Unit I - National Service Scheme

A) Aims & Objectives of NSS

B) Emblem, Flag, Motto, Song, Badge etc.

C) Social Reformers. Karmveer Bhaurao Patil, Mother Teresa, Baba Amte, Dr. Abhay Bang and
Dr.Rani Bang.

Unit II - National Service Scheme Activity

A) Rural Activity: Eradication of illiteracy, Watershed Management and Wasteland development,
Health, Nutrition, Hygiene, Sanitation, Gender Justice, Financial literacy, Construction of Rural Roads
etc.

B) Urban Activity: Welfare of Women, Children, Aged and disabled Person, Adult Education, Welfare
of Slum Dwellers, Traffic Control, Environment Education, Population Education, Drug, AIDS
Awareness, and Income Generation Projects, Campaign against Social Evils.etc.

A) Aims & Objectives of NSS :

The Main Objectives of the National Service Scheme are:

1. To enable the students to understand the community in which they work;

2. To understand themselves in relation to their community;

3. To identify the needs and problems of the community and involve them in the problem-
solving process;

4. To develop among themselves a sense of social and civic responsibility;

5. To utilize their knowledge in finding practical solutions to individual and community

problems;

6. To develop competence required for group-living and sharing of responsibilities;

7. To Gain skills in mobilizing community participation;

8. To acquire leadership qualities and democratic attitude;

9. To develop the capacity to meet emergencies and national disasters;

10. To practice national integration and social harmony.

B) Emblem, Flag, Motto, Song, Badge :

 Motto of National Service Scheme :

 The Motto of NSS "Not Me, But You", reflects the essence of democratic living and
upholds the need for self-less service. NSS helps the students develop an
appreciation of other person's point of view and also show consideration to '/other
living beings. The philosophy of the NSS is well doctrine in this motto, which
underlines/on the belief that the welfare of an individual is ultimately dependent on
the welfare of the society on the whole and therefore, the NSS volunteers shall strive
for the well-being of the society.
 Logo of National Service Scheme :
The symbol for the NSS has been based on the giant Rath Wheel of the world famous
Konark Sun Temple (The Black Pagoda) situated in Orissa, India. The wheel portrays
the cycle of creation, preservation and release and signifies the movement in life
across time and space, The symbol thus stands for continuity as well as change and
implies the continuous striving of NSS for social change.
 Badge of National Service Scheme :
The NSS symbol is embossed on the NSS badge. The NSS volunteers wear it while
undertaking any programme of community service. The Konark wheel in the symbol has
eight bars which represent the 24 hours of the day. The Red colour in the badge indicates
that the NSS volunteers are full of blood. i.e. lively, active energetic and full of high spirit.
The Navy Blue colour indicates the cosmos of which the NSS is a tiny part, ready to
contribute its share for the welfare of mankind.
 NSS Day :
NSS was formally launched on 24th September 1969, the birth centenary year of the Father
of the Nation. Therefore, 24 September is celebrated every year as NSS Day with appropriate
programmes and activities.
 NSS Song :
During Silver Jubilee Year the NSS theme song has been composed. All NSS volunteers are
expected to learn the theme song and sing the song during NSS programmes and
celebrations. The theme song cassette is available and the theme song is given at of the
Manual.
 B) Social Reformers: Karmveer Bhaurao Patil, Mother Teresa, Baba
Amte, Dr. Abhay Bang and Dr.Rani Bang.

1 . Karmveer Bhaurao Patil :

Karmveer Bhaurao Patil (22 September 1887 – 9 May 1959) was a social activist and educationist
from Maharashtra . Bhaurao, who was an advocate of mass education, founded the Ryat Shikshan
Sanstha . He played an important role in educating the backward castes and low income people by
introducing the philosophy of earn and learn . He was an important member of Satya Shodhak Samaj
founded by Mahatma Jyotirao Phule .

Bhaurao Patil was a Jain by birth . But he got so mixed with the masses that the entire Bahujan
community felt that he belonged. The family of Bhaurao had already received the surname (title)
Patil. His personality transcended caste. He was influenced by the truth-seeking thoughts of
Mahatma Phule. Karmaveer Bhaurao Patil tried to impart the culture of equality and brotherhood to
the students in order to inculcate brotherhood and equality among the students while spreading
education in the Bahujan society. Students of different castes and religions lived together in the
hostels he ran through the Ryat Shikshan Sanstha, all of whom cooked communally with their own
hands and ate meals together.

Karmaveer Bhaurao Patil dedicated his entire life to spread education. He is known as one of the
most inspiring academics in Maharashtra. The people of Maharashtra honored him with the title
Karmaveer (King of Actions). The Government of India honored Bhaurao Patil by conferring the
Padma Bhushan, India's third highest civilian honor , in 1959 and issuing a postage stamp in his
honor in 1988.

Karmaveer Bhaurao Patil's social work -

1. Bhaurao gave the students the mantra 'earn and learn', 'work and
learn' so that backward and poor children can get education.
2. Karmaveer Bhaurao Patil was an important member of the
Satyashodak Samaj started by Jotirao Phule.
3. On October 4, 1919, Bhaurao Patil established the Ryot Shikshan
Sanstha in Kale village of Satara district.
4. Bhaurao taught the students not only gradual education, but also the
values of equality, brotherhood, dignity of labor, social commitment
etc.
5. On February 25, 1927, the hostel was named Shri Chhatrapati Shahu
Boarding House by Mahatma Gandhi.
6. On June 16, 1935, the Ryot Shikshan Sanstha was registered
(registered). In the same year, Bhaurao started 'Silver Jubilee
Training College' in Satara.
 7. Bhaurao started the country's first free and residential high school on
the 'earn and learn' method called Maharaja Sayajirao High School.
8. A.D. In 1947, Bhaurao Patal founded Chhatrapati Shivaji College in
Satara, while in AD. Sadguru Gadge Maharaj College was
established in 1954 at Karhad.
9. There was a shortage of trained teachers for schools and colleges, so
he first started Mahatma Phule Adhyapak Vidyalaya and later in
A.D. In 1955 Azad College of Education was started in Satara in the
name of Maulana Azad.

2. Mother Teresa -
Mother Teresa, also known as ‘Saint Mother Teresa of Calcutta’,
was an Albanian Roman Catholic nun who established the Missionaries
of Charity in Kolkata, in the year 1950, to help the sick and the poor.
She helped the destitute, orphaned, sick and dying people in the Indian
city through her Missionaries of Charity, which later expanded to other
parts of the country. Mother Teresa was one of the greatest women in
the history of the world, who dedicated her entire life for serving
humanity. An Albanian Catholic, Mother Teresa was not an Indian by
birth but dedicated her life for the poverty stricken and grieved masses
of India. In 1979 she received the Nobel Peace Prize for her
humanitarian work. She died in September 5th, 1997 and was beatified
in October 2003.

Early Life of Mother Teresa

Mother Teresa was born as Agnes Gonxha Bojaxhiu in Skopje,
Macedonia (then Yugoslavia) on 26th August, 1910. She was the
youngest of the 3 siblings. She decided to work for the charity and at the
age of 17 joined the catholic missionary as a ‘Nun’. Later when
she joined an Irish order, the Sisters of Loreto, she took the name
‘Teresa’.

Mother Teresa in Kolkata

Teresa came to India in 1929, and on
24th May, 1931 she took her first
religious vows as a nun. At that time,
Teresa taught geography and
Catholicism at the St. Mary’s School in Kolkata and was appointed
the head mistress of the school in 1944. She was sent back
to Darjeeling district on being diagnosed with tuberculosis. On the
way back to Darjeeling in train she received what she called ‘the call
within the call’ and dedicated herself for missionary work following
her departure from the Sisters of Loreto in 1948.

