The Importance of Vitamins

Vitamins are organic molecules (or a set of closely related molecules called vitamers) that are essential to an organism in small quantities for proper metabolic function. These essential nutrients cannot be synthesized in the organism in sufficient quantities for survival, and therefore must be obtained through consumption. For example, vitamin C can be synthesized by some species but not by others; it is not considered a vitamin in the first instance but is in the second. Most vitamins are not single molecules, but groups of related molecules called vitamers. For example, there are eight vitamers of vitamin E: four tocopherols and four tocotrienols. The other essential nutrients are minerals, essential fatty acids, essential amino acids, and choline.

Vitamins have diverse biochemical functions. Vitamin A acts as a regulator of cell and tissue growth and differentiation. Vitamin D provides a hormone-like function, regulating mineral metabolism for bones and other organs. The B complex vitamins function as enzyme cofactors (coenzymes) or the precursors for them. Vitamins C and E function as antioxidants. Both deficient and excess intake of a vitamin can potentially cause clinically significant illness, although excess intake of water-soluble vitamins is less likely to do so.

All the vitamins were discovered between 1910 and 1948. Historically, when intake of vitamins from the diet was lacking, the results were vitamin deficiency diseases. Then, starting in 1935, commercially produced tablets of yeast-extract vitamin B complex and semi-synthetic vitamin C became available. This was followed in the 1950s by the mass production and marketing of vitamin supplements, including multivitamins, to prevent vitamin deficiencies in the general population. Governments have mandated the addition of some vitamins to staple foods such as flour or milk, referred to as food fortification, to prevent deficiencies. Recommendations for folic acid supplementation during pregnancy reduced the risk of infant neural tube defects.

History

The term "vitamin" was derived from "vitamine", a portmanteau coined from "vital amine" in 1912 by the biochemist Casimir Funk and his friend Max Nierenstein, Reader of Biochemistry at Bristol University, while Funk was working at the Lister Institute of Preventive Medicine. Funk created the name from vital and amine as suggested by Nierenstein, because it appeared that these organic micronutrient food factors that prevent beriberi and perhaps other similar dietary-deficiency diseases were required for life, hence "vital", and were chemical amines, hence "amine", as in the case of thiamine. In 1920, Jack Cecil Drummond proposed that the final "e" be dropped to deemphasize the "amine" reference, hence "vitamin", after researchers began to suspect that not all "vitamines" (in particular, vitamin A) had an amine component. The name "vitamin" soon became synonymous with Hopkins' "accessory factors".

Understanding before science

The value of eating certain foods to maintain health was recognized long before vitamins were identified in modern science. The ancient Egyptians knew that feeding liver to a person may help with night blindness, an illness now known to be caused by a vitamin A deficiency. The advance of ocean voyages during the Age of Discovery resulted in prolonged periods without access to fresh fruits and vegetables, and made illnesses from vitamin deficiency common among ships' crews.

In 1747, the Scottish surgeon James Lind discovered that citrus foods helped prevent scurvy, a particularly deadly disease in which collagen is not properly formed, causing poor wound healing, bleeding of the gums, severe pain, and death; Portuguese and Spanish sailors had independently known about the disease they acquired and how it was reduced after eating oranges and vegetables such as yams and turnips. In 1753, Lind published his Treatise on the Scurvy, which recommended using lemons and limes to avoid scurvy, which was adopted by the British Royal Navy. This led to the nickname limey for British sailors. However, during the 19th century, limes grown in the West Indies were substituted for lemons; these were subsequently found to be much lower in vitamin C. As a result, Arctic expeditions continued to be plagued by scurvy and other deficiency diseases. In the early 20th century, when Robert Falcon Scott made his two expeditions to the Antarctic, the prevailing medical theory was that scurvy was caused by "tainted" canned food.

In 1881, Russian medical doctor Nikolai Lunin studied the effects of scurvy at the University of Tartu. He fed mice an artificial mixture of all the separate constituents of milk known at that time, namely the proteins, fats, carbohydrates, and salts. The mice that received only the individual constituents died, while the mice fed by milk itself developed normally. He made a conclusion that "a natural food such as milk must therefore contain, besides these known principal ingredients, small quantities of unknown substances essential to life." However, his conclusions were rejected by his advisor, Gustav von Bunge. A similar result by Cornelis Adrianus Pekelharing appeared in Dutch medical journal Nederlands Tijdschrift voor Geneeskunde in 1905, but it was not widely reported.

In East Asia, where polished white rice was the common staple food of the middle class, beriberi resulting from lack of vitamin B1 was endemic. In 1884, Takaki Kanehiro, a British-trained medical doctor of the Imperial Japanese Navy, observed that beriberi was endemic among low-ranking crew who often ate nothing but rice, but not among officers who consumed a Western-style diet. With the support of the Japanese navy, he experimented using crews of two battleships; one crew was fed only white rice, while the other was fed a diet of meat, fish, barley, rice, and beans. The group that ate only white rice documented 161 crew members with beriberi and 25 deaths, while the latter group had only 14 cases of beriberi and no deaths. This convinced Takaki and the Japanese Navy that diet was the cause of beriberi, but they mistakenly believed that sufficient amounts of protein prevented it. That diseases could result from some dietary deficiencies was further investigated by Christiaan Eijkman, who in 1897 discovered that feeding unpolished rice instead of the polished variety to chickens helped to prevent a kind of polyneuritis that was the equivalent of beriberi. The following year, Frederick Hopkins postulated that some foods contained "accessory factors" – in addition to proteins, carbohydrates, fats etc. – that are necessary for the functions of the human body.

Primary education

Primary education is the first stage of formal education, coming after preschool/kindergarten and before secondary education. Primary education takes place in primary schools, elementary schools, or first schools and middle schools, depending on the location. Hence, in the United Kingdom and some other countries, the term primary is used instead of elementary.

The duration varies by country, but it typically lasts between three and six years. In some countries, such as the United States, the first seven to nine years of schooling are considered part of primary education.

