I will say this question shortly. Parliament, good afternoon and thank you all for joining us for this special session. Before we start, given the significant international focus of today's proceedings, I just like to reflect that the thoughts of all of us today here are with those affected by the tragic attack in Istanbul in Turkey last night. Parliament, ladies and gentlemen, distinguished guests, present Higgins, on behalf of all my colleagues in the Parliament, can I offer you and Mrs Higgins a very warm welcome here to the Scottish Parliament today? I'm absolutely delighted to be your host, Falcher Gw Parliament Nihalba. I'm absolutely delighted to extend the hand of friendship to you and to have this opportunity to hear you address this meeting of the Scottish Parliament. Scotland and Ireland, as we all know, share a common heritage, a Celtic industry that goes back centuries. More than that, I believe that we share a bond, an outlook in life and a set of political, social, cultural and economic interests that tie us together. Our two countries, for example, both enjoy the support of a large diaspora, tens of millions of Scottish and Irish citizens found right across the globe, and our shared enthusiasm for sport, whether that be rugby, shinty or hurling, or for football, is evident for all to see. If I may say so, President Higgins, your own enthusiasm for football was evident for us all to see on our TV screens last week following the Ireland-Italy match. I'm sure that I speak for many, if not all, Scots when I say that we took great vicarious delight in your victory that evening, and we commiserate with you now and with the national side at finally succumbing to the host nation. If it makes you feel any better, can I point out that you're not the only country coming to terms with your exit from Europe this week? I actually think that you could unite leavers and remainers here in this Parliament if you could offer any advice on how Scotland could qualify for the next European Championship in the first place. President Higgins, I don't believe any of us would wish to downplay the complexity or the significance of the EU referendum vote for the peoples of Scotland and Ireland, but I very much hope that our two countries maintain a strong and continuing relationship regardless of where recent events might take us. Scotland and Ireland both gain from co-operation in areas as diverse as energy, culture and tourism. Our parliaments, our MSPs and committees already enjoy the benefits of mutual exchange and I'm very keen to promote and continue that interplay of ideas and information. In fact, it is very much my wish that not only are you able to offer us your thoughts and insights on the political challenges that lie ahead, but that your visit here today helps to cement that relationship. President Higgins, I've already touched on your sporting interests, but away from football you have a fascinating career.  You have served at almost every level of public life in Ireland. I believe that you are the first president to sit in both the Doyle and the Senate. In 1992, you were the first recipient of the Sean McBride Peace Prize from the International Peace Bureau in Helsinki in recognition of your work, campaigning for human rights and for the promotion of peace and democracy from Ireland to other parts of the world, including Iraq, Somalia and Cambodia. Yours is a life of public service and commitment. I would like to take this opportunity on behalf of all my fellow members of the Scottish Parliament to congratulate you on receiving your honorary degree of doctors of law from the University of Edinburgh. Once again, I would thank you for accepting our invitation, and it now gives me great pleasure to invite you, Michael D Higgins, president of Ireland, to address the Scottish Parliament. Presiding Officer, First Minister, members of the Scottish Parliament is a great honour to be here in this moor in the north. Ask who at the Parliament are, of course, or who at the Parliament now. Presiding Officer, First Minister, I think, may I say first of all, very much I would like to be associated with your remarks about the terrible recent loss of life in Istanbul. All of us must regret that. As president of Ireland, it is such a great honour to address the Parliament of our close neighbours and dear friends, the Parliament of Scotland. It is a great pleasure to address this house, not merely because of its already proud history, which makes this august institution-worthy of the respect of all Democrats, but because of the people who have served in it and who incarnate and perpetuate the ancient political and democratic tradition of the Scottish people and who are giving it such full contemporary expression. You have already referred to the bonds of kinship in history between our peoples. They are woven thick. They find expression today in a deep affection and empathy between Irish and Scots wherever our parts cross. For ours is a friendship, which I deeply value, as I know you do and as I have been experiencing this visit so far this week, wonderful meetings with people who value that friendship that exists between us. You might even say that given our shared and complex history, it has often been difficult to say where the Irish ends and to where what is Scottish begins or the other way around. Fundamentally, we are all intermixed migrants whose shared existence owes more to the transience of our migrations than to the sedentary experience of processions or property. From the ancient tribes who pass between our nations to farm, to fish, to trade, to preach and to pray or to make war or to conquer, to take possession from the Celts and the Picks to the Scots and Galoglass, the patterns of migration between Ireland and Scotland are dense and overlapping. They even extend back before history to the age of legend. By the time Scotland emerged onto the pages of written history, Gaelic culture was thriving and gave this land its very name, Scotia, the land of the Scotia, the original preferred Latin name for the Gales or the Irish. So whilst there may have been quite stark differences between Scotland and Ireland from the middle ages onwards, there is no escaping this one overriding link that for many centuries the Irish and the Scots or rather to say the dominant political elites within Scotland traced their ancestry back to a common Gaelic origin. We see this expressed, for example, in a letter in Latin that Robert Bruce sent to Ireland, probably about 1315, as he was seeking an alliance with the Irish so that our nation Nostro-Naziel, the Scots and the Irish nation, might be able to recover her ancient freedom. And he wrote the king sends greetings to all the kings of Ireland, to the prelates and clergy, and to the inhabitants of all Ireland, his friends. Whereas we in you and our people and your people, free since ancient times, share the same national ancestry and are urged to come together more eagerly and joyfully in friendship by a common language and by common custom, we have sent over to you our beloved kinsmen, the bearers of this letter, to negotiate with you in our name about permanently strengthening and maintaining in vile at the special friendship between us and you so that with God's will our nation may be able to recover her ancient liberty. Thus, in this defining period, the Scots and Irish saw themselves as being of the same nation and spoke a common gaelic tongue. A circumstance that prevails certainly right into and past the middle of the 14th century. Over the intervening centuries, we have both come to add the English language to our spoken tongues. But there, too, we have taken that language of Shakespeare and moulded it in our own unique ways, giving it back to the world, changed, I believe, and enriched and enlivened with our own sounds and syntax. Barns and Yeats, Haney and Mark Dillmouth, Stevenson and Joyce, Wilde and Duffy, Welch and Doyle, all have shaped the English language as it is known today. Often think of Derek Walcott putting this, how treat I this tongue of Shakespeare. The intertwined nature of our shared past has had a reciprocal influence on the destiny and the fabric of each of our countries. Perhaps more than we realise. Perhaps we have both too often been defined and too often we have defined ourselves through the prism of our relationship with our neighbour England, to the detriment of a full appreciation of the rich historical links that unite our two lands across the north channel. We are, after all, social and migratory creatures who carry multi-led identities which do not and should not in prisoners from new imaginative worlds, or curtail either our curiosities, our curtesies and above all our hospitality. Of course our overlapping histories have not always been characterised by harmony. Our national stories have been marked by discord, divisions and at times great tragedy. In the 17th century the plantation of Ulster by mainly Scottish farmers would irreversibly alter the history of Ireland and Scotland. In the 18th century, one of Ireland's best-known and best-loved laments, Moghilymar, captured the sorrow felt after the battle of Culloden and the flight of Bonnie Prince Charlie. The sadness of exile, as we would say in Irish, jorioch, the sense of loss experienced by those left behind, captured in so many of the shared themes of our songs, stories and poetry are feelings which will always resonate with nations such as ours. The intense pride that we both take today in our diaspora, and I'm accompanied on my visit by the Minister for the Diaspora and International Development, Jo McHugh, that interest in our diaspora has some of its roots in the tragedies and suffering of past centuries. When famine devastated Ireland, for example, in the 1840s, the Scottish Highlands were also being brought low by hunger and the great Irish famine and got the more. With that difficulty in putting a name on it, as whether it is the year of the failure of the pedestrian, the great famine, the great hunger and so on, it had that impact on the Irish psyche. But it did not just reshape the Irish nation, it reshaped our relationship with Scotland. In 1841, the Irish represented just 4.8% of the population of Scotland. Yet by 1848, just seven years later, just in the height of the famine, it was estimated that an average of a thousand Irish people arrived in Glasgow every week, second only to Liverpool, and by 1851, 7.2% of the population of Scotland was Irish, whereas in England and Wales it was just 2.9%. The story of these movements between peoples is complex, and the adjustment in the figures I've just quoted did not occur without difficulty. The 19th century, with its economic upheavours and ideologically driven policies, pitted an insecure, settled poor against the impoverished migrants arriving in such numbers, often using confessional difference as a wedge to sow enmity. I've often in my own references used the work of such as Professor Bernard Aspenwall, who's among those that I've drawn on when examining the experience of those Irish migrants in the 19th century, with their associated conflicts, with their sourced and perceived economic threats, fundamentalisms of various sorts, or simply stereotype exclusions. Thus, the famine memorial that is planned for Glasgow promises to sensitively and inclusively memorialise that time when famine stalked the land, and both peoples were solely afflicted, thrown on each other as it were by hunger. I think this is an exercise in ethical remembering that is appropriate, for I do believe that an informed and respectful recognition of the complexities of our common past, an ethical remembering and transaction of old hearts rather than any affected amnesia, can best help us build a better future. And thus, events of the past lose any capacity to damage our present or limit the possibilities, ddedrukthe, the possibilities of the future that both of our peoples might enjoy. Today, we do stand together in very different circumstances, confident and prosperous nations, with shared challenges that are, as you have said, both regional and global. Divisions of creed or religions have to a very great extent melted away or at least abated to such an extent that we can appreciate more clearly this long history to which I've been making reference, and above all, it's often neglected, migratory quality that we both share. We can see before us now the enormous potential for partnership and co-operation, grounded in the values that we share as peoples who cherish creativity. Our word in Irish that we both had, croiacht. As a social creativity, croiacht. As a socially sourced and shared resource. Values that, yes, can lead to innovation and economic benefits, but which