prathmik shixakone Pagar bhaththani samaysar chukavani karva babat

prathmik shixakone Pagar bhaththani samaysar chukavani karva babat

The Engelmann and Carnine theory provides a basis for making predictions that can be tested. In the absence of a
theory, experimentation is driven by random hypotheses based upon “plausible ideas” or intellectual frolicking. If such
hypotheses prove to be false, little is gained, save the rejection of one of an infinite set of plausible (but wrong) ideas. If
such hypotheses prove to be true, very little is still gained: there's an idea that shows promise, but where does it fit?
How does it relate to other ideas that show promise? The current state-of-the-art in educational experimentation is
characterized by this kind of tinkering with plausibility.
If a hypothesis generated by a theory proves false, on the other hand, not only is the hypothesis itself questionable,
but because of the logical interconnectedness of the theory's components, the entire theory becomes questionable. But
if a hypothesis generated by a theory is verified, then the veracity of the entire theory is strengthened. Theory-based
research is worth the time and effort; plausible idea-based theory isn't. When Time charged that the longest running
joke on most university campuses is the Education Department, the black humor tended to obfuscate the reason that so
many non-education academics might feel that way: conducting research in the absence of a theory might be funny,
were it not for the unconscionable waste of money and human resources.

CORONA VIRUSNA KARANE MADHYAHNA BHOJAN YOJANA ANTARGAT PRATHMIK SHALANA BALAKONE ANAJNI FALAVANI KARVA BABAT

CORONA VIRUSNA KARANE MADHYAHNA BHOJAN YOJANA ANTARGAT PRATHMIK SHALANA BALAKONE ANAJNI FALAVANI KARVA BABAT

The Engelmann and Carnine theory provides a basis for making predictions that can be tested. In the absence of a
theory, experimentation is driven by random hypotheses based upon “plausible ideas” or intellectual frolicking. If such
hypotheses prove to be false, little is gained, save the rejection of one of an infinite set of plausible (but wrong) ideas. If
such hypotheses prove to be true, very little is still gained: there's an idea that shows promise, but where does it fit?
How does it relate to other ideas that show promise? The current state-of-the-art in educational experimentation is
characterized by this kind of tinkering with plausibility.
If a hypothesis generated by a theory proves false, on the other hand, not only is the hypothesis itself questionable,
but because of the logical interconnectedness of the theory's components, the entire theory becomes questionable. But
if a hypothesis generated by a theory is verified, then the veracity of the entire theory is strengthened. Theory-based
research is worth the time and effort; plausible idea-based theory isn't. When Time charged that the longest running
joke on most university campuses is the Education Department, the black humor tended to obfuscate the reason that so
many non-education academics might feel that way: conducting research in the absence of a theory might be funny,
were it not for the unconscionable waste of money and human resources.
A true theory not only predicts, but explains. For example, if we are interested in why cognitive psychologists have,
after several years of research, concluded that the extent to which learning transfers is dependent upon the relative
salience of surface and structural features of examples, this theory will explain that for us. If we are interested in why a
typical textbook presenta

Dled exam Hal mokuf rakhva bbt

Dled exam Hal mokuf rakhva bbt

Many questions regarding Theory of Instruction: Principles and Applications have arisen in the years since the
publication of the first edition in 1982. Is it a textbook? Why wasn't it named, Theory of DIRECT Instruction? Why is it
so difficult to read? How relevant is it to the current Zeitgeist of educational philosophy? And last-and least-is the cover
of the 1982 edition red or orange?
I propose at this publication of the revised edition, that Theory of Instruction is exactly what the title implies, and
further that my proposition is of potentially inestimable significance to the field of education.
Theory
First and foremost, Theory of Instruction is the articulation of a theory-not in the atheoretical sense “theory” is used
in educational jargon, but in the more precise sense well-established among scientists and philosophers of science.
Engelmann and Carnine's theory evolved the same way original natural science theories have evolved, through the
scrupulous application of logical analysis to existing empirical observation. The Engelmann and Carnine theory
possesses the most critical attributes of natural science theories: (1) it is exhaustive in that it covers everything from the
most basic motor skill instruction to the highest of the “higher order” thinking skills, and (2) it does so economically. In
short, it is parsimonious.

