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  • What is Glue Grant Scheme?

    Forty Central universities will kick off the implementation of innovative measures such as the academic credit bank and the glue grant meant to encourage multidisciplinary in UG courses.

    Glue Grant Scheme

    • Under the glue grant, announced in this year’s budget, institutions in the same city would be encouraged to share resources, equipment and even allow their students to take classes from each other.
    • This is the first step for multidisciplinary.
    • We intend to start this from the second semester of the current academic year.
    • Ultimately, faculty will be able to design joint courses.
    • This also meant that institutions need not duplicate work by developing the same capacities, but would be able to build on each other’s expertise.

    Credit bank

    • The first step would be the academic credit bank, which would have to be adopted separately by the academic council of each university to kick off implementation.
    • To start with, the system would allow students to attain qualifications by amassing credits rather than specific durations on campus.
    • A certain number of credits would add up to a certificate, then a diploma and then a degree, allowing for multiple entries and exit points.
    • Students can earn up to 40% of their credits in online Swayam classes, rather than in the physical classroom. In the future, these credits will hold validity across different institutions.

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  • Dinosaur Footprints found in Thar desert

    In a major discovery, footprints of three species of dinosaurs have been found in the Thar desert in Rajasthan’s Jaisalmer district.

    Details of the footprints

    • The footprints, made in the sediment or silt of the seashore, later become permanently stone-like.
    • They belong to three species of dinosaurs — Eubrontes cf. giganteus, Eubrontes glenrosensis and Grallator tenuis.
    • While the giganteus and glenrosensis species have 35 cm footprints, the footprint of the third species was found to be 5.5 cm.
    • The dinosaur species are considered to be of the theropod type, with the distinguishing features of hollow bones and feet with three digits.
    • All three species, belonging to the early Jurassic period, were carnivorous.
    • Eubrontes could have been 12 to 15 metres long and weighed between 500 kg and 700 kg, while the height of the Grallator is estimated to have been two metres, as much as a human, with a length of up to three metres.

    Key findings

    • The discovery of dinosaur footprints prove the presence of the giant reptiles in the western part of the State, which formed the seashore to the Tethys Ocean during the Mesozoic era.
    • Careful geological observations enabled the scientists to interpret ancient environments in which the rocks of the footprints, which were once soft sediments, were deposited.
    • Geochemical analyses and calculation of weathering indices showed that the hinterland climate was seasonal to semi-arid during the deposition of the footprints.
    • Fieldwork in the Kutch and Jaisalmer basins has suggested that after the main transgression during the early Jurassic period, the sea level changed several times.
    • Spatial and temporal distribution of sediments and traces of fossils and post-depositional structures provided an indication to this phenomenon.

    Significance

    • These trace fossils are significant to ascertain how life started and evolved after the mass extinction of species, including dinosaurs, at the end of the cretaceous period around 65 million years ago.
    • This research also illustrates the evidence of a fluvial freshwater palaeo-environment and tropical palaeo-climate, indicating the presence of a tropical forest and a huge network of rivers.

    No matter what, try this PYQ:

    Q.The term “sixth mass extinction/sixth extinction” is often mentioned in the news in the context of the discussion of (CSP 2018):

    (a) Widespread monoculture Practices agriculture and large-scale commercial farming with indiscriminate use of chemicals in many parts of the world that may result in the loss of good native ecosystems.

    (b) Fears of a possible collision of a meteorite with the Earth in the near future in the manner it happened 65million years ago that caused the mass extinction of many species including those of dinosaurs.

    (c) Large scale cultivation of genetically modified crops in many parts of the world and promoting their cultivation in other Parts of the world which may cause the disappearance of good native crop plants and the loss of food biodiversity.

    (d) Mankind’s over-exploitation/misuse of natural resources, fragmentation/loss, natural habitats, destruction of ecosystems, pollution, and global climate change.

     

    [wpdiscuz-feedback id=”vvcp20y3dc” question=”Please leave a feedback on this” opened=”1″]Post your answers here.[/wpdiscuz-feedback]

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  • Destroy Geography in Prelims 2021 And Kick-start Geography for 2022 || One session can transform your Geography preparation

    Destroy Geography in Prelims 2021 And Kick-start Geography for 2022 || One session can transform your Geography preparation

    Dear aspirants,

    You may be gearing up for Prelims 2021 or beginning your preparation for UPSC 2022, either way, one free session with Vikash Sir can transform your Geography preparation completely. 

    Here’s what you can expect from the webinar:

    1. Don’t feel confident in Geography for Prelims 2021: You can excel in 5 days by cracking the nerve of all topic – The physicals of Geography
    2. Live solution and answering techniques for 2015-2020 Geography questions.
    3. Want to start GS Geography Pre+Mains 2022? Crack the syllabus with Vikash sir
    4. Live answer writing session for UPSC mains on Geography
    5. Know your allies in the UPSC battle – Focused resource exploration of NCERT, G.C. Leong (Ch 15-25), and Maps (Static + Places in news)

    Do not miss this opportunity to destroy Geography in your exam and score above the cut-off. The webinar is absolutely free. 

    Date: 5/9/2021 (Sunday)

    Time: 7:00 P.M.

    Limited slots are available. Please register immediately.

  • [Burning Issue] National Education Policy – 2020: Higher Education and Regional Languages

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    The National Policy on Education was framed in 1986 and modified in 1992. Since then several changes have taken place that calls for a revision of the Policy.

    The National Education Policy (NEP), 2020 is the first education policy of the 21st century and replaces the thirty-four-year-old National Policy on Education (NPE), 1986. Built on the foundational pillars of Access, Equity, Quality, Affordability, and Accountability, this policy is aligned to the 2030 Agenda for Sustainable Development and aims to transform India into a vibrant knowledge society and global knowledge superpower by making both school and college education more holistic, flexible, multidisciplinary, suited to 21st century needs and aimed at bringing out the unique capabilities of each student.

    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

    1. University Education Commission (1948-49)
    2. Secondary Education Commission (1952-53)
    3. Education Commission (1964-66) under Dr D. S. Kothari
    4. National Policy on Education, 1968
    5. 42nd Constitutional Amendment, 1976- Education in Concurrent List
    6. National Policy on Education (NPE), 1986
    7. NPE 1986 Modified in 1992 (Programme of Action, 1992)
    8. S.R. Subrahmanyam Committee Report (May 27, 2016)
    9. K. Kasturirangan Committee Report (May 31, 2019)

    Some of the major path-breaking policies and their features:

    Earlier major Educational Policies (Year)Key Features
    1968Based 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 gave the “three-language formula” to be implemented in secondary education
    1986Introduced under Rajiv Gandhi’s Prime Ministership, expected to spend 6% of GDP on education for the 1st timeIt 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
    19921986 Policy modified in 1992 by the P.V. Narasimha Rao government 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.