constitute most of all a valuable imaginative bedrock of citizenship. The innovative person does best in a creative society, one that has structures and institutions that allow for and enable creativity to emerge in all its forms. And we are both now seeing creativity as a departure point for policy, rather than in any residual or narrowly utilitarian sense. Before I became president of Ireland, Prime Minister, in my role as a member of the Olairin, I had the opportunity to discuss these issues here in this Parliament with some of your cultural institutions and communities. And I'm so pleased to see that cultural and intellectual institutions continue to enjoy strong support and are a courted priority in Scottish public policy. In 2013, I also had the privilege of making my own personal pilgrimage to the island of Iona where I was able to pay tribute to Saint Colomkyl, the ferryman, and the founder of the island's greatly influential abbey, a monk who valued the creation and acquisition of knowledge and, even more importantly, its dissemination. Values which both Ireland and Scotland have taken to heart and have made manifest across the centuries through a commendable commitment to generalised education. On that tradition of education and learning, Ireland and the devolved Scottish Executive in Parliament are now identifying exciting new areas for co-operation where our two nations and their peoples with their unique skills and talents can combine to meet the challenges and opportunities of a technological age. As too small in population terms, that is, yet highly skilled countries with highly skilled workers on the edge of Europe, we share a belief that our combined resources, expertise and experiences can create a dynamism that is greater than the sum of our two separate economies. Today, we see great progress, as you have mentioned again, in trade and co-operation in areas such as the creative industries and information technology, as well as in areas as renewable energies and, of course, in the agrifood sector and in tourism. The ease with which citizens of both of our countries can place these economic and material dimensions of shared life within a frame of culture and social cohesion, accepting the value of mutuality, wars and remains a distinguishing feature of the connection between political economy and ethics that we associate with Scotland and, in contemporary terms, for both of us it is a very powerful asset. We are both, in terms of our peoples and their institutions, committed to deepening this bond. In the past year alone, Ireland has grown its diplomatic representation in Edinburgh and the Scottish Government has established a representative office in Dublin. I welcome this, as I believe that the potential for growing our work together is in culture, in economic and social development and in promoting the peace, stability and sustainability that have marked the transformative recent decades between these two islands. Indeed, I was also pleased to have a meeting with the First Minister on Monday and, in the last fortnight, the First Minister hosted a meeting with the Thysioc and representatives of all administrations in the British Irish Council in the hometown of Glasgow, in which key challenges of today were to the fore, social inclusion, educational attainment, provision of housing. This is work that we must continue together and I want to commend Scotland's leadership in this body and the work of all the developing structures for cooperation between our governments and our peoples. We see, too, Ireland and Scotland as nations with a particular history on the wild stage can also play an important role in addressing issues which are of an inescapably global nature. Scotland has long been a source of illumination for the other nations of the world. I spoke of this at the University of Edinburgh yesterday when I was awarded a Doctorate of Laws on Oris Causa. But whether it is the lighthouses of the Stevenson family or to the dazzling early promise of that early period in philosophy of the Scottish Enlightenment with its trust in reason and its grounding in the early period in a balance between science and ethics, Ireland, too, has for a long been an outward-looking nation committed to the principles of internationalism and multilateralism. Yesterday I said in the university yesterday evening universities are remembered for the ideas they produce allow and release into the world. That's the key issues of our time, global development, global poverty, climate change, building peace and the achieving or the prevention of conflict and the resolution of conflict. These all demand all of our engagement and those of us with our different capacities and histories and resources must challenge ourselves to come up with solutions to the unresolved issues of global poverty, food insecurity, desertification, unsustainable levels of debt, distorted trade and well-documented abuses of power. We have in recent years in all regions of the world seen the consequence of unsustainable economic models which have fermented instability, widened inequalities. We recognise that we live in an unjust world where those who consume are not the same as those who suffer the consequences of excessive consumption, where the burden of climate change falls all too often on those least equipped to bear it, where conflicts rage while the outside world looks on, seemingly at times indifferent, a world that trades in the rhetoric of reason while living with irrationality in unaccountable financial markets and speculative economic flows and that allows a near impunity for massive ecological devastation visited on the poorest peoples and particularly on vulnerable indigenous peoples. Insatiability far beyond the wealth of nations and indeed of course the theory of moral sentiments was the greater book eight years earlier of Adam Smith and the insatiability has been unleashed with consequences that have flowed from a fractured relationship between nature, science, economy and ethics. The quenched voices of the spirit and the heart that informed political economy at its best moments and those glowing moments as I think in the early Enlightenment including its Scottish moments. They are a miracle now, dismissed as normative and therefore easily excluded from discourse and is narrowly utilitarian and intolerant. We may be at a turning point. The sustainable development goals which are recently agreed upon by the United Nations are of course an opportunity for engagement and they contain an urgent excitation to action. They call for new economic and development models to be brought forward, ones that are aimed at ensuring that development, be it here in Europe or in Africa, serve the basic needs and human rights of communities rather than being subservient to someone restrained and unaccountable financial markets without accountability, assumed ideologically to be self-balancing. Taken with the Paris Agreement on climate change governments and parliaments now have a blueprint towards which to direct a radical shift in thinking that is so pressingly needed. In addressing issues like global poverty and I said to the young graduates yesterday I hope that you succeed where my generation and other generations failed in addressing so many of these issues. Those brilliant young people with science and commerce and law degrees who are capable of, I have suggested, of creating a new enlightenment to give us the new theories, the new thinking, the new policies that we need. It will be insufficient to rely, as some do, on however it is presented, however palliatively philanthropy I might have to offer. We must summon all of our creative and innovative capacities to find new solutions both moral, technological and social to the problems affecting our planet in order to meet the basic needs of populations. I have spoken in some speeches abroad of a civilisation of sufficiency and these solutions must be delivered as a question of right rather than as a concession of charity on an imposition of unsustainable models of consumption that are offered and imposed in the name of a contestable form of modernisation. This means challenging entrenched ways of thinking and understanding, understanding the world in a different way above all allowing the space for pluralist discourse and scholarship. Ireland is committed to playing its part in reimagining our approach to these questions and I believe that Scotland with its strong intellectual tradition will have an invaluable role in enhancing these great issues as well and that once again I think you are showing leadership in your ambitious targets for climate change and renewable energies. That great intellectual tradition of this country grounded in a fine appreciation of that most necessary of balances between reason and morality is an invaluable wellspring from which we can all draw. I have referred earlier to Scottish philosopher Adam Smith and to the importance of his earlier work The Theory of Model Sentiments where he argued that ethical concerns must underpin our social and economic systems. His eight-year work of eight years later The Wealth of Nations is perhaps the work that has generated the most frequently miscoated and abused count of both text and intention. Indeed, it was Smith in that earlier work who argued that our understanding of what is right and good is formed by living in communities alongside other people by learning to value their happiness and to share in their sorrows to feel as they feel to cultivate what Adam Smith called moral sympathies. That is the atmosphere of Scottish moral thought and the spirit and humour and so many others. Today, their words glow like coals. Regrettably, the international economic order which would be invoked on the abuse of, for example, The Wealth of Nations would find neither approval or space for ethics. Yet Smith's idea of moral sympathy resonates powerfully today. Our Irish and Scottish communities are very much as participating in a series of concentric circles. The innermost circle is made up of the national collective with whom it is easiest for us to empathise through the instincts of familiarity. The next layer is the European collective. People are bound together by values, values of lifestyles and institutions. Next, they are our diaspora which you have referred to with whom we share not only a culture and a history but our shared aspirations for a sustainable life and a fragile planet and a security based on the elimination of fear that is based on the absence of the necessities of life. We must challenge ourselves, I suggest, to extend our moral sympathies beyond these proximate circles to those with whom all we share in our common humanity. As Smith put it, our goodwill is circumscribed by no boundary but may embrace the immensity of the universe. The challenge then is to take that goodwill and translate it in contemporary terms into action. Around that period too is the period of that great phrase, man's inhumanity to man makes countless thousands more. If we imagine ourselves in the position of those currently fleeing war-torn Syria or trapped in an unending cycle of conflict in the democratic republic of the Congo or future generations condemned to live in toxic and hostile environments, we cannot acquiesce with inaction or deliver an averted gaze. For a long time, the Irish and the Scots found that our own people were forced to seek sustenance abroad. The strength and vitality of our diaspora today can be attributed to the bravery and indomitable spirit that motivated our ancestors to seek not only better lives for themselves and their families but also to recognise the value of community and to appreciate the welcome they received on foreign shores and then to go on and make their own contribution to the common shared welfare of all. Perhaps then, these are the great resources of tradition and values that we have and from them we might be expected to play leading parts and showing the ethical leadership that is so needed at this moment in our history. Ma'r fawch o'r sgir cw'r cwric a caelys i'n meddwl taw'r rhwng as I come to the end, finally. May I say, as a former Member of Parliament, as you have said, for three decades, may I speak directly to you as parliamentarians. I congratulate you on the recent landmark of the fifth election to the Scottish Parliament and I want to wish the new members of this house well. I wish you all, every one of you, success in the next parliamentary sessions which will see additional powers default to Scotland for the many challenges you face. The French philosopher Michel Foucault tells us that three things were key to the functioning of that ancient democracy, that Athenian democracy of which he