Category management in supermarkets: what's important for newcomers to know?

Category management is a categorisation of products according to buyers’ shopping habits. It is used within any retail store, including the supermarket or its website with the possibility of ordering goods for home delivery. Category management for one retail chain (for example, several supermarkets) is similar to physical stores and online trading. However, the categories may vary from point to point. This is because it depends on the customers who often visit the store.

What does a manager have to know when starting to work on categories in the supermarket?

It’s going to be difficult to analyze customer segments

Simply because they are going to be buying goods offline. When you move at least 50 per cent of your goods online to collect goods in-store or pay for home delivery, the whole situation will improve. Although, this still does not guarantee that the customer segments will meet your expectations. Yes, you can track customers through recurring patterns in receipts. You can also come up with hypotheses based on the data obtained from your competitors and other market analyses. Still, you won’t be able to study your customers under a microscope.

The cost of a product will often take precedence over its other qualities

It is a major problem for category management in supermarkets and retail in general. Most likely, grocery store visitors care more about the product’s price, and low cost always wins over other characteristics. Therefore, it will be more challenging to create categories: inevitably, you should be guided by the price of the goods.

At some point, it will be difficult to fight off competitors

You will be selling the same items which are available in other supermarkets. Some manufacturers may agree to cooperate exclusively with your chain of stores; however, this is unlikely because this arrangement is simply unprofitable for the supplier. Moreover, it’s impossible to lower the bar and start undercutting, that is, trading at a loss. After all, a business needs to earn money. In some instances, it may only be achievable through introducing discounts.

You will be able to test hypotheses only on a small number of consumers

Why? Most trade will occur in offline stores rather than in their online equivalents. And this, as we remember, complicates the task of marketers and, unfortunately, category managers. Only a small percentage of consumers shop online. That makes sense: you have to pay for delivery. You can’t select your products or ensure that all your fruit and vegetables are intact. Your delivery guy might also be late or you may face logistical problems like mixed-up orders.

How can you test your hypotheses on those customers who have turned to your supermarket website? First, you have to study your portal analytics: how users have found you, how they behave on the site, which tabs they open first, and how their filter products in various categories. If you have social media accounts, be sure to use them. The statistics offered by Instagram will demonstrate who your customers are and how they behave. By understanding the core of your audience accessing your resources, you can create category management hypotheses and test them on users before displaying the goods in stores. Of course, many of your customers will not shop online. Still, you can learn all about them, for example, through their choice of purchases on receipts.

The variety of categories will depend on the location of the supermarket

This limits your ability to influence the profits of the business. The categories will depend largely on areas where your shops are located, as well as people who live there and their buying power. For example, it is pointless to introduce a category of personal care products if jars of face cream have been sitting on the shelves for months in a particular store. It makes no sense to reduce the number of household goods with an above-average price tag if they sell like hotcakes. If you work in a supermarket in a deprived area, be prepared for a succession of identical categories with low-cost products.

Start learning category management now to secure a job within this field in a few weeks! This area has been actively booming in India and the surrounding regions. Therefore, your knowledge will definitely be in demand.

Guide to Choose the Best School ERP Software?

 Due to the pandemic, there was a complete turn of events, and the children are attending classes online at peak times. Though the situation is getting normal these days, it is essential and beneficial to have a school ERP software that helps maintain accurate academic and operational excellence information.

 


What is School ERP Software?

A school ERP is an advanced technology where you can perform a set of programs specially made to perform administrative tasks of a school in an appropriate manner. This is also known as school management ERP software that can manage all the tasks without the presence of a person, pen, and paper. 

This is a software platform where all the people, including students, teachers, principals, parents, and management, can access the software to know vital information.

Uses:

      Teachers can spend their most time teaching and progress of the student

      Parents get aware of their child’s performance

      Easy to handle all the administrative tasks

      Principals can observe and take action, respectively

Different modules are present in the ERP software, do consider while choosing the best one for your school.

1. Online Registration:

A student can get registered on a school database by filling out all the details like date of birth certificate, Aadhar card, parents information, etc. This is a kind of eligibility, where schools allow admission from any side of the world. Parents have to fill out the form about the student details and then submit the form.

Benefits:

This process is time-saving; you can access it globally and eco-friendly.

2. Student Information Module:

This is the primary and most significant module and acts as a central part of the entire software. This is the main part of the software where all the modules are interlinked to this module to check all the data with just one click. Any information can generate in the software system, including fees due, attendance, etc.

Benefits:

It is easy to use, simple to get the details, and a hassle-free process. Some divisions are separated session-wise to simplify the process.

3. School Fee Management:

It helps every school collect the school fees online, and the software can also maintain an accurate database of every transaction. There is a process where notifications can be sent to parents in case of late payment, due fees, etc.

