Author: James Patterson

The Trade Promotion Council of India (TPCI) on Wednesday said it was partnering with the Indian Institute of Foreign Trade (IIFT) in the Ministry of Commerce to offer an online certification program in agricultural import and export management. The six-month online course provides exporters with practical insights into various aspects of agribusiness; From product and market identification to export and import formalities, Exim Finance, regulatory clearances, supplies for safe and secure payments from international buyers, it said in a statement.

Manoj Pant, Vice Chancellor, IIFT, said that in order to address some of the structural challenges and use the opportunities available in marketing of agricultural products, the Institute is pleased to join hands with TPCI in offering this certification program.

He said that the program is uniquely designed to equip existing and potential agribusinesses with information, knowledge and skills to enhance their skill set aimed at building their capacity, capability and qualification to be involved in international trade of agri products.

Vivek Agrawal, Chairman, TPCI Food and Beverage Sectoral Committee, said that the program would benefit current and emerging agri-entrepreneurs and managers in the spirit of far-sighted government initiatives such as agricultural export policy.

It is a promising sector and despite the epidemic, the country’s agricultural exports grew by 17.34 per cent year-on-year, reaching. 41.25 billion in 2020-21. Significantly, exports have started from a few clusters for the first time and several states are planning to implement agricultural export policies, Agarwal added.

(PTI)

The much awaited NEET PG 2021 exam was finally held on 11th September 2021. The test was computer-based and was conducted in 255 cities across India. With 200 multiple choice questions, 2 lakh + candidates were given 3.5 hours to complete the test. What the answer will not be revealed, coaching institutes have analyzed them on paper based on the experience of their students. Here's what they had to say.

Coaching Institute

Milind Chippalkatty, Head of Academics, Deeksha, a coaching institute, commented on the paper:

The chemistry and biology question papers were relatively straightforward. However, many of the questions were clever, computational, and multi-concept based physics. All questions were primarily from the NCERT book. Overall, it was a student-friendly paper. The biology question paper had 69 easy questions, 22 medium questions and 9 difficult questions. In biology, an average student can score between 250-260. The physics question paper was moderately difficult with 15 easy questions, 22 medium questions and 9 difficult questions. In physics, the average student can score between 50-60. The chemistry paper had 35 easy questions, 11 medium questions and 4 difficult questions. In chemistry, an average student can score between 100-110. There were no questions outside the syllabus. The physics paper was a little harder (longer) than last year. The pattern has also changed compared to last year's question paper. Questions were asked in different sections for Biology, Botany and Zoology, Physics has a section-B with optional questions which has been added and which is a little difficult. In Chemistry there was a B section with optional questions that were added. The standard is certainly being set higher than last year.

Dr. Asim Dewan, Director (PG Division), Akash Educational Services Ltd. broke the paper on the following issues:

1. A mix of clinical (40 percent), image-based (20 percent) and one-liner practical questions (40 percent).
2. Multiple correct or do not match the following pattern of questions.
3. Although the number of questions has been reduced to 200 this time, the paper was much easier than INICET.
4. The high yielding topics that made up a large portion of the paper were medicine, surgery, obstetrics and gynecology, PSM, pharmacology and pathology.
5. In short, questions were scoring and answerable once basic knowledge of the subject was acquired.
6. Many questions were from high yield expected subjects such as optic pathway lesions (ophthalmology), leprosy, STDs and immunobulus disorders (dermatology), vitamin deficiencies (biochemistry) and waste disposal (PSM).
7. Many students were expecting questions about Kovid but not a single question about Kovid was asked.
8. Integrated questions related to 1st and 2nd professor subjects were on the easy side. Many of them had the option of giving gifts.
9. Direct repeat questions were less than 5 percent
10. Instead of focusing on rare syndromes and complex clinical situation-based questions, students who had knowledge of general information and who could apply basic concepts must pass the test.
11. The clinical scenario was also straightforward - if the picture is tough, the clinical scenario was a gift.

How do students feel about sitting for exams?