wrote. Isonomia, which means that all are equal before the law. Isogoria, that all have equal rights to speak. And finally, Parisia, perhaps the most complex of all, usually translated as free speech. I betray my age in quoting these Greek terms. But Foucault understood it as something else, an imperative to speak the truth even especially if you suspect your words may not be well received. Think of Plato's displeasure, for example, at Socrates' question and his method. It is not surprising to me that in this city that I might call the Athens of the North we find such a fierce commitment to equality, to allowing people to use their voices to speak their mind and to having the tough conversations. We Irish and Scots have a reputation for this and we should not shirk from it. We must continue to assert the necessary importance of critical thinking, pluralist scholarship and necessary institutional changes for what we must have the courage to call again emancipatory living. As I have previously said in addresses to the European Parliament and to the Parliamentary Assembly of the Council of Europe, Parliament is where the invaluable tradition of deliberative politics is put into practice. In Parliament it is imperative that we engage in robust debate and discussion. We are not afraid to challenge outdated policies, received and often untested wisdoms and inequalities which have ceased to shock us by how widespread and familiar they have become. Parliamentarians cannot abandon the necessity of such discourse, leave a vacuum that will be exploited often by uncohate and more usually bywyr populism and the street. The democratic tradition was most recently exercised on the question of course on the United Kingdom's membership of the European Union and while these votes were explicit expressions of support for one or other of the two sides there were also affirmations of the important citizens attached to exercising choice within the democratic system. It takes bravery to challenge consensus but it also requires courage to commit to governing cooperatively, collaboratively and with respect. The growth of a temporary incohate populism in Europe and America shows that the values we have strived so hard to put into practice in our democratic systems and the forms of communication the language of respect and action upon which they are relied are not impermeable. So we must respond to demagogary with an informed, open, respectful, tolerant and engaged discourse and with respectful debate we are challenged to do democracy better rather than resile to old and divisive myths based on exclusion and often to what is thinly veiled hate or racism. We must reflect on whether we believe or not in a new expanded form of literacy that expects that simply states that nothing is beyond the capacity for understanding or comprehension of our citizens including economic, social and fiscal matters. But running like a golden thread through political theory and practice at home and abroad is an old enlightenment concept the concept of empathy this is where Scotland has led by example but now our responsibilities are greater than ever we are all of us as parliamentarians as democrats and as citizens for are shocked by the recent death of one of our number Joe Cox who was murdered while carrying out her democratic functions as a representative of the people Joe exemplified the very best of principled public representative politics and we all of us who share her fearless commitment to principled and respectful political debate owe it to her to her memory to work harder than ever at this crucial moment to strengthen our democratic system to make it work and not to surrender to fear or bend before the politics of fear. As you begin your parliamentary term may I wish you all well in your efforts for your constituencies and for all the Scottish people and for all of the people as I said on our fragile planet may I conclude by saying that the welcome on false creel that I have received in Glasgow and now here today in Edinburgh has touched me very deeply and I take it as a mark of the warmth of the relationship between our peoples a relationship that as I have described it and as you know it better has such a rich history but most importantly it has such a promising future maybe two nations as we are often described at the edge of Europe but we are both to borrow MacDiermuth's great line infinite multi-form we share a moral vision and anethical impulse based on empathy that great word and unrelated to any other forms of influence we might yield we can be influential advocates for those who struggle to make their voices heard and stridden by our ancient democratic traditions and now their contemporary expressions our present institutions we can ensure a sustainable and peaceful future for all of our people it has been such a great honour as president of Ireland to have the opportunity to accept an invitation of speaking to you and thank you so much for listening to me, thank you I've got my steez directions entirely wrong there thank you very much president Higgins I think we were incredibly touched by your comments there it's rare that we have someone of such eloquence speaking to well so no offence to my parliamentary colleagues such thoughtful eloquence thank you very much can I call upon the deputy First Minister to respond on behalf of my parliamentary colleagues Deputy First Minister President Higgins the president seems to be most people it's an enormous pleasure President Higgins to welcome you and Mrs Higgins to Scotland and as has been demonstrated by all of my parliamentary colleagues across the political spectrum to express our heartfelt thanks for the most magnificent contribution you have made to the proceedings of our Parliament not just today but since this Parliament was founded 17 years ago a contribution that all of us will never forget for its depth and its thoughtfulness and its reminder to us of the powerful philosophy of moral sympathy given to the world by one of our great sons Adam Smith as a reflection of words and thoughts formulated hundreds of years ago but of greater relevance today than at any other time it could have been crafted President Higgins is a timely opportunity for us to celebrate the deep and enduring relationship between Scotland and Ireland you have made an enormous personal contribution to encouraging these connections you made reference in your own speech to your visit in 2014 to Iona the spiritual heart of Scotland to mark the 1450th anniversary of the arrival of St Colomba a visit that reinforced the common roots of the deep heritage of our two countries it was a beautiful day in Iona but it was a beautiful day of hope and friendship that has left a lasting legacy not just in the islands of Argyll but throughout our country a generation earlier you delivered a seminal address to the 1982 Celtic film and television festival in Glasgow that mapped out an ambitious and creative approach to encourage cultural co-operation in countries the concert in Glasgow on Monday evening that you attended along with the First Minister and with Mrs Higgins celebrated those cultural connections and were a testament to the vision that you encouraged us to imagine over 30 years ago and the encouragement of cultural co-operation has been such a powerful and effective approach in overcoming some of the barriers and obstacles and the divides that have blighted relationships between people and organisations in the past during your current visit you have been awarded an honorary doctorate from the University of Edinburgh and I read this morning your magnificent narration address to the graduates of the university yesterday you told these fine people yesterday that Scotland and Ireland are nations who facilitate and value dialogue nations who wield moral authority rather than a sword and we are also nations that believe in the power of education to change the world well these words are particularly timely as we come to terms with the implications of the EU referendum the First Minister is in Europe today to pursue the mandate that she was given by Parliament yesterday to work to protect Scotland's valued and precious relationship with the European Union and its member states in this respect the First Minister appreciated her conversation with the T-shirt yesterday this Parliament also united yesterday to express its solidarity with people from other countries who have chosen to come and to live and to study and to work here in Scotland we as a country are at ease with the free movement of people, why why because we have all had such a long standing experience of people from many countries originally and principally from Ireland coming to make their lives here and to enrich our country as a consequence we value the deep economic ties that bind us together and last night you and I were given a glimpse of those economic ties by the principle of Edinburgh University who informed us both that 15,000 Irish navies took just one week to lay the original tram lines in the city of Edinburgh there are many of us that wish such an approach could have been replicated the second time that we tried say the planning regulations were slightly less restrictive but Ireland is the sixth largest export market for Scotland with an 11% increase in the value of trade between 2013 and 14 we value the trade activity that takes place on food and drink on low carbon, on energy and finance and IT we co-operate on a range of EU transnational programmes that have brought valuable research resources to our two countries and have created much stronger institutional collaboration as a consequence we were delighted as a Government to open a new innovation and investment hub in Dublin which demonstrates the importance the Government places on our relationship I'm proud of the progress the hub is making so far and we welcomed a trade delegation in May led by the British Irish Chambers of Commerce and look forward to a reciprocal mission of Scottish exporters later this year I'm also delighted that we now have an Irish business network in Scotland which was launched earlier this year and which will help to connect our businesses and identify and explore new collaborative opportunities the Scottish Government strongly believes in working together with our neighbours in times like these where there is uncertainty about the UK's relationship in future with Europe our co-operation is more important than ever we are determined to do all that we can to foster a deep relationship with our neighbours inspired us in our purpose as we look forward with enthusiasm to the further flourishing of Scotland's relationship with Ireland thank you President Higgins and Mrs Higgins for your visit to Scotland it has been a wonder to receive you into our country and to start off our parliamentary proceedings of this term with the grace and the eloquence which you've shared with us today can I thank you Mrs Winnie particularly for sparing my blushes and rescuing me from that situation and particularly for expressing our gratitude to you President Higgins thank you very much, I now close this special session of the Scottish Parliament


Telephone conversation between President Johnson and Senator James Eastland on November 29, 1963, at 7.03 p.m. Here's what I'm going to announce in a few minutes, and I want to... The president announced the appointing special commission study of all facts and circumstances relating to the assassination of the late president and the subsequent violent death of the man charged with assassination. The president stated the majority of minority leaders of the Senate and House representatives have been consulted to respect the proposed special commission. The members of the special commission are Chief Justice Warren, Senator Richard Russell, Senator John Cooper, Representative Hale Boggs, Representative Gerald Ford, Hon. Alan Dulles, Hon. John J. McClaw. Now we had to have a justice, and then I wanted to have the head of the CIA committee in the Senate that controlled all the money and that they report to. I thought I'd get to Cooper because he'd had the international experience because there's Russian things getting in it. I got Boggs. He's been talking over there and Ford handles the money on appropriations, and then Dulles' ex-CIA and John McClaw help it from an international standpoint a little bit. It gives us... It's true that if you put Harlem on that, it's better wine. Well... See, wine made up political. Kennedy was political. Yeah, but I've got to get the top one, and he's the chief. Well, that's true. That's true, and he... None of them ought to do it, but I've got to do it, and you've got to protect my flank over in the Senate now. I'll do that. Thank you, Jim.


