10 Keyboard Shortcuts to Make Your Life Easier

There are plenty of time-saving strategies to make everyday tasks easier, including the work you do on your computer or laptop. Many users rely on a mouse or trackpad to perform simple functions, such as making adjustments to text or transitioning between different pages and windows. However, many of the functions that seem to require a mouse can be easily completed with a few taps on the keyboard.
You might think, “Keyboard shortcuts only save me a few seconds. That can’t possibly make a difference!” In fact, keyboard shortcuts help you maximize your productivity by allowing you to work faster and more efficiently.
Here are a few common shortcuts that every student should memorize and use:
  1. Copy selected text or items

    PC Shortcut: Ctrl + C and Ctrl + X
    Apple Shortcut: Cmd + C and Cmd + X
    If you need to copy selected items or text, use Ctrl + C or Cmd + C. This will store the selection in your “clipboard” for later use and leave the original selection behind.

    Both Ctrl + X or Cmd + X will store a copy of the selection in your clipboard, but will remove it from the page you are currently working on.

  2. Paste selected text or items from clipboard

    PC Shortcut: Ctrl + V or Shift + Insert
    Apple Shortcut: Cmd + V
    Both of these shortcuts allow you to insert an item that is stored in your clipboard.
  3. Undo or redo recent changes

    PC Shortcut: Ctrl + Z or Ctrl + Y
    Apple Shortcut: Cmd + Z or Cmd + Y

    Ctrl + Z or Cmd + Z will undo a recent change and can be pressed multiple times to undo several changes. Ctrl + Y or Cmd + Y will redo the undo, or any other recent edits.

  4. Move cursor to a specific location in a document

    PC Shortcut: Ctrl + Home or Ctrl + End
    Apple Shortcut: Cmd + up arrow or Cmd + down arrow

    If you need to move your cursor to the beginning of the document, use Ctrl + Home or Cmd + up arrow. If you need to move the cursor to the end of the document, use Ctrl + End or Cmd + down arrow.

  5. Save or print a file

    PC Shortcut: Ctrl + S and Ctrl +P
    Apple Shortcut: Cmd + S and Cmd + P

    To save your work, use Ctrl + S or Cmd + S. To open a print preview, press Ctrl + P or Cmd + P.

  6. Switch between open windows and programs

    PC Shortcut: Alt + Tab
    Apple Shortcut: Cmd + Tab

    When you have multiple programs open, you can easily switch between windows by pressing Alt + Tab or Cmd + Tab.

  7. Search for a word or phrase

    Windows Shortcut: Ctrl + F
    Apple Shortcut: Cmd + F

    This shortcut allows you to find exactly what you’re looking for without having to manually search through pages of text. Ctrl + F (or Cmd +F for Apple users) will open up the ‘Find’ box. Type the word or phrase you want to find, and the application will automatically sort and highlight matching selections.

    In addition to these common shortcuts, both Apple and Windows operating systems have unique shortcuts to improve the user experience. Here are a few bonus shortcuts you can add to your repertoire:
  8. Take a screenshot

    On an Apple computer, you can take a screenshot by selecting Cmd + Shift + 4. Drag the crosshairs of your cursor to expand your selection of your screen. Your selection will be stored as an image on your desktop.
  9. Split your screen

    If you have Windows 10, you can split your screen evenly between up to four different windows. Press Windows + Left Arrow to move a window to the left, and press Windows + Right Arrow to move a window to the right.
  10. Open and close new tabs

    Apple users can easily open a new tab in Google Chrome by pressing Cmd + t and close tabs by pressing Cmd + w.
Now that you know a few basic keyboard shortcuts, you’re ready to start putting them to use. Although it may be tempting to reach for your mouse at first, start using these keyboard shortcuts and they’ll quickly become another useful timesaving habit!

Resource regions

 Natural resources are material and constituent formed within environment or any matter or energy that are resulting from environment, used by living things that humans use for food, fuel, clothing and shelter. These comprise of water, soil, minerals, vegetation, animals, air and sunlight. People require resources to survive and succeed. Everything which happens naturally on earth are natural resources that is minerals, land, water, soil, wind that can be used in many ways by human being.

The total cultivable area in India is 19,45,355 km² (56.78% of its total land area), which is shrinking due to population pressures and rapid urbanisation. India’s major mineral resources include Coal (4th largest reserves in the world), Iron ore, Manganese ore (7th largest reserve in the world as in 2013), Mica, Bauxite (5th largest reserve in the world as in 2013), Chromite, Natural gas, Diamonds, Limestone and Thorium. The major resource region in India include

1) Western Himalayan Region

This region consists of three distinct sub zones of Jammu and Kashmir, Himachal Pradesh and Uttar Pradesh hills. Lands of the region have steep slopes in undulating terrain. Soils are generally silty loams and these are prone to erosion hazards.

2) Eastern Himalayan Region

Sikkim and Darjeeling hills, Arunachal Pradesh, Meghalaya, Nagaland, Manipur, Tripura, Mizoram, Assam and Jalpaiguri and cooch bihar districts of West Bengal fall under this region, with high rainfall and high forest cover. Shifting cultivation is practiced in nearly one third of the cultivated area and this has caused denudation and degradation of soils with the resultant heavy runoff, massive soil erosion and floods in the lower reaches and basins.

3) Lower Gangetic Plain Region

This region consists of West Bengal. Soils are mostly alluvial and flood prone.

4) Middle Gangetic Plain Region

This region consists of 12 districts of eastern Uttar Pradesh and 27 districts of Bihar plains. This region has a geographical area of 16 million hectares and rainfall is high. About 39% of gross cropped area is irrigated and cropping intensity is 142%.

5) Upper Gangetic Plain Region

This zone consists of 32 districts of Uttar Pradesh. Irrigation is through canals and tube wells. A good potential for exploitation of ground water exists.

6) Trans Gangetic Plain Region

This zone consists of Punjab, Haryana, Union territories of Delhi and Chandigarh and Sriganganagar district of Rajasthan. The major characteristics of this area are highest net sown area, highest irrigated area, high cropping intensity and high ground water utilization.

7) Eastern Plateau and Hills Region

This zone consists of eastern parts of Madhya Pradesh, southern part of West Bengal and most of inland Orissa. The soils are shallow and medium in depth and the topography is undulating. Irrigation is through tanks and tube wells.

8) Central Plateau and Hills Region

This region consists of most parts of Madhya Pradesh and south eastern Rajasthan. This region has undulating topography with sandy soils.

9) Western Plateau and Hills Region

This zone comprises the major part of Maharashtra, parts of Madhya Pradesh and one district of Rajasthan. The average annual rainfall of the zone is 904 mm. The net sown area is 65% and forests occupy 11%. The irrigated area is only 12.4% with canals being the main source.

10) Southern Plateau and Hills Region

This zone comprises 35 districts of Andhra Pradesh, Karnataka and Tamilnadu, which are typically semi-arid zones. Dry land farming is adopted in 81% of the area.

11) East Coast Plains and Hills Region

This zone comprises of east coast of Tamilnadu, Andhra Pradesh and Orissa. Soils are mainly alluvial and coastal sands. Irrigation is through canals and tanks.

12) West Coast Plains and Ghats Region

This zone comprises west coast of Tamilnadu, Kerala, Karnataka, Maharashtra and Goa with a variety of crop patterns, rainfall and soil types.

 13) Gujarat Plains and Hills Region

This zone consists of 19 districts of Gujarat. This zone is arid with low rainfall in most parts and only 32.5% of the area is irrigated largely through wells and tube wells.

14) Western Dry Region

This zone comprises 9 districts of Rajasthan and is characterized by hot, sandy desert, erratic rainfall, high evaporation and scanty vegetation. The ground water is deep and often brackish. Drought is the common feature of the region.