Circular on Declaration of Vacation for Government Universities of the State

Circular on Declaration of Vacation for Government Universities of the State

Columbia University is one of the world’s most important centers of research and at the same time a distinctive and distinguished learning environment for undergraduates and graduate students in many scholarly and professional fields. The University recognizes the importance of its location in New York City and seeks to link its research and teaching to the vast resources of a great metropolis. It seeks to attract a diverse and international faculty and student body, to support research and teaching on global issues, and to create academic relationships with many countries and regions. It expects all areas of the University to advance knowledge and learning at the highest level and to convey the products of its efforts .

Shortly after these early commencement ceremonies, classes were interrupted by war. During World War I, the university allowed the U.S. military to use some of its grounds for testing. In 1917, the U.S. military divided American University into two segments, Camp American University and Camp Leach. Camp American University became the birthplace of the United States’ chemical weapons program and the site of chemical weapons testing; this required a major cleanup effort in the 1990s. Camp Leach was home to advanced research, development, and testing of modern camouflage techniques. As of 2014, the Army Corps of Engineers was still removing ordnance including mustard gas and mortar shells.

IMPORTANT LINK:-

PARIPATR DOWNLOADKARAVA CLICK HERE

DHORAN 10 ANE 12 NI UTTARVAHI CHAKASAVA MATENA MADHYASTH MULYANKAN KENDRO SHARU KARVA BABATNI VIDEO CONFERANCE

DHORAN 10 ANE 12 NI UTTARVAHI CHAKASAVA MATENA MADHYASTH MULYANKAN KENDRO SHARU KARVA BABATNI VIDEO CONFERANCE

First and foremost, Theory of Instruction is the articulation of a theory-not in the atheoretical sense “theory” is used
in educational jargon, but in the more precise sense well-established among scientists and philosophers of science.
Engelmann and Carnine's theory evolved the same way original natural science theories have evolved, through the
scrupulous application of logical analysis to existing empirical observation. The Engelmann and Carnine theory
possesses the most critical attributes of natural science theories: (1) it is exhaustive in that it covers everything from the
most basic motor skill instruction to the highest of the “higher order” thinking skills, and (2) it does so economically. In
short, it is parsimonious.
Engelmann and Carnine's theory builds logically from just two initial assumptions: that learners perceive qualities,
and that they generalize upon the basis of sameness of qualities. (This is not unlike the way Euclidean geometry derives
logically from a minimum of unproven and unprovable assumptions about points and lines.) If we accept Engelmann
and Carnine's simple assumptions and if we were to employ rigorous logic to any instructional problem, then the
instruction we would derive would fall within the constraints of the Engelmann and Carnine theory. We wouldn't come
up with the same instruction, but rather, with the same or similar instructional principles.

QUARANTINE CENTEROMA ROGPRATIKARAK SHAKTIVARDHAK AYURVED/HOMYOPETHI AUSHADH APAVA BABAT

QUARANTINE CENTEROMA ROGPRATIKARAK SHAKTIVARDHAK AYURVED/HOMYOPETHI AUSHADH APAVA BABAT

Theory of Instruction, again as the name implies, is a theory of instruction, not a theory of learning. Learning
theories (if they are really theories at all) are no doubt of value to those interested in how humans learn in the absence
of instruction (which generally is inefficiently).
Theory of (DIRECT) Instruction
There is a relatively simple fact about the Engelmann and Carnine theory that many educators appear to find
disturbing: it is the only theory of instruction and therefore, does not require the “direct” qualifier. Although we hear of
all kinds of “theories” of learning and even a few “theories” of instruction, this book represents the only theory of
instruction that would withstand the rigorous tests of theories required by philosophers of science—disciplined logical
interconnectedness, predictive value, parsimony, etc.
Theory of Instruction does not prescribe any “one best way,” but rather, describes a range of best ways, and
suggests an infinite range of ineffective ways. (If I were to set out to intentionally design the worst instruction possible,
I would still look to Theory of Instruction for guidance on how to precisely lead students far astray.)
©NIFDI, 2016 Posted with permission iii
I have even heard serious educational researchers express the fear that if Theory of Instruction is the first 

