Sunday, October 2, 2016

ख़याल

तुमसे प्यार करना और वफ़ा की उम्मीद रखना
ठीक वैसा ही हैं
जैसे पानी की सतह पर
लिख देना एक कविता
और उम्मीद करना की
मछलियाँ इसे गाकर सुनाएंगी............
.. अज्ञात
.
.

ज़मीर ज़िंदा रख,
कबीर ज़िंदा रख,
सुल्तान भी बन जाए तो,
दिल में फ़क़ीर ज़िंदा रख......

हौसले के तरकश में,
कोशिश का वो तीर ज़िंदा रख,
हार जा चाहे जिन्दगी मे सब कुछ,
मगर फिर से जीतने की वो उम्मीद जिन्दा रख.......
.. अज्ञात 

Monday, May 2, 2016

A modest thought on CBSE paper of XII Mathematics 2016

I am not a teacher of Mathematics in any school and I don’t teach in any institute either, nor do I have any coaching institute. This is has been written by me simply to share my views as a common man on the gradual and perpetual deterioration in studies of Mathematics. Basically certain segments of this paper are addressed to students of XI-XII (with Mathematics) and hence I have divided this article in two parts, one, about the CBSE paper of XII Mathematics, 2016, and two, about the exquisiteness and elegance of mathematics.
.
There was a big hue and cry on the issue of the questions in the CBSE paper of XII Mathematics (held on 14th March 2016) being very difficult. On 20th March 2016, Hindi newspaper दैनिक भास्‍कर published a big write-up with the caption “तीन घंटे में तो टीचर भी हल नहीं कर सकते गणित का ऐसा पर्चा” on how the students suffered miserably due to the paper not only being lengthy but also being out of course.
I went through all the 26 questions of the Maths paper and solved it.
Strange is: The paper is not only from within the syllabus, it is one of the easiest of those of preceding years. And I have tried to look into why and how a teacher (a real teacher) of mathematics cannot solve such a simple paper in three hours.
Stranger is: Almost 80-90 percent of students of XII (PCM) are attending Maths coaching in highly prestigious institutes, and claiming the paper to be tough.
Strangest is: To understand what the student are studying and what they are being taught in their schools and in their coaching. I feel surprised at the (low ??) level of art of teaching of Mathematics at school and at coaching institutes when I find that many students of Maths XI class are not able to answer some very basic questions, like: why do we need to introduce radian in place of degree for measuring angle and what is one radian?, and why do we have a chapter in XI Maths with title ‘Trigonometric Functions”, and not “Trigonometry” only?, and What is the difference between Relation and Function?, and many more.
Further to my astonishment, in many supplementary books of Mathematics I see the most tedious methods of solving even the easiest problems. In one (so very famous??) supplementary book of Maths XI, I found that the author was explaining the two forms of ellipse (One having major axis along X axis and another having major axis along Y axis) in most ridicules way, where this book says: always make ‘a’ and ‘b’ the denominators of X and Y respectively for both the type of ellipse. This means for first type of ellipse ‘a’ shall represent major axis, and for second type of ellipse ‘a’ shall represent minor axis.
What rubbish? This makes even the prudent student scare of problems related with conic section because he will have to remember two different sets of formulae for two types of ellipse which he would not have done, had he would have taken ‘a’ always a major axis (This is what is precisely done by NCERT). Similar problem arises in case of Hyperbola if the student goes by the opinion of author of that supplementary book. 
In the same book for XII Maths, in Relations and Functions, the author defines two functions, f and g; and asks the students to work out ‘fog’ and ‘gof’ and writes in brackets ‘if they exist’. This question gives the impression that ‘fog’ or ‘gof’ may either exist or may not exist, which otherwise means that occurrence of ‘fog’ (or ‘gof’) is one of two mutually exclusive events, i.e. occurring or not occurring.
Preposterous. Isn’t it? For, for any given two functions ‘f’ and ‘g’, the ‘fog’ or ‘gof’ may exist for segmented intervals, and may not exist for many other segmented intervals. For example, if ‘f’ is sin x, and ‘g’ is log x; then ‘fog’ is ‘sin log x’ and ‘gof’ is ‘log sin x’. Obviously, ‘fog’ i.e. ‘sin log x’ exists for all x belonging to positive real numbers but does not exist for negative real numbers. Similarly, ‘gof’ i.e. ‘log sin x’ exists for segmented intervals like, {0,π}, {,3π}, {,5π}, {,7π},…., {2nπ,(2n+1)π} but does not exists for {π,2π}, {,4π}, {,6π},…., {(2n-1)π, 2nπ}. There are question galore in this (these) supplementary book(s) where the छात्र मात्र अपना सिर धुन सकता है.
I find that almost all school teachers of Maths are heavily banked upon making use of supplementary books in the class. Why? The reason is clear. This activity does not promote the (mathematical) intellect of the student; rather promote the sale of the book.
Hence, if by any chance, the paper of XII Maths is set in such a way which demands some basic understandings of concepts of mathematics, the students – nay – teachers implore the (so called) difficulty level and total google is flooded with news items of how the students have been metal-tortured by this paper, and a debate has been asked for in the Parliament, the HRD Minister has been requested to intervene and so on. Some instances of this hue and cry are given below:
1.     People's view on CBSE Class 12 Mathematics paper 2016
(http://indiatoday.intoday.in/education/story/cbse/1/622550.html)