    Salient features of the NEP 2020

    School Education

    (1) Ensuring Universal Access at all levels of school education

    • Ensuring universal access: NEP 2020 emphasizes on ensuring universal access to school education at all levels- preschool to secondary.
    • Bring back dropouts into the mainstream: Infrastructure support, innovative education centers to bring back dropouts into the mainstream, tracking of students and their learning levels, facilitating multiple pathways to learning involving both formal and non-formal education modes, association of counselors or well-trained social workers with schools, open learning for classes 3,5 and 8 through NIOS and State Open Schools, secondary education programs equivalent to Grades 10 and 12, vocational courses, adult literacy and life-enrichment programs are some of the proposed ways for achieving this.
    • About 2 crore out of school children will be brought back into main stream under NEP 2020.

    (2) Early Childhood Care & Education with new Curricular and Pedagogical Structure

    • Emphasis on Early Childhood Care and Education: The 10+2 structure of school curricula is to be replaced by a 5+3+3+4 curricular structure corresponding to ages 3-8, 8-11, 11-14, and 14-18 years respectively.  
    • This will bring the hitherto uncovered age group of 3-6 years under school curriculum, which has been recognized globally as the crucial stage for development of mental faculties of a child.
    • The new system will have 12 years of schooling with three years of Anganwadi/ pre schooling.
    • NCERT will develop a National Curricular and Pedagogical Framework for Early Childhood Care and Education (NCPFECCE) for children up to the age of 8.
    • The planning and implementation of ECCE will be carried out jointly by the Ministries of HRD, Women and Child Development (WCD), Health and Family Welfare (HFW), and Tribal Affairs.

    (3) Attaining Foundational Literacy and Numeracy

    • National Mission on Foundational Literacy and Numeracy: Recognizing Foundational Literacy and Numeracy as an urgent and necessary prerequisite to learning, NEP 2020 calls for setting up of a National Mission on Foundational Literacy and Numeracy by MHRD.
    • States will prepare an implementation plan for attaining universal foundational literacy and numeracy in all primary schools for all learners by grade 3 by 2025.
    • A National Book Promotion Policy is to be formulated.

    (4) Reforms in school curricula and pedagogy

    • Aim: It aims for holistic development of learners by equipping them with the key 21st century skills, reduction in curricular content to enhance essential learning and critical thinking and greater focus on experiential learning.
    • Increased flexibility and choice of subjects with students: There will be no rigid separations between arts and sciences, between curricular and extra-curricular activities, between vocational and academic streams.
    • Vocational education will start in schools from the 6th grade, and will include internships.
    • National Curricular Framework for School Education, NCFSE 2020-21 will be developed by the NCERT.

    (5) Multilingualism and the power of language

    • Emphasis on mother tongue as the medium of instruction: The policy has emphasized mother tongue/local language/regional language as the medium of instruction at least till Grade 5, but preferably till Grade 8 and beyond.
    • Convenience of optional language:
    • Sanskrit to be offered at all levels of school and higher education as an option for students, including in the three-language formula.
    • Other classical languages and literatures of India also to be available as options. No language will be imposed on any student.
    • Students to participate in a fun project/activity on ‘The Languages of India’, sometime in Grades 6-8, such as, under the ‘Ek Bharat Shrestha Bharat’ initiative.
    • Several foreign languages will also be offered at the secondary level.
    • Indian Sign Language (ISL) will be standardized across the country, and National and State curriculum materials developed, for use by students with hearing impairment.

    (6) Assessment Reforms

    • Shift from summative assessment to regular and formative assessment which is more competency-based, promotes learning and development, and tests higher-order skills, such as analysis, critical thinking, and conceptual clarity.
    • Revamping Board Exams: Board exams for Grades 10 and 12 will be continued, but redesigned with holistic development as the aim.
    • A new National Assessment Centre, PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development), will be set up as a standard-setting body .

    (7) Equitable and Inclusive Education

    • Ensuring complete coverage: NEP 2020 aims to ensure that no child loses any opportunity to learn and excel because of the circumstances of birth or background.
    • Special emphasis on Socially and Economically Disadvantaged Groups (SEDGs) which include gender, socio-cultural, and geographical identities and disabilities.  
    • Setting up of Gender Inclusion Fund and also Special Education Zones for disadvantaged regions and groups.
    • Enabling disables: Children with disabilities will be enabled to fully participate in the regular schooling process from the foundational stage to higher education.
    • It will be done withwith support of educators with cross disability training, resource centers, accommodations, assistive devices, appropriate technology-based tools and other support mechanisms tailored to suit their needs.
    • Bal Bhavans: Every state/district will be encouraged to establish “Bal Bhavans” as a special daytime boarding school, to participate in art-related, career-related, and play-related activities.
    • Free school infrastructure can be used as Samajik Chetna Kendras.

    (8) Robust Teacher Recruitment and Career Path

    • Robust, transparent processes for teachers’ recruitment: Teachers will be recruited through robust, transparent processes.
    • Merit based promotions with a mechanism for multi-source periodic performance appraisals and available progression paths to become educational administrators or teacher educators.
    • National Professional Standards for Teachers (NPST) will be developed by the National Council for Teacher Education by 2022, in consultation with NCERT, SCERTs, teachers and expert organizations from across levels and regions.

    (9) School Governance

    • Schools can be organized into complexes or clusters which will be the basic unit of governance and ensure availability of all resources including infrastructure, academic libraries and a strong professional teacher community.

    (10) Standard-setting and Accreditation for School Education

    • NEP 2020 envisages clear, separate systems for policy making, regulation, operations and academic matters.  States/UTs will set up independent State School Standards Authority (SSSA).
    • The SCERT will develop a School Quality Assessment and Accreditation Framework (SQAAF) through consultations with all stakeholders.

    Higher Education

    (1) Increase GER to 50 % by 2035

    • NEP 2020 aims to increase the Gross Enrolment Ratio in higher education including vocational education from 26.3% (2018) to 50% by 2035. 3.5 Crore new seats will be added to Higher education institutions.

    (2) Holistic Multidisciplinary Education

    • Broad based multi-disciplinary, holistic UG education with flexible curricula, creative combinations of subjects, integration of vocational education and multiple entry and exit points with appropriate certification.
    • An Academic Bank of Credit is to be established for digitally storing academic credits earned from different HEIs so that these can be transferred and counted towards final degree earned.
    • Multidisciplinary Education and Research Universities (MERUs), at par with IITs, IIMs, to be set up as models of best multidisciplinary education of global standards in the country.
    • The National Research Foundation will be created as an apex body for fostering a strong research culture and building research capacity across higher education.

    (3) Regulation

    • Higher Education Commission of India (HECI) will be set up as a single overarching umbrella body the for entire higher education, excluding medical and legal education.
    • It will function through faceless intervention through technology, & will have powers to penalize HEIs not conforming to norms and standards.
    • Public and private higher education institutions will be governed by the same set of norms for regulation, accreditation and academic standards.