Benefits:

It is a simple process for both parents and school management; the benefits include no late fees, online payment, reconciliation, and checking for defaulters.

4. Exam and Result Management:

This module can present wonderful report cards and check them with just one click. Parents can view these report cards using the school ERP software, and it is a great advantage for parents as they cannot visit the school frequently. 

Benefits:

The software is simple and easy to analyze student performance by comparing the past and present results. There are no irrelevant results or misprinting; it is highly reliable and shows accurate results.

5. School Library Management:

This is an excellent module as the software can handle a lot of books, magazines, textbooks, videos, newspapers, school albums, etc., by an automated process.

Benefits:

No need to worry about issuing the books; you can check the database for a specific book that is available or not. No delays while you are issuing the book.

Bottom Line:

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p class=”MsoNormal” style=”line-height: 15.693333625793457px;margin-bottom: 8pt”>You can easily select the best ERP software for your school by considering all the modules, making things and processes more simple for your convenience.

Hazards of burning plastic waste

When plastic waste is burnt, a complex weave of toxic chemicals is released. Breaking down polyvinyl chloride (PVC) — used for packaging, toys, and coating electrical wires — produces dioxin, an organochlorine that belongs to the family of Persistent Organic Pollutants (POPs). A recent Dioxin Assessment Report brought out by the United States Environment Protection Agency (USEPA) says the risk of getting cancer from dioxin is ten times higher than reported by the agency in 1994.
Yet the Delhi government is giving the green signal to a gasification project which will convert the garbage into energy without removing plastic waste. Former transport minister Rajendra Gupta, the promoter of this project, says this is not necessary.
He claims no air pollution will be caused and that the ash produced can be used as manure. An earlier waste-to-energy project set up in Timarpur failed. The new one, built with Australian assistance, will cost ₹ 200 crores. It will generate 25 megawatts of power and gobble 1,000 tonnes of garbage every day.

“Technologies like gasification are a form of incineration,” says Madhumita Dutta, a central coordinator with Toxics Link, New Delhi. Incineration merely transfers hazardous waste from a solid form to air, water, and ash, she points out.
Toxins produced during incineration include acidic gases, heavy metals as well as dioxins and furans. “The ‘manure’ will be hazardous and a problem to dispose of,” says Dutta.
Municipal solid waste contains a mix of plastics. Breaking down this waste emits hydrochloric acid which attacks the respiratory system, skin, and eyes, resulting in coughing, vomiting, and nausea.
Polyethylene generates volatile compounds like formaldehyde and acetaldehyde, both suspected carcinogenic. Breathing styrene from polystyrene can cause leukemia. Polyurethane is associated with asthma. Dioxin released by PVC is a powerful hormone disrupter and causes birth defects and reproductive problems. There is no threshold dose to prevent it and our bodies have no defense against it.
“Even the best run incinerators in the world have to deal with stringent norms, apart from contaminated filters and ash, making them hugely expensive to operate,” says Dutta. In Germany, air pollution devices accounted for two-thirds of the cost of incineration. Despite such efforts, the European Dioxin Inventory noted that the input of dioxin into the atmosphere was the highest from incineration.

“India does not have the facility to test dioxin and the cost of setting one up is prohibitively expensive,” says Dutta.
Besides, Indian garbage has a low calorific content of about 800 cal/kg, since it has high moisture and requires additional fuel to burn. Toxics Link calculates that the electricity generated from such technology will cost between ₹ 5-7 per unit, which is six times higher than conventional energy. India has chosen a dioxin preventive route and burning of chlorinated plastics is prohibited under Municipal Solid Waste and Biomedical Rules.
Nearly 80 percent of Indian garbage is recyclable or compostable. Resident associations, the informal sector, and the municipal corporation can make Delhi’s garbage disappear in a sustainable manner. “Instead, the government promotes the end of pipeline solutions,” says Dutta.

Action plan for inclusive and equitable quality education

 The National Education Policy 2020 envisages an inclusive and structural change in the educational system. It focuses on ‘Equitable and Inclusive Education’ which reverberates the idea that no child should be left behind in terms of educational opportunity because of their background and socio-cultural identities. It has taken into account the concerns of the Socio-Economically Disadvantaged Groups (SEDGs) which includes female and transgender individuals, Scheduled Castes, Scheduled Tribes, OBCs, minorities and other categories. This policy aims at bridging the social category gaps in access, participation, and learning outcomes in school education.