LOCKDOWN DARMIYAN DETAIN KARVAMA AVEL MOTOR VAHANONE CHODAVA ANGE POLICENE ADHIKRUT KARVA BABAT

LOCKDOWN DARMIYAN DETAIN KARVAMA AVEL MOTOR VAHANONE CHODAVA ANGE POLICENE ADHIKRUT KARVA BABAT

The Engelmann and Carnine theory provides a basis for making predictions that can be tested. In the absence of a
theory, experimentation is driven by random hypotheses based upon “plausible ideas” or intellectual frolicking. If such
hypotheses prove to be false, little is gained, save the rejection of one of an infinite set of plausible (but wrong) ideas. If
such hypotheses prove to be true, very little is still gained: there's an idea that shows promise, but where does it fit?
How does it relate to other ideas that show promise? The current state-of-the-art in educational experimentation is
characterized by this kind of tinkering with plausibility.
If a hypothesis generated by a theory proves false, on the other hand, not only is the hypothesis itself questionable,
but because of the logical interconnectedness of the theory's components, the entire theory becomes questionable. But
if a hypothesis generated by a theory is verified, then the veracity of the entire theory is strengthened. Theory-based
research is worth the time and effort; plausible idea-based theory isn't. When Time charged that the longest running
joke on most university campuses is the Education Department, the black humor tended to obfuscate the reason that so
many non-education academics might feel that way: conducting research in the absence of a theory might be funny,
were it not for the unconscionable waste of money and human resources.
A true theory not only predicts, but explains. For example, if we are interested in why cognitive psychologists have,
after several years of research, concluded that the extent to which learning transfers is dependent upon the relative
salience of surface and structural features of examples, this theory will explain that for us. If we are interested in why a
typical textbook presentation of a ne

DAHOD:HEAD QUARTER KHATE DAREK KARMACHARINE HAJAR RAHEVA BABAT

DAHOD:HEAD QUARTER KHATE DAREK KARMACHARINE HAJAR RAHEVA BABAT

General appealed for national unity and global solidarity in responding to COVID-19.

UN Geneva
✔
@UNGeneva
𝙈𝙮 𝙢𝙚𝙨𝙨𝙖𝙜𝙚 𝙩𝙤 𝙥𝙤𝙡𝙞𝙩𝙞𝙘𝙖𝙡 𝙥𝙖𝙧𝙩𝙞𝙚𝙨: 𝙙𝙤 𝙣𝙤𝙩 𝙥𝙤𝙡𝙞𝙩𝙞𝙘𝙞𝙯𝙚 𝙩𝙝𝙞𝙨 𝙫𝙞𝙧𝙪𝙨. 𝙄𝙛 𝙮𝙤𝙪 𝙘𝙖𝙧𝙚 𝙛𝙤𝙧 𝙮𝙤𝙪𝙧 𝙥𝙚𝙤𝙥𝙡𝙚, 𝙬𝙤𝙧𝙠 𝙖𝙘𝙧𝙤𝙨𝙨 𝙥𝙖𝙧𝙩𝙮 𝙡𝙞𝙣𝙚𝙨 𝙖𝙣𝙙 𝙞𝙙𝙚𝙤𝙡𝙤𝙜𝙞𝙚𝙨.@DrTedros appeals for unity over #COVID19

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6,088 people are talking about this


To help alleviate suffering and save lives, WHO has been working night and day in five key ways:

1. Helping build countries' capacity to prepare and respond

2. Providing accurate information and fight the infodemic, together with numerous partners

3. Ensuring supplies of essential medical equipment for frontline health workers.

4. Training and mobilizing health workers.

5. Accelerating research and development.

Key materials:

YouTube recording of WHO Director-General's opening remarks

WHO Director-General's opening remarks at the media briefing on COVID-19 - 8 April 2020

Ad-hoc consultation on managing the COVID-19 infodemic
8-9 April 2020

Bringing together scientists, public health decision-makers, medical journalists, technology and social media platforms and civil society, this consultation aimed to develop a framework for interventions to help share reliable information, while reducing misinformation, rumours and myths about COVID-19.

