Today marks the final opportunity for aspiring law students to register for the Common Law Admission Test (CLAT) 2025 counselling. The Consortium of National Law Universities (NLUs) is closing the registration window, urging all qualified candidates to finalize their application process on the official website, consortiumofnlus.ac.in.

Key Dates to Remember

Registration Deadline: Closes today
Seat Allotment Results: Announcement date to be confirmed

Step-by-Step CLAT Counselling Process

The CLAT 2025 counselling involves a structured process designed to allocate seats fairly across the National Law Universities:

• Registration: Candidates must complete their registration online and pay the mandatory, non-refundable counselling fee.
• Choice Filling: Participants are required to list their preferences for NLUs and law courses, ensuring their choices align with their career goals.
• Seat Allotment: The Consortium will release results based on factors such as the candidate’s rank, preferences, and seat availability at the NLUs.
  Important Guidelines for Candidates
• Document Verification: Applicants must upload essential documents, including their CLAT 2025 scorecard, academic certificates, and identity proof.
• Non-Refundable Fee: The counselling fee must be paid to secure eligibility for the seat allotment process.
• Stay Updated: Regularly monitor the official website for updates on the counselling schedule and seat allotment outcomes.

Following today’s deadline, the Consortium will begin the seat allotment process, which is expected to be highly competitive due to the limited number of seats across top NLUs. Successful candidates will be required to confirm their admission within the stipulated timeframe, failing which their seats may be reassigned.

The CLAT counselling process is a critical juncture for candidates aiming for admission into India’s premier law institutions. With a transparent and merit-based system, the Consortium ensures that deserving candidates secure their rightful positions at the NLUs.

Delhi's government schools have emerged as a strong competitor to private institutions, marking a significant milestone in the city’s education reforms. Education Minister Atishi announced this transformative achievement, crediting the Delhi government’s focused efforts to uplift public education standards.

Over the past few years, Delhi’s government has invested extensively in improving infrastructure and academic standards in its schools. The newly inaugurated school building in Rithala epitomizes these efforts with:

• Modern Classrooms: Equipped with 50 spacious and well-furnished classrooms, designed to foster an effective learning environment.
• Advanced Laboratories: Ten state-of-the-art labs enable students to gain hands-on experience, enhancing their practical knowledge in subjects like science and technology.
• Libraries: Two well-stocked libraries encourage a culture of reading and intellectual growth.
• Multi-Purpose Hall: A fully air-conditioned hall with a seating capacity of 250 provides a venue for various educational and extracurricular activities.
  Empowering Underprivileged Students

At the heart of this transformation is a commitment to empowering underprivileged children by providing them with opportunities previously accessible only in elite private institutions. The revamped government schools aim to reshape the lives of these students, bridging the gap between economic disparities and quality education.

The ongoing improvements have led to a paradigm shift, with many parents now favoring government schools over private ones. Enhanced infrastructure, skilled teachers, and holistic development programs have contributed to this growing trust in public education.

Delhi's government schools have become a model for educational reform across India, demonstrating how focused investments and strong political will can transform public education. By prioritizing quality over quantity, the Delhi government has not only improved academic outcomes but also instilled confidence in the public school system.

With this milestone, the Delhi government continues to set ambitious goals for the future of education in the city. Efforts to expand similar reforms to more schools are underway, ensuring that every child has access to quality education.

This remarkable transformation underscores the power of education as a tool for social equity, promising a brighter future for students across Delhi. As the public school system continues to gain momentum, it stands as a testament to the potential of government-led initiatives in reshaping education for all.

China is setting a new benchmark in aviation infrastructure with the construction of the world’s largest artificial-island airport, the Dalian Jinzhouwan International Airport in Dalian, Liaoning Province. This monumental project is poised to elevate the city’s status as a regional transportation hub while enhancing China's growing role in global trade and connectivity.

Spanning 20 square kilometers (7.72 square miles), this airport will surpass the size of other major international airports, including Hong Kong International Airport and Kansai International Airport in Japan. Once completed, the airport is designed to handle up to 43 million passengers annually, significantly boosting China’s capacity to accommodate air travel demands.

The airport will feature four state-of-the-art runways and a vast 900,000 square-meter terminal, equating to nearly 9.69 million square feet. The terminal is designed to handle large volumes of passengers, ensuring smooth operations at peak times. The construction of this massive infrastructure involves advanced land reclamation techniques, using millions of cubic meters of sand and rock to create the artificial island that will house the airport.

With an estimated investment of $4.3 billion, the airport is scheduled for completion by 2035, marking it as one of the most ambitious projects in China’s aviation history. This mega project will not only serve as a key international airport but also position Dalian as a crucial trade and logistics center. With enhanced passenger and freight capacity, the Dalian Jinzhouwan International Airport is set to play a significant role in boosting regional economic activity and strengthening global connectivity.

Prime Minister Narendra Modi has officially launched Pariksha Pe Charcha (PPC) 2025, a nationwide initiative designed to reduce exam-related stress and promote open conversations between students, teachers, parents, and the Prime Minister. This interactive program, aimed at easing the pressures of academic life, invites students from classes 6 to 12, teachers, and parents to participate in a dialogue with PM Modi about handling exam stress and mental well-being.

Students, teachers, and parents can register for PPC 2025 through the official portal innovateindia1.mygov.in, with the registration period running from December 14, 2024, to January 14, 2025. Participants can submit their questions to the Prime Minister, with students having the opportunity to ask in 500 characters or less. Teachers and parents will have exclusive online activities designed to engage them in discussions about educational challenges and stress management.

