The Characteristics of Metaphysical Poetry

Metaphysical poetry is a group of poems that share common characteristics; they are all highly intellectualized, use rather strange imagery, use frequent paradox, and contain extremely complicated thought. The most common characteristic is that metaphysical poetry contained large doses of wit. Although the poets were examining serious questions about the existence of god or whether a human could perceive the world, the poets were sure to ponder those questions with humor. In addition, many of the poems explored the theme or carpe diem(seize the day) and investigated the humanity of life.

Delight in novel thought and expression The metaphysical poet deligthed in novel thoughts and expression. As Scott said, they played with thoughts. There is a fusion of passionate feelings and thought in their poems. Instead of the Elizabethan splendor of sound and imagery, the metaphysical employed subtlety of thought and verbal fancies.

conceit Metaphysical poetry uses conceit. A conceit is a far-fetched simile, an ingenious parallel between two highly dissimilar things. It is the ingenuity of a conceit rather than its justness that invites the reader’s attention. A metaphysical conceit is used to prove or define a point. In ‘A Valediction: Forbidding Mourning’, Donne compares two lovers to the two legs of a compass. In ‘The Ecstay’ he compares the eye beams of the lovers to a twisted thread that connects the lover’s eyes. This is exemplified in Cowley’s comparison of the experience of loving different women with traveling through different countries.

Concentration Metaphysical poetry is noted for its concentration. The reader is not allowed to pause and muse over the poem; he is required to pay attention and read on. A metaphysical poem tends to be brief. Words and thoughts are compressed. Length of line and rhyme scheme enforces the sense. Hence the reader is expected to concentrate.

Affectation, Hyperbole and Obscurity Metaphysical poetry is characterised by affectation and hyperbole, and occasional obscurity. The metaphysical poets had the license to say something unexpected and surprising. Their fancy and amplifications have no limit. In the task of finding verbal equivalents for their thoughts and feelings, the metaphysical poets often become obscure. As Dr. Johnson said, dissimilar ideas are yoked by violence together leading to obscurity. In Donne’s A Valediction of Weeping’, the use of geographical conceits makes it a little difficult to understand.

A Valediction of Weeping by John Donne

Argument and persuasion Argument and persuasion are two of the elements of a metaphysical poem. Every poem two is based on the memory of the experience. A need to argue arises out of it. The argument is done with help of conceit and dramatic presentation of thought and feelings.

The Scholarship of author Metaphysical poetry shows the scholarship of its authors. As Dr. Johnson pointed out they drew their similes and conceit from the recesses of learning unfamiliar to an average reader. The poems of Donne, Marvell, and Cowley especially show their vast learning in philosophy, literature, science, astronomy, and geography.

Love Metaphysical poetry includes the most impassioned love poetry in English. Donne’s poems like ‘The Anniversarie’, ‘The Good Morrow’, ‘The Canonisation’ and ‘The Extasie’ are love poems that raise the great metaphysical question of the relation of the spirit to the senses. Similarly is Marvell’s ‘To His Coy Mistress’. Some of the finest religious poems in English are also metaphysical poems. The poems of Herbert, Vaughan, and Marvell are examples.

The Good Marrow

https://track2training.org/2022/01/12/the-metaphysical-school-of-poetry/

*All About JEE Mains exam*

Joint Entrance Exam (JEE) Mains is a very important and well-known entrance examination in India that is administered by the National Testing Agency (NTA) for admission to various engineering colleges in India, including NITs, IITs and Centrally Funded Technical institutes. It is also a qualifying test for JEE Advanced through which the aspirants get admission in various IITs across India for technical courses .
Since engineering has become a very popular career path among students pursuing PCM in class 12, this exam has grown in popularity among the youths which in turns leads to arduous competition.
So, in this article, I will go over everything about this exam, including the eligibility criteria, paper pattern, syllabus, cracking strategies, and some frequently asked questions (FAQs).

* Eligibility criteria *

All candidates taking JEE Mains must have completed a class 12 or senior secondary education qualifying examination that including physics, chemistry, and math as compulsory subjects. No age limit is being set for this exam.

* Exam application fees*


The following are the application fees for the exam:
* General/OBC/EWS candidates:-
Boys — 650 Rs or $8.8

Girls — 325 RS or $4.4

*SC/ST/PWD candidates:-

For all — 325 Rs or $4.4.

*Paper pattern*


JEE Mains is a three-hour objective-based exam. The paper is divided into three sections: physics, chemistry, and math. Candidates must answer 75 questions. For each correct answer, the candidate will receive +4 marks, while each incorrect answer will result in a -1 mark. There will be no points awarded or deducted for questions that are not attempted.


* Syllabus*


The syllabus for JEE Mains is entirely based on class 11 and 12 physics, chemistry, and math topics..

  1. Goal setting
    First and the foremost tip is to set your goal and have faith in yourself to achieve the target . Aspirants are advised not to lower their motivation and morale.
  2. Consistency
    Consistency is the very important key to success everywhere and so in JEE Mains as well . JEE mains preparation requires consistent hard and smart work . Aspirants should stick towards the study schedule.
  3. Revision
    Aspirants should focus on all three subjects i.e physics, chemistry and maths equally. He/she should also refer to the previous year question papers. Take the mock tests that will show your preparation and the fields where more improvement is being required. In the last days candidates should revise all the topics thoroughly very well.
    Frequently asked questions about JEE Mains
  4. Is JEE Mains easy to crack?
    JEE Mains is not easy to crack as it requires months or even years of preparation and hard work.
  5. How many times an aspirant can write JEE Mains?
    A student can give JEE Mains exam for consecutive three years.
  6. What is the mode of Jee Mains exam?
    JEE main is being held in Computer Based Test (CBT) mode expect drawing test for BArch.

