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National Testing Agency announces dates for CUET-UG 2022
The entrance test will be held between July 15 and August 10 in 554 cities in India and 13 cities abroad.
The Common University Entrance Test (CUET) will be held between July 15 and August 10 for admission to undergraduate courses at several universities in the country, announced the National Testing Agency (NTA).
The exam dates are: July 15, July 16, July 19, July 20, August 4, August 5, August 6, August 7, August 8 and August 10. Entry will be done entirely by computer and candidates will be required to solve Multiple Choice Questions (MCQs).
The NTA said that CUET-UG will be held at different centers located in 554 cities in India and 13 cities outside the country. On average, an applicant applies to more than five universities and there are more than 54,000 unique combinations of subjects chosen by them, the NTA said on Wednesday.
CUET-UG 2022 everything you need to know
The Central University Entrance Test (CUET), which is now required for undergraduate admission to any of the country’s 45 Central Universities, was introduced in April 2022, as announced by the Grants Commission universities (UGC).
All 45 central universities are now required to use CUET, a redesigned version of CUCET. This has happened since the new National Education Policy (NEP) was made public, which supports the requirement of an entrance exam for university admission.
By logging on to cuet.samarth.ac.in, applicants can apply for the entrance examination or make changes to their application. This window opened today, June 23, and will close at 11:50 p.m. M. of June 24.
Applicants will not be able to make any changes to the mobile number, email id and address they previously submitted on the application. However, they will be allowed to modify the following details: class 10 details, class 12 details, test center city selection, test medium, date of birth, gender and category.
Over 9,50,804 applications for admission to CUET-UG 2022 were received from 86 universities for admission. Of which 43 are central universities, 13 state universities, 12 considered universities and 18 private universities make up the rest.
As a result, CUET is now the nation’s second largest entrance exam for undergraduate programs, second only to the NEET UG medical entrance exam. Candidates can choose from any combination of the 33 languages and 27 different courses, and can take the exam in any of the 13 available media.
CUET 2022 consists of three sections. Language proficiency is tested in Sections I (IA and IB), Core Subject Knowledge is tested in Section II, and General Knowledge is tested in Section III of the exam. Here is a detailed explanation of the three sections:
Section-I: The first section of CUET is divided into IA and IB. Fluency in English or one of 12 Indian languages (Hindi, Marathi, Gujarati, Tamil, Telugu, Kannada, Malayalam, Urdu, Assamese, Bengali, Punjabi or Odia) will be assessed in Section IA. The exam will last 45 minutes.
The IB section lists 19 foreign language study programs offered by various central universities. Languages offered include Chinese, Japanese, Russian, Tibetan, French, Spanish, German, Italian, Arabic, Bodo, Dogri, Maithili, Manipuri, Santali, cashmere and others.
Section II: This part will assess a candidate’s knowledge of the core disciplines they wish to study at the undergraduate level. Depending on this, they can choose up to six subjects from a list of 27, including Accounting/Accounting, Biology/Biological Studies/Biotechnology/Biochemistry, Business Studies, Chemistry, Computer Science/Computer Practice, Economics/Business Economics, Engineering Graphics, Entrepreneurship, Geography/Geology, History, Home Science, Indian Tradition and Knowledge Practices, Legal Studies, Environmental Science, Mathematics, PE/NCC/Yoga, Physics, etc.
In the Section II paper, which is also 45 minutes long, a candidate must answer 40 of the 50 questions.
Section III: For all undergraduate programs/programs offered by universities where a general examination is used for admission instead of admitting students based on their scores in relevant subjects, Section III of the CUET will be used . Candidates wishing to enroll in one of these courses will therefore be the only ones to follow it. The one-hour exam will test candidates’ general knowledge, current affairs knowledge, general mental capacity and digital skills. Through the direct application of the fundamental mathematical ideas of arithmetic, algebra, geometry and measurement taught in class 8. Quantitative reasoning will also be assessed. There will be 75 questions in this document, 60 of which need to be answered.
There will be a negative mark for incorrect answers in addition to the marks given to students for each correct answer. An incorrect answer will result in the deduction of one point. Points are not deducted for not answering a question.
National Education Policy 2020
The Union Cabinet on Wednesday approved India’s new National Education Policy for 2020, which includes major reforms in higher education, a greater focus on non-academic skills and greater inclusion through the diversity of languages and mastery of courses.
