The National Company Law Appellate Tribunal (NCLAT) has stayed the Competition Commission of India's (CCI) five-year ban on WhatsApp's data-sharing arrangement with Meta companies, marking a crucial development in the ongoing legal battle.

In November 2024, the CCI imposed the ban, citing concerns over WhatsApp's revised privacy policy, which permitted data sharing with Meta for targeted advertising purposes. The regulatory body also slapped a hefty fine of ₹213.14 crore on Meta, accusing it of abusing its dominant market position.

However, in a recent ruling, NCLAT decided to put the ban on hold, expressing apprehensions that such a restriction could jeopardize WhatsApp's operational viability in India. The tribunal also highlighted the fact that the Supreme Court had not issued an interim stay against WhatsApp's contentious 2021 privacy policy update.

Following the stay order, WhatsApp can continue its data-sharing practices with Meta companies for now. Nevertheless, the tribunal has directed WhatsApp to deposit 50% of the imposed penalty, which will be reimbursed if Meta secures a favorable verdict in the ongoing proceedings.

The case is set for its next hearing on March 17, 2025, and has garnered significant attention from the tech industry and regulatory bodies alike. The ruling comes as a major relief for Meta, as it allows the company to sustain its existing business model in one of its largest markets.

Case Overview:

• Case Name: WhatsApp LLC vs. Competition Commission of India
• Judicial Body: National Company Law Appellate Tribunal (NCLAT)
• Next Hearing Date: March 17, 2025

Industry experts are closely monitoring the case's outcome, which could have far-reaching implications on data privacy regulations and competition laws in India. For now, WhatsApp users in the country will see no immediate changes to their experience, as the platform continues to function under the existing privacy framework.

As the world faces increasing challenges—ranging from economic uncertainties to social pressures—mental well-being has become a priority now more than ever. January marks Mental Wellness Awareness Month, offering an opportunity to shed light on strategies that promote mental health resilience. One such crucial strategy is psychological flexibility, which enables individuals to adapt, grow, and thrive in the face of adversity. To delve deeper into this topic, Edinbox Scribe Nibedita spoke with Dr. Amit Dias, a leading expert in preventive and social medicine, who provides valuable insights on cultivating psychological flexibility across different age groups and settings.

NS: You mentioned the mantra "Bend, Don't Break." Could you elaborate on what that means in practical terms?

AD: Absolutely. The phrase signifies resilience through adaptability. Just like the willow tree bends in the wind but doesn't break, psychological flexibility enables us to adjust our responses to life's challenges. Instead of becoming overwhelmed or rigid in our thinking, we should learn to embrace change and adopt alternative approaches when necessary. For instance, when one door closes, another often opens; we just need to have the perspective to see it.

NS: How does psychological flexibility benefit different age groups, such as adolescents and the elderly?

AD: Adolescents face immense academic and social pressures, and psychological flexibility helps them navigate these challenges effectively. Teaching them skills like mindfulness and acceptance can reduce exam anxiety and foster resilience against mental health struggles.

For the elderly, flexibility is key to coping with physical decline, social isolation, or bereavement. Our DIL initiative in Goa, in collaboration with the University of Pittsburgh, trained seniors in Problem Solving Therapy, which significantly reduced depression rates. The ability to adapt to new circumstances, such as embracing technology to connect with loved ones, can greatly improve their quality of life.

NS: Can psychological flexibility be applied in workplace settings? If so, how?

AD: Definitely. In professional environments, flexibility enhances teamwork and innovation. Leaders and employees who can adapt to remote work, changes in market demands, or new policies tend to be more successful and satisfied. It also helps in managing workplace stress, conflict, and even situations like bullying and harassment. Policies need to encourage an open mindset and adaptability to foster a healthy work culture.

NS: You’ve developed a process for adopting psychological flexibility using the acronym RESILIENCE. Could you walk us through it?