Department of School Education and Literacy (DoSEL), Ministry of Education is implementing Samagra Shiksha scheme, effective from 2018-19. Bridging gender and social category gaps at all levels of school education is one of the major objectives of the scheme. The  Scheme reaches  out  to  girls,  and  children  belonging  to  SC,  ST,  Minority  communities  and transgender.  The Scheme also focuses on the identified Special Focus Districts (SFDs) on the basis of adverse performance on various indicators of enrolment, retention, and gender parity, as well as concentration of SC, ST and minority communities.

Under Samagra Shiksha, there is a provision of Kasturba Gandhi Balika Vidyalayas (KGBVs). KGBVs are residential schools from class VI to XII for girls belonging to disadvantaged groups such as SC, ST, OBC, Minority and Below Poverty Line (BPL).  The KGBVs are set up in Educationally Backward Blocks. The objective behind establishing KGBVs is to ensure access and quality education to girls from disadvantaged groups by setting up residential schools and to reduce gender gaps at all levels of school education. 

Currently there are 5627 sanctioned KGBVs across the country in which 6,65,130 girl students belonging to various disadvantaged groups are enrolled.

The Scheme also covers Children with Special Needs (CwSN) from pre-primary to senior secondary level across the country. There is a dedicated Inclusive Education component for the education of CwSN as an integral part of Samagra Shiksha. In keeping with the principle of inclusion, CWSN are provided support through specific student oriented interventions i.e. aids and appliances, teaching aids, assistive devices, identification and assessment camps, teaching and learning materials, orientation program for the parents, education administrators, community, sports events, world disability day, braille books/kits, corrective surgeries, transportation allowances, escort allowances, uniforms (under RTE), stipend for girls, training of general teachers, financial assistance for special educators, use of ICT etc.

Under Student Oriented Component assistance is provided to States/Union Territories @ Rs. 3500/- per Child with Special Needs for both school going and children who cannot attend school (home based education) pertaining to the severity of the disability.

Girls with disabilities receive special focus and efforts under the scheme to help them gain access to schools, as also to provide motivation and guidance for developing their potential. An amount of Rs. 200 per month for 10 months ( Rs.2000/- PA), through Direct Benefit Transfer, is given to girls as stipend to encourage them to come to school.

In the year 2021-22, girls’ stipend is provided to 6.12 lakhs girls with special needs. The total outlay approved was Rs.122.57 Crores.


The Rebellion of 1857

The Rebellion of 1857 was among some of the major yet unsuccessful uprisings against British Rule that contributed in the course of bringing Independence to India. The rebel was actually against the East India Company that worked on behalf of the British Crown Rule.

Many mistakes the Rebellion of 1857 to be the first rebellion of the country against British Rule. But the truth is that many small regional rebellions had already occurred before the 10th of May of 1857. And all these small uprisings indicated that agitation among Indians had started throughout the country.

Some of the mentionable revolts that occurred before the Rebellion of 1857 are the Sanyasi Revolt, The Jungle Mahal Rebellion (1767), Nayak Rebellion, Chuad Rebellion, Santhal Rebellion, the Second Military Rebellion of Bengal (1795), the Vellore’s Rebellion (1803), the Great Rebellion of 1824, Mahikant Rebellion of Gujarat (1836), and Military uprising of 1855.

But it was the Rebellion of 1857 that recorded the most unified support from the Indian population. It was not one reason that caused such a massive uprising. Rather the people had multiple reasons to revolt against the British Government by then.

Some of the causes of the revolt were the Britishers looting Indians of their rightful properties like land and imposing an excessive amount of taxes on the people. The sense of fear among regional rules heightened with the introduction of the Doctrine of Lapse by Dalhousie.

The orthodox conservative families of India were also threatened when Britishers started banning some of the then social norms. Other than this, the Indians working in the military of the British Government were treated very poorly.

One of the major incidents that enraged the Indian people, including Mangal Pandey and his mates, was that the British made them use cow and pig fat covered bullets. These bullet covers were required to be broken using teeth, and the army did so. The British did this, knowing that it would be going against most people’s religious beliefs in India.

The Britishers imprisoned those who did not use those bullets and also hanged them. Thus such injustice gave rise to rebellions in several parts of India. And the Rebellion of 1857 did start in Meerut when the arrested soldiers broke out of the jail and killed several British officers.

The revolt was led by Dhan Singh Gurjar, who was a Katowal in the British army himself. The revolting soldiers went to Delhi to spread the notion of revolt. And they succeeded in doing so because the revolt started in other parts of India as well.

The Britishers were stunned since they were outnumbered compared to the number of Indian soldiers in the British Army who were all revolting. But the British Government wasn’t letting the satiation get the best of them so easily, so they played dirty politics by using several tactics.

Lord Canning ultimately suppressed the Rebellion of 1857. It was because the tactics of the British Government succeeded in creating a massacre as they lured Sikh and Madrasi soldiers in their favor.