2.      CBSE Class 12 Maths exam 2016: Remedial steps promised to soften 'very tough' paper blow (http://indiatoday.intoday.in/education/story/cbse-maths-paper-remedial-steps/1/622518.html)

3.      CBSE Class 12 Maths exam 2016: Board sets up committee of subject experts (http://indiatoday.intoday.in/education/story/cbse-class-12-maths-subject-expert/1/622400.html)

4.      CBSE Maths paper: Govt favours inquiry, Board denies question paper leak (http://indianexpress.com/article/education/cbse-class-12-maths-paper-leak-govt-favours-inquiry/)
5.      ‘Tough’ Class XII paper: Maths test concerns could be due to changes in curriculum, says CBSE (http://indianexpress.com/article/education/tough-class-xii-paper-maths-test-concerns-could-be-due-to-changes-in-curriculum-says-cbse/)
6.      CBSE class XII students in tears after math exam (http://www.thehindu.com/news/cities/chennai/cbse-class-xii-students-in-tears-after-math-exam/article8354049.ece)

The furor is multi-dimensional. There are statements of saddened students from all across the country, statement of teachers cursing CBSE, but never looking into their own selves as to what quality of study they have bestowed upon their students, and what education they are imparting. A phobia of Mathematics is engulfing all students and not only coaching institutes are practicing billowing of this phobia in order that more and more students come to them; the supplementary books are solving the problems in lengthier way.
I come to the paper. I have in my hand the Set 3 of the Mathematics paper (CBSE, XII, 2016). This question paper is available in public domain at
For the first six questions of one mark each, the public outcry (created more by media) is much about their being very lengthy. Strange, the first three questions are from three questions are from Vector and 3D Geometry, and are so very easy. Each question demands only 2-3 lines from a student.
Question 1 is based on a very simple formula (NCERT Maths II, 10.5.3, Page 438}.
Question No. 2 is just a matter of simple understanding. Any cross product of two vectors gives a vector perpendicular to the two vectors, and hence we have two such vectors equal and opposite. In question 3, if the student knows how to put an equation of a plane in intercept form, and how to change the equation of a plane from Cartesian form to Vector form, there is nothing typical in this question.
Question 4 is a matter of two lines as it is (x+3)(2x) – (-2)(-3x) = 8. Question 5 is a matter of just one matrix, but the student must remember that in case of some X = AB (where X, A and B are matrices of compatible order for multiplication), the elementary column operations are applied on second matrix of RHS (NCERT Maths, I, Page 92, 3.8.1).
Though Question 6 appears to be from Matrices, it is virtually a question involving ‘Fundamental principle of counting’ which the students learnt in XI in Permutations and Combinations {A similar question is given in NCERT Maths I, Exercise 3.1, Question 10}.
Hence, prima facie दैनिक भास्‍कर का यह कथन ठीक नहीं है कि एक अंक वाले सवालों को हल करने में 5-6 मिनट का समय लगा.
Similarly, in Section B, all questions (from Question nos. 7 to 19) are very simple. Both the options in first question (Question no. 7) are from Definite Integral and in option 1, the use of IV property of Definite Integral makes it solvable in 5-6 lines. Question 8 is from Probability and does need some brain storming, but first option is quite easy. Question 9 is such an easy question when the student puts x2=t, and solves it by applying partial fractions. Question 10 is easy where the derivative is to be worked out using parametric coordinates. Solution to question 11, pertaining to Three D Geometry, is a matter of hardly 5-6 lines as when a straight line crosses XZ plane, the Y coordinate of point of cross is equal to zero. Question 12 of Indefinite Integral is very easy. Question 13 has come from Tangent and Normal and is an easy question which is solved once the derivative of the function of the curve is taken at the given point.
Question 14 is easy one from Matrices and Determinants, where two simultaneous equations in two variables are formed, and solved. Question 15 is a homogeneous differential equation, and is very easy to solve in 5-6 lines by putting y=vx, and then differentiating with reference to ‘x’. Question 16 is from Vectors, and first part is easily done by using parallelogram rule of summation of two vectors, hardly a matter of 4-5 lines; and second part uses the formula of area of a parallelogram equal to product of diagonals divided by 2. Easy.  
The Question 17 is from Inverse Trigonometric Functions. The option one of this question  is a very easy question, and is solved in hardly 6-7 lines by taking sin inverse(x-1) = sin inverse(x) - Cos inverse(x), and taking sin of both the sides, and applying sin(A-B) = sinAcosB - cosAsinB. The second option is again not difficult and is done the same way the first option is solved. The first option of question 18 is from differential calculus and is done by putting y = u+v where u and v are two given functions of ‘x’, and derivative of y is obtained by first taking log of u and v separately and differentiating with respect to ‘x.’, really a very easy question (NCERT Maths Part I, Exercise 5.5, question 9}. But the second option of this question, which is question of second order differentiation, is one of the easiest questions and takes hardly 4-5 lines to solve it completely. What more do you require from a question of Mathematics, which fetches you 4 marks out of 4 by writing simply 4-5 lines. And it is virtually the same question as given in NCERT (Maths Part I, Exercise 5.7, question 13}.