The International Standard Classification of Education considers primary education as a single phase where programs are typically designed to provide fundamental reading, writing, and mathematics skills and establish a solid foundation for learning. This is ISCED Level 1: Primary education or the first stage of basic education.

Definition

The ISCED definition in 1997 posited that primary education normally started between the ages of 5 – 8 and was designed to give a sound basic education in reading, writing, and mathematics along with an elementary understanding of other subjects. By 2011 the philosophy had changed, the elementary understanding of other subjects had been dropped in favour of "to establish a solid foundation for learning".

History

In pre-agrarian cultures, children learnt by following their instinct to play. There was no need for enforced education. In agrarian cultures, agriculture, husbandry, bartering, and building skills can be passed on from adults to children or master to apprentice. Societies agree on the need for their children to learn and absorb their cultural traditions and beliefs. They attempt to do this informally in the family or by gathering the children together and employing a tutor to handle the task. This worked well for the landowners, but the children of the landless would be employed from the age of seven as servants. In one source from the turn of the 15th century, a French count advised that nobles' huntsmen should "choose a boy servant as young as seven or eight" and that "...this boy should be beaten until he has a proper dread of failing to carry out his masters orders." The document listed chores that the boy would perform daily and that the boy would sleep in a loft above the kennels to attend to the hounds' needs.

Religious communities became providers of education and defined the curriculum. Learning to recite passages from their holy text is a priority. For their society to advance, the oral tradition must be superseded by written texts; some students must write down the passages. Monasteries students needed to read out what is written in the religious language and not just the vernacular. This led to formal education in madrassas and schools. Martin Luther declared that salvation depends on each person's own reading of the Scriptures. Trading and management create a demand for accountancy. Basic skills thus included literacy and numeracy. This was the core of Elementary Education.

In mid 17th century America, Massachusetts became the first colony to mandate schooling for this purpose. Beginning in 1690, children there and in adjacent colonies learned to read from the New England Primer, known colloquially as "The Little Bible of New England".

History of elementary education in Europe

During Greek and Roman times, boys were educated by their mothers until the age of seven, then according to the culture of their location and times, would start formal education. In Sparta until twelve, it would be at a military academy building up physical fitness and combat skills, but also reading, writing and arithmetic while in Athens the emphasis would be on understanding the laws of the polis, reading, writing, arithmetic and music with gymnastics and athletics, and learning the moral stories of Homer. Girls received all their education at home. In Rome the primary school was called the ludus; the curriculum developed over the centuries featuring the learning of both Latin and Greek. In AD 94, Quintilian published the systematic educational work, Institutio Oratoria. He distinguished between teaching and learning, and that a child aged between 7 and 14 learned by sense experience, learns to form ideas, develops language and memory. He recommended that teachers should motivate their pupils by making the teaching interesting, rather than by corporal punishment. The trivium (grammar, rhetoric and logic) and quadrivium (arithmetic, geometry, astronomy and music) were legacies of the Roman curriculum.

The phenomenon of the rainbow

A rainbow is an optical phenomenon caused by refraction, internal reflection and dispersion of light in water droplets resulting in a continuous spectrum of light appearing in the sky. The rainbow takes the form of a multicoloured circular arc. Rainbows caused by sunlight always appear in the section of sky directly opposite the sun. Rainbows can be caused by many forms of airborne water. These include not only rain, but also mist, spray, and airborne dew.

Rainbows when viewed from the ground typically appear as an illuminated arc, but when flying, if there is enough mist they can be seen as full circles. The centre of the curve is always on a line from the Sun to the observer's eye.

In a primary rainbow, the arc shows red on the outer part and violet on the inner side. This rainbow is caused by light being refracted when entering a droplet of water, then reflected inside on the back of the droplet and refracted again when leaving it.

In a double rainbow, a second arc is seen about 10° outside the primary arc. Its colours are perceived to be in reverse order, with red on the lower side of the arc.

The Guinness World Records holder of the longest-lasting rainbow observed was 8 hours 58 minutes in the Yangmingshan range of Taipei, Taiwan in November 2017.

Visibility

Rainbows can be observed whenever there are water drops in the air and sunlight shining from behind the observer at a low altitude angle. Because of this, rainbows are usually seen in the western sky during the morning and in the eastern sky during the early evening. The most spectacular rainbow displays happen when half the sky is still dark with raining clouds and the observer is at a spot with clear sky in the direction of the Sun. The result is a luminous rainbow that contrasts with the darkened background. During such good visibility conditions, the larger but fainter secondary rainbow is often visible. It appears about 10° outside of the primary rainbow, with the inverse order of colours.

The rainbow effect is also commonly seen near waterfalls or fountains. In addition, the effect can be artificially created by dispersing water droplets into the air during a sunny day. Rarely, a moonbow, lunar rainbow, or nighttime rainbow can be seen on strongly moonlit nights. As human visual perception for colour is poor in low light, moonbows are often perceived to be white.

It is difficult to photograph the complete semicircle of a rainbow in one frame, as this would require an angle of view of 84°. For a 35 mm camera, a wide-angle lens with a focal length of 19 mm or less would be required. Now that software for stitching several images into a panorama is available, images of the entire arc and even secondary arcs can be created fairly easily from a series of overlapping frames.

From above the Earth such as in an aeroplane, it is sometimes possible to see a rainbow as a full circle. This phenomenon can be confused with the glory phenomenon, but a glory is usually much smaller, covering only 5–20°.

The sky inside a primary rainbow is brighter than the sky outside of the bow. This is because each raindrop is a sphere, and it scatters light over an entire circular disc in the sky. The radius of the disc depends on the wavelength of light, with red light being scattered over a larger angle than blue light. Over most of the disc, scattered light at all wavelengths overlaps, resulting in white light which brightens the sky. At the edge, the wavelength dependence of the scattering gives rise to the rainbow.

The light of a primary rainbow arc is 96% polarised tangential to the arc. The light of the second arc is 90% polarised.

