“Study nature, love nature, stay close to nature. It will never fail you.”
Frank Lloyd Wright
“प्रकृति का अध्ययन करें, प्रकृति से प्रेम करें, प्रकृति के सान्निध्य में रहें। यह आपको कभी हताश नहीं करेगी।”
फ्रैंक लॉयड राइट
Tuesday, April 30, 2024
Quote of the Day April 30, 2024
2024 Global Report on Food Crisis (GRFC)
The 2024 Global Report on Food Crisis (GRFC) reveals that nearly 282 million people across 59 countries and territories experienced high levels of acute hunger in 2023. This study shows a global increase of 24 million from the previous year, with 1 in 5 people assessed requiring critical urgent action.
Key Findings
- 36 million children under 5 years of age are acutely malnourished across 32 countries
- Acute malnutrition worsened in 2023, particularly among displaced populations
- 36 countries have been consistently featured in GRFC analyses since 2016, representing 80% of the world’s most hungry
- 705,000 people were at risk of starvation (IPC/CH Phase 5) in 2023, the highest number in GRFC’s reporting history
- The Gaza Strip accounts for 80% of those facing imminent famine, along with South Sudan, Burkina Faso, Somalia, and Mali
- By July 2024, 1.1 million people in the Gaza Strip and 79,000 people in South Sudan are projected to be in IPC/CH Phase 5
Drivers of Food Crises
The report identifies three primary drivers of acute food insecurity:
- Conflict and insecurity (affecting 20 countries, 135 million people)
- Extreme weather events (affecting 18 countries, 77 million people)
- Economic shocks (affecting 21 countries, 75 million people)
These interlinked drivers exacerbate food system fragility, rural marginalization, poor governance, and inequality, leading to massive population displacement.
Breaking the Cycle of Food Crises
The Global Network Against Food Crises calls for a transformative approach that integrates peace, prevention, and development action alongside emergency efforts to break the cycle of acute hunger. Long-term national and international investments are needed to transform food systems and boost agricultural and rural development, along with greater crisis preparedness and critical lifesaving assistance.
The Way Forward
The international community has made bold commitments to address the food crisis, including recent G7 and G20 initiatives. The Global Network Against Food Crises offers to leverage its knowledge of hunger in the most fragile countries to strengthen linkages and build coherence between these global initiatives to ensure innovative and concrete impact for those affected by food crises.
About the Global Report on Food Crises (GRFC)
- Produced annually by the Food Security Information Network.
- Launched by the Global Network Against Food Crises.
- Highlights acute food insecurity and malnutrition globally.
- Identifies main drivers like conflict, extreme weather, economic shocks.
- Calls for long-term investments to transform food systems.
The Global Report on Food Crises is produced annually by the Food Security Information Network and launched by the Global Network Against Food Crises, a multistakeholder initiative that includes United Nations organizations, the European Union, the United States Agency for International Development, and non-governmental agencies working together to tackle food crises.
Inclusive Education
The NEP-2020 stresses the importance of inclusive education ~ a process that protects the presence, participation and achievement of all individuals in equitable learning opportunities.
he NEP-2020 stresses the importance of inclusive education ~ a process that protects the presence, participation and achievement of all individuals in equitable learning opportunities. Samagra Shiksha, an integrated scheme for school education, highlights that education policies, practices and facilities respect the diversity of all individuals in the classroom because education is a basic human right that should be generated to all regardless of their social status, gender, age, ethnicity, race, language, religion, and disability. Admittedly, inclusion is all about building the inner in children.
In the wake of the publication of the UNESCO’s Salamanca Report in 1994, many developing countries started formulating the process to include students with disabilities in mainstream educational institutions. As per the 2011 census in India, over 61 per cent of disabled children attend educational institutions and 12 per cent of disabled population attended schools earlier. But 27 per cent of them did not do so.
Over the years the government has launched different programmes for their inclusion in mainstream institutions. The Mental Health Act (1987) consolidates the law relating to treatment and care of mentally retarded people. The Rehabilitation Council of India (RCI) Act,1992 was amended in 2000 to work on manpower development to provide Rehabilitation services. Persons with Disability (PWD) Act,1995 stands for equal opportunity for every person and gives protection of rights and full participation of disabled persons in education, vocation, social security etc.