And finally question number 19 from Section B is so very simple. In fact, it is a solved example in NCERT, II (Example 25, page 415). A student must understand that any circle in II quadrant will have negative x coordinate and positive y coordinate for the centre of the circle, and the radius of family of this type of circles will be equal to the numerical value of either of the coordinate. Hence, this family of circle can be represented by (x+a) square + (y-a) square = ‘a’ square, where (-a, a) are the coordinates of centre and ‘a’ is the radius. The question is very easy.
Similarly, in Section C (from question no. 20 to 26), again, not all questions are very difficult, and are from within the syllabus. The first question (question no. 20) is from Areas of the curves using Definite Integral. This question divides the total region into three segments, and three areas, using definite integral, have to be worked out. The question number 21 is from Relations and Functions and is a traditional question, and is not difficult.
The first option of question 22 is from Determinant and it seems (when you look at it) to be a very lengthy question. But it is a question of hardly 5 variations of the given determinant after applying two elementary column operations, i.e. C2 becomes C2-C1, and C3 becomes C3-C1. Finally you get A=B=C, which proves that the triangle ABC is isosceles. What more do you expect from a question to get 6 out of 6 by solving a question in 6 variations of the given determinant.  The second option is from Matrices and Determinants and forms three simultaneous linear equations in three variables which are then solved using Matrices (X = A inverse B, where X, A and B are matrices of compatible order for multiplication). This is an easy question but its solution is much lengthier than that of the option 1.
Question 23 is from Linear Programming and is a kind of diet problem. It is a traditional question and easy one.  The student must take care in plotting the graph.
Question 24 is from 3D Geometry, though, in the question, the point P and the plane have been given in Vector form. The question is easily solvable once the Vector form is converted into Cartesian form. Question 25 has two options, from Applications of Derivatives (Maxima and Minima) and answers to both the questions are lengthy, but the option 2 is simpler. Question 26 is from Probability and is very easy.
I repeat that I am not a teacher of Mathematics in any school and I don’t teach in any institute either, nor do I have any coaching institute. But, to vindicate my point of view that the paper was not that tough that was media-hyped, I myself have solved certain questions of this paper. A pdf file containing 26 pages and having solutions (as done by me) to Question Nos. 7 (first option), 8 (second option), 9, 10, 11, 12, 13, 15, 16, 17 (both options), 18 (second option), 19, 20, 22 (first option), 24, 25 (second option) and 26 is available in public domain at https://drive.google.com/file/d/0B2U2iudPu5ssSW5ONGllYkExNkU/view?usp=sharing.
I have solved these questions simply to convey the effortlessness these questions are carrying vis-à-vis the hardship that was cried for.
About the gradual loss of exquisiteness and elegance of mathematics.
I find that the standard of teaching mathematics (particularly in most of the schools, nay, public school) is diminishing. The teachers don’t do any brain-storming, or any R&D in providing newer ways of solving problems. They are teaching mathematics simply for the sake of teaching and not for letting the students savor the classical aspect of mathematics. I tell you my point of view. I developed a knack for Maths which culminated in true love for mathematics, not because I was very good at Maths in my school or college days, but because I was taught Maths by some of best brains of the subject. Though they were not IITians, they had that inkling which made the most boring subject i.e. Maths most romantic to me. These teachers included those of Hindu Inter College Amroha, those of Meerut College, Meerut (Some big names I feel proud of paying my gratitude include Mr. M L Khanna, Mr. A R Vashishtha, Mr. S N Goel, Mr. B D Gupta, Mr. S D Sharma and many more). All these stalwarts are known not only for the classical techniques of teaching Mathematics but also for the books they wrote and which I still possess in my library, which again I am proud of.
I remember, in eighties, when me and many friends of mine were doing their XII with PCM in UP, there was no occurrence of suicides of students due to Mathematics or Physics or Chemistry. The syllabus of Mathematics was vast, really immense. We had 7 books of Mathematics in XI-XII and the Board Paper of XII covered the syllabus for both the years and there were three papers for Mathematics. क्‍या शानदार दिन थे. There were no coaching institutes and if there were some private tutors for Maths and Physics, our parents could not afford. And we enjoyed Mathematics.