Earthquake Simplified

What is an Earthquake?

Earthquake occurs when two blocks of Earth suddenly slip over each other. The surface where slips occurs is called fault or fault plane. The location at which earthquake starts below the earth surface is called as Focus, and the location exactly above it of earth’s surface is called as Epicenter.

 

source: worldatlas.com

Why and where it occurs?

The earth is divided into three major layers they are as follows:

  • Crust :- Thickness of this layer ranges from 5 to 70 km. It is 1% of the whole earth.

  • Mantle :- The thickness of Mantle is 2900 km. It is 84% volume of earth.

  • Core :- It is 15% volume of earth. It is further divided into two parts as follows:

    a) Outer Core

    b) Inner Core

The crust and upper layer of mantle is divided into tectonics plate, and the edge of plate is called as plate boundaries. The plate boundaries consists of faults and most of the time earthquake occurs on these faults. The edges of plates are rough so they stick to each other. Even edges are stuck, the remaining part of plate keeps moving. When the plate has reached far enough at that time edges cannot hold each other and they unstick and move. Due to this Earthquake occurs.

Types of Earthquake Waves

Earthquake wave are of majorly three types. They are as follows:

  1. P wave or Longitudinal waves :- It is similar to sound wave. It can travel through solid, liquid and gases state.

  2. S wave or Transverse wave :- It can travel only through solid.

  3. L wave or Surface wave :- When body wave i.e. P and S wave, when interacts with surface of earth it is called Surface wave.

Effects of Earthquake

Earthquake has many effects and it can also lead to another diaster which can be caused due to earthquake as root cause

  • On ground :- Fissures settlements, Landslides, Liquefication, earth pressure and many more.

  • On manmade structures :- Cracking, Collapse of building, Buckling and many more.

  • On water :- Tsunami, Waves Hydro-Dynamic Pressure, etc.

Measurement of Earthquake

Siesmograph is used to measure earthquake.

Richter scale :- It is used to measure magnitude of earthquake and it ranges from 0-10.

Mercalli scale :- It is used to measure intensity of earthquake and it ranges from 1-12.

Why earthquake is a matter of concern to world?

Earthquakes occur suddenly at a place and it spreads to nearby places so very less time is provided to people to respond to it. The damage depends on severity of earthquake. It causes much damage to environment. Many lives of human, animals, birds and other living beings of an area are lost where earthquake occured with severity and less damage occurs where it occured with less severity. There are much loss causedfinancially to a country such as building collapse, cracks or hole in roads. The place where earthquake occurs resident people have to deal with so much of physical and mental pain and pressure. So earthquake is one of the dangerous natural disaster.

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United District Information System for Education Plus (UDISE+)

 Union Education Minister, Shri Ramesh Pokhriyal ‘Nishank’ today released the Report on United Information System for Education Plus (UDISE+) 2019-20 for School Education in India.

As per the UDISE+ report 2019-20, Gross Enrolment Ratio at all levels of school education has improved in 2019-20 compared to 2018-19. Pupil Teacher Ratio (PTR) has improved at all levels of school education.

According to the report, in 2019-20, enrolment of girls from primary to higher secondary is more than 12.08 crore. This is a substantial increase by 14.08 lakh compared to 2018-19. Between 2012-13 and 2019-20, the Gender Parity Index (GPI) at both Secondary and Higher Secondary levels have improved.

The UDISE+ report shows a remarkable improvement in the number of schools with functional electricity, with functional computers, internet facility in 2019-20 over the previous year.

Another major improvement is seen in the number of schools with hand wash facility. In year 2019-20, more than 90% schools in India had hand wash facility as compared to only 36.3% in 2012-13.

The UDISE+ system of online data collection from the schools was developed in the year 2018-19 to overcome the issues related to manual data filling in paper format and subsequent feeding at the block or district level, which was in practice in the UDISE data collection system from 2012-13. The present publication relates to UDISE+ data for the reference year 2019-20.

Highlights of Report on United District Information System for Education Plus (UDISE+) 2019-20:

  • In 2019-20, total students in school education from pre-primary to higher secondary have crossed 26.45 crore. This is higher by 42.3 lakh compared to 2018-19.

 

  • Gross Enrolment Ratio at all levels of school education has improved in 2019-20 compared to 2018-19.

 

    • Gross Enrolment Ratio increased to 89.7% (from 87.7%) at Upper Primary level, 97.8% (from 96.1%) at Elementary Level, 77.9% (from 76.9%) at Secondary Level and 51.4% (from 50.1%) at Higher Secondary Level in 2019-20 (from 2018-19).
    • Gross Enrolment Ratio (GER) has improved by nearly 10% in secondary between 2012-13 and 2019-20. GER for secondary has reached nearly 78% in 2019-20, compared to 68.7% in 2012-13.
    • Gross Enrolment Ratio (GER) has improved by more than 11% in higher secondary between 2012-13 and 2019-20. GER for higher secondary has reached 51.4% in 2019-20, compared to 40.1% in 2012-13.

 

  • In 2019-20, 96.87 lakh teachers have been engaged in school education. This is higher by about 2.57 lakh compared to 2018-19.
  • The Pupil Teacher Ratio (PTR) has improved at all levels of school education.
    • In 2019-20, the PTR for primary has become 26.5, PTR for upper primary and secondary has become 18.5 and PTR for higher secondary has become 26.1.
    • In 2019-20, the PTR for primary has become 26.5, whereas it was 34.0 in 2012-13. In 2019-20, the PTR for upper primary has become 18.5, whereas it was 23.1 in 2012-13.
    • In 2019-20, the PTR for secondary has become 18.5, whereas it was 29.7 in 2012-13.
    • In 2019-20, the PTR for higher secondary has become 26.1, whereas it was 39.2 in 2012-13.
  • To ensure universal accessibility of education for persons with disabilities, all-out efforts have been made. Enrolment of Divyang students has increased by 6.52% over 2018-19.
  • In 2019-20, enrolment of girls from primary to higher secondary is more than 12.08 crore. This is an increase by 14.08 lakh compared to 2018-19.