Every child is assured of getting free education in a good educational climate up to 18 years. Right to Education (RTE) Act, 2009 tries to protect the rights of education of those belonging to the backward groups and of children with disabilities from any kind of discrimination and ensure to them elementary education. Sarva Shiksha Abhiyan (SSA), 2000 attempts to implement inclusive education and provides orientation of all teachers to the education of children with special needs. The scheme for Inclusive Education for Disabled at Secondary Stage (IEDSS) was launched in 2009-10 to provide further inclusive education for the disabled children in classes XI to XII. The aim of Rashtriya Madhyamik Shiksha Abhiyan (RMSA) was to enhance access to secondary education and improve its quality. So many programmes relating to inclusive education have been envisaged and introduced, but the desired success has hardly been achieved.
Why? The answer lies in the fact that along with the government, teachers and guardians as beneficiaries also need to be aware about their inclusion in education. We all agree that education is a basic human right that should be guaranteed to all children. Globally, recent estimates suggest that 224 million young people affected by crises are in need of educational support among which 1 in 10 have a disability.
Inclusive education is a process that protects the participation of all individuals in equitable learning opportunities. It is, in fact, not the same as special education, in that it relies on segregation or integration rather than inclusion. Inclusive education is not a buzzword in the learning environment; it is a transformative approach that brings together students of all backgrounds and abilities. It celebrates diversity, fosters empathy among students and encourages them to respect differences.
Also, it is a potent weapon against discrimination and bullying. It highlights the belief that education is not a one-size-fit-all approach but is about finding the right fit for every student. Education for All, as set out in the Dakar Framework for Action, is to provide quality education for all children, including those who have a distinct form or the other. Thus, a rights-based approach should be adapted, and disability inclusion should be mainstreamed into institutional culture. Provision of accessible and inclusive teaching and learning materials will ensure participation and learning achievement of all learners, including those with disabilities.
In encouraging human diversity in the class, educational institutions built on humanistic aspects of life may lay the foundation for the acceptance of differences. Tony Booth, author of Index for Inclusion, emphasizes the role of values in the democratic and participating practice of inclusion, which recognizes teachers and learners equally. The website of NCERT has links to documents on Learning Outcomes for elementary school and a guidebook on index to inclusion and suggestions for accommodation and modification in assessment. But, in practice, it seems the government has so far focused on universal enrolment while the focus should be on quality of learning. Recent statistics on learning outcomes in numeracy suggested that proper pedagogy and teacher-student interactions are the need of the hour. However, the replacement of PWD Act by RPWD Act, 2016 became momentous in the annals of the disability rights movement.
The preamble of RPWD Act lays down the principles of empowerment of disabled persons in unequivocal terms that includes respect for difference and acceptance of PWD as part of diversity and humanity. This provides for Inclusive Education as a system wherein students with or without disability learn together and the system of teaching and learning is suitably adapted to meet the learning needs of different types of students with disability. The RPWD Act additionally introduces the concept of “barriers” or its definition of disability. Its most progressive feature is the “universal design” which is the design of products and environments to be usable by people in general to activities. Disability rights activists ask if social barriers are being overlooked.
RTE mentions quality of learning based on curriculum and assessment methodology should also reflect the change. To encourage more students with support needs, institutions should create a collaborative culture supporting diversity. Collaboration is a process and not an end-product of intervention. Building an inclusive institutional culture is the foundation for promoting inclusive education which may be created by fostering an environment that values diversity, equity and inclusion. This can be achieved by providing opportunities for students to learn about different cultures and traditions.
Teachers can play a key role in promoting education and diversity in schools by using diverse teaching materials to promote Inclusive Education. They can adapt their teaching methods to suit different learning needs, making sure every student grasps the material. The entire school community should promote an environment where students understand and appreciate each other’s differences. Schools should provide extra support or accommodation for students who need them, tailoring the approach to each student’s unique needs. Teachers should create opportunities for all students to actively engage in classroom activities and discussions. Communication lines between students, teachers and parents should be kept open to address concerns and make necessary adjustments.