The coaching came into vogue in Nineties.  And since then, Mathematics started losing its lure. The teachers in school started failing in invoking interest in students for Mathematics and they finally submitted themselves to a large market of supplementary books and became a puppet in the hands of coaching institutes. And this resulted into what? This resulted into a perpetual destandardizing, debunking and destabilizing of government schools where, once upon a time, the invaluable treasure of teachers of Mathematics and Physics was preserved, nourished, refined and cultured. I remember, when I joined Meerut College, Meerut for B.Sc (PCM) after doing XII from Amroha (UP), the Government Inter College, Meerut (GIC, in short) had a very big name, fame and charisma. I remember, apart from some of the outsider students like me, most of the students were from GIC and they were superb in all three subjects, i.e. Physics, Chemistry and Mathematics.
I learn कि जीआईसी तो ज़मींदोज़ हुआ जाता है और उसके स्‍थान पर अनेकों पब्लिक स्‍कूल्‍स की इमारतें खड़ी हो गई हैं. और कमोबेश यह स्थिति हर शहर के सरकारी स्‍कूलों की है and I lament.
Doing Mathematics is fun, thrill and excitement. I don’t know why the teachers don’t make themselves belong to the subject. Why don’t they open before the students the euphoria Mathematics possesses? It is only Mathematics that helped human race to achieve greater insights into the enigma of nature. Could we expect happening of various discoveries of Physics, both Mechanical (Newtonian) and Quantum, without deploying the means of differential and integral calculus in general or of concepts of infinite limit in particular? If you look at the NCERT books of Physics (and of Chemistry too) for XI and XII, you will see that more or less every discovery is associated with use of Mathematics. But the most astonishing and most divine feature of Mathematics is to reach same result in solving any problem while using different methods of solving. For example, if you have to find the area of a triangle, the two most elementary and traditional but different methods which are learnt in early classes are ‘half of base into height’ or ‘square root of {s(s-a)(s-b)(s-c)} where s is ‘half of a+b+c’ and where a, b, c are the three sides of the given triangle. Later, one learns use of trigonometry in finding out area of a given triangle provided one side and one angle is given. You get the same result. Later in XII class, you learn two different methods. These are: use of integral calculus (area of curves) and use of determinants. You get the same results.
Similarly, in XII Maths, the three dimensional geometry is taught using vectors, while the two are entirely two different branches of pure mathematics. The fact is that in their modern form, the vectors were discovered late in the 19th century when Josiah Willard Gibbs (US) and Oliver Heaviside (Britain) independently developed vector analysis to express the new laws of electromagnetism discovered by the Scottish physicist James Clerk Maxwell, while, the concepts of 2D geometry and of 3D Geometry are much older. Further, see the example of simultaneous linear equations (say in three variables). You solve it by traditional method of replacement or by use of matrices and determinants (XII class), you get the same result.
Hence, enjoy Mathematics, never be scared of it. Calculus (particularly differential calculus) becomes too tough to grasp if the student (or the teacher) sidetracks its understanding through graphs. Make preparations right from the beginning under certain strategy, especially for six marks questions which are seven in numbers. At least three chapters which don’t require any previous knowledge of something or prerequisites and which give you at least three questions of 6 marks are: Linear Programming (LP), Probability and Matrices & Determinants. LP in XII class is very easy, as in XI class you have already learnt to draw the graph of the problem. In XII class, you have to frame the problem, draw the graph and solve it. So take these three chapters from very beginning and do as much questions as possible. Apart from this, remember that the first chapter (Relations and Functions) may be a bit difficult if you don’t have proper ideas of relations. This is a chapter which should be taken care of regularly throughout the year. You can always expect a six marks question from this.
Always learn the basics of everything in Mathematics. And if you have selected something in Mathematics, do everything of that something. There are no shortcuts in Mathematics. Sharpening of Mathematical inkling will make you understand other subjects in a more analytical way. Further, Mathematics gives you an edge over other candidates in any competitive exam. Remember, it is the Mathematics only which disconnects Maths students from non-Maths students in scoring marks and in giving an extra edge in any competitive exam.
God Himself has created integers, Calculus is another Avatar of God, and hence here is an appeal to all students of Mathematics. Do Mathematics the way you worship God. You will get results, better results and best outcomes from within you.
Regards
.. Sanjay Mohan Bhatnagar (Bhopal)
anukriti.maths@yahoo.in