Number of colours in a spectrum or a rainbow

For colours seen by the human eye, the most commonly cited and remembered sequence is Isaac Newton's sevenfold red, orange, yellow, green, blue, indigo and violet, remembered by the mnemonic Richard Of York Gave Battle In Vain, or as the name of a fictional person (Roy G. Biv). The initialism is sometimes referred to in reverse order, as VIBGYOR. More modernly, the rainbow is often divided into red, orange, yellow, green, cyan, blue and violet. The apparent discreteness of main colours is an artefact of human perception and the exact number of main colours is a somewhat arbitrary choice.

Newton, who admitted his eyes were not very critical in distinguishing colours, originally (1672) divided the spectrum into five main colours: red, yellow, green, blue and violet. Later, he included orange and indigo, giving seven main colours by analogy to the number of notes in a musical scale. Newton chose to divide the visible spectrum into seven colours out of a belief derived from the beliefs of the ancient Greek sophists, who thought there was a connection between the colours, the musical notes, the known objects in the Solar System, and the days of the week. Scholars have noted that what Newton regarded at the time as "blue" would today be regarded as cyan, what Newton called "indigo" would today be called blue.

The colour pattern of a rainbow is different from a spectrum, and the colours are less saturated. There is spectral smearing in a rainbow since, for any particular wavelength, there is a distribution of exit angles, rather than a single unvarying angle. In addition, a rainbow is a blurred version of the bow obtained from a point source, because the disk diameter of the sun (0.5°) cannot be neglected compared to the width of a rainbow (2°). The number of colour bands of a rainbow may therefore be different from the number of bands in a spectrum, especially if the droplets are particularly large or small. Therefore, the number of colours of a rainbow is variable. If, however, the word rainbow is used inaccurately to mean spectrum, it is the number of main colours in the spectrum.

Moreover, rainbows have bands beyond red and violet in the respective near infrared and ultraviolet regions; however, these bands are not visible to humans. Only near frequencies of these regions to the visible spectrum are included in rainbows, since water and air become increasingly opaque to these frequencies, scattering the light. The UV band is sometimes visible to cameras using black and white film.

The question of whether everyone sees seven colours in a rainbow is related to the idea of linguistic relativity. Suggestions have been made that there is universality in the way that a rainbow is perceived. However, more recent research suggests that the number of distinct colours observed and what these are called depend on the language that one uses, with people whose language has fewer colour words seeing fewer discrete colour bands.

Champaran Satyagraha

The Champaran Satyagraha of 1917 was the first satyagraha movement led by Mahatma Gandhi in British India and is considered a historically important rebellion in the Indian independence movement. It was a farmer's uprising that took place in Champaran district of Bihar in the Indian subcontinent, during the British colonial period. The farmers were protesting against having to grow indigo with barely any payment for it.

When Gandhi returned to India from South Africa in 1915 and saw peasants in Northern India oppressed by indigo planters, he tried to use what he had used in South Africato organize mass uprisings by people to protest against injustice.

Champaran Satyagraha was the first popular satyagraha movement. The Champaran Satyagraha gave direction to India's youth and freedom struggle, which was tottering between moderates who prescribed Indian participation within the British colonial system, and the radicals from Bengal who advocated the use of violent methods to topple British colonial rule in India.

Under colonial-era laws, many tenant farmers were forced to grow some indigo on a portion of their land as a condition of their tenancy, under Panchkathia or Teenkathia system. This indigo was used to make dye. The Germans had invented artificial dye so the demand for indigo fell. Some tenants paid more rent in return for being let off from growing indigo. However, during the First World War the German dye ceased to be available and so indigo became profitable again. Thus many tenants were once again forced to grow it on a portion of their land- as was required by their lease. Naturally, this created much anger and resentment.

Prompted by the invitation of local peasant Raj Kumar Shukla to investigate the grievances of farmers, Mahatma Gandhi undertook his initial political endeavor in India, the Champaran Satyagraha. Joined by prominent figures including Rajendra Prasad, Mazhar ul-Haq, Mahadeo Desai, Narhari Parekh and J.B. Kripalani, Gandhi journeyed to Champaran to examine the oppressive conditions. Brajkishore Prasad, Anugraha Narayan Sinha, Ramnavmi Prasad, Shambhusharan Varma also participated. When authorities instructed Gandhi to depart, he defied the order and preferred to face punishment. Gandhi's refusal marked his first act of passive resistance or civil disobedience on Indian soil. This pivotal action, coupled with his subsequent efforts leading to the establishment of a Government Commission of Inquiry on which he served, resulted in a negotiated settlement. This agreement compelled the planters to reimburse the peasants 25% of unlawfully collected funds and, significantly, led to the dismantling of the exploitative 'Teenkathia' system. Within a decade, the planters left the area.

Champaran Satyagraha Background.

The background for the Champaran Satyagraha of 1917 was born out of the persistent exploitation of indigo farmers in Champaran under the oppressive tinkathia system. Gandhi’s intervention was prompted by the farmers' severe economic distress, exacerbated by the decline of indigo factories.

Indigo Cultivation in Champaran: Champaran had been growing indigo since the late 18th century, and by 1850, it became the region’s most important crop, surpassing even sugar.

Tinkathia System: Under the tinkathia system, European planters forced ryots to cultivate indigo on 3/20th of their landholding, severely restricting their ability to grow food crops.

Decline of Indigo Factories: Post-1900, the decline of indigo factories due to synthetic indigo from Europe led planters to cancel contracts with ryots, imposing heavy fines (tawan) for release from the indigo obligations.

Financial Burden: Ryots unable to pay the fine were issued handnotes and mortgage bonds at a high 12 per cent annual interest rate, worsening their financial plight.

Champaran Satyagraha Tinkathia System

Under the Tinkathia system in Champaran, factory owners legally forced tenants to cultivate indigo on a fixed portion of their land for a set price. Around 1860, this requirement was 5 Kathas per Bigha (one-fourth of the landholding). By 1867, it was reduced to 3 Kathas per Bigha, giving the system its name, Tinkathia.

