Saturday, July 25, 2020

Physics and Technological Revolutions

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Oem Trivedi

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Physics and Technological Revolutions

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Global Views 360

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July 25, 2020

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IBM Quantum Computer, an innovation based on Quantum Physics

IBM Quantum Computer, an innovation based on Quantum Physics | Source: IBM Research via Flickr

As he witnessed the first detonation of a nuclear weapon on July 16, 1945, a piece of ancient Scripture “Bhagwad Geeta” ran through the mind of Robert Oppenheimer: “Now I am become Death, the destroyer of worlds”. Oppenheimer, alongside the likes of Richard Feynman, Enrico Fermi, George Gamow, was part of the star-studded Physicist squad behind the Manhattan Project.

The biggest implications drawn from the end of WW2 for many might have just been the incoming power Struggle between the US and Soviet Union, but for your average American it went to a great length to show that Physicists form a breed of people who can build dangerously effective technology.

That fact, however, would have been evident to anyone with a brisk walk through Human History itself. Physicists have arguably provided the most significant contributions to the Technological Development of our race. From Archimedes building light reflectors to save the Greek Army from Roman Infiltration to the large-scale Ballistic Missile systems made during WW-II, weaponry technology has been highly influenced by physicists in every generation.

But mere list of armaments cannot do justice to the role played by Physics Research in Technological Developments of our society. To get a feel for that, let’s go back to the fathers of Modern Physics as we know it; Sir Isaac Newton and Galileo Galilei. Galileo had his long list of achievements in creating cutting edge technology of the day, ranging from Telescopes to Thermometers & the Magnetic Compass. Sir Isaac for his part was the reason behind the advent of the Industrial Revolution in Great Britain!

The simple Atwood Machines which have today become mainstay material taught to College Freshman and High School Seniors worldwide, were actually the kind of mechanical models on which the large-scale Factory Machines were built. Newton’s laws kickstarted the modern Technological Revolution and ever since then, Physics has been a constant source of inspiration behind all Technology.

The great pioneers in the field “Natural Philosophy” (the physics of today) after Newton continued the trend which their illustrious predecessor had started. The seminal works on Thermodynamics by the likes of Lord Kelvin, Ludwig Boltzmann, James Clerk Maxwell etc. played the decisive part in creating automobile engines and really any technology which dealt with heat (Spoiler Alert- There were a lot of them!). Maxwell’s work on the famous equations on Electromagnetism now named after him played the most significant part in the mission of making Electricity available to everyone (a conquest now just famously remembered for the fight between Nikola Tesla and Thomas Edison).

While one can point out that Theoretical works cannot lead to new Technology on their own, that assertion is only the half-truth. Sure, building technology on the basis of theoretical physics is mostly down to the Engineers, but one cannot underestimate the effect new theoretical developments and their possible uses have on the construction of new technologies. After all, if one was not able to understand the principles of the conversion of mass to energy or Electric & Magnetic Fields are coupled to each other, then expecting the construction of Nuclear Reactors and virtually all Electric Tech today would have been off the table.

So one might ask, what are the new theoretical ideas which can guide the next leap forward technologically? Well, no one can be quite sure of the form which technology will take in even a couple of decades (who would have thought that Server systems designed for efficiently using giant Data in CERN would one day be heavily used for making memes!).

I would go as far as to say that we have not yet completely exhausted the technological possibilities of the Special Theory of Relativity itself, the most prominent example of game changing technology based on that has been GPS Communication systems. One can hence fail to even imagine the kind of technological (and Industrial) progress technologies built on the revealing concepts from General Relativity and Quantum Mechanics can bestow upon us (I’m even refraining to comment on the Quantum Field Theoretic parts!).

Whatever that physics will lead us to is a mystery time will be most suited to answer, but one can see the effects of Quantum Mechanics in the next Computational Revolution itself; Quantum Computing. To put into perspective the extent of development Quantum Computing can bestow upon us, consider the following.

Computational devices today, which are stronger than the computers which put humans to the moon, are fundamentally built upon binary bit systems. From generating Big Bang like Energies in CERN and reaching past Saturn, to making all the knowledge available to everyone has been done in two bits. While Quantum Computers, which are being vividly researched on, can work with virtually infinite bits ! So, hold on tight as exciting new physics promises some large-scale changes on our Civilization as a whole.

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February 4, 2021 5:07 PM

India’s New Education Policy (NEP) 2020: What it proposes for Schools

On 30th July 2020, the Indian government’s Ministry of Human Resource Development (MHRD) was renamed the Ministry of Education as it announced the new National Education Policy (NEP) 2020.

The National Education Policy is an in-depth framework outlining the future and development of education in India. It’s recommendations guide what the priorities and goals of educational institutions should be in the coming years. The first NEP was passed in 1968; while it gets revised occasionally, a new NEP has only been passed two times since then, in 1986 and now in 2020.