Topics included raising awareness of the volume of information on the I

KUTCH-BHUJ:SHALA FEE BHARVA TATHA SARKARNA PARIPATRONU PALAN KARVA BABAT

KUTCH-BHUJ:SHALA FEE BHARVA TATHA SARKARNA PARIPATRONU PALAN KARVA BABAT

DATE:-1/1/2018 THI GUJARAT SARKAR NA KARMCHARIO NE MALVA PATRA D.A. MA 2% NO VADHARO KARVA BABAT FINANCE DEPARTMENT NO LATEST PARIPATRA.
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PANCHMAHAL:HEAD QUARTER KHATE FARJIYAT HAJAR RAHEVA ANGE

PANCHMAHAL:HEAD QUARTER KHATE FARJIYAT HAJAR RAHEVA ANGE

As concern grows around COVID-19, many education leaders are making the difficult decision to close schools. To help make the transition to distance learning, we’ve created resources, training and how to guides that we hope will help support  IT, educators, staff and students as
Microsoft Teams is a digital hub that brings conversations, content, assignments, and apps together in one place, letting teachers create vibrant learning environments. Build collaborative classrooms, connect in professional learning communities, and connect with colleagues—all from a single experience. Discover more about Microsoft Teams.



Free for schools and universities, Office 365—which includes Microsoft Teams, gives schools, teachers, and parents all the resources you need to move to a remote classroom with confidence; accessible on either mobile, tablet, PC or browser.

Get your school set up
School leaders and educators can make the most of distance learning with this easy how-to guide to set up Teams in your schools and classroom.

COVID-19 SANDARBHE AVASHYAK SEVAO BABAT

COVID-19 SANDARBHE AVASHYAK SEVAO BABAT

As concern grows around COVID-19, many education leaders are making the difficult decision to close schools. To help make the transition to distance learning, we’ve created resources, training and how to guides that we hope will help support  IT, educators, staff and students as
Microsoft Teams is a digital hub that brings conversations, content, assignments, and apps together in one place, letting teachers create vibrant learning environments. Build collaborative classrooms, connect in professional learning communities, and connect with colleagues—all from a single experience. Discover more about Microsoft Teams.
Free for schools and universities, Office 365—which includes Microsoft Teams, gives schools, teachers, and parents all the resources you need to move to a remote classroom with confidence; accessible on either mobile, tablet, PC or browser.

Get your school set up
School leaders and educators can make the most of distance learning with this easy how-to guide to set up Teams in your schools and classroom.

GET SET UP
Quick start guide
From setting up a virtual class meeting to creating assignments, this quick start guide will get you up and running in no time.

COVID-19 SANDARBHE 108 NI SEWAO BABAT

COVID-19 SANDARBHE 108 NI SEWAO BABAT

108 is a free emergency telephone number in 25 States & Union Territories of India. In Madhya Pradesh, the 108 GVK Ambulance facility was implemented in July 2009. ... The service is a public–private partnership between state governments and private emergency medical services providers.
GVK Emergency Management and Research Institute (GVK EMRI), the major corporate social responsibility arm of GVK, was established in April 2005. It provides integrated Emergency Response services in Public Private Partnership, with a vision to support and build capabilities to promptly respond to millions of emergencies and save lives nationally and establish GVK EMRI as a premier Research and Training Institute.

The guiding operational principle of GVK EMRI’s 108 / 112 service in Sense, Reach and Care.

Sense:  Emergency victim/ attendant dial 108/102. Emergency Response Officer’ Screen helps facilitate and scope emergency, assign strategically located ambulance (Ambulance/ Police/ Fire).

Reach:  Ambulance(s) to reach the site/scene.                          .

Care:  Emergency Medical Technician (EMT) to provide passionate pre-hospital care while transporting patient/ victim to the appropriate hospital for stabilization. Emergency Response Centre Physician (ERCP) advises patient care with the support of ERO, EMT to ensure optimal pre-hospital care.

In Partnership with 17 states (Andhra Pradesh, Telangana, Gujarat, Goa, Tamil Nadu, Karnataka, Assam, Meghalaya, Himachal Pradesh, Chhattisgarh, Uttar Pradesh, Rajasthan, Arunachal Pradesh, Kerala, Delhi & Union Territories (Daman & Diu, Dadra & Nagar Haveli) operates 7,608- 108 EMS Ambulances, with more than 51,000 on roll employees. GVK EMRI started operation in Sri Lanka under PPP mode on 28th July, 2016. The project is supported by GoI.

765 M population covered in 15 States and Union Territories (increasing reach of health care in rural, hilly & tribal areas).