Access to education during lockdown

 Education is in the concurrent list of the Constitution and majority of the schools are under the domain of respective State and UT Governments. However, in order to ensure that every student of the country gets continued access to education, a multi-pronged approach has been adopted. Regarding school education, to facilitate the online learning by all students a comprehensive initiative called PM eVIDYA has been initiated as part of AtmaNirbhar Bharat Abhiyaan on 17th May, 2020, which unifies all efforts related to digital/online/on-air education to enable multi-mode access to education. The initiative includes:

  • DIKSHA the nation’s digital infrastructure for providing quality e-content for school education in states/UTs:  and QR coded Energized Textbooks for all grades (one nation, one digital platform)
  • One earmarked SwayamPrabha TV channel per class from 1 to 12 (one class, one channel)
  • Extensive use of Radio, Community radio and CBSE Podcast- Shiksha Vani
  • Special e-content for visually and hearing impaired developed on Digitally Accessible Information System (DAISY) and in sign language on NIOS website/ YouTube

 

Further, an Alternate Academic Calendar has been prepared for providing learning solutions for grade 1 to 12 and ‘Students’ Learning Enhancement Guidelines’ prepared by NCERT suggest models for the following three types of scenarios to ensure that no child is deprived of reach of education:

a)         Learning Enhancement during COVID-19 for students without digital devices;

b)         Learning Enhancement during COVID-19 for students with limited accessibility to digital devices &

c)         Learning Enhancement during COVID-19 for students with digital devices.

 

Also, PRAGYATA guidelines issued to States/UTs to facilitate continued education through various modes. The guidelines inter-alia includes situations where internet connectivity is not available or available with very less bandwidth where resources are shared through various platforms like television, radio etc that do not depend on internet.

Where the digital facility (mobile device/ DTH television) is not available, Ministry of Education has taken many initiatives like Community Radio Stations and a podcast called Shiksha Vani of CBSE, Textbooks, worksheet supplied to residence of learners, Handbook on 21st Century Skills and community/mohalla classes are organized. Innovation Funds of the Department are used to set up mobile school, virtual studios, virtual class rooms in schools, Continuous Learning Plan (CLP) for States/UTs has been initiated in all States/UTs, pre-loaded tablets in various states and UTs are effectively used in remote/rural areas where online classes are difficult.

Under the BharatNetprogramme, the CSC e-Governance Services India Ltd (CSC-SPV) of MeitY has been assigned the task of providing Fibre to the Home (FTTH) connectivity to the Government Institutions, including schools.

Due to the COVID pandemic, since schools were closed, all enrolled children are eligible for Food Security Allowance comprising of food grains and cooking cost. Some States/UTs have provided food grains alongwith payment of cooking cost into the beneficiary’s bank accounts/through cash while other States/UTs provided food grains and dry ration like pulses etc equivalent to cooking cost since 2020-21. About 11.80 crore children are benefited under the scheme studying in 11.20 lakh school during this period.

New Education Policy

The need for a new education policy was felt in the country for a long time. Three National Education Policies have been introduced in India till now. These three Policies are National Education Policy 1968, National Education Policy1986, and National Education Policy 2020.

The New Education Policy has been brought in keeping with the shortcomings of the previous education policy and the current and future needs, which can lead to large-scale transformative reforms in both the school and higher education sectors.

In June 2017, a committee was formed under the chairmanship of former ISRO chief Dr. K. Kasturi Rangan to formulate a new education policy. The draft of the National Education Policy was presented by this committee in May 2019.

The New National Education Policy 2020 aims at the universalization of education from pre-school to secondary level with a 100% Gross Enrollment Ratio (GER) in schooling by 2030.

The New Education Policy 2020 proposes some changes, including the opening of Indian higher education in foreign universities, the introduction of a four-year multidisciplinary undergraduate program with several exit options. The objective of the New Education Policy 2020 is to make India a global knowledge superpower.

The policy gives an advantage to students of classes 10 and 12 by making the board exams easier. In other words, it plans to test the core competencies instead of mere memorization of facts.

It will allow all the students to take the exam twice. Further, it proposes that an independent authority will be responsible for regulating both public and private schools. Similarly, the policy aims to diminish any severe separation between the educational streams and vocational streams in the schools.

There will also be no rigid division between extra-curriculum. Vocational education will begin at class sixth with an internship. Now, the essay on new education policy 2020 will tell you about the disadvantages of the policy.

Firstly, it can make the education system expensive. Meaning to say, admission to foreign universities will probably result in this. Further, it will create a lack of human resources.