AD: Of course. The RESILIENCE model provides a structured approach:

• R – Recognize your thoughts and emotions: Accept your feelings without judgment.
• E – Embrace discomfort: Face challenges rather than avoid them.
• S – Stay present: Practice mindfulness to focus on the present moment.
• I – Identify your values: Let them guide your actions.
• L – Let go of judgments: Treat yourself and others with compassion.
• I – Integrate flexibility into routines: Adjust plans as necessary.
• E – Engage in meaningful actions: Take purposeful steps toward goals.
• N – Nurture self-care: Prioritize health and wellness activities.
• C – Cultivate connections: Build a strong support system.
• E – Evaluate and grow: Learn from past experiences to improve.

NS: What message would you like to share with our readers to encourage them to develop psychological flexibility?

AD: I'd like to remind everyone of the story of the oak and the willow. The oak, though strong, was uprooted in a storm, while the willow, with its flexibility, stood firm. In life, we must embrace change and uncertainty with an open mind. Whether it's coping with a job loss, managing health conditions, or handling daily stress, flexibility is the key to thriving.

Anna University has introduced stringent measures to uphold educational standards, mandating that colleges provide precise faculty information to secure affiliation. The university has warned that institutions failing to comply with the new regulations will face severe consequences, including denial of affiliation.

Under the updated guidelines, affiliated colleges must submit comprehensive and accurate faculty details, covering qualifications, experience, and other essential credentials within the specified deadline. Anna University has emphasized that transparency in faculty recruitment is critical to maintaining the quality of higher education in Tamil Nadu.

This move comes in response to increasing concerns regarding discrepancies in faculty data submitted by certain institutions. Anna University aims to eliminate any inconsistencies that could compromise the educational experience for students. The university has also introduced an online system to streamline the submission and verification process, ensuring that the data provided is authentic and up-to-date.

Colleges that fail to adhere to the new affiliation norms will not only face the risk of losing their accreditation but may also encounter further scrutiny and legal action. Anna University officials have urged institutions to take the directive seriously and ensure all documentation is verified before submission.

Steps for Compliance

Timely Submission: Colleges must provide faculty details before the given deadline to avoid penalties.
Accurate Information: All data regarding faculty qualifications and experience must be correct and verifiable.
Use of Online Portal: Institutions are encouraged to utilize the university’s digital platform for seamless submission and tracking.

Educational experts have welcomed the move, stating that it will enhance the credibility of higher education institutions across Tamil Nadu. The focus on faculty qualifications ensures that students receive education from qualified professionals, fostering a more robust academic environment.

The Union Public Service Commission (UPSC) has announced the release of the Detailed Application Form-II (DAF-II) for candidates who have successfully cleared the preliminary round of the Indian Forest Service (IFS) Main Examination. Aspirants can now access and submit the form via the official UPSC website.

The deadline for submitting DAF-II is February 1, 2025. UPSC has advised candidates to complete the form submission well before the deadline to avoid last-minute technical issues or delays. The commission has emphasized the importance of filling out the form accurately, as any errors or incomplete information may lead to complications during the selection process.

The IFS Main Examination is set to take place in March 2025, although the exact dates are yet to be officially announced. Candidates should regularly check the UPSC website for updates to stay informed about any changes or additional instructions related to the exam schedule.

UPSC has provided a helpline for candidates who require assistance with the DAF-II submission process. Applicants can reach out to the commission through the helpline numbers 011-23385271 or 011-23381125 for any queries or clarifications.

Candidates are encouraged to thoroughly review the instructions provided by UPSC before submitting the DAF-II. It is essential to ensure that all required details, including educational qualifications, personal information, and other relevant data, are correctly filled in to avoid potential disqualification.

Apart from submitting the DAF-II, candidates must also prepare diligently for the IFS Main Examination, which is known for its comprehensive and challenging syllabus. The exam will test candidates' knowledge in various subjects related to forestry, environment, and general awareness.

With the examination approaching, aspirants are advised to focus on their studies while also ensuring the timely completion of administrative requirements. Missing the submission deadline could result in disqualification, making it crucial for candidates to adhere to all given instructions.