Social Services of Mother Teresa

Mother Teresa soon became engaged with her charity work and
received training on the basics of medicine from the Holy Family
Hospital. She established a school in the slums for educating the poor
children and also aided the poor of their sickness. She was joined in her
effort by a group of voluntary helpers who initially rented a house for
their selfless work.

In 1952 the Home for the dying was made available by the city of
Kolkata. Mother Teresa also opened a hospice ‘Shanti Nagar’ for
the leprosy patients and ‘Nirmala Shishu Bhavan’ for orphans and
homeless children. In 1985, Mother Teresa also developed hospice in
New York for the AIDS victims. Mother Teresa travelled to far off
countries to meet the needs of the destitute. She went to render service
to the hungry in Ethiopia, radiation victims at Chernobyl, and earthquake
victims in Armenia.

3. Baba Amte -
Murlidhar Devidas Amte, known as Baba Amte, was born on December
26, 1914 at Hinganghat in Wardha district of Maharashtra. He was the
eldest son of Devidas and Laxmibai Amte. His father Devidas Amte was
a colonial government officer working for the district administration and
revenue collection departments in the pre-
independence British administration and a wealthy land owner in Wardha
district. Being a child of a rich family, Muralidhar’s parents never denied
anything to him since his childhood. His parents affectionately called
him „Baba‟ and the name stuck with him. His wife Sadhanatai
Amte, explains that he came to be known as Baba not because “he was
regarded as a saint or a holy person, but because his parents
addressed him by that name.” At a very young age, Baba Amte had a
gun and hunted wild bear and deer. When he was old enough to drive, he
was given a Singer Sports car with cushions covered with panther skin.
Though he was born into a wealthy family he was always aware of the
class inequality that prevailed in Indian society. Baba Amte studied law and
earned LLB degree from Wardha Law College. He set up a law practice
in his native city.

In 1946, Baba Amte married Sadhana Amte. She always supported Baba
Amte in his social work. Baba Amte and Sadhana Amte had two
sons, Prakash and Vikas, both are doctors and followed altruistic vision of
helping the poor by following their father’s footsteps.

Baba Amte as a Social Activism

Baba Amte, often said to be the last follower of Mahatma Gandhi, lived
and worked following the life of his mentor. He lived a Spartan life by
wearing only khadi clothes woven at his rehabilitation centre
in Anandwan, eating fruits and vegetables grown on farms there, and
working towards Gandhi’s vision of India by removing the sufferings of
thousands of people.

Baba Amte was overwhelmed by the plight and social injustice faced by
leprosy patients in Indian society. They were discriminated against and
deported from the community after suffering from a serious illness, which
often leads to death due to lack of treatment. Baba Amte was about to work
against this belief and create awareness for the disease to remove
misconceptions. After pursuing leprosy orientation course at Calcutta
School of Tropical Medicine, Baba Amt started his campaign with his
wife, two sons and 6 leprosy patients. He set up 11 weekly clinics and 3
ashrams for treatment and rehabilitation of leprosy patients and people with
disabilities due to the disease. He worked tirelessly to revive patients from
pain, attending clinics with them. On 154 August 1949, he and his wife
Sadhana Amte started a leprosy hospital in Anandwan under a
tree. The leprosy patients were provided with medical care and a life of
dignity engaged in agriculture and various small and medium industries like
handicrafts. He spoke out loudly against the marginalization of patients and
their treatment as social outcasts. He started working towards building an
Anandwan, a shelter dedicated to helping leprosy patients. Up to the 250-
acre campus in 1951, The Anandwan Ashram now has two hospitals, a
university, an orphanage and even a school for the blind.
4. Abhay Bang and Rani Bang

Abhay Bang and Rani Bang are Indian activists and community health researchers
working in the Gadchiroli district of Maharashtra, India.

Together, they have overseen a programme that has significantly reduced infant
mortality rates. This initiative has been endorsed by the World Health
Organization (WHO) and UNICEF and is being rolled out across India and in parts
of Africa.[1][2] Abhay and Rani Bang also founded the non-profit Society For
Education, Action and Research in Community Health (SEARCH), which is
involved in rural health service and research.

They won the Maharashtra Bhushan Award,[3] and have been awarded honorary
doctorates from the Sanjay Gandhi Postgraduate Institute of Medical Sciences at
Lucknow.[4] SNDT Women's University, Mumbai has also awarded honoris causa to
Rani Bang.[5] The Lancet described the couple as "the pioneers of health care in rural
India".[6] Abhay and Rani Bang were the first recipients of the Distinguished Alumni
Award from the Department of International Health at the Johns Hopkins Bloomberg
School of Public Health. They were also inducted into the Johns Hopkins Society of
Scholars, for their leadership in community-based health care that is helping to save
the lives of millions of newborns and children. During their careers, the Bangs have
helped foster a renaissance in community-based primary health care.[7] In
2016, Johns Hopkins University conferred the Distinguished Alumni Award upon
them.[8]

Work
After returning to India they started working in Gadchiroli. They founded
SEARCH (Society For Education, Action and Research in Community
Health) in December 1985 and started working on community health
problems in the tribal and rural areas of Gadchiroli. SEARCH
established a partnership with communities in Gadchiroli for health and
development and helped create "tribal-friendly" clinics and a hospital in
the district.

Reduction in infant mortality rate

When the couple started holding people health assemblies they found
that addressing infant mortality was a pressing need. The death of a
one-month-old child within minutes of being brought to them greatly
impacted the couple. They found 18 possible causes of such an infant's
death, including poverty, diarrhoea, infection, pneumonia, or lack of a
hospital.[17] The Bangs and their colleagues at SEARCH conducted
world-class research on practical approaches to reduce mortality of
young children in resource-constrained settings. Bang's solution was to
train the village women in neonatal care.[1] He wrote a draft of the action
research to be conducted and sought comments from his mentor, Carl
E. Taylor, the founder of the Department of International Health at Johns
Hopkins University. In a handwritten note on the draft, Taylor wrote
"Abhay, this will be the most important work that you will ever do in your
life".[18] Subsequent work by Abhay Bang and his colleagues in two of the
most notable of their studies demonstrated the feasibility and
effectiveness of community-based management of childhood pneumonia
and the provision of home-based neonatal care by community health
workers.

The Home Based Neonatal Care (HBNC) model developed by Bang has
resulted in reduction in infant mortality in the study villages of Gadchiroli.
The home-based neonatal care interventions developed at SEARCH
ignited worldwide interest and research on preventing neonatal deaths in
high-mortality, resource-constrained settings. Prior to that, such deaths
were considered nearly impossible to avoid. As a result of their work,
home-based neonatal care and community-based management of
childhood pneumonia are now being implemented throughout the world
in these settings.[7] Although initially the medical fraternity objected to
Bang's unconventional methods, they gradually understood his wisdom
to provide an alternative to a large village community. Later, Indian
paediatricians, after studying the evidence from the field, wholeheartedly
backed Bang's initiative to save newborns. Today, based on Bang's
Gadchiroli model, 800,000 village women in India are now being trained
by the government under the ASHA programme.[17] A report from the
Harvard University South Asia Institute states that "SEARCH is world
renowned for its pioneering work in home-based neonatal care", "the
landmark paper, published in The Lancet, changed the medical
community's perception of community health workers and the power of
home based care for neonates forever" and "the success of the HBNC
program spawned the creation of over 800,000 "ASHA" workers through
India's National Rural Health Mission."[19]

India has incorporated this model in 12th national five-year plan to

reduce infant mortality. This field trial showed that newborn care can be
brought out of the confines of big hospitals and high tech units and be so
simplified that it can be provided in any village in any home. After this
research the global newborn care has never been the same. This
approach, which brought down the infant mortality rate in rural Gadchiroli
from 121 per 1000 live births to 30, was honoured by The Lancet in 2005
as one of the Vintage Papers. The editor and the historian of the journal
considered Bang's paper on newborn care to be one of the milestone
ones published in 180 years.[6] This approach was incorporated in the
national program by the Government of India and was accepted by
the WHO, UNICEF and USAID for reducing newborn mortality in
developing countries.