If we look at the present elementary education, we notice that there is a lack of skilled teachers. Thus, keeping this in mind, the National Education Policy 2020 can give rise to practical problems in implementing the system that is for elementary education.

Finally, there is also the drawback of the exodus of teachers. In other words, admission to foreign universities will ultimately result in our skilled teachers migrating to those universities. This policy is an essential initiative to help in the all-around development of our society and country as a whole. However, the implementation of this policy will greatly determine its success. Nonetheless, with a youth-dominant population, India can truly achieve a better state with the proper implementation of this education policy.

What are Black Holes?

Known for its strong gravitational field and captivating mystery, a black hole, also referred as a singularity, remains confusing and indescribable to all of those who attempt to comprehend it; something so fascinating, yet unseen, unrecorded by man, and undetected by technology. Black holes prevail as one of the universe’s greatest phenomenons.

The definition of a black hole is “a region of space [that has] a gravitational field so intense that no matter or radiation can escape” (Smith), which fails to fully describe a black hole. They are not completely understood by humanity, but there are some things that scientists are well aware of, for instance, how they come to be. There are multiple ways to trigger the creation of a black hole, one of them being when a large mass in space accumulates in a very small area. Hawking says “it is like piling more and more books into a library. Eventually, the shelves will give way, and the library will collapse into a black hole” (Hawking). Another way black holes are created is in the collision of two stars within a binary system. After merging, a black hole is born. The third way for a black hole to be created is when a star eventually runs out of fuel, and if the mass of the star is so immense that it can’t be held, then the star will shrink and its matter will be compressed into an “infinitely small, infinitely dense point called a singularity. This is the center of a black hole” (Allen). You may be wondering how it is a black hole dies, given that some of them come from dead stars. In other words, how can something that is already dead… die? This happens because of Hawking radiation. In the event horizon of a black hole, there are matter and antimatter particles merging at all the times and converting into energy. As a consequence, if an antimatter particle falls into the singularity of the black hole then it will merge with a matter particle within the singularity of the black hole, and “antimatter destroys matter” (Brandvold). Therefore, the black hole would shrink but it would be almost insignificant since “The bigger the Black hole, the shorter the lifespan” (Brandvold).

Additional classes and opportunities for students

 Education is in the concurrent list of the Constitution and majority of the schools are under the domain of respective State and UT Governments. Schools were closed as a precautionary measure to protect the students from Novel COVID-19 (Corona) virus across the world. This has interrupted the learning of students from pre- school to grade 12. During the pandemic, Ministry of Education has held several consultations with the States and UTs to assess the various aspects of the COVID-19 pandemic. After discussion with the States and UTs, a multi-pronged approach has been adopted to enable multi-mode access to education. Based on the UDISE Plus report 2019-20, 22% schools had access to internet. The Government has taken various steps to provide education amidst COVID-19 pandemic. These include PRAGYATA Guidelines on various modes of digital education including online mode that depends more on availability of internet, partially online mode that utilizes the blended approach of digital technology and other offline activities, partial and offline mode that utilizes television and radio as a major medium of instruction of education. The guidelines can be accessed at:

https://www.education.gov.in/sites/upload_files/mhrd/files/pragyata-guidelines_0.pdf

 

The State governments have been asked to act based on the situation prevailing at every place to meet the demands of all students for providing them with the digital access required for learning digitally. In order to enable online education benefit to the children of every category and teachers, Learning Enhancement Guidelines have been issued. The guidelines can be accessed at:

https://www.mhrd.gov.in/sites/upload_filehs/mhrd/files/Learning_Enhancement_0.pdf

 

With a view of addressing the issues related to gaps and/or loss of learning among students, during and after the lockdown, National Council of Education Research & Training (NCERT) has prepared ‘Alternative Academic Calendar’ which is a Week-wise plan for grades 1 to 12 and has been developed. It consists of interesting activities and challenges related to topics/themes in the syllabus. It maps the topics/themes with the learning outcomes & facilitates teachers/parents to assess the progress in students’ learning in a variety of ways. NCERT has also developed bridge course for children including lots of activities which are helpful for bridging the learning gaps across classes 1-8 and the States/UTs have also been requested to prepare and implement School Readiness Module/Bridge Course in classrooms for initial one or two months for each grade. When  school reopens, the grade related syllabus should be undertaken only after the bridge course is completed, so that students can adjust to the changed school environment and do not feel the stress or being left out, especially students who did not have access to alternate means of education. Further, Vidya Pravesh has been launched for class 1st students. This is a play preparation 3 months program which prepare students for school through playschools. This scheme aims at spreading the concept of playschools to the remotest parts of the country. It aims to ensure that no student is deprived of education.  