- Making the announcement, Union Minister Prakash Javadekar said: “Prime Minister Narendra Modi’s office has approved the new education policy for the twenty-first century. This is important, because for 34 years there has been no policy change. educational”.
- Cabinet also approved a proposal to rename the Department of Human Resources Development to the Department of Education.
- NEP 2020, which proposes several structural changes to the early childhood and higher education system, was developed after nearly five years of consultations with stakeholders and the general public.
- The new policy aims to achieve 100% youth and adult literacy in India.
- Announcing the details of the policy, Amit Khare, Secretary of Higher Education, said the government aims to increase public investment in the education sector from 4.3% currently to at least 6% of GDP.
Highlights of India’s new National Education Policy 2020
School Education:
Universal Access: The NEP 2020 has provisions to ensure universal access to school education at all levels- pre school to secondary. Some of these provisions include infrastructure support, innovative education centres to bring back dropouts into the mainstream, tracking of students and their learning levels, facilitating multiple pathways to learning involving both formal and non-formal education modes and association of counselors or well-trained social workers with schools.
- The NEP 2020 also provides for open learning for classes 3, 5 and 8 through NIOS and State Open Schools, secondary education programs equivalent to Grades 10 and 12, vocational courses, adult literacy and life-enrichment programs.
- Through NEP 2020, the Centre hopes to bring back about 2 crore out of school children into main stream.
Early Childhood Care & Education: The 10+2 structure of school curricula is to be replaced by a 5+3+3+4 curricular structure corresponding to ages 3-8, 8-11, 11-14, and 14-18 years respectively. This will bring the uncovered age group of 3-6 years under school curriculum, which has been recognised globally as the crucial stage for the development of mental faculties of a child. The new system will have 12 years of schooling with three years of Anganwadi/pre-schooling. NCERT will develop a framework of the early childhood education of children up to the age of 8.
Attaining Foundational Literacy and Numeracy: A National Mission on Foundational Literacy and Numeracy will be set up by the MHRD. States will prepare an implementation plan for attaining universal foundational literacy and numeracy in all primary schools for all learners by grade 3 by 2025. A National Book Promotion Policy will also be formulated.
Reforms in School Curricula and Pedagogy: The school curricula and pedagogy will aim for holistic development of learners by equipping them with the key 21st century skills, reduction in curricular content to enhance essential learning and critical thinking and greater focus on experiential learning. Students will have increased flexibility and choice of subjects. There will be no rigid separations between arts and sciences, between curricular and extra-curricular activities, between vocational and academic streams. Vocational education will start in schools from the 6th grade, and will include internships.
Multilingualism and the Power of Language: The NEP 2020 advocates for mother tongue/local language/regional language as the medium of instruction at least till Grade 5, but preferably till Grade 8 and beyond. Sanskrit to be offered at all levels of school and higher education as an option for students, including in the three-language formula. Other classical languages and literatures of India also to be available as options. No language will be imposed on any student. Several foreign languages will also be offered at the secondary level.
Assessment Reforms: With NEP 2020, the Centre hopes to shift from summative assessment to a more competency-based regular assessment which tests analysis, critical thinking and conceptual clarity. All students will take school examinations in Grades 3, 5, and 8. Board exams for Grades 10 and 12 will be continued, but redesigned with holistic development as the aim. A new National Assessment Centre, PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development), will be set up as a standard-setting body.
Equitable and Inclusive Education: NEP 2020 provides for setting up of Gender Inclusion Fund and also Special Education Zones for disadvantaged regions and groups. Children with disabilities will be enabled to fully participate in the regular schooling process from the foundational stage to higher education, with support of educators with cross-disability training, resource centres, accommodations, assistive devices, appropriate technology-based tools and other support mechanisms tailored to suit their needs.
Higher Education:
Increase GER to 50% by 2035: NEP 2020 aims to increase the Gross Enrolment Ratio in higher education including vocational education from 26.3 per cent (2018) to 50 per cent by 2035. At least 3.5 crore new seats will be added to higher education institutions.
Holistic Multidisciplinary Education: The policy introduces broad-based, multi-disciplinary, holistic undergraduate education with flexible curricula, creative combinations of subjects, integration of vocational education and multiple entry and exit points with appropriate certification. UG education can be of 3 or 4 years with multiple exit options and appropriate certification within this period. For example, certificate after 1 year, advanced diploma after 2 years, Bachelor’s degree after 3 years and Bachelor’s with research after 4 years.