15) Islands Region

This zone covers the island territories of Andaman & Nicobar and Lakshadeep, which are typically equatorial with rainfall of 3000 mm spread over 8-9 months. It is largely a forest zone with undulating lands. Depending on the variation in ecological characteristics of one region from the other, they have different types of vegetation, which suits best to their ecological conditions.

Faculty Development Program (FDP) conducted by Track2Training 10 June to 20 June 2020

 The Faculty Development Program (FDP) conducted by Track2Training from June 10 to June 20, 2020, was a comprehensive and immersive online event designed to enhance the skills and competencies of educators in various aspects of teaching and learning. Here is a detailed overview of the program:

Overview

Event: Faculty Development Program
Dates: June 10 – June 20, 2020
Mode: Online
Organizer: Track2Training
Objective: To equip faculty members with modern teaching methodologies, technological tools, and innovative strategies to improve educational delivery and student engagement.

Key Components

  1. Curriculum and Content:

    • The program covered a broad range of topics relevant to contemporary educational practices.
    • Sessions included pedagogical innovations, assessment and evaluation techniques, curriculum design, and integration of technology in teaching.
  2. Schedule and Structure:

    • The FDP was structured over 10 days, with daily sessions divided into lectures, workshops, and interactive discussions.
    • Each day consisted of multiple sessions, including keynotes from industry experts, hands-on training, and Q&A segments.
  3. Learning Management System:

    • The program was facilitated through a robust online learning management system (LMS) that provided seamless access to resources, recorded sessions, and interactive tools.
    • Participants had access to a dashboard for tracking progress, submitting assignments, and engaging with peers and instructors.
  4. Expert Speakers and Facilitators:

    • The FDP featured a lineup of distinguished speakers and facilitators from academia and industry.
    • Experts shared insights on various educational trends, technological advancements, and best practices in teaching.
  5. Interactive and Practical Approach:

    • The sessions emphasized active learning through case studies, group activities, and role-playing exercises.
    • Participants were encouraged to share their experiences and apply new strategies in simulated classroom environments.
  6. Assessment and Feedback:

    • Participants underwent periodic assessments to gauge their understanding and application of the content.
    • Feedback mechanisms were in place to provide constructive criticism and guide improvement.

Detailed Session Breakdown

  1. Day 1-2: Introduction to Modern Pedagogy

    • Overview of current trends in education.
    • Understanding student-centered learning.
    • Techniques for fostering critical thinking and problem-solving skills.
  2. Day 3-4: Technology Integration in Teaching

    • Utilizing digital tools for effective teaching.
    • Introduction to e-learning platforms and virtual classrooms.
    • Best practices for creating engaging multimedia content.
  3. Day 5-6: Curriculum Development and Assessment

    • Principles of curriculum design and alignment with learning outcomes.
    • Innovative assessment techniques for measuring student performance.
    • Designing effective rubrics and feedback mechanisms.
  4. Day 7-8: Enhancing Student Engagement

    • Strategies for motivating and engaging students.
    • Incorporating gamification and interactive elements in lessons.
    • Understanding diverse learning styles and adapting teaching methods.
  5. Day 9: Research and Innovation in Education

    • Encouraging research-based teaching practices.
    • Exploring opportunities for educational research and publication.
    • Introduction to grant writing and research funding.
  6. Day 10: Reflection and Future Directions

    • Reflecting on learning outcomes and personal growth.
    • Developing action plans for implementing new strategies.
    • Networking and collaboration opportunities with fellow educators.

Outcomes and Benefits

  • Enhanced Skill Set: Participants gained practical skills in curriculum development, technology integration, and student engagement.
  • Professional Development: The program contributed to participants’ professional growth, enhancing their teaching effectiveness and career prospects.
  • Networking Opportunities: Attendees connected with peers, experts, and industry leaders, fostering collaboration and knowledge exchange.
  • Certification: Participants received a certificate of completion, validating their participation and newly acquired competencies.

The Faculty Development Program organized by Track2Training from June 10 to June 20, 2020, was a highly impactful initiative that equipped educators with essential skills and knowledge to navigate the evolving landscape of education. Through a blend of theoretical insights and practical applications, the program successfully addressed the challenges faced by modern educators and provided a platform for continuous learning and professional advancement.

Where (and When) to Start Looking for an Internship

An internship will allow you to gain experience in your field and start developing the skills you’ll need to land your first job.

Internships are one of the best ways to prepare yourself for your future career. You’ll gain experience in your field and start developing the skills you’ll need to land your first job. Who knows – your internship could even turn into a full-time position.

Here’s how, when and where to start your internship search:

1. Start early

Finding the right internship takes time. You’ll want to spend a few weeks researching opportunities in your field and honing in on the roles that are most relevant to your career goals. You’ll also need time to perfect your resumewrite your cover letter and ask for letters of recommendation.

Keep in mind that many companies will start searching for interns well ahead of time. For example, some competitive summer internship programs have a fall or winter application deadline. Make sure you’re giving yourself enough time to land the positions you really want.

2. Go online

LinkedIn is a great resource for finding internship opportunities. You can search for openings based on geographic location, industry, experience level and more. Check your newsfeed regularly and keep an eye out for new opportunities. Your connections might have internship programs at their companies. Also check out online job sites such as indeed.com, which can give you targeted alerts about positions that might be available in your area of interest and location.

3. Take advantage of local career events

Use career fairs as an opportunity to get face time with local employers. However, don’t go with the expectation that you’ll land an internship after just one conversation. Even if a company isn’t hiring interns right now, that doesn’t mean they won’t need them in the future. If you make a good impression and start building a relationship with a recruiter or hiring manager, you might be their first call when the right opportunity comes along.

4. Network with professionals in your field

Don’t underestimate the value of personal relationships in your search. A referral from someone you know could be the key to landing the perfect internship. Additionally, being involved in student organizations and attending networking events can help you build a stronger professional network and learn about new opportunities you might not have come across online.

Talking with professionals in your field, such as your professors or advisors, can also be an important part of your research. You’ll get a better sense of what it’s like to work in your desired field and can start thinking about which roles or career path you want to pursue.

5. Talk to career services at your university

Career services can help you with every step of the internship process – from researching companies to fine-tuning your resume. They also likely have relationships with local employers or alumni, and might know of current or future internship openings that aren’t publicly posted.

Don’t wait until the last minute to see your career advisor. They’re your number one resource for finding an internship that will set you up for the career you want!

National Capital Region (NCR)

 

National capital region

The National Capital Region (NCR) is the designation for a conurbation or metropolitan area in India. It encompasses the entire national capital territory of Delhi, including New Delhi and urban areas surrounding it in neighbouring states of Haryana, Uttar Pradesh and Rajasthan. NCR is India’s largest and one of the world’s largest agglomeration with a population of over 46,069,000. All the areas of NCR together generated GDP of $128.9 billion in 2011-2012, which was 7.5% of the Indian GDP. Delhi and its urban region have been given the special status of National Capital Region (NCR) under the Constitution of India’s 69th Amendment Act of 1991.
In July 2013, NCR was expanded to include 3 more districts, Bhiwani and Mahendragarh in the state of Haryana, as well as Bharatpur in the state of Rajasthan. This brought the number of districts in NCR to 19, with the total NCR area increasing 34% to 46,208 km2. Before July 2013, NCR had a total area of 34,144 km2 spanning over 16 districts in the states of Uttar Pradesh, Haryana, and Rajasthan, together with the National Capital Territory of Delhi, with the Nation Capital as its core.
On 9 June 2015, Government of India approved the inclusion of three more districts in NCR – Jind and Karnal in the state of Haryana and Muzaffar nagar in U.P. There are now a total of 22 districts (plus Delhi NCT) within NCR, covering a total area of 58,332 km2.
A total of 22 districts in three neighbouring states of Haryana, Uttar Pradesh and Rajasthan along with whole of the National Capital Territory of Delhi constitute the National Capital Region (NCR) of India as defined in National Capital Region Planning Board (NCRPB) Act, 1985.
The concept of the National Capital Region was first mentioned in 1962. The plan was to develop a metropolitan region around Delhi in order to divert the escalating pressure of population from Delhi. This plan was necessary in order to protect Delhi’s infrastructure from extreme pressure.