"The biology paper was based entirely on NCERT and relied entirely on memory. The chemistry was similar, some numerical but most were fact-based. Hardness has been added. But I was able to finish on time, and starting with physics has helped a lot. Overall the paper has been good and I hope for good results. "

- Ashish S. Raman, student of initiation

"I found the most difficult in the Physics Department B paper. Chemistry and Biology were mostly from NCERT. Overall the paper was a bit long and medium. The health precautions were good and we were all comfortable."

- Madhu Murli Krishna, student of initiation

This year the NEET PG exam has been rated relatively 'easy' because most of the questions came from NCERT. However, during the admission process, students still do not get a discount on the competition they will face. Several institutions have published an answer key based on questions for students to see. NBE has not yet announced the date of the results, but based on the last five years, it could be mid-October.

NEET 2021 has a total of 200 questions that are equally divided into the four subjects of Physics, Chemistry, Botany and Zoology. Each topic is divided into Section A with 35 questions and Section B with 15 questions (of which only 10 questions will be tried) with a total of 50 questions.

Physics

• Difficulty Level - Medium to Hard
• On paper, the numerical predominance is 80 percent, which is higher than the previous year.
• There are no controversial questions.
• Tactical questions from optics, semiconductors and photoelectric effects
• There are 4-5 complex questions in both A and B sections
• The paper was long

The physics department is of medium to solid level. With 80% numerical questions we can say that this year's question paper has numerical predominance which is more than the previous year. It is difficult to ask questions from optics, semiconductors and photoelectric effects. 4-5 complex questions were asked in both sections A and B. However, there is no controversial question. Overall, the physics department is long.

Chemistry

• Difficulty Level - Medium to Easy
• Most of the questions are based on NCERT statistics, data and tables
• Most of the questions are based on the basics discussed in NCERT
• A large number of statements are based on questions
• A question based on the acidic energy of halogen acid is repeated
• The numerator is asked a good number
• About. 3 questions based on graphs and approx. 5 questions of matrix match type
• Not too long

The chemistry department has easy to moderate difficulty levels. Most of the questions are based on NCERT statistics, data and tables. Also, a lot of state-based questions are asked. Most of the questions are based on the basic topics discussed in the NCERT textbook. This year the numbers have also been asked for better numbers. Almost there. 3 questions that are graph-based and approx. 5 questions of matrix match type. We repeatedly see a question on the acidic strength of halogen acid.

Botany

• Difficulty Level - Medium to Easy
• A few questions seem difficult and tricky.
• The questions are based on the NCERT syllabus.
• Most of the questions are easy to understand from NCERT textbooks.
• With some concept-based questions, most questions are naturally realistic
• Not long at all

The botany section is easy to moderate difficulty level. A few questions seem difficult and tricky. Most of the questions in this section are based on NCERT syllabus. In fact, most of these questions are asked directly from the NCERT textbook. Questions with a few concept-based questions are naturally realistic.

Zoology

• Difficulty level - Medium
• Some questions may seem simple at first glance, but they are confusing and require precision and focus on keywords.
• The reason for the surprise is a question about earthworms that only those who were proficient in NCERT will try.
• The questions are based on the NCERT syllabus.
• Biotechnology chapters dominate (Questions 11-12)
• The paper is highly NCERT centric, yet 3-4 questions seem to be highly interconnected which require deep understanding.
• In the unit of Human Physiology, approx. 4 questions were asked from locomotion and movement

The zoology department has moderate difficulty levels. Some questions may seem simple at first glance but when read carefully they get twisted and need to focus on precision and keywords. The questions are based on NCERT with an amazing question on earthworms which can only be tried by students who are well versed with NCERT curriculum. Biotechnology questions are strongly dominated in this section. 11-12 questions. Although the paper is highly NCERT centric, 3-4 questions seem to be highly interconnected which require deep understanding. In the unit of Human Physiology, approx. 4 questions were asked from locomotion and movement.

IIT Mandi researchers S. Using a harmful bacterium called pasteurization, it works towards developing sustainable strategies for soil stabilization that hydrolyze urea in calcite secretion. The process does not involve hazardous chemicals and natural resources can be used sustainably.