How International Exchange of Rate Decided

 The relative price of a country’s currency, that is its exchange rate, is the protagonist in debates on international spillovers of monetary policy and international trade competitiveness. Yet, the popular discourse on how exchange rate fluctuations impact inflation and trade is often quite simplistic. An exchange rate depreciation is perceived to be inflationary as the price of imported goods rise, and is perceived to improve a country’s trade balance as it becomes more competitive. What appears to be absent is a systematic notion of why inflation in some countries may be more sensitive to exchange rate fluctuations than others.

 The International Price System (IPS) has several implications for monetary policy and for the international spillovers of monetary policy. Firstly, it has positive implications for inflation stabilization. The IPS implies that inflation stabilization in response to exchange rate fluctuations (that arise from external shocks) is a smaller concern for the U.S. as compared to countries like Turkey. Using input-output tables to measure the import content of consumer goods expenditureI estimate the direct impact of a 10% dollar depreciation to cumulatively raise U.S. CPI inflation overtwoyearsby0.4-0.7percentagepoints.Ontheotherhanda10%depreciationoftheTurkish Lira will raise cumulative inflation by 1.65-2.03 percentage points. See how prices of coins like Lebanese lira rate is affected in the international market. 

As the U.S. considers raising interest rates one concern often expressed is the consequence of the dollar appreciation on inflation. According to the IPS moderate dollar appreciations are unlikely to generate major disinflationary concerns for the U.S. but important inflationary concerns for a country like Turkey as its currency depreciates relative to the dollar.

On the flip side, dampening (raising) inflation to meet targets via contractionary (expansion- ary) monetary policy receives much less support from the exchange range channel for the U.S. than it does for Turkey.

The nominal exchange rate is the rate at which currency can be exchanged. If the nominal exchange rate between the dollar and the lira is 1600, then one dollar will purchase 1600 lira. Exchange rates are always represented in terms of the amount of foreign currency that can be purchased for one unit of domestic currency. Thus, we determine the nominal exchange rate by identifying the amount of foreign currency that can be purchased for one unit of domestic currency.

The real exchange rate is a bit more complicated than the nominal exchange rate. While the nominal exchange rate tells how much foreign currency can be exchanged for a unit of domestic currency, the real exchange rate tells how much the goods and services in the domestic country can be exchanged for the goods and services in a foreign country. The real exchange rate is represented by the following equation: real exchange rate = (nominal exchange rate X domestic price) / (foreign price). 

Full text: Dubliners

Let’s say that we want to determine the real exchange rate for wine between the US and Italy. We know that the nominal exchange rate between these countries is 1600 lira per dollar. We also know that the price of wine in Italy is 3000 lira and the price of wine in the US is $6. Remember that we are attempting to compare equivalent types of wine in this example. In this case, we begin with the equation for the real exchange rate of real exchange rate = (nominal exchange rate X domestic price) / (foreign price). Substituting in the numbers from above gives real exchange rate = (1600 X $6) / 3000 lira = 3.2 bottles of Italian wine per bottle of American wine.

By using both the nominal exchange rate and the real exchange rate, we can deduce important information about the relative cost of living in two countries. While a high nominal exchange rate may create the false impression that a unit of domestic currency will be able to purchase many foreign goods, in reality, only a high real exchange rate justifies this assumption.

Net Exports and the Real Exchange Rate

An important relationship exists between net exports and the real exchange rate within a country. When the real exchange rate is high, the relative price of goods at home is higher than the relative price of goods abroad. In this case, import is likely because foreign goods are cheaper, in real terms, than domestic goods. Thus, when the real exchange rate is high, net exports decrease as imports rise. Alternatively, when the real exchange rate is low, net exports increase as exports rise. 

The International Fisher Effect (IFE) states that the difference between the nominal interest rates in two countries is directly proportional to the changes in the exchange rate of their currencies at any given time. Irving Fisher, a U.S. economist, developed the theory.

 

International Fisher Effect (IFE) Theme

 

The International Fisher Effect is based on current and future nominal interest rates, and it is used to predict spot and future currency movements. The IFE is in contrast to other methods that use pure inflation to try to predict and understand movements in the exchange rate.

 

How the International Fisher Effect was Conceptualized

The International Fisher Effect theory was recognized on the basis that interest rates are independent of other monetary variables and that they provide a strong indication of how the currency of a specific country is performing. According to Fisher, changes in inflation do not impact real interest rates, since the real interest rate is simply the nominal rate minus inflation.

The theory assumes that a country with lower interest rates will see lower levels of inflation, which will translate to an increase in the real value of the country’s currency in comparison to another country’s currency. When interest rates are high, there will be higher levels of inflation, which will result in the depreciation of the country’s currency.