Unit - II
A) Rural Activity: Eradication of illiteracy, Watershed Management and Wasteland
development, Health, Nutrition, Hygiene, Sanitation, Gender Justice, Financial literacy, Construction
of Rural Roads etc.

Eradication of illiteracy
Problem of illiteracy in India and solutions
According to the 2011 Census, any person aged seven and above and has the
ability to read and write is considered literate. The average literacy rate in India
stands at 74.04%. While Kerala has the highest literacy rate in India at 93.91%,
Bihar has the least literacy rate in India of 63.82%.

India managed to achieve a literacy rate of 74.04% as opposed to 64.80% in

2001. This notable shift also highlights an increase in female literacy over the
years. While the female literacy rate in India as per Census 2001 was 53.7%,
Census 2011 recorded it at 65.5%. Though not radical but some progress has
been made in improving literacy in India especially after the implementation
of free education in rural areas for both men and women.

Reasons behind Illiteracy in India

Poverty
Poverty is one of the foremost problems faced by India for ages. Poverty
becomes a root cause of the widespread illiteracy in India. Families who
struggle for their daily bread cannot afford education for their children.
Apparently these people tend to make their children work to cope with the
financial problems.

Lack of School Facilities

Illiteracy in India is proliferated as schools are out of reach for the
underprivileged people living in rural areas. The schools in rural areas of India
lack in various issues like the medium of transportation. Students in rural areas
have to walk for miles to reach the school. Most of these schools are deprived
of funds, qualified staff, proper seating arrangements, sanitation facilities,
healthy food and education friendly environment.
Unemployment of the educated
Some people believe that the only reason someone should go to school is so
that he or she can get a good job and make a good life. Without the promise
of employment, education is not a necessity to them. In a country where many
of the educated are unemployed, there may not be enough motivation for the
illiterate to go to school. After all, they reckon, why would you spend so much
money paying for your education when there is no promise of a return on
investment? In countries where those who have gone to school have good
jobs and reasonable incomes, there may be sufficient motivating factors for
people to get rid of illiteracy.

Social Problems
A large percentage of children are deprived of even basic primary school
education due to major social problems like caste discrimination, child
marriage, child labour. Illiteracy in India is accentuated by the huge gender
bias exists against females in terms of education. A girl child is denied
education by stating illogical reasons like her existence is only to take care of
her family and kids.

Solutions
The government alone cannot solve the vast problem of illiteracy in the
country. It is not possible to achieve the objective of total eradication of
illiteracy entirely through governmental efforts. The government can un-
doubtedly take cognizance of the situation, can identify the agencies,
institutions and individuals can act as a catalytic agent to provide human
material and financial resources, but the government cannot promote literacy
all by itself.

Free education
The provision of free education in schools, colleges, and universities by the
government can play a major role in reducing the level of illiteracy in a country
by getting more people to school. Since some people fail to attend school due
to lack of money to pay for the fees, offering free education can increase the
number of people attending school and subsequently reduce illiteracy levels
within a society.

Awareness
Creating awareness about the importance of education can help people
understand why they need to go to school. Non-governmental organizations,
government agencies, and other concerned parties should put in place
deliberate measures to create awareness in the society and reduce the number
of people who are unable to read and write.

Grants
Offering grants, subsidies, and scholarships can reduce the financial burden
that parents and students bear in paying for education. It would make it
possible for students to learn without interrupting their education due to lack
of school fees. Parents would also channel the money that would have been
used to pay for school fees towards other income generating projects. The
cost of financing education can prove to be too high especially for those who
live in poverty.

Digitization
Since we live in the age of technology and information, creating digital
platforms for reading and learning can help reduce illiteracy in the society. It
can also help take care of the challenge of shortage of education facilities.
Digital libraries can provide a good platform for those who live far away from
urban centers to expand their knowledge base and become more informed.

Lower educational cost

Even though education has its rewards, it is very costly to finance. Many
graduates usually leave school with huge debts in the form of student loans. It
makes saving and investing difficult. The cost of university education has been
a key political and social issue in many nations. By lowering the cost of
education, the government can make it easier for people to study up to the
highest level possible.

 Watershed Management:

o About: It is the process of implementing land use practices

and water management practices to protect and improve
the quality of the water and other natural resources within a
watershed.
o Objectives of Watershed Management:

 Pollution control
 Minimising over-exploitation of resources
  Water storage, flood control, checking sedimentation
 Wildlife preservation
 Erosion control and prevention of soil
 Recharging groundwater to provide regular water supply
o Components of Watershed Management Programmes:

 Soil and water conservation

 Plantation
 Agronomical practices
 Livestock management
 Renewable energy
 Institutional developments

Significance of Watershed Management

 Controls Pollution: Runoff from rainwater or snowmelt can
contribute significant amounts of pollution into the lake or river.

o Watershed management helps to control pollution of the

water and other natural resources in the watershed.
 Identifies and Regulates Ecologically Hazardous Activities:
All activities that occur within a watershed somehow affect its
natural resources and water quality.

o Watershed management planning comprehensively

identifies such activities and makes recommendations to
properly address them so that their adverse impacts can be
reduced.
 Enhances Partnership Among the Stakeholders: Watershed
management planning results in enhanced partnership among all
the stakeholders in the watershed which is essential for the
successful management of the land and water resources.
 o It is also an efficient way to prioritize the implementation of
watershed management plans in times when resources
may be limited.
 Inclusive Growth: Inclusive growth refers to economic growth
that is distributed fairly across society and creates
opportunities for all. Watershed management is key for
sustainable and inclusive growth.

o For instance, in drought-prone rainfed areas watershed

management has shown the potential of doubling the
agricultural productivity and assisting the rural families
through increased water availability and diversifying the
cropping and farming systems resulting in diversified
sources of income.

Introduction
Wastelands are that land that are not used either for
agriculture, forestry or pasture or the land which is not being
used to its optimum potential due to various constraints.With
increasing misuse of land resources through short-sighted
development policies may also led to wasteland formation. More
than half of the land area of the country is lying as wasteland of
varying intensity of degradation.

Types of Wastelands -
1. Culturable wasteland:
They are that type of wasteland which has the potential for
development of agricultural, pastoral or forestry purposes. They are
not being used presently due to certain constraints like scarcity of
water, salinity and alkalinity of soil, soil erosion, water logging or
unfavourable physiographic position or neglected by human. If these
underlying problems are solved, these lands can be used for
agricultural purposes.
2. Non culturable wasteland: They are that type of
wasteland which are barren and uncultivated lands
including mountains, deserts etc that cannot be put
to any productive use either for agriculture,
forestry or pastoral purposes.

Causes of wasteland formation

Wastelands are not put to any productive purpose due to low
fertility, rockiness, shallowness

of soils, salinity, alkalinity and swampiness. The

main important reason of leaving the land unused are
lack of sufficient rainfall or irrigation facilities and
the lack of ownership of land. These are basically the
man-made problems. These lands are used without
considering their capacity. Wastelands are formed
due to overgrazing, felling of the trees and shifting
cultivation which result in soil erosion. The improper
irrigation management may lead to saline and
waterlogged soils. However, some of the lands are
unproductive owing to natural conditions such as
rockiness, shallow depth etc.

Health and Nutrition –

Health and Nutrition is an indispensable aspect of most concerned in the medical
geography. Health represents a balanced relationship between body & mind. To
achieve a good health balanced diet is necessary. Nutrition is one of the prime
factors that affect the body’s immune system.