 

    • Gross Enrolment Ratio of girls has increased to 90.5% (from 88.5%) at Upper Primary level, 98.7% (from 96.7%) at Elementary Level, 77.8% (from 76.9%) at Secondary Level and 52.4% (from 50.8%) at Higher Secondary Level in 2019-20 (from 2018-19).
    • Gross Enrolment Ratio of girls at higher secondary level has increased by 13% between 2012-13 and 2019-20. It was 39.4% in 2012-13 and has become 52.4% in 2019-20. The increase is more than that of the boys. GER of boys for higher secondary is 50.5% in 2019-20, it was 40.8% in 2012-13.
    • Between 2012-13 and 2019-20, the GER for girls at both secondary and higher secondary level has increased more than that of the boys.
    • GER for girls at secondary level has gone up by 9.6% to reach 77.8% in 2019-20, it was 68.2% in 2012-13.

 

  • Between 2012-13 and 2019-20, the Gender Parity Index (GPI) at both Secondary and Higher Secondary levels have improved. Improvement of GPI has been most pronounced at the higher secondary level, which has gone up to 1.04 in 2019-20 from 0.97 in 2012-13.

 

  • More than 80% schools in India in 2019-20 had functional electricity. This is an improvement by more than 6% over the previous year 2018-19.

 

  • Number of schools having functional computers increased to 5.2 lakh in 2019-20 from 4.7 lakh in 2018-19.

 

  • Number of schools having internet facility increased to 3.36 lakh in 2019-20 from 2.9 lakh in 2018-19.

 

  • More than 90% schools in India had handwash facility in 2019-20. This is a major improvement, as this percentage was only 36.3% in 2012-13.

 

  • More than 83% schools had electricity in 2019-20, an improvement by almost 7% over the previous year, 2018-19. In 2012-13, about 54.6% schools had electricity.

 

  • More than 82% schools conducted medical check-up of students in 2019-20, an increase by more than 4% compared to previous year 2018-19. In 2012-13, about 61.1% schools conducted medical checkups.

 

  • More than 84% schools in India had a library/reading room/ reading corner in 2019-20, an improvement of nearly 4% compared to the previous year. In 2012-13, about 69.2% schools had library/ reading room/ reading corner.

 

For details, see the link:

https://www.education.gov.in/hi/statistics-new?shs%20term%20node%20tid%20depth%20=394&Apply=Apply

 

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NIPUN Bharat Programme

 Union Minister for Education, Shri Ramesh Pokhriyal ‘Nishank’ today virtually launched a National Initiative for Proficiency in Reading with Understanding and Numeracy (NIPUN Bharat), for ensuring that every child in the country necessarily attains foundational literacy and numeracy by the end of Grade 3, by 2026-27. The National Mission was launched in the presence of Minister of State, Shri Sanjay Dhotre, Smt. Anita Karwal, Secretary (SE&L), senior officers from the Ministry, all States and UTs, Senior Policy Makers and Heads of Institutions. On this occasion, a short video, anthem and NIPUN Bharat Guidelines were also launched. This Mission, which has been launched under the aegis of the centrally sponsored scheme of Samagra Shiksha, will focus on providing access and retaining children in foundational years of schooling; teacher capacity building; development of high quality and diversified Student and Teacher Resources/Learning Materials; and tracking the progress of each child in achieving learning outcomes.

WhatsApp Image 2021-07-05 at 4.02.11 PM.jpeg

Addressing the participants Shri Pokhriyal said that NIPUN Bharat aims to cover the learning needs of children in the age group of 3 to 9 years.  He said that teachers need to focus on every child for developing basic language; literacy and numeracy skills which will help them develop into better readers and writers. Thus, NIPUN Bharat envisages making the experience of learning at the foundational stage Holistic, Integrated, Inclusive, Enjoyable, and Engaging, he added.

The Minister underlined that the National Education Policy 2020 has laid down that attaining foundational literacy and numeracy for all children must become an immediate national mission. In keeping with this, the Department has developed a comprehensive guideline under NIPUN Bharat, through a series of intensive consultations with implementing partners, experts to make it flexible and collaborative, he added. Shri Pokhriyal said that it covers key technical aspects of foundational literacy and numeracy as well as the administrative aspects for effectively setting up an implementation mechanism at the National, State, District, Block and School level. He also informed that an approval of Rs 2688.18 crore has already been given under Samagra Shiksha scheme to the States and UTs for implementation of the various interventions for Foundational Stage in 2021-22.

Speaking on the occasion Shri Dhotre said that quality education is the bedrock of strong Nation building and, foundational education in literacy and numeracy skills is its core component. The Minister stated that in the coming years, this mission will change the outlook of our school education, and will strongly impact 21st Century India. Shri Dhotre stressed that NIPUN Bharat will not only help our students to take a big leap in their higher classes, but it will also have a major impact in making our students globally competitive.

The unique feature is that the goals of the Mission are set in the form of Lakshya Soochi or Targets for Foundational Literacy and Numeracy.Although, the overall aim is to achieve the desired learning outcomes by the end of grade 3, however, in order to generate greater awareness among the parents, community, volunteers etc. the Lakshyashas been developed from Balvatika to Grade 3. The Laskhyas are based on the learning outcomes developed by the NCERT and international research and ORF studies. For example, a child should be able to read 45to 60 words per minute and atleast 60 words per minute correctly by the end of Grade II and III respectively from an age appropriate unknown text with comprehension and clarity.