Participating States and their Districts in NCR  

  1. National Capital Territory of Delhi – It covers Delhi and New Delhi.
  2. Haryana – Bhiwani, Faridabad, Gurgaon, Jhajjar (Jhajjar and Bahadurgarh),
  3. Mahendragarh, Panipat, Rewari, Rohtak, Sonipat, Mewat, Palwal, Jind, Karnal
  4. Uttar Pradesh – Baghpat, Bulandshahr, Gautam Buddha Nagar District (Noida and
  5. Greater Noida), Ghaziabad, Muzaffarnagar, Meerut Hapur,
  6.  Rajasthan – Alwar, Bharatpur

Zones of NCR

  •      Faridabad – Ballabgarh Complex
  •      Ghaziabad – Loni – Bulandshahr Complex
  •      Gurgaon – Manesar Complex
  •      Noida – Greater Noida Complex
  •      Sonipat – Bahadurgarh Complex
  •      Sonipat – Kundli Complex

The planning body for the region is the National Capital Region Planning Board (NCRPB). It has issued two regional plans, the “Regional Plan 2001, National Capital Region” approved in 1988, and the “Regional Plan 2021, National Capital Region” approved in 2005. Topics covered by the 2001 plan included transport, telecommunications, power and water supply, waste and sewerage, education, health, the environment, housing and the “counter magnet” areas. The 2021 plan extended these with the additional topics of social infrastructure, heritage, tourism, rural development and disaster management.


STAR EMPLOYEES AREN'T ALWAYS MANAGEMENT MATERIAL – AND THAT'S OKAY

My colleague once shared a story about managing that I will never forget. At the conclusion of her company’s performance management process, one of the new manager’s evaluations were the most thoughtful, honest and actionable she’d ever seen – despite it being his first time providing formal feedback. Unfortunately, it was also his last time. Upon realizing the effort required to manage people, the employee decided to relinquish his managing role and return to his passion as a software developer. 
I love this story because it highlights the importance of truly understanding people management. “Manager” is a responsibility – not just a fancy title – that requires a special set of skills and immense effort. And it’s not for everybody: It should be okay for ambitious high performers to decline the management career path.
The many consequences of ineffective and uncommitted managers take a high toll on organization effectiveness. Far too often, top individual contributors transition into management roles for the wrong reasons and without knowing what the role truly entails. In a previous post, I shared some alarming data from the Corporate Executive Board’s (CEB) Corporate Leadership Council research:
  • 57 percent of managers would have opted for non-management roles if there were an option.
  • 65 percent of managers would “opt-out” of their management roles today if given a chance to take another equally attractive role.
  • 31 percent of managers were neither committed nor effective at their management roles.
  • Only 19 percent (out of 9000 managers studied) were both committed and effective at managing.
In order to avoid the mediocre management syndrome, human resource professionals need to provide career path alternatives, help high performers consider alternatives and then carefully select qualified and committed managers. Below are three ways to cultivate the best managers for your company and determine the best paths for your employees:
1. Offer alternative career ladders
Commonly found in technology industries, dual career ladders allow those not well-suited or interested in management to advance their careers up a comparable professional ladder. “Distinguished engineer” might be the job-level equivalent of a senior manager or director, for example. And an engineering or scientific “fellow” may be the equivalent of a vice president.
2. Mentor aspiring managers
You can design a set of tools, programs and experiences to help top performers gain an understanding of the management path – and make an informed decision about whether it’s right for them. At 2020 Talent Management, for example, we developed a one-day program to mentor aspiring managers in Bangalore, India. During the pilot program, two engineers approached me after lunch, having already decided management was not right for them. This was a true win-win – the engineers avoided accepting an ill-fitting job and the company avoided appointing disengaged managers.
The next time I delivered the program in Boston, I shared the Bangalore story with the group. By 11:00 a.m. that morning, one of the participants told me he did not have to wait until after lunch – he already understood management was not the best fit. 
3. Design a comprehensive selection process
Jim Clifton, the chairman and CEO of Gallup Inc., said, “The single biggest decision you make in your job – bigger than all the rest – is who you name manager. When you name the wrong person manager, nothing fixes that bad decision.”  
Establishing a formal process for selecting new managers is critical to the future success of your organization. While the hiring manager is ultimately responsible for any decision, the smartest hiring choices are made in consultation with others (i.e. HR, Leadership Development, current colleagues). When selecting new manager candidates, consider their skills and experiences, such as leadership on informal teams or projects, collaboration and ability to establish relationships beyond their immediate team, as well as their personal motivation and commitment to being a manager. Consider utilizing standardized tools that assess attributes that correlate with manager/leader success, such as Emotional Intelligence and Learning Agility.

If you offer a mentorship or self-selection management program as described above, did the candidate take advantage of it? You can also ask candidates to work through a manager-oriented case study, such as the HBR case studyIs the Rookie Ready.

Great leaders foster engaged teams that deliver great results. By carefully selecting and developing effective and committed managers, you can enhance your organization’s competitive advantage and ensure a sustainable future for your company. 

HOW TO CREATE PERSONAL PERFORMANCE GOALS (HINT: THERE'S AN 'I' IN 'TEAM')

Over the past few months I have been exploring the reasons why I struggle with individual performance goals even though I am a professional in the performance management system design industry. What I keep coming back to is that individual performance management goals are difficult to write, time consuming to develop, and quick to become outdated. 
I also think that calling them “goals” is misleading. To me, a “goal” denotes special work that is accomplished outside of regular duties, something that has a finite beginning and end.

Bring the Team to the Individual

So what do we do? Perhaps we’re over-thinking the process. Perhaps it’s as simple as sharing team goals with all employees, augmenting them with one or two work statements that have an element of “regular job” with a component of added speed, accuracy or service to help work towards some of the team goals.
The team goals come directly from the team business plan, which is shared and dissected by the team, generating ideas that can lead to team success. It is not so much the process of breaking down the goals as it is collaborating on achievement. Even if an employee’s role is tangential to the work described, she can still participate in the accomplishment of the team business plan. By being involved in dissecting the business plan, she has ownership in the result.
Performance review dialogue for team goals can be a conversation about contribution — reflecting on what went well, and what didn’t.

Don’t Stop at Documentation

The reality is that, unless the administrative work of setting, reviewing, adjusting and documenting goals actually adds value to the organization, I challenge the need to do it.
The documentation is not the end game — the successful accomplishment of the work is the end game. We document to ensure that leaders are doing their jobs and developing and challenging their teams. After all, isn’t that what performance management really is?
So rather than going through the annual exercise of breaking organizational goals into individual goals, why not take the interim step to develop the team or unit plan to accomplish the organizational goals, sharing and dialoguing with team members about the plan, the successes, the challenges and the results, and engaging team members in making real meaning in their work by clearly seeing how it contributes to the whole.