Schools must implement strategies to prevent bullying and promote respect among students. The effectiveness of inclusive practices should be periodically assessed, and improvements be made as required. Boosting student confidence begins by giving everyone equal learning opportunities and celebrating diversity.
An inclusive environment empowers students to thrive both inside and outside school and provides everyone with an equal opportunity to learn. Moreover, schools should help teachers and professionals with the necessary training and resources for inclusive education. Using efficient master schedule software may make classroom organization a breeze and encourage inclusivity
A K GHOSH
Source: The Statesman, 27/04/24
Five Life Lessons for students to learn from Sachin Tendulkar on his 51st Birthday
Talking of the cricket world, there are very few names that shine as bright as that of Sachin Tendulkar. The Master blaster is not only regarded as one of the greatest batsmen in the history of cricket, he is the all-time highest run-scorer in both the ODI and Test formats of the game with more than 18,000 and 15,000 runs respectively.
With nearly 25 years in International cricket, Tendulkar's career has also seen tremendous ups and downs. He, however, has always bounced back in his career. Part of the Indian cricket team that won the 2011 ICC Cricket World Cup, Tendulkar's life is no less than an inspiration for millions of youths not only in this country but also across the globe.
On the little master's 51st Birthday, here are five lessons that students can learn from Sachin Tendulkar's life.
1. Perseverance
One of the most important lessons from Sachin Tendulkar's Life is the ability of never giving up when things go wrong. Things can go wrong and you can suffer setbacks, whether it is in your studies or your career, however, you need to continue with your work and should not deviate from your goal.
2. Learn from your mistakes
'Do not commit the same mistake twice'! Well, that's what youngsters can learn from the life of Sachin's game. People do commit mistakes, but one needs to learn from them and bounce back in your game in a twice efficient manner.
3. Focus
Do not lose your focus. Never. That is the best thing you can do for your career. A 25-year-long cricketing career requires you to leave behind all distractions and focus more on your game, career or studies. Only then you will succeed.
4. Humility
Be humble. You may have reached great heights, however, you need to be humble and always have your feet on the ground. Tendulkar, despite achieving so much, remains grounded and treats people with kindness and respect. In whatever you achieve, students as well as professionals should remain humble and have mutual respect for others.
5. Passion
Your passion for your work will help you go a long way. Love what you do and be passionate about it. That is the best way to deal with all hardships and failures that come your way. If you are passionate, you will never lose focus and bouncing back is just a matter of time.
Source: The Telegraph, 24/04/24
Tuesday, April 23, 2024
Quote of the Day April 23, 2024
“We shall never know all the good that a simple smile can do.”
Saint Teresa
“हम कभी नहीं जान पाएंगे कि एक छोटी सी मुस्कान कितना भला कर सकती है।”
संत तरेसा
What is Hubble Tension?
Scientists from Germany and the U.K. have proposed a radical explanation for the discrepancy in measurements of the universe’s expansion rate, known as the Hubble tension. The Hubble Constant, denoted as H0, is a fundamental parameter in cosmology that describes the current expansion rate of the Universe. It is named after the renowned astronomer Edwin Hubble, who first observed the relationship between a galaxy’s distance and its apparent velocity. The Hubble Constant is expressed in units of kilometers per second per megaparsec (km/s/Mpc), which represents the speed at which galaxies move away from each other over a given distance.
The Emergence of Hubble Tension
The Hubble Tension arises from the fact that different methods of measuring the Hubble Constant have yielded inconsistent results. This implies that two equally valid ways to measure how fast the universe is expanding have yielded two different estimates. The two primary approaches used to determine H0 are:
- The Cosmic Microwave Background (CMB) method: This approach relies on observations of the oldest light in the Universe, the CMB radiation, and uses the standard cosmological model to infer the value of H0.
- The cosmic distance ladder method: This technique involves measuring distances to nearby galaxies using various astronomical objects, such as Cepheid variable stars and Type Ia supernovae, and then using these distances to calculate H0.