An Academic Bank of Credit is to be established for digitally storing academic credits earned from different institutes so that these can be transferred and counted towards final degree earned.
Multidisciplinary Education and Research Universities (MERUs), at par with IITs, IIMs, to be set up as models of best multidisciplinary education of global standards in the country.
The National Research Foundation will be created as an apex body for fostering a strong research culture and building research capacity across higher education.
Regulation: Higher Education Commission of India (HECI) will be set up as a single overarching umbrella body the for entire higher education, excluding medical and legal education. HECI will function through faceless intervention through technology, and will have powers to penalise higher education institutions for not conforming to norms and standards. Public and private higher education institutions will be governed by the same set of norms for regulation, accreditation and academic standards.
Rationalised Institutional Architecture: The definition of the university will allow a spectrum of institutions that range from Research-intensive universities to teaching-intensive universities and autonomous degree-granting colleges. Affiliation of colleges is to be phased out in 15 years and a stage-wise mechanism is to be established for granting graded autonomy to colleges. Over a period of time, it is envisaged that every college would develop into either an autonomous degree-granting college, or a constituent college of a university.
Financial support for students: Efforts will be made to incentivise the merit of students belonging to SC, ST, OBC, and other SEDGs. The National Scholarship Portal will be expanded to support, foster, and track the progress of students receiving scholarships. Private HEIs will be encouraged to offer larger numbers of free ships and scholarships to their students.
Open and Distance Learning: This will be expanded to play a significant role in increasing GER. Measures such as online courses and digital repositories, funding for research, improved student services, credit-based recognition of MOOCs, etc, will be taken to ensure it is at par with the highest quality in-class programmes.
Online and Digital Education: A dedicated unit for the building of digital infrastructure, digital content and capacity building will be created in the MHRD to look after the e-education needs of both school and higher education.
Technology in Education: An autonomous body, the National Educational Technology Forum (NETF), will be created to provide a platform for the free exchange of ideas on the use of technology to enhance learning, assessment, planning, administration. Appropriate integration of technology into all levels of education will be done to improve classroom processes, support teacher professional development, enhance educational access for disadvantaged groups and streamline educational planning, administration and management
Promotion of Indian Languages: To ensure the preservation, growth, and vibrancy of all Indian languages, NEP recommends setting an Indian Institute of Translation and Interpretation (IITI), National Institute (or Institutes) for Pali, Persian and Prakrit, strengthening of Sanskrit and all language departments in HEIs, and use mother tongue/local language as a medium of instruction in more HEI programmes.
Professional Education: All professional education will be an integral part of the higher education system. Stand-alone technical universities, health science universities, legal and agricultural universities etc will aim to become multi-disciplinary institutions.
National Criminal Records Bureau (NCRB) recent Data on
Suicides in the agricultural sector have been steadily declining for four years, according to the latest data released by the National Criminal Records Bureau (NCRB).
- A comparative study of accidental death and suicide data published by the NCRB shows that suicides in the agricultural sector fell by 10%, from 11,379 in 2016 to 10,281 in 2019.
- When farmers and farm labor are taken separately, there is a much more pronounced decline in suicides among the latter.
- According to the data, while suicides among farmers (landowners and rental farmers) decreased by 5%, suicides among agricultural workers decreased by 15%.
- It is important to put the 2016 data into context, as that year saw a 21% decrease in suicides by farmers (cultivators) compared to 2015, but a 10% increase in suicides by agricultural workers.
- Overall, suicides in the agricultural sector in 2016 were down from 2015. With two consecutive years of drought, 2015 saw a sharp increase in suicides among producers.
- There were more than 8,000 suicides that year, an increase of almost 40% from 2014.
- In particular, the NCRB released data for the years 2017, 2018 and 2019 together.
- Data for 2017 and 2018 had been excessively delayed.
- The NCRB’s last 2016 report on farmer suicides was released in November 2019.
- The NCRB eliminated the causes of farmer suicides, which included reasons such as “crop failure” and “loans”.
- While data shows that suicides in the agricultural sector decreased by 10% from 2016 to 2019, suicides among producers experienced a steady decline from 2016 to 2018, but registered a marginal increase of 3.4% per year. last year.