SHIFT THE PARADIGM: CAROL ANDERSON'S WISH FOR HR IN 2015

What does 2015 hold for human resources? Honestly, I don’t know. I worry a bit about our future: will it bring more of the same or will we step up and make a change in order to create real value?
We need a shift. We are under fire and often seen as a necessary evil. We function as an overhead department and are pressured to reduce expenses. We devise programs that are dreaded and implement technology that is clunky. If we were a business, would our customers be buying?
Rather than make a prediction for 2015, I want to make a wish. I wish that human resources would use this next year to make a dramatic change in their approach to work — moving from an overhead department mentality, to that of a business provider.
I have a lot of years invested in this profession, and I truly believe that HR professionals have the ability to add tremendous value to organizations. But what does it mean to “add value”?
When I became an independent consultant and started reading and talking with others in the field, one message was consistent: we must create products and services that satisfy a need and provide value. This means doing a very good needs assessment, reporting back about what you hear and confirming the validity, and then devising a plan to fill the need. Once you implement the plan, you begin the process of evaluating effectiveness — gaining candid feedback from users about whether it addresses the need, and whether it is a feasible and workable solution. If it is not, then you tweak the solution until the need is met.
We don’t do that in HR. Instead, we tell the client (aka employee) what they must do, but rarely do we ever ask them for feedback. I know this for a fact because I have been one of those HR people who really didn’t want to hear any negative feedback because I felt powerless to do anything to fix it.
What if we used 2015 to do a really good needs assessment on one or two of our products or services?
Let’s take “talent management” as an example. What does talent management mean to your organization? Can you answer that question? Would your answer mirror that of your executive team? You probably have a talent management program in place. If you can’t answer the questions about what it is supposed to do, how do you know if it is the right solution?
Make 2015 the year that you commit to adding value to your organization, find out what value means, and assess your current programs for their value.
That’s a lot to do, all while keeping the wheels turning at the same time. However, just asking the questions of your executives and leaders shifts the paradigm. It says, “HR really wants to work with the business to make a difference to the business.” Once you turn that corner, I predict that you will gain significant credibility.

Five Stages of Multi-Level Planning in India

 

The concept of multi-level regional planning may be defined as ‘planning for a variety of regions which together form a system and subordinate systems’. In multi-level planning, the various levels of planning provide bases for higher level planning. Similarly, the higher level regional plans provide the basic framework for the lower level plans. In such plans, there is direct participation of the people in the planning process. In multi-level planning, every region/unit constitutes a system and hence, the planning process becomes more effective. In India following five stages of multi-level planning have been recognized. These include.

National Level Planning

At national level, Planning Commission is the nodal agency responsible for the countries planning. The Prime Minister is the Chairman of this Commission. It not only prepares Plans for the country but also coordinates the sectored development works of different ministries of the central government, states and union territories. The functions of the planning commission are supervised through the National Development Council.

The Planning Commission has been granted constitutional status through 52nd Amendment of the Constitution. No big plan can be executed without its prior approval by the Planning Commission. The Commission formulates three types of plans. 

  •         Perspective plans for 15-25 years
  •         Five year plans
  •         Annual plans within the framework of five year plan.

The planning commission is headed by Prime Minister of India, it has full time members who assist the Prime Minister in planning and provide advice and guidance for formulation of five year plan. The full time members consists of Deputy Chairman and includes experts from various fields like economics, industry, science and general administration. It also includes ministers from relevant portfolios like Finance, Agriculture, Home Ministry, Health, Chemicals and Fertilizers, Information Technology, Law, HRD and Minister of State for Planning. 

Organization Structure & Functions

It has 11 main departments and 20 sub ordinate departments and that makes 31 divisions for which the planning commission concentrates on planning. It has two main divisions of function. They are General Planning Divisions and Programme Administration Divisions. The main function of the commission is planning. The other functions includes economic survey, human resources and capital assessment in the country. It also concerns with removing any factor impeding the growth of the country. 

Planning Commission 

The Planning Commission is the technical body for facilitating the planning process in our country. It was set up by the Government in March, 1950. Its functions are

  • To make an assessment of the material, capital and human resources of the country, including technical personnel and investigate the possibilities of augmenting such of these resources as are found to be deficient in relation to the nation’s requirements
  • To formulate a plan for the most effective and balanced utilization of the country’s resources 
  • To determine priorities, define the stages in which the plan should be carried out and propose the allocation of resources for the due completion of each stage
  • To indicate the factors which tend to retard economic development and determine the conditions which, in view of the current social and political situation, should be created for the successful execution of the plan
  • To determine the nature of the machinery, which will be necessary for securing the successful implementation of each stage of the plan in all its aspects
  • To appraise, from time to time, the progress achieved in the execution of each stage of the plan and recommend the adjustments of policy and measures that such appraisal may show to be necessary
  • To make such interim or ancillary recommendations as appear to be appropriate either for facilitating the discharge of the duties assigned to it or, on a consideration of prevailing economic conditions, current policies, measures and development programmes or on an examination of such specific problems as may be referred to it for advice by the central and state governments.

Planning Commission renamed as ‘NITI (National Institution for Transforming India) Aayog’ in 1st January,2015,which is a policy think of the Government of India, established with the aim to achieve sustainable development goals and to enhance cooperative federalism by fostering the involvement of state governments of India in the economic policy-making process using a bottom-up approach. Its initiatives include “15 year road map”, “7-year vision, strategy and action plan”, AMRUT, Digital India, Atal Innovation Mission, Medical Education Reform, Agriculture reforms (Model Land Leasing Law, Reforms of the Agricultural Produce Marketing Committee Act, Agricultural Marketing and Farmer Friendly Reforms Index for ranking states), Indices Measuring State’s Performance in Health, Education and Water Management, Task Forces on Agriculture and Elimination of Poverty. Its functions are

  •  To evolve a shared vision of national development priorities sectors and strategies with the active involvement of States in the light of national objectives. 
  • To foster cooperative federalism through structured support initiatives and mechanisms with the States on a continuous basis, recognizing that strong states make a strong nation. 
  • To develop mechanisms to formulate credible plans at the village level and aggregate these progressively at higher levels of government. 
  • To ensure, on areas that are specifically referred to it, that the interests of national security are incorporated in economic strategy and policy. 
  • To pay special attention to the sections of our society that may be at risk of not benefiting adequately from economic progress. 
  • To design strategic and long term policy and programme frameworks and initiatives, and monitor their progress and their efficacy. The lessons learnt through monitoring and feedback will be used for making innovative improvements, including necessary mid-course corrections. 
  • To provide advice and encourage partnerships between key stakeholders and national and international like-minded Think tanks, as well as educational and policy research institutions.
  • To create a knowledge, innovation and entrepreneurial support system through a collaborative community of national and international experts, practitioners and other partners. 
  • To offer a platform for resolution of inter sectoral and inter departmental issues in order to accelerate the implementation of the development agenda. 
  • To maintain a state-of-the-art Resource Centre, be a repository of research on good governance and best practices in sustainable and equitable development as well as help their dissemination to stake-holders. 
  • To actively monitor and evaluate the implementation of programmes and initiatives, including the identification of the needed resources so as to strengthen the probability of success and scope of delivery. 
  • To focus on technology up gradation and capacity building for implementation of programmes and initiatives. 
  • To undertake other activities as may be necessary in order to further the execution of the national development agenda, and the objectives mentioned above.

State Level Planning

At state level the mechanism of the planning is almost same of the national level. The state Planning Board acts like national planning com­mission and coordinates the development plans of different ministries and the districts. It also has the responsibility of the formulation, implementation and monitoring of state plan. It is in constant touch with Planning Commission regarding the formulation of plans and allocation of resources. 

Under the federal set up of the country states enjoy autonomy in certain state subjects and play pivotal role in the implementation of planning programmes. It is at state level that all sorts of economic and social data are available and development plans could be formulated keeping regional interests and demands in mind. Hence, there is a need for more rigorous exercise of planning at state level. Those states which are conscious of their responsibility and are showing interest in plan formulation and implementation are displaying better performance in development programmes. 