To encourage widespread involvement, all registered participants will receive a Participation Certificate. Additionally, 2,050 selected participants will receive exclusive PPC Kits from the Ministry of Education. These participants will also have a chance to share their experiences and insights through media platforms, contributing to a nationwide conversation on tackling exam stress.

The primary goal of Pariksha Pe Charcha 2025 is to provide a stress-free environment for students, enabling them to focus on their education without the pressures of exams. By addressing common concerns related to exams, the program seeks to offer practical solutions to students, teachers, and parents, emphasizing the importance of emotional well-being during academic challenges.

PM Modi’s initiative is part of a broader government effort to promote student mental health and reduce the stigma surrounding stress. The program encourages students to see exams as opportunities for growth rather than sources of anxiety, while also fostering support from parents and teachers.

Pariksha Pe Charcha has become a significant platform for students, teachers, and parents to come together and engage in discussions about academic life. It aligns with the government's efforts to integrate mental health awareness and holistic learning into India’s educational framework.

India’s sneaker resale market has reached new heights with Mainstreet Marketplace, the brainchild of Vedanta Lamba, a 24-year-old entrepreneur with a passion for sneakers. Since its launch in 2017, this online sneaker store has become the ultimate destination for sneaker enthusiasts, offering a curated selection of over 3,000 products, including premium sneakers, hoodies, and t-shirts.

Mainstreet Marketplace has firmly established itself as a multi-crore startup, generating Rs 5 crore in monthly revenue. The company’s innovative approach to sneaker reselling has attracted $2 million in funding from high-profile investors like Deepinder Goyal (Zomato CEO), Nikhil Kamath (Zerodha co-founder), and Badshah, the popular Indian rapper.

With celebrity clients such as Ranbir Kapoor, Ranveer Singh, and Karan Johar, Mainstreet Marketplace has become synonymous with India’s growing sneaker culture. Over 50,000 sneakers have been sold across major cities like Mumbai, Delhi, Bengaluru, and Hyderabad, showcasing the rising demand for exclusive sneaker collections.

While its online platform dominates the Indian sneaker resale market, the brand has also ventured into physical retail. Two flagship stores are operational in Mumbai, with plans to open four additional outlets in the near future. This strategic expansion highlights the brand’s commitment to bridging the gap between sneaker enthusiasts and luxury streetwear in India.

Mainstreet Marketplace reported a revenue of Rs 24 crore in 2023 and aims to achieve a staggering Rs 100 crore by 2024. Its unique resale model and focus on premium customer experiences have been instrumental in its rapid growth, making it a trailblazer in India’s sneaker industry.

Vedanta Lamba’s inspiring journey is a beacon of hope for aspiring entrepreneurs. Despite dropping out of high school, his vision and determination led him to create one of India’s most successful startups, inspiring countless young innovators to chase their dreams.

Mainstreet Marketplace is at the forefront of India’s evolving sneaker culture. By combining luxury streetwear, accessibility, and celebrity endorsements, Vedanta Lamba has revolutionized the sneaker resale market. As the company continues to grow, it sets the standard for success in the Indian startup ecosystem, driving the sneaker culture to global recognition.

The National Council of Educational Research and Training (NCERT) has announced plans to reduce textbook prices starting in 2025. This initiative aims to ease the financial burden on parents and provide quality educational resources to students nationwide.

The decision, led by Union Education Minister Dharmendra Pradhan, aligns with the government’s efforts to improve the accessibility of education for all. To facilitate the price reduction, NCERT will significantly increase its annual printing capacity from 5 crore to 15 crore textbooks. This expansion is expected to lower production costs without compromising the quality of materials.

Alongside affordability, NCERT is also focused on aligning textbooks with the new National Curriculum Framework (NCF). Updated textbooks for classes 9 to 12, reflecting modern educational priorities, are scheduled to be introduced for the 2026-27 academic session. These updates aim to improve content relevance and ensure students are equipped with contemporary knowledge and skills.

The initiative marks a pivotal move in the government’s strategy to create an inclusive educational environment, particularly benefiting students from economically weaker backgrounds. Lower textbook prices will not only reduce financial strain on families but also ensure more equitable access to standardized learning resources.

The expanded printing capacity will allow NCERT to meet growing demands and maintain uninterrupted supply across schools. This strategic shift reflects a broader commitment to strengthening India’s education infrastructure in alignment with the goals of the National Education Policy (NEP) 2020.

The announcement has been welcomed by educators, parents, and policymakers as a positive step toward bridging economic disparities in access to education. By making textbooks affordable, the government aims to foster an environment where quality learning is accessible to all students, regardless of their socio-economic status.

NCERT textbooks are set to play an even more vital role in shaping the educational landscape of the country, ensuring affordability and quality go hand in hand. The first phase of reduced-cost textbooks will roll out in 2025, with further updates and improvements expected to follow in subsequent years.

Researchers at the All India Institute of Medical Sciences (AIIMS) have made a significant advancement in the fight against multiple myeloma, a complex and often fatal form of blood cancer. The team has developed a cutting-edge CAR-T cell therapy that shows immense potential in improving outcomes for patients battling this disease.

Chimeric Antigen Receptor T-cell (CAR-T) therapy is an innovative immunotherapy that genetically modifies a patient’s T cells to target and destroy cancer cells. Widely regarded as a breakthrough in oncology, CAR-T therapy has demonstrated remarkable efficacy in treating certain types of blood cancers, and AIIMS’s development now extends its potential to multiple myeloma.

The specialized CAR-T cell therapy developed by AIIMS researchers marks a critical leap forward in cancer treatment. Designed to address the unique challenges of multiple myeloma, the therapy has demonstrated significant promise in preclinical and early clinical settings.