- However, suicides among farm workers have steadily declined, from 5,109 in 2016 to 4,324 in 2019.
- In the 2017 and 2018 data released by the NCRB, there is no detailed data on farmer suicides by states. In fact, the 2018 report presented status data for 2008.
- State data for 2019 shows Maharashtra continues to lead with more than 3,900 agricultural suicides, of which 2,680 (65%) are farmers and the rest are agricultural workers.
- Next come Karnataka (1992), Andhra Pradesh (1,029), Madhya Pradesh (541), Telangana (499) and newcomers to the Punjab list (302).
- Madhya Pradesh data shows that the majority of suicides in the agricultural sector have been committed by agricultural workers, not farmers. Of 541 suicides in MP’s agricultural sector, only 142 were farmers. This is not true for any state in the top six.
National achievement survey on November 12, more than 38
The survey, which will cover public, private and government-funded schools, will help assess disruption in learning and new learning during the pandemic and help take corrective action.
More than 38 lakhs of 1.23 lakh students from schools in 733 districts across the country will participate in the National Achievement Survey (NAS) on Friday, according to officials from the Ministry of Education (MoE). The survey, which assesses the skills developed by third, fifth and eighth graders, is conducted every three years. The survey was last conducted in 2017 and was scheduled for 2020. However, due to the COVID-19 situation, it has been postponed until this year.
While NCERT has carried out instrument development, testing, test item completion, school sampling, etc. CBSE will perform test administration at sampled schools in collaboration with States and respective Union territories. The survey, which will cover public, private and government-funded schools, will help assess disruption in learning and new learning during the pandemic and help take corrective action.
The survey is expected to cover approximately 1.23 lakh of schools and 38 lakh of students from 733 districts in 36 states and UT. NAS will take place in languages, mathematics and EVS for grades 3 and 5; Languages, mathematics, science and social studies for class 8; and language arts, math, science, social studies and English for grade 10. The test would be conducted in 22 educational materials covering Assamese, Bengali, English, Gujarati, Hindi, Kannada, Malayalam, Manipuri, Marathi, Mizo, Odiya, Punjabi, Tamil, Telugu, Urdu, Bodo, Garo, Khasi, Konkani, Nepalese, Bhutia and Lepcha.
Over 1.8 lakh of field researchers, 1.23 lakh of observers, 733 district level coordinators and separate district nodal officers, and 36 state nodal officers in each state and UT have been appointed to conduct the investigation smoothly. 1,500 board representatives have been appointed in the districts to oversee the overall functioning and ensure the smooth running of the investigation. All staff have received extensive training on their roles and responsibilities.
The Central Board of Secondary Education (CBSE) has established a national steering committee for the conduct of the NAS. A portal was launched to allow coordination with several key officials to conduct the investigation smoothly. State and district report cards for elementary and middle grades will be published and placed in the public domain.
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NASA data puts Russia and China next on polluter list
NASA data puts Russia and China next on polluter list
For the first time in four years, India’s sulfur dioxide (SO2) emissions have fallen significantly by around 6 % in 2019 compared to 2018, the biggest drop in four years, according to a report by Greenpeace India and the Energy and Clean Air Research Center (CREA).
- However, India remains at the top of issuers for the fifth consecutive year. The report ranks the world’s largest emitters of SO2, a toxic air pollutant that increases the risk of stroke, heart disease, lung cancer and premature death.
- In 2019, India emitted 21% of the world’s anthropogenic SO2 emissions (of human origin), or about 5,953 kilotons per year, or nearly double that of the world’s second-largest emitter, Russia, at 3,362 kt / year. China was third with 2,156 kt per year.
Thermal power plants
- According to the report, the biggest emission hot spots in India are thermal power plants (or groups of power plants) at Singrauli, Neyveli, Sipat, Mundra, Korba, Bonda, Tamnar, Talcher, Jharsuguda, Kutch, Surat , Chennai , Ramagundam, Chandrapur, Visakhapatnam and Koradi. Renewable energy capacity has increased in India’s electricity sector, providing more than two-thirds of the subcontinent’s new capacity additions in fiscal year 2019-2020.
- But most coal-fired power plants in India do not have flue gas desulfurization (FGD) technology, which is required to clean up sulfur emissions.