8871503701

Monday, August 31, 2015

A landmark decision of Supreme Court regarding communication of entries in ACR of government officials

The government employees must go through a Supreme Court decision (Civil Appeal 7631 of 2002, Dev Dutt Vs. Union of India and others) decided by Justice Markandey Katju and another on 12th May 2008 on service matters, wherein the fact was that for the promotion to the post of Superintending Engineer, the candidate must have had 'very good' entries in annual CR for the last five years, and the candidate was not communicated about his grading, which otherwise was 'good' for one year and thus he lost an opportunity of promotion.
The honorable court, while holding that the 'good' entry should have been communicated to the appellant so as to enable him to make a representation ……., held, inter-alia,:
1. In this situation, the 'good' entry in fact is an adverse entry because it eliminates the candidate from being considered for promotion.
2. Thus, nomenclature is not relevant, it is the effect which the entry is having which determines whether it is an adverse entry or not.
3. It is thus rigors of the entry which is important, not the phraseology.
4. The grant of a 'good' entry is of no satisfaction to the incumbent if it in fact makes him ineligible for promotion or has an adverse effect on his chance.
5. Every entry (and not merely a poor or adverse entry) relating to an employee must be communicated to the employee concerned within a reasonable time, so that he may have an opportunity of making a representation against it if he is aggrieved.
6. Even an outstanding entry should be communicated since that would boost the morale of the employee and make him work harder.
## Sanjay Mohan Bhatnagar