The AIIMS CAR-T cell therapy has shown encouraging results in targeting and eliminating multiple myeloma cells. Early findings suggest the therapy could significantly improve survival rates among patients with this aggressive cancer. Unlike conventional treatments like chemotherapy, CAR-T therapy offers a more tolerable option by reducing adverse effects.

This breakthrough is a beacon of hope for patients with multiple myeloma, a condition often resistant to standard therapies. It also underscores India’s growing role in advancing global cancer research. The success of AIIMS’s CAR-T therapy could pave the way for similar innovations targeting other blood cancers and solid tumors.

Further studies and trials will be crucial in refining this treatment and making it widely accessible. Researchers are optimistic that with adequate funding and collaboration, CAR-T cell therapy could soon become a standard treatment for multiple myeloma in India and beyond.

The AIIMS achievement highlights the transformative potential of CAR-T therapy in oncology. With continued progress, this approach may redefine cancer care, offering new hope to countless patients.

The fourth year of a design program marks a critical transition from academic learning to a professional approach. It is a culmination of skills and knowledge acquired over the years, demanding students to embrace a structured and industry-aligned methodology. The emphasis lies in adhering to all stages of the design process, engaging stakeholders, and delivering outcomes that reflect real-world applicability.

One of the key aspects of the fourth-year approach is systematic adherence to the design process. From identifying the problem to ideation, prototyping, and execution, students are expected to follow a step-by-step methodology. Each phase must be treated with equal importance, ensuring that the final product is both functional and aesthetically appealing. This structured approach not only strengthens problem-solving skills but also nurtures the discipline required in professional settings.

Stakeholder engagement is another significant facet. Unlike earlier projects where students might work in isolation, fourth-year projects demand collaboration with multiple stakeholders. Whether it’s end-users, clients, or team members, their viewpoints play a crucial role in shaping the project. Understanding diverse perspectives helps refine concepts, ensuring that the final product caters to real-world needs.

In the concept development stage, students are encouraged to iterate rigorously. Feedback loops become an integral part of the process, enabling the refinement of ideas. This iterative process fosters innovation and ensures alignment with both project objectives and stakeholder expectations.

The emphasis on bringing the project to a conclusion is paramount. Whether it’s a physical prototype or a digital product, the outcome must be tangible and professionally executed. The ability to deliver a complete solution prepares students to tackle real-world challenges seamlessly.

Finally, the importance of professional visualization cannot be overstated. High-quality visual representation, whether through 3D models, interactive prototypes, or detailed renderings, is essential. It not only enhances the presentation but also communicates the design's potential effectively to stakeholders.

The fourth year is more than just a project; it’s a bridge to the professional world. By embracing this approach, students develop the skills, discipline, and mindset needed to excel in the design industry. It’s a transformative phase, turning budding designers into professionals ready to make their mark. It is a testament to the importance of professionalism in design education. By engaging with stakeholders, following structured processes, and delivering high-quality outcomes, students pave the way for a successful career in design.

In a groundbreaking development in forensic science, researchers at Flinders University have introduced an innovative method to measure the natural shedding of cells, including skin and touch DNA, by individuals. This pioneering technique could drastically improve crime scene investigations by providing a reliable way to correlate DNA evidence with a suspect's shedding levels.

This new method relies on cell staining to quantify an individual's shedding levels, an approach that has been tested on a sample group of 100 participants. The study revealed that the amount of DNA shed by individuals varies greatly, from very low to extremely high. This discovery introduces a new dimension to the forensic analysis of crime scenes, offering an additional layer of insight when evaluating DNA evidence.

The study’s results confirmed that the shedding patterns of most individuals are highly consistent over time. Specifically, 98 out of 100 participants exhibited reproducible shedding levels, meaning the amount of DNA they shed remained relatively stable regardless of the time or context of sample collection. This consistency could provide invaluable insight for investigators trying to match DNA found at a crime scene to a specific individual.

Furthermore, the researchers introduced the concept of a "shedder status" – a term used to describe an individual’s unique level of DNA shedding. The goal is to develop a straightforward, affordable test that can help forensic experts quickly determine a suspect’s shedder status and integrate it into the broader context of DNA profiling.

The potential applications of this discovery in forensic science are immense. One key advantage is the ability to reduce investigation timeframes. By understanding a suspect’s natural shedding level, investigators can better evaluate the DNA evidence found at crime scenes, allowing for more efficient processing and narrowing down of leads.

Moreover, this technique could also help resolve conflicts in DNA evidence. In many cases, DNA samples found at crime scenes can belong to multiple individuals, creating confusion in determining the perpetrator. By factoring in an individual’s shedding level, forensic experts could more accurately pinpoint who left behind the DNA, thereby providing a clearer picture of the crime.

While this development represents a significant leap forward in DNA forensics, researchers emphasize that more work is needed to refine the technique. Ongoing studies will focus on perfecting the method and understanding how best to assess shedding levels in different crime scene contexts.

As this revolutionary method continues to evolve, it holds the promise of transforming forensic investigations, providing more precise, reliable, and faster results for law enforcement agencies worldwide. This could ultimately lead to a more accurate understanding of the events surrounding a crime, improving both the investigation and prosecution processes.

A recent incident at the prestigious Indian Institute of Technology (IIT) Bombay has sparked a heated debate on campus healthcare policies. Two visiting students from IIIT Chennai, attending Techfest, IIT Bombay’s annual science and technology festival, were reportedly denied medical treatment by a campus doctor, raising concerns about institutional responsibilities toward non-resident students.

The students, who needed urgent medical attention during their visit, alleged that the campus doctor refused to provide assistance. This refusal has not only left the students distressed but has also brought to light potential gaps in the healthcare policies of one of India’s premier institutions.