The success of NIPUN Bharat will primarily depend on teachers, so, there will be a special emphasis on capacity building of teachers.  A special package for foundational literacy and Numeracy under NISHTHA is being developed by NCERT and around 25 lakh teachers teaching at pre-primary to primary grade will be trained this year on FLN. 

Following outcomes have been envisaged from implementation of the goals and objectives of NIPUN Bharat Mission:

  • Foundational skills enable to keep children in class thereby reducing the dropouts and improve transition rate from primary to upper primary and secondary stages.
  • Activity based learning and conducive learning environment will improve quality of education.
  • Innovative pedagogies such as toy-based and experiential learning will be used in classroom transaction thereby making learning a joyful and engaging activity.
  • Intensive capacity building of teachers will make them empowered and provide greater autonomy for choosing the pedagogy.
  • Holistic development of the child by focusing on different domains of development like physical and motor development, socio-emotional development, literacy and numeracy development, cognitive development, life skills etc. which are interrelated and interdependent, which will be reflected in a Holistic Progress Card.
  • Children to achieve steeper learning trajectory which may have positive impacts on later life outcomes and employment.
  • Since almost every child attends early grades, therefore, focus at that stage will also benefit the socio-economic disadvantageous group thus ensuring access to equitable and inclusive quality education.

Thus, NIPUN Bharat is envisaged to support and encourage students, along with their schools, teachers, parents, and communities, in every way possible, to helprealise the true potential of our children and propel the country to new heights.

Click below to access presentation on NIPUN Bharat: 

https://static.pib.gov.in/WriteReadData/specificdocs/documents/2021/jul/doc20217531.pdf

Click below to access NIPUN Bharat Guidelines:

https://www.education.gov.in/sites/upload_files/mhrd/files/NIPUN_BHARAT_GUIDELINES_EN.pdf

 

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R&D institutions will play a major role in the upcoming decade

 Prime Minister Shri Narendra Modi interacted with Directors of Centrally Funded Technical Institutions on 8th July 2021 via video conferencing. More than 100 Heads of Institutions joined the Prime Minister for this interaction. Union Minister for Education and Minister of Skill Development & Entrepreneurship Shri Dharmendra Pradhan, MoS Smt. Annpurna Devi, MoS Dr. Rajkumar Ranjan Singh and MoS Dr. Subhas Sarkar and senior officials of the Ministry were also present during the interaction.

Prime Minister lauded the R&D work done by these institutions towards meeting the challenges posed by Covid. He appreciated the efforts of young innovators towards providing quick technological solutions.

Prime Minister said that there is a need to adapt higher education and technical education to keep in tune with the changing environment and emerging challenges. He added that this requires the institutions to reinvent and re-evaluate themselves, develop alternative and innovative models in accordance with the present and future needs of the country and society. He emphasized that our higher educational and technical institutions need to prepare our youth for continuous disruptions and changes, keeping in mind the fourth industrial revolution.

Prime Minister underlined the need to progress towards education models that are flexible, seamless, and able to provide learning opportunities as per the requirements of the learners. He said that access, affordability, equity, and quality should be the core values of such education models.

Prime Minister appreciated the improvement in the Gross Enrolment Ratio (GER) in higher education in the past few years & emphasized that digitization of higher education can play a big role in increasing GER, and students will have easier access to good quality and affordable education. Prime Minister also lauded the various initiatives taken by the institutions to increase digitization such as that of online bachelor and master degree programmes.

PM added that we need to develop an ecosystem of technological education in Indian languages and translate global journals into regional languages.

Prime minister said that ‘Aatmanirbhar Bharat Abhiyan’ will form the basis of dreams and aspirations of India in the coming 25 years when we celebrate 100 years of Independence. He added that technological, R&D institutions will play a major role in the upcoming decade, which is also being called as “India’s Techade”.

Prime Minister said that we need to focus on developing futuristic solutions in fields of education, healthcare, agriculture, defense, and cyber technologies.

Speaking on the occasion Shri Pradhan stated that India has got a New Education Policy after a period of 34 years. With the introduction of National Educational Policy-2020, the Indian education system has taken a giant leap in fostering an environment for a future-ready 21st century India, he added. He further said that the Government is committed to make students and youth the primary stakeholders in propelling India towards an equitable knowledge society.

Shri Pradhan emphasized that NEP will be instrumental in meeting the expectations of the Prime Minister from innovators, researchers and scientists. The Minister expressed his confidence that under the guidance of Prime Minister Shri Narendra Modi and the support of our academic institutions, Government will continue to set new benchmarks in integrating education with employment & making it more inclusive, holistic, multi-disciplinary and at par with global standards.

During the interaction, Prof Govindan Rangarajan of IISc Bangalore, Prof Subhasis Chaudhuri of IIT Bombay, Prof. Bhaskar Ramamurthi of IIT Madras, and Prof Abhay Karandikar of IIT Kanpur, gave presentations to the Prime Minister and highlighted various ongoing projects, academic work, and new research being done in the country. The Prime Minister was apprised about the Covid related research being done that encompasses developing new techniques for testing, Covid vaccine development efforts, indigenous oxygen concentrators, Oxygen generators, Cancer Cell Therapy, Modular hospitals, Hotspot prediction, Ventilators production, Efforts in the fields of Robotics, Drones, Online education, Battery technology. The Prime Minister was also informed about new academic courses, especially the online courses that are being developed, as per the changing nature of the economy and technology.