Health and Nutrition is an indispensable aspect of most concerned in the medical

geography. Health represents a balanced relationship between body & mind. To achieve a
good health balanced diet is necessary. Nutrition is one of the prime factors that affect the
body’s immune system. Both under Nutrition & malnutrition are the main factors, causing
high mortality rate not only in India but in all developing countries. About three fourth
population living in rural areas of our country mainly depend upon primary activities and
suffer from malnutrition and related diseases. (World Bank 1975). A large section of people
in India is inadequate in calorie, protein, vitamins, and minerals; many of them unable to
meet their nutrient requirement for various reasons that ultimately expose them are too
severe health disorders. It is an established fact that long-term nutritional deficiency leads to
low birth rate/weight babies, and Therefore the study related to important and relevant in the
recent growth retardation among children. Nutritional aspect has become more years. Such
studies are not only regarding health & nutrition but also exposing the real story of area
improvement of Nutritional status and health. plays a vital role to prepare a plan for
improvement of nutritional status and health.

Hygiene, Sanitation -
Since independence in 1947, India has been committed to providing its
population access to clean water and maintaining sanitation. Significant
progress has been made since 1960, particularly in clean water, sanitation, and
hygiene education. India has achieved a score of 56.6 percent in its
advancement toward achieving Sustainable Development Goal 6 (SDG 6) so
far. However, according to the State of India‟s Environment Report for 2021,
India‟s ranking in the Sustainable Development Goals (SDGs) has dropped by
two places to 117 compared to the previous year. This decline is attributed to
the lack of sanitation, which is vital for public health and the economy.
Let‟s delve deeper into why.

Gender justes -
Gender inequality in India refers to health, education, economic and political
inequalities between men and women in India.[1] Various international gender
inequality indices rank India differently on each of these factors, as well as on a
composite basis, and these indices are controversial.[2][3]

Gender inequalities, and their social causes, impact India's sex ratio, women's
health over their lifetimes, their educational attainment, and even their economic
conditions. It also prevents the institution of equal rape laws for men.[4][5] Gender
inequality in India is a multifaceted issue that primarily concerns women, but also
affects men.[6] When India's population is examined as a whole, women are at a
disadvantage in several important ways. Although the constitution of India grants
men and women equal rights, gender disparities remain.

Research shows gender discrimination mostly in favor of men in many realms

including the workplace.[7][8] Discrimination affects many aspects in the lives of
women from career development and progress to mental health disorders. While
Indian laws on rape, dowry and adultery have women's safety at heart,[9] these highly
discriminatory practices are still taking place at an alarming rate, affecting the lives of
many today.[10][11]
Reasons for gender inequalities -
Gender inequality has been a historic worldwide phenomena, not a human invention
and based on gender assumptions.[115] It is linked to kinship rules rooted in cultures
and gender norms that organizes human social life, human relations, as well as
promotes subordination of women in a form of social strata.[115] Amartya Sen
highlighted the need to consider the socio-cultural influences that promote gender
inequalities[116][117] In India, cultural influences favor the preference for sons for
reasons related to kinship, lineage, inheritance, identity, status, and economic
security. This preference cuts across class and caste lines, and it discriminates
against girls.[118] In extreme cases, the discrimination takes the form of honour
killings, where families kill daughters or daughters-in-law who fail to conform to
gender expectations about marriage and sexuality.[119] When a woman does not
conform to expected gender norms she is shamed and humiliated because it impacts
both her and her family's honor, and perhaps her ability to marry. The causes of
gender inequalities are complex, but a number of cultural factors in India can explain
how son preference, a key driver of daughter neglect, is so prevalent.[117][120][121]

Patriarchal society

Patriarchy is a social system of privilege in which men are the primary authority
figures, occupying roles of political leadership, moral authority, control of property,
and authority over women and children. Most of India, with some exceptions, has
strong patriarchal and patrilineal customs, where men hold authority over female
family members and inherit family property and title. Examples of patriarchy in India
include prevailing customs where inheritance passes from father to son, women
move in with the husband and his family upon marriage, and marriages include a
bride price or dowry. This 'inter-generational contract' provides strong social and
economic incentives for raising sons and disincentives for raising daughters. [122]
The parents of the woman essentially lose all they have invested in their daughter to
her husband's family, which is a disincentive for investing in their girls during youth.
Furthermore, sons are expected to support their parents in old age and women have
very limited ability to assist their own parents.[123]

Son preference

A key factor driving gender inequality is the preference for sons, as they are deemed
more useful than girls. Boys are given the exclusive rights to inherit the family name
and properties and they are viewed as additional status for their family. In a survey-
based study of 1990s data, scholars[124] found that son are believed to have a
higher economic utility as they can provide additional labor in agriculture. Another
factor is that of religious practices, which can only be performed by males for their
parents' afterlife. All these factors make sons more desirable. Moreover, the prospect
of parents 'losing' daughters to the husband's family and the expensive dowry of
daughters further discourages parents from having daughters.[124][125] Additionally,
sons are often the only person entitled to performing funeral rites for their
parents.[126] Thus, a combination of factors has shaped the imbalanced view of
sexes in India. A 2005 study in Madurai, India, found that old age security, economic
motivation, and to a lesser extent, religious obligations, continuation of the family
name, and help in business or farm, were key reasons for son preference. In turn,
emotional support and old age security were the main reasons for daughter
preference. The study underscored a strong belief that a daughter is a liability.[127]

Discrimination against girls

While women express a strong preference for having at least one son, the evidence
of discrimination against girls after they are born is mixed. A study of 1990s survey
data by scholars[124] found less evidence of systematic discrimination in feeding
practices between young boys and girls, or gender-based nutritional discrimination in
India. In impoverished families, these scholars found that daughters face
discrimination in the medical treatment of illnesses and in the administration of
vaccinations against serious childhood diseases. These practices were a cause of
health and survival inequality for girls. While gender discrimination is a universal
phenomena in poor nations, a 2005 UN study found that social norms-based gender
discrimination leads to gender inequality in India.[128]

Dowry
Main articles: Dowry, Dowry law in India, and Dowry death

In India, dowry is the payment in cash or some kind of gifts given to bridegroom's
family along with the bride. The practice is widespread across geographic region,
class and religions.[129] The dowry system in India contributes to gender inequalities
by influencing the perception that girls are a burden on families. Such beliefs limit the
resources invested by parents in their girls and limits her bargaining power within the
family.[citation needed] Parents save gold for dowry for their daughters since their birth but
do not invest so they could earn gold medals.[130]

The payment of a dowry has been prohibited under The 1961 Dowry Prohibition Act
in Indian civil law and subsequently by Sections 304B and 498a of the Indian Penal
Code (IPC).[131] Despite the laws, dowry abuse and domestic abuse is
rising.[132] Several studies show that while attitudes of people are changing about
dowry, the institution has changed very little,[133] and prejudices even continues to
prevail.[117][134]

Marriage laws
Men and women have equal rights within marriage under Indian law, with the
exception of all men who are allowed to unilaterally divorce their wife. [128] The legal
minimum age for marriage is 18 for women and 21 for men, except for those Indians
whose religion is Islam for whom child marriage remains legal under India's
Mohammedan personal laws. Child marriage is one of the detriments to
empowerment of women.[128] As per section 493 of IPC, only a man can be charged
for cohabitating deceitfully by inducing a belief of lawful marriage[135] and in section
18.2 of Hindu Adoption and Maintenance Act, only a wife is entitled to live separately
without forfeiting her claim to maintenance under certain conditions. There is no
equivalent provision for men.[136][137]
Financial literacy -
Financial literacy is the possession of skills, knowledge, and behaviors that allow
an individual to make informed decisions regarding money. Financial literacy,
financial education and financial knowledge are used interchangeably. [1] Financially
unsophisticated individuals cannot plan financially because of their poor financial
knowledge. Financially sophisticated individuals are good at financial calculations;
for example they understand compound interest, which helps them to engage in low-
credit borrowing. Most of the time, unsophisticated individuals pay high costs for their
debt borrowing.[2]

Organization for Economic Co-operation and Development -

Raising interest in personal finance is now a focus of state-run programs in Australia,
Canada, Japan, the United Kingdom, and the United States.[3][4] Understanding basic
financial concepts allows people to know how to navigate the financial system.
People with appropriate financial literacy training make better financial decisions and
manage money than those without such training.[5]

The Organization for Economic Co-operation and Development (OECD) started an

inter-governmental project in 2003 to provide ways to improve financial education
and literacy standards through the development of common financial literacy
principles. In March 2008, the OECD launched the International Gateway for
Financial Education, which aims to serve as a clearinghouse for financial education
programs, information, and research worldwide.[6] In the UK, the alternative term
"financial capability" is used by the state and its agencies: the Financial Services
Authority (FSA) in the UK started a national strategy on financial capability in 2003.
The US government established its Financial Literacy and Education Commission in
2003.[7]

Construction of Rural Roads -

A well-developed road network in rural areas can significantly impact the residents’
standard of living. It helps farmers transport their produce to markets, increasing
their income and livelihoods. It also enables students to attend schools, patients to
reach hospitals, and communities to access essential services.

