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Unit : 9 : Kyoto Protocol.............?
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The Kyoto Protocol is an international treaty which extends the 1992 United Nations Framework Convention on Climate Change (UNFCCC) that commits State Parties to reduce greenhouse gas emissions, based on the scientific consensus that ::::::

global warming is occurring and

it is extremely likely that human-made CO2 emissions have predominantly caused it.

The Kyoto Protocol was adopted in Kyoto, Japan, on 11 December 1997 and entered into force on 16 February 2005.

The detailed rules for the implementation of the Protocol were adopted at COP 7 in Marrakesh, Morocco, in 2001, and are referred to as the "Marrakesh Accords."

Its first commitment period started in 2008 and ended in 2012.

The protocol was developed under the United Nations Framework Convention on Climate Change-UNFCCC.

The participating countries have ratified the Kyoto Protocol and committed to cutting the emissions of the Green House Gases such as :::: Methane (CH4), Nitrous oxide (N2O), Hydrofluorocarbons (HFCs), Perfluorocarbons (PFCs), Sulphur hexafluoride (SF6) & carbon dioxide(CO2).
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Classification Of Parties TO Kyoto Protocol ::::::::
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Annex I : Parties to the UNFCCC listed in Annex I of the Convention. These are the industrialised (developed) countries and "economies in transition" (EITs).

EITs are the former centrally-planned (Soviet) economies of Russia and Eastern Europe. The European Union-15 (EU-15) is also an Annex I Party.

Annex II : Parties to the UNFCCC listed in Annex II of the Convention. Annex II Parties are made up of members of the Organisation for Economic Cooperation and Development (OECD).

Annex II Parties are required to provide financial resources to enable developing countries in reducing their greenhouse gas emissions (climate change mitigation) and manage the impacts of climate change (climate change adaptation).

Annex B ::::: Parties listed in Annex B of the Kyoto Protocol are Annex I Parties with first or second round Kyoto greenhouse gas emissions targets.

Non-Annex I :::: Parties to the UNFCCC not listed in Annex I of the Convention are mostly low-income developing countries. Developing countries may volunteer to become Annex I countries when they are sufficiently developed.

Least-developed countries (LDCs) ::: 49 Parties are LDCs, and are given special status under the treaty in view of their limited capacity to adapt to the effects of climate change.

Mechanisms For Green Investment :::
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Emission Trading ::::  Emissions Trading‐mechanism allows parties to the Kyoto Protocol to buy 'Kyoto units' (emission permits for greenhouse gas) from other countries to help meet their domestic emission reduction targets.

Clean Development Mechanism (CDM) ::::: Countries can meet their domestic emission reduction targets by buying greenhouse gas reduction units from (projects in) non Annex I countries to the Kyoto protocol.

Joint Implementation :::: Any Annex I country can invest in emission reduction projects (referred to as "Joint Implementation Projects") in any other Annex I country as an alternative to reducing emissions domestically.
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Initiatives By India To Counter Climate Change :::::::
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National action plan on climate change (NAPCC) :::::: Government of India has launched eight Missions as part of NAPCC in specific areas which include assessment of the impact of climate change and actions needed to address climate change.

National Solar Mission

National Mission for Enhanced Energy Efficiency

National Mission on Sustainable Habitat

National Water Mission

National Mission for Sustaining the Himalayan Ecosystem

National Mission for a "Green India"

National Mission for Sustainable Agriculture

National Mission on Strategic Knowledge for Climate Change

National Action Programme to Combat Desertification ::::::: 
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It is proposed to initiate activities such as assessment and mapping of land degradation, drought monitoring and early warning system, drought preparedness plans, and on-farm research activities for development of indigenous technology etc.
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अमेरिका के दो संस्थान हेल्थ इफेक्ट्स इंस्टिट्यूट (HEI) एवं इंस्टिट्यूट फॉर हेल्थ मैट्रिक्स एंड इवैल्यूएशन (IHME) ने हाल ही में विश्व भर में वायु की गुणवत्ता से सम्बंधित रिपोर्ट जारी की.....
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इस रिपोर्ट का शीर्षक है - स्टेट ऑफ़ ग्लोबल एयर-2019. रिपोर्ट के अनुसार भारत और चीन में विश्व भर में वायु प्रदूषण से होने वाली 5 मिलियन मौतों का 50% मौजूद है.

रिपोर्ट में कहा गया है कि लंबे समय तक घर से बाहर रहने या घर में वायु प्रदूषण के चलते वर्ष 2017 में स्ट्रोक, डायबिटीज, हार्ट अटैक, फेफड़े के कैंसर या फेफड़े की पुरानी बीमारियों से करीब पूरी दुनिया में करीब 50 लाख लोगों की मौत हुई है.