The Executive head of a state is the Governor, who is appointed by the President of India on the advice of the Prime Minister of India. As in the case of the Centre, the Governor does not directly exercise the powers that are vested in him. They are exercised through the Council of Ministers headed by the Chief Minister. The advice of the Council of Ministers is binding on the Governor. The Council of Ministers works through the secretariat that is headed by a secretary. The main functions of the secretariat relate to assisting the ministers in policy making and in discharging their legislative responsibilities, co-ordination of policies and programmes, supervision and control of expenditure, efficient running of administration, etc. The Council of Ministers has a number of departments functioning under it which can be broadly classified into three categories:

1.   Development departments (having the departments of agriculture and animal husbandry, rural development, public works and industries)

2.      Social welfare departments (having the departments of education, health and social welfare)

3.      Coordinating departments (having home, revenue, finance and planning departments)

The Central Government has the power to legislate on the subjects given in the Union List while the State governments have powers to legislate on the subjects given in the State List. As far as subjects contained in the Concurrent List are concerned, both central and state governments have powers to legislate on them, but in case of conflict, the central law prevails. Organised activities such as industries, minerals, railways and telecommunications come under the Centre’s responsibilities, while agriculture, collection of land revenue, irrigation, power, public health, education, local self-government, and several other important subjects come under the control of states.

District Level Planning

The concept of the district-level planning is based on the principle of local level planning. It also assumes that success of the planning needs greater mobilization and utilization of local resources. Below the state, district occupies a pivotal position in planning because of its location and administrative advantages.

Not only it has sufficient administrative and technical expertise and good source of data and information to carry out plan programmes but has well-knit system to involve people’s participation and make the gains of planning to reach to the grass root level. The district board consists of elected representatives who can play significant role in the process of planning. Hence, there is a sizeable group of scholars who consider district as an ideal and viable unit of micro level planning.

District Planning is the process of preparing an integrated plan for the local government sector in a district taking into account the resources  (natural, human and financial) available and covering the sectoral activities and schemes assigned to the district level and below and those implemented through local governments in a state. District is the most suitable administrative unit for decentralized planning below the state level as it possesses the required heterogeneity and is small enough to undertake people in planning and implementation and to improve productivity; district planning is an important tool. Its contents  will be as follows.

  •           Agriculture and allied sectors
  •           Availability and development of water sources
  •           Industries – especially traditional, small industries including food processing
  •           Infrastructure including power 
  •           Drinking water and sanitation
  •           Literacy, school education
  •           Health and medical facilities
  •           Poverty reduction and basic needs
  •          Gender and children
  •          Social justice – SC / ST, Persons with disability 

It is also argued that gram panchayat and development block are too small to act as the smallest unit of planning. Also there is complete lack of administrative framework and data collec­tion system at these two levels. Hence, there would be a number of difficulties in the formulation and execution of plans at village and block levels.

Although the importance of district level planning was realized during the times of community development plans but the real breakthrough came with the Third Five Year Plan (1961-1966) in which emphasis was laid on the district -level planning to remove inter district and intra district disparities and make optimum utilization of natural and human resources at district level.

Its formulation and implementation are looked after by the District Planning Officer (DPO) or the District Magistrate. Despite this elaborate system, the task of preparing a reasonably sound district plan has not made much headway in the states due to following constraints.

  • Some lurking reluctance on the part of Governments and their sartorial heads to devolve sufficient authority (administrative and financial) to the planning bodies at the district level.
  • Lack of effective co-ordination at the district level between various agencies involved in the planning exercises.
  • Institutionalized arrangements, for seeking consultation with various participants in the planning process, were either not well established or not sufficiently encouraged and developed.
  •  Lack of trained staff, both in terms of number as well as quality. The inadequacy of training was a serious constraint.
  • Lack of appropriate and reduced methodologies for planning, in tandem with the capabilities available at the local level. In this context, the non-availability of trained planning personnel posed a serious problem.
  • Planning without a clear and full understanding of the realities of resource constraints.
  • The database presented its own problems. Although a surfeit of data is available at the local level from numerous sources, appropriate methodologies for selecting the “critical minimum information” for local planning from this mass of data and using the same for some simple analysis for decision making, without going into highly sophisticated techniques, had not emerged, 
  • Lack of people’s participation in planning.

Block Level Planning

Block is an important unit of micro level planning. These development blocks were created to supervise the implementation of development plans under the Community Development Programme initiated during the first five year plan. Each district was divided into a number of blocks and each block comprised about 100 villages, with a population of about 60,000.

The programme visualized mobilization of local resources, participation of the people in the decision making and implementation of the development schemes. Hence, a new unit of planning was created at block level under the leadership of a block development officer and a team of various specialists and village level workers (officers).The Fifth Five Year Plan) (1978-1983) opted for area planning with a preferment for block level planning for achieving employment objectives and emphasis on rural development.

The main objective of this planning was to absorb local labour surpluses and greater involvement of people in the formulation and implementation of development plans. Hence, by the end of 1983 adopt system of block level planning integrated into national system was available

It is an action oriented planning pertaining to the development of agriculture, irrigation (mainly minor irrigation), soil conservation, animal husbandry, pisciculture, forestry, minor processing of agricultural products, small and cottage industries, creation of local level infrastructure, and development of social services like water supply, health, education, shelter, sanitation, local transport, and welfare plans. The entire process of block level planning passes through seven stages. These include

  •         Identification phase
  •         Resource inventory phase
  •         Plan formulation phase
  •        Employment plan phase
  •         Areal or layout plan phase
  •         Credit plan phase
  •         Integration and implementation phase

The main objectives of such planning include, creation of skill to promote self-employment and self-reliance, improvement in pro­ductivity and optimum utilization of local resources. Thus the main focus of such planning is the identifi­cation of target group, introduction of development plans to generate employment, popularization of minimum need programmes and implementation of special programmes for weaker section of the society.

Objectives of Block Level Planning 

The objectives of block planning should, to the extent possible, be in harmony with national planning goals. The following are the key objectives of block level planning. 

  • Increase in employment and income, particularly of the poor, through optimal growth in the area and through public employment programmes
  • Distribution of gains from development in a manner that they reach the weaker sections, i.e. marginal farmers, agricultural labourers etc.
  •  Building social and economic infrastructure in the area
  •  Increasing the availability and accessibility of social services through minimum need and other programmes and extending the reach of the public distribution system
  •  Building institutions/organizations to protect the interests of the poor and the vulnerable in the area
  •   Upgrading technology, increasing productivity and contributing to skill formation
  •   Optimum utilization of the development potentials of the region
  •   Solution to the problems of unemployment
  •    Self-reliance
  •   Removal of socio economic disparities

The following activities are planned at the block level.

  •          Agriculture and allied activities
  •          Minor irrigation
  •          Soil conservation and water management
  •          Animal husbandry and poultry
  •          Fisheries
  •          Forestry
  •          Processing of agricultural produce
  •          Organizing input supply, credit, and marketing
  •          Cottage and small industries
  •          Local infrastructure
  •          Social services
  •          Drinking water supply
  •          Health and nutrition
  •          Education
  •          Housing
  •          Sanitation
  •          Local transport
  •          Welfare programme
  •          Training of local youth and updating of skills of local population

Panchayat Level Planning

The Panchayat Raj System involves a three tier structure: village level, block level and district level. The first tier at village level is commonly known as Gram Panchayat (village assembly), the second tier at block level as Panchayat Samiti and the third tier at district level as Zila Parishad. 

According to the provisions of the Panchayats Act 1996 the election to the village Panchyat is held at an interval of 5 years. Through the Constitution Amendment Act 1992 the Panchayat (also called Gram Sabha) has been authorized to look after the preparation and implementation of plans for economic development and social justice. The respective state has been given discretionary powers to prescribe powers and functions to the Gram Sabha to act as an institution of self-government.

It has also been advised to constitute a District Planning Committee to consolidate the plans prepared by the Panchyats and Municipalities and prepare an integrated development plan for the district as a whole. It has also been directed to constitute a State Finance Commission (SFC) to review every five years, the financial position of Panchayats and to make recommendations about the principle governing the distribution of revenues between the state and the Panchyats, and determination of the grants in aid to the Panchayats from the consolidated funds of the state.