However, in many rural areas, the road infrastructure needs to be improved, and the
roads often need to be in better condition. It can lead to increased travel time, higher
transport costs, and reduced access to essential services. In some cases, people
living in remote areas may be cut off entirely from the rest of the world due to poor
road connectivity.
Village road: Construction -
The construction of a village road involves several steps, including planning, design,
procurement of materials and labour, construction, and maintenance. The following
is a general overview of these steps:

 Planning: This stage involves determining the road construction project’s

purpose and goals, assessing the community’s needs, and identifying
potential funding sources.

 Design: This stage involves creating a detailed plan for the road construction
project. The design should take into account the topography of the area, the
traffic volume, and the drainage requirements.

 Procurement of materials and labour: This stage involves acquiring the

necessary materials and hiring the labour required to construct the road. It
may include asphalt, concrete, excavation equipment, and workers.

 Construction: This stage involves building the road. It may include

excavation, grading, laying the road base, laying the asphalt or concrete
surface, and installing drainage features.

 Maintenance: This stage involves regular road inspections to ensure that it

remains in good condition and is safe for use. It may include patching
potholes, repairing cracks, and replacing damaged road sections.

It is important to ensure that the construction of the village road meets all relevant
standards and regulations to ensure its safety and longevity.

Village road: Benefits

Village roads have several benefits, including:

 Improved accessibility: Village roads provide better access to essential

services such as healthcare, education, and markets. This improved
accessibility increases economic opportunities and enhances the quality of life
for villagers.

 Enhanced economic development: Good road infrastructure helps transport

goods and services, promoting trade and commerce. It, in turn, drives
economic growth and job creation in the region.

 Better connectivity: Village roads connect the villages to larger cities and
towns, making it easier for people to travel for work, education, or medical
treatment.
  Boosted tourism: Improved road access to rural areas can also boost
tourism, as tourists can more easily reach rural destinations and experience
the local culture and natural beauty.

 Increased agricultural productivity: Good roads make it easier for farmers

to transport their crops to markets, reducing spoilage and increasing their
incomes.

 Improved emergency services: Village roads provide easier access to

emergency services such as ambulances and fire engines, which can help
save lives in accidents or natural disasters.

 Enhanced quality of life: Good roads improve the overall quality of life in
villages by making it easier to access essential services, reducing travel time
and costs, and providing better connectivity to the outside world.

Overall, village roads play a crucial role in developing rural communities, helping
reduce poverty, and improving living standards for those who live there.

Village road: Challenges in development and

maintenance
Developing and maintaining village roads can be challenging for several reasons:

 Funding: Village roads are often located in rural areas and therefore need
proper government financing. It can be challenging to secure funds for road
development and maintenance.

 Lack of resources: Villages often need more resources and a workforce to

develop and maintain their roads. It can include equipment, materials, and
skilled workers.

 Lack of technical expertise: Developing and maintaining roads requires

specialised technical skills and knowledge, often needing improvement in
rural communities.

 Natural disasters: Village roads are often located in areas prone to natural
disasters such as floods, landslides, and earthquakes. These disasters can
damage roads and make it difficult to maintain them.

 Maintenance: The ongoing maintenance of roads is essential, but it can be

challenging to coordinate and fund regular upkeep in rural areas.

 Limited access: Village roads are often isolated and difficult to access, which
can make it challenging to transport construction materials, equipment, and
workers to the site.
  Community involvement: Encouraging local communities to participate in
the development and maintenance of their roads is important for
sustainability, but it can be challenging to mobilise rural communities to take
action.

C) Urban Activity: Welfare of Women, Children, Aged and disabled Person, Adult
Education, Welfare of Slum Dwellers, Traffic Control, Environment Education,
Population Education, Drug, AIDS Awareness, and Income Generation Projects,
Campaign against Social Evils.etc.

Women and Child Welfare:

About women and child development department
The major thrust of the programme of the department of women and child development is to ensure the all
round development of children and empowerment of women. The department aims at economics
development and integration of women into the mainstream of economy, equity and social justices. The
strategy adopted for the programmes in the areas of women’s development involves empowerment of
women through awareness generation, education and greater emphasis on skill development and income
generating activities. So as to enable women to enhance their earning capacity and status in life.
Again to ensure that children get protection against neglect, abuse and exploitation, the department has
taken up programmes and schemes to guarantee their basic rights including survival, protection,
development and full participation in social, cultural, educational and other endeavour for their individual
growth and well being. The emphasis has been on improving the delivery of services to the children and
also to achieve convergence of services available for women and children
Aims and Objectives of the department
Promoting social, economic and political empowerment of women through various policies and
programmes, mainstreaming gender concerns, creating awareness about their rights and facilitating
institutional and legislative support for enabling them to develop to their full potential.
Ensuring development and protection of children through various polices and programme, spreading
awareness about their rights and facilitating access to learning and supplementary nutrition for targeted
groups, institutional and legislative support for enabling them to grow and develop to their full potential.

OBJECTIVES:
1. To lay the foundation for development of children below 6 years with focus on supplementary nutrition,
non formal preschool education and awareness and capacity building for mother for nutritional and health
needs of the child.
2. To empower adolescent girls (11-18 years) through nutrition, health care and life skill education.
3. To provide a safe and secure environment for overall development of children who are on need of care and
protection and those in conflict with law.
4. To create awareness on the consequences of child marriage and to prevent child marriage in the state to
remove the bias against girl children, to correct adverse sex ratio and eradicate social evils.
5. To prevent women and children from being abused and trafficked.
6. To enable Economic, social and political empowerment of women
7. To provide relief and rehabilitation to vulnerable and marginalized women who lack family/ societal
support and independent means of income.
8. To mainstream gender concern in policies, programme and schemes of government though gender
budgeting.
9. To ensure welfare of differently able and senior citizen.
10. To provide various support services to women and children through state social welfare board and its
network of voluntary organisations.
11. To implement Rajiv Gandhi Crèche scheme for the children working mothers and its revision.
12. To implement programmes for economic empowerment of women through women Development
corporation
13. To empowerment women to participate in the justice delivery mechanism through women development
corporation
14. To empower women to participate in the justice delivery mechanism through women’s commission
15. To promote and bring out the creative talent among children by exposing them to various extracurricular
activities bal bhavans and bala vikas Academy.
16.
Aged and disabled Person :
Disability is an umbrella term, covering impairments, activity limitations, and participation
restrictions. An impairment is a problem in body function or structure; an activity limitation
is a difficulty encountered by an individual in executing a task or action; while a participation
restriction is a problem experienced by an individual in involvement in life situations. Thus
disability is a complex phenomenon, reflecting an interaction between features of a person's
body and features of the society in which he or she lives."

Activities of daily living (ADLs) include personal-care activities such as eating, bathing,
dressing, and using the toilet.

Instrumental activities of daily living (IADLs) include household chores, shopping, managing
medication, climbing stairs, public transport, finances and walking. They can be affected by
cognitive impairment.