In a significant step towards promoting regional language education, the Indira Gandhi National Open University (IGNOU) has introduced Master of Business Administration (MBA) study materials in Odia. This initiative aligns with the National Education Policy (NEP) 2020, which advocates for education in regional languages and mother tongues to enhance accessibility and inclusivity.

Union Education Minister Dharmendra Pradhan digitally unveiled the Odia MBA study materials at Jaydev Bhavan in Bhubaneswar. Commending IGNOU's efforts in extending quality higher education across the nation, the minister underscored the importance of learning in one's mother tongue.

"The introduction of MBA study materials in Odia is a landmark step towards inclusivity, offering equal learning opportunities to Odia-speaking students," stated Minister Pradhan. "This initiative will not only facilitate learning in the mother tongue but also contribute to preserving and promoting Odisha's rich cultural heritage."

The study materials are readily available on IGNOU's e-GyanKosh portal, which offers digital resources to students. This move is expected to benefit thousands of students across Odisha and beyond, who prefer studying in their native language.

IGNOU's decision to provide MBA study materials in Odia underscores the university's commitment to advancing regional language education. By taking this step, IGNOU sets a benchmark for other educational institutions to emulate.

As India progresses towards implementing the NEP 2020, such initiatives play a crucial role in fostering inclusivity and diversity in education. By offering study materials in regional languages, IGNOU is effectively bridging language barriers and making education more accessible to students from varied linguistic backgrounds.

The Indian Army has officially launched a recruitment drive for unmarried engineering graduates to enroll in its esteemed Technical Graduate Course (TGC-141), which is set to commence in July 2025 at the Indian Military Academy (IMA), Dehradun.

This opportunity offers 30 vacancies across various engineering disciplines, providing young aspirants with a chance to serve the nation while pursuing a fulfilling career in the defense forces.

Eligibility Criteria

Candidates interested in applying for the TGC-141 must meet the following eligibility conditions:

• Nationality: Must be an unmarried Indian citizen.
• Age Limit: Candidates must be aged between 20 and 27 years as of July 1, 2025.
• Educational Qualification: Applicants must hold an engineering degree or be in the final year of their engineering program in a recognized institution.

Salary and Benefits

Selected candidates will receive an attractive pay scale of ₹56,100 – ₹1,77,500 per month, along with additional benefits such as:

• Stipend during the training period at IMA
• Military Service Pay
• Dearness Allowance, Leave Travel Concession (LTC), and other perks applicable to Army officersUpon successful completion of training, candidates will be commissioned as officers in the Indian Army with further career growth opportunities.

Application Process

Interested and eligible candidates can submit their applications online via the official Indian Army recruitment portal: joinindianarmy.nic.in. The application window is open from January 22 to February 16, 2025.

Selection Process

The selection process involves:

• Shortlisting of Applications based on academic performance.
• Services Selection Board (SSB) Interview, which assesses candidates’ psychological, physical, and intellectual capabilities.
• Medical Examination, ensuring candidates meet the required physical fitness standards.
• Why Join the Indian Army through TGC?

The Technical Graduate Course offers a unique blend of technical expertise and leadership training, enabling engineers to contribute to the country's defense capabilities while pursuing a dynamic and rewarding career.

Aspiring engineers who meet the eligibility criteria are encouraged to apply early and seize this opportunity to serve the nation with pride and honor.

In a groundbreaking development, researchers have uncovered compelling evidence suggesting that a common virus could play a role in the onset of Alzheimer’s disease. The study, which has sparked widespread excitement in the scientific community, points to the Herpes Simplex Virus 1 (HSV1) as a possible contributing factor to the progression of the debilitating neurological condition.

According to the research, HSV1—a highly prevalent infection affecting millions worldwide—was detected in the brains of individuals diagnosed with Alzheimer’s disease. Notably, the virus was not present in the brains of healthy individuals, reinforcing the potential correlation. Further analysis revealed that HSV1 remained active in Alzheimer’s patients, suggesting that it may contribute to the disease by triggering inflammation and damaging brain cells.