Factory Owners and Short-term Leases: When the factories were being established for the first time, their owners had no permanent interest in land. They used to take short-term leases from the Bettiah Raj (the second-largest zamindari in the Bettiah region of Bihar).

Deceptive Practices by Factory Owners: The factory owners would try to deceive the Bettiah Raj by renting land at a low price, and then they would have the tenants grow indigo for them to earn a profit.

Profits and Losses: While factory owners made large profits from indigo cultivation, the tenants bore the brunt of the exploitation.

Indigo Growing Agreements: Tenants were required to grow indigo on 3 Kathas per bigha of their holding for some years, with the specific land selected by the factory for cultivation.

Variable Payment and Penalties: If the crops were good, a fixed price per bigha would be paid to the tenant. But if the crop was not bumper, then the tenant would get only a reduced price. If the tenant failed to grow indigo, he was liable to pay a heavy sum by way of damages for his breach.

Centenary celebrations

The series of celebration began on 10 April 2017 with a National Conclave (Rashtritya Vimarsh) where eminent Gandhian thinkers, philosophers, and scholars participated. The event was organised by Education Department and Directorate of Mass Education being the nodal office. On 13 May 2017, Indian Postal Department Issued three commemorative postage stamps and a miniature sheet on Champaran Satyagraha Centenary.

Prime Minister Narendra Modi on 10 April 2017 attended the concluding ceremony of the Champaran Satyagraha's centenary celebrations at Motihari in Champaran district of Bihar. PM Modi's key initiatives, including Swachh Bharat Mission attempt to reinterpret the theme of Champaran Satyagraha as Swachhagraha, thus to "re-emphasise the spirit of cleanliness – or Swachhta – which was close to Mahatma Gandhi's heart."

Distance education

Distance education, also known as distance learning, is the education of students who may not always be physically present at school, or where the learner and the teacher are separated in both time and distance; today, it usually involves online education through an online school. A distance learning program can either be completely online, or a combination of both online and traditional in-person classroom instruction.

Massive open online courses (MOOCs), offering large-scale interactive participation and open access through the World Wide Web or other network technologies, are recent educational modes in distance education. A number of other terms (distributed learning, e-learning, m-learning, virtual classroom, etc.) are used roughly synonymously with distance education. E-learning has shown to be a useful educational tool. E-learning should be an interactive process with multiple learning modes for all learners at various levels of learning. The distance learning environment is an exciting place to learn new things, collaborate with others, and retain self-discipline.

Historically, it involved correspondence courses wherein the student corresponded with the school via mail, but with the evolution of different technologies it has evolved to include video conferencing, TV, and the Internet.

History

One of the earliest attempts at distance education was advertised in 1728. This was in the Boston Gazette for "Caleb Philipps, Teacher of the new method of Short Hand", who sought students who wanted to learn the skills through weekly mailed lessons.

The first distance education course in the modern sense was provided by Sir Isaac Pitman in the 1840s who taught a system of shorthand by mailing texts transcribed into shorthand on postcards and receiving transcriptions from his students in return for correction. The element of student feedback was a crucial innovation in Pitman's system. The postage stamp made this scheme for remote education possible, and these efforts were scalable because of the introduction of uniform postage rates across England in 1840.

This early beginning proved extremely successful and the Phonographic Correspondence Society was founded three years later to establish these courses on a more formal basis. The society paved the way for the later formation of Sir Isaac Pitman Colleges across the country. The first correspondence school in the United States was the Society to Encourage Studies at Home which was founded in 1873. Founded in 1894, Wolsey Hall, Oxford was the first distance-learning college in the UK.

University correspondence courses

United Kingdom

The University of London was the first university to offer degrees to anyone who could pass their examinations, establishing its External Programme in 1858. It had been established in 1836 as an examining and degree-awarding body for affiliated colleges, originally University College London and King's College London but with many others added over the next two decades. The affiliated colleges provided certificates that the student had attended a course. A new charter in 1858 removed this requirement, allowing men (and women from 1878) taking instruction at any institution or pursuing a course of self-directed study to sit the examinations and receive degrees. The External Programme was referred to as the "People's University" by Charles Dickens as it provided access to higher education to students from less affluent backgrounds. Enrollment increased steadily during the late 19th century, and its example was widely copied elsewhere. However, the university only provided examinations, not instructional material, leading academics to state that "the original degree by external study of the UOL was not a form of distance education".

The External Programme is now known as the University of London Worldwide, and includes postgraduate and undergraduate degrees created by member institutions of the University of London.

Australia and South Africa

The vast distances made Australia especially active; the University of Queensland established its Department of Correspondence Studies in 1911.

United States

William Rainey Harper, founder and first president of the University of Chicago, celebrated the concept of extended education, where a research university had satellite colleges elsewhere in the region.

In 1892, Harper encouraged correspondence courses to further promote education, an idea that was put into practice by the University of Chicago, the University of Wisconsin, Columbia University, and several dozen other universities by the 1920s. Enrollment in the largest private for-profit school based in Scranton, Pennsylvania, the International Correspondence Schools grew explosively in the 1890s. Founded in 1888 to provide training for immigrant coal miners aiming to become state mine inspectors or foremen, it enrolled 2500 new students in 1894 and matriculated 72,000 new students in 1895. By 1906 total enrollments reached 900,000. The growth was due to sending out complete textbooks instead of single lessons, and the use of 1200 aggressive in-person salesmen. There was a stark contrast in pedagogy:

The regular technical school or college aims to educate a man broadly; our aim, on the contrary, is to educate him only along some particular line. The college demands that a student shall have certain educational qualifications to enter it and that all students study for approximately the same length of time; when they have finished their courses they are supposed to be qualified to enter any one of a number of branches in some particular profession. We, on the contrary, are aiming to make our courses fit the particular needs of the student who takes them.