The research team's findings were recently published in the journal Geotechnical and Geo-Environmental Engineering of the American Society of Civil Engineers (ASCE). The study was led by Dr. Kala Venkata Uday and co-authored by her MS Scholar, Deepak Mori.

Soil stability is the process of artificially providing long lasting strength to the soil. It is used when construction work must protect the soil from unstable foundations or erosion. Traditionally, mechanical processes such as compression and chemical processes such as the introduction of chemical grout liquids into the soil have been used to stabilize the soil.

Over the past decades, an environmentally friendly and sustainable soil stabilization strategy - microbial induced calcite receptivity (MICP) - has been investigated worldwide. In this method, bacteria are used to make calcium carbonate (calcite) in the soil pores, which cement the individual grains together, thereby increasing the strength of the soil.

Researchers Has used a harmless bacterium called pasteurization which hydrolyzes urea to induce calcite. The use of urea is particularly attractive because it does not contain hazardous chemicals and natural resources can be used sustainably. Their experimental setup consisted of a sand column containing a mixture of bacteria and cementing solution containing urea, calcium chloride, nutrient broth, etc.

Since a number of parameters were involved, the researchers used the Taguchi method to analyze the effects of these different parameters on soil strength increase by MICP. The use of orthogonal arrays in this method involves organizing the parameters that affect any process and at what level they should be varied. The Taguchi method enables the analysis of many influential parameters without the corresponding requirement for many tests.

Researchers have found that the amount of calcite is not as important as the size and location of the calcite granules formed in the pores during the process.

Higher cementing solution concentration results in higher strength improvement. Similarly, the flow rate and supply rate of the cementing solution also affect the strength increase. There was an optimal value for these parameters that maximized calcite accumulation and consequently increased optimal energy.

With the epidemic and the closure of physical classrooms, the adtech industry has grown rapidly over the past two years. Investors quickly realized the potential and built a bellline - making edtech India's third most financed sector in 2021, after e-commerce and fintech. According to an industry analysis, investments worth a total of $ 4.7 billion are spread across 165 contracts. To put it bluntly, the sector attracted investments worth only $ 0.44 billion and $ 1.4 billion in 2019 and 2020, respectively.

Outside of financial news, the mainstream media is full of stories of a high-pressure sales culture within some companies, often enticing poor parents into course subscriptions through mis-selling and misrepresentation.

The situation was so alarming that the Indian government was recently forced to issue a warning to citizens to take precautions against edtech companies. It encourages parents to carefully evaluate the free service offer and urges all school education stakeholders to be careful when deciding on online content and coaching through the country's edtech companies.

How did we get here and what is the way forward?

Punting for high bets

Analysis of India's Adtech space reveals two areas of concern. First, most edtech startups or firms are under tremendous pressure to drive growth at any cost - from user to customer payments and, ultimately, revenue. To be sure, this issue is not unique to edtech startups - most other industries put similar pressure on startups to grow faster. The reasons are obvious - visible growth among users or paying customers is the only way startups can increase their follow-up funding round. However, the pressure cycle is strengthened when the funding rounds lead to further growth.

The second and more systemic problem is the absence of innovation. Despite all the possibilities of technology that are available for use today, we still do not see many meaningful technology-capable innovations in the delivery of education. Take a look at the leading names in the Adtech space and most of them have a business model that revolves around the digitization of the course, instructional elements and even instructions. This digitization or learning experience of course content does not compel the development of any significant intellectual property (IP) or strategy.

Using technology to disrupt

Although we consider Covid-19 to be the biggest catalyst for edtech growth in India and around the world; An equal or perhaps greater credit due to the widespread penetration of smartphones with the nationwide availability of high-speed (4G) mobile and broadband connections. It could be that telecom or broadband companies and smartphone makers have done much more than Adtech companies. If the epidemic had hit us 10-15 years ago, online classes and digital learning simply wouldn't have worked - both devices and connections were non-existent.