Scientists theorize that persistent viral activity in the brain could accelerate cognitive decline by promoting neuroinflammation and interfering with essential cellular functions. These findings mark a significant step in understanding the complex factors underlying Alzheimer’s, which remains a major global health challenge.

This discovery paves the way for further research into the causes of Alzheimer’s, which currently affects millions of individuals and their families worldwide. Although more extensive studies are required to establish a definitive link between HSV1 and Alzheimer’s, the initial findings provide new hope for developing targeted therapeutic interventions.

Experts believe that if the connection is confirmed, it could revolutionize Alzheimer’s treatment by shifting the focus toward antiviral therapies. Such an approach could potentially slow or even prevent disease progression in at-risk individuals.

The prospect of targeting HSV1 as a treatment strategy offers a fresh perspective in the fight against Alzheimer’s. Researchers are optimistic that antiviral medications, which are already widely used to manage herpes infections, could be repurposed to address neurodegeneration linked to the virus.

While the study presents a promising breakthrough, scientists caution that further clinical trials and extensive research are necessary to determine the full extent of HSV1’s involvement in Alzheimer’s development.

With millions of people worldwide impacted by Alzheimer’s, this discovery stands as a beacon of hope, offering potential new avenues for prevention and treatment in the years to come.

Udemy, a globally recognized online education platform, has unveiled a new range of forensic education courses, aiming to bridge the skill gap in digital forensics amid the surge in cybercrime and data breaches. The initiative comes as businesses and law enforcement agencies seek skilled professionals to combat cyber threats effectively.

The newly introduced courses, including Digital Forensics, Cybercrime Investigation, and Computer Forensics Tools, provide a comprehensive understanding of forensic science principles and investigative techniques. The curriculum covers critical areas such as:

• Investigating and analyzing digital data
• Identifying and prosecuting cybercrimes
• Utilizing forensic tools like EnCase, FTK, and Volatility
• Analyzing network traffic and system logs
• Examining mobile devices for forensic evidence
• Hands-on Learning with Expert Guidance

Udemy's forensic courses are designed by industry experts with years of experience in the field. Students will benefit from practical, hands-on training, engaging with real-world case studies to enhance their problem-solving abilities and technical skills.

Rising Demand for Digital Forensics Professionals

The growing complexity of cyber threats has created an urgent demand for qualified forensic experts. Udemy’s new offerings aim to equip learners with the essential tools and knowledge to pursue careers in cybersecurity, law enforcement, and corporate investigations.

Udemy is a leading online learning platform with a diverse catalog of courses across various domains. With over 130 million students worldwide, the platform is dedicated to delivering high-quality, accessible education to meet the evolving demands of the global workforce. For more information or to enroll, visit www.udemy.com.

The National Institute of Fashion Technology (NIFT) 2025 application correction window, which opened on January 10, officially closed on January 12, 2025. This short window provided applicants with the opportunity to rectify any errors in their application forms before the final submission process.

During the correction window, candidates were allowed to modify several crucial aspects of their application forms, including:

• Personal Information: Name, mother’s name, father’s name, date of birth, gender, nationality, state domicile, and category.
• Educational Details: Academic qualifications, uploaded photograph, and signature.

However, it is important to note that candidates were not permitted to change their exam center city, which was a fixed detail in the application process.

Applicants who wished to make changes followed a straightforward online procedure:

• Visited the official NIFT website.
• Clicked on the designated link to access the application correction portal.
• Logged in using their unique application number and password.
• Edited the required fields and submitted the final version of their application.

With the correction window now closed, candidates are advised to carefully review their finalized application details, as no further modifications will be permitted. Ensuring accuracy is crucial to avoid any discrepancies during the examination and admission process. As the exam date approaches, applicants should focus on their preparation strategy, familiarize themselves with the exam pattern, and stay updated with important notifications on the official NIFT website.