रिपोर्ट के मुख्य बिंदु ::::::::

भारत में घरेलू प्रदूषण के लिए पीएम 2.5 के मुख्य स्रोतों में कंस्ट्रक्शन से उड़ने वाली धूल, ईंधन के रूप में जलावन का उपयोग, औद्योगिक कल-कारखानों में कोयले का उपयोग, डीज़ल आधारित इंजन एवं अन्य बहुत से कारण उत्तरदायी हैं.

वर्ष 2017 में भारत में 846 मिलियन तथा चीन में 452 मिलियन लोग घरेलू प्रदूषण का शिकार हुए हैं.

रिपोर्ट में पाया गया है कि वायु प्रदूषण के कारण ही टाइप-2 डायबिटीज़ तेजी से बढ़ती है तथा इसके रोगियों को अधिक नुकसान होता है.

रिपोर्ट के अनुसार भारत में स्वास्थ्य संबंधी खतरों से होने वाली मौतों का तीसरा सबसे बड़ा कारण वायु प्रदूषण और इसके बाद धूम्रपान है.

रिपोर्ट में कहा गया है कि भारत सरकार द्वारा प्रदूषण से निपटने के लिए शुरू की गई प्रधानमंत्री उज्ज्वला योजना, घरेलू एलपीजी कार्यक्रम, स्वच्छ वाहन मानक और नया राष्ट्रीय स्वच्छ वायु कार्यक्रम से आने वाले वर्षों में लोगों को महत्वपूर्ण स्वास्थ्य लाभ मिल सकते हैं.

वैश्विक परिदृश्य :::::::::

रिपोर्ट के अनुसार विश्व में 2017 में सबसे अधिक 2.5 हानिकारक अवयव पाए गये हैं. इनमें भारत, बांग्लादेश, पाकिस्तान और नेपाल सबसे अग्रणी देश हैं.

रिपोर्ट में अनुमान लगाया गया है कि यदि प्रदूषण इसी प्रकार बरकरार रहता है तो जीवन प्रत्याशा 20 महीने कम हो जाएगी.

दक्षिण एशिया में भूटान में सबसे कम प्रदूषण पाया गया लेकिन यहां पाया गया 2.5 मानक तयशुदा मानक से अधिक था.

विकसित देशों में ओज़ोन परत को होने वाला नुकसान आज भी एक चुनौती है.
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UNIT 2 : Application of ICT in research
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The Information and Communication Technology (ICT) is an umbrella term that includes any communication device or application, encompassing: radio, television, cellular phones, computer, and network hardware and software, satellite systems and so on, as well as the various services and applications associated with them, such as videoconferencing and distance learning.

ICTs in higher education in not only used in research and academic works but also being used for developing online course material; delivering study content and sharing content with remotely located students; communication between learners, teachers and the outside world; creation and delivery of presentation and lectures; academic research; administrative support, enrollment, test, evaluation and many more....!


Dear Friends, According to Ankushjadhavsir, Generally, ICT helps researcher in the following research related tasks :::::
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• Identify research areas & identify appropriate information sources through searching various online portal.

• Literature survey & critically analyses known information for further reading.

• use information to extend & communicate knowledge across subject area fields with wide community.

• Choose Methods for research (Q&Q)

• Data Collection – manage information/data collectively

• Referencing

• Present / share / disseminate Instantaneous information exchange despite geographical distances, cost less accumulation of data and documents.

• search multiple databases and electronic resources simultaneously.

• retrieve results in a common format to consume.

• link to others individual databases for more specialized searching &

• select favorite resources and e-journals, save searches and records, and setup email alerts....!
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The role & application of ICT in research and Higher Education academic work can be broadly divided into 4 major areas :::::
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• Communication – How ICT has changed the way researcher communicate with other parties.

• Information sharing – How quickly & easily information can be shared across the globe.

• Simulation – Virtual Lab & robotic experiments.

• Evaluation – Various tools and technology for feedback and evaluation.
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UNIT 3 : Tips and Tricks to Solve Reading Comprehension :::::(1)
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Reading comprehension based question are regularly asked not only in NET exam but also in various competitive examination, Many NET candidate feels it difficult to solve the question based on RC in Paper 1 examination.

The most common reason behind this is that the passage asked in the examination are mostly on the topics which we are not familiar and they also contain some hidden motive.

They also contain the contextual meaning which students are not able to identify in the given time.

Let me tell you the truth of reading comprehension exercise. these lengthy passage is not given to you to read them line by line. instead for getting the central theme of passage and testing your vocab.