The incident has prompted widespread criticism, with many questioning the ethical and professional responsibilities of campus healthcare providers. While IIT Bombay authorities have not issued an official statement, reports suggest that an internal inquiry is underway to uncover the reasons behind the doctor's actions and to assess whether existing protocols were violated.

The situation has highlighted a pressing issue: the lack of clarity in medical protocols for visiting students at academic institutions. As large-scale events like Techfest attract participants from across the country, the availability of comprehensive medical support becomes crucial. Denying treatment not only puts the affected individuals at risk but also tarnishes the institution's reputation for fostering inclusivity and hospitality.

Experts emphasize the need for academic institutions to establish robust healthcare frameworks that address the needs of all individuals on campus, including visiting students, staff, and guests. Such policies should ensure equitable access to medical care, especially during high-profile events that involve significant footfall.

This incident also raises broader questions about the preparedness of institutions to handle medical emergencies during large gatherings. Are on-campus healthcare services adequately staffed and equipped to cater to such demands? Should medical professionals working in academic environments receive additional training to handle diverse scenarios, including those involving non-enrolled individuals?

The refusal of care has struck a chord with many, igniting calls for IIT Bombay to set a precedent by revisiting its healthcare policies. Students and educators across the country are urging educational institutions to prioritize the well-being of all individuals within their premises, irrespective of their official association with the campus.

As the investigation continues, this incident serves as a wake-up call for institutions to implement inclusive healthcare policies that uphold the values of accessibility and compassion.

The third year of design education is a significant turning point, where students transition from theoretical learning to hands-on application. This phase emphasizes the integration of professional perspectives, disciplined methodologies, and the ability to navigate complex constraints to refine their craft and deliver impactful outcomes.

Professional Viewpoint and Methodologies

Adopting a Professional Mindset

Students are encouraged to view design projects through the lens of industry standards. This involves understanding client requirements, project timelines, and stakeholder expectations while ensuring the integrity of their creative vision.

Discipline-Specific Methodologies

Each design discipline—be it Product Design, Communication Design, or UXD—follows structured processes. Students practice adhering to these methodologies, ensuring their work aligns with both aesthetic and functional benchmarks.

• Product Design: Iterating on prototypes, material optimization, and usability testing.
• Communication Design: Campaign development, visual hierarchy, and branding strategies.
• UXD: User journey mapping, wireframing, and interface usability refinement.
• Balancing Creativity, Technology, and Commercial Viability
• Creative Content: Students refine their ability to generate innovative and engaging ideas, ensuring their designs resonate with intended audiences.
• Technological Application: Leveraging digital tools and software to enhance design execution, students bridge the gap between concept and production.
• Commercial Constraints: Introducing real-world challenges like cost efficiency, scalability, and market trends, students learn to design solutions that are both practical and competitive.

Concept Development with Constraints

Students begin their projects with conceptual freedom but gradually incorporate constraints such as budget limits, technical feasibility, and end-user preferences. This staged approach teaches them how to evolve their designs without compromising on creativity.

Refining the Final Version

Through iterative feedback loops and rigorous testing, students polish their work to meet professional standards. They learn to identify flaws, implement improvements, and deliver refined outcomes that align with project goals.

Practice and Evaluation

Real-world simulation becomes a central focus in the third year. Assignments are designed to replicate industry scenarios, encouraging students to strike a balance between innovation and practicality.

• Collaborative Projects: Encouraging teamwork to simulate industry dynamics.
• Presentations and Critiques: Building confidence in articulating ideas and responding to constructive feedback.

The third year molds students into professionals ready to tackle industry challenges. By integrating creativity with technological and commercial considerations, this phase prepares them to deliver designs that are not only innovative but also relevant and impactful in real-world contexts.

A recent study published in NeuroImage has revealed significant insights into the neurological mechanisms underlying stress and anxiety, findings that could reshape forensic applications in behavioral analysis and criminal investigations. The research, conducted by Massachusetts General Hospital, examined how brain activity changes under anxiety and how mindfulness practices, such as meditation, can mitigate these effects.

The study focused on 26 participants, including 16 experienced meditators and 10 controls, using functional magnetic resonance imaging (fMRI) to measure brain activity. Results demonstrated a notable decrease in activity within the amygdala—a region of the brain that regulates fear and stress responses—in individuals who practiced meditation. Concurrently, increased activity was observed in areas associated with cognitive functions like attention, emotional regulation, and memory.

Forensic scientists and criminal profilers can derive critical insights from these findings. By understanding the role of the amygdala in stress responses, forensic experts may develop improved techniques for analyzing witness reliability and suspect behavior during high-stress situations. Additionally, the study reinforces the potential for mindfulness training in forensic fields, offering tools to enhance decision-making under pressure for law enforcement and forensic professionals.

The implications extend to forensic psychology, where the study’s findings highlight new opportunities for managing anxiety disorders that can compromise testimony or impair memory recall. Meditation's demonstrated ability to regulate emotions and improve cognitive stability presents a promising adjunct in preparing witnesses for court appearances or managing post-traumatic stress among investigators and first responders.

Moreover, the research provides evidence of meditation as a non-invasive technique to maintain composure in high-stakes forensic interviews. The neural changes identified in the study suggest that mindfulness practices could help forensic professionals enhance their focus and reduce cognitive biases during criminal investigations.

This study contributes to the growing understanding of how brain activity governs stress responses and its relevance to forensic science. By linking neural mechanisms to emotional regulation, it opens the door for innovative applications of mindfulness in fields requiring mental resilience and precision under pressure.

As forensic methodologies continue to evolve, integrating neuroscience insights like these may redefine approaches to behavioral analysis, suspect interrogation, and investigative decision-making, ensuring higher accuracy and ethical standards in the pursuit of justice.

