Wednesday, July 1, 2020

World's largest graveyard of Dinosaurs found in South Africa

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Nikhita Gautam

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World's largest graveyard of Dinosaurs found in South Africa

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Global Views 360

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July 1, 2020

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‘African dinosaurs’ exhibit at the Iziko South African Museum in Cape Town

‘African dinosaurs’ exhibit at the Iziko South African Museum in Cape Town | Source: Bruce Anderson via Wikimedia

In a village in the eastern cape of South Africa lies one of the most significant dinosaur sites ever found in the world. The site was discovered when a shepherd, Dumangwe Thyobeka found a large bone on his way to his great-grandparents’ graves, in 2015. He then took the bones to a local dinosaur enthusiast, James Rhalene. Commenting on this discovery " Mr. Rhalene said, "Growing up we were told dinosaurs were a myth, I thought they were only tales our grandparents would tell around the fire at story time", and It wasn't until reading some books that I started to believe they may be real. I've been looking into the existence of dinosaurs since 1982. He added, "You can imagine my excitement at being part of this and discovering them in my own backyard. I am so proud. Books will be written about our small village; the world will come to know of us through this discovery.”

These bones are more than 200 million years old, of around the end of the Triassic era and the beginning of the Jurassic one. When the village elder, Sginyane Ralane came to know about the discovery, he reached out to universities in South Africa for looking into it. The news eventually reached Prof. Jonah Choiniere from the University of Witwatersrand in Johannesburg, and in 2018 Jonah and his colleagues started excavating the site. “It has been one of those places where you sometimes find yourself literally tripping over a dinosaur bone. There are very few other sites I've had the chance to work where we have this richness of fossils.” says Prof Paul Barett, a dinosaur expert at The Natural History Museum, UK, after he joined the team.

A reason why this area is abundant in fossils, Natural History Museum explains, is because of the ancient river systems in the area. The area is arid for most of the year now, and the rivers flow only seasonally. However, in the ancient times, there were vast river systems flowing year-round in the region, with wide, shallow rivers which would consequently form a layer of rock 210 million years old which is up to 500 meters thick in some regions. These rivers supported diverse wildlife, including ancestors of crocodiles, possibly those of turtles and mammals and fish, amphibians and reptile-like animals. The existence of such large rivers meant that dead animals nearby would be buried in sediment before they decomposed.  

This discovery is scientifically important for a number of reasons; the era from which these bones are found is a boundary in which a mass extinction occurred. Prof. Jonah is trying to understand how the animals from before that extinction survived and how they flourished after. In the Triassic era, there were multiple dominating animals, like the crocodiles, big mammal-like animals and dinosaurs. In the Jurassic era, however, the dinosaurs are clearly dominating. Why this happened is unclear, and the rocks and fossils from this site might help with that. There were also other animals along with dinosaurs in this site which make it noteworthy. Of the animals found, there were rauisuchians, which relate to modern-day crocodiles, and were dominant on land during the Triassic. The team also found cyclodonts and dicyclodonts, where the cyclodonts are the early ancestors to all mammals, and dicyclodonts are an even earlier branch of the mammalian family tree.

All of these have a significant impact on the community too; the team signed a memorandum of understanding with the local government with huge. After the signing, local officials visited the site at Qhemega. The team has been trying to use the heavy machinery they had brought for moving fossils for improving access in and to the village. They are also developing a curriculum in high schools to include topics about fossil sites and to add geography to the curriculum, to train the younger generation about the mapping used in excavation and in many other scientific fields especially relevant in the mineral-resource rich South Africa.

So far, this site has only provided benefits for everyone involved; new discoveries and confirming data for the scientific community, and economic access, increased opportunities and a matter for pride for the local community.

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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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