The AIDAT Exam is a national-level entrance exam for admission to top design colleges in India. The online exam assesses creative and design skills, with a duration of two hours. Eligible candidates include those who have completed 10+2 or equivalent from a recognized board. The important dates for AIDAT 2025 have been announced. The exam is scheduled to take place on January 27, 2025. Candidates can expect the results to be declared shortly after, on January 30, 2025. It's essential to mark these dates on your calendar and stay updated with any potential changes by checking the official website regularly. The exam score is accepted by top design colleges, offering aspiring designers a gateway to prestigious institutions and a successful design career. Registration is ongoing.

In a significant leap forward for pediatric healthcare in Tamil Nadu, Madras Medical College Hospital (MMCH) has officially inaugurated its much-anticipated Pediatric Intensive Care Unit (PICU). The newly established unit is designed to cater to the complex needs of critically ill children, ensuring they receive the highest level of care possible.

The PICU is equipped with cutting-edge medical technology and facilities to manage a wide range of pediatric emergencies. With a capacity of 10 beds, the unit is staffed by skilled pediatric intensivists, experienced nurses, and other healthcare professionals dedicated to providing specialized care. The team has undergone rigorous training to ensure that the unit meets the highest standards of patient safety and medical excellence.

This new development is seen as a major milestone for MMCH, which has long been at the forefront of healthcare services in the region. One of the primary goals of the PICU is to reduce the mortality rate among pediatric patients admitted to the hospital. By offering specialized, round-the-clock care, the unit aims to address the unique health challenges faced by children, from respiratory distress to complex infections and post-surgical recovery. The new unit also includes the latest in life-support systems and monitoring technology, ensuring that each child receives personalized care tailored to their specific needs.

Beyond medical expertise, the PICU is also focused on providing a comfortable and supportive environment for children and their families. Recognizing the emotional and psychological challenges that accompany the hospitalization of a child, the unit incorporates child-friendly facilities and spaces designed to ease the stress of both patients and their loved ones.

As the PICU begins its operations, MMCH anticipates a significant improvement in the overall healthcare experience for children in the region. The hospital’s administration is hopeful that the unit will not only provide life-saving care but also serve as a model for other institutions looking to improve their pediatric healthcare services.

The establishment of the PICU marks a new chapter for Madras Medical College Hospital, reinforcing its position as a leader in providing comprehensive, world-class healthcare to the people of Chennai and beyond.

MGM Medical College in Indore has achieved a groundbreaking milestone, becoming the first state-run institution in Madhya Pradesh to offer diagnostic testing for Human Metapneumovirus (HMPV). This initiative marks a significant advancement in the state’s healthcare infrastructure, enabling timely diagnosis and treatment of a respiratory virus that poses severe risks to vulnerable populations.

The medical college has established a state-of-the-art laboratory outfitted with advanced diagnostic equipment and staffed by highly trained professionals. This facility is now equipped to perform comprehensive HMPV testing, which is critical for early detection. The virus is known to cause severe respiratory illnesses, particularly among children, the elderly, and those with compromised immune systems.

Before the introduction of HMPV testing at MGM Medical College, patients in Madhya Pradesh faced significant challenges, often relying on private laboratories or traveling to facilities outside the state for diagnostics. The new service brings an accessible and affordable solution to the region, reducing both financial and logistical burdens for patients.

The testing facility is expected to benefit thousands of residents, significantly improving the state’s ability to detect and manage outbreaks. By prioritizing early detection, the initiative aims to enhance disease surveillance, reduce the severity of illnesses, and minimize hospitalizations due to delayed treatment.

Healthcare professionals have praised this step, emphasizing its role in bolstering public health. The initiative aligns with Madhya Pradesh's broader goals of expanding access to quality healthcare services. By introducing such advanced diagnostic capabilities at a government facility, the state demonstrates its commitment to improving healthcare accessibility and equity.

MGM Medical College’s accomplishment is not only a significant boost for the state’s healthcare but also sets a benchmark for other state-run facilities to adopt innovative solutions. This achievement underscores the institution’s dedication to advancing healthcare services and addressing pressing public health needs.

With this development, Madhya Pradesh is poised to strengthen its healthcare system, ensuring better outcomes for its residents and setting an example for the rest of the country.