Till date 7.14 crore beneficiaries have availed these services, 5.30 lakh deliveries were assisted and 33.27 lakh lives were saved since inception.

DEVBHUMI DWARKA:HEAD QUARTER KHATE HAJAR RAHI STHAYI FARAJO BAJAVAVA TATHA UPDOWN UPER PRATIBANDH BABAT

DEVBHUMI DWARKA:HEAD QUARTER KHATE HAJAR RAHI STHAYI FARAJO BAJAVAVA TATHA UPDOWN UPER PRATIBANDH BABAT

Students and educators at eligible institutions can sign up for Office 365 Education for free, including Word, Excel, PowerPoint, OneNote, and now Microsoft Teams, plus additional classroom tools. Use your valid school email address to get started today.
Build collaborative classrooms, connect in professional learning communities, and connect with colleagues when you get Office 365 – which includes Microsoft Teams and is free for your entire school. Access all the training and support you need to create a safe, secure, and collaborative learning environment.
When you use Office 365 Education in the classroom, your students learn a suite of skills and applications that employers value most. Whether it’s Outlook, Word, PowerPoint, Access or OneNote, prepare students for their futures today.

Hostel ma raheta student sahay bbt

Hostel ma raheta student sahay bbt

The term teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction.

Your choice of teaching method depends on what fits you — your educational philosophy, classroom demographic, subject area(s) and school mission statement.




Teaching theories can be organized into four categories based on two major parameters: a teacher-centered approach versus a student-centered approach, and high-tech material use versus low-tech material use.

Interested in developing your skills as a teacher? Explore online education short courses designed to give you an in depth understanding of various skills in teaching.

Teacher-Centered Approach to Learning
Taken to its most extreme interpretation, teachers are the main authority figure in a teacher-centered instruction model. Students are viewed as “empty vessels” External link  who passively receive knowledge from their teachers through lectures and direct instruction, with an end goal of positive results from testing and assessment. In this style, teaching and assessment are viewed as two separate entities; student learning is measured through objectively scored tests and assessments.

PANCHMAHAL:ARTHIK STHITI NABALI DHARAVATA BALAKONE SWAICHIK RATION KIT APTI SHALAO

PANCHMAHAL:ARTHIK STHITI NABALI DHARAVATA BALAKONE SWAICHIK RATION KIT APTI SHALAO

Food security, as defined by the World Food Summit (WFS) and the Food and Agricultural Organization, ‘exists when all people at all times have physical and economic access to sufficient, safe and nutritious food that meets their dietary and food preferences for an active life1’. Food security is also linked with a host of other factors, such as, socio-economic development, human rights and the environment. It has political ramifications as well. For instance, the price rise of various foods, such as onions and sugar, was a major issue during the general elections of 2014 in the capital. Therefore, a rise in food prices is bound to have consequences which cannot just be restricted to hunger and malnutrition, but it can also result in increasing health care expenditure and a greater economic burden on the citizens. Poor health and nutrition would also have an adverse impact on education, as children would be forced to stay away from schools. In fragile political and security situations, rising food prices can also trigger unrest and protest, and contribute to conflict.

The serious concerns related to food security in the developing countries have assumed global proportions in the last few years, with a need for urgent action. Henry Kissinger is reported to have declared, at the first World Food Summit, held in 1974, that in 10 years no child would suffer from malnutrition.2 He was, unfortunately, way off the mark in his prediction. The 1996 World Food Summit (WFS) in Rome had pledged ‘…to eradicate hunger in all countries, with an immediate view of reducing the number of undernourished people to half their present level no later than 2015.’3 Further, the first of the Millennium Development Goals (MDGs), established in the year 2000 by the UN, had included the target of ‘cutting by half the proportion of people who suffer from hunger by 2015.’ Progress towards meeting this MDG target (Target 1c) is assessed not only by measuring under-nourishment or hunger, but also by a second indicator, i.e. the prevalence of underweight children below the age of five.4