    (4) Rationalized Institutional Architecture

    • Higher education institutions will be transformed into large, well resourced, vibrant multidisciplinary institutions providing high quality teaching, research, and community engagement.
    • The definition of university will allow a spectrum of institutions that range from Research-intensive Universities to Teaching-intensive Universities and Autonomous degree-granting Colleges. 
    • Affiliation of colleges is to be phased out in 15 years and a stage-wise mechanism is to be established for granting graded autonomy to colleges.

    (5) Motivated, Energized, and Capable Faculty

    • Recommendations for motivating, energizing, and building capacity of faculty thorugh clearly defined, independent, transparent recruitment.
    • Freedom to design curricula/pedagogy, incentivizing excellence, movement into institutional leadership.

    (6) Teacher Education

    • National Curriculum Framework for Teacher Education, NCFTE 2021: A new and comprehensive framework will be formulated by the NCTE in consultation with NCERT.
    • By 2030, the minimum degree qualification for teaching will be a 4-year integrated B.Ed. degree.

    (7) Mentoring Mission

    • A National Mission for Mentoring will be established, with a large pool of outstanding senior/retired faculty – including those with the ability to teach in Indian languages – who would be willing to provide short and long-term mentoring/professional support to university/college teachers.

    (8) Financial support for students

    • Efforts will be made to incentivize the merit of students belonging to SC, ST, OBC, and other SEDGs.
    • The National Scholarship Portal will be expanded to support, foster, and track the progress of students receiving scholarships.
    • Private HEIs will be encouraged to offer larger numbers of free ships and scholarships to their students.

    (9) Open and Distance Learning

    • Measures such as online courses and digital repositories, funding for research, improved student services, credit-based recognition of MOOCs, etc., will be taken to ensure it is at par with the highest quality in-class programmes.

    (10) Online Education and Digital Education

    • A dedicated unit for building of digital infrastructure, digital content and capacity building will be created in the MHRD to look after the e-education needs of both school and higher education.

    (11) Technology in education

    • National Educational Technology Forum (NETF): An autonomous body will be created to provide a platform for the free exchange of ideas on the use of technology to enhance learning, assessment, planning, and administration.

    (12) Professional Education

    • All professional education will be an integral part of the higher education system.
    • Stand-alone technical universities, health science universities, legal and agricultural universities etc will aim to become multi-disciplinary institutions.

    (13) Adult Education

    • Policy aims to achieve 100% youth and adult literacy.

    (14) Financing Education

    • The Centre and the States will work together to increase the public investment in Education sector to reach 6% of GDP at the earliest.

    Positive Aspects of Higher Education in Regional Language

    • Subject-Specific Improvement: Several studies in India and other Asian countries suggest a positive impact on learning outcomes for students using a regional medium rather than the English medium.
    • Performance in science and math, in particular, has been found to be better among students studying in their native language compared to English.
    • Higher Rates of Participation: Studying in the native language results in higher attendance, motivation and increased confidence for speaking up among students and improved parental involvement and support in studies due to familiarity with the mother tongue.
    • Additional Benefits for the Less-Advantaged: This is especially relevant for students who are first-generation learners (the first one in their entire generation to go to school and receive an education) or the ones coming from rural areas, who may feel intimidated by unfamiliar concepts in an alien language.
    • Increase in Gross-Enrollment Ratio (GER): This will help provide quality teaching to more students and thus increase Gross Enrolment Ratio (GER) in higher education.
    • Promotes Linguistic Diversity: It will also promote the strength, usage, and vibrancy of all Indian languages.
    • It would also help prevent language-based discrimination.

    Issues with the policy

    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.

     Way Forward

    This ambitious policy has a cost to be paid and the rest of the things dwell on its implementation in letter and spirit.

    • 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.

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  • The April-June quarter GDP numbers indicated at 20.1 per cent growth

    Context

    The April-June quarter GDP numbers indicated at 20.1 per cent growth.

    Making sense of the numbers

    • The higher GDP growth was driven by high indirect tax collections, largely GST.
    • The more representative measure of economic activity, gross value added (GVA), grew by 18.8 per cent.
    • GDP is derived by adding indirect tax collections, net of subsidy payouts, to GVA.
    • These numbers are over a base quarter that had contracted sharply due to the lockdowns during the first Covid wave last year.
    • The revival of manufacturing GVA was the most robust, with mining and electricity growth somewhat moderate.
    • The overall and sector-specific activity levels need to be evaluated vis-à-vis the corresponding thresholds of (the pre-pandemic) first quarter of 2019-20.
    • Agriculture grew at 4.5 per cent, with cereals, pulses and oilseeds output at all-time highs.
    • As could be expected, the services sector remained vulnerable, with activity even softer than expected.
    • Steel and cement output growth — proxies for construction activity — were also quite robust in the quarter.
    • Demand and expenditure: Private consumption was up 19.3 per cent while investment was at 55.3 per cent.
    • Government consumption was lower by 4.8 per cent.
    • Export: Net exports are typically in deficit, but the gap was much lower in the first quarter.

    How to sustain recovery: way forward

    • Looking beyond the first quarter, the set of high-frequency economic signals suggest a strong recovery in July and August.
    •  But, how can this recovery over the rest of the year and beyond be sustained, and even accelerated?
    • Sustaining 3 growth drivers: The three distinct potential growth drivers — consumption, investment and exports — will need to be effectively sustained by policy initiatives over the next couple of years.
    • Government spending: Centre’s revenues and expenditures during April-July this year suggest that it has significant room to increase spending.
    • National Monetisation Plan will open up further fiscal space to increase spending, in particular, on capex.
    • Credit support to stressed segment: mid-and small-sized enterprises will take some time to restore their pre-pandemic operational levels.
    • An increase in the flow of credit, from banks, NBFCs and markets, particularly to these stressed segments, is a priority, as a supplement to state spending.
    • Opportunity for exports: Global inventories are low and depending on the progression of the pandemic relaxations across geographies, are likely to provide opportunities for Indian exports to fill some of these gaps.
    • Reforms: Multiple reform initiatives, tax and other incentives are in the process of implementation.
    • These need to be accelerated in coordination with states to enable an environment of steady, high growth in the medium term.

    Challenges

    • Global central banks’ are signalling the imminent normalisation of ultra-loose monetary policy.
    • The resulting increase in financial sector volatility will have spillover effects on emerging markets, including India.
    • To keep the process smooth, it is crucial to raise India’s potential growth so that the economic recovery does not rapidly close the output gap, thereby preventing a surge in inflationary pressures.

    Conclusion

    There is a limited window of opportunity for India to leverage the current ongoing realignment of global supply chains and progressively onboard both manufacturing and services entities.