- “We are seeing a reduction in SO2 emissions in the three main emitting countries. In India, we are seeing how reduced use of coal can affect air quality and health. In 2019, renewable energy capacity increased, reliance on coal decreased and we saw a corresponding improvement in air quality, ”Avinash Chanchal, climate activist at Greenpeace India, said in a statement.
- “But our air is still far from sure. We must accelerate the energy transition from coal to renewable energies, for our health and our economy. As we ensure a just energy transition, with the help of decentralized renewable sources, we must prioritize access to electricity for the poor, ”he added.
Missed deadlines
- In 2015, the Ministry of Environment, Forests and Climate Change (MoEF & CC) introduced SO2 emission limits for coal-fired power plants. But the plants missed the original deadline of December 2017 for the installation of the FGD units.
- Although the deadline has been extended to 2022, as of June 2020, most power plants are operating in non-compliance. The sulfur emissions data were obtained from NASA’s Ozone Monitoring Instrument (OMI), a satellite device, which has been monitoring air quality from space since 2004.
- The Device provides the geographic location and emission rate of hot spots for each calendar year.
- The catalog makes it possible to group the sources detected into four categories; a natural category (volcanoes) and three anthropogenic categories; power stations, oil and gas, and foundries.
Naomi Osaka, US Open victory
With one set and two games behind, Naomi Osaka looked lost to a stunning Victoria Azarenka who threatened to flee with the US Open women’s singles title. A few calibrations and changes of momentum later, the 22-year-old reversed the stage and won 1-6, 6-3, 6-3, becoming the fourth woman in the Open Era to win a final of the Grand Slam. after losing. the first set 6-1 or 6-0. Here are some key points;
Azarenka service
- Osaka started the game extremely flat, not even playing “70%” by his own assessment. But it was Azarenka who crushed her young opponent. In the first set of 27 minutes, Azarenka missed a serve of 17, a first serve rate of 94%.
- The second set was 78%, still above her tournament average of 72, but Azarenka’s serve fell slightly, as did her chances. On average, the 31-year-old’s first serve is not the fastest at 156 km / h, and the second is 25 km / h slower. But she was hitting corners and opening angles against a moving Osaka in the first set.
- When the precise attack gave way to more service errors, Osaka replied: He won 53% and 50% received points after 24% in the first set. Osaka won 5/9 and 9/13 points with Azarenka’s second serve in the last two sets. Osaka service
- Another 180 total from the first set. While Azarenka was frying, Osaka became more daring. After starting with a 64 first serve percentage, two double faults and no aces, Osaka recorded 77% first serves, zero double faults and five aces, including a pair at 2-1 to keep the love-15 and consolidate. the break.
- Osaka serves a lot, 20 km / h faster than Azarenka, but on Saturday it was used a lot in the important moments. And Azarenka, considered one of the best among women, felt the heat. The Belarusian won 14 of 25 receiving points in the first set, then 8 of 22 in the second.
Backhand battle
- Osaka’s flashy backhand isn’t as effective as the forehand, and Azarenka has targeted the weaker side, often hitting the Japanese in the first set. But when he recovered, his backhand improved as well.
- While the hit ended with two winners and five unforced errors in the first set, Osaka’s backhand was 3-2 in the second. As with the first serves, Osaka also turned things around in the backhand battle.
- Small adjustments, like going down center court and anticipating reach, allowed him to attack the opponent’s backhand. Azarenka’s setback went from 4 winners-1 direct error in the first game to 3-6 in the second.
Close it
- As after the first set, the match seemed certain after the second; only this time it seemed to be on the osaka highway.
- In the decider’s third game, he beat Azarenka with a winning backhand at the end of a 16-stroke game and consolidated at 0-40 to bring him to 4-1. And then Azarenka broke it the next time she served.
- The tides could have turned a second time and Osaka could have given up. Instead, the 22-year-old responded immediately, recovered the serve and shut it down.
- Both players were aiming for their third Grand Slam title. And while Osaka’s older nine-year-old Azarenka has more experience, her rival has more recent experience beating the big boys. Osaka now has three major titles in three years. Azarenka’s last triumph came at the 2013 Australian Open.
- Osaka was also more efficient at deciding outfits. While their overall record for wins and losses in the third set is 74-36, Osaka is 29-4 since winning the 2018 US Open. In the same period, Azarenka’s record in the decision making is 13-13, up from 107-76 in total.