A very good evening aspirants, I welcome you all to the Hindu Daily News Analysis brought to you by Shankar IS Academy. Now, before getting into discussion, I have an important announcement for you. The announcement is regarding prelims test series. Shankar IS Academy is going to start pre-storming batch 1 for UPSC prelims 2024. The first test will be conducted on 18 September 2023. A total of 48 tests including CSAT and mark test will be provided in the test series. So kindly register to the test series immediately and boost your prelim score. Now, with this announcement, let us get into the daily news analysis. Today, I am going to cover important news articles from the Hindu newspaper dated 10th and 11th of September 2023. Displayed here is a list of news articles that we will be discussing today. You can go through it. At the end of the video, we will also have prelims practice question discussions. So, try to watch the entire video and a kind request to you all those who haven't subscribed to our YouTube channel. Do subscribe and hit the bell icon button so that you will get regular notifications about our current affairs videos. Now, let us get into our first news article discussion. Look at this article from Sunday's newspaper. Now before getting into the discussion, I want to share with you a thing. See UPSC never asks random questions. Even the question from the static part is linked to current affairs. For example, look at this previous question from 2021 UPSC problems. This is the question from economics static part. But the thing is that due to COVID-19 induced lockdown, the world was at a brink of recession. So in 2021 UPSC problems, they asked a question about the steps to address recession. Okay, so like this, most of the static parts are linked to two current affairs. So this makes current affairs more important for the UPSC exam. Now look at this image here. As you can see the Konark wheel from Odisha Sun Temple served as the backdrop for Prime Minister Modi's welcome handshake with G20 leaders when they arrived at the G20 summit venue. So in all probability, we can expect a question about the Konark wheel or the Konark Sun Temple in next year's UPSC exam. So in our discussion today, we'll see some points about the Konark Sun Temple and the Konark wheel. Now let's start with Konark Sun Temple. The Konark Sun Temple is located in the town of Konark, which is in the state of Odisha. The word Konark is a combination of two words namely Kona and Arka. Here Kona means corner and Arka means sun. So when these two words combine, Konark becomes sun of the corner. The Konark Sun Temple is located in the north eastern corner of Puri and it is dedicated to the sun god Surya. Note that Konark is also known as Arkkaketra. The temple was built in the 13th century AD during the reign of Narasimha Deva I. Narasimha Deva I belonged to the eastern Ganga dynasty. He was a devotee of sun god, so the temple was designed as a chariot to sun god. Coming to the plan of the temple, as you can see in this image, the plan of the sun temple consists of three sections in a row. The sections being the main shrine, prayer hall and a dance pavilion. The main shrine is connected to an entrance and prayer hall. And the dance pavilion is a separate structure. As like many temples of northern India, the entire Konark Sun Temple is raised off the ground on a plinth to emphasize its holiness. Note that the Konark Sun Temple is a UNESCO World Heritage Site. These are all some of the points about Konark Sun Temple. Now let us see a few points about Konark wheel. See the major attraction in the Sun Temple of Konark is the Konark wheel. As I already mentioned, the entire temple is designed as a huge chariot. The temple has 12 pairs of wheels that is 24 wheels and they are being pulled by 7 horses. The 12 pairs of wheels are similar in size and shape. Okay, see each wheel has 8 larger spokes and 8 thinner spokes. And there are various interpretations about the wheels. Some believe that 7 horse represents 7 days of the week. Then 12 pairs of wheels represents 12 months of the year. And the 24 wheels represents 24 hours of the days. And there are others who believe that the 12 pairs of wheels represent 12 zodiac signs. Now coming to the wheel, as you can see in this image, the thicker spokes are all curved with circular medallions at their centers on the widest part of the face. The medallions in the spokes are curved with the figures of women in various luxury poses mostly of sensual nature. So this is one of the important features of Konark wheel. And another important feature is that two of the 24 wheels can be used as a sundial. Here a sundial is a timekeeping device that uses the position of sun's shadow to indicate the time of the day. As you can see in this image, the Konark wheel has 8 wider spokes and 8 thinner spokes. The distance between two wider spokes is 3 hours, that is 180 minutes. Then the distance between a wider spoke and a thin spoke represents 1.5 hours. And there are 30 beats between one wider spoke to the next thinner spoke. And each beat represents 3 minutes. See this sundial shows time in an anticlockwise direction. And the top center wider spoke represents 12 o'clock midnight. When you place your finger at the center of the axle, the place when the shadow of the finger falls represents the time of the day. Ok, this is how the Konark wheel can be used to assess time. Also know that the newly introduced 10 rupees note has the Konark wheel in its backside. Ok, these are also some of the important points about Konark wheel. And that's all regarding this discussion. This discussion is all about the Konark's Untimple and Konark wheel. See this topic is very very important for your film's exam. So revise all the facts that we discussed. Now with these points in mind, let us move on to the next news article discussion. Look at this news article. Last Friday, a 6.8 magnitude earthquake had struck the Marrakesh, which is a city in Morocco. And yesterday a 4.8 magnitude aftershock earthquake has also registered in Marrakesh. See nearly 2,100 people have lost their lives due to earthquake. Apart from this, the earthquake also flattened some villages around the Marrakesh city. And currently the rescuing operations is going on in Marrakesh city. This is all about the news. Now in this discussion, let us learn some points about earthquake. In simple words, an earthquake is shaking of the earth. The earthquake is a natural event which is caused due to release of energy. Now where the energy is released from and why does their shakes? See the release of energy occurs along a fault. Here a fault is nothing but a short break in the crystal rocks. When there occurs a break in the crystal rocks, the rocks along a fault tend to move in opposite directions. However, the tendency of rocks to move apart, overcomes the friction at some point of time. As a result of friction, the rock blocks get deformed. This eventually causes the rocks to slide past one another abruptly. And this slide past event causes a release of energy. Okay, the released energy waves travel in all directions, which causes the earth to shake. So the abrupt slide past event is what causing the earth to shake. Okay, hope you understand how earthquake occurs. Now coming to the event of earthquake, see the point where the energy is released is called focus of an earthquake and it is also called as hypo-center. The released energy waves traveling in different directions and they finally reach the surface. The point on the surface that is nearest to the focus is called epicenter. See epicenter is the first place to experience energy waves and it is a point which is directly above the focus. Okay, this is all about earthquake. Now talking about the types of earthquake waves, see the earthquake waves are basically of two types. They are body waves and surface waves. Now let us see them one by one. Now first let us take body waves. See the body waves are generated due to the release of energy at the focus and they tend to move in all directions. Know that the body waves travel throughout the body of the earth. The body waves interact with surface rocks and it generates a new set of waves called surface waves. Okay, note that there are two types of body waves. They are called P and S waves. Now let us see them one by one. Now firstly let us take P waves. See the P waves move faster and they are the first to arrive at the surface. These waves are also called as primary waves. Note that the P waves are similar to sound waves. So they travel through gases, liquid and solid medium. Okay, now coming to S waves. See the S waves arrive at the surface with some time lag. These waves are also called as secondary waves. An important fact about S waves is that they can travel only through solid materials. Okay, note that the S wave only helped the scientists to understand the structure of the interior of earth. Okay, this is all about the body waves. Now coming to the another type of earthquake waves that is the surface waves. See surface waves move along the surface of the earth. Here the velocity of surface waves changes as they travel through different materials with different densities. The denser the material, the higher is the velocity. Okay, note that the surface waves are more destructive. They cause displacement of rocks and the collapse of structures like buildings and houses. Okay, now finally let us see how earthquake is measured. See the earthquake events are measured using two scales. They are magnitude scale and intensity scale. Now first let us see about magnitude scale. See the magnitude scale is also known as richer scale. Here the magnitude is related to the energy released during earthquake. In the richer scale, the magnitude is expressed in absolute numbers that is from 0 to 10. Now coming to intensity scale, this scale is also known as Merkali scale. Here the intensity scale takes into account the visible damages caused by the earthquake. Note that the range of intensity scale is from 1 to 12. Okay, and that's all regarding this discussion. This discussion is all about the causes of earthquake, the number of the types of earthquake waves, and finally we saw some points about the measurement of earthquake. See this topic is very much important for your brilliance. So make note of each and every point that we discussed. Now with these points in mind, let us move on to the next news article discussion. Look at this news article from Sunday's newspaper. Last Saturday India launched the global biofuels alliance on the backdrop of G20 summit. Our prime minister urged the G20 nations to join the initiative. The news article also states that our prime minister proposed launching the G20 satellite. This satellite will focus on environment and climate observation. And this is all about the news article given here. Now in this discussion, let us see few points about global biofuels alliance. The global biofuel alliance is an initiative by India as the G20 chair. The initiating members of the alliance include