Nana Dharmadhikari: Indian spiritual Guru

The name of Nana Dharmadhikari is Dr. Narayan Vishnu Dharmadhikari. He born in Raigad in 1 March 1922. Nana is the social reformer. He initiated a free social service of spiritual literature from Revdanda , Raigad district, Maharashtra. He has million followers across the world.

Since childhood he read and studied Shrimat Dasbodh (simply called as Dasbodh). After a several years he started social reform by speech (called Nirupan). He founded an organisation named shree samarth prasadik Aadhyatmik seva samiti. Through this he spent his entire life for spreading the philosophy of Saint Samarth Ramdas. Samarth Ramdas is writers of devotional book Dasbodh, Manache Shlok and Atmaram. Nana gives Nirupan on Dasbodh. He also started this reform for children called Balbhakti Margadarshan. Nana also done lots of social work on cleaning area and tree plantation as well.

Nana Dharmadhikari got an National Integration Award by seroc India in 1999. The doctor of literature in 2004. And Maharashtra Bhushan Award in 2008. Today such service called parmarth is present in several Nations such as UAE, London, Singapore, Australia, Nigeria, Iran and so on.

Nana receiving award

Nana Dharmadhikari died on 8 July 2008 in Pune, Maharashtra. He spent his all life for social reform by spiritual literature. Nana helps in solving the people issue through correct guidance,he also resolved superstitions in society and literate people through his speech.

India in the 21st century

India is a rapidly changing country in which inclusive, high-quality education is of utmost importance for its future prosperity. The country is currently in a youth bulge phase. It has the largest youth population in the world—a veritable army of 600 million young people under the age of 25. Fully 28 percent of the population is less than 14 years of age, and with more than 30 babies being born every minute, population growth rates are expected to remain at around 1 percent for years. India is expected to overtake China as the largest country on earth by 2022 and grow to about 1.5 billion people by 2030 (up from 1.34 billion in 2017). The UN projects that Delhi will become the largest city in the world with 37 million people by 2028.

This demographic change could be a powerful engine of economic growth and development: If India manages to modernize and expand its education system, raise educational attainment levels, and provide skills to its youth, it could gain a significant competitive advantage over swiftly aging countries like China.

Some analysts consequently argue that India will eventually economically close in on China, because of India’s greater propensity for entrepreneurial innovation, and its young, technically skilled, rapidly growing English-speaking workforce—which is projected to be in increased global demand as labor costs in China rise faster than in India.

Indeed, India is now the world’s fastest growing major economy, outpacing China’s in terms of growth rates, even though it is still much smaller in overall size. Large parts of Indian society are simultaneously growing richer—the number of Indians in middle-income brackets is expected to increase almost 10-fold within just two decades, from 50 million people in 2010 to 475 million people in 2030. Some analysts now predict that India will become the second-largest economy in the world by 2050.

ndia is a rapidly changing country in which inclusive, high-quality education is of utmost importance for its future prosperity. The country is currently in a youth bulge phase. It has the largest youth population in the world—a veritable army of 600 million young people under the age of 25. Fully 28 percent of the population is less than 14 years of age, and with more than 30 babies being born every minute, population growth rates are expected to remain at around 1 percent for years. India is expected to overtake China as the largest country on earth by 2022 and grow to about 1.5 billion people by 2030 (up from 1.34 billion in 2017). The UN projects that Delhi will become the largest city in the world with 37 million people by 2028.

This demographic change could be a powerful engine of economic growth and development: If India manages to modernize and expand its education system, raise educational attainment levels, and provide skills to its youth, it could gain a significant competitive advantage over swiftly aging countries like China.

Some analysts consequently argue that India will eventually economically close in on China, because of India’s greater propensity for entrepreneurial innovation, and its young, technically skilled, rapidly growing English-speaking workforce—which is projected to be in increased global demand as labor costs in China rise faster than in India.

Indeed, India is now the world’s fastest growing major economy, outpacing China’s in terms of growth rates, even though it is still much smaller in overall size. Large parts of Indian society are simultaneously growing richer—the number of Indians in middle-income brackets is expected to increase almost 10-fold within just two decades, from 50 million people in 2010 to 475 million people in 2030. Some analysts now predict that India will become the second-largest economy in the world by 2050.

This demographic change could be a powerful engine of economic growth and development: If India manages to modernize and expand its education system, raise educational attainment levels, and provide skills to its youth, it could gain a significant competitive advantage over swiftly aging countries like China.

Some analysts consequently argue that India will eventually economically close in on China, because of India’s greater propensity for entrepreneurial innovation, and its young, technically skilled, rapidly growing English-speaking workforce—which is projected to be in increased global demand as labor costs in China rise faster than in India.