Frailty in the elderly is described as a state of global impairment of physiological reserves

involving multiple organ systems. Frailty manifests as increased vulnerability, impaired
capability to withstand intrinsic and environmental stressors, and limited capacity to maintain
physiological and psychosocial homeostasis. Frailty is found in 20-30% of the elderly
population aged over 75 years and increases with advancing age. It is associated with long-
term adverse health-related outcomes such as increased risk of geriatric syndromes,
dependency, disability, hospitalisation, institutional placement, and mortality

Disability risk factors: Frailty in the elderly may be due to a combination of predisposing
factors (early childhood development and lifestyle), followed by contributing factors such as
physical inactivity, chronic disease, and anorexia/malnutrition in later adulthood7 .

One review in Brazil found that the main risk factors for functional disability in elderly
people in the community were lack of schooling, rented housing, chronic diseases, arthritis,
diabetes, visual impairment, obesity, poor self-perceived health, cognitive impairment,
depression, slow gait, sedentary lifestyle, tiredness while performing daily activities, and
limited diversity in social relations8 . These factors may be influenced by access to healthcare
and the cost of healthcare in different countries.

The normal ageing process:

Age is associated with a 1-2% decline in functional ability per year. Sedentary behaviour
accelerates the loss of performance9 . Age-associated physiological changes include:
 Changes in body composition - reduction in muscle bulk and lean body mass, known
as sarcopenia10 . Body fat may increase.
 Reduction in bone mass and strength with increased risk of fracture; osteoarthritic
changes in joints.
 Reduction in blood volume, reduced tolerance of tachycardia; reduced ability to control
blood pressure with postural change.
 Reduction in ventilatory capacity.
 Reduction in kidney function; impaired thirst mechanisms which increase susceptibility
to dehydration.
 Reduced sensitivity to vitamin D and subsequent reduction in calcium absorption.
 Reduced motility of the large bowel; reduced hepatic mass and blood flow (which may
affect hepatic metabolism of drugs).
 Nervous system changes, including reduction in cortical function and reduced motor and
sensory peripheral nerve function; changes in autonomic function, including control of
heart rate and temperature regulation (failure of normal response mechanisms to hot and
cold).
 Reduced elasticity of the eye's lens; high tone hearing impairment.

Comorbidities

People aged 70 years and over often have have one or more chronic conditions.
Comorbidities may contribute to disability - for example:
 Stroke can lead to weakness, co-ordination problems, locomotor difficulties and
problems of communication and continence.
 Coronary heart disease may lead to heart failure, angina or myocardial infarction.
 Diabetes - complications which can contribute to disability in a variety of ways (eg, the
contribution of diabetic neuropathy to poor mobility) may be underestimated.
 Alzheimer's disease is the most common neurodegenerative disease. By the age of 85
years, 30% of the population has Alzheimer's disease.
 Urinary problems can be disabling, particularly if causing incontinence.
 Depression is often the result of disability but it also makes disability worse. 10-15% of
people aged over 65 years living at home are depressed.
 Visual loss is associated with an increased risk of falling.
 Hearing and visual impairment increase the risk of social isolation and resulting
depression.
 Falls are associated with injury, pain and loss of function. The prevalence of
osteoporosis in the elderly population means that falls are more likely to result in
fractures
Adult education:
Adult education, distinct from child education, is a practice in which adults engage
in systematic and sustained self-educating activities in order to gain new forms of
knowledge, skills, attitudes, or values.[1] It can mean any form of learning adults
engage in beyond traditional schooling, encompassing basic literacy to personal
fulfillment as a lifelong learner,[2] and to ensure the fulfillment of an individual.

In particular, adult education reflects a specific philosophy about learning and

teaching based on the assumption that adults can and want to learn, that they are
able and willing to take responsibility for the learning, and that the learning itself
should respond to their needs.[3]

Driven by what one needs or wants to learn, the available opportunities, and the
manner in which one learns, adult learning is affected by demographics,
globalization and technology.[4]

The learning happens in many ways and in many contexts just as all adults' lives
differ.[5] Adult learning can be in any of the three contexts:

 Formal – Structured learning that typically takes place in an education or training

institution, usually with a set curriculum and carries credentials;
 Non-formal – Learning that is organized by educational institutions but non credential.
Non-formal learning opportunities may be provided in the workplace and through the
activities of civil society organizations and groups;
 Informal education – Learning that goes on all the time, resulting from daily life activities
related to work, family, community or leisure (e.g. community baking class). [6][7]
The World Bank's 2019 World Development Report on The Changing Nature of
Work[8] argues that adult learning is an important channel to help readjust workers'
skills to fit in the future of work and suggests ways to improve its effectiveness.

Characteristic: In a study, Greenberg compared the

orthographic and phonological skills of functionally illiterate adults and
children. The study found that although functionally illiterate adults
performed similarly in reading tasks, children were more successful in
vocabulary and spelling tests. This means that functional illiterate adults
are at a similar level of education as children, yet they differ in strengths
of different skills.
The difficulty in many countries is that education systems cater to children, the
problem with this being that the adult brain works and learns in a very different
manner to a child's developing brain. Teaching a 6-year-old how to write is a very
different process to teaching a 30-year-old with similar writing skills. Several things
must be taken into consideration when teaching adults as opposed to children.
Although functionally illiterate adults have similar literacy functionality to developing
children, they differ greatly in how they retain information. Adult learners have much
more independence in performing tasks, a longer attention span, and more
discipline. Adult learners are also educating themselves out of choice, as opposed to
children who are forced to attend school. Finally, adults are likely to have increased
anxiety in a classroom, because with ageing they "are more likely to experience this
fear of failure, which can heighten [their] anxiety, especially if [their] experience of
education in the past was not always positive." These all contribute to a difference in
the way adults need to be taught.There are ways that adults are able to gain
confidence in a classroom. Taming anxiety in a classroom comes down to two
things: comfort and support. Comfort can be found by fulfilling Maslow's hierarchy of
needs. Maslow's hierarchy of needs highlights the importance of getting enough rest,
eating healthy, and having a stable life. These criteria are the same for children, yet
finding stability for adults can be more difficult. In many cases, adult learners have a
job or have to support themselves, which adds increased pressure in addition to
education. Support is also necessary in the success of adult learning. This means
having a work or classroom environment that makes one feel comfortable. Feeling
comfortable means feeling as though one has emotional support in the classroom,
and having a space where asking for guidance is encouraged rather than shamed.

Educating adults differs from educating children in several ways given that adults
have accumulated knowledge and work experience which can add to the learning
experience.[9] Most adult education is voluntary, therefore, the participants are
generally self-motivated, unless required to participate by an employer.[10][11] The
practice of adult education is referred to as andragogy to distinguish it from the
traditional school-based education for children – pedagogy. Unlike children, adults
are seen as more self-directed rather than relying on others for help.

Adults are mature and therefore have knowledge and have gained life experiences
which provide them a foundation of learning. An adult's readiness to learn is linked to
their need to have the information. Their orientation to learn is problem-centered
rather than subject-centered. Their motivation to learn is internal.[11]

Adults frequently apply their knowledge in a practical fashion to learn effectively.

They must have a reasonable expectation that the knowledge they gain will help
them further their goals. For example, during the 1990s, many adults, including
mostly office workers, enrolled in computer training courses. These courses would
teach basic use of the operating system or specific application software. Because
the abstractions governing the user's interactions with a PC were so new, many
people who had been working white-collar jobs for ten years or more eventually took
such training courses, either at their own whim (to gain computer skills and thus earn
higher pay) or at the behest of their managers.