Argentina, Bangladesh, Brazil, India, Italy, Mauritius, South Africa, the United Arab Emirates and the United States. Note that the alliance contains the members from both G20 and non-G20 countries. Also note that Canada and Singapore are admitted as observer countries of the global biofuel alliance. Now coming to the objective of the alliance. The main objective of this alliance is to increase adoption of biofuels globally. To increase the adoption of biofuels, our prime minister made a plea to ensure 20% blending of ethanol with petrol globally. As the alliance is in the nascent stage, we will wait for a while until further information arrives. This is all about global biofuel alliance. Now as part of this discussion, we will see some points about biofuels and ethanol blending. Now let us start with biofuels. See currently the world mostly runs on fossil fuels namely crude oil, natural gas and coal. These fossil fuels are produced from organic matter through a very slow natural processes. For example, let us take crude oil. See crude oil is formed when organic matter is subjected to a large amount of pressure and temperature due to significant accumulation of sediment above the organic matter. See 70% of oil deposits existing today were formed from organic deposits that accumulated in the mesozoic age that is 250 to 266 million years ago. So fossil fuels are produced from organic matter through very slow natural processes. See the fossil fuel releases more carbon into the atmosphere which in turn cause air pollution. Now coming to the biofuel, unlike fossil fuels, biofuels are produced over a short span of time from organic matter and it is very less polluting than fossil fuels. See both fossil fuels and biofuels are obtained from organic matter but the difference lies in the production process and associated pollution. Some of the examples of biofuels include bioethanol, biodiesel and biogas. This is all about biofuel. Now coming to ethanol blending. See in India we have the ethanol blended petrol program which is in line with national policy and biofuels 2018. Under ethanol blended petrol program the Indian government has two blending targets. The first one is 10% of blending of ethanol with petrol by the year 2022 and the second target is 20% blending by 2025. These are all the objectives that the Indian government aims to achieve under ethanol blended petrol program. What are the advantages of ethanol blending? The first advantage is reducing greenhouse gas emission. As ethanol is a cleaner fuel blending ethanol with petrol will help reduce carbon emission. So this will aid in India's aim of becoming carbon neutral by 2017. Then the second advantage is energy security. By promoting the use of domestically produced ethanol India can reduce its dependence on imported crude oil. This helps India to conserve its forex reserve. In addition to this reducing dependence on imported crude oil reduces countries exposure to volatile global oil prices. This will help in establishing macroeconomic stability. Then the third advantage is boost to the agricultural sector. See bioethanol is produced mainly from crops like sugarcane and corn. So ethanol blending supports the agricultural sector by creating a market for crops like sugarcane and corn. This in turn generates income for farmers and contributes to rural development. And finally ethanol blending increases engine performance of the vehicles. See ethanol can enhance the octane rating of petrol. Here octane rating means higher performance mainly in vehicles with E20 compliant engines. So ethanol blending increases engine performance. So these are some of the advantages of ethanol blending. And that's all regarding this discussion. In this discussion we saw some points about global biofuel alliance and then we saw some points about biofuel and ethanol blending. Now with these points in mind let us move on to the next news article discussion. Look at this FAQ page article from yesterday's newspaper. See recently a report titled Pathways to Circular Economy in Indian Electronic Sector was released by Indian Cellular and Electronics Association. This report provides some data about circular economy in India. So in this backdrop only this article here is written. This article speaks about the importance of circular economy in Indian electronic sector and the challenges associated with circular economy in India. So in our discussion today we will understand all these points in detail. Now first let us understand that term circular economy. Circular economy refers to the sustainable economic model that focuses on reusing and recycling of existing materials rather than using new materials. For example let us take a company that manufactures plastic bottles for soft drinks. See people usually buy these drinks and they throw away the bottles after consuming the drinks. This is what happens in linear economy. But in a circular economy the plastic bottles are not discarded as a waste. The used bottles are collected recycled and turned into new products. So this will reduce the need for new plastic production and minimizes environmental impact. So the circular economy saves resources reduces waste and promotes sustainability. Ultimately circular economy reduces damage to environment and it creates additional revenue in the economy. For example China had used five percentage of recycled materials to make new products in 2019 and China is also planning to increase this to 35 percentage by 2030. I hope you understood about circular economy. Now coming to the e-waste management in India. See recently there was a huge increase in e-waste generation in India. This is due to the availability of cheaper smartphones and increased usage of smartphones because of affordable data plans. See in India most of the electronic waste management is not done through formal channels. Instead it is handled informally which is a major issue. The report by Indian Cellular and Electronics Association says that around 90 percentage of e-waste collection and 70 percentage of recycling are managed by informal sector in India. So the report highlights the need for expanding formal sector in e-waste collection and recycling. Also note that there were many specialized hubs developed in India for e-waste management. Some places like Muradabad have become hubs for e-waste processing. Here large quantities of printed circuit boards from electronic devices are processed to extract valuable materials like gold and silver. So in order to regulate the e-waste management and bring it into formal sector government introduced e-waste management rules in 2022. This rule aims to make e-waste management process a more digital and transparent. This is all about the status of e-waste management in India. Now with this information we shall see the various tips to improve e-waste recycling in India. The first important step is public-private partnerships. See the author of the article suggests that both the government and private companies need to work together for e-waste management. They should share the costs for creating a reverse supply chain. Here the reverse supply chain involves collecting used devices, wiping them off personal data and sending them for recycling. Then the second important step to improve e-waste recycling process in India is creation of record keeping system. It means creating a digital database to track all the materials collected by the recyclers. This will enhance the efficiency of waste management. Then the third important step is creating high yield recycling centers for waste collection. See these are the areas where the collected devices are brought together and recycled. These recycling centers should become more efficient in extracting valuable materials like rare metals from semiconductors. Then the fourth important step is promoting repair of old electronic items. The author of the article advises promoting repairs and make products last longer. This can be done by supporting the concept of right to repair. This will help to reduce the environmental impact of electronic waste. So these are some of the important steps mentioned in the article for improving e-waste collection in India. Now we are going to see about the challenges in e-waste management. The first important challenge is prevalence of informal sector in India. As we saw earlier, there is large informal sector engaged in e-waste recycling and it is very hard to regulate them. This is because they do not follow the environmental rules and it is a major concern. So prevalence of informal sector in e-waste recycling is the first important challenge. The second challenge is accumulation of huge unused devices. Around 200 million electronic devices are estimated to be present unused in people's homes. This is because people are worried about their personal data if they recycle these devices. So data concern is also another challenge associated in e-waste management. Then the third challenge is regarding recycling plans. Creating a large scale recycling plans is costly and there is a shortage of materials to run these plans for consistent operations. Apart from this, the availability of materials needed for recycling is scattered and it is not easy to find. Even big companies interested in recycling are struggling to get enough materials for recycle process. So the shortage of materials is also another problem associated with managing e-waste in India. See the author concludes by saying that a circular economy for e-waste is attractive because it can provide a stable supply of electronic components. However the recycling of e-waste is expensive and it poses a big challenge to recycling of e-waste in India. See there are various startups and companies in India that have now started to collect and recycle electronic waste. What we need is we need better implementation methodologies and inclusion policies to meet our recycling targets in an environmentally sustainable manner. And that's all regarding this discussion. In this discussion we saw about what is circular economy. Then about the importance of circular economy. Then we saw about the status of circular economy in India and the challenges associated with circular economy. Now with these points in mind let us move on to the next news article discussion. Look at this FAQ page article from Sunday's newspaper. As you all know recently the 2023 G20 summit was held at New Delhi on September 9th and 10th. The summit was concluded with various outcomes. So in our discussion today we'll understand some basic support G20 and then we'll understand the outcomes of recent G20 summit. Now before getting into discussion the syllabus regarding this discussion is highlighted here. You can go through it. Now first let us go through the basics of G20. See the G20R group of 20 is an intergovernmental forum comprising 19 countries and European Union. It is composed of most of world's largest economies including both industrialized and developing nations. The G20 accounts for around 90 percentage of gross world product 75 to 80 percentage of international trade 