device which has been able to integrate artificial intelligence (AI) in its phones.
In the case of S-Pen, Samsung demonstrated that it has been able to reduce latency between pen operation and what appears on the screen to 9 milliseconds using predictive analysis.
Latency is a major concern in technologies like smart cars.
Samsung also showcased active noise cancellation, which again uses prediction analysis to drown out ambient noises.
Apple’s virtual event also focused on higher integration and more uses of AI.
Siri has become even smarter and is increasingly being integrated with more services.
The camera function of Apple devices, for instance, pieces together a picture using best angles to create the perfect image.
Samsung and Apple now can monitor health more accurately using their smartwatches.
Future scope
This indicates how much further we are moving towards a future with more edge computing.
This computing will power technologies like a smart car.
Given the progress in IoT, there is a huge likelihood that those betting early on AI integration will reap the biggest rewards of the connected living market.
Consider the question “What is artificial intelligence? How it could transform the world of technology?”
Conclusion
Integration of AI in the devices we use in everyday life holds a promising future for us. India must encourage its development.
Post-academic research have a direct bearing on national development. India needs to focus on it along with academic research. This article explains this issue.
Context
The Government of India is in the process of revisiting the Science, Technology and Innovation (STI) Policy.
At this stage we need to ponder the question: what kind of research should be funded?
How to measure the maturity level of a particular technology?
Experts have come up with frameworks and terminology to provide a comprehensive picture and avoid any value judgement.
One approach was proposed by NASA in the form of Technology Readiness Levels (TRL).
TRL-1 corresponds to observation of basic principles. Its result is publications.
TRL-2 corresponds to formulation of technology at the level of concepts.
Then the TRL framework advances to proof of concept, validation in a laboratory environment, followed by a relevant environment, and then to prototype demonstration, and ending with actual deployment.
An alternative is to use the terminology ‘Academic Research (AR)’, and ‘Post-Academic Research (PAR)’.
To provide some granularity, one can divide PAR into early-stage PAR, and late-stage PAR.
Late-stage PAR has to be done by large laboratories (national or those supported by industry).
AR and early-stage PAR can be done at higher education institutions and large laboratories.
Importance of Post-Academic Research(PAR)
From the perspective of national development, pursuit of AR alone, while necessary, is not sufficient.
AR and PAR, when pursued together and taken to their logical conclusion, will result in a product or a process,
Or it can also result in a better clinical practice, or a scientifically robust understanding of human health and disease, or provide inputs for a policy decision.
Issues in comparing investment in research among countries
1) We cannot compare data with other countries without having correspondence between India’s data and data reported by others.
Countries belonging to the Organisation for Economic Cooperation and Development (OECD) report research statistics according to the Frascati Manual.
2) India has to decide where to increase investment: in AR or in PAR.
Research and national development
Investment in research can translate into national development only through pursuit of PAR.
Our industry has not reached a stage where they can absorb research being done by higher education institutions.
This reveals that research being pursued is either not addressing national needs or is limited to AR.
Way forward
Judging the growth of Science-and-Technology based only on publications (e.g. research papers) provides an incomplete picture.
We should increasing the technology intensity of industry, which was identified as one of the goals of the STI policy issued in 2013.
This needs reiteration and a mechanism should be devised to monitor progress with the objective of becoming an ‘Atmanirbhar Bharat’.
The STI policy should emphasise PAR to ensure that investment in research results in economic growth.
To motivate the research community to pursue at least early-stage PAR, the reward system needs significant reorientation.
Academics in higher education institutions pursuing AR should pursue early-stage PAR themselves, or team up with those who are keen to pursue PAR.
Consider the question “Examine the factors that responsible for the lack of research and development in India? Also, elaborate on the importance of post-academic research in the country.”
Conclusion
These factors are sufficient to indicate that academic research is necessary, but not sufficient and we must focus on PAR adequately.
The Monetary Policy Committee of the RBI has decided to keep the benchmark interest rates of the economy unchanged.