- The score and performance reflect Azarenka’s 1-6, 6-3, 6-3 semi-final victory over Serena Williams; a crash that saw the latter fade after a good start. Saturday. Azarenka looked like she was running out of gas. During a change at the end of the third set, Azarenka got up and stretched.
Mumbai Power Cut
Large blackouts like the one that hit Mumbai and neighboring areas on Monday morning (October 12) can be dangerous events for those affected. In addition to hampering homes and people trying to use public transport, vital hospital systems, student exams and hearings have been affected in Mumbai after a power outage.
What happened?
- As of Monday morning, around 50 billion homes and operating businesses in Mumbai suffered power outages.
- In the midst of rush hour, Mumbai commuter train services were disrupted for more than two hours, forcing commuters, mostly essential commuters, to switch to other means of transportation or abandon their travel plans.
- The Bombay High Court hearings have been postponed. Domestic water supply to households at the ends of the water supply network has been affected. Traffic lights have run out of power in Mumbai.
- To ensure that Covid-19 and non-Covid healthcare facility operations, particularly intensive care unit operations, are not impacted, the Mumbai municipal commissioner has ordered that “all hospitals have a sufficient supply of diesel for at least eight hours ”.
- Officials at the Mumbai disaster control room were also asked to put private mobile diesel generators on hold.
- Power generators were used to conduct the common state entrance exams, which began Monday, with the first exam shift between 9:30 a.m. and 12:30 p.m. in the middle of the blackout.
- Last year, ongoing online exams at various universities could not be completed due to the disruption.
- At Kishanchand Chelaramani (KC) College in South Mumbai, Principal Hemlata Bagla issued a notice that read: “All students are hereby informed that due to a massive blackout all undergraduate exams and postgraduate studies are postponed to Sunday, October 18. will remain the same. “
- Fortunately, airport services were not affected by the blackout.
“The airport has a backup plan that kicks in in seconds in the event of a power failure. As a result, operations at the airport are normal, ”
said an official statement issued by a spokesperson for Mumbai International Airport Limited.
- The power supply was cut off around 10:15 a.m. At noon, supplies were restored to Navi Mumbai, Thane and parts of Mumbai including the Mumbai High Court.
Why was this unusual?
Power outages in the commercial capital and its satellite cities are rare compared to other parts of the state. In fact, the Western power grid serving these areas is designed to provide efficient power 24/7 to meet the needs of the Indian financial nerve. It has been several years since a major blackout has been observed in the city and outlying areas. That is why it is a rare event.
But what caused the blackout? Who to blame?
- According to Maharashtra Energy Minister Nitin Raut, the power outage was caused by a technical failure in one of the power supply circuits of the Maharashtra State Electricity Transmission Company Limited’s 400 KV power station in Kalwa-Padgha, near of Thane.
- The electrical load on the tripped circuit had increased as a result of ongoing repair and maintenance work on the station’s other power circuit. In a video message to electricity consumers, Raut said that work was underway to restore power to a war footing.
- Adani Electricity, which supplies electricity to the majority of households in the Mumbai suburbs, tweeted: “There is a major failure in the power grid as the supply is affected in most areas of Mumbai.
- In accordance with network security protocols, Adani Power System currently provides around 385 MW for critical services in Mumbai through the Dahanu Power Station.
- He added that “our teams are working to restore supplies to the affected areas as soon as possible. We are sorry for the inconvenience caused.
Multi-Mode Hand Grenade (MMHG)
The Defense Ministry announced Thursday that it had signed a contract with a Nagpur-based private entity to supply 10 lakh of locally designed and developed Multi-Mode Hand Grenade (MMHG) units to the Indian Army at a cost of over Rs. 400 million. These grenades will replace the World War II 36M “Mills Bomb” type hand grenades now used by the military. A look at the features of MMGH and why they are considered an improvement over those currently used.
Grenades # 36 currently in use
- At the beginning of the 20th century, the military around the world began to use fragmentation grenades, the projectiles of which are structured in such a way that they break into small fragments that can cause more damage after the explosion.
- It has been given the special pineapple look because the outer segments and grooves help fragment the carcass.
- On the upgraded designs, the grooves and segments were positioned from the inside and the pineapple outer frame was also kept for better grip.
- For several years now, the Indian Army has used the 36M hand grenade from the WWII era.
