The Medical Counselling Committee (MCC) has announced that the NEET PG 2024 Round 3 seat allotment result will be released on January 25, offering a vital update for thousands of medical aspirants eagerly awaiting their admission outcomes. This marks an important step in the counselling process for students seeking postgraduate medical seats in government and private institutions across India.

The MCC recently made amendments to the NEET PG 2024 counselling schedule, with Round 3 being a critical stage for candidates vying for seats. As per the new schedule, the Round 3 seat allotment result will be available on January 25. Following the declaration, candidates who are allotted seats during this round are required to report to the respective medical colleges between January 25 and January 30 for document verification and to complete the admission formalities. Candidates who fail to report within this period risk forfeiting their allotted seat.

Upon being allotted a seat, candidates are instructed to carefully follow the reporting instructions provided on the official MCC website. They will need to present their original documents for verification at the allotted medical college, ensuring that all required documentation is in order. Any discrepancy or missing information could lead to disqualification from the admission process.

The MCC has advised all candidates to regularly monitor its official website for further updates on the counselling process. The website will also display detailed guidelines for candidates regarding the reporting process, along with the list of necessary documents to carry. Staying informed about the timetable and instructions will help aspirants avoid unnecessary delays or complications in the admission process.

The declaration of the Round 3 seat allotment result is a significant milestone for NEET PG aspirants, as it determines the final phase of their admission into postgraduate medical courses. Candidates are advised to carefully check their results and follow the reporting guidelines to ensure they do not miss out on the opportunity to secure a seat in their desired specialization.

As the NEET PG counselling progresses, the MCC's organized schedule and instructions provide a streamlined path for aspiring doctors. Aspirants should remain vigilant, adhere to timelines, and complete the necessary steps to successfully secure admission to their chosen medical institution.

The Indian Institute of Technology (IIT) Madras has announced the admission of five talented students under the sports quota for the academic year 2024-25, recognizing their exceptional achievements in various sports disciplines. This initiative reflects the institution’s commitment to promoting holistic education by nurturing both academic excellence and athletic talent.

The students admitted under the sports quota are:

• Aryan Raj, an outstanding cricketer
• K. S. Harish, a chess prodigy
• S. Kavin Kumar, a skilled table tennis player
• V. Vikram, a talented volleyball player
• Y. Yashwanth, a promising basketball player

IIT Madras has long been known for fostering academic rigor, but it also understands the importance of extracurricular pursuits. By offering admissions under the sports quota, the institution provides a platform for exceptional athletes to pursue their academic goals without sidelining their passion for sports.

This step is part of IIT Madras' broader vision of offering a well-rounded education, combining both intellectual development and physical training. The inclusion of these athletes into the IIT fold is also expected to inspire aspiring sportspersons across the nation to maintain a balance between academics and sports. This initiative sets a precedent for other top-tier educational institutions, encouraging them to embrace sports as an integral part of students’ personal growth.

With state-of-the-art sports facilities and a supportive environment, IIT Madras aims to help students excel in both academics and athletics. The institution’s focus on nurturing holistic individuals aligns with national efforts to encourage sports participation at various educational levels, enabling the development of well-rounded individuals capable of achieving excellence in multiple domains.

The decision to admit students under the sports quota at IIT Madras marks a significant step forward in integrating sports into the broader academic framework, offering students the opportunity to pursue their dreams on and off the field.

The Maharashtra government has officially opened the online application process for admissions under the Right to Education (RTE) Act for the 2025-26 academic year. Parents seeking admission for their children in private schools under the 25% reservation quota can now apply through the official RTE portal.

Key Details and Eligibility Criteria

The deadline for submitting applications is January 27, 2025. To be eligible, families must have an annual income of less than one lakh rupees, ensuring that the scheme benefits economically disadvantaged sections. It is important to note that students who have already secured admission under the RTE quota in previous years are not eligible to reapply.

Essential Documents and Guidelines

Parents must ensure that all details provided in the application form are accurate and complete, as any discrepancies may lead to the cancellation of admission. The required documents include:

• Proof of residence
• Child’s date of birth certificate
• Income certificate
• Disability certificate (if applicable)
• Caste certificate (if applicable)
• Authorities have urged parents to double-check their entries to avoid errors that could impact their child's admission prospects.

How to Apply

Eligible parents can apply online by visiting the official portal at student.maharashtra.gov.in. Given the limited seats and high demand, parents are advised to submit their applications well before the deadline.

The Maharashtra government’s RTE initiative aims to foster inclusivity and provide quality education to students from underprivileged backgrounds by enabling their enrollment in reputable private schools. For further updates and assistance regarding the application process, parents can refer to the official website or reach out to their nearest education department office.