Try this PYQ:
Q.Which one of the following is not the most likely measures the Government/RBI takes to stop the slide of Indian rupee? (CSP 2019)
(a) Curbing imports of non-essential goods and promoting exports
(b) Encouraging Indian borrowers to issue rupee-denominated Masala Bonds
(c) Easing conditions relating to external commercial borrowing
(d) Following an expansionary monetary policy
What is the link between growth, inflation and interest rates?
In a fast-growing economy, incomes go up quickly and more and more people have the money to buy the existing bunch of goods.
As more and more money chases the existing set of goods, prices of such goods rise.
In other words, inflation (which is nothing but the rate of increase in prices) spikes.
How interest rates dominate?
To contain inflation, a country’s central bank typically increases the interest rates in the economy.
By doing so, it incentivizes people to spend less and save more because saving becomes more profitable as interest rates go up.
As more and more people choose to save, money is sucked out of the market and inflation rate moderates.
What happens when growth rate decelerates or contracts?
When growth contracts or when its growth rate decelerates, people’s incomes also get hit.
As a result, less and less money is chasing the same quantity of goods.
These results in either the inflation rate decline.
In such situations, a central bank cuts down the interest rates so as to incentivise spending and by that route boost economic activity in the economy.
Lower interest rates imply that it is less profitable to keep one’s money in the bank or any similar saving instrument.
As a result, more and more money comes into the market, thus boosting growth and inflation.
Why has RBI not raised interest rates this quarter?
RBI is facing an odd situation at present: GDP is contracting even as inflation is rising.
This is happening because the pandemic has reduced demand, on the one hand, and disrupted supply on the other.
As a result, both things are happening — falling growth and rising inflation.
It is true that for containing inflation, RBI should raise interest rates.
And under normal circumstances, it would have done just that. But raising interest rates at this stage would be catastrophic for India’s GDP growth.
Risks of altering interest rates
If the RBI cuts the interest rate, it may be fuelling retail inflation further. It must be remembered that inflation hits the poor the hardest.
So, the RBI has chosen to do what many expected it to do: stay put and waits for another couple of months to figure out how growth and inflation are shaping up.
Back2Basics: Monetary Policy Committee (MPC)
The RBI Act, 1934 (RBI Act) was amended by the Finance Act, 2016, to provide for a statutory and institutionalized framework for an MPC, for maintaining price stability, while keeping in mind the objective of growth.
The MPC is entrusted with the task of fixing the benchmark policy rate (repo rate) required to contain inflation within the specified target level.
The meetings of the MPC are held at least 4 times a year and it publishes its decisions after each such meeting.
As per the provisions of the RBI Act, out of the six members of the committee, three members are from the RBI and the other three Members of MPC are appointed by the Central Government.
Governor of the RBI is ex officio Chairman of the committee.
Union Minister of Agriculture & Farmers’ Welfare has launched the Sahakar Cooptube NCDC Channel, a new initiative by National Cooperative Development Corporation (NCDC).
Note: Article 19 states that the Right to form co-operative societies is a Fundamental Right and DPSP Article 43-B provides for the promotion of co-operative societies.
Sahakar Cooptube
The Sahakar Cooptube Channel aims to facilitate the involvement of the youth in the cooperative movement.
Cooperatives lend strength to farmers to minimize risks in agriculture and allied sectors and act as a shield against exploitation.
The channel will give a boost to Atmanirbhar Bharat Abhiyan under which the government has announced a series of transformative measures and sector-specific financial packages to help agriculture.
The initiatives are steps towards One Nation One Market with the objective for India to become a food factory of the world.
Back2Basics: NCDC
The NCDC is a statutory Corporation set up under an Act of Parliament on 13 March 1963.
The objectives of NCDC are:
planning and promoting programmes for production, processing, marketing, storage, export and import of agricultural produce, foodstuffs, industrial goods, livestock and certain other notified commodities and services on cooperative principles and for matters concerned therewith or incidental thereto
NCDC Act has been further amended which will broad-base the area of operation of the Corporation to assist different types of cooperatives and to expand its financial base.
NCDC will now be able to finance projects in the rural industrial cooperative sectors and for certain notified services in rural areas like water conservation, irrigation and micro-irrigation, agri-insurance, agro-credit, rural sanitation, animal health, etc.