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Digital Education initiatives of the Ministry

 Union Education Minister Shri Dharmendra Pradhan reviewed the Digital Education initiatives of the Ministry of Education including PM e-Vidya, National Digital Education Architecture (NDEAR), Swayam, among others. Minister of State Smt Annpurna Devi;  MoS Shri Rajkumar Ranjan Singh and MoS Dr Subhas Sarkar also attended the meeting. Senior officials of the Ministry briefed the Ministers about these initiatives.

Emphasizing the importance of leveraging technology in Education, Shri Pradhan said that technology would help in achieving the goals of an open, inclusive and accessible education. A vibrant digital ecosystem in education will expand learning opportunities for the students, spur innovation and entrepreneurship in the Education sector, he added.

The Minister noted that COVID-19 pandemic necessitated a shift towards digital medium of education and assured that Digital initiatives taken by the Ministry to ensure continuity of Education will be further strengthened and institutionalised.

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School Innovation Ambassador Training Program

 Union Education Minister Shri Dharmendra Pradhan and Tribal Affairs Minister Shri Arjun Munda jointly launched the ‘School Innovation Ambassador Training Program’ for 50,000 school teachers today. MoS, Smt Annpurna Devi; MoS Shri Rajkumar Ranjan Singh and MoS Dr Subhas Sarkar were also present along with senior officials of the Ministry of Education and Ministry of Tribal Affairs.

Speaking on the occasion, Minister Pradhan said that teachers are the biggest influence in our lives. He said that we aim to make our teachers, change-agents and ambassadors of innovation to make our students future-ready.

Shri Pradhan stressed that technology is reshaping the world and our students have the potential to not only address domestic but also the global challenges. The program launched today is a collaborative effort by the Ministry of Education’s Innovation Cell, Ministry of Tribal Affairs, CBSE and AICTE, which will in turn nurture lakhs of students with innovation capabilities, develop a culture of innovation and lay the foundation of a new and vibrant India, he added.

The Union Minister for Tribal Affairs, Shri Arjun Munda expressed his gratitude that the Ministry of Education has launched its new initiative in the field of innovation in collaboration with Tribal Affairs Ministry which will benefit the large number of schools for tribal children across the country. This programme will have far reaching consequences which will help to fulfil the Prime Minister’s vision of a New Indiathe Minister elaborated.

Sh Arjun Munda further said that ‘SIATP’ will give wings to the creativity of the children and provide a platform so that they can give something new to the world with their ideas. Eklavya Model Residential Schools (EMRS) for tribal children is another ambitious programme of the Prime Minister under which 740 EMRS will be established in tribal dominated areas over the next three years, he said. The students of EMRS will greatly benefit from SIATP since it is also the endeavour of Tribal Affairs Ministry to give the best possible education to the tribal children. Sh Arjun Munda explained that through this unique capacity building programme for teachers, prominence has been given to development of creativity, collaboration , critical thinking and communication skills among children and the integration of Eklavya Schools into the entire programme is a big step in this direction for the meaningful development of tribal children.

Speaking on the occasion, Secretary, Tribal Affairs, Shri Anil Kumar Jha said that encouraging innovation is at the core of the New Education Policy. Teachers will need to evolve new methods of teaching; they will need to first transform themselves into guides from being instruments of written text books. Shri Jha further said that apart from running Ekalavya World Education School, the Ministry of Tribal Affairs has been supporting initiatives of States/Union Territories in spreading scientific education to tribal students and the new initiative will help promote quality education among tribal children. The Ministry of Tribal Affairs has launched an Adi-Prashikshan portal which is also a repository of training inputs. It will be of great benefit if SIAP training module also gets connected to this portal, he said.

The innovative and one-of-its-kind training program for school teachers, it aims at training 50,000 School Teachers on Innovation, Entrepreneurship, IPR, Design Thinking, Product development, Idea generation, among others.

The program has been designed by the Innovation Cell of the Ministry of Education and AICTE for school Teachers based on its “Innovation Ambassador Training Program for Higher Educational Institution’s faculty members”. The training will be delivered in online mode only.

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Welfare schemes of the Government promoting girls education

 Department of School Education and Literacy (DoSEL), Ministry of Education is implementing various welfare schemes for incentives for girls education. Under the Samagra Shiksha, 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 5726 KGBVs have been sanctioned in the country. Out of it, 5010 KGBVs are functional with the enrolment of 6.54 lakh girls.

The scheme also has a provision of opening of schools in the neighbourhood, free uniform and text-books up to Class VIII, provision of gender segregated toilets in all schools, provision of self-defence training from classes VI to XII and stipend to Divyang girls from class I to Class XII. Special  state  specific  projects such as Life Skills, Awareness programmes, Incinerators, Sanitary Pad Vending Machines etc. for varied interventions  under  equity are also emphasized under the scheme for enhancing  access,  retention  and  quality for girls  by  promoting  enrolment  drives,  retention and motivation camps, gender sensitization modules etc.

A Central Sector Scheme ‘National Means-cum-Merit Scholarship Scheme (NMMSS)’is also under implementation since 2008 to award scholarships to meritorious students, including girls, of Economically Weaker Sections (EWS) to arrest their drop-out at class VIII and encourage them to continue the study at Secondary Stage. Under the scheme, one lakh fresh scholarships of Rs.12000/- per annum per student are awarded to selected students of class IX  every year and are renewed  in classes X to XII for study in a State Government, Government-aided and Local body school under the scheme.

Ministry of Education also runs a Central Sector Scheme of Scholarship for College and University Students since 2008 with the objective to provide financial assistance to meritorious students to meet a part of their day-to-day expenses while pursuing higher studies. 50% of the scholarships are earmarked for girls.

IIT Ropar develops first-of-its-kind Oxygen rationing device

 To increase the life of medical oxygen cylinders three fold, the Indian Institute of Technology, Ropar has developed a first-of-its-kind Oxygen Rationing Device – AMLEX that supplies a required volume of oxygen to the patient during inhalation and trips when the patient exhales CO2. This process saves oxygen which otherwise unnecessarily get wasted.