The design industry in Hamburg is undergoing a transformative shift toward sustainability, positioning itself as a leader in ecological, social, and economic innovation. A report by Hamburg Kreativ Gesellschaft highlights how local designers are driving significant changes that align with global demands for sustainability.

Hamburg-based design studios, including Indeed Innovation, Design for Human Nature, and Re.Frame, are pioneering efforts to integrate eco-conscious practices into their creative processes. From developing environmentally friendly products to reimagining services and digital solutions, these studios are setting benchmarks for sustainable innovation.

The integration of artificial intelligence (AI) is further revolutionizing Hamburg’s design landscape. AI-powered tools are enabling designers to conceptualize and produce solutions with greater efficiency and a reduced environmental footprint. By leveraging AI, studios can optimize materials, streamline workflows, and enhance the lifecycle sustainability of their creations.

With over 3,000 businesses and a workforce of approximately 14,000 professionals, Hamburg’s design industry is a vital contributor to the city's economy. The sector generates significant revenue while also acting as a catalyst for broader ecological and social progress.

Hamburg Kreativ Gesellschaft emphasizes that the city's design industry is not just a commercial success but also a model for integrating sustainability into economic frameworks. Hamburg’s reputation as a global hub for creative innovation is growing. The city’s design community is actively shaping a sustainable future, making it a trailblazer for industries worldwide. By embracing both traditional craftsmanship and technological advancements, Hamburg is proving that design can be both profitable and purposeful.

As the demand for sustainable solutions increases, Hamburg’s design industry is poised to continue leading the charge. With its commitment to ecological responsibility and innovation, the city is setting a new standard for how creative industries can drive meaningful change.

The transformation of Hamburg’s design sector underscores the potential for creativity to tackle pressing global challenges, offering a blueprint for other cities aiming to balance growth with sustainability.

The Indore High Court has upheld the appointment of Dr. Alka Gupta as the Principal of a leading dental college in the city, dismissing a writ petition that questioned the legitimacy of the selection process.

The petition, filed by Dr. Sandhya Jain, alleged irregularities in the appointment and claimed she was a more suitable candidate for the position. However, after reviewing the evidence and considering arguments from both sides, the court ruled in favor of Dr. Gupta’s appointment, affirming that it was conducted in compliance with all relevant rules and regulations.

The court confirmed that Dr. Gupta's selection adhered strictly to the prescribed guidelines and legal frameworks governing such appointments.

Dr. Jain's claims of a flawed process and her superior eligibility were dismissed by the court, which found no merit in the allegations. The verdict reinforced the significance of maintaining fairness and transparency in recruitment processes within educational institutions.

The court's decision sets an important precedent for future appointment-related disputes in academic institutions. It sends a clear message about the necessity for institutions to rigorously follow established protocols and ensure merit-based selections to uphold educational standards and institutional integrity.

Furthermore, the ruling highlights the judiciary’s commitment to safeguarding procedural integrity in appointments, which is crucial for fostering trust and confidence in educational governance. Institutional stakeholders and aspiring candidates are now expected to adhere strictly to the regulations governing recruitment processes, ensuring a level playing field and promoting a culture of excellence. With the legal challenge resolved, Dr. Gupta can now focus on her role as Principal, leading the dental college towards academic growth and excellence.

The US Federal Trade Commission (FTC) has intervened in Elon Musk’s lawsuit against OpenAI, marking a pivotal moment in the ongoing legal battle between the Tesla CEO and the artificial intelligence company he co-founded. The FTC's involvement centers on concerns about the use of Musk's name and likeness, which it suggests may have misled consumers.

Musk initiated the lawsuit in 2023, accusing OpenAI of breaching contractual agreements and unauthorized use of his identity. The legal dispute stems from Musk's departure from OpenAI and the alleged implications that he remained significantly involved with the organization.

The FTC's intervention suggests growing regulatory scrutiny of AI industry practices. The agency is investigating whether OpenAI's use of Musk's name and likeness could have created a misleading narrative about his role, potentially deceiving consumers about the company's leadership and direction.