2 thirds of global population and roughly half of the world's and area. The G20 was founded in 1999 in response to several world economic crisis. Initially it worked as a forum for the central bank governors and finance ministers to discuss global economic and financial stability. And after the 2008 global financial crisis it was upgraded to the level of heads of state or government. Since then the G20 leaders have met on a regular basis with summits involving each members head of government or state. So this is how the G20 has emerged as a leading platform for global economic cooperation. See the members of G20 countries are displayed here. You can go through it. Here you can see that India is also a member of G20 grouping. In fact India is a founding member of G20. Okay now talking about the G20 presidency. See the presidency of G20 rotates every year amongst its members. And the unique thing about the G20 president is that the country that holds the presidency works together with its predecessor and successor. This grouping inside G20 grouping is called Trioka. The G20 has such an arrangement to ensure the continuity of the agenda. Currently Brazil, Indonesia and India are the Trioka countries. See on November 16th 2022 the Indonesian president Joko Widodo officially handed over the G20 president to India at the end of 2022 G20 summit. And India officially assumed the G20 presidency on 1st December 2022. Now coming to India's presidency see the G20 slogan of India's presidency is Vasudeva Kudumbaham which is translated as one planet one family one future. Okay these are some of the basics about G20. Now moving on to see about the outcomes of recently held G20 summit. The first important outcome is the African Union joined the G20 organization and it became a full-time member. See the African Union is a continental body comprising of 55 African member states. See African Union has long been a guest invitee to the G20 meeting along with other significant international organizations like World Bank, Monterey Fund and so on. So African Union was formally known as an invited international organization at the G20. Currently with full membership of G20 African Union will have the same status as the European Union. See adding African Union to the grouping has huge implications. This is because African continent has 60% of world's renewable energy assets and more than 30% of key minerals to renewable and low carbon technologies. See Congo alone has almost half of the world's cobalt which is essential for lithium ion batteries productions. So adding African Union to the G20 grouping has both economical and geopolitical significance. Okay this is the first outcome. Then the second outcome is that India Middle East Europe-USA corridor has been proposed and passed by the leaders of these countries. See the India Middle East Europe economic corridor is a mega project to unlock the economic potential of the region. It comprises of an eastern corridor connecting India to the Gulf region and an eastern corridor connecting the Gulf region to the Europe. Okay this corridor will include a railway and ship rail transit network and road transport routes. In simple words the agreement will connect India through ports, shipping routes and rail corridors to countries in the Middle East and then eastern and western Europe. Okay this project is a very significant one because it is also seen as a countering measure to China's Belt and Road Initiative. Okay this is the second outcome. Thirdly the G20 countries agreed on incremental progress on climate change. For example the G20 leaders agreed to triple renewable energy capacity globally by 2030. And they have accepted to face down uninterrupted coal power supply. Despite the grouping accepted to triplets renewable energy capacity globally by 2030, no new major climate goals were insisted. And the grouping also did not provide any plan to amend existing policies and targets. See nearly four trillion US dollars a year would be needed to pay for a green energy transition. But the grouping did not lay out any pathway to mobilize the required fund. Okay this is the third outcome. And finally concerning Russia-Ukraine war G20 nations agreed that states cannot grab territory by force. The G20 grouping has also highlighted the suffering of the people of Ukraine. But it avoided a dark criticism of Russia for the war. See last year the G20 condemned Russia for the war and demanded that Russia should withdraw from Ukraine. But this year no such remark has been made. This has interpreted as a softening of G20 position from previous year. Okay and that's all regarding this discussion. In this discussion we saw about the basics of G20 grouping. And then we saw about the outcomes of recently concluded G20 meeting. Now with these points in mind let us move on to the next news article discussion. Look at this news article as you all know on 9th September. The African Union was made a part of G20. So this news article here mentions that African leaders welcomed the anonymous decision by the G20 countries to admit African Union. And this is all about the news article. Now in this discussion let us see a few points about African Union. Now let us start with the basics. See the African Union is a continental body consisting of 55 member states. Here continental body means all members belong to the continent of Africa. See the image here highlights the member states of African Union. Here the suspended members of African Union include Guinea, Mali, Burkina Faso, Niger, Gabon and Sodan. And note that the headquarters of African Union is at Addis Ababa Ethiopia. Okay now coming to the formation of African Union. The African Union was officially launched in 2002. Succeeding the Organization of African Unity. See the Organization of African Unity originally focused on decolonization and ending apartheid. In July 2002 the African Union was launched from Darben, South Africa. Upon launch the EU shifted its focus towards cooperation and integration among African states. See through cooperation and integration the African Union aims to achieve economic development among its member states. Okay now having covered the basics let us see some points about organizational structure of African Union. See the African Union has key decision-making organs including the assembly of heads of state and government, the executive council, the permanent representatives committee, specialized technical committees, the peace and security council and the African Union Commission. See the African Union encourages participation of African citizens and civil society through the pan African parliament and the economic, social and cultural council. Furthermore the African Union is working to establish continental financial institutions like African Central Bank, African Investment Bank and African Monetary Fund. Apart from this regional economic communities and the African peer-reviewing mechanism are also important components of African Union's structure. Okay now having seen the organizational structure let us see the objectives of African Union. See there are many objectives that the African Union is working on we will see them one by one. The first objective is promoting pan Africanism. See the African Union encourages a sense of African identity and solidarity among its member states and citizens. Secondly African Union promotes peace and stability through peace and security council. Thirdly to enhance unity and cooperation the African Union aims to economically and politically integrate the African Nations. Fourthly the African Union aims to address the socio-economic challenges of African Nations through sustainable development. Fifthly the African Union promotes democratic governance and the protection of human rights. Apart from this the African Union also aims to ensure democratic governance through transparent elections and protecting human rights through the rule of law. And finally the African Union represents African countries in international forums. By representing the African Nations the African Union tries to promote African interests on the global stage. Okay so these are some of the objectives of African Union and that's all regarding this discussion and this discussion is all about the formation of African Union. Then about the organizational structure of African Union and finally we saw some points about the objectives of the African Union. Now with these points in mind let us move on to the next news article discussion. Look at this news article yesterday the US President Mr. Joe Biden has made an official visit to the Vietnam and he gave a press conference there. Some journalists have raised a question about the quads indirect objective of countering China. While responding to the question Mr. Biden stated that quads was not formed to counter or isolate China rather it was formed to maintain stability in the Indo-Pacific region. Okay this is all about the news now in this discussion we will see some points about quads grouping from problems perspective. The quads is an informal strategic dialogue forum. It comprises of four countries namely US, India, Australia and Japan. Now coming to the formation of quads see the quads was started as an informal partnership of countries aftermath of 2004 tsunami crisis. At that time the main aim was to provide humanitarian assistance in the countries during disasters. However the grouping got institutionalized in 2007 in the Asian meeting due to the efforts of late Japanese Prime Minister Shinzo Abe but the problem was that the group was inactive for a decade that is from 2007 to 2017. Subsequently in 2017 in the wake of rising Chinese ambitions in the Indo-Pacific region the quad was renewed and in 2021 the leaders of quad had their first formal summit. So this is how the quad came into existence. Now we shall see the core objectives of quad one by one. Firstly the quad aims to bring out rules based global order. Secondly the grouping aims to ensure freedom of navigation and liberal trading system in the Indo-Pacific region. And finally the group is also working on various matters like maritime security, creating an ecosystem for investment, addressing climate change, boosting technological innovation and so on. Okay this is all about the objectives of quad grouping. Now finally let us look into the significance of quad for India. Firstly the quad helps India to counter the Chinese excess in the Indo-Pacific region. See as quad members are like-minded to counter China's aggressive behavior in the Indo-Pacific region it helps India to contain China. Secondly as we all know the quad countries have strong naval dominance. So India can enhance its maritime security through cooperation with quad nations. Thirdly India can also tap the investments from other quad countries. This in turn lead to economic development of India. Fourthly India can also utilize the grouping for the creation of supply chain for various materials like minerals, food grains, automobiles and so on. And finally the quad helps India to achieve its policy