Former President Donald Trump has once again placed universal school choice at the forefront of his education agenda, vowing to give parents the freedom to select the best educational options for their children, regardless of income or location. The proposal, which aims to reshape the American education system, advocates for greater flexibility in choosing between public, private, or religious schools that align with students’ needs and values.

At the core of Trump's education plan are three major initiatives:

• Universal School Choice: Trump envisions a system where every family has the option to choose their preferred school, aiming to break the link between education quality and zip code.
• Merit Pay for Teachers: The plan includes incentives for high-performing educators through merit-based pay, recognizing their dedication and impact on student success.
• Abolishing Teacher Tenure: Trump proposes ending tenure protections for K-12 teachers, arguing that it would increase accountability and give parents more control over their children's education.
• While Trump's proposal has been met with enthusiasm from school choice advocates and conservative policymakers, it has also sparked concerns among education experts and public school supporters. Critics warn that diverting funds to private institutions could weaken public schools, particularly those serving low-income communities. They argue that universal school choice may exacerbate educational inequalities and leave vulnerable students without adequate support.

Political analysts predict that the proposal will face strong opposition in Congress, where lawmakers are divided on the issue. Education unions and progressive groups are expected to challenge the plan, citing the potential negative impact on public school funding and teacher job security.

Despite the controversies surrounding his plan, Trump’s firm stance on education reform continues to resonate with many voters who believe that expanding school choice can foster competition and improve overall educational outcomes. As the 2024 election looms, the future of American education is shaping up to be a central issue, with Trump's agenda fueling an ongoing national debate.

Whether his vision for universal school choice will gain traction or meet insurmountable resistance remains to be seen, but one thing is certain—Trump's education plan has reignited discussions on the best path forward for America's students.

A senior Taliban official, Sher Mohammad Abbas Stanekzai, has publicly urged the group's leadership to lift the ban on girls' education in Afghanistan. The Taliban's acting deputy foreign minister made an impassioned appeal at a recent gathering of scholars and officials, arguing that denying girls access to education contradicts Islamic Sharia law and is fundamentally unjust.

Stanekzai’s remarks have been viewed as one of the strongest internal criticisms of the Taliban’s hardline stance on female education, which has faced mounting condemnation from the international community since the group seized power in 2021. His comments are raising hopes that the Taliban may reconsider their policies amid increasing domestic and global pressure.

"We are hopeful that the Taliban leadership will reconsider their decision and allow girls to return to school," stated a spokesperson for the Afghan Ministry of Education, reflecting cautious optimism within the country.

The plea from within the Taliban ranks has been welcomed by human rights organizations and educators who have long been advocating for Afghan girls' right to education. A spokesperson for Human Rights Watch described Stanekzai's appeal as a "significant development" that could pave the way for a long-overdue policy change.

Since the Taliban's return to power, millions of Afghan girls have been denied the opportunity to pursue their education, resulting in a severe setback to the country's educational progress. The ban has further isolated Afghanistan on the global stage, with the United Nations and Western governments making the restoration of girls' education a key condition for diplomatic recognition and aid.

Observers believe that Stanekzai's comments could indicate internal divisions within the Taliban leadership regarding the education ban, as the economic and political costs of the policy continue to mount. Whether the group’s leadership will act on his recommendations remains to be seen.

According to a Hindustan Times report, as the situation unfolds, advocates for girls’ education remain hopeful that this rare dissent from a high-ranking official might be the catalyst needed to bring meaningful change for Afghan girls.

IIT Madras Director V Kamakoti has found himself at the center of a storm after making controversial remarks about the medicinal properties of cow urine, or gomutra. His statements, made during a Mattu Pongal event in Chennai, have drawn sharp criticism from various political figures, rationalist groups, and sections of the public.

Kamakoti, in his speech, claimed that cow urine has antibacterial and antifungal properties. He shared an anecdote about an ascetic who allegedly cured a high fever by drinking cow urine, sparking outrage among critics. The IIT director’s comments were seen by many as promoting unverified and scientifically dubious claims, leading to widespread condemnation.

The remarks quickly drew criticism from politicians across the spectrum. Dravida Munnetra Kazhagam (DMK) leader TKS Elangovan accused the central government of trying to “spoil” the education system by endorsing such pseudoscientific beliefs. Congress MP Karti Chidambaram also weighed in, tweeting that Kamakoti’s comments were “unbecoming of an IIT director” and accusing him of promoting pseudoscience.