सरकारी सेवाओं में एसीआर मेंं प्रविष्टि पर सुप्रीम कोर्ट का महत्‍वपूर्ण निर्णय

सरकारी कर्मचारियों को सेवाओं के मामले में उच्चतम न्यायालय (न्यायमूर्ति मार्कंडेय काटजू और एक अन्य) द्वारा दिनांक 12 मई 2008 को निर्णीत (Civil Appeal 7631 of 2002, Dev Dutt Vs. Union of India and others) फैसले को अवश्‍य देखना चाहिये जिसमें यह तथ्‍य थे कि अधीक्षण अभियंता के पद पर पदोन्नति के लिए उम्मीदवार की पिछले पांच वर्षों के लिए वार्षिक सीआर में 'बहुत अच्छा' प्रविष्टियाँ होना चाहिए था, और उम्‍मीदवार की एक वर्ष की प्रविष्टि 'अच्छा' थी, जिसके बारे में उसे सूचित नहीं किया गया था, और इस तरह उसको उसकी ग्रेडिंग के आधार पर पदोन्नति के अवसर से वंचित किया गया।
माननीय न्‍यायालय ने अन्‍य के अतिरिक्‍त यह निर्णीत करते हुये कि उम्‍मीदवार की वार्षिक गोपनीय चरित्रावली में 'अच्छा' प्रविष्टि को अपीलार्थी को संसूचित किया जाना चाहिए था, ताकि वह इस सम्‍बंध में अपना अभ्‍यावेदन प्रस्‍तुत कर सकता होता, और पदोन्नति के लिए विचारण क्षेत्र में एक संभावित उम्‍मीदवार हो पाता, निर्णय किया:
1. वास्तव में 'अच्छा' प्रविष्टि एक प्रतिकूल प्रविष्टि है क्‍योंकि पदोन्नति के लिए विचारण क्षेत्र से यह उम्‍मीदवार की उम्‍मीदवारी को समाप्‍त कर देती है.
2. इस प्रकार (ग्रेडिंग या प्रविष्टि का) नामकरण प्रासंगिक नहीं है. वस्‍तुत: यह प्रभाव है जो प्रविष्टि निर्मित कर रही है, जो यह निर्धारित करता है कि यह एक प्रतिकूल प्रविष्टि है या नहीं.
3. इस प्रकार प्रविष्टि की कठोरता महत्वपूर्ण है, शब्‍दावली नहीं.
4. एक 'अच्छा' प्रविष्टि का दिया जाना वास्‍तव में सेवायुक्‍त के लिये किसी संतोष का विषय नहीं है यदि यह तथ्‍य उसे पदोन्‍नति के अवसर के लिये अपात्र बनाता है.
5. एक कर्मचारी से संबंधित वार्षिक गोपनीय चरित्रावली की हर प्रविष्टि (और न केवल एक खराब या प्रतिकूल प्रविष्टि) को एक उचित समयसीमा के भीतर संबंधित कर्मचारी को संसूचित किया जाना चाहिए, ताकि उसे इसके विरूद्ध, यदि वह इससे असंतुष्‍ट है, अभ्‍यावेदन प्रस्‍तुत करने का अवसर मिल सके.
6. यहां तक कि एक ''उत्‍कृष्‍ट'' प्रविष्टि को भी सूचित किया जाना चाहिए क्‍योंकि इससे कर्मचारी का न सिर्फ मनोबल बढ़ेगा, यह उसे अधिक परिश्रम करने के लिये प्रेरित करेगा.
## संजय मोहन भटनागर

Saturday, July 25, 2015

Goods Trains Must Have Some ID

70% income of Indian railway comes from freight. It accounts for 31% of the total freight in India. Hence we must have ICT enabled special north-south and east-west dedicated corridors for goods trains to ensure timely delivery of goods, where every businessman should be able to know the position of his goods train, like passenger trains. For this the goods trains must have the same ID structure or number as the passenger trains do.

Thursday, July 23, 2015

Internet of Things: RFID - Use in BRTS

In the overall realization of Smart City concept, the Urban bodies/ Corporations, have to think of improving the quality of its public transport services. Hence, in order to lessen the waiting time of the passengers of BRTS (Bus Rapid Transit System) at the bus-stand, a mobile app (and a website) has been thought of. This App will inform the passengers as to how far away a particular BRTS bus is from a specific station at a specific time. The user will feed only codes or name of bus number, destination station and the direction (up or down).
There are three solutions for data-capturing:
  1. Make use of GPS and Google Maps Technology, or
  2. The conductor of the bus will send at each station an SMS with information in codes. System will continue to update the status, or
  3. Every bus will be fitted with an RFID tag, which, with the passage of bus from every bus stand, will broadcast the status of bus and which shall be captured by an antenna fitted at every BRTS bus stand.
My idea is for the third option.

The RFID antennas at every BRTS bus-stands all across the city, nay, country, in future, would be able to talk to any system designed for monitoring of many behavioral patterns of services of urban Corporations in Smart City, setting an instance of use of Internet of Things. Further, every bus and bus-stand under BRTS will have an electronic ID, and a good database allowing management of fleet of buses and further of  citizen awareness through mobile sms in case of any traffic congestion or cancellation of buses on certain route. This might facilitate in some way or other the management of implementation of JNNURM. Since, it provides all information to the user on his mobile as to the route of each and every bus on BRTS of not only his city but of all cities of India wherever my system is working; the addressable size of target market is beyond expectation. It will provide the information like the Indian Railway's National Train Enquiry System does. On account of the fact that people don't like to waste their precious time in waiting for the bus, the growth prospects are exponentially huge coupled with high possibility of jobs creation in every BRTS city in India. Further, on the line of 'MakeInIndia" concept, this should provide a huge opportunity for Indian ESDM industry and thus contribute towards reducing the India's trade deficit on one hand, and making India a big economy by 2020 on the other.
The solution has a revenue model too. A reasonable cost to every retrieval of information by commuters/ users can be fixed (will vary from city to city) which shall be payable by the concerned urban Corporation/ urban body, which in turn shall be recouped by them by enhancing the cost of bus ticket only a little, or by charging a cess on very small rate on property tax. In order to build the standards of revenue generation, and looking at the large number of customers, the implementation should start from Delhi in phase-wise or route-wise manner.