of multipology that is engaging with multiple partners. Okay and that's all regarding this discussion. This discussion is about the formation of quad and about the objectives of quad. And finally we saw some points about the significance of quad for India. With these points in mind let us move on to the next part of the video that is to discuss preliminary practice questions. Today we are having four questions. I will solve three of them and one will be a quiz question for you. Look at the first question here five countries are given. We have to find how many of the countries are suspended from African Union. Guinea, Morocco, Nigeria, Burkina Faso, Gabon. See the suspended members from the African Union include Guinea, Mali, Burkina Faso, Niger, Gabon and Sudan. Here Morocco, Nigeria are not suspended from African Union. So a correct answer for the question is option B only three. Moving on let's take up the second question. This question is regarding earthquakes. Here three options are given. You have to find which of these options is correct regarding earthquakes. Option A magnitude of earthquake is measured on richer scale. Option B intensity of earthquake is measured on Merkle scale. Option C sudden movement of tectonic plates leads to earthquake. Option D all of the above. As you saw in the discussion the magnitude of earthquake is measured in richer scale. And the intensity is measured on Merkle scale. And we saw that the sudden movement of rocks or tectonic plates leads to earthquake. So here all the three options are correct. So the correct answer for the question is option D all of the above. Moving on let's take up the final question. This question was asked in 2017 UPSC prelims. I'll read it to the question. It is possible to produce algae-based biofuels. But what is or are the likely limitations of developing countries in promoting this industry? Option A production of algae-based biofuels is possible in Cs only and not on coordinates. See this statement is incorrect because production of algae-based biofuels is possible on both land or sand water or wastewater. So it is possible both in states and on continents. So statement one is incorrect. Now coming to the second statement. Setting up and engineering the algae-based biofuel production requires high level of expertise or technology until the construction is completed. See this statement is correct. Setting up of algae-based biofuel production requires high level of expertise or technology. So second statement is correct. Now coming to the third statement economically viable production necessitates the setting up of your large-scale facilities which may raise ecological and social concerns. See this statement is correct because economically viable production necessitates the setting up of large-scale facilities which may raise ecological and social concerns as it will reduce the amount of food available for humans. So third statement is correct. Here the correct answer for the question is option B 2 and 3 only. This is a quiz question for you today. I will post this quiz question in the community section. Try to answer it and displayed here are main questions for your practice. Go through the questions, write your answers and post it in the comment section. With this we have come to the end of the video. If you found our video to be useful, do like, comment and share it with your friends. And don't forget to subscribe Shankara's Academy YouTube channel. Thank you for listening.


Mrs. Baker, you are way over your paper budget and is not even halfway through. You have to do something to make a change. I know, during the collaboration session my staff has developed an idea to solve the problem. Well tell me about the wonderful idea, I hope it raises the rigor of classroom activities on your campus. We plan on implementing while Wednesday which represents without worksheets Wednesdays. The challenge is for teachers to use a variety of techniques. I am trying very hard to capitalize on the skills and abilities and knowledge of the people in the building. At the same time, I am trying to embed professional development in the things we do here. While Wednesday addresses an identified need on our campus to teach with more rigor in a way that promotes student engagement. In other activities we can use to direct student learning and avoid the worksheet rut. We want students to talk and create and imagine and think. In my opinion, it has gone very well this year and will be expanded for the next year. It was introduced as a requirement at the beginning of the 2015-2016 school year. The WoW tag came in because some teachers were complaining that they didn't know what to do. So I created a little video of myself explaining how to do I have who has. I sent it out to faculty and I put the necessary documents in their boxes so that they could recreate it. Then I tagged another staff member to do the same thing the next week. Hello everyone, welcome to the first installment of WoW tag. Today I'm going to be showing you how to make I have who has cards and use them with your class as alternatives to worksheets. Many of you already know about this activity and some of you might not have heard about it. So I hope that you find that it's something you'd like to try or remind you of something that you remember would be worthwhile in your classroom. Here we go. I have who has is a group activity that uses cards with terms, definitions, questions answers, illustrations, examples, and other representations of information specific to a subject area. Before starting this activity, the teacher and students must complete enough I have who has cards so that each student has at least one card. The I have section at the top of the card will provide an answer. Vocabulary word or illustration, the bottom part of the card will have questions that begin with the phrase who has and provides a definition or explanation. To begin the activity, the first student stands up and reads the I have section. Then reads the who has section with a question. Because the first student only asks and doesn't answer, you draw a name to decide who gets to go first. The student whose card correctly answers the first question should stand up next and read his or her answer and then read a question. This procedure continues until time is up in approximately five minutes. I have four cards here. They're made with the states and capitals. So this is an example. For instance, this one says I have Sacramento who has the capital of Arkansas. The student who's holding the answer to the capital of Arkansas would stand up and say I have Little Rock who has the capital of Oklahoma. The person who has the capital of Oklahoma would stand up and say I have Oklahoma City who has and that's how the game goes and it goes until you get back around to the end. Here's another example. This is the example here. This says here's an example of how to use I have who has in a math class. Matt stands up first and reads his card, which says I have a square. Who has a quadrilateral with at least one pair of sides parallel? Denise immediately responds to Matt and reads her card because she knows that the definition he has just read matches her term trapezoid and so the game goes. The reason this is so good is because not only does it provide review for concepts but it also helps the student think in two different ways. Is this the definition? And they also have to know that it's not the definition and be able to tell what that is the definition of. So basically they're thinking forwards and backwards and it causes the students to have higher order thinking skills, which is what we all want. So I hope that you enjoyed this. You will find all of these cards in your box at the end of the day and you can use them to make on card stock and laminate them. You can write on that with VCV and change it or you can make sets of definitions that you use year after year. I hope that you enjoy. And oh by the way, Mrs. Hamby, tag your it. I got two kinds of response. The first was the teacher who loved it and knew it but had forgotten and they were really happy and said thanks for reminding me. The second was the teacher who had never heard of it. Several tried it and added the technique to their bags and several said thanks for sharing what a wonderful idea. Hi, I'm Miss Hamby and I've been tagged by Miss Baker to give you an idea to use on Wow Wednesday and I've chosen vocabulary matching game. This game can be used with any subject in using your vocabulary words. I have chosen math words to play my game. The object of the game is to turn a card over prime number and match it with the definition. A positive integer that has factors other than one and the number itself, example four, six, eight, nine. The students would discuss, is this the correct answer? If so, they would take both cards and that was one match for that child. If not, you must turn the cards over and the next person will go, example. The next person would turn this card over and realize that a positive integer which has only one and the number itself, like factors two, three, five and seven are examples of what if they remember that the vocabulary word is here, a prime number, they get the match and they collect the cards. One with the most matches at the end of the game wins. I tag Miss Gills. My name is Amber Lee Kelton and I'm a special education life skills teacher here at IW Evans Intermediate School in Bonham. I was tagged by my amazing and awesome co-worker, Christy Gills, a reading interventionist here at IW Evans in a correlation with Wow Wednesday where we are to provide a video showing an activity that can be used in the face of a worksheet. In our classroom, we have the philosophy of if you sit, you don't always get and to accommodate the diverse learning styles of students simply doing worksheets all day long every day won't work. So in correlation with our campus's Wow Wednesday strategy of foregoing all worksheets all day long on Wednesdays I'd like to introduce beach ball chatter. Balls are one of the earliest and most universal toys for babies and toddlers and we continue to use them throughout adolescence and adulthood. Therefore, by making small changes to your activity, you can engage people of any age. For example, I would like for my students to review a science lesson on our solar system for an upcoming test. As part of pre-planning, I wrote a few names of planets on different sections of this beach ball. When a student catches the ball, he or she will locate the planet name closest to it is or her right thumb and they'll give one describing factor of this planet. So let's imagine or let's pretend that I've caught the ball or I've received the ball and my right thumb is closest to the word Jupiter. The student would read the word Jupiter and would give one describing one describing segment about the planet they could say Jupiter. Jupiter is the largest planet in our solar system. Furthermore, beach ball chatter can be implemented to enhance mathematical, linguistic, and vocabulary skills to name a few. For example, Mr. Ferris wants to check how well his student is comprehending Spanish to English translations in a quick, non-traditional way. In an attempt to model his expectations of the student, Mr. Ferris would receive the ball first, read the Spanish word or phrase closest to his right thumb, and want to reach the word or phrase given he provides us with the English translation. Mr. Ferris provides the correct answer he earns a point. If it is deemed that he provided an incorrect response, he tells us the ball to his partner and he provides the English translation for the Spanish word closest to his right thumb. Octopus, I don't understand this word. Well Maggie, let's step over here and let's talk about it. To teach vocabulary, you could write words or phrases on different sections of the beach ball. If you write a vocabulary word, the student that catches the ball can provide a definition for the word or phrase person. If you have a student who needs to sharpen his or her multiplication skills, you could, for example, write multiplication facts on different sections of the beach ball and the student must provide an answer for the multiplication problem. This is an example of our multiplication while the girl's going back and forth. What's Miranda? Six times six. What was the correct answer? 