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  • Streak Daily Compilation of Questions & Videos – Sep 3, 2021

    Maintaining consistency is one of the biggest issues faced by IAS Aspirants. Streak’s initiative is to help Aspirants in their day-to-day preparation. You can follow the monthly, weekly, and daily timetables and continue this streak until you find yourself on the final list.

    Please register for Streak Initiative (free) through this link:- https://www.civilsdaily.com/course/streak-daily-initiative/

    You will get following study material:-

    1. Questions (PDF).
    2. RSTV/Yojana monthly notes (PDF).
    3. Burning issue (PDF).
    4. Subject specific (PDF).
    5. Mentor’s phone call for support & encouragement.

    _____________________________________________

    UPSC PRELIMS-2021 || Current Affairs Based Most Probable Questions – by Sukanya Rana

    Q1) By their percentage contribution to the greenhouse effect on Earth:

    a) water vapour>co2>ch4>o3

    b) co2>water vapour>ch4>o3

    c) co2>ch4> o3>water vapour

    d) water vapour>co2>o3>ch4

    Q2) Which of the following is a disadvantage of renewable energy?

    a) High pollution

    b) Available only in few places

    c) High running cost

    d) Unreliable supply

    Q3) Consider the following statements with respect to International Nitrogen Initiative (INI) 

    1. It was set up in 2003 under UNESCO’s International Geosphere Biosphere Program (IGBP). 

    2. INI conferences will be held every three years on different continents. 

    3. INI 2021 is being hosted by India’s Ministry of Environment, Forests and Climate Change. 

    Which of the statement(s) given above is/are correct? 

    a) 2 only 

    b) 1 and 3 only 

    c) 2 and 3 only 

    d) 1, 2 and 3

    Q4) Koyna Wildlife Sanctuary is situated in which of the following states? 

    a) Telangana 

    b) Andhra Pradesh 

    c) Maharashtra 

    d) Jharkhand

    Consider the following statements: 

    1. It is surrounded by the Phipsoo Wildlife Sanctuary to its north, the Buxa Tiger Reserve to its west and the Manas National Park to its east.

    2. The National Park, which has 11 different forest types and subtypes, is home to the golden langur, elephant, tiger, clouded leopard and Indian gaur. 

    Q5) Identify the National Park using the description given above: 

    a) Rajbari National Park 

    b) Mouling National Park 

    c) Raimona National Park 

    d) Saddle Peak National Park

    UPSC PRELIMS-2021 || Most Probable Questions on Environment & Ecology for UPSC Prelims 2021 – by Santosh Gupta

    Q1) Consider the following statements in context to Indian pangolin. 

    1. They are critically endangered. 

    2. The Indian pangolin is found in India and Pakistan only. 

    3. They are protected under Appendix I of the Convention on International Trade in Endangered Species (CITES). 

    Select the correct code from the codes given below.

    a) 1 and 2 only

    b) 2 and 3 only

    c) 3 only

    d) All of them

    Q2) Select the correct statement/s in context to Fresh water crocodiles

    1. India has two species of freshwater crocodiles 

    2. It prefers fast moving water. 

    3. Now it is only found in Chambal river sanctuary

    Which of the above statements are true?

    a) 1 and 2 only

    b) 2 and 3 only

    c) 1 only

    d) All of them

    Q3) With reference to sea cows. i. e., ‘dugong’, a mammal found in India, which of the following statements is/are correct?

    1. It is a herbivore feeding on seagrass

    2. These mammals are found only in warm

    coastal waters of the Indian Ocean.

    3. It is listed as endangered  in the IUCN

    Red List.

    Select the correct answer using the code

    given below.

    a) 1 and 2 only

    b) 1 and 3 only

    c) 1 only

    d) 1, 2 and 3

    Q4) Identify the correct statement/s in context to Hoolock Gibbons. 

    1. Hoolock Gibbons are the only species of apes found in India. 

    2. They can live in high temperature conditions. 

    3. It is found in the Southern part of India.

    Which of the above statements are true?

    a) 1 and 2 only

    b) 2 and 3 only

    c) 1 only

    d) All of them 

    Q5) Which of the following species is/are now

    extinct in the wild in India?

    1. Indian Cheetah

    2. Pink-headed duck

    3. Dodo bird

    4. Siberian crane

    Select the correct answer using the code

    given below.

    a) 1 and 3 only

    b) 1 and 2 only

    c) 2, 3  and 4 only

    d) 1, 2 and 3

    Daily Dose: Complete Snapshots of Everyday News – by Shweta Mishra

  • Hydel projects in Ganga-Himalayan basin

    Context

    The affidavit filed recently by the Ministry of Environment, Forest and Climate Change (MoEFCC) in an ongoing matter in the Supreme Court of India has recommended the construction of seven partially constructed hydroelectric projects in the Uttarakhand Himalaya.

    Background

    • After the Kedarnath tragedy of 2013, an expert body (EB-I) was constituted to investigate whether the hydro-power projects in the State of Uttarakhand was linked to the disaster.
    •  In its findings, EB-I said there was a “direct and indirect impact” of these dams in aggravating the disaster.
    • The Ministry formed another expert body (EB-II; B.P. Das committee) whose mandate has been to pave the way for all projects through some design change modifications
    • This affidavit, dated August 17, reveals that the government is inclined towards construction of 26 other projects, as in the recommendation of the expert body (EB-II; B.P. Das committee). 
    • Ministry’s own observations and admissions given in its earlier affidavit dated May 5, 2014 admitted that hydroelectric projects did aggravate the 2013 flood.

    Concerns

    • Sustainability: The sustainability of the dams in the long term is highly questionable as hydropower solely relies on the excess availability of water.
    • Temperatures across the region are projected to rise by about 1°C to 2°C on average by 2050.
    • Retreating glaciers and the alternating phases of floods and drought will impact the seasonal flows of rivers.
    • Sediment hotspots: The most crucial aspect is the existence of sediment hotspot paraglacial zones, which at the time of a cloud burst, contribute huge amounts of debris and silt in the river.
    • The flash floods in these Himalayan valleys do not carry water alone; they also carry a massive quantity of debris.
    • This was pointed out by EB-II alongside its recommendation not build any projects beyond 2,000 metres or north of the MCT, or the Main Central Thrust (it is a major geological fault).
    • Externalities:  Though hydropower is renewable source, there are contentious externalities associated with the construction of dams such as social displacement, ecological impacts, environmental and technological risks.
    • Climate change: these projects exacerbate ecological vulnerability, in a region that is already in a precarious state.
    • The intense anthropogenic activities associated with the proliferation of hydroelectric projects in these precarious regions accelerate the intensity of flash floods, avalanches, and landslides.
    • Failure of mountain slopes: The construction and maintenance of an extensive network of underground tunnels carrying water to the powerhouses contribute to the failure of mountain slopes.
    • Aggravating the disaster: The Rishi Ganga tragedy and the disasters of 2012 (flashfloods), 2013 are examples of how hydroelectric projects which come in the way of high-velocity flows aggravate a disaster and should be treated as a warning against such projects.