Creating a common business model on top of a newly discovered and active external environment is generally expected for early startups and it happened in the edtech space. Digitization of course materials or classroom instruction was the first normal step for previous startups. However, as the competition intensifies and the space becomes crowded, this strategy is now failing to provide any meaningful competitive advantage. Therefore, to spend on marketing requires an ever-larger battle chest; Similarly new financing rounds, and the rush for higher revenue growth.

Taking lessons from other industries, including mature business models, it is clear that the time has come for a new wave of AdTech startups to use technology more efficiently than their first generation counterparts to better deliver education. In other words, the Adtech sector with a clear focus on innovation is apt to be disrupted.

Pedagogy is an obvious area of ​​innovation where digital tools can do much more than digitize classroom instructions. Further, a rigorous assessment of the impact of learning on students is another huge area where modern technologies like AI and ML can play a big role.

Focus on results

Technology can play a profound role in improving the quality of education. India's new education policy recommends the use of edtech through app-based learning, online student communities and the distribution of lessons outside of 'chalk and talk'. To implement this concept, edtech companies can work closely with schools and colleges to truly translate learning outcomes for students and teachers. Their focus should be on redesigning educational content and delivery mechanisms that actually improve the quality of both education as well as learning.

Some edtech companies have already begun using technology to identify and evaluate appropriate skill levels; Across multiple levels; Among the students. Technology is also being used to identify learning gaps to accurately identify what a student needs to learn a subject more effectively. From this moment on, it is easy to create personalized learning plans that help students get the most out of their curriculum.

These platforms can be used by school teachers to measure student performance because they provide truly unique learning and assist in constructive assessment.

Finally, the edtech industry must remember that the most important goal of using technology for learning is to leverage the ability to leverage opportunities for students regardless of their location, background or learning ability. It was precisely the promise of online education that enabled graduate students sitting in India or Singapore during the epidemic to access the same learning experience that their peers at Ivy League College in the United States were able to get. Next-generation edtech business models will do well to keep this goal sacred - a razor-sharp focus on world-class education democratization will help them create more sustainable business models that can withstand truly competitive competition.

upGradKnowledgeHut, a Bangalore-based technology skills provider and a part of Asia's higher Edtech Major, upGrad, has announced the launch of its first data science bootcamp to provide a better round-the-clock learning experience to aspiring candidates who are ambitious or want to kick start. Their careers in data science.

The three-month intensive data science bootcamp will blend in with nature where candidates will benefit from live sessions conducted by instructors as well as using self-paced content. It is designed to prepare candidates for the industry by gaining real-world experience through training and creating a portfolio of projects.

The bootcamp is designed as a logical stream of multiple courses where students are being taught about 150-160% more technology. It is expected to launch on April 04, 2022 and is accepting applications from freshers with a bachelor's degree or from Statistics, Economics, Business Administration and Advertising Stream. For more information, click here.

Researchers at the Indian Institute of Technology Madras have launched India's first home-made polycentric prosthetic knee, aimed at improving the quality of life of thousands of injured people above the 'Kadam' knee.

Kadam makes it possible for injured people above the knee to move comfortably. Not just mobility, it aims to improve users' quality of life through increased community participation, access to education, livelihood opportunities and overall well-being.

It was created by a team from the TTK Center for Rehabilitation Research and Device Development (R2D2) at IIT Madras, which developed and commercialized the country's first permanent wheelchair and neofly-neobolt: active wheelchair and motorized add-on. Internal-external dynamics. R2D2 is involved in the study of human movement, and the design and development of rehabilitation and supportive devices for people with mobility impairments.

The unique aspects of the step include:

• Suitable for short / long remaining limbs after transfemoral (above the knee) dissection
• The polycentric 4-bar knee joint gives the user better control of the bend-extension
• Made with high strength materials: Aluminum Alloy - Al 6061 T6, Stainless Steel - SS 304
• Customizable stability adjustment depending on user needs
• Frictional swing control adjustment for different walking speeds
• Patent 4-bar geometry (Indian Patent No. 338006) provides stability and improved ground clearance even in uneven terrain
• Provides maximum knee bend of 160 degrees or more (range limited by socket)
• Multi-centric user experiments were performed with users walking on different surfaces and steep slopes
• ISO 10328 compliant for proof strength, ultimate strength, fatigue strength for P4 condition (80kg user weight)

The SBMT, which supported development, was established by former President Dr. APJ Abdul Kalam to enable the development of indigenous medical devices under DRDO. Mobility India, an NGO based in Bangalore, will oversee the fitness and training processes and ensure easy access for users, as well as mass-produce and market Kadam.