According to FTC officials, this case raises important questions about transparency and accountability in the rapidly expanding AI sector. The agency’s action signals a broader effort to ensure that AI companies adhere to ethical standards and prioritize consumer protection.

This lawsuit has far-reaching implications for the AI industry, as it underscores the increasing regulatory focus on:

• Transparency in marketing practices to avoid misrepresentation.
• Accountability of AI companies in managing public perceptions.
• Consumer protection in an industry with far-reaching influence on technology and society.
• Legal experts view the FTC's involvement as a significant step toward establishing clearer regulatory frameworks for AI companies, which have often operated in a loosely regulated environment.

The AI industry and legal analysts are closely watching this case. If the FTC finds OpenAI's practices to be deceptive, it could set a precedent for stricter regulations on how companies represent their affiliations and leadership. For consumers, the case highlights the importance of transparency in understanding the entities behind AI technologies. For companies like OpenAI, it serves as a reminder to maintain ethical practices in branding and communication.

As the lawsuit progresses, the outcomes will likely influence future regulatory policies in the AI space, making this a landmark case for the industry.

The Supreme Court of India has announced a recruitment drive to fill 90 vacancies for the position of Law Clerk-Cum-Research Associate. This is a prestigious opportunity for aspiring legal professionals to work closely with the judiciary.

Eligibility Criteria

• Educational Qualification: Candidates must hold a Bachelor’s degree in Law (LLB) from a recognized university in India.
• Age Limit: Applicants must be between 20 and 32 years old as of February 15, 2024.
• Application Fee: ₹500 for candidates belonging to General, OBC, and EWS categories.

Selection Process

The recruitment process will comprise:

• Written Examination: Scheduled for March 10, 2024, the exam will assess the candidates’ legal knowledge and analytical skills.
• Interview: Candidates who clear the written test will be shortlisted for the interview round, where their legal aptitude and suitability for the role will be evaluated.

Key Dates

• Application Start Date: January 25, 2024
• Application End Date: February 15, 2024
• Exam Date: March 10, 2024

Application Procedure

Eligible candidates can apply online through the Supreme Court of India’s official website. The application fee must be paid via debit card, credit card, or net banking. Applicants are advised to fill out the form carefully, as incomplete applications may be rejected.

The position of Law Clerk-Cum-Research Associate offers candidates a unique opportunity to gain insights into judicial processes, assist in legal research, and contribute to the preparation of judgments and legal reports. This role is ideal for law graduates looking to advance their careers in the judiciary or academia.

For detailed information regarding eligibility, syllabus, and other instructions, candidates are encouraged to visit the Supreme Court of India’s official website. This recruitment drive is a stepping stone for aspiring legal professionals to enhance their expertise and contribute to India’s legal system.

The Common Law Admission Test (CLAT) serves as the cornerstone for aspiring law students seeking admission to India’s prestigious National Law Universities (NLUs). Conducted annually by the Consortium of National Law Universities, CLAT is recognized as one of the most competitive and sought-after entrance exams for legal education in the country.

The CLAT exam is held every year, typically in May, providing a single-window opportunity for law aspirants to secure admission to undergraduate (UG) and postgraduate (PG) law programs. Spanning two hours, the test comprises 150 multiple-choice questions designed to assess candidates' aptitude in legal reasoning, logical analysis, and general awareness.

Marking Scheme:

Each correct answer awards +1 mark.
Each incorrect answer results in a penalty of -0.25 marks.

Participating Institutions

CLAT is the gateway to 22 esteemed NLUs across India, including:

• National Law School of India University (NLSIU), Bangalore
• Academy of Legal Studies and Research (NALSAR), Hyderabad
• National Law Institute University (NLIU), Bhopal

These institutions are renowned for their rigorous academic programs, experienced faculty, and exceptional placement opportunities.

Application Process

Prospective candidates can apply for CLAT online via the official website. The application window generally opens in January. Applicants are required to fill out personal details, upload relevant documents, and pay the prescribed application fee.