Mohenjodaro Civilization

Mohenjo-daro is an archaeological site in the Larkana District of Sindh, Pakistan. Built c. 2500 BCE, it was one of the largest settlements of the ancient Indus Valley Civilisation, and one of the world's earliest major cities, contemporaneous with the civilisations of ancient Egypt, Mesopotamia, Minoa, and Norte Chico. With an estimated population of at least 40,000 people, Mohenjo-daro prospered for several centuries, but by c. 1700 BCE had been abandoned, along with other large cities of the Indus Valley Civilisation.

The site was rediscovered in the 1920s. Significant excavation has since been conducted at the site of the city, which was designated a UNESCO World Heritage Site in 1980, the first site in South Asia to be so designated. The site is currently threatened by erosion and improper restoration.

Etymology

The city's original name is unknown. Based on his analysis of a Mohenjo-daro seal, Iravatham Mahadevan speculates that the city's ancient name could have been Kukkutarma. Cock-fighting may have had ritual and religious significance for the city. Mohenjo-daro may also have been a point of diffusion for the clade of the domesticated chicken found in Africa, Western Asia, Europe and the Americas.

Mohenjo-daro, the modern name for the site, has been interpreted as "Mound of the Dead" in Sindhi.

Location

Mohenjo-daro is located off the right (west) bank of the lower Indus river in Larkana District, Sindh, Pakistan. It lies on a Pleistocene ridge in the flood plain of the Indus, around 28 kilometres from the town of Larkana.

Historical context

Mohenjo-daro was built around 2500 BC. It was one of the largest cities of the ancient Indus Valley Civilisation, also known as the Harappan Civilisation, which developed c. 3000 BC from the prehistoric Indus culture. At its height, the Indus Civilisation spanned much of what is now Pakistan and North India, extending westwards to the Iranian border, south to Gujarat in India and northwards to an outpost in Bactria, with major urban centers at Harappa, Mohenjo-daro, Lothal, Kalibangan, Dholavira, and Rakhigarhi. Mohenjo-daro was the most advanced city of its time, with remarkably sophisticated civil engineering and urban planning. When the Indus civilisation went into sudden decline c. 1700 BCE, Mohenjo-daro was abandoned.

Rediscovery and excavation

The ruins of the city remained undocumented for around 3,700 years until R. D. Banerji, an officer of the Archaeological Survey of India, visited the site in 1919–1920 identifying what he thought to be a Buddhist stupa (150–500 CE) known to be there and finding a flint scraper which convinced him of the site's antiquity. This led to large-scale excavations of Mohenjo-daro led by Kashinath Dikshit in 1924–1925, and John Marshall in 1925–1926. In the 1930s, major excavations were conducted at the site under the leadership of Marshall, D. K. Dikshitar and Ernest Mackay. Further excavations were carried out in 1945 by Mortimer Wheeler and his trainee, Ahmad Dani and F. A. Khan. The last major series of excavations were conducted in 1964 and 1965 by George Dales. After 1965, excavations were banned due to weathering damage to the exposed structures, and the only projects allowed at the site since have been salvage excavations, surface surveys, and conservation projects. In the 1980s, German and Italian survey groups led by Michael Jansen and Maurizio Tosi used less invasive archeological techniques, such as architectural documentation, surface surveys, and localized probing, to gather further information about Mohenjo-daro. A dry core drilling conducted in 2015 by Pakistan's National Fund for Mohenjo-daro revealed that the site is larger than the unearthed area.

Architecture and urban infrastructure

Mohenjo-daro has a planned layout with rectilinear buildings arranged on a grid plan. Most were built of fired and mortared brick; some incorporated sun-dried mud-brick and wooden superstructures. The covered area of Mohenjo-daro is estimated at 300 hectares. The Oxford Handbook of Cities in World History offers a "weak" estimate of a peak population of around 40,000.

The sheer size of the city, and its provision of public buildings and facilities, suggests a high level of social organisation. The city is divided into two parts, the so-called Citadel and the Lower City. The Citadel – a mud-brick mound around 12 metres (39 ft) high – is known to have supported public baths, a large residential structure designed to house about 5,000 citizens, and two large assembly halls. The city had a central marketplace, with a large central well. Individual households or groups of households obtained their water from smaller wells. Waste water was channeled to covered drains that lined the major streets. Some houses, presumably those of more prestigious inhabitants, include rooms that appear to have been set aside for bathing, and one building had an underground furnace, possibly for heated bathing. Most houses had inner courtyards, with doors that opened onto side-lanes.

Indian Rebellion of 1857

The Indian Rebellion of 1857 was a major uprising in India in 1857–58 against the rule of the British East India Company, which functioned as a sovereign power, including military forces, on behalf of the British Crown. The rebellion began on 10 May 1857 as a mutiny of sepoys of the company's garrison in Meerut, a town 40 miles (64 km) northeast of Delhi. It then erupted into other mutinies and civilian rebellions, chiefly in the upper Gangetic plain and central India, though incidents of revolt also occurred farther north and east. The rebellion posed a military threat to British power in that region, and was contained only with the rebels' defeat in Gwalior on 20 June 1858. On 1 November 1858, the British granted amnesty to all rebels not involved in murder, though they did not declare the hostilities to have formally ended until 8 July 1859.

The name of the revolt is contested, and it is variously described as the Sepoy Mutiny, the Indian Mutiny, the Great Rebellion, the Revolt of 1857, the Indian Insurrection, and the First War of Independence.

The Indian rebellion was fed by resentments born of diverse perceptions, including invasive British-style social reforms, harsh land taxes, summary treatment of some rich landowners and princes, and scepticism about British claims that their rule offered material improvement to the Indian economy. Many Indians rose against the British; however, many also fought for the British, and the majority remained seemingly compliant to British rule. Violence, which sometimes betrayed exceptional cruelty, was inflicted on both sides: on British officers and civilians, including women and children, by the rebels, and on the rebels and their supporters, including sometimes entire villages, by British reprisals; the cities of Delhi and Lucknow were laid waste in the fighting and the British retaliation.