Internet of Things: RFID - Use in electricity metering

In Bhopal, the meter-reader takes reading manually, enters the same in a handheld device and gives me the print. The problem is – I try to e-pay the bill as early as possible, but the server of Electricity Company is never updated in real time, and I am made to wait for 5-6 days, or pay manually.
The electricity meter-reading is done by a meter-reader who goes from door to door, enters reading in some handheld device and pushes a button. The machine on the basis of the data of the preceding month stored in meter calculates the energy consumed and a programme embedded in the machine calculates the electricity charges and gives out the print.
The idea is to use compatible RFID tags and a CPU in the electricity meters for data transmission from a large number of electricity meters in one go without employing huge manpower for going from door to door. If every electricity meter transmits the same, using RF, in a periphery of say 50 meters; a receiving station fitted on some vehicle on a specific day of the moth, can capture data of all the meters within this periphery, update the server in real time using internet, provide the bills to the users through mobiles and emails. This very cost-effective system of data collection will do away with many problems associated with manual system of meter-reading activities.

The gap is in delivery of service. The server of electricity Distribution Company can be updated using mobile technology also, which, when giving out the print, will also update the server. But this system of delivery does not do away with prevailing necessity of a meter-reader, and lengthening his work for a span of 5-6 days. With the broadcast of information from meters fitted with RFID tag and CPU in a region of say 50 meters, the need of meter-reader is averted, and such meters can be appropriately used later in retrieval of other data of various parameters.

Friday, July 10, 2015

Why do we need our Electronic Product Industry

India has constantly been under a varying but injurious nature of foreign exchange deficit or trade deficit, as the imports have always outweighed the exports. In recent past, the considerable surge in trade deficit has been due to electronic items only. India imported $31 billion worth of electronic items in 2013-14; $10.9 billion of this was accounted for by phones. India imports 65% of its current demand for electronic products. If the situation is left unchanged, the country’s electronics import bill may well surpass its oil import expenses by 2020.
Hence in order that India could become an economy of $20 Trillion, it is now very pertinent to explore the ways and means to minimize this trade deficit or foreign exchange deficit, and the it can be done simply by employing reverse engineering in trade behavioral patterns. Needless to say that only technology, nay, information technology, nay, information and communication technology has to play the pivotal role in this mammoth job.
In fact, there are three items on which the imports are heavily bent upon. The first one is crude oil, the import of which is very impossible to be reduced. The second is gold and is difficult to curb its imports looking at the cultural and societal value of gold and pearls in Indian household unless new vistas are discovered in indigenous gold mining sector. The third is ESDM (Electronics System Design and Manufacturing) industry, and it is the sector which may bring about revolutionary vicissitudes and topple over the present trends of imports and exports thereof.
Over the last couple of decades India has been the epicenter of consumer demand fuelled by a phenomenal GDP growth. While demand increased across all sectors, demand for technology products, specifically electronic products has registered significant growth and going by current estimates, the demand for electronics hardware in the country is projected to increase from USD 45 billion in 2009 to USD 400 billion by 2020 (Source: http://deity.gov.in/esdm).
The estimated production will reach USD 104 billion by the year 2020, creating a gap of USD 296 billion in demand and production. This creates a unique opportunity for companies in the ESDM (Electronic System Design and Manufacturing) sector to look at India as their next destination to cater to the domestic Indian demand as well as act as an exports hub.
 Thus, in line of ideology "Make in India", in line with making India a $ 20000 Billion (20 Trillion) Economy, in line with reducing the trade deficit, in line with ameliorating the foreign exchange scenario, the Indian ESDM industry is required to propel into one of the critical GDP contributors in the near future. The Indian electronics system design and manufacturing industry is one of the fastest growing sectors in the country. Witnessing uninterrupted growth, the ESDM industry in India is globally renowned for its consumption potential. Changing global landscapes in electronics design and manufacturing capabilities, and cost structures have turned the attention of global companies towards India. Hence, it is time to explore opportunities to materialize concept of Make in India in this sector too.
With the Indian ESDM industry is expected to touch the USD 400 billion mark by the year 2020, and thus being instrumental in making India a $ 20000 Billion (20 Trillion) Economy by contributing 20% thereof, the Government of India has to identify the electronics hardware manufacturing sector as a major thrust area for the country. Taking cognizance of the demands of the economy and the industry, the Government of India has taken a number of steps to promote the Indian ESDM industry.
 In 2012-13, the GDP of India was $1858 Billion (Source: IMF Report). The ESDM Industry contributed less than $75 Billion, i.e. a meagre 4.0%. On the other hand, the overall trade deficit in this financial year was $ 191.6 Billion, out of which trade deficit contributed by ESDM was 12% ($ 23 Billion). Hence there is a need of not only reducing imports of ESDM but also to increase the exports thereof, which will ultimately ameliorate our trade balance and add to strengthening of our country's micro-economy.
Hence, this is the sector which must be given priority looking not only at the lessening of trade deficit, but also at the employment, direct and indirect, generation; and all states must come ahead to explore untapped potential in this area of Make in India.