The Allahabad High Court has overturned the expulsion of three minors from a school in Uttar Pradesh, providing much-needed relief in a case highlighting the tension between individual freedoms and institutional policies.

The controversy arose when the three students were expelled from their school for allegedly bringing non-vegetarian food in their tiffin boxes. The school authorities justified their decision by asserting that the presence of non-vegetarian food had hurt the religious sentiments of other students, leading to their drastic action.

The Allahabad High Court found the expulsion unwarranted, ruling in favor of the students. The court stated that the school's decision lacked a justified basis and did not align with principles of fairness or inclusivity. It emphasized that the actions of the minors did not amount to an offense warranting such severe disciplinary measures.

• Upholding Freedom of Choice:
  The judgment reaffirms the students’ right to dietary freedom. It underscores the importance of respecting individual dietary preferences within a diverse society like India, where food habits are deeply influenced by culture, religion, and personal choice.
• Institutional Accountability:
  The court's ruling highlights the need for educational institutions to foster inclusivity and ensure a nurturing environment for students. Schools are reminded of their responsibility to address conflicts sensitively, without resorting to punitive measures that could disrupt a child’s education.
• Precedent for Inclusivity:
  This judgment is likely to resonate beyond this case, setting a precedent for handling similar disputes in educational settings. It reinforces the importance of balancing religious sentiments with individual rights, promoting coexistence in diverse communities.

The case has sparked broader conversations about the role of schools in managing cultural and religious differences. Experts emphasize the importance of sensitization programs for educators and students to promote understanding and reduce conflicts arising from differences in food habits, attire, or beliefs.

The Allahabad High Court’s decision is a significant step toward ensuring that educational institutions remain spaces of learning and inclusivity, free from discrimination. As schools navigate complex cultural dynamics, this verdict serves as a reminder that fairness and respect for individual rights must remain central to their ethos.

The National Law University Delhi (NLU Delhi) has unveiled the counselling schedule for the All India Law Entrance Test (AILET) 2025 for its BA LLB and LLM programs. The announcement marks the next crucial step for aspiring law students aiming to secure admission to one of India’s top law schools.

Important Dates for AILET 2025 Counselling

Registration Start Date: December 13, 2024
Last Date to Register: December 20, 2024
First Provisional Merit List Release: December 27, 2024
Counselling Fee and Seat Details
Registration Fee:
INR 30,000 (General category)
INR 20,000 (Reserved categories)
Seat Availability:
BA LLB: 110 seats
LLM: 70 seats

Reservations are in place for candidates under PwD, SC, ST, OBC, and EWS categories, ensuring inclusive access to quality legal education.
Document Checklist for Counselling

Applicants are required to upload and present the following documents during the counselling process:

For LLM Candidates: Statement of Marks of BA LLB (Hons) or LLB.
For All Candidates:
Class 10 Marksheet
Class 12 Marksheet
Character Certificate from the last attended school/college
Relevant Category Certificate (if applicable)
How to Register
Candidates must complete their registration through the official NLU Delhi website by the deadline. Ensure all documents are in order to avoid any last-minute hassles.

The AILET counselling process is a gateway for law aspirants to secure a place at NLU Delhi, known for its rigorous academic curriculum, excellent faculty, and stellar placement records. With limited seats and a competitive selection process, timely registration and accurate documentation are essential.

The Supreme Court of India has directed the Central Government to shift its focus from distributing free rations to creating employment opportunities as a sustainable measure to combat poverty and unemployment.

The court’s suggestion comes amid ongoing discussions about the long-term viability of providing free rations to nearly 81.35 crore people under various welfare schemes. While recognizing the immediate relief such programs offer, the Supreme Court highlighted the need for structural solutions that address unemployment and empower individuals to achieve self-sufficiency.

According to the court, employment generation initiatives would have a more sustainable impact on poverty alleviation and income inequality. By prioritizing job creation and skill development, the government can help citizens transition from dependency on welfare to self-reliance, thus improving their quality of life.

The Central Government has been directed to respond to the court’s recommendations and present a comprehensive plan for implementing employment-focused programs. The court’s directive is viewed as a significant call for policy shifts aimed at strengthening the economy through increased job opportunities and workforce development.

Experts and social activists have welcomed the move, asserting that employment generation is a more effective long-term solution to tackle poverty. They argue that while free rations address immediate food insecurity, creating sustainable livelihoods ensures economic stability for individuals and families, leading to broader social progress.

The Supreme Court’s directive has reignited the debate on balancing welfare programs with economic growth. A renewed focus on employment initiatives is expected to enhance skill development, encourage entrepreneurship, and open avenues for meaningful work, thereby reducing dependency on state-provided relief.

The government’s response to the court’s suggestion is anticipated in the coming weeks, with stakeholders eager to see actionable steps toward addressing unemployment and fostering economic empowerment across the country.

There is growing support for law schools to enhance their curricula by integrating and prioritizing the teaching of mediation and negotiation skills. Experts argue that these competencies are essential for modern legal practice, yet they often receive insufficient focus in traditional law school programs. By emphasizing these skills, law schools can better prepare students for the evolving demands of the legal profession, where resolving disputes outside of court is increasingly valued.

Mediation and negotiation are integral parts of the legal landscape, particularly as alternative dispute resolution (ADR) methods continue to gain prominence. These skills enable lawyers to facilitate amicable agreements between parties, saving time, money, and resources compared to lengthy courtroom battles. However, many law schools have traditionally concentrated on litigation and the theoretical aspects of law, often neglecting the practical, hands-on skills required to mediate and negotiate effectively.