After the outbreak of the mutiny in Meerut, the rebels quickly reached Delhi, whose 81-year-old Mughal ruler, Bahadur Shah Zafar, was declared the Emperor of Hindustan. Soon, the rebels had captured large tracts of the North-Western Provinces and Awadh (Oudh). The East India Company's response came rapidly as well. With help from reinforcements, Kanpur was retaken by mid-July 1857, and Delhi by the end of September. However, it then took the remainder of 1857 and the better part of 1858 for the rebellion to be suppressed in Jhansi, Lucknow, and especially the Awadh countryside. Other regions of Company-controlled India— the Bengal Presidency, the Bombay Presidency, and the Madras Presidency—remained largely calm. In the Punjab, the Sikh princes crucially helped the British by providing both soldiers and support. The large princely states, Hyderabad, Mysore, Travancore, and Kashmir, as well as the smaller ones of Rajputana, did not join the rebellion, serving the British, in Governor-General Lord Canning's words, as "breakwaters in a storm".

In some regions, most notably in Awadh, the rebellion took on the attributes of a patriotic revolt against British oppression. However, the rebel leaders proclaimed no articles of faith that presaged a new political system. Even so, the rebellion proved to be an important watershed in Indian and British Empire history. It led to the dissolution of the East India Company and forced the British to reorganize the army, the financial system, and the administration in India through passage of the Government of India Act 1858. India was thereafter administered directly by the British government in the new British Raj. On 1 November 1858, Queen Victoria issued a proclamation to Indians, which, while lacking the authority of a constitutional provision, promised rights similar to those of other British subjects. In the following decades, when admission to these rights was not always forthcoming, Indians were to pointedly refer to the Queen's proclamation in growing avowals of a new nationalism.

East India Company's expansion in India

Although the British East India Company had established a presence in India as far back as 1612, and earlier administered the factory areas established for trading purposes, its victory in the Battle of Plassey in 1757 marked the beginning of its firm foothold in eastern India. The victory was consolidated in 1764 at the Battle of Buxar, when the East India Company army defeated Mughal Emperor Shah Alam II. After his defeat, the emperor granted the company the right to the "collection of Revenue" in the provinces of Bengal (modern day Bengal, Bihar, and Odisha), known as "Diwani" to the company. The Company soon expanded its territories around its bases in Bombay and Madras; later, the Anglo-Mysore Wars (1766–1799) and the Anglo-Maratha Wars (1772–1818) led to control of even more of India.

In 1806, the Vellore Mutiny was sparked by new uniform regulations that created resentment amongst both Hindu and Muslim sepoys.

After the turn of the 19th century, Governor-General Lord Wellesley initiated a policy of territorial expansion that continued for much of the next two decades. The East India Company extended its influence through a combination of military conquest and subsidiary alliances with Indian rulers, under which local princes accepted British protection and stationed Company troops in return for surrendering control over their external affairs.

Through these policies, the Company established or expanded its dominance over numerous princely states ruled by Hindu maharajas and Muslim nawabs. Following the Anglo-Nepalese War (1814–1816), Nepal remained independent but accepted a treaty that established a British resident and marked the beginning of a close military relationship, including the recruitment of Gurkha soldiers into British service. After the First Anglo-Sikh War in 1846, the Treaty of Amritsar transferred Kashmir to Gulab Singh, creating the princely state of Jammu and Kashmir under the Dogra dynasty. Following the Second Anglo-Sikh War in 1849, the Company annexed the Punjab. Berar was placed under British administration in 1853, and the kingdom of Oudh was annexed in 1856 under the doctrine of annexation on the grounds of alleged misgovernment. By the eve of the rebellion in 1857, the East India Company exercised direct or indirect control over most of the Indian subcontinent.

Agriculture in India

The history of agriculture in India dates back to the Neolithic period. India ranks second worldwide in farm outputs. As per the Indian economic survey 2025-2026, agriculture and allied activities accounted for 46.1% of the Indian workforce and contributed 15.2% to the country's nominal GDP. India ranks first in the world with highest net cropped area followed by US and China. The economic contribution of agriculture to India's GDP is steadily declining with the country's broad-based economic growth. Still, agriculture is demographically the broadest economic sector and plays a significant role in the overall socio-economic fabric of India.

The total agriculture commodities export was US$3.50 billion in March–June 2020. India exported $38 billion worth of agricultural products in 2013, making it the seventh-largest agricultural exporter worldwide and the sixth largest net exporter. Most of its agriculture exports serve developing and least developed nations. Indian agricultural/horticultural and processed foods are exported to more than 120 countries, primarily to Japan, Southeast Asia, SAARC countries, the European Union and the United States.

Pesticides and fertilizers used in Indian agriculture have helped increase crop productivity, but their unregulated and excessive use has caused different ecosystem and fatal health problems. Several studies published between 2011 and 2020 attribute 45 different types of cancers afflicting rural farm workers in India to pesticide usage. The chemicals have been shown to cause DNA damage, hormone disruption, and lead to a weakened immune system. Occupational exposure to pesticides has been identified as a major trigger of the development of cancer. The principal classes of pesticides investigated in relation to their role in intoxication and cancer were insecticides, herbicides, and fungicides. Punjab, a state in India, utilises the highest amount of chemical fertilizers in the country. Many of the pesticides sprayed on the state's crops are classified as class I by the World Health Organization because of their acute toxicity and are banned in places around the world, including Europe.

Definition of farmer

Indian farmers are people who grow crops as a profession. Various government estimates (Census, Agricultural Census, National Sample Survey assessments, and Periodic Labour Force Surveys) give a different number of farmers in the country ranging from 37 million to 118 million as per the different definitions. Some definitions take into account the number of holdings as compared to the number of farmers. Other definitions take into account possession of land, while others try to delink land ownership from the definition of a farmer. Other terms also used include 'cultivator'.