    Conclusion

    Considering the environmental and cultural significance of these areas, it is imperative that the Government refrains from the construction of hydroelectric projects and declares the upper reaches of all the headstreams of the Ganga as eco-sensitive zones. It must allow the river to flow unfettered and free.

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    Back2Basics: Main Central Thrust (MCT)

    • The Main Central Thrust is a major geological fault where the Indian Plate has pushed under the Eurasian Plate along the Himalaya.
    • The fault slopes down to the north and is exposed on the surface in a NW-SE direction (strike).
    • It is a thrust fault that continues along 2200 km of the Himalaya mountain belt
  • Destroy Geography in Prelims 2021 And Kick-start Geography for 2022 || One session can transform your Geography preparation

    Destroy Geography in Prelims 2021 And Kick-start Geography for 2022 || One session can transform your Geography preparation

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  • 03rd Sept 2021 | Science and Tech. Test 02

    [WpProQuiz 765]


    [WpProQuiz_toplist 762]

  • Characteristics of Soil, Classification of Indian Soils/ Methods of Irrigation

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    03 Sept 2021

    Soil Characteristics

    Knowing a soil’s water, mineral, and organic components and their proportions can help us determine its productivity and what the best use for that soil may be. Several soil properties that can be readily tested or examined are used to describe and differentiate soil types. The most important properties are discussed below:

    1. Colour: A soil’s colour is generally related to its physical and chemical characteristics. E.g.

    • Soils rich in humus tend to be dark because decomposed organic matter is black or brown. Soils with high humus content are usually very fertile, so dark brown or black soils are often referred to as ‘rich’. [Note – Some dark soils may be dark because of other soil forming factors and may have little or no humus]
    • Red or yellow soils typically indicate the presence of iron.

    2. Texture: The soil texture refers to the coarseness/fineness of the mineral matter in the soil. It is determined by the proportion of the sand, silt and clay particles:

    1. Clay: Particle Size – diameters less than 0.002 millimetre
    2. Silt: Particle Size – diameters between 0.002 millimetres to 0.05 millimetres.
    3. Sand: Particle Size – diameters between 0.05 and 2 millimetres.

    [Rocks larger than 2 millimetres are regarded as pebbles, gravel, or rock fragments and technically are not soil particles.]

    Note: Clay being the finest of all plays the most important role in soil chemistry (offers more surface area).

    The proportions of each of these soil fractions determine soil texture and its properties.

    The soil texture directly affects:

    • The soil water content
    • Water flow
    • Retention of nutrients
    • Extent of aeration

    Loamy Soil: Loamy soil is the one in which none of the three (sand/silt/clay) dominates the other two. In particular, loamy soil has about 40% sand, 40%silt, and 20% clay.

    Note: Generally speaking, Good Soils = Clay + Humus. The clay-humus complex is essential for a fertile soil as it provides it with a high water and nutrient holding capacity. Humus acts as a cement binding the soil particles together and thus reducing the risk of erosion.

    3. Structure :

    While the soil texture describes the size of soil particles, soil structure refers to the arrangement of the soil particles. The way in which sand, silt, clay and humus bond together is called soil structure. Structure can partially modify the effects of soil texture.

    Some structural characteristics of soil:

    • Permeability – The ease with which liquids/gases can pass through rocks or a layer of soil is called permeability. It depends on the size, shape and packing of particles. It is usually greatest in sandy soils and poor in clayey soils.
    • Porosity – The volume of water which can be held within a soil is called its porosity. It is expressed as a ratio of volume of voids (pores) to the total volume of the material.
    • Note: Most porous rocks are permeable with the exception of clay in which pore spaces are so small that they are often sealed with groundwater held by surface tension. Another exception – granite is non-porous but permeable. It is a crystalline rock and hence non-porous. Its individual crystals absorb little or no water but the rock may have numerous joints/ cracks through which the water can pass rendering it permeable.
    • A soil with high organic content also tends to have high porosity.

    4. Soil Chemistry – Acidity or Alkalinity:

    An important aspect of soil chemistry is acidity, alkalinity (baseness), or neutrality.

    Low pH values indicate an acidic soil, and a high pH indicates alkaline conditions. Most complex plants grow only in the soils with levels between pH 4 and pH 10 but optimum pH varies with the plant species.

    • In arid and semi-arid regions, soils tend to be alkaline and soils in humid regions tend to be acidic.
    • To correct soil alkalinity and to make the soil more productive, the soil can be flushed with irrigation water.
    • Strongly acidic soils are also detrimental to plant growth, but soil acidity can generally be corrected by adding lime to the soil.

    Now that we are done with the basics, let’s move on to the soils of India!

    Soils of India

    India has varied relief features, landforms, climatic realms and vegetation types. These have contributed to the development of various types of soils in India.

    Various classifications adopted to study the Indian Soils:

    1. In ancient times, soils used to be classified into two main groups:

    • Urvara (i.e. fertile), and
    • Usara (i.e. sterile)

    2. In the 16th century A.D., soils were classified on the basis of their inherent characteristics and external features such as texture, colour, the slope of land and moisture content in the soil.

    • Based on texture, main soil types were identified as sandy, clayey, silty and loam, etc.
    • On the basis of colour, they were red, yellow, black, etc.

    3. The National Bureau of Soil Survey and the Land Use Planning an Institute under the control of the Indian Council of Agricultural Research (ICAR) did a lot of studies on Indian soils. In their effort to study soil and to make it comparable at the international level, the ICAR has classified the Indian soils on the basis of their nature and character as per the United States Department of Agriculture (USDA) Soil Taxonomy.

    Chief characteristics of these are:

    • Entisols – Immature soils that lack the vertical development of horizons. These soils are often associated with recently deposited sediments from wind, water, or ice erosion. Given more time, these soils will develop into another soil type.
    • Inceptisols – young soils that are more developed than entisols.
    • Vertisols – heavy clay soils that show significant expansion and contraction due to the presence or absence of moisture. These are common in areas that have shale parent material and heavy precipitation.
    • Aridisols – soils that develop in very dry environments.
    • Ultisols – associated with humid temperate to tropical climates. Warm temperatures and the abundant variability of moisture enhance the weathering process and increase the rate of leaching in these soils.
    • Mollisols – soils common to grassland environments

    4. On the basis of genesis, colour, composition and location, the soils of India have been classified into:

    (i) Alluvial soils

    (ii) Black soils

    (iii) Red and Yellow soils

    (iv) Laterite soils

    (v) Arid soils

    (vi) Saline soils

    (vii) Peaty soils

    (viii) Forest soils.