Monday, July 6, 2015

वैट कलेक्‍शन में वैटप्रीपेड कार्ड्स् का उपयोग

आमजन द्वारा की जाने वाली किसी खरीदी पर विक्रेता द्वारा ऐसे ग्राहक से शासन द्वारा निर्धारित दर पर वैट (VAT – Value Added Tax) भी वसूला जाता है, परन्‍तु एक ग्राहक को यह कभी पता नहीं चलता कि उसके द्वारा दूकानदार को भुगतान किये गये वैट का भुगतान दूकानदार द्वारा शासन को किया गया या नहीं. और यदि किया भी गया तो यह वैट राशि शासन को भी लगभग एक माह बाद प्राप्‍त होती है और इस अवधि में दूकानदार इस राशि का उपयोग अपनी कैपिटल के रूप में करता रहता है. अत: वित्‍त विभाग को आमजन के लिये वैट के प्रीपेड कार्ड (500 रूपये के गुणांक में) जारी करने चाहिये और एक कम्‍पैटिबिल साफ्टवेअर बनाना चाहिये जो एक निश्चित टर्नओवर से अधिक वाले हर दूकानदार को अपने कम्‍प्‍यूटर में रखना अनिवार्य हो, जिसके माध्‍यम से इस कार्ड को स्‍वाईप करने पर सामान के बिल व बिल राशि पर लगे वैट की मैपिंग हो सके व कार्ड से वैट के समतुल्‍य राशि की कटौत्री हो सके. जब कार्डराशि समाप्‍त हो जाये तो आमजन इसे फिर से रिचार्ज करा सकेंगे. इससे अनेक फ़ायदे होंगे. शासन को वैट के रूप में एक बड़ी राशि अग्रिम के रूप में मिल जायेगी, सरकार को आम जनता द्वारा की गई लगभग प्रत्‍येक खरीदी पर वैट राशि प्राप्‍त होगी, दूकानदारों को वैट के बहीखाते बनाने व रिटर्न आदि भरने से छुटकारा मिलेगा तथा सम्‍बंधित विभाग के अफसरों और कर्मचारियों के इन्‍सपेक्‍टर राज से मुक्ति मिलेगी, अफसरों और कर्मचारियों के पास तुलनात्‍मक रूप से काम कम हो जायेगा जिससे उन्‍हें विभाग के अन्‍य प्रोडक्टिव कार्यों में उपयोग किया जा सकेगा, आमजन को यह संतोष रहेगा कि उसके द्वारा वैट के रूप में किये गये भुगतान की राशि सरकार को ही प्राप्‍त हुई है तथा उसने सरकारी खज़ाने में वैट के रूप में इस राशि का योगदान किया है. चूंकि वैट की राशि वित्‍त विभाग के साफ्टवेअर के माध्‍यम से ही कार्ड से काटी जायेगी जिसमें क्रय की गई वस्‍तु पर अधिरोपित वैट की जानकारी पहले से ही सरकार द्वारा ही प्रविष्‍ट होगी, आमजन को यह संदेह भी नहीं रहेगा कि दूकानदार द्वारा निर्धारित दर से अधिक दर पर वैट वसूला गया है. इससे सरकार का राजस्‍व बढ़ेगा तथा सम्‍बंधित विभागों में भ्रष्‍टाचार निश्चित रूप से कम होगा. प्रस्‍तावित योजना के साथ साथ थोड़ी सी गवर्नमेंट प्रोसेस रीइं‍जीनियरिंग अपनाये जाने पर वैट कलेक्‍शन, वैट ऑडिट, खातों के निरीक्षण आदि से सम्‍बंधित समस्‍त प्रक्रिया सरल हो जायेगी. इससे राज्‍य के सुशासन और आर्थिक विकास में मदद मिलेगी.