The R2D2 Center engineers engineer user-centric affordable products for rehabilitation needs in India and abroad, works with clinical specialists, NGOs and hospitals, creates a research environment for field-testing designs, and evaluates assistive device designs from biomechanical. Effective position.

Primary schools across the country have been physically closed since March 2020. This has had a profound effect on education - what the children would have learned if the school had been open and what they have forgotten because of the long disconnection from the regular teaching-learning process.

The Azim Premji Foundation conducted a field study in August 2021 covering 363 primary school teachers across 18 districts in 5 states to find out what happened during school closures and, more importantly, what needs to be done after schools reopen.

The key findings of this study across geography are:

1. Children miss out on completely personal interactions that are important for learning, especially in the early stages. Even teachers who have interacted with students through a variety of methods during school closures feel that the 2020-21 academic year curriculum is not adequately covered, and that previous education, including the basic ability to read a picture, has been damaged. Understanding, the ability to write simple sentences based on a picture and perform basic mathematical operations.
2. When school resumes, tutoring should be informed by the learning level of each child in the class, not the regular curriculum. In terms of the scope of the learning rate, the assessment of primary ability - as opposed to class-specific ability - is required in all classes after schools reopen.
3. This will require a curriculum change, a reduction in the curriculum load to adapt to the core competencies, as well as a conscious, planned focus on basic literacy and numeracy.
4. Students need to respond not only to curriculum changes but also to socio-psychological problems for teaching and learning methods. Each class will require a variety of teaching-learning materials for students at different levels.
5. Dealing with the loss of education will require the support and time and patience of teachers for autonomy and administration. All other measures, including curriculum and pedagogical changes, will not work unless teachers are given enough time in their respective classrooms to recover.

Once schools resume appropriate curriculum changes, school and classroom processes and materials are critical to compensating for the loss of learning. Most importantly, we must make teachers the center of our trust, and empower them with the resources and support to exercise their autonomy to help every child care for their education.

A large number of children across the country have lost their families due to Kovid-19. In many cases, the support of both parents has gone from the children and in such a situation, a cloud of uncertainty has begun to hover over their future. To help such children, Shashi Prakash from Baliya in Uttar Pradesh has extended a helping hand by investing his deposit.

Prakash, who was born in a farming family, is trying his best to ensure that the education of such children is not hampered. Coming from a small village in Baliar and having his primary education in a government school, he then finished studying engineering from Roorkee. After finishing engineering, he leaned towards teaching. And has been engaged in uninterrupted teaching for the past 14 years, currently teaching students at UNA Academy from Kota.

To fulfill this goal of helping these helpless children, he has invested all his deposits and also appealed to the countrymen to come forward and help such children.

Practically, an experimental learning app designed for students in grades 6-12 has launched a new feature called 'Scan Anything'.

The feature, supported by artificial intelligence, identifies objects scanned by phone cameras and lists results from a huge content library of 3000+ 3D videos, 1000+ simulation / AR experiences and 20,000 3D models, sorted by a student's curriculum and grade. It can recognize pictures, questions, exercises, proofs, etc. from textbooks, magazines, newspapers, including pictures of any of the surrounding objects and the curriculum learning information is presented in the app so that students can choose their learning journey and solve doubts instantly.

Currently, the feature covers textbook content for Grade 6-10thcross textbooks like NCERT, CBSE and AP, Telangana, Karnataka, Tamil Nadu, Maharashtra and State Boards of Uttar Pradesh. Course content is expected to cover all other major boards and 11th and 12th grade content by the end of 2021.