Traffic control: Traffic control is managing and directing the movement

of vehicles, pedestrians, and other road users on public roads and highways. Traffic
control ensures all road users’ safety, efficiency, and convenience. Besides, it helps
minimise the environmental and social impacts of traffic congestion. It’s a vital
aspect of modern transportation systems. That’s because it affects the quality of life,
economic productivity, and environmental sustainability of communities. This blog
will discuss “what is a traffic control plan” and the “importance of traffic control” for all
of us.

Importance of Traffic Control

Traffic control is an essential practice and strategy that helps ensure the safety of
vehicles and community individuals. It also improves adequate vehicle transportation
and minimises collisions.

In the following sections, we will highlight the traffic control process and how traffic
management equipment can play a major role in it.
Traffic Control and Congestion

The importance of traffic control can be well-judged by its role in reducing traffic
congestion, a common problem in urban areas and major highways. Traffic
congestion occurs when the demand for road space exceeds the supply, resulting in
delays, frustration, and increased fuel consumption and emissions.

Traffic control can alleviate traffic congestion by implementing effective strategies,

such as:

Traffic Signal Coordination:

This involves synchronising the timing and operation of traffic signals along a
corridor or network to optimise the traffic flow and reduce stops and delays.

Traffic Management Systems:

The traffic management system industry is growing at a rate of 9.8% from 2023 to
2032. This is a clear testament to their importance in traffic control. These systems
use sensors, cameras, and communication devices to monitor, analyse, and control
traffic conditions in real-time.

They can provide information and guidance to road users, such as variable message
signs, speed limits, and route suggestions. They can also adjust traffic signals, ramp
meters, and lane usage according to the traffic demand and incidents.

Traffic Calming Measures:

These physical or psychological devices are designed to slow or discourage traffic in

certain areas, such as residential neighbourhoods, school zones, and pedestrian
areas. They can include speed humps, roundabouts, and road narrowing.

Traffic Diversion Schemes:

These plans aim to redirect traffic from congested routes to alternative routes, such
as bypasses, ring roads, and public transport. They can be implemented
permanently or temporarily, depending on the traffic situation and the availability of
resources.

Traffic Control Enhances Road Safety

Remember, by road safety, we mean controlling traffic on a non-functional road or

part of a road. Most commonly, it is a construction site or road repair spot.

Traffic control is essential in construction zones where road works, maintenance, or

improvement projects occur. That’s because construction zones can pose various
hazards and risks to road users and workers. Some of them are:

 Reduced visibility
 Width lane reduction
  Reduced speed limit
 Reduced road quality

Timely actions minimise these hazards and enhance the safety of construction zones
using appropriate traffic control equipment, such as:

Portable Traffic Lights:

These portable traffic signals can be used to control the traffic flow at intersections or
work zones. They can be programmed to operate automatically or manually,
depending on the traffic volume and the work schedule.

Portabooms:

These portable boom gates can be used to control the access of vehicles or
pedestrians to certain areas, such as work zones, emergency zones, or event
venues. They can be operated remotely or manually, depending on the situation and
the security level.

They can also be integrated with other traffic control devices, such as traffic lights,
arrow board signs, or cameras, to provide a comprehensive traffic management
solution.

CCTV Trailers: These mobile surveillance units can monitor and record traffic
conditions, activities, or incidents at construction, emergency, or event venues.

They can also be linked to a central control room or a mobile device to enable
remote viewing and control. CCTV trailers can help to enhance the visibility, security,
and accountability of construction zones, emergency zones, or event venues.

Traffic Control Helps in Emergencies

The importance of traffic control is well-understood in emergencies, where

emergency responders, such as police, firefighters, or ambulances, must reach their
destinations quickly and safely. Traffic control can aid emergency responders by
implementing effective measures, such as:

Variable Speed Limit Signs:

VSLS is portable trailer-mounted equipment used to display numbers. These

electronic signs can display speed limits according to traffic, weather, or incidents.
VSLS can be controlled remotely or automatically, depending on the situation and
the authority level.

They can also be integrated with other traffic control devices, such as traffic lights,
signs, or cameras, to provide a coordinated traffic management solution. Variable
speed limit signs can help regulate traffic speed, reduce the risk of crashes, and
create a safe passage for emergency responders.
Arrow Boards: These electronic signs can display different arrow patterns or
messages to guide or warn road users. Depending on the location and purpose,
these can be mounted on vehicles, trailers, or poles. They can also be controlled
remotely or automatically, depending on the situation and the authority level.

They can also be integrated with other traffic control devices, such as traffic lights,
signs, or cameras, to provide a coordinated traffic management solution. Arrow
boards can help to direct the traffic flow, indicate lane usage, and alert road users of
emergencies.

Conclusion: In essence, the comprehensive understanding and application of

traffic control principles contribute not only to the smooth flow of traffic but also to the
overall well-being and safety of communities. As we continue to evolve in the realm
of transportation, the role of traffic control remains indispensable in shaping a more
secure, efficient, and sustainable future.

Environmental education: Environmental education is a process that allows

individuals to explore environmental issues, engage in problem solving, and take
action to improve the environment. As a result, individuals develop a deeper
understanding of environmental issues and have the skills to make informed and
responsible decisions.

The components of environmental education are:

Awareness and sensitivity to the environment and environmental challenges

Knowledge and understanding of the environment and environmental

challenges

Attitudes of concern for the environment and motivation to improve or maintain

environmental quality

Skills to identify and help resolve environmental challenges

Participation in activities that lead to the resolution of environmental challenges

Environmental education does not advocate a particular viewpoint or course of

action. Rather, environmental education teaches individuals how to weigh various
sides of an issue through critical thinking and it enhances their own problem-
solving and decision-making skills.

The National Environmental Education Act of 1990 requires EPA to provide

national leadership to increase environmental literacy. EPA established the Office
of Environmental Education to implement this program. Environmental
education (EE) refers to organized efforts to teach how natural environments
function, and particularly, how human beings can manage behavior
and ecosystems to live sustainably. It is a multi-disciplinary field integrating
disciplines such as biology, chemistry, physics, ecology, earth science, atmospheric
science, mathematics, and geography.The United Nations Educational, Scientific
 and Cultural Organization (UNESCO) states that EE is vital in imparting an inherent
respect for nature among society and in enhancing public environmental awareness.
UNESCO emphasises the role of EE in safeguarding future global developments of
societal quality of life (QOL), through the protection of the environment, eradication
of poverty, minimization of inequalities and insurance of sustainable development.[1]

The term often implies education within the school system, from primary to post-
secondary. However, it sometimes includes all efforts to educate the public and other
audiences, including print materials, websites, media campaigns, etc. There are also
ways that environmental education is taught outside the traditional classroom:
aquariums, zoos, parks, and nature centers all have ways of teaching the public
about the environment.

Population Education:
1. The interrelationships between births, migration, and other aspects of life might be characterized
as the population situation. The rapid rise of population is caused by a high birth rate and a low
mortality rate, which has a negative impact on the country’s welfare, economy, and values. As a
result, family planning education is required in order to slow the rate of population expansion. Its
goal is to raise knowledge about the number of births that may be reduced by utilizing
contraceptive techniques. Programmes to control the birth rate have also been started in the
country for couples with a single child who are of reproductive age.
2. Population education can provide answer to problems of environment, and other problems due
to over population like juvenile delinquency, terrorism and other social problems.
3. The younger generation should be well-informed on the effects of population growth on the
country’s political, economic, and personal lives. In order to live a planned adult life, small
children need to be well educated. As a result, it is imperative that young people
receive population education in order to create positive attitudes toward population issues and
to ensure that they behave responsibly in the future when confronted with population issues.
4. Population education, as an educational programme, has the potential to
influence people’s knowledge, skills, attitudes, and practices in relation to
population issues. Many studies have shown that knowledge influences
attitudes, and attitudes, in turn, influence behaviors. As a result, population
education becomes a prerequisite for desired population-related actions.