So far, during exhalation, the oxygen in the oxygen cylinder/pipe is pushed out along with the exhaled CO2 by the user. This leads to wastage of a large volume of oxygen in long run. In addition to this, a large volume of oxygen escapes from the openings of the mask to the environment in the resting period (between inhalation and exhalation) due to continuous flow of life saving gas in the mask. As we have seen the demand of medical oxygen has jumped manifold amid the second wave of Covid-19, the device would help in stopping the unwanted wastage of the same. 

“The device can operate on both portable power supply (battery) as well as line supply (220V-50Hz)”, said Director, IIT, Ropar, Prof. Rajeev Ahuja.

 

It has been developed by PhD students of Biomedical Engineering Department of the institution – Mohit Kumar, Ravinder Kumar and Amanpreet Chander under the guidance of Dr. Ashish Sahani, Assistant Professor, Department of Biomedical Engineering.

 

“Made specifically for oxygen cylinders, AMLEX can be easily connected between oxygen supply line and the mask worn by the patient. It uses a sensor which senses and successfully detects inhalation and exhalation of the user in any environmental condition”, said Dr Sahani. This ready to use device works with any commercially available oxygen therapy masks having multiple openings for air flow. 

 

Appreciating the innovation, Dr GS Wander, Director, Research and Development at Dayanand Medical College, Ludhiana, said that in the present pandemic times we all have learnt the importance of effective and pertinent use of life saving Oxygen. He said though many hospitals are increasing their oxygen production capacity, a device like this can really help in limiting the use of oxygen in small rural and semi urban health centers.

 

Prof. Rajeev Ahuja said that the country now needs rapid but safe solutions to combat Covid-19. Since the virus is affecting the lungs and subsequently breathing system of the patient, the institution has not intended to go in for patenting of the device. He said rather the IIT would be happy to transfer this technology free of cost, in the interest of the nation, to those interested to go in for mass production of the device. 

 

World Universities Summit

 Vice President of India Shri M. Venkaiah Naidu addressed the World Universities Summit organized by O.P. Jindal Global University as a Chief Guest. Union Education and Skill Development Minister Shri Dharmendra Pradhan also addressed the summit. The theme of the summit was “Universities of the Future: Building Institutional Resilience, Social Responsibility and Community Impact”.

Vice President asked universities to become thought leaders in finding solutions to global challenges such as climate change, poverty and pollution. He also wanted the universities to discuss various socio-economic and political issues facing the world and come up with ideas that can be implemented by the governments as per their needs and suitability.

Referring to the benefits of learning in the mother tongue, the Vice President said it enhances one’s grasping and comprehension levels. “To understand a subject in another language, one has to first learn and master that language, which needs a lot of effort. However, this is not the case while learning in one’s mother tongue,” he added.

Highlighting our country’s rich linguistic and cultural heritage, the Vice President said that India is home to hundreds of languages and thousands of dialects. He said, “Our linguistic diversity is one of the cornerstones of our rich cultural heritage.” Emphasizing on the significance of mother language, Shri Naidu said, “Our mother language or our native language is very special to us, as we share an umbilical cord relationship with it.”

Addressing the participants, Union Education and Skill Development Minister Shri Dharmendra Pradhan emphasized on the Government’s commitment to transform India’s education sector bringing it at par with global standards, encouraging research and innovation and on developing well-rounded responsible citizens, who are also global citizens- Vishwa Manav.

Shri Pradhan said that the New National Education Policy -2020 has heralded a new imagination for the Indian higher education system. It outlines the vision of the Prime Minister Shri Narendra Modi to make an Aatmanirbhar Bharat. Quality, equity, accessibility and affordability are the four pillars of the new education policy on which a new India will emerge, he added.

Minister Pradhan stated that with the vision of Study In India—Stay In India’, India will move towards becoming a global destination in education. Shri Pradhan highlighted the efforts made by the Government to make education holistic, innovative, linguistically diverse, and multi-disciplinary. No student should suffer due to language limitations or regional linguistic constraints, he added.

He said that the multidisciplinary education and research university (MERU) will open up new opportunities for India’s youth. MERU will promote inter-disciplinary research and make India a global hub of Research and Development, he further added.

Minister Pradhan stressed that synergizing education with skill development will open new avenues of socio-economic empowerment. The NEP will facilitate integration of education with skills and enable India to reap the demographic dividend.

Education and Skill Development Minister Shri Pradhan said that Covid-19 pandemic necessitated the adoption of online learning and use of digital technologies to ensure that learning continues. This mode is going to stay giving way to hybrid methods of learning and knowledge dissemination. Our future planning, therefore, needs to fill a digital divide, he said.

He also congratulated the organizers for event and wished them success in all their endeavors.

Professor (Dr.) D.P. Singh, Chairman, University Grants Commission, Mr. Naveen Jindal, Chancellor, O.P. Jindal Global University, Professor (Dr.) C. Raj Kumar, Founding Vice-Chancellor; Professor Dabiru Sridhar Patnaik, Registrar and other distinguished university leaders from India and overseas, faculty also attended the event.

*****

Steps taken by the government to ensure equal access to education

 The Right of Children to Free and Compulsory Education (RTE) Act, 2009, mandates the appropriate Government to provide free and compulsory elementary education to every child of the age 6 to 14 years in a neighbourhood school. During the pandemic, the Ministry of Education has taken various steps for providing children remote access to education, which are available to each category of students including SC/ST irrespective of their region or economic standard.