Experts suggest that incorporating mediation and negotiation into law school curricula can provide students with a well-rounded education, blending both the legal theory and the practical tools necessary for successful legal practice. Mediation, in particular, is viewed as an effective method for resolving disputes in a way that benefits all parties involved, making it a critical skill for lawyers to master.

Some law schools have already begun to adopt innovative teaching methods to enhance their students' mediation and negotiation abilities. These methods include role-playing exercises, simulations, and real-world case studies that allow students to practice these skills in a controlled, supportive environment. Such approaches not only teach theoretical knowledge but also equip students with practical experience in handling complex negotiations and mediations.

By elevating mediation and negotiation skills within the curriculum, law schools can better prepare students for the multifaceted nature of modern legal practice. This shift can empower the next generation of lawyers to become more effective problem-solvers, helping clients reach resolutions that are mutually beneficial and avoiding the time and costs associated with litigation.

As per Bar and Council reports, as the legal field increasingly values dispute resolution outside the courtroom, it is essential for law schools to prioritize the teaching of mediation and negotiation skills. This shift in focus will equip future lawyers with the tools they need to thrive in an ever-evolving legal landscape, ultimately benefiting clients and society as a whole.

The Central Bureau of Investigation (CBI) informed the Supreme Court today that the trial of the rape and murder case of a trainee doctor at Kolkata’s RG Kar Medical College is likely to conclude within a month. The trial, which is being held in a Special CBI Court in Sealdah, has made significant progress, with 43 out of 81 prosecution witnesses already deposed.

Solicitor General Tushar Mehta, representing the CBI, stated that the court is conducting hearings four days a week, and expressed satisfaction with the trial's pace. The court has been monitoring the progress closely, and there is hope for an expedited conclusion.

The tragic incident, which occurred on August 9, 2018, led to the transfer of the case from the Kolkata Police to the CBI, after concerns were raised about the handling of the investigation. The CBI’s chargesheet identified Sanjay Roy, a civic volunteer, as the prime accused in the crime.

In addition to the ongoing trial, the CBI also shared updates regarding a separate investigation into financial irregularities at RG Kar Medical College, which has led to a chargesheet. However, prosecution sanction for this aspect of the case is still pending from the state government.

Meanwhile, advocate Vrinda Grover, representing the victim's family, urged the court to include individuals allegedly involved in the cover-up of the crime in a supplementary chargesheet. The Supreme Court has also been reviewing the progress of a National Task Force (NTF) set up to propose measures for the safety of medical professionals, with a final report expected within 12 weeks.

The next hearing is scheduled for March 2025, although an earlier date could be set if the trial faces delays. The Supreme Court has also called on states to improve measures against gender-based violence and enhance safety protocols for healthcare workers.

The Supreme Court has rejected a petition challenging the results of the CLAT PG 2025 examination, advising the petitioners to approach the Delhi High Court for further action. The bench, led by Chief Justice of India Sanjiv Khanna, dismissed the plea filed by Anam Khan and Ayush Agarwal, who had raised objections to the provisional answer key released on December 2.

The petitioners had claimed that the answer key contained errors in 12 questions, and they also objected to the short, one-day window provided for raising objections. Additionally, they criticized the Rs 1,000 fee per objection as excessive. However, the Supreme Court dismissed these concerns, with the Chief Justice stating that the Rs 1,000 fee per objection was "not a big deal."

In its ruling, the court emphasized that it could not intervene as the court of first instance in such matters, stressing the importance of timely release of examination results. The bench raised concerns about the potential delays that could be caused by the apex court's involvement in such cases.

With the petition now dismissed, the petitioners have been advised to take their grievances to the Delhi High Court. The move highlights the judicial preference for allowing the High Court to address issues related to the examination, leaving the Supreme Court to focus on matters of national significance.

The decision comes as a setback for those challenging the CLAT PG 2025 results, but the path is still open for legal recourse through the High Court. This development underscores the importance of following proper legal channels and the need for timely resolution of disputes in academic examinations.

As a society, we often prioritise academic achievement over the emotional well-being of our children. The stress of shifting schools and cities can have a profound impact on young minds, leading to feelings of loneliness, anxiety, and isolation.

Reminiscing 2020’s global house-arrest and with campuses being closed and online learning being pursued, edtech push by COVID is now stronger than the fintech push by demonetization. The teacher-student model has ceased to exist for ever now, and we are moving to a qualitatively different mentor-learner model not just in the current digital learning phase, but also in the post pandemic times ahead. Beyond this complete campus lockdown phase, during which time mentoring-learning-assessing has gone online globally, we shall be moving towards blended phygital education ahead, which will be the new normal ahead, and will make the new model of mentor-learner firmly entrenched.

Learning or academics or education broadly has three functions: creation of learning content through research, writing, packaging with visuals; dissemination of learning through classes, lectures, notes, self-study, discussions; & assessment and evaluation of the education of the learner by various methods. All these three have been majorly impacted by the self-isolation imposed to ensure social distancing so that the learners and the mentors may first be protected from the spread of the infection of COVID19. The lockdown across the world is simultaneously a boon and a bane for the teaching-learning community today.

Teacher to Mentor:

The teacher was a sage on the stage, introducing every new topic, speaking the last word on it, sticking to a structured syllabus as prescribed, interpreting it as s/he deems right, finishing the syllabus and focusing on examination and evaluation to complete the cycle of delivery of education. He often demands respect, and relies on the power to punish to set things right (not always, though). Teacher teaches and often sermonizes.

Each premise noted above is changing now.

Mentor today is a co-learner, may be the first stimulus for a topic but never the last word, starts from a structured syllabus but is expected to move towards organic learning depending upon the variegated interest areas of groups of learners, aggregates learning resources from multiple sources and shares with the learners, is more a guide, second parent and agony shelter of sorts for the learners. Examination also is diverse and evaluation is just one more function and not the ultimate yardstick of learning and brilliance of the learner. Mentor may often be less informed about an issue, but with a better perspective to guide. Mentor engages and inspires.