On 6 August 1945 world witnessed the destructive potential of the nuclear weapons. Today’s nuclear weapons are several times more destructive than the one used there. This calls for the close scrutiny of the idea of the nuclear deterrence. This article dwells over the same issue.
Context
While Hiroshima and Nagasaki have been the last two cities to be destroyed by nuclear weapons, we cannot be sure that they will be the last.
Since 1945, several countries have armed themselves with nuclear weapons that have much more destructive power in comparison to those that destroyed Hiroshima and Nagasaki.
Vulnerability
Over 1,26,000 nuclear weapons have been built since the beginning of the atomic age.
There is no realistic way to protect ourselves against nuclear weapons.
The invention of ballistic missiles has made it impossible to intercept nuclear weapons once they are launched.
Neither fallout shelters nor ballistic missile defence systems have succeeded in negating this vulnerability.
Nuclear weapon states are targets of other nuclear-weapon states, but non-nuclear-weapon states are vulnerable as well.
Idea of nuclear deterrence
The idea of nuclear deterrence consists of following two proposition.
1) That nuclear weapons are so destructive that no country would use them.
2) Such use would invite retaliation in kind, and no political leader would be willing to risk the possible death of millions of their citizens.
Issues with the idea of deterrence
1) It is claimed that nuclear weapons do not just protect countries against use of nuclear weapons by others, but even prevent war and promote stability.
These claims do not hold up to evidence.
2) The apparent efficacy of deterrence in some cases may have been due to the more credible prospect of retaliation with conventional weapons.
3) Implicitly, however, all nuclear-weapon states have admitted to the possibility that deterrence could fail.
they have made plans for using nuclear weapons, in effect, preparing to fight nuclear war.
4) The desire to believe in the perfect controllability and safety of nuclear weapons creates overconfidence, which is dangerous.
Overconfidence is more likely to lead to accidents and possibly to the use of nuclear weapons.
So, what prevented the nuclear war if not deterrence?
While a comprehensive answer to this question will necessarily involve diverse and contingent factors, one essential element in key episodes is just plain luck.
Consider the question “What are the problems involved in the idea of nuclear deterrence. Also, examine the factors responsible for the failure of nuclear disarmament.”
Conclusion
Humanity has luckily survived 75 years without experiencing nuclear war, can one expect luck to last indefinitely?
The grand temple at Rama Janmabhoomi in Ayodhya will follow the Nagara style of temple architecture.
Note the various features of the Nagara and Vesara style of temple architecture from your basic references.
What is Nagara style of temple architecture?
The basic form of a Hindu temple contains the following architectural elements:
Garbhagriha – the small room where the principal deity/deities of the temple reside
Mandapa – the portico or hall at the entrance of the temple generally designed to house a large number of people
Shikhara – the mountain like spire which can have different shapes from pyramidal to curvilinear
Vahana – the mount of the main deity placed generally in line of sight from Garbhagriha
In this style, the temple is generally constructed on an upraised platform called Jagati.
Mandapas are present in front of the These are adorned with the Shikhara, the tallest one being above the Garbhagriha.
The shikhara over the mandapas in the pictures of the Ayodhya Ram temple can be seen having a square base, and a rectilinear outline.
This is called the phamsana-style shikhara. Note that the mandapa shikhara right at the entrance has an octagonal base.
Similar to Khajuraho Temple
There are different types of Shikhara found in Indian temples.
A comparison with Khajuraho Vishwanath temple, also built in Nagara style, shows the similarity between the two.
Note that the main shikhara of the two are remarkably similar.
They rise upward in a curved pyramidal fashion, ending in a horizontal fluted disc called an Amalaka topped with a Kalasha. This is called the Latina-style shikhara.
Note: This newscard is an excerpt from an original article published in Swarajya Magazine.
Haryana CM Manohar Khattar has distributed ‘Parivar Pehchan Patra’ to the eligible families and announced that welfare schemes of all departments would be linked with the PPP within the next three months.
Practice question for mains:
Q.What is Parivar Pehchan Patra (PPP) recently rolled out by Haryana Govt.? How it is beneficial compared to the Aadhaar?
What is Parivar Pehchan Patra (PPP)?
It is an 8-digit Unique Identity Card number meant for each family to enable smooth and automatic delivery of several citizen-centric services.