India's National Policy for Farmers 2007 defines farmer as:

For the purpose of this Policy, the term "FARMER" will refer to a person actively engaged in the economic and/or livelihood activity of growing crops and producing other primary agricultural commodities and will include all agricultural operational holders, cultivators, agricultural labourers, sharecroppers, tenants, poultry and livestock rearers, fishers, beekeepers, gardeners, pastoralists, non-corporate planters and planting labourers, as well as persons engaged in various farmingrelated occupations such as sericulture, vermiculture, and agro-forestry. The term will also include tribal families / persons engaged in shifting cultivation and in the collection, use and sale of timber and non-timber forest produce.

Overview

As per the 2014 FAO world agriculture statistics India is the world's largest producer of many fresh fruits like banana, mango, guava, papaya, lemon and vegetables like chickpea, okra and milk, major spices like chili pepper, ginger, fibrous crops such as jute, staples such as millets and castor oil seed. India is the second largest producer of wheat and rice, the world's major food staples.

India is currently the world's second largest producer of several dry fruits, agriculture-based textile raw materials, roots and tuber crops, pulses, farmed fish, eggs, coconut, sugarcane and numerous vegetables. India is ranked under the world's five largest producers of over 80% of agricultural produce items, including many cash crops such as coffee and cotton, in 2010. India is one of the world's five largest producers of livestock and poultry meat, with one of the fastest growth rates, as of 2011.

One report from 2008 claimed that India's population is growing faster than its ability to produce rice and wheat. While other recent studies claim that India can easily feed its growing population, plus produce wheat and rice for global exports, if it can reduce food staple spoilage/wastage, improve its infrastructure and raise its farm productivity like those achieved by other developing countries such as Brazil and China.

In fiscal year ending June 2011, with a normal monsoon season, Indian agriculture accomplished an all-time record production of 85.9 million tonnes of wheat, a 6.4% increase from a year earlier. Rice output in India hit a new record at 95.3 million tonnes, a 7% increase from the year earlier. Lentils and many other food staples production also increased year over year. Indian farmers, thus produced about 71 kilograms of wheat and 80 kilograms of rice for every member of Indian population in 2011. The per capita supply of rice every year in India is now higher than the per capita consumption of rice every year in Japan.

Biography of Sardar Vallabhbhai Patel

Vallabhbhai Patel (31 October 1875 – 15 December 1950), commonly known as Sardar Patel, was a Gandhian Indian independence activist, lawyer and statesman who served as the first Deputy Prime Minister and Home Minister of India from 1947 to 1950. He was a senior leader of the Indian National Congress, who played a significant role in the Indian independence movement and India's political integration. In India and elsewhere, he was often called Sardar meaning "chief". He acted as the Home Minister during the political integration of India and the Indo-Pakistani War of 1947.

Patel was born in Nadiad city (present-day Kheda district, Gujarat) and raised in the countryside of the state of Gujarat. He was a successful lawyer. One of Mahatma Gandhi's earliest political lieutenants, he organised peasants from Kheda, Borsad and Bardoli in Gujarat in non-violent civil disobedience against the British Raj, becoming one of the most influential leaders in Gujarat. He was appointed as the 49th President of Indian National Congress. Under the chairmanship of Patel "Fundamental Rights and Economic Policy" resolution was passed by the Congress. Patel's position at the highest level in the Congress was largely connected with his role from 1934 onwards (when the Congress abandoned its boycott of elections) in the party organisation. Based at an apartment in Bombay, he became the Congress's main fundraiser and chairman of its Central Parliamentary Board, playing the leading role in selecting and financing candidates for the 1934 elections to the Central Legislative Assembly in New Delhi and for the provincial elections of 1936. While promoting the Quit India Movement, Patel made a climactic speech to more than 100,000 people gathered at Gowalia Tank in Bombay on 7 August 1942. Historians believe that Patel's speech was instrumental in electrifying nationalists, who up to then had been sceptical of the proposed rebellion. Patel's organising work in this period is credited by historians with ensuring the success of the rebellion across India.

As the first Home Minister and Deputy Prime Minister of India, Patel organised relief efforts for partition refugees fleeing to Punjab and Delhi from Pakistan and worked to restore peace. Besides those provinces that had been under direct British rule, approximately 565 self-governing princely states had been released from British suzerainty by the Indian Independence Act 1947. Patel, together with Jawaharlal Nehru and Louis Mountbatten persuaded almost every princely state to accede to India.

Patel's commitment to national integration in the newly independent country earned him the sobriquet "Iron Man of India". He is also remembered as the "patron saint of India's civil servants" for playing a pioneering role in establishing the modern All India Services system. The Statue of Unity, the world's tallest statue which was erected by the Indian government at a cost of US$420 million, was dedicated to him on 31 October 2018 and is approximately 182 metres (597 ft) in height.

Early life and background

Vallabhbhai Jhaverbhai Patel, one of the six children of Jhaverbhai Patel and Ladba, was born in Nadiad, Gujarat. Patel's date of birth was never officially recorded; Patel entered it as 31 October on his matriculation examination papers. He belonged to the Patidars, specifically the Leva Patel community of Central Gujarat; although after his fame, both Leva Patel and Kadava Patidar have claimed him as one of their own.

Patel travelled to attend schools in Nadiad, Petlad, and Borsad, living self-sufficiently with other boys. He reputedly cultivated a stoic character. A popular anecdote recounts that he lanced his own painful boil without hesitation, even as the barber charged with doing it trembled. When Patel passed his matriculation at the relatively late age of 22, he was generally regarded by his elders as an unambitious man destined for a commonplace job. Patel himself, though, harboured a plan to study to become a lawyer, work and save funds, travel to England, and become a barrister. Patel spent years away from his family, studying on his own with books borrowed from other lawyers, passing his examinations within two years. Fetching his wife Jhaverba from her parents' home, Patel set up his household in Godhra and was called to the bar. During the many years it took him to save money, Patel – now an advocate – earned a reputation as a fierce and skilled lawyer. The couple had a daughter, Maniben, in 1903 and a son, Dahyabhai, in 1905. Patel also cared for a friend suffering from the Bubonic plague when it swept across Gujarat. When Patel himself came down with the disease, he immediately sent his family to safety, left his home, and moved into an isolated house in Nadiad (by other accounts, Patel spent this time in a dilapidated temple); there, he recovered slowly.