A comprehensive initiative called PMeVidya has been started which aims to unify all efforts related to digital/online/on-air education to enable multi-mode access to education. The initiative includes all forms of digital modes to provide wide access – DIKSHA (online), SWAYAM (online), SWAYAM PRABHA (TV), other TV Channels including use of Doordarshan and AIR Networks. Further, PRAGYATA guidelines were issued to States/UTs to facilitate continued education through various modes. The guidelines inter-alia include situations where internet connectivity is not available or available with very less bandwidth, these resources are shared through various platforms like television, radio etc that do not depend on internet. An Alternate Academic Calendar has been prepared for learning solutions for grade 1 to 12 for both children with and without device. Besides these, community radio, worksheets & textbooks supplied to residence of learners, home visits by teachers, community classes, toll free numbers, SMS based requests for audio content, localised radio content for edutainment etc have been used. The steps taken by all the states and UTs are shown in the – India Report Digital Education June 2020, which is available at the following link:

https://www.education.gov.in/sites/upload_files/mhrd/files/India_Report_Digital_Education_0.pdf.

Steps taken by the government to promote IT based education

 A comprehensive initiative called PM eVIDYA has been initiatedas part of Atma Nirbhar 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 (one nation, one digital platform)is the nation’s digital infrastructure for providing quality e-content for school education in states/UTs and QR coded Energized Textbooks for all gradesare available on it.
  • One earmarked Swayam Prabha 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.

In order to promote online education, UGC has notified necessary regulation, which facilitates the Universities to offer full-fledged Online Program. Further, the current provisions of 20 per cent Online courses in a programme, as per provisions of UGC SWAYAM and ODL Regulations to be enhanced up to maximum 40 per cent for implementation considering “National interest during COVID-19” and also to ensure effective utilization of e-resources.

Various digital initiatives are also undertaken by Ministry of education viz. SWAYAM (“Study Webs of Active-Learning for Young Aspiring Minds”), SWAYAM Prabha, National Digital Library (NDL), Virtual Lab, e-Yantra, NEAT (National Education Alliance for technology), FOSSEE (Free Open-Source Software for Education) etc to ensure quality education to the students. 

To improve the internet connectivity in rural areas 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.

Central Board of Secondary Education (CBSE) has launched a ‘Cyber Security Handbook’ to ensure safe and healthy digital habits among students. The ‘Cyber Security Handbook’ can be accessed at this link:

http://cbseacademic.nic.in/web_material/Manuals/Cyber_Safety_Manual.pdf.

 

An Integrated Teacher Training Programme called NISHTHA has been launched it is a capacity building programme for “Improving Quality of School Education through Integrated Teacher Training“.NISHTHA can be accessed from the below link:https://itpd.ncert.gov.in//


Schemes of the Government to ensure education for all Citizens

 During COVID-19 Pandemic, Government of India has held various consultations with the States and UTs at different levels. Also, a brain storming session was held with Civil Society Organizations (CSOs) in January, 2021 for taking their views/ perspectives to assess and to bridge the learning gap in the Covid-19 pandemic period. 

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, to ensure thatevery student gets continued access to education, a multi-pronged approach has been adopted. A comprehensive initiative called PM e-VIDYA has been initiated as part of Atma Nirbhar Bharat Abhiyan 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 (one nation, one digital platform) is the nation’s digital infrastructure for providing quality e-content for school education in states/UTs and QR coded Energized Textbooks for all grades are available on it. 35 of the 36 states and UTs have on boarded on DIKSHA platform and contextualised the content as per the local need.
  • One earmarked Swayam Prabha TV channel per class from Class 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.

Besides, the Ministry has undertaken a proactive initiative, named, ‘MANODARPAN’ covering a wide range of activities to provide psychosocial support to students, teachers and families for Mental Health and Emotional Wellbeing during the COVID outbreak and beyond.

The Central Government is constantly advising States/UTs through guidelines and meetings with respect to interventions for reducing impact of pandemic on education. The guidelines issued so far are given below:

 

S.No.

Interventions

Links of Guideline

1.

Guidelines for Children of Migrant Labourers

https://www.education.gov.in/sites/upload_files/mhrd/files/Migrant%20labour%20guideline.pdf

2.

Guidelines for Out of School Children and Mitigation of Loss of Learning

https://www.education.gov.in/sites/upload_files/mhrd/files/guidelines_oosc.pdf

 

 

3.

PRAGYATA Guidelines on Digital Education

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

4.

Learning Enhancement Guidelines for Continuous Learning

https://ncert.nic.in/pdf/announcement/Learning_%20Enhancement_Guidelines.pdf 

 

5.

Covid-19 Related Health and Safety Sop/Guidelines for School Re-Opening

https://www.education.gov.in/sites/upload_files/mhrd/files/SOP_Guidelines_for_reopening_schools.pdf

6.

Covid Action Plan for School Education

https://www.education.gov.in/sites/upload_files/mhrd/files/Covid_Action_Plan.pdf

7.

Alternate Academic Calendar

Secondary- https://www.education.gov.in/sites/upload_files/mhrd/files/Academic%20Calender%20-%20Secondary%20-%20Eng.pdf

Primary- – https://www.education.gov.in/sites/upload_files/mhrd/files/Eight_Weeks_AAC_Primary_%28English%29%5B1%5D_0.pdf

8.

Guidelines for JNV –Residential Schools 

https://drive.google.com/file/d/1LAc4iKQTqTJkNVDGc5glEDsrDGdAXwC8/view

 

9.

Guidelines for parents on Home Based Education

https://www.education.gov.in/sites/upload_files/mhrd/files/MoE_Home_Learning_Guidelines.pdf

10.

Guidelines for orphaned Children

In this regard, a joint DO letter No. 13-10/2021-IS-11 dated 16.06.2021 from Secretary DoSEL, MoE and Secretary, MWCD has been issued to all States and UTs.