Learning Resources Aggregation & Delivery:

To begin with being the new age mentor, a massive train the trainer and capacity building is needed today. For this, first the mentor has to be a digital personality with smartphone and net connection, and with laptop and wifi connection. Next, one has to learn how to create, deliver and engage in content across multiple online platforms, and how to take matter learnt online to matter practiced offline face to face. Third, one has to now learn assessment with open book through analysis and application, through quiz, through applied projects, through phygital presentation and actual work in labs and studios after using virtual labs and studios.

Creating the learning resources was quite easy earlier. There were the books, often called text and reference books, then the power-point presentation of the teacher, and then chalk and talk. And the topic was first introduced in a class, post which notes were given, books were mentioned, and later examination was conducted to check memory and a bit of understanding.

The game is changed now. And totally so.

The concept of proprietary content (the mentor’s own videos, audio or podcast content, power-points, cases, info-graphics etc), aggregated content (books, monographs, videos, podcasts, URLs, pdfs, cases, etc taken from the internet, YouTube and Vimeo, etc), and also massive open/closed online learning resources (free ones like Swayam or NAPTEL, paid ones like those of Coursera or LinkedIn, and the university’s own online courses): these three are the learning resources today.

The mentor is expected to make a mix of proprietary, aggregated and online learning resources, suitably arranging them from the easies one to the toughest one and offer to the learners digitally (using Google Class, emails, or better, Learning Management Systems like Canvas or TCSion, Blackboard or Collaborate, etc,) at least a week or more before they meet digitally or physically to discuss the content. This is called Flipped Classroom where the learners get learning content much in advance, read, watch or listen to the same asynchronously at their own time, place or pace, note down things they have not understood or have questions on, and come to the digital/physical classroom synchronously, to clarify doubts, discuss cases, debate on conclusions drawn and participate in quiz or analytical or applied assignments. Delivery of the online session can be on any platform: MS Teams, Zoom, Webex, Google Meet and can move from the synchronous digital classroom to asynchronous digital chatroom debates and discussions for further clarification.

This makes the task for Content Creation and Content Delivery for the mentors much more diverse, tech-savvy, and tougher than the traditional teacher’s job.

Learners’ Engagement & Evaluation:

Further, education will now move from a system imposed disciplined endeavour to voluntarily participated and internalized process. It will be truly a learner-centric education now in the new normal, and shall be far more participative than the past. The learner in the digital or blended mode is learning voluntarily and not on the basis of an imposed discipline on campus through a web of rules and power dynamics. While voluntary learning will throw many non-interested or apathetic learners out of the learning circle, it will also make many focused learners internalize education better and apply it in a more focused manner at his or her individual level.

Also, with Artificial Intelligence, robotics, automation, Machine Learning and internet of things being the other emerging realities, the skills for mass production or education to do the same work repeatedly will be totally irrelevant ahead when machines will take over almost all such work (more than three fourths of all human work today). Hence, new age skills, apart from technology use, have to be in areas like creativity, innovation, incubation, problem-solving, teamwork, leadership, critical thinking, design thinking, empathy, emotional intelligence and risk management. Each of these can be qualitatively and quantitatively mentored to any youth from an early age of say 15 years till 25 years of age, and will become his or her second nature.

To deliver such a learning, the learners’ engagement techniques have to be more tech-savvy (google forms, polls, surveys, quiz, virtual lab and studio, AI tools, etc) and also with higher emotional quotient (use of humour, videos, info-graphics, empathy in the class, allowing diversity of opinion, wellness conscious, etc).

Even the evaluation or assessment has to be diverse. Assessment refers to learner performance; it helps us decide if students are learning and where improvement in that learning is needed. Evaluation refers to a systematic process of determining the merit value or worth of the instruction or programme; it helps us determine if a course is effective (course goals) and informs our design efforts. Assessment and evaluation can be both formative (carried out during the course) and summative (carried out following the course). There can be many ways for the same. Mentors can make learners aware of expectations in advance (e.g. one week for feedback from deadline) and keep them posted (announcement: all projects have been marked). For example, one can create tests that are multiple choice, true/false, or short answer essays and one can set the assessments to automatically provide feedback.

When online, evaluation can be on the basis of proctored digital examination or open-book analytical and applied evaluation with non-google-able questions. And this is surely not an easy task for the mentors as teachers of the past were used to repeat past questions, had set patterns of questions, examinations were ‘suggestions’ and memory based, and not application based in general. Online quiz, open book examination with time-managed and proctored question paper delivered online, applied questions not based on memory but comprehension, telephonic interview etc have been the usual ways of digital assessment and evaluation of learning.

There will be offline evaluation also. Here, the assessment can be based on offline written examinations, field-survey based presentation or report writing, debates, lab/studio-based practical, or a peer-group work, or a submission of a long-term real life or live project.

Digital Learning Tools Today:

The pandemic requires universities to rapidly offer online learning to their students. Fortunately, technology and content are available to help universities transition online quickly and with high quality, especially on the digital plank, though at a cost and with the risk of several teachers and administrators being forced to go out of the system.

Digital learning on the go or from distance calls for tech-led holistic solutions. It requires several content pieces to be transmitted digitally. These content pieces can be in the form of pdfs, ppts, URLs, YouTube links, podcast links, case-studies, etc. There can also be e-books, audio-books, kindle based content, magzter sourced magazines, etc. Then this can involve learning without being face to face through boxes, as in Google Class, or learning face to face as in Zoom live audio-visual discussions. People may also use GoToMeetings or MicrosoftMeet sessions also. Attendance can be taken on Google Spreadsheet and through WhatsApp Group chat of a batch of students too.