If you read passage line by line; you are making the biggest mistake as this will take more time than expected and you might end up wasting more time on question which can be easily inference on the basis of component of given passage example.

Most of the time this has been seen that they are taken from famous online journal or Editorial of leading newspaper/ magazine with complicated sentence structure.

Often the vocab used in those passage is not common and you need to stretch your head to get the contextual meaning of passage.

It also depends upon the background knowledge; for example, you might be able to understand economic passage if you are economic students but those who are from literature will face difficulties.

But the Good News is if you follow the methodical approach to solve the RC. you would be able to easily get meaning of passage and able to answer the asked question based on the topic.

How do you cope with above challenges actually becomes a central aspect of how will you perform in reading comprehensions based question in your exam.
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UNIT 3 : Tips and Tricks to Solve Reading Comprehension :::::(2)
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1) Don’t jump to read passage line by line or try to locate the keywords based on the question. You need to identify the background of the given passage and supporting items provided by the author.

‘The Motive’ of the given passage identification is crucial task and once you are done with that your half task is done.

Try to understand the implications and suggestions based on the factual data or support provided in the given passage.

• Topic should be obvious within the first 2-3 sentence of the passage...!

• Try to also find out and Note down the purpose of passage...!

• Think inferences based on Implications...!

2) Identify the type of Question – As I said above don’t read passage line by line. go to question first and then the passage. This will help you to look out for particular answer options.

• Is question based on based on Synonyms and Antonyms, these questions can be answered if you have a good vocabulary and if your vocabulary is not good you need to follow the approach of eliminate and not select to get the required answer. You need to look for contextual meaning of the given ‘word’.For answering vocabulary questions of RC, just read the sentence the word is present in and without looking over at the options, think about the context that word is used in. Then check the options and the nearest assumption is your answer.

• Is question is drawing the inference – You need to make sure that you are applying your understanding and knowledge …you need to confine your understating to the given passage.

• Negative & exception Question – These type of question is common in the examination where you need to identify that which of the following choices is not true or false a corroding to author.

3) QP approach – many authors will say that don’t read passage first read question instead. while some will say read passage and then read question. Both the approach having their own advantages and disadvantages.

The ‘PQ’(Passage then Question) approach will help you if you wish you first read two para and then scan all the questions to see what you can answer and then read further and repeat the question scan.

The ‘QP’ (Question then Passage) approach will help if you read all the question in one go and then passage with the help of ‘Highlighted Keywords’ or theme of passage.

4) Build Habit of ‘ Reading Editorials’ – we all hate reading lengthy newspaper editorials ( t.me/Jansatta_Editorials [click here] ) and often skip that just by looking the title. but if you keep practicing the trick of reading the editorial and summarizing that in few words will help you to solve passage question easily.
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Massive Open Online Courses (MOOC) :::
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It is a free Web-based distance learning program that is designed for the participation of large numbers of geographically dispersed students.

They are changing the world of education by providing free online courses for higher education, executive education, and employee development. These courses are provided by well-qualified lecturers from some of the most renowned institutes in the world.

These courses provide virtual education to people from any corner of the world where there is accessibility to the internet. Massive open online courses are expected to complement the future of higher education in the world.
MOOC has indeed played an important role in democratising education.

Example: The government recently launched SWAYAM platform for open online courses.

India is one of the largest countries in terms of MOOC learners, and MOOCs provide an efficient way to bridge Industry-University divide and upskilling for better opportunities.

India has became the second largest market after the US.

Challenges ::::

However, MOOC platforms have in general failed as compared to the edu-tech startups that charge for every content, because of the low retention rate and rising affluence among students.

Motivation to complete the course, and immediate doubt resolution are learners’ needs which cannot be met by MOOCs and often this leads to drop offs.

The biggest shortcoming of MOOCs, especially when it comes to technical training is the lack of interactivity and real-life projects which live, online learning model can easily provide.

More than 90 per cent of those who sign up for MOOC courses do not complete the courses and this throws up questions about the efficacy of the model.

Way Forward ::::

MOOCs need to take different forms to keep engagement high, monetise for sustaining and staying relevant. Partnered with universities, created tiered approach, enterprise solutions for reskilling and upskilling to reinvent themselves.

For balancing the dichotomy of sustainability and access to all, businesses must look at Freemium models with a layered approach. Different pricing mechanisms for basic, with assignments/grading, with certification or mentor-led levels of the same courses are required.

Freemium is a combination of the words "free" and "premium" used to describe a business model that offers both free and premium services. The freemium business model works by offering simple and basic services for free for the user to try and more advanced or additional features at a premium.

B2B model can be adopted where MOOC platform can partner with several large corporates for skill development of their employees.
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