Alternative Law Entrance Exams

In addition to CLAT, law aspirants may explore other prominent entrance exams, including:

• LSAT India (Law School Admission Test): Accepted by several private law schools in India.
• AILET (All India Law Entrance Test): Specific to National Law University (NLU), Delhi.
• DU LLB Entrance Exam: Conducted for admissions to law programs at Delhi University.

These exams offer diverse pathways for students to pursue their legal aspirations in India’s competitive academic landscape.

CLAT is more than just an entrance exam; it is the starting point for a promising career in law. With access to top-tier institutions, candidates gain opportunities to explore various legal fields, including corporate law, litigation, and public policy. Aspirants are advised to stay updated on official notifications and prepare diligently to secure admission to their desired law schools. For more information and updates, visit the official CLAT website.

The National Law University (NLU), Delhi, has officially released the second merit list for the All India Law Entrance Test (AILET) 2025. Candidates who appeared for the exam held on December 8, 2024, can now check their selection status on the official website at nationallawuniversitydelhi.in.

Candidates can follow these easy steps to access the merit list:

Visit the official website: nationallawuniversitydelhi.in
Log in using your registration credentials.
Locate and click on the link for AILET 2025 Second Merit List.
Download the PDF file and search for your details.

The second merit list provides:

Category-wise selection details
Admit card numbers
All India Ranks (AIR)
Additional information relevant to the admission process
Candidates are advised to thoroughly review their status and follow the required steps for confirming their admission.

Key Dates to Remember

AILET 2025 Exam Date: December 8, 2024
Second Merit List Release: January 10, 2025
Further updates regarding the admission process, including deadlines for fee payment and document verification, will be shared on the official website.

AILET is one of India’s most competitive law entrance exams, offering admission to undergraduate and postgraduate programs at the prestigious National Law University, Delhi. Thousands of aspirants appear each year, making it a significant milestone for candidates seeking a career in law.

Selected candidates are required to complete the admission formalities, including fee payment and document submission, within the stipulated timeline mentioned in the merit list. Failure to comply may result in forfeiture of the seat.

The Madhya Pradesh High Court has issued a landmark directive mandating the digitization of medical records for survivors of the 1984 Bhopal Gas Tragedy. This decision, aimed at enhancing healthcare services for the affected population, instructs both the Union Health Ministry and the Madhya Pradesh government to expedite the process.

The court emphasized the urgency of the project by ordering the following:

• Immediate digitization of medical records for all survivors.
• Submission of an action plan within a week to outline the implementation strategy.
• Timely allocation and release of funds necessary to complete the digitization.

The Bhopal Gas Tragedy, occurring on December 3, 1984, remains one of the world’s worst industrial disasters. A toxic gas leak from the Union Carbide pesticide plant led to the immediate deaths of approximately 3,787 people, with over 500,000 individuals exposed to long-term health risks. For decades, survivors have battled chronic illnesses, necessitating consistent and accurate medical attention.

The digitization initiative is poised to transform healthcare delivery for the tragedy’s survivors. Key benefits include:

• Efficient Record Management: Consolidation of health histories in digital format will enable more precise tracking of patients' medical conditions.
• Error Reduction: Digitization will minimize paperwork-related inaccuracies, ensuring accurate diagnoses and treatment plans.
• Improved Long-Term Care: Healthcare providers will be better equipped to monitor chronic conditions and adapt treatment strategies as needed.

The court’s intervention marks a critical step in addressing the lingering health challenges faced by survivors. By mandating modernized record-keeping, the decision underscores the importance of equitable access to healthcare for victims of industrial disasters.

Survivors and advocacy groups have welcomed the court’s order, expressing hope that digitization will streamline healthcare delivery and help address the long-standing health concerns resulting from the tragedy. Authorities have been directed to act swiftly, with the court emphasizing the need for urgency in executing the digitization project. As implementation begins, the initiative is expected to set a precedent for managing healthcare needs in the wake of large-scale industrial disasters.

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.