Then there are MOOCs, collaborative distance learning, wikis, blogs etc. Individual resource-rich institutes develop their customized secured and IPR protected Learning Management Systems, through the use of BlackBoard or TCSion LMS. Other LMS options like Kaltura or Impartus allowing video recording of talks also ar in use in many places. There are CourseEra courses, Swayam online lessons from UGC and similar other avenues to learn online.

Learning digitally can be further assisted with Virtual Reality (VR), Augmented Reality (AR) and Mixed Reality (MR) which can take the viewer to an enhanced experience even integrating scenarios which are yet to happen creatively bringing them within the learning experience. These are immersive and contextual experiences, and artificial intelligence driven chatbots can further enhance the digital interface of the learner and the mentor.

Digital Learning Value-adds:

Incorporating big data analytics and content management, educators can develop an individualized curriculum that enhances how each student learns (e.g. playlist of learning content in WiseWire changing for each student). Many in the West have started the use of the millennials' language and style: Khan Academy video lessons, YouTube use, distinct style and language for young learners. Twitter, Tumblr, Snapchat, Imessage, Instagram, Facebook & Whatsapp are being creatively integrated with school education. There is a case of a management school in India, where the professor sends a 3 minutes interesting video on the subject he is taking up next through group whatsapp to increase interest in the batch towards the topic being taught.

In the US, the smart-phone applications like Socrative and Plickers are helping teachers interact and assess students’ progress, collaborate via cloud-based applications to work and solve a common goal. Teachers can publish real-time quizzes and polls for students via mobile devices to keep them engaged.

Further, using anything from iMovie to WeVideo, learners can create video as a learning resource. YouTube (with privacy settings) and SeeSaw or Flipgrid are also alternatives learners can make use of. The benefits of SeeSaw and Flipgrid are that students can add voice recordings or text sharing feedback with peers. Students became the co-creators of content and as a result, more engaged, including their parents. Useful apps like Book Creator, Explain Everything and EduCreations can be utilised towards this end. 

There are various software used to create digital content, like Camtasia, Raptivity, Captivate, Articulate Online, etc.

Yes alongside, social media use extensively will support learning online. Facebook Page can broadcast updates and alerts. Facebook Group or Google Hangout with advanced features in G-suite can stream live lectures and host discussions. Twitter can act as a class message board. The 256 characters help to keep messages succinct. Instagram can be used for photo essays. One can create a class blog for discussions. There are many different platforms available, such as WordPress, SquareSpace, Wix, Blogger for that. And, one can create a class-specific Pinterest board as well.

Students to Learners:

With mentors replacing teachers, the students cannot be the pre COVID typical students any more going ahead.

Students study in classroom, are taught by teachers, limited to given syllabus, and study for marks, grades, degrees. Students give exams in written and on the basis of suggestions or set patters of evaluation.

Learners study within and beyond the classroom, from mentors, peers, personal experience, books, digitally aggregated content, through projects and through assignments. Learners learn for lifetime application, and hence learn to learn further as things learnt today are obsolete soon. Self-learning or learning to learn is hence a major cultivated skill for the present day learners, especially in higher education, as techniques and technologies are changing in the work-place in less than five years now. Learners also learn organically. While structured syllabus must be completed for foundation and examination, organic learning is about self-driven learning in few chosen areas out of interest, assisted by the mentors.

Yes, for this, doubling public education expenditure, digital access to the hinterland, considering digital connectivity as a human right, digital literacy as a fundamental pre-requisite in any work, providing cell phones and laptops or tabs en masse, announcing cheaper data packages for students, CSR in the field of domain of digital connectivity by corporate houses, etc and more would be needed soonest to bridge the yawning digital divide in the otherwise class divided society. It must be noted that even UNESCO has noted that only 48% of Indian learners’ community of 283 million is receiving some sort of online education today, the rest 52% going bereft of any form of formal learning whatsoever for more than a year now! And among these 48%, the girl-students are having a worse fate in the poorer families due to limited digital devices to which the sons have a higher access than the daughters.

Conclusion:

India has been speaking of digital education for long but it has stayed on as a possibility and not a reality for more than a decade now. Even IITs and IIMs have used digital platforms on the side for sharing of content and debating on issues sporadically. The larger mass of 1300 plus universities and some 44,000 colleges have actually not digitized their content, not made access to online learning mainstay of their teaching-learning process, except the distance learning universities. In fact, the old school educationists looked at online and distance education with some disdain all across South Asia. They are in for a major shock now. The digital divide needs fast bridging through the promise of 6% of the GDP for public education, through 2% of profits for CSR given here, and through civil society initiatives like getting smart-phones, laptops and tabs for the less privileged.

It is clear that going ahead digital access will be a human right, and those in governance must wake up to the reality that youngsters need in expensive tablets and easy data access. A nation that spends less than 3% of national budget for public education (lower than Tanzania, Angola and Ghana, et al), with the states putting in 2.5 (Bihar) to 26% (Delhi), with Delhi being the only state in double digits, cannot ensure digital education for the masses, unless allocation of funds and their transparent spending happen.

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Prof. Ujjwal Anu Chowdhury

The author is Vice President, Washington University of Science and Technology and Editorial Mentor, edInbox.com

The last two years have clearly shown that technology-aided remote schooling is neither fully possible nor completely desirable. 

Lest we forget that India is a nation of more than one-third of the population in the 15 to 25 years age-bracket, the most promising period of life when one decides career path, subjects for learning, types of work to do, and becomes self-dependent in the process.