The problem lies in the fact that these two methods have produced significantly different values for the Hubble Constant, with the CMB method yielding a value of around 67 km/s/Mpc, while the cosmic distance ladder method suggests a higher value of approximately 74 km/s/Mpc.
Implications and Possible Explanations
The discrepancy between the two measurements of the Hubble Constant has far-reaching implications for our understanding of the Universe. If the tension persists, it could indicate that our current cosmological models are incomplete or that there are unknown physical phenomena at play. Some possible explanations for the Hubble Tension include:
- Systematic errors: There might be unaccounted-for systematic errors in one or both of the measurement methods, leading to the discrepancy.
- New physics: The Hubble Tension could hint at the existence of new physical processes or particles that are not accounted for in the standard cosmological model, such as dark energy or neutrinos with unexpected properties.
- Modified gravity: Some scientists propose that the tension could be resolved by modifying Einstein’s theory of general relativity, which underpins our understanding of gravity and the Universe’s expansion.
Ongoing Efforts and Future Prospects
Resolving the Hubble Tension is a top priority for cosmologists worldwide. Numerous research teams are working on refining the measurement techniques, searching for potential sources of error, and exploring alternative theoretical models. Modern astronomical facilities, such as the James Webb Space Telescope and the Vera C. Rubin Observatory, are expected to provide more precise data that could help shed light on this cosmic puzzle.
Recent Studies and Current Status
A study published in Monthly Notices of The Royal Astronomical Society (MNRAS), where scientists suggest that the current model used to understand the Universe, called Λ cold dark matter (ΛCDM), might be wrong and could be the reason behind the Hubble Tension. However, this is presented as a radical explanation and not a definitive solution.
Space Debris Threat to Earth’s Defenses
As the number of satellites in Earth’s orbit continues to grow at an unprecedented rate, experts are raising concerns about the potential impact of space debris on the planet’s magnetic field and atmosphere.
The Growing Problem of Space Debris
- Current estimates suggest that there are nearly 10,000 active satellites in orbit, with companies working to deploy tens of thousands more in the coming decades.
- Jonathan McDowell from the Harvard-Smithsonian Center for Astrophysics projects that the number of satellites could reach 100,000 within the next 10 to 15 years.
- The rapid increase in satellite launches is resulting in a significant amount of space debris, including defunct rockets and satellites that are no longer operational.
Potential Impact on Earth’s Magnetic Field and Ionosphere
- The influx of metallic debris from defunct rockets and satellites could disrupt the ionosphere and magnetosphere, which are essential systems that protect Earth’s atmosphere and sustain life on the planet.
- The ionosphere, located roughly 48 to 965 kilometers above the Earth’s surface, is a region where atoms and molecules become ionized by solar radiation, creating a layer of charged particles that reflects radio waves and enables long-distance communication.
- The ionosphere also helps protect life on Earth by absorbing harmful ultraviolet radiation from the Sun.
- The magnetosphere is a plasma cocoon that surrounds the Earth, interacting with the solar wind and cosmic radiation to create a shield against harmful particles and radiation from space.
The Scale of the Problem
- Current estimates suggest that the amount of metallic ash being dumped into the ionosphere annually is equivalent to multiple Eiffel Towers’ worth of debris.
- Unlike meteorites, which are small and contain only trace amounts of aluminum, the wrecked spacecraft are large and consist entirely of aluminum and other highly conductive materials.
- The accumulation of conductive materials in the magnetosphere could potentially trap or deflect parts of the Earth’s magnetic field, leading to regional perturbations and holes above the ozone layer.
Lack of Comprehensive Studies
- Despite the potential risks posed by space pollution, there is a lack of comprehensive studies on its impact on the magnetosphere and ionosphere.
- Plasma physicist Sierra Solter, who has been studying the issue, emphasizes the need for more research to understand the potential consequences of satellite debris on Earth’s plasma environment.
The rapid expansion of satellite constellations, driven by companies competing for dominance in the satellite internet market, is leading to an alarming accumulation of metallic debris that could disrupt the delicate balance of the magnetosphere and ionosphere, which play crucial roles in protecting life on Earth.