Rationalist groups have also expressed dismay, calling for accountability from a leading academic institution. They argue that such claims, especially when made by someone in a position of authority, could undermine the scientific credibility of institutions like IIT Madras.

In defense of Kamakoti, Tamil Nadu BJP chief K Annamalai stated that the IIT director was merely expressing his personal views and had not intended to encourage anyone to consume cow urine. Sources close to Kamakoti further clarified that his comments were part of a broader discussion on organic farming and traditional practices, and that he had not advocated for cow urine consumption as a remedy for ailments.

Despite the clarifications, the controversy shows no signs of abating. Supporters of Kamakoti argue that academic freedom should allow personal expression, while his critics continue to call for greater responsibility from public figures in positions of scientific leadership.

As the debate rages on, the controversy over Kamakoti’s remarks raises important questions about the role of traditional beliefs in modern education, especially when they clash with scientific principles. This is a developing story, and more updates will follow as the situation unfolds.

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 Lokpal Chief has underscored the critical role of forensic experts in combating corruption, advocating for their prioritized recruitment to bolster the country’s anti-corruption machinery.

Highlighting the integral role forensic science plays in uncovering and prosecuting corruption, the Lokpal Chief stated that the expertise of forensic professionals is indispensable in building airtight cases against dishonest public officials.

The Lokpal of India, established as the nation’s anti-corruption watchdog, investigates allegations of corruption against high-ranking public officials, including the Prime Minister, Ministers, Members of Parliament, and other government servants. The institution’s mandate is to ensure accountability and uphold integrity in public service.

The Lokpal Chief’s call for forensic specialists aligns with its mission to enhance investigative efficiency and reduce instances of procedural weaknesses that can undermine justice delivery.

Forensic experts bring specialized knowledge to the table, enabling them to examine financial records, detect document forgery, and trace illicit money trails with precision. Their involvement ensures that corruption cases are substantiated with irrefutable evidence, making it harder for offenders to evade accountability.

The push to prioritize forensic expert recruitment reflects a proactive approach to equipping the Lokpal with the tools necessary to address complex corruption cases effectively. The move is expected to significantly enhance the institution’s ability to handle modern financial crimes, which often involve sophisticated schemes and digital platforms.

By incorporating forensic expertise into its framework, the Lokpal aims to strengthen its prosecution success rates and send a clear message that corrupt practices will be met with uncompromising scrutiny. Experts have lauded the Lokpal Chief’s stance, noting that integrating forensic science into corruption investigations aligns with global best practices and will modernize India’s approach to tackling financial crime.

As corruption grows increasingly complex in a digital era, the Lokpal’s emphasis on forensic capabilities marks a critical step in ensuring transparency and accountability across public offices. This initiative is expected to set a precedent for other investigative agencies in India.

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.

The Supreme Court has granted relief to students affected by a policy change from the Joint Admission Board (JAB), allowing those who dropped out of college between November 5-18, 2024, to attempt the JEE Advanced examination three times. This decision offers a renewed opportunity for aspirants to pursue their academic ambitions.

The ruling comes in response to widespread concerns raised by students and parents regarding the JAB’s sudden policy revision. The change had rendered students who left college during the specified period ineligible for the JEE Advanced, creating significant uncertainty and distress among those aiming for admission to premier engineering institutions.

The Supreme Court’s intervention addresses these concerns, reinstating eligibility for affected students under the existing rules. By allowing three attempts at the examination, the court has effectively provided a lifeline to those whose dreams of entering top engineering colleges had been jeopardized by the abrupt policy shift.

This decision is expected to benefit hundreds of students who were impacted by the JAB’s earlier stance. Legal experts and educationists have hailed the ruling as a victory for fairness and equity, emphasizing the importance of accommodating students who were unfairly disadvantaged by policy changes beyond their control.

For the affected aspirants, this judgment represents a crucial second chance to secure admission to institutions like the Indian Institutes of Technology (IITs). Many of these students had been preparing rigorously for the competitive exam, and the sudden change in eligibility rules had left them disheartened.

The Supreme Court’s ruling underscores the need for transparency and consistency in policymaking, particularly in matters that significantly impact students' futures. It also highlights the judiciary’s role in safeguarding the interests of students and ensuring that policies do not create undue hardships for those pursuing education.

With this judgment, the affected candidates can now focus on their preparations with clarity and renewed determination. The decision is likely to have a far-reaching impact, serving as a precedent for addressing grievances arising from abrupt policy changes in the education sector.

As the JEE Advanced exam remains a gateway to some of the country’s most prestigious engineering programs, this ruling reaffirms the principle of equal opportunity for all deserving aspirants.

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.