The government will establish the scheme-wise eligibility of a particular family using this 8-digit code according to the information available in the PPP of the family.
The benefits, according to the schemes, shall automatically be transferred to the family using the same code.
PPP will ensure that not a single beneficiary is left out from the government benefits that they are entitled to.
How is PPP different from the Aadhaar card?
The PPP, mathematically, is an integral number of Aadhaar.
While Aadhaar represents an individual as a unit, a PPP represents a family as a unit. Most of our government schemes are structured around the family.
It is not structured around an individual.
For example, ration eligibility is there for the family but the family can split it into various members as long as they are above 18 years and say they are separating entitlements for all individuals.
Will it be mandatory for every family of Haryana to get PPP?
No, it will not be mandatory for every family of the state to obtain a PPP.
But, PPP is mandatory for families availing benefits under government schemes.
Also, whenever a family wants to avail any government scheme, it will have to first get a PPP to be eligible.
The logic behind
Haryana officials said although there is a union government’s Aadhaar card, it contains individual’s details and does not cater to the entire family as a unit.
In certain circumstances, it may not be possible for a state government to keep track of all the families residing in the state.
Although the ration card system is there, it is not updated and does not contain adequate family records.
With the PPP, it will be easier for the state government to maintain a complete database of all the state dwellers.
How would it work?
To begin with, the government has already linked PPP with three social security schemes – old age Samman allowance, divyang pension, and the widow and destitute women pension scheme.
For instance, when a family member turns 60, they will automatically get a message through the software and will automatically start getting benefits of the old-age pension if they meet the required criteria.
Similarly, the teenagers will get messages on turning 18 years old and shall become eligible for various government schemes that will be notified to them through the software.
The catastrophic explosion at Beirut port, Lebanon caused by the blast of over 2,700 tonnes of ammonium nitrate, has rocked the world.
Practice question:
Q. Despite a robust policy framework governing the hazardous chemicals in India, the recent gas leakage incident in Vizag highlights India’s unaddressed vulnerability to chemical disasters. Critically comment.
What is Ammonium Nitrate?
In its pure form, ammonium nitrate (NH4NO3) is a white, crystalline chemical which is soluble in water.
A common chemical ingredient of agricultural fertilizers, the nitrogen-rich compound is also the main component of the explosive composition known as ANFO — ammonium nitrate fuel oil.
It is the main ingredient in the manufacture of commercial explosives used in mining and construction.
Many Improvised Explosive Devices (IEDs) used by terrorists around the world have ANFO as the main explosive, triggered by primary explosives like RDX or TNT.
In the majority of terror attacks in India, ammonium nitrate has been used along with initiator explosives like RDX.
Ammonium nitrate as an explosive
Pure ammonium nitrate is not an explosive on its own.
It is classified as an oxidiser (Grade 5.1) under the UN classification of dangerous goods.
If mixed with ingredients like fuel or some other contaminants, or because of some other external factors, it can be very explosive.
Stored ammonium nitrate is a major fire hazard
Large quantities of stored ammonium nitrate are regarded as a major fire hazard, with multiple reported cases across the world.
The explosion of large storage can happen primarily in two ways.
One is by some type of detonation or initiation because the storage comes in contact with the explosive mixture.
Second, the blast can result due to a fire which starts in the ammonium nitrate store because of the heat generated due to the oxidation process at large scale.
Regulations in India about ammonium nitrate
Because it is used as an ingredient for the production of explosives, anaesthetic gases, fertilizers, cold packs and has a possibility of misuse, it is highly regulated in India.
There exists the Ammonium Nitrate Rules, 2012, under The Explosives Act, 1884.
It defines ammonium nitrate as the compound with formula NH4NO3 including any mixture or compound having more than 45 per cent ammonium nitrate by weight.
The manufacture, conversion, bagging, import, export, transport, possession for sale or use of ammonium nitrate is covered under The Ammonium Nitrate Rules, 2012.
The rules also make storage of ammonium nitrate in large quantities in populated areas illegal in India.
For the manufacture of ammonium nitrate, an Industrial licence is required under the Industrial Development and Regulation Act, 1951.