- The number refers to a variant of the “Mills Bomb” which are grenades of British origin and these grenades are also shaped like a pineapple.
- These grenades can also be fired with the rifle. The 36Ms were manufactured by the Ordnance Factory Board (OFB) facilities for the armed forces.
The multimode hand grenade
“Natural fragmentation grenades have long been used by infantry around the world. The Indian Army still uses the 36M, a grenade that also has serious reliability issues and an uneven fragmentation pattern that makes it dangerous even to the launcher. The multimode grenade was developed to overcome these shortcomings. It uses preformed cylindrical mild steel fragments to achieve a uniform distribution, ”
says the official website of the Terminal Ballistics Research Laboratory (TBRL) of the DRDO facility, which developed the MMHG.
- The MMHG can be used in two different structures, resulting in two different modes; defensive and offensive.
- The grenades used by forces in India so far have been mainly defensive mode grenades, which means that they must be thrown when the launcher is covered or covered and the target is in an open area and it can be damaged by fragmentation.
- On the other hand, offensive grenades do not fragment and the opponent is injured by the explosion or is stunned while the launcher is safe.
- For MMHG defensive mode, the grenade has a fragmented sleeve and a lethal radius of 10 yards.
- In offensive mode, the grenade is drawn and used primarily for blast and stun effects. In attack, it has a lethal radius of 5 meters from the point of explosion.
MMHG supply
- The procurement section of the Defense Ministry on Thursday signed a contract with Economic Explosive Ltd (EEL is a subsidiary of the Nagpur-based solar group) to supply 10 lakhs of MMHG to the Indian army at a cost of around Rs 409 crore.
- To test the grenade in the field, the DRDO transferred the technology to the company four years ago. The grenade has been tested in various types of conditions and is said to have achieved 99% safety and reliability.
“This is a flagship project showing a public-private partnership under the aegis of the Indian government (DRDO and the Ministry of Defense) enabling” AtmaNirbharta “in advanced munitions technologies and achieves 100% native content “.
The press release of the Ministry of Defense in this regard says
- Authorities said development of the grenade began about 15 years ago, and along with the installation of the DRDO, the military and OFB establishments also played a role in the development.
- According to the company’s website, the product has a shelf life of 15 years from the date of manufacture if stored under normal circumstances.
- The website also says that the product has two delay tubes for added safety and 3,800 uniform shards for increased lethality.
MSP increased for six crops
In the earliest announcement of minimum support prices in at least a decade, Agriculture Minister Narendra Singh Tomar told Lok Sabha that the cabinet had approved increases in the MSP for six crops, including a 2.6 % increase in wheat. Last year, the MSP for wheat increased 4.6%.
- This comes amid vehement protests from farmers, who fear that further agricultural marketing reforms will lead to the phasing out of MSP and public procurement.
- The MSP is the rate at which the government buys crops from farmers and is based on a calculation of at least one and a half times the cost of production borne by farmers.
- The MSP for wheat will be increased from 2.6% or Rs 50 per quintal to Rs 1,975 per quintal for the next winter harvest season or rabi, according to the decision made on Monday by the Cabinet Committee on Economic Affairs.
- MSP levels also increased for five other winter crops: barley, gram, masur dal, safflower, rapeseed and mustard.
- For more than a decade, MSPs have been announced for the rabi season in October or November, when winter planting begins.
- However, this year’s MSP announcement comes just a day after Parliament passed two controversial bills, which will facilitate contract farming and the sale of agricultural products outside the notified mandate of the agriculture produce Market Committee (APMC), where the majority of acquisitions are made.
- Opposition parties and various farmer groups, including those affiliated with the RSS, have warned that the new legislation will lead to a dilution of the MSP regime and public procurement.
- They ask the government to include a legal guarantee for MSPs to ensure that neither public nor private buyers pay lower rates than MSPs, whether the sales are made inside or outside mandis.
- In fact, only a small percentage of farmers can sell to the government at MSP rates, although Tomar said purchases have skyrocketed in both quantity and value under the BJP government.
- In 2019-2020, the government bought 36% more wheat compared to 2013-2014, with an 85% increase in value, according to data provided by the Ministry of Agriculture.
- Regarding the purchase of rice, there was an increase in the quantity of 114% during the same period, with an increase of 192% in value.
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