11.

Guidelines for developing E-content for CWSN

https://www.education.gov.in/sites/upload_files/mhrd/files/CWSN_E-Content_guidelines.pdf

12.

CBSE competency-based assessment framework

http://cbseacademic.nic.in/web_material/Manuals/Safal_handbook.pdf

13.

NCTE Guidelines for TEIs

https://ncte.gov.in/WebAdminFiles/RecentAnnouncement/0_20_08_2020_637335320672297662.pdf

 

The details of the major schemes to promote education in the country implemented by the Government of India are as follows:

(I) Samagra Shiksha: The Government of India launched Samagra Shiksha-an Integrated Scheme for school education, w.e.f 2018-19, as an overarching programme for the school education sector extending from pre-school to class XII, which aims to ensure inclusive and equitable quality education at all levels of school education, across the country including the rural areas. The scheme has now been aligned to NEP, 2020 recommendations and extended till 2025-26. The scheme provides support to States and UTs for strengthening of infrastructure in schools, universal access, bringing gender equality, promoting inclusive education, quality of education, financial support for teachers’ salary, digital initiatives, entitlements under the Right of Children to Free and Compulsory Education (RTE) Act, 2009 including uniforms and textbooks, pre-school education, vocational education, sports and physical education and strengthening of teacher education institutions. 

(II) Mid-Day-Meal (MDM):  Mid-Day Meal Scheme (MDMS) is an on-going Centrally-Sponsored Scheme which provides nutritional supplement to all school children studying in Classes I-VIII of Government, Government-Aided schools, Special Training Centres including Madarsas and Maqtabs.

(III)     Padhna Likhna Abhiyan:  A centrally sponsored scheme of Adult Education namely, “Padhna Likhna Abhiyan (PLA)” was implemented during 2020-21 with a physical target of imparting functional literacy to 57 lakh adult illiterates in the age group of 15 and above under basic literacy programme. The scheme was extended upto 31.07.2021. 

 (IV)    Rashtriya Uchchatar Shiksha Abhiyan (RUSA): Rashtriya Uchchatar Shiksha Abhiyan (RUSA), a Centrally Sponsored Scheme (CSS) is an overarching scheme, operating in mission mode for funding the State Government Universities and colleges to achieve the aims of equity, access and excellence.The funding to states being made on the basis of critical appraisal of State Higher Education Plans, which describe each state’s strategy to address issues of equity, access and excellence in higher education.

Further, in order to improve the education standards in the country, the Government has taken several steps:- 

  1. Central RTE Rules have been amended on 20th February, 2017 to include reference on class-wise, subject-wise Learning Outcomes at Elementary level. 
  2. National Achievement Survey (NAS) is conducted to enable States/UTs to identify gaps in learning outcomes, and take remedial steps.
  3. A 70 indicator based matrix Performance Grading Index (PGI) has been developed to grade the States/UTs.
  4. NISHTHA (National Initiative for School Heads and Teachers Holistic Advancement), an Integrated Teacher Training Programme has been introduced.
  5. Learning Outcomes for Secondary level have been notified.
  6. The National Institute of Open Schooling (NIOS) was entrusted to conduct teachers training through ODL (Open Distance Learning) mode, which has been completed by about 9.58 lakh teachers.

Also, the National Education Policy, 2020 focuses on improving the standard of education through various measures such as introduction of New pedagogical and curricular structure, Early Childhood Care and Education, Foundational Literacy and Numeracy, Transforming Assessment for Student Development, Experiential and Competency based Learning etc.

Sexual undercourse under deception

According to ancient Hindu laws, marriage is a sacred union between two individuals. It does not merely establishes the physical relationship but also establishes the emotional aspect and spiritual bonding between the couples. It is performed to pursue Dharma(Duty), Artha(Possessions) and Kama(Physical Desires). It is in this regard that anything done in this ritual or performed in the institution should be pure and sacred and done with the mutual consent. It should not involve any kind of cheating, scam or deception. Apart from sacredness and wholliness, it is the right of the every individual to decide whether she wants to engage herself in consummation or not. Their consent is very important and it matters a lot.


As it can be seen in many cases, women are deceived under the false promise of marriage with the malafide intention. According to the accused, he is safe because to not charged with the offence of rape, consent should be given and in these cases consent is provided by the victim but where the accused lacks is that the consent was not that of free consent. If a person taking the consent under the pretext of marriage or under the guise of any lie, it violates the principle of free consent because here woman does not know the validity of the words spoken. The consent was given under the ‘misconception of fact’ and if she would have known, she could have avoided that. Thus, the consent does not hold it’s validity in the eyes of law and the person who did misconception will be charged under the Section 375 of IPC,1860 ( sexual intercourse with a woman against her will, without her consent, by coercion, misrepresentation or fraud or at a time when she has been intoxicated or duped, or is of unsound mental health and in any case if she is below 18 years of age).


But to hold the person guilty under this regard, it is very important that the section 375 of the IPC,1860 be interpreted in a wider sense. Right now, the law does hold the person guilty who had a sexual intercourse under a fake promise of marriage but to come under the ambit of section 375 of IPC, the strict interpretaion of the provisions enshrined is very important in this regard.


Lastly, I want to conclude with the fact that these kind of cases are increasing day by day in the society. Hence it should be taken into account and a proper framework should be established for these kind of offences.The accused should be punished who is out to exploit innocent girls in the society and have sexual intercourse with them under the pretext of false promise of marriage. Thus, the accused should be under the 376 of the IPC because rape have tortorous effects on the woman both physically and mentally. Their mental and emotional well being gets affected a lot. It reduces a woman to an animal as it shakes the very core of her life. Therefore, anyone undermining the reputation and well being of the woman should be punished.