“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.
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