The implementation of the plan at the Panchayat level is the responsibility of the Village Development Officer (VDO) and the secretary and is supervised by the Gram Sabha. Under the existing provisions, funds for the Gram Sabha (Village Panchayat) are directly being allocated from the centre to execute rural development programmes like Integrated Rural Development Programme (IRDP) and Jawahar Rozgar Yojna (JRY) etc.

The Panchayat has also been entrusted with the responsibility for the promotion of agriculture, rural industries, provision of medical relief, maternity, women and child welfare, maintaining common grazing grounds, village roads, tanks, wells, sanita­tion and execution of other socio-economic programmes. In some places, they are also authorized to supervise primary education and collect land revenue. Presently, Gram Panchayats are involved in the identification of beneficiaries in antipoverty programmes. There are about 2.20 lakh Gram Panchayats, 5,300 Panchayat Samitis and 400 Zila Parishads in the country.

It has been found that elected representatives of Panchayat Raj Institutions are largely unaware of the political and economic dimensions of development issues and lack planning and managerial skills. 

Multi-level Planning opposed to centralized planning is an exercise where local institutions are actively involved not only at the implementation level but MLP is a more integrative effort that seeks to involve all hierarchies of administrative, geographical, political and regional levels in planning process. It seeks to involve active participation of the lower hierarchical levels in information generation, data collection, policy suggestion, plan implementation & monitoring of all developmental activities.

A planning process can be either single level or multi-level. In the single level planning, the formulation of plans and decision making are done at the national level; the process is centralized and the lower territorial levels come into the picture only at the implementation stage. On the other hand, in the multi-level planning process, the national territory is divided into small territorial units, their number depending upon the size of the country, the administrative, the geographical and cultural settings. The Panchayat has also been entrusted with the responsibility for the following.

·         Promotion of agriculture

·         Rural industries

·         Provision of medical facilities

·         Maternity, women and child welfare

·         Maintaining common grazing grounds, village roads, tanks, wells

·         Sanitation

·         Execution of other socio-economic development programmes

  • Anti-poverty programmes

Top 5 most overrated players in the Premier League 2019-20


A wonderful serenity has taken possession of my entire soul, like these sweet mornings of spring which I enjoy with my whole heart.

I am so happy, my dear friend, so absorbed in the exquisite sense of mere tranquil existence, that I neglect my talents.

I am alone, and feel the charm of existence in this spot, which was created for the bliss of souls like mine. I am so happy, my dear friend, so absorbed in the exquisite sense of mere tranquil existence, that I neglect my talents.

I should be incapable of drawing a single stroke at the present moment; and yet I feel that I never was a greater artist than now.

When, while the lovely valley teems with vapour around me, and the meridian sun strikes the upper surface of the impenetrable foliage of my trees, and but a few stray gleams steal into the inner sanctuary, I throw myself down among the tall grass by the trickling stream; and, as I lie close to the earth, a thousand unknown plants are noticed by me: when I hear the buzz of the little world among the stalks, and grow familiar with the countless indescribable forms of the insects and flies, then I feel the presence of the Almighty, who formed us in his own image, and the breath of that universal love which bears and sustains us, as it floats around us in an eternity of bliss; and then, my friend, when darkness overspreads my eyes, and heaven and earth seem to dwell in my soul and absorb its power, like the form of a beloved mistress, then I often think with longing, Oh, would I could describe these conceptions, could impress upon paper all that is living so full and warm within me, that it might be the mirror of my soul, as my soul is the mirror of the infinite God!

O my friend — but it is too much for my strength — I sink under the weight of the splendour of these visions! A wonderful serenity has taken possession of my entire soul, like these sweet mornings of spring which I enjoy with my whole heart. I am alone, and feel the charm of existence in this spot, which was created for the bliss of souls like mine.

I am so happy, my dear friend, so absorbed in the exquisite sense of mere tranquil existence, that I neglect my talents. I should be incapable of drawing a single stroke at the present moment; and yet I feel that I never was a greater artist than now. When, while the lovely valley teems with vapour around me, and the meridian sun strikes the upper surface of the impenetrable foliage of my trees, and but a few stray gleams steal into the inner sanctuary, I throw myself down among the tall grass by the trickling stream; and, as I lie close to the earth, a thousand unknown plants are noticed by me: when I hear the buzz of the little world among the stalks, and grow familiar with the countless indescribable forms of the insects and

The heart of Nintendo’s new console isn’t the Switch


A wonderful serenity has taken possession of my entire soul, like these sweet mornings of spring which I enjoy with my whole heart.

I am so happy, my dear friend, so absorbed in the exquisite sense of mere tranquil existence, that I neglect my talents.

I am alone, and feel the charm of existence in this spot, which was created for the bliss of souls like mine. I am so happy, my dear friend, so absorbed in the exquisite sense of mere tranquil existence, that I neglect my talents.

I should be incapable of drawing a single stroke at the present moment; and yet I feel that I never was a greater artist than now.

When, while the lovely valley teems with vapour around me, and the meridian sun strikes the upper surface of the impenetrable foliage of my trees, and but a few stray gleams steal into the inner sanctuary, I throw myself down among the tall grass by the trickling stream; and, as I lie close to the earth, a thousand unknown plants are noticed by me: when I hear the buzz of the little world among the stalks, and grow familiar with the countless indescribable forms of the insects and flies, then I feel the presence of the Almighty, who formed us in his own image, and the breath of that universal love which bears and sustains us, as it floats around us in an eternity of bliss; and then, my friend, when darkness overspreads my eyes, and heaven and earth seem to dwell in my soul and absorb its power, like the form of a beloved mistress, then I often think with longing, Oh, would I could describe these conceptions, could impress upon paper all that is living so full and warm within me, that it might be the mirror of my soul, as my soul is the mirror of the infinite God!

O my friend — but it is too much for my strength — I sink under the weight of the splendour of these visions! A wonderful serenity has taken possession of my entire soul, like these sweet mornings of spring which I enjoy with my whole heart. I am alone, and feel the charm of existence in this spot, which was created for the bliss of souls like mine.Paragraph

I am so happy, my dear friend, so absorbed in the exquisite sense of mere tranquil existence, that I neglect my talents. I should be incapable of drawing a single stroke at the present moment; and yet I feel that I never was a greater artist than now. When, while the lovely valley teems with vapour around me, and the meridian sun strikes the upper surface of the impenetrable foliage of my trees, and but a few stray gleams steal into the inner sanctuary, I throw myself down among the tall grass by the trickling stream; and, as I lie close to the earth, a thousand unknown plants are noticed by me: when I hear the buzz of the little world among the stalks, and grow familiar with the countless indescribable forms of the insects and

Delineation of Region

 Delineation of regions involves the grouping together of local units which have similar characteristics according to certain clearly defined criteria and which differ significantly from the units outside the region on the basis of certain chosen criteria. The criteria can be unemployment rates, activity rate, migration trends, per capita income etc. The characteristics should differ significantly from units outside the region. The methods of regional delineation involve

1) Fixed Index Method

Under the fixed index method, a number of characteristics common to regions are chosen (Eg. population, density, per capita income, unemployment, rate of industrialization). An arbitrary weight is given to each index and a single weighted mean is obtained for each region, then contiguous regions with similar indices are grouped together in order to minimize the variance within the group.