Doctors as Humans
A few years ago, I was on a return flight from New Delhi to Paris and New York, when the chief flight attendant suddenly broke up the humming silence and asked passengers to ring the call bell if anyone was a doctor. One physician, a tall and handsome young man, quietly rang the bell and was ushered to the front of the plane where another flight attendant was in physical distress due to a panic attack.
The doctor provided the treatment, and the patient was stabilized. Just a respectful and quiet thank you from the crew at the end of the flight along with a bottle of champagne and a cache of 75,000 frequent flier miles as a token of appreciation! A good doctor in the neighbourhood is a great blessing. “Wherever the art of medicine is loved,” thus spoke Hippocrates, “there is also a love of humanity.” The ancient Greek physician (460–370 BC), regarded as the father of medicine, also gave budding doctors the oath, “First Do No Harm.” But now when healthcare has become a most essential human right, much more is expected from doctors.
Today doctors, with and without borders, are in the killing fields of Ukraine and Gaza risking their lives to save lives. During the Covid-19 pandemic doctors and medical professionals played heroic roles, working endless days and nights, to save as many people as they could from an unprecedented massive global health crisis. Unbeknown to many of us, Artificial Intelligence played a crucial role in the development of Covid vaccines and the logistics of the vaccines global distribution. Early this month, Dr. Saeed Hassapour, Director of the Center for Precision Health and Artificial Intelligence at Dartmouth College, organized a symposium that drew some of the most brilliant AI experts, physicians, and researchers including, among others, Dr. Curtis Langlotz, a Stanford Professor and President of the Radiological Society of North America, known for his work in applying AI in medical imaging, and Dr. Faisal Mahmood, an Associate Professor at Harvard Medical School, credited for his contributions to digital pathology and AI in cancer diagnosis, prognosis, and biomarker discovery.
The interdisciplinary gathering of experts discussed how AI can provide valuable insights from vast amounts of digital health data, leading to more efficient and personalized care. There was a strong emphasis upon the importance of ethical integration of AI tools into healthcare practices and the need for medical professionals to be trained on how to use these technologies responsibly and effectively.
AI algorithms can assist radiologists at every step of the imaging process; for example, providing inputs to help decide which imaging tests to order; enhancing image quality; detecting imaging problems to ensure faulty images are retaken; conducting preliminary assessment; and serving as virtual assistants for reporting observations and following up with patients. The goal is to eliminate human errors. As President Sian Beilock of Dartmouth College pointed out in her opening remarks at the symposium, researchers are developing AI tools to help diagnose colorectal cancer and identify novel biomarkers for breast cancer, offering quicker and more accurate detection to facilitate timely treatment.
Digital mental health technologies, such as web-based and mobile tools, are being developed to transform mental health care. These tools can impact mental health outcomes of users by predicting behaviours, symptoms, and engaging in interventions and therapeutic approaches based on the predicted symptoms. With its capacity to sift through massive amounts of digital health data, AI can detect patterns that are hard for humans to see, thus helping radiologists to detect subtle signs of cancer with greater accuracy and informing which course of treatment is most likely to work for a patient with a certain medical history. That is the wonderful world of IA medicine dawning upon us. But it also raises important and complex questions about security, privacy, biases, ethics, and equity.
And that brings us back to the pivotal role of doctors, and how best to educate them in the age of AI high expectations with its emphasis upon diagnostic efficiencies, superb patient management (for brand reputation and to avoid lawsuits), and humanizing the increasing impersonal healthcare delivery systems. Under their white coats, habitual smiles and calm demeanours, let us not forget doctors are people too with the same human frailties as any of us ~ families under stress, fear and hopes about growing children, divorces, addictions, and most of all the pressure to keep up professionally with Joneses.
Just think about Dr. House in the American television medical drama where Gregory House (Hugh Laurie), a brilliant and unconventional diagnostician but a person with compromised ethics and messed up life, and given to substance abuse, is unable to have steady family or friendly relationships. Although TV dramas entertain us, they do reflect social realities. The case of Dr. House may be emblematic of a larger social problem of the medical community. According to American Addiction Centers, “Few careers have such odd working hours and so many traumatic situations as those in the healthcare industry. The high levels of stress and physical pain that often come with this job open the door for numerous types of addiction,” adding that “approximately 5.5 per cent of medical professionals struggle with illicit drug abuse.”