DEVBHUMI DWARKA:PRATHMIK SHALANA SHIXAKONE PRATIBHASHALI SHIXAK PRAMANPATRA THI PROTSAHIT KARVA BABAT

DEVBHUMI DWARKA:PRATHMIK SHALANA SHIXAKONE PRATIBHASHALI SHIXAK PRAMANPATRA THI PROTSAHIT KARVA BABAT

This booklet is about the most effective methods of teaching. It
has been prepared for inclusion in the Educational Practices Series


developed by the International Academy of Education and distributed
by the International Bureau of Education and the Academy. As part
of its mission, the Academy provides timely syntheses of research on
educational topics of international importance. This booklet is the
twenty-first in the series on educational practices that generally improve
learning.
The booklet author Barak Rosenshine was educated in the schools
of Chicago. He received a B.A. and M.A. from the University of
Chicago and then taught United States History in the Chicago Public


Schools Later, he earned and a Ph.D. from Stanford University. He
has long been on the faculty of the University of Illinois at UrbanaChampaign, which is well known for attracting graduate students from
economically developing countries. Many of these students studied with
Professor Rosenshine. Rosenshine’s work on teaching has been honored
by the American Educational Research Association and the American
Federation of Teachers.
The officers of the International Academy of Education are
aware that this booklet is based on research carried out primarily in
economically advanced countries. The booklet, however, focuses on
aspects of language learning and instruction that are universal. The
practices presented here are likely to be generally applicable throughout
the world. Indeed, they might be especially useful in countries that are
currently less developed economically. Even so, the principles should be
assessed with reference to local conditions, and adapted accordingly. In
any educational setting or cultural context, suggestions or guidelines
for practice requi

CORONA VIRUSE SANDARBHE GRAMPANCHAYATNI FARJO ANE SATTA BABAT

CORONA VIRUSE SANDARBHE GRAMPANCHAYATNI FARJO ANE SATTA BABAT

Topics
Coronavirus
Mexico City: The Mexican brewer of Corona beer said it was suspending production because of the health emergency in the country over the COVID-19 pandemic. Grupo Modelo -- whose brands also include Pacifico and Modelo -- said the measure was in line with the Mexican government's order to suspend all non-essential activities until April 30 to slow the spread of coronavirus.

"We are in the process of lowering production at our plants to the bare minimum," the company said in a statement, adding it would complete the suspension in the following days.

Mexico's government has said that only key sectors such as agribusiness will be able to continue to function.

Grupo Modelo said it was ready to operate with 75 percent of its staff working remotely to guarantee the supply of beer, if the government agreed.


Mexico's other major beer producer Heineken -- which makes the Tecate and Dos Equis brands -- could also stop activities on Friday, the Reforma newspaper said, although the company did not confirm the report.

On Wednesday, the northern state of Nuevo Leon, where Heineken's Mexican operations are based, said it would stop the production and distribution of beer, which led to panic buying.

Since the start of the virus crisis, Corona beer has been the punchline of jokes and memes, and an online rumour said sales in the US dropped by around 40 percent after the outbreak.

However, in late February, Constellation Brands, which owns the Corona label, denied the rumour and said sales had stayed strong in the US even as the virus has spread internationally.


Mexico has so far registered over 1,500 confirmed cases of coronavirus and 50 deaths.

SHALA LIBRARY ANGE VIVIDH SANGRAHO TAIYAR KARVA MATE SHIXAKO PASETHI KRUTI MANGAVAVA BABAT

SHALA LIBRARY ANGE VIVIDH SANGRAHO TAIYAR KARVA MATE SHIXAKO PASETHI KRUTI MANGAVAVA BABAT

The term teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction.

Your choice of teaching method depends on what fits you — your educational philosophy, classroom demographic, subject area(s) and school mission statement.

Teaching theories can be organized into four categories based on two major parameters: a teacher-centered approach versus a student-centered approach, and high-tech material use versus low-tech material use.

Interested in developing your skills as a teacher? Explore online education short courses designed to give you an in depth understanding of various skills in teaching.

Teacher-Centered Approach to Learning
Taken to its most extreme interpretation, teachers are the main authority figure in a teacher-centered instruction model. Students are viewed as “empty vessels” External link  who passively receive knowledge from their teachers through lectures and direct instruction, with an end goal of positive results from testing and assessment. In this style, teaching and assessment are viewed as two separate entities; student learning is measured through objectively scored tests and assessments.