    5. Another way of classifying rocks is on the basis of dominant soil-forming factors:

    • Zonal Soil – These soils occur in broad geographical areas or zones.
      • They are influenced more by the climate and vegetation of the area rather than the rock-type.
      • They are mature, as a result of stable conditions over a long period of time.
      • For example – red soils, black soils, laterite soils, desert soils etc.
    • Azonal Soil – It is that soil which has been developed by the process of deposition by the agents of erosion.
      • It means that it has been made by the fine rocky particles transported from the far-off regions.
      • These are immature soils and lack well-developed soil profiles. This may be due to the non-availability of sufficient time for them to develop fully or due to the location on very steep slopes which prohibits profile development.
      • For Example – alluvial and loess soils.
    • Intrazonal Soil – These soils occur within other zonal soils.
      • It is a well-developed soil reflecting the influence of some local factor of relief, parent material, or age rather than of climate and vegetation.
      • For example, calcerous soil (soils which develop from limestone), peat soil.

    Soils and Crops of India

    1. Alluvial Soils

    • Formation: They are mainly derived from the debris brought down from the Himalayas or the silt left out by the retreating sea. Thus they are azonal soils.
    • Areas: Alluvial soils are widespread in the northern plains and the river valleys. Through a narrow corridor in Rajasthan, they extend into the plains of Gujarat. In the Peninsular region, they are found in deltas of the east coast and in the river valleys.
    • Soil texture: The alluvial soils vary in nature from sandy loam to clay. These soils are more loamy and clayey in the lower and middle Ganga plain and the Brahmaputra valley. The sand content decreases from the west to east.
    • Soil Colour: The colour of the alluvial soils varies from the light grey to ash grey depending on the depth of the deposition, the texture of the materials, and the time taken for attaining maturity.
    • Other Characteristic Features:
      • In the Upper and Middle Ganga plain, two different types of alluvial soils have developed, viz. Khadar and Bhangar.
    Khadar and Bhangar
    • Khadar: the newer alluvium deposited by floods annually, enriches the soil by depositing fine silts, light colour, found near river beds, porous in nature. Bhangar: older alluvium, clayey, darker, has lime nodules called Kankars, found in doabs (inter-fluve areas).
    • Alluvial soils of the northern plains —> transported soils —>, therefore, lack humus —> lack nitrogen [That is why we need to use nitrogenous fertilisers in the northern plains!]. Exception: the Ganga-Brahmaputra delta region is rich in humus.
    • These soils lack in nitrogen, phosphorus and humus. However, they are generally rich in potash and lime.
    • The soil profile has no stratification.
    • Alluvial soils are intensively cultivated.
    • In certain areas, these soils are covered with unproductive wind-borne soil called Loess.
    • Limitations:
      • Allow water to sink into lower strata, and
      • Lack nitrogen (But these soils are capable of fixing nitrogen very rapidly through leguminous crops (peas, beans, cloves etc.)
    • Suitable Crops: Wheat, rice, maize, sugarcane, pulses, oilseeds, fruits and vegetables, leguminous crops.

    2. Black Soil

    • These soils are locally known as the ‘Regur Soil’ or the ‘Black Cotton Soil’. Internationally, these are known as ‘tropical chernozems’. These soils are famous for the cultivation of cotton.
    • Formation: These have mainly formed from the Deccan Trap rocks —> Zonal Soils
    • Areas: These are found in the Deccan trap region. Black soil covers most of the Deccan Plateau which include parts of:
      • Maharashtra,
      • Madhya Pradesh,
      • Gujarat,
      • Andhra Pradesh and some parts of
      • Tamil Nadu.
    • Soil Texture: Black cotton soil (regur soil) is highly argillaceous i.e. clayey. It is deep and impermeable and thus has high water retention capacity.
    • Soil Colour: These soils are black in colour due to the presence of iron, aluminium compounds and humus.
    • Other Characteristic Features:
      • These soils are rich in minerals and known for their fertility.
      • The soil depth varies from place to place. It is very thick in lowlands but very thin on highlands. Also, in the upper reaches of the Godavari and the Krishna, and the northwestern part of the Deccan Plateau, the black soil is very deep.
      • These soils swell and become sticky when wet and develop deep wide cracks when dry. This helps in self-aeration, which leads to the absorption of nitrogen from the atmosphere. Thus, there occurs a kind of ‘self ploughing’. This aeration and oxidisation to deep levels contribute to the maintenance of the fertility of these soils. This continued fertility is favourable in the area of low rainfall for cotton cultivation even without irrigation.
      • Due to slow absorption and loss of moisture, the black soil retains the moisture for a very long time, which helps the crops, especially, the rain-fed ones, to sustain even during the dry season.
      • Chemically, the black soils are rich in lime, iron, magnesia and alumina. They also contain potash. But they lack in phosphorous, nitrogen and organic matter.
    • Suitable Crops: These soils are highly productive and well suited to the cultivation of cotton, pulses, millets, linseed, tobacco, sugarcane, vegetables and citrus fruits.

    Note: In the southern and eastern parts of the country where rainfall is heavy, black soils often occur in close proximity to red soils. Black soils occupy valleys and low-level areas whereas the red soils occur on higher slopes and hilltops. Mixed black and red soils occur in Coimbatore, Madurai, Tirunelveli (Tamil Nadu) and Bundelkhand region.

    3. Red and Yellow Soils

    • Locally called ‘Chalka’ in Andhra Pradesh.
    • Formation: These are derived from granites, gneisses and other metamorphic rocks —> Zonal Soils. These are formed under well-drained conditions.
    • Areas: Along the piedmont zone of the Western Ghat, a long stretch of area is occupied by red loamy soil. Yellow and red soils are also found in parts of Orissa and Chattisgarh and in the southern parts of the middle Ganga plain. They encircle the black cotton soil zone.
    • Soil Colour: The soil develops a reddish colour due to a wide diffusion of iron in crystalline and metamorphic rocks. It looks yellow when it occurs in a hydrated form. Often, their upper layer is red and the lower layer is yellow.
    • Soil Texture: Varies from sand to clay and loam.
    • Other Characteristic Features:
      • The fine-grained red and yellow soils are normally fertile, whereas coarse-grained soils found in dry upland areas are poor in fertility.
      • Have a porous and friable structure.
      • They are generally poor in nitrogen, phosphorous and humus.
      • These soils are airy and need irrigation for cultivation.
      • Intense leaching is a menace in these soil areas.
    • Suitable Crops: In places where irrigation facilities are available, the crops cultivated are wheat, cotton, pulses, tobacco, millets, oilseeds, potato, maize, groundnut and orchards.