2) Variable Index Method

Under the variable index method, variable weights are assigned to highlight the different regions. The weight given to each activity, in each region is different, in accordance with the value or the volume regionally produced. For e.g., if region A is the wheat region and the region B is the coal region, the weight of the wheat index will be the largest in the former, and the weight of the coal index will be the largest in the latter. This method is good when those criteria can be compared with each other. However in those cases where compatibility is not possible (E.g., in case where one feature is literacy and the other is steel production) it becomes necessary to employ the cluster method

3) Cluster Method

Cluster means grouping together. This concept is used in the planning as a strategy to strengthen lateral links and to dissipate growing vertical links in the settlement system. Such a cluster while providing greater viability and threshold for development efforts will also create for themselves a greater bargaining power in bringing about reciprocity in exchange of goods and services. Both at the macro and micro level clustering can be done by superimposing of maps and by developing a composite index of development. This concept is used to implement IRDP (Integrated Rural Development Programme).

Methods for Delineation of Formal Regions

1) Weighted Index Number Method

In this method, some indices (parameters) are chosen and given weights, total weights for each part is separately calculated and areas with similar weights are carved out. This area is termed as ‘region’.

Example: To carve out a region of economic backwardness the parameters chosen were percentage of unemployment and per capita income. Then accordingly the weights were set up. It was decided that for every 1% of unemployment 2 weights shall be assigned and setting 1000 as the base for every 50 points below 1000, 1 weight shall be assigned. Hence more is the total weight more is the backwardness.


Weighted index number method


Suppose we consider a hypothetical area divided into 9 blocks having the given unemployment percentages and per capita income. If we then apply weights to each block as stated in the previous paragraph we will find that we can hatch an area with relatively more economic backwardness.

There are certain demerits of this method. To apply this method, the region must have proper delineated parts. This method can only be applied where quantifiable data is available and this method is not useful for delineating regions having natural/physiographic features.Similarly, you can use this method for employment and income level delineation.

  •     The study area is divided into several localities varying according to unemployment rates and per capita income levels.

  •      The aim is to isolate the main problem region; i.e. the area of economic malaise.

  •      Weights are assigned to each criteria and when taken together and weighted, one of the region can be isolated.

2) The Factor Analysis method

In this method, each parameter is mapped out separately and then all the maps are kept one over the other. The common region that will be carved out after this exercise will form a region.

Used for delineating economic health regions.
  •  Used for delineating economic health regions.
  •  Many of these criteria are interdependent. The factor analysis method can be       used to isolate these factors and to group areas on the basis of factor                   loadings.
  •  ‘Industrial change’ and ‘industrial structure’ are major industrial factors and          ‘population change’ and ‘social structure’ as major socio-economic factors.
  •   These factors help in delineating economic health regions.
Example: To carve out South eastern mineral region. The parameters considered were geology, minerals (coal, iron ore, bauxite and silica), availability of rail, soil, vegetation, climate and population. Each line depicts an aspect and is called girdle.

                        Example for factor analysis method

The area which satisfied 6 girdles was carved out and was called the South East mineral region. Sometimes some parts of the delineated area have administrative conflicts at those moments, adjustment is done on the basis of smallest unit of delineation method.

Methods for Delineation of Functional Regions

1) Flow Analysis Method

Flow analysis builds up functional regions on the basis of the direction and intensity of flows between the dominant centre and surrounding satellites. Each flow will show decreasing intensity as it becomes more distant from the main centre and increasing intensity as it approaches another centre. The boundary of the sphere of influence of the dominant centre will be where the flow intensity at a minimum. When the flow significantly drops that means interaction/origin’s influence drops. In terms of distance, in a particular direction, there is the influence of the node and there onwards it drops. This gives cut off points. 

Features of Flow Analysis Method

  •    Builds up flows on the basis of the direction and intensity flows between the dominant center and surrounding satellites.

  •    Flows may be of several types: economic (road, rail, shopping or commuting); social (such as flow of students or patients); political (flow of govt. expenditure); information (newspapers, telephone calls), etc.

  •   Graph theory: measures the relationship (economic, social, etc) between selected group of centers on the basis of flows between the centers. The no. of telephone calls is the usual flow criteria.

  •     The flows are plotted in matrix form, from which primary and secondary flows into and out of each center can be identified.

Illustrative Example Using Flow Analysis Method

          
 Example using flow analysis method

The no. of telephone calls is taken as the flow criteria. The flows are plotted in matrix form, from which the primary and secondary flows into and out of each centre can be identified. The resulting hierarchy of nodes can plotted as a simple network, providing an insight into the form and extent of functional relationships within an area. Here D is the major centre, with B,E and G subsidiary centres.

2) Gravitational Analysis Method

It is concerned with the theoretical forces of attraction between centres rather than actual flows. The gravity model assumes that the interaction between two centres is directly proportional to the ‘mass’ of the centres and inversely proportional to ‘distance’ between the centres.

·         ‘Mass’ can be population, employment, income, expenditure and retail turnover.

·         Distance can be in physical terms (km), time, price, and intervening opportunities.

·         In mathematical notation 

f = k (m1  m2)/d

Where f is the force of attraction between two settlements, m1 and m2 are masses of the two settlements and d is the distance between them. K is a constant.

If Parents Can Work From Home, Why Can't Students? A Snow Day Doesn't Have To Be A "No" Day

Source: ASIDE 2015
We have another snow day today. The relentless snow this winter has forced many schools into crisis mode. Teachers are panicking about missed curriculum and make-up days. But with today’s access to mobile technology, shouldn’t there be a middle ground between all or nothing learning? Genuine remote learning should be a regular practice, not just a prediction. Even amid record-breaking blizzards, a snow day shouldn’t have to be a “no” day.

Students frequently get sick and miss school. Consider, too, how many times you’ve seen a kid in your classroom who really shouldn’t be there. He has his head down, or has bags under his eyes, or has his mind clearly elsewhere. How many times have you noticed a student who truly needs a break? She’s been burning the candle at both ends, or has been bearing the weight of a bully, or has been negotiating a tough family situation.

Source: ASIDE 2015
A kid sometimes needs a personal day. It used to be that a student’s absence meant a day of missed learning. Today, this not only seems strange, it seems unforgivable.
For parents, “working from home” is a common occurrence. Many companies have no problem with their employees telecommuting at a distance, staying in contact via phone, email, and instant message. With all of the dynamic digital tools available to schools today, why can’t students work from home? Many teachers post all of their assignments online anyway.
Source: ASIDE 2015

Video conferencing and social media and collaborative documents all offer easy avenues to engage a class of home-bound learners. Many teachers use these resources daily inside of the classroom. Why can’t these tools also be tapped to coordinate a corps of kids, either in real-time or at the students’ own paces? 

Backchanneling, for example, has emerged as a valuable way to invite feedback and questions during an in-class lesson. If we can turn backchannels into forechannels, then we can transform these supplemental tools into primary vehicles for distance education.

Tools for remote learning:

Sources: Company Logos

  • TodaysMeet – The leading real-time channel, TodaysMeet creates discussion groups for instant message communication.
  • Twitter – The ultimate social media tool for education, Twitter mimics the classroom environment with chats, text, links, images, and videos.
  • Croak.it – Both teachers and students can create a 30-second audio file with a url that can be embedded in a backchannel, website, or tweet.
  • Remind – This free way for teachers to text students protects everyone’s privacy and instantly reaches kids on their phones.
  • Cel.ly – Cel.ly creates individual social networks via its texting feature that can be moderated directly from a smartphone.