Patel practised law in Godhra, Borsad, and Anand while taking on the financial burdens of his homestead in Karamsad. Patel was the first chairman and founder of "Edward Memorial High School" Borsad, today known as Jhaverbhai Dajibhai Patel High School. When he had saved enough for his trip to England and applied for a pass and a ticket, they were addressed to "V. J. Patel", at the home of his elder brother Vithalbhai, who had the same initials as Vallabhbhai. Having once nurtured a similar hope to study in England, Vithalbhai remonstrated his younger brother, saying that it would be disreputable for an older brother to follow his younger brother. In keeping with concerns for his family's honour, Patel allowed Vithalbhai to go in his place.

In 1909 Patel's wife Jhaverba was hospitalised in Bombay (present-day Mumbai) to undergo major surgery for cancer. Her health suddenly worsened and, despite successful emergency surgery, she died in the hospital. Patel was given a note informing him of his wife's demise as he was cross-examining a witness in court. According to witnesses, Patel read the note, pocketed it, and continued his cross-examination and won the case. He broke the news to others only after the proceedings had ended. Patel decided against marrying again. He raised his children with the help of his family and sent them to English-language schools in Bombay. At the age of 36, he journeyed to England and enrolled at the Middle Temple in London. Completing a 36-month course in 30 months, Patel finished at the top of his class despite having had no previous college background.

Culture of India

Indian culture is the heritage of social norms and technologies that originated in or are associated with the ethno-linguistically diverse nation of India, pertaining to the Indian subcontinent until 1947 and the Republic of India post-1947. The term also applies beyond India to countries and cultures whose histories are strongly connected to India by immigration, colonisation, or influence, particularly in South Asia and Southeast Asia. India's languages, religions, dance, music, architecture, food, and customs differ from place to place within the country.

Indian culture, often labelled as a combination of several cultures like Indian Hindus, Buddhists, Jains, Muslims, Sikhs and others, has been influenced by a history that is several millennia old, beginning with the Indus Valley Civilisation, Vedic period and other early cultural eras. India has one of the oldest continuous cultural traditions in the world. The British Raj further influenced Indian culture, including through the widespread introduction of the English language, which resulted in a local English dialect and influences on other Indian languages.

Many elements of Indian culture, such as Indian religions, mathematics, philosophy, cuisine, languages, dance, music, and movies have had a profound impact across the Indosphere, Greater India, and the world.

Religious culture

Indian-origin religions Hinduism, Jainism, Buddhism, and Sikhism, are all based on the concepts of dharma and karma. Ahimsa, the philosophy of nonviolence, is an important aspect of native Indian faiths whose most well-known proponent was Shri Mahatma Gandhi, who used civil disobedience to unite India during the Indian independence movement – this philosophy further inspired Martin Luther King Jr. and James Bevel during the American civil rights movement. Foreign-origin religion, including Abrahamic religions, such as Judaism, Christianity and Islam, are also present in India, as well as Zoroastrianism and Bahaʼí Faith.

India has 28 states and 8 union territories with different cultures and is the most populated country in the world. The Indian culture, often labeled as an amalgamation of several various cultures, spans across the Indian subcontinent and has been influenced and shaped by a history that is several thousand years old. Throughout the history of India, Indian culture has been heavily influenced by Dharmic religions. Influence from East/Southeast Asian cultures onto ancient India and early Hinduism, specifically via Austroasiatic groups, such as early Munda and Mon Khmer, but also Tibetic and other Tibeto-Burmese groups, had noteworthy impact on local Indian peoples and cultures. Several scholars, such as Professor Przyluski, Jules Bloch, and Lévi, among others, concluded that there is a significant cultural, linguistic, and political Mon-Khmer (Austroasiatic) influence on early India, which can also be observed by Austroasiatic loanwords within Indo-Aryan languages and rice cultivation, which was introduced by East/Southeast Asian rice-agriculturalists using a route from Southeast Asia through Northeast India into the Indian subcontinent. They have been credited with shaping much of Indian philosophy, literature, architecture, art and music. Greater India was the historical extent of Indian culture beyond the Indian subcontinent. This particularly concerns the spread of Hinduism, Buddhism, architecture, administration and writing system from India to other parts of Asia through the Silk Road by the travelers and maritime traders during the early centuries of the Common Era. To the west, Greater India overlaps with Greater Persia in the Hindu Kush and Pamir Mountains. Over the centuries, there has been a significant fusion of cultures between Buddhists, Hindus, Muslims, Jains, Sikhs and various tribal populations in India.

India is the birthplace of Hinduism, Buddhism, Jainism, Sikhism, and other religions. They are collectively known as Indian religions. Indian religions are a major form of world religions along with Abrahamic ones. Today, Hinduism and Buddhism are the world's third and fourth-largest religions respectively, with over 2 billion followers altogether, and possibly as many as 2.5 or 2.6 billion followers. Followers of Indian religions – Hindus, Sikhs, Jains and Buddhists make up around 80–82% population of India.

India is one of the most religiously and ethnically diverse nations in the world, with some of the most deeply religious societies and cultures. Religion plays a central and definitive role in the lives of many of its people. Although India is a secular Hindu-majority country, it has a large Muslim population. Except for Jammu and Kashmir, Punjab, Meghalaya, Nagaland, Mizoram and Lakshadweep, Hindus form the predominant population in all 28 states and 8 union territories. Muslims are present throughout India, with large populations in Uttar Pradesh, Bihar, Maharashtra, Kerala, Telangana, Andhra Pradesh, West Bengal and Assam; while only Jammu and Kashmir and Lakshadweep have majority Muslim populations. Christians are other significant minorities of India.