COVID-19 :STAY SAFE ANTARGAT SHALAONE JAN KARVA BABAT

COVID-19 :STAY SAFE ANTARGAT SHALAONE JAN KARVA BABAT

Coronavirus disease (COVID-19) is an infectious disease caused by a new virus.
The disease causes respiratory illness (like the flu) with symptoms such as a cough, fever, and in more severe cases, difficulty breathing. You can protect yourself by washing your hands frequently, avoiding touching your face, and avoiding close contact (1 meter or 3 feet) with people who are unwell.
How it spreads
Coronavirus disease spreads primarily through contact with an infected person when they cough or sneeze. It also spreads when a person touches a surface or object that has the virus on it, then touches their eyes, nose, or mouth.

PANCHMAHAL:FOOD SECURITY ALLOWNCE HETHAL ANAJ TATHA COOKING COSTNI RAKAMNI FALAVANI KARVA BABAT

PANCHMAHAL:FOOD SECIRITY ALLOWNCE HETHAL ANAJ TATHA COOKING COSTNI RAKAMNI FALAVANI KARVA BABAT

Food security, as defined by the World Food Summit (WFS) and the Food and Agricultural Organization, ‘exists when all people at all times have physical and economic access to sufficient, safe and nutritious food that meets their dietary and food preferences for an active life1’. Food security is also linked with a host of other factors, such as, socio-economic development, human rights and the environment. It has political ramifications as well. For instance, the price rise of various foods, such as onions and sugar, was a major issue during the general elections of 2014 in the capital. Therefore, a rise in food prices is bound to have consequences which cannot just be restricted to hunger and malnutrition, but it can also result in increasing health care expenditure and a greater economic burden on the citizens. Poor health and nutrition would also have an adverse impact on education, as children would be forced to stay away from schools. In fragile political and security situations, rising food prices can also trigger unrest and protest, and contribute to conflict.

The serious concerns related to food security in the developing countries have assumed global proportions in the last few years, with a need for urgent action. Henry Kissinger is reported to have declared, at the first World Food Summit, held in 1974, that in 10 years no child would suffer from malnutrition.2 He was, unfortunately, way off the mark in his prediction. The 1996 World Food Summit (WFS) in Rome had pledged ‘…to eradicate hunger in all countries, with an immediate view of reducing the number of undernourished people to half their present level no later than 2015.’3 Further, the first of the Millennium Development Goals (MDGs), established in the year 2000 by the UN, had included the target of ‘cutting by half the proportion of people who suffer from hunger by 2015.’ Progress towards meeting this MDG target (Target 1c) is assessed not only by measuring under-nourishment or hunger, but also by a second indicator, i.e. the prevalence of underweight children below the age of five.4

As regards the MDG 1c, the developing regions, as a whole, have almost reached the target. On the other hand, the Rome Declaration goal of 1996 has been missed by a large margin.5 The under-nourished population of the world, in 1990–1992, was about one billion. This had to be brought down to 515 million. However, as a substantial number of these persons were freed from hunger, the world population also grew, and the number of hungry people stood at 750 million in 2015.

There were also regional variations in the achievement of the MDG 1c across developing countries. In South Asia, progress has been too slow to meet the international hunger targets. India still has the second highest number of under-nourished people in the world, and has not reached the WFS or the MDG targets. However, on the bright side, higher world food prices, observed since the 2000s, have not entirely translated to higher domestic food prices, thanks to the extended food distribution programmes, though higher economic growth has also not been converted to higher food consumption. India’s food security issues date back many years to the time of colonial rule, and are complex, involving problems of production, distribution, storage and dietary mix. They have immense ramifications for the nation’s health indicators and economic development, which can also impinge on national security. This article attempts to briefly trace the genesis of the problem, outline the strategies undertaken by the Indian State to tackle it, highlight various issues related to food security that have figured in the recent public discourse and also explain the response of the State to address the present problems.
This article examines India’s efforts to achieve food security. It traces the problem, from the inadequate production of food grains during colonial times, to the challenges of procurement, storage and distribution of cereals in post-independence India, after achieving self-sufficiency in food production. The establishment of the Public Distribution System (PDS) and its evolution into the Targeted PDS and the National Food Security Act are outlined. The role of the Food Corporation of India and the efforts to improve it, are discussed. A critical analysis of India’s food security system is made in light of present day problems.