Equally serious is the problem of the physician burnout despite radical advancement through Artificial Intelligence. In 2022, for example, 71,309 doctors gave up their profession in the USA. Medical schools and hospitals do not talk about it. Perhaps the next Dartmouth Dialogue or Symposium should be about doctors as humans. Along with the integration of Artificial Intelligence with healthcare, the foundation of medical education needs a reset. It should rest firmly on the Humanities, Medical Humanities, as someone suggested in a recent dinner conversation I had with some Dartmouth alumni and friends.
The art and science of medicine, the liberal arts, and the humanities ~ song and dance, musicals, theatre, comedy ~ go together to make a good doctor in the age of Artificial Intelligence. More than anyone else doctors need a good sidesplitting belly-laugh once in a while.
NARAIN BATRA
Source: The Staesman, 22/04/24
(The writer is the author of several books including the most recent India In A New Key: Nehru To Modi. Under the auspices of the Osher Institute at Dartmouth College, he is scheduled to deliver, on Friday 24 May, a public lecture, Superintelligence: Why We Need It. The lecture would be available in YouTube)
Manipur’s Dilemma
Today, as the first votes are cast in India’s general election, the spotlight naturally turns to the bustling political activities across the country.
Today, as the first votes are cast in India’s general election, the spotlight naturally turns to the bustling political activities across the country. Yet, in the remote north-eastern state of Manipur, a contrasting scene unfolds, marked not by fervent public rallies but by a conspicuous silence borne out of fear. Manipur, along with most other north-eastern states, step into the electoral process today alongside Tamil Nadu in the south.
Unlike the rest, though, Manipur carries the weight of on-going strife and the palpable fear of violence. Manipur’s quiet streets during this significant democratic exercise are a tell-tale sign of the deep-seated troubles that have plagued the state. Ethnic tensions between the majority Meitei community and the minority Kuki-Zo tribes have escalated into a violent conflict that the Centre and the BJP-ruled state seems unable to quell. The state, split into two hostile enclaves, is a stark representation of the failure to foster peace and unity. The situation in Manipur is not just a local issue but a test of India’s ability to manage its internal affairs.
The promise of democracy is to provide a voice to all its constituents, yet the people of Manipur feel forgotten, their grievances largely unaddressed. The Centre’s responses, including strategic changes to border policy and security measures, have thus far not mitigated the tensions, and in some cases, may even have exacerbated them. The general elections are a time of hope and change, yet for many in Manipur, the vote casts a shadow rather than light. Despite the despair, there is a reluctant drive among the people to participate in the voting process. This dichotomy underscores a critical aspect of democracy: the right to vote, which is both a privilege and a powerful tool for expressing an opinion. Whether this democratic change will bring about change though remains in question.
The local support for the BJP points to a complex interplay of resigned acceptance and hopeful expectation that the Union government will eventually intervene more constructively. The Congress party’s promises to bridge the community divisions if elected offer an alternative, but whether this can convert into electoral gain or meaningful change is uncertain. Manipur’s electoral significance may seem minor on the national scale with its two seats in the Lok Sabha. Yet, the state’s current turmoil is a significant indicator of the broader challenges facing India’s democracy.
It is a reminder that the strength of a nation’s democratic process is tested not at the height of its peaceful gatherings but in the quiet corners where fear and conflict overshadow the fundamental and democratic act of voting. As India votes, it must not forget Manipur. The true measure of this election’s success will lie in how it addresses the silent challenges unfolding in such neglected regions, ensuring that every part of the country can partake of the democratic promise of peace, security, and prosperity.
Source: The Statesman, 19/04/24
Tuesday, April 09, 2024
Quote of the Day April 9, 2024
“Your imagination is the preview to life's coming attractions.”
Albert Einstein
“आपकी कल्पनाशक्ति आपके जीवन के आने वाले आकर्षणों का पूर्वावलोकन है।”
एल्बर्ट आइन्स्टाइन
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