Objectives of Population Education:

There are several objectives of Population Education which were discussed in a
workshop organized by NCERT in New Delhi. They are as followed-

1. To have a better knowledge of some demographic processes and concepts.

2. To develop an understanding of the impact of population trends on various aspects of human life
– social, cultural, political, and economic.
3. Knowledge of the most crucial phenomena of the modern world which is rapid increase of
population and cause of it among the younger generation.
4. To gain a better knowledge of the strong relationship between population increase and the
development process, with a focus on development programmes aimed at enhancing people’s
living standards.
5. To gain a better knowledge of the negative consequences of overpopulation on the ecosystem
and the resulting risks from the pollution.
6. To gain a better understanding of scientific and medical progress, allowing for greater control
over famines, diseases, and ultimately death, as well as the imbalance created between death
and birth rates.
7. To gain a better understanding of biological factors and reproduction phenomena that are
responsible for the survival of the species.
8. to cultivate an understanding of:

 Norm of a small family as proper and desirable.

 Knowledge of the relationship between size of population and the quality of life.
 The reality that family size is a result of conscious choice and human regulation rather than
chance or factors which are beyond the control of people.

9. A sense of responsibility and mutual aid and cooperation in matters of personal and family living
10. to have a better understanding of the relationship between the mother’s health, the well-being of
the children, and the family’s small size;
11. Understanding of the policies and programmes of the population.

Conclusion: Population education contributes in the establishment of a true

democratic society, either directly or indirectly. As a result, it is obvious that the smaller the
population, the better the democracy. It is behavioral and multi-disciplinary in character; as a
result it is a potent tool for promoting value changes. It aids in learning or discovering the
best ways to deliver value-oriented education and ensuring that youngsters build a value
system, instill socially desirable attitudes, broaden their cognitive map, and imbibe the spirit
of human attachments.

Drug, AIDS Awareness: HIV remains a major global public health issue, having
claimed an estimated 42.3 million lives to date. Transmission is ongoing in all
countries globally.

 There were an estimated 39.9 million people living with HIV at the end of
2023, 65% of whom are in the WHO African Region.
 In 2023, an estimated 630 000 people died from HIV-related causes and an
estimated 1.3 million people acquired HIV.
  There is no cure for HIV infection. However, with access to effective HIV
prevention, diagnosis, treatment and care, including for opportunistic
infections, HIV infection has become a manageable chronic health condition,
enabling people living with HIV to lead long and healthy lives.
 WHO, the Global Fund and UNAIDS all have global HIV strategies that are
aligned with the SDG target 3.3 of ending the HIV epidemic by 2030.
 By 2025, 95% of all people living with HIV should have a diagnosis, 95% of
whom should be taking lifesaving antiretroviral treatment, and 95% of people
living with HIV on treatment should achieve a suppressed viral load for the
benefit of the person’s health and for reducing onward HIV transmission. In
2023, these percentages were 86%, 89%, and 93% respectively.
 In 2023, of all people living with HIV, 86% knew their status, 77% were
receiving antiretroviral therapy and 72% had suppressed viral loads.

Overview
Human immunodeficiency virus (HIV) is a virus that attacks the body’s immune
system. Acquired immunodeficiency syndrome (AIDS) occurs at the most advanced
stage of infection.

HIV targets the body’s white blood cells, weakening the immune system. This makes
it easier to get sick with diseases like tuberculosis, infections and some cancers.

HIV is spread from the body fluids of an infected person, including blood, breast milk,
semen and vaginal fluids. It is not spread by kisses, hugs or sharing food. It can also
spread from a mother to her baby.

HIV can be prevented and treated with antiretroviral therapy (ART). Untreated HIV
can progress to AIDS, often after many years.

WHO now defines Advanced HIV Disease (AHD) as CD4 cell count less than 200
cells/mm3 or WHO stage 3 or 4 in adults and adolescents. All children younger than
5 years of age living with HIV are considered to have advanced HIV disease.

Drugs: Drugs are chemicals and substances that affect both your mind and your body. The
prolonged use of drugs may lead to physical and/or psychological dependence. An overdose of any
drug may lead to death.

Prevention Is Key
Research has shown that prevention programs involving families, schools, communities and
media are effective in reducing drug and alcohol abuse. The National Council on Alcoholism
and Drug Dependence also likes to use the phrase, “talk early, talk often”.
Talking to your children early on is one of the keys to preventing drug and alcohol abuse.
Although parents often struggle with having conversations with their children regarding these
issues, it is highly encouraged and well worth the time for any parent.

Research has actually shown that parents who talk to their children about the dangers of
drugs and alcohol use are 50% less likely to use these substances than those who do have
 such conversations.

Possible Signs:
Here are some indicators that someone you care about may be using or abusing drugs or
alcohol. The majority of these signs are geared toward children; however, depending on the
situation, they can apply to everyone. Also, please be mindful that there may be other
reasons for people to display any of the following behaviors. What is important to consider is
a person’s pattern of behavior and the number of signs he/she may be exhibiting.

A) Campaign against Social Evils: Special campings are organised generally on

various developmental issues of national importance. In the past the themes of the
Special Camping Programmes have been 'Youth Against Famine', 'Youth Against Dirt
and Disease', 'Youth for Rural Reconstruction', 'Youth for Eco-Development' and 'Youth
for Mass Literacy', 'Youth for National Integration & Social Harmony'. 'Youth for
Sustainable Development with special focus on Watershed Management and Wasteland
Development. Every year 50 percent of the volunteers of each NSS unit are expected to
participate in special camps which is of seven days duration.

Contributions of Special Camping Programme:

Concerted efforts have to be made for a number of years for reconstruction activities in rural
areas and urban slums for improving the living conditions of economically and socially weaker
sections of the community. For this, the universities colleges land +2 institutions having NSS
have a special role to play in collaboration with other Departments and local authorities engaged
in Development work. They adopt a village or group of villages/urban slums for intensive social
development, where special camps are to be organised by them year after year to create
tangible and durable community assets.

1. Regular NSS activity :-

Under this, students undertake various programmes in the adopted villages, college/school
campuses and Urban Slums for community service.

The NSS Units organize the regular activities as detailed below :

 Orientation of NSS Volunteers :- To get the NSS volunteers acquainted with the basics of NSS programmes,
through lectures, discussions, field visits and audio-visuals etc.
 Campus Work :- The NSS volunteers may be involved in the projects undertaken for the benefit of the
institution and students concerned. Such projects cover development of play grounds, laying of gardens, tree
plantation in the premises, awareness programmes on drug, abuse, AIDS, population education and other
campus projects.
 The NSS units will be utilized for community service on the projects in adopted villages/ Urban Slums
independently or in collaboration with others in this field, as detailed below.
 Institutional Work :- The students may be placed with selected voluntary organizations working for the
Development of women, children, aged and disabled outside the campus.
 Rural Project :- The rural projects generally include the working of NSS volunteers in adopted villages
for eradication of illiteracy, development, agricultural operations, health, nutrition, sanitation family life
education, saving drives, construction of rural roads, campaign against social evils etc.
 Urban Projects :- In addition to rural projects other include adult education, Development of slum
dwellers, training in civil defense, traffic control, setting up first-aid posts, work in hospitals, orphanages,
destitute home, environment, population education, drug, AIDS awareness, and income generation
projects etc. Professional and technical institutions having NSS may have to design appropriate
programmes for the community based on the needs.
 Natural Calamities & National Emergencies: - The NSS units are expected to provide the services of
NSS volunteers at the time of natural calamities and national emergencies for mobilizing public support
and rendering necessary assistance to the authorities in rescue, relief and rehabilitation. In such
emergencies and calamities the Programme Officers are expected to take the initiative and offer the
services of the NSS units and its volunteers to assist the administration.
 National Days and Celebrations :- The National Service Scheme programmes also include the
celebration of National days. The purpose of such a provision is to celebrate such occasions in a befitting
manner.
 Red Ribbon Club - The club is established for AIDS Awareness by Department of National Service
Scheme of the University.