    Sources: Company Logos

    • Verso – Flipped learning with Verso can include videos, images, or links in self-contained classes with rich commenting features.
    • eduCanon – This site collects videos from across the web and allows teachers to add flipped learning elements.
    • EDpuzzle – Teachers can crop videos and add questions and explanations to fit any age group.
    • Zaption – Zaption makes videos interactive by adding assessments.
    • audioBoom – Teachers can record podcasts to pass lessons on to students, and kids can capture their own answers, readings, or projects.
    Sources: Company Logos

    • Nearpod – The teacher guides the presentation, and students on their own devices see the slides progress as they interact from anywhere with polls and assessments.
    • Issuu – Intended to publish webzines, Issuu turns any .pdf into a scrolling web document for students to read and save at their leisure.
    • iBooks Author – The ability to publish customized content on iBooks is becoming easier and easier.
    • Wikispaces – Still one of the most flexible platforms for a class website, Wikispaces accepts any media and any embedded content.
    Sources: Company Logos

    • Skype – Teachers can broadcast themselves in full video and audio to reach students in their homes.
    • Facetime – As more and more schools opt for iPads and Apple TVs, Facetime provides an easy way to videoconference.
    • Google+ Hangouts – Multiple participants from any device can come together in a live-streaming video chat.
    Sources: Company Logos

    • Google Docs – Google Drive keeps getting better and better, and the real-time collaboration is still the industry standard for essays, presentations, and spreadsheets.
    • Padlet – Padlet is an infinitely customizable public space with customized urls to post text, links, images, videos, and student projects.
    • Dropbox – The larger storage capacity of Dropbox makes it ideal for file-sharing.
    • Email – When in doubt, simple email can allow students and teachers to swap instructions, questions, and assignments.

    "What Is Graphicacy?" — An Essential Literacy Explained In An Animated Motion Graphic


    What Is Graphicacy? from The ASIDE Blog on Vimeo.

    We live in a visual world. Smartphones, television, Internet, and social media all push information in real-time, all the time. Visual media bombard us in constant streams. Learners of every age, therefore, need to understand how to analyze pictorial information. This skill of parsing images, interpreting pictures, and decoding diagrams is known as graphicacy.
    The motion graphic (or explainer video) in this post describes the many reasons for graphicacy education. Maps, cartoons, and photographs all feature symbolic cues and metaphoric elements. An animated infographic itself can become a conduit for graphic instruction.


    Sixty-five percent of people today identify as visual learners. In fact, the brain processes optic inputs 60,000 times faster than text. Yet schools and scholarship rarely apply the tools and time to train people how to understand all of these visual streams.


    Source: ASIDE 2015


    Graphicacy stands with literacy, oracy, and numeracy as one of the four indispensable corners of education. It dates to W.G.V. Balchin‘s coinage of the term in the 1960s to identify the visual-spatial aspect of human intelligence. What began as a staple of South African geography education has ballooned in importance, especially in today’s 1:1 classroom. With today’s rightful emphasis on differentiated instruction, contemporary classrooms need to incorporate coaching in graphicacy to reach students via their learning preferences. (Continue reading for more information….)
    Visual literacy is about learning how to look. It involves learning how to internalize and deconstruct the images that the brain sees. It involves input. Visual thinking is about learning how to design. It involves imagining graphic representations of new or traditional concepts based on the mind’s unique creation. It involves output. Graphicacy, therefore, is the union of the two acuities. It marries the essential skills of decoding and encoding to embrace a range of pictorial proficiencies. (Continue reading for more information….)

    Source: ASIDE 2011
    Tommy McCall hit the nail on the head when he called “graphicacy the neglected step child in the classroom” during his TEDx East talk on Literacy, Numeracy, And Graphicacy. In the new e-cology to design and create digital content that is transmitted, interactive, and shared, it is even more vital to incorporate graphicacy skills in daily lessons. By training kids to thoroughly study what they see, we reinforce their visual acuity, attention to detail, and ability to notice conspicuous absences of information. We want them to develop a keen eye for seeing, to detect problems, and to understand the message inherent in the design. (Continue reading for more information….)
    Graphicacy often takes a backseat in traditional classrooms, because understanding pictures is thought to be a natural consequence of basic vision. The conventional wisdom says that if people can see, then naturally they can comprehend what they see. Parents, however, know this is untrue. They know children must learn to decode images and connect the visual parts to the cognitive whole. Mothers and fathers dedicate evenings to paging through picture books with their toddlers, pointing out clouds and jackrabbits and smiling moons. (Continue reading for more information….)
    Whether graphicacy is the “fourth R” or the “third skill,” as Howard A. Spielman refers to it, the format for representing data and visuals is much more complex today. Data visualizations such as infographics and the myriad of designs used in their creation are arguably more complex in many cases. This is quite the opposite of what infographics are by definition, which is to present complex information quickly and clearly. They often combine images and data in ways very different from standard graphs, charts, and maps in most elementary textbooks, thus prompting a need for graphicacy in education. (Continue reading for more information….)

    Source: ASIDE 2015
    We use four steps in guiding students to interpret charts, maps, cartoons, infographics, and logos. These four steps progress from base-level identification toward more analytical and sophisticated skills. The understandings proceed from: 1) Substance, 2) Scaffold, 3) Story, and 4) So What? (Continue reading for more information….)


    Amid the national emphasis on STEM programs, charts are becoming key tools to represent visual statistics. As more and more schools migrate to 1:1 tablets, therefore, students need a foundation in reading and rendering their own optic inputs. The language of apps today is printed in icons. On handheld devices, colorful squares dance across each swiped screen. Children need to recognize these badges and identify the relationships between the logos and the corresponding actions. (Continue reading for more information….)

    Renderforest: An Amazing Tool For Students & Teachers To Create Motion Graphic Videos

    Source: Renderforest


    Motion graphics are some of the most effective learning tools today. Sometimes called explainer videos or animated infographics, these multi-sensory clips deliver information in a high-octane fashion that appeals to all of the learning modalities.

    These colorful, spirited videos combine voice, images, and kinetic typography to employ all of the brain’s receptors in internalizing ideas. They elevate static infographics to a whole other plane. Here are some of the best motion graphics for classroom and individual learning:


    Source: Renderforest


    Even more powerful than watching an explainer video is creating one’s own animation. We recently produced our first, professional-quality motion graphic, called “What Is Graphicacy?” These types of films can teach a lesson or bring a project to life or demonstrate mastery of a concept. Until recently, complex videos like these were the sole purview of trained graphic artists. Now, teachers and students alike can design and publish their own motion infographics with simple, elegant, free interfaces. Adobe Voice has long been one of our favorite apps for making videos, but Renderforest kicks the options and energy up to a higher level.

    Renderforest is a web tool that offers a range of easy yet powerful templates for producing videos. Signing up for an account is free. Within minutes, you can be publishing your own content. The templates walk a perfect balance between customized choice and preset parameters. You have a range of selections in style and length of video, and you can then select a color theme to unite the presentation. Each slide has text elements that you can personalize, and the magic of Renderforest turns everything into a lively animation.


    Renderforest: An ultimate Video Maker from Renderforest on Vimeo.

    Originally intended for business users, Renderforest has enormous potential for education. Its subtle options in are its best. You can pick from its list of background musical tracks, all of which are nice. Or you can upload your own tunes and voiceover. In other words, any recording you have produced can be added to their frames. You can invite students to record podcasts or narrations, or use Garageband to layer original music with audio tracks. The app-smashing potential is tremendous.

    When you export your finished product, you can easily go back and edit any element. The free option features a basic video quality with a company watermark in the corner. You can, therefore, show student or teacher videos in class for no charge. If you would like to choose from the HD playbacks, or download your film, there are modest pricing options available.

    Source: Renderforest


    We had no trouble designing our video, recording the audio in one take, converting it to HD, downloading it, and then uploading it to Vimeo in a surprisingly brief period of time.

    This act of creating motion graphics nudges both students and teachers to blend a host of proficiencies. It involves visual design in colors and templates, just as it requires language skills of narration and storytelling. It supports key technological skills in manipulating online media, and it reinforces the importance of publishing in sharing child creations with peers and parents. Kids teaching kids is the purest model of learning. Renderforest allows them to produce permanent instructional videos that can reach global audiences and live on after their own school years have ended.


    How to create motion graphic videos for free? Renderforest for Business from Renderforest on Vimeo.