Prime Minister Narendra Modi’s and the government was hailed by RSS-affiliated educational organisations for the NEP as a step to connect the education with the roots of India. They reportedly had quite an influence during the drafting of NEP, even going as far as to say that “60-70 percent” of their demands have been met.

On the other hand, NEP received criticism from the opposition parties like Congress, the Communist Party of India (Marxist), and political figures in West Bengal and Tamil Nadu. The criticism was primarily for bypassing Parliamentary discussion, and its ill-fittedness in the context of the COVID-19 pandemic and the ever-growing digital divide left in its wake in the education sector.

The NEP’s ambitious claims and propositions are divided into two broad categories: school, and higher education.

NEP at School Level

At school level, perhaps the biggest change is the move away from the 10+2 structure to a 5+3+3+4 one, signifying four stages of school education across ages 3-8 years (Foundational), 8-11 years (Preparatory), 11-14 years (Middle) and 14-18 years (Secondary). This new structure claims to be based greatly on the cognitive development of children and prioritising areas of focus through these ages.

The new structure also talks about the Early Childhood Care and Education (ECCE), which aims to include pre-schools and aanganwadis (government sponsored rural child care centres in India) in an effort to impart play and activity focused learning, and train aanganwadi workers to achieve the same.

However, the treatment of the aanganwadi program is already under question from the governance and child right watchdogs and activists . This program is poorly funded and workers are poorly paid which makes the promise of training the workers for implementing the NEP goals seem quite wishful. This means rural students are likely to continue to be many steps behind urban students from the ECCE i.e ‘Foundational’ stage itself.

National Assessment Centre

NEP proposes the establishment of a National Assessment Centre, PARAKH, to set norms and guidelines for evaluations across all school boards. Report-cards are also to be redesigned and include self, teacher and peer assessment. However, the details of what will entail in these, especially peer assessment, are vague and do not take into cognizance the rampant prejudice and bullying experienced by students at the hands of peers as well as teachers on bases of weight, religion, gender, caste, class, sexuality and more. Such discriminatory practices will hurt the students from marginalised communities in both disguised and explicit ways.

The 3 Language Formula

A more controversial change comes with the 3-Language Policy, which essentially asks that “wherever possible,” the regional language or mother tongue of a student be adopted as the medium of instruction “until at least Class 5, but preferably till Class 8 and beyond.”

All schools will teach three languages, of which at least two must be native to India. The draft NEP, in fact, mandated that one of these languages be Hindi; after protests against this ‘Hindi imposition’ such as by the southern state of Tamil Nadu, this provision was removed and it has supposedly been left to the state, school and student to decide which languages would be taught.

The so-called flexibility of the policy comes at the cost of uniformity. Since the colonial era, English education has served as a means of upward social mobility for castes and tribes that had historically been denied education under Brahmanical hegemony, this progress is threatened by making English ‘optional’ in any form.

There are also unaddressed and obvious scenarios of parents who migrate or get transferred to different states, parents who speak another language at home than the regional language, and children who grow up in multilingual homes, all of which are commonplace across India. How likely is it that every student in a classroom speaks the same mother tongue or is from the same region?

Promotion of Sanskrit

The NEP desires that the rich ancient languages of India be brought back to the forefront and be given more focus as languages that can be taken up by students. In this regard it shines a spotlight on Sanskrit, a classical language rooted in Hinduism which was for centuries only accessible to Brahmins and some other upper castes. The pedestal upon which Sanskrit has been placed is being seen as discriminatory towards the large population of India who either do not have historic ties to Sanskrit or were denied access to it.

While the NEP does mention other languages that have had a strong foothold in India for a long time, such as Persian and Prakrit, it notably omits mention of Urdu and seems especially driven to ‘promote’ Sanskrit.

Vocational Education

The NEP points out that a very small portion of the Indian workforce in the age group 19-24 is exposed to vocational education, and therefore recommends that it be integrated in schools and higher education in a phased manner over the next 10 years.

A focus on vocational education starting from ages as young as 14 is also questionable, since non-formal education, often valued less than degrees, might hinder the education of poor children. This may contribute to deepening the class divide in India since receiving Undergraduate or Postgraduate degrees often guarantees poverty alleviation for such students.

Additionally, vocational education will likely form a vicious cycle with the entrenched caste system in India, reinforcing each other and the inequalities therin.

It has been repeatedly asserted by experts, citizens and politicians alike that the NEP caters more to the corporate interests over the needs of underprivileged students, and has brought much uncertainty around the question of language.

It becomes vague at key points, falling back on the argument that it is only a ‘guiding document,’ which only makes its stances seem weaker, in both theory and practice.

Whether the NEP as a whole manages to turn the tide of education in favour of those who need it the most, and is able to mobilise it as a tool for progress, presently seems more fantastical than plausible.

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