    4. Laterite Soil

    • The word laterite has been derived from the Latin word ‘Later’ which means brick. These soils when wet are as soft as butter but become hard and cloddy on drying. Therefore, these are widely cut as bricks for use in house construction.
    • Formation: The lateritic soils are particularly found on high flat erosion surfaces in areas of high(>200cm) and seasonal rainfall. The alternating wet and dry seasons lead to the leaching away of the siliceous matter of the rocks leaving behind the compounds of iron and aluminium. These are zonal soils.
    • Areas: These soils have mainly developed in the higher areas of the Peninsular plateau. The laterite soils are commonly found in Karnataka, Kerala, Tamil Nadu, Madhya Pradesh and the hilly areas of Orissa and Assam.
    • Soil Colour: Reddish-brown in colour due to the presence of iron oxide.
    • Other characteristic features:
      • With rain, lime and silica are leached away, and soils rich in iron oxide and aluminium compound are left behind(thus the reddish-brown colour). Also, the humus content of the soil is removed fast by bacteria that thrive well in high temperature.
      • These soils represent the end product of decomposition and are generally low in fertility.
      • The pebbly crust is the important feature of laterites which is formed due to alteration of wet and dry periods.
      • These soils are acidic in character due to leaching. Application of manures and fertilisers is required for making these soils fertile for cultivation.
      • These soils are poor in organic matter, nitrogen, phosphate and calcium, while iron oxide and potash are in excess.
    • Suitable crops: Red laterite soils in Tamil Nadu, Andhra Pradesh and Kerala are more suitable for tree crops like cashew nut. These soils are also suitable for tea plantations.

    We discussed in detail alluvial, black, red and laterite soils. Let’s continue the discussion and move on to the next soil types!

    5. Arid Soils

    • Formation: These are derived from the disintegration of adjacent rocks and are largely blown from coastal regions and Indus valley.
    • Areas: Arid soils are characteristically developed in western Rajasthan, which exhibits characteristic arid topography.
    • Soil Colour: Arid soils range from red to brown in colour.
    • Soil Texture: They are generally sandy to gravelly in texture and have a high percentage of soluble salts.
    • Other characteristic features:
      • These are saline in nature. In some areas, the salt content is so high that common salt is obtained by evaporating the saline water.
      • Due to the dry climate, high temperature and accelerated evaporation, they lack moisture and humus.
      • These soils are deficient in nitrogen and humus. The phosphate and iron content is normal. These soils are rich in minerals but the main limitation is the lack of water.
      • The soils exhibit poorly developed horizons.
      • Plants are widely spaced.
      • Chemical weathering is limited.
      • Lower horizons of the soil are occupied by ‘kankar’ layers because of the increasing calcium content downwards. The ‘Kankar’ layer formation in the bottom horizons restricts the infiltration of water, and as such when irrigation is made available, the soil moisture is readily available for sustainable plant growth.
    • Suitable crops: If irrigated these soils give high agricultural returns. The availability of water from the Indira Gandhi canal has transformed the agricultural landscape of desert soils of western Rajasthan. These soils are mainly devoted to bajra, pulses, guar, fodder and less water requiring crops.

    6. Saline and Alkaline Soils

    • They are also known as Usara soils. Various local names for saline soils are Reh, Kallar, and Chopan, Rakar, Thur, Karl etc.
    • Formation:
      • These soils have developed in areas with dry climatic conditions (in areas having a little more rainfall than the areas of desert soils) accompanied by lack of proper drainage. In this situation, salts of sodium, calcium and magnesium are deposited on the upper layer of the soil by capillary action.
      • In the Rann of Kuchchh, the Southwest Monsoon brings salt particles and deposits there as a crust.
      • These soils are also formed when saline water spreads on the land at the time of high tide in coastal areas. Also, seawater intrusions in the deltas promote the occurrence of saline soils.
      • Salinization also occurs because of over-irrigation (canal irrigation/groundwater use) and in areas of the high water table (as in the coastal areas of Maharashtra and Tamil Nadu). Salinity from irrigation can occur over time wherever irrigation occurs. This is because almost all water (even natural rainfall) contains some dissolved salts. When the plants use the water, the salts are left behind in the soil and eventually begin to accumulate. Also, excessive irrigation with dry climatic conditions promotes capillary action, which results in the deposition of salt on the top layer of the soil (See the following figure).
      • These are thus, intrazonal soils.
    • Areas: They occur in arid and semi-arid regions, and in waterlogged and swampy areas. These are more widespread in western Gujarat, deltas of the eastern coast and in Sunderban areas of West Bengal.
    • Soil Texture: Their texture ranges from sandy to loamy.
    • Other characteristic features:
      • Because of capillary action, the salts are sucked up in solution to the surface and form white encrustations on the surface (See the picture below).
      • The salt efflorescence of calcium, magnesium and sodium makes these soils infertile.
      • Saline soils contain an excess of neutral soluble salts of chlorides and sulphates whereas sodic or alkali soils contain sodium carbonates/ sodium bicarbonates.
      • They lack in nitrogen and calcium and have low water-bearing capacity.
      • These soils can be reclaimed by improving drainage, by applying gypsum and/or lime, and by cultivating salt-resistant crops like barseem, dhaincha and other leguminous crops.
      • The saline and alkaline soils may occur in any group of soils.
    • Crops grown: In coastal areas, coconut trees are found in plenty in these soils. As discussed above, cultivating salt-resistant crops like bar seem, dhaincha and other leguminous crops can help in reclaiming these soils.
    • Note: In the areas of intensive cultivation with excessive use of irrigation, especially in areas of green revolution, the fertile alluvial soils are becoming saline. In such areas, especially in Punjab and Haryana, farmers are advised to add gypsum to solve the problem of salinity in the soil.

    7. Peaty Soils

    • These soils are locally called Kari in Kottayam and Alleppey districts of Kerala.
    • Formation: These are marshy soils and are a result of waterlogging and anaerobic conditions (which leads to partial decomposition of organic matter).
    • Areas: They are found in the areas of heavy rainfall and high humidity, where there is a good growth of vegetation. It occurs widely in the northern part of Bihar, the southern part of Uttaranchal and the coastal areas of West Bengal, Orissa and Tamil Nadu.
    • Soil Colour and Texture: These soils are normally heavy and black in colour
    • Other characteristic features:
      • These soils are characterised by a rich humus and organic content.
      • There is a presence of iron and varying amounts of organic matter (10-40%). The organic matter in these soils may go even up to 40-50 per cent.
      • These soils are generally acidic in nature. But at many places, they are alkaline also.
    • Suitable crops: These are generally submerged during the rainy season and utilised for the cultivation of rice.