Indeed, India is now the world’s fastest growing major economy, outpacing China’s in terms of growth rates, even though it is still much smaller in overall size. Large parts of Indian society are simultaneously growing richer—the number of Indians in middle-income brackets is expected to increase almost 10-fold within just two decades, from 50 million people in 2010 to 475 million people in 2030. Some analysts now predict that India will become the second-largest economy in the world by 2050.

Intershala: India’s biggest internship platform

Intershala is the internship and online training platform. The company is based in Gurgon. This platform provide various types of internship with paid and unpaid as well. There is also training of required skills on the platform. The training is based on requirment of internship and jobs. It is the programme where we can confirm that this job is suitable for us and we are enjoying while doing it. Apart from student company will also get the little experienced employees through this platform. so this platform is very good experience. Every student should done internship to improve practical knowledge.

The founder and CEO of the intershala is Sarvesh Agrawal. The intershala is found in 2010. He is an IIT Madras alumni. He born in Nawalgarh, Rajasthan. And completed his schooling from Rajasthan itself. Basically he comes from business family, so he learnt lots of business skills from childhood in family. After graduation he did job for 5 yrs as a business analyst. In early he write a blog on WordPress about various intership. After that he created and website and application also.

He suggests youngsters,” Always do things which you like and enjoy it as well.” This is the very good platform to learn and take the experience of jobs so that we can choose best for us . It’s like test drive of job .

Increasing enrolment of girls in school

 Department of School Education and Literacy (DoSEL), Ministry of Education is implementing the scheme of Samagra Shiksha, effective from 2018-19 to support States and UTs in implementation of the RTE Act, 2009. Ensuring equity and inclusion at all levels of school education is one of the major objectives of Samagra Shiksha.

As per the data available on Unified District Information System for Education (UDISE) / UDISE+, Gross Enrolment Ratio (GER) of girls for 2018-19 and 2019-20 shows an increase in the enrolment of girls at all levels of school education, details of which are as under:

Year

Primary

Upper Primary

Secondary

Higher Secondary

2018-19

101.78

88.54

76.93

50.84

2019-20

103.69

90.46

77.83

52.40

(Source: UDISE/UDISE+)

Bridging gender and social category gaps at all levels of school education is one of the major objectives of the Samagra Shiksha. Under Samagra Shiksha, to ensure greater participation of girls in education, including in the state of Uttar Pradesh, various interventions have been targeted which include opening of schools in the neighbourhood to make access easier for girls, free uniform and text-books to girls up to Class VIII,  additional teachers and residential quarters for teachers inremote/hilly areas, appointment of additional teachers including women teachers, Stipend to CWSN girls from class I to class XII, separate toilets for girls, teachers’ sensitization programmes to promote girls participation, gender-sensitive teaching-learning materials including text books etc.

To reduce gender gaps at all levels of school education, there is a provision of Kasturba Gandhi Balika Vidyalayas (KGBVs) under Samagra Shiksha. KGBVs are residential schools from class VI to XII for girls belonging to disadvantaged groups such as SC, ST, OBC, Minority and Below Poverty Line (BPL). A total of 5627 KGBVs have been sanctioned under Samagra Shiksha as on 28.02.2022, in which 665130 girls have been enrolled. 

In the state of Uttar Pradesh 760 KGBVs are operational having an enrolment of 78820 girls.

PCOD: You have to know

PCOD is Polycystic Ovarian Disease or it also called as PCOS that is Polycystic Ovarian syndrome. It is the condition where hormonal disorder causing enlarged ovaries with the small cyst on the outer edges. It occurs mainly in childbearing age that is between 12-45yrs. In India 9-22% women suffering from PCOD. And World wide is generally 3-4%.

The symptoms are irregular menstrual cycle,excess hair growth,acne, obesity etc. This is at earlier stage further it affect other body systems also. This women has difficulty in getting pregnant due to irregular or delayed ovulation. If this condition remain untreated has complications like diabetes, obesity,heart disease and high cholesterol as well. PCOD also has risk of miscarriage.

The multidisciplinary treatment is approach for PCOD. In treatment combination of birth control pills are given. It contains progestin and estrogen with correct the hormone imbalance. Progestin therapy is also given in treatment. Apart from treatment self care is very much important. The patient should avoid extra fats and carbohydrates. In her diet should content spinach, leafy vegetables, broccoli, cauliflower and natural food. The diet is rich with nuts and legumes. With diet exercise is key of good health. High intensity workout should done , mind and body exercises are essential as well. Here are some asanas which help to cure from PCOD.

Titali asana
Baddha konasana

there is no fix cause of PCOD. Not perfect treatment is available so self care is the main way to get rid from lot’s of diseases.