    8. Forest Soils

    • Formation: As the name suggests, forest soils are formed in the forest areas where sufficient rainfall is available.
    • Areas: These are found in the forest areas of Himalayas, Sahyadris, Eastern Ghats and terai region.
    • Soil colour and texture: The soils vary in structure and texture depending on the mountain environment where they are formed. They are loamy and silty on valley sides and coarse-grained in the upper slopes. Their colour is dark brown.
    • Other Characteristics:
      • In the snow-bound areas of the Himalayas, they are acidic with low humus content. This is because humus is rawer at higher levels. Also, these soils are subjected to denudation due to landslides and snowfall.
      • The soils found in the lower valleys are fertile and rich in organic content.
      • Owing to sharp differences of hill slopes and climates, these soils may differ greatly even when in proximity. [Recall here the discussion on the impact of topography on soils!]
      • Also, these soils exist in thin layers because of their development on the mountain slopes.
      • These soils are poor in potash, phosphorus and lime.
      • Soil erosion is a major problem in these areas.
    • Crops grown: The slopes are used for horticulture and plantations crops like tea, coffee, spices, apple, peach etc. Rice and wheat are grown in valleys. Potatoes are grown in mostly all areas.

    Now that we are done with all the soil types, expand the following image for a quick revision!

    Methods of Irrigation

    Irrigation

    • Irrigation is the artificial application of water to the soil or agricultural field. It is the replacement or supplementation of rainwater with another source of water. It is used in dry areas and during periods of inadequate rainfall.
    • The main idea behind irrigation systems is to assist in the growth of agricultural crops and plants by maintaining with the minimum amount of water required, suppressing weed growth in grain fields, preventing soil consolidation etc.

    Well and Tube Well Irrigation

    • Wells are mainly found in U.P., Bihar, Tamil Nadu, etc. There are various types of wells – shallow wells, deep wells, tube wells, artesian wells, etc. From the shallow wells water is not always available as the level of water goes down during the dry months. Deep wells are more suitable for the purpose of irrigation as water from them is available throughout the year.
    • At places where ground water is available, a tube-well can be installed near the agricultural area. A deep tube well worked by electricity, can irrigate a much larger area (about 400 hectares) than a surface well (half hectares). Tube wells are mostly used in U.P., Haryana, Punjab, Bihar and Gujarat.
    • Merits: Well is simplest, cheapest and independent source of irrigation and can be used as and when the necessity arises. Several chemicals such as nitrate, chloride, sulphate, etc. found in well water add to the fertility of soil. More reliable during periods of drought when surface water dries up.
    • Demerits: Only limited area can be irrigated. In the event of a drought, the ground water level falls and enough water is not available. Tubewells can draw a lot of groundwater from its neighbouring areas and make the ground dry and unfit for agriculture.

    Canal Irrigation

    • Canals can be an effective source of irrigation in areas of low level relief, deep fertile soils, perennial source of water and extensive command area. Therefore, the main concentration of canal irrigation is in the northern plain of India, especially the areas comprising Uttar Pradesh, Haryana and Punjab.
    • The digging of canals in rocky and uneven areas is difficult and uneconomic. Thus, canals are practically absent from the Peninsular plateau area. However, the coastal and the delta regions in South India do have some canals for irrigation.
    • Two types: Inundation canals, which are taken out from the rivers without any regulating system like weirs etc. at their head. Such canals provide irrigation mainly in the rainy season when the river is in flood and there is excess water. Perennial Canals are those which are taken off from perennial rivers by constructing a barrage across the river. Most of the canals in India are perennial.
    • Merits: Most of the canals provide perennial irrigation and supply water as and when needed. This saves the crops from drought conditions and helps in increasing the farm production.
    • Demerits: Many canals overflow during the rainy season and flood the surrounding areas. Canal irrigation is suitable in plain areas only.

    Tank Irrigation

    • A tank is developed by constructing a small bund of earth or stones built across a stream. The water impounded by the bund is used for irrigation and other purposes. Tank comprises an important source of irrigation in the Karnataka Plateau, MP, Maharashtra, Odisha, Kerala Bundelkhand area of UP, Rajasthan and Gujarat.
    • Merits: Most of the tanks are natural and do not involve heavy cost for their construction and have longer life span. In many tanks, fishing is also carried on, which supplements both the food resources and income of the farmer.
    • Demerits: Many tanks dry up during the dry season and fail to provide irrigation when it is required. Lifting of water from tanks and carrying it to the fields is a strenuous and costly exercise.

    Drip Irrigation

    • In drip irrigation, water is applied near the plant root through emitters or drippers, on or below the soil surface, at a low rate varying from 2-20 liters per hour. The soil moisture is kept at an optimum level with frequent irrigations.
    • Among all irrigation methods, drip irrigation is the most efficient and can be practiced for a large variety of crops, especially in vegetables, orchard crops, flowers and plantation crops.
    • Merits: Fertilizer and nutrient loss is minimized due to localized application and reduced leaching. Field leveling is not necessary. Recycled non-potable water can be used. Water application efficiency increases. Soil erosion and weed growth is lessened.
    • Demerits: Initial cost can be more, can result in clogging, wastage of water, time and harvest, if not installed properly.

    Sprinkler Irrigation

    • In this method, water is sprayed into the air and allowed to fall on the ground surface somewhat resembling rainfall. The spray is developed by the flow of water under pressure through small orifices or nozzles. The sprinkler irrigation system is a very suitable method for irrigation on uneven lands and on shallow soils.
    • Nearly all crops are suitable for sprinkler irrigation systems except crops like paddy, jute, etc. The dry crops, vegetables, flowering crops, orchards, plantation crops like tea, coffee are all suitable and can be irrigated through sprinklers.
    • Merits: Suitable to all types of soil except heavy clay. Water saving. Increase in yield. Saves land as no bunds etc. are required.
    • Demerits: Higher initial cost. Under high wind conditions and high temperature distribution and application efficiency is poor.

    Other Types of Irrigation

    • Furrow Irrigation: Furrow irrigation is a type of surface irrigation in which trenches or “furrows” are dug between crop rows in a field. Farmers flow water down the furrows and it seeps vertically and horizontally to refill the soil reservoir. Flow to each furrow is individually controlled.

      • One of the difficulties of furrow irrigation is ensuring uniform dispersion of water over a given field. Another difficulty with furrow irrigation is the increased potential for water loss due to runoff.
    • Surge Irrigation: Surge irrigation is a variant of furrow irrigation where the water supply is pulsed on and off in planned time periods. The wetting and drying cycles reduce infiltration rates resulting in faster advance rates and higher uniformities than continuous flow.
    • Ditch Irrigation: It is a rather traditional method, where ditches are dug out and seedlings are planted in rows. The plantings are watered by placing canals or furrows in between the rows of plants. Siphon tubes are used to move the water from the main ditch to the canals.
    • Sub Irrigation or Seepage Irrigation: It is a method of irrigation where water is delivered to the plant root zone from below the soil surface and absorbed upwards. The excess may be collected for reuse.
      • Advantages are water and nutrient conservation, and labor-saving.
      • The outfitting cost is relatively high. Potential problems, such as the possibility of increased presence of disease in recycle water.

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