36. 36, good. And then she's passed it on to Miranda. As you can hopefully see, beach ball chatter can be a useful tool in helping to replace some worksheets. You can personalize beach ball chatter to teach and challenge students by using student's interests, names, real life events, and student creative problems. Hopefully you will find beach ball chatter to be less stressed for you as a teacher and a highly effective tool for your students. Without being said, I tag physical education instructor Coach Kirsten Logan to invite our campus with a wow Wednesday activity due next Thursday. Thank you and remember if you sit, you don't always get. Good morning I.W. Evans, this is Becky Isabel teaching fifth grade math and science. I've been tagged by Mrs. Baker for a wow video. My game is based on the old fashioned game of spoons, but instead of spelling out the word spoons, we spell out the word science. The science terms are listed here on the bulletin board. The students have decks of cards and they have to put together a book and then they grab a spoon. There are one less spoons per table, one less per person, and once one person is grabbed a spoon, the others grab a spoon. If you get caught without a spoon, you get the letter s and you spell out the word science and so on. And so that's how the game is going to go. I don't know. Hello everyone. I have a bonus for you this week. We've been talking a lot about not using worksheets, but what about those times when you have to use a worksheet? How can we make them more meaningful? This bonus idea addresses that. It's called not just underlining. Here's is what the sheet looks like. It shows that you put two lines under the main idea, draw a box around the keywords, circle important people, place a triangle around dates, and make a squiggle under references to other information, such as charts, maps, or graphs. What could you do to make this even better and make using your worksheets more meaningful? Think about what implications this could have in using your social studies worksheets and your newspapers and your workbooks. Think about this. How could you make this even better and more meaningful for your students when you have to use a worksheet? There's your bonus for this week. Everyone have a great weekend. Hello. I'd like to talk to you today about my very favorite technique to use for summarization. It can be used for a narrative passage or a book or a novel. It can be used for a biography or an historical event in social studies and it works 100 percent of the time. It's somebody wanted but so then the five magic words for summarization. Let me give you an example. Take the story of Cinderella. Cinderella can be summarized with those five words. Here is what I mean. Cinderella wanted to go to the ball but her wicked stepmother wouldn't let her. So she got help from her fairy godmother then went to the ball and fell in love with the prince. That is the whole entire story of Cinderella using five magic words that represent beginning middle and end. It can even do a whole novel. Take this for example. Scarlett O'Hara wanted to marry Ashley Wilkes but he married Melanie. So she pined away for him all the way through the war and other marriages to other men. Then Melanie died and she realized she didn't want him after all. There's the whole book of Gone with the Wind summarized with five magic words. Give it a try and give it a try with your kids. It works. You can make games with cards. You can do all sorts of fun things with somebody wanted but so then the five magic words for summarization. Wow tag for next week is going out to Mrs. Goodwin. Mrs. Goodwin. Dill or no deal is the Wow Wednesday challenge of the week. It's played very similar to deal or no deal. This is a template that you can use. It will be saved in the Evans staff drive. I've created 20 suitcases so that means there'll be 20 questions. If I click on the suitcase it takes me to the page. On each page you'll find a purple box. Some text that you will have to ungroup in order to add the text to it. This would be the prize. It could be pickles. It could be set with your friends. It could be 10 minutes free time on the computer. Whatever you decide you once you have that filled in highlight and select those and group them back then they hide right behind the little purple square until you're ready to pull it out. Behind the case is the question and you would type your question. It could be a math question. It could be any type of question. Once again you have to ungroup them and then you can type in your question. You can also screen clip in a picture or any other type of question that you might want to put in. Once the question is selected you group them back. They hide behind the case until they choose the case. The case itself will take you back to the home page. The little x is set where that you can drag it and drop it out over the case that they have selected. So you click on the case. You go to that page. Ungroup it. Type in your text or take a screen clipping of the prize. It's your choice. What you want them to do would say that they have to make their choice of deal or no deal before you pull it out. So they do not know what the prize is before they make your deal or no deal. I usually put in extra homework. Mystery says just for the fun of it or a practice academy. So you'll add your question. It goes behind the case. You add your prize. It goes behind the purple square. The case takes you back to the home page. I always write in or keep track of the current prize. It's really fun. Sometimes they get something nice. Sometimes the last person decides to take the deal and it's a homework. Extra homework. And we don't have work to do. We don't have to do work. If we do have an activity to do, it's always fun. What I like about what I like is that you get to do lots of fun stuff and we don't have that much work to do. Now we get to have fun. You don't do paperwork? You don't do paperwork? Our whole class gets to do fun stuff. Well I think we made this tree. Tell me about that tree. And we'll see how the tree is vocabulary. Okay. But you still get to do it. Okay. Yeah. What I like about what Wednesday is you do no worksheets. But you still get to work. Do you do fun stuff? Get over here. It's fun. You don't have to do like worksheets. Yeah. What snack do you like? And the homework. The homework's not fun. The iPad's not too fun. Do you do any worksheets? No. It's supposed to be the worksheets name. Okay.


The additive inverse of a written this way is the quantity where a plus the additive inverse is equal to 0 The whole number 0 1 2 3 and so forth and their additive inverses these things form the integers We sometimes refer to the integers as signed numbers and we say that a number like 7 is positive and You might ask well, where's the sign? And so we could write this as plus 7 Meanwhile a number like the additive inverse of 3 is Negative where we have the sign in front of it, which is read as a negative sign And here's an important idea how you speak influences how you think In previous courses you probably read something like this as negative 3 And if we think about this as a signed number, it is the signed number negative 3 But remember the important property of this number is that it is an additive inverse if we add it to a we get zero and So it's helpful to read this as the additive inverse of a and not as negative a It can be helpful to have some sort of picture of what's going on when we're working with signed numbers And so we can represent the additive inverse using what's called a chip model Why is it called a chip model? Well, that's because we have positive chips representing positive amounts and negative chips representing negative amounts and What's important here is that a positive and a negative chip can cancel each other out if we put them together we get Nothing Let's see how that works. Let's add 5 plus 3 Now since this is an addition, we're putting two things together 5 well, that's 5 positive chips and 3 that's 3 more positive chips and Altogether we have 8 positive chips and so we can write our sum 5 plus 3 equals 8 How about additive inverse of 5 plus additive inverse of 3? Again since this is an addition. We're putting two things together here additive inverse of 5. Well, that's 5 negative chips Additive inverse of 3 is 3 more negative chips and Altogether we have 8 negative chips So let's compare and generalize we found that 5 plus 3 is equal to 8 and The additive inverse of 5 plus the additive inverse of 3 is the additive inverse of 8 and The thing to notice here is that the numbers are actually the same in both cases here We have a 5 3 and an 8 and here we have a 5 a 3 and an 8 and the only difference between the two is that here We're dealing with the additive inverses and this suggests the following if I'm taking any real numbers If I want to add to Additive inverses, well, I'll just add the numbers and take the additive inverse of the sum So for example additive inverse 15 plus additive inverse of 7 Well, since they're both additive inverses. I can add the 15 of the 7 together and Take the additive inverse of the sum. What if I add 5 and the additive inverse of 3? So 5 we can represent by 5 positive chips and Then we'll add 3 negative chips and The important thing about the chips is that a positive and a negative chip can combine and cancel each other out And so we can remove a pair of positive and negative chips another pair and Another pair and so 5 plus additive inverse 3 is 2 What if we just do the subtraction 5 minus 3 we could model subtraction by taking things away And so we have 5 positive chips From which we'll remove 3 chips and we'll have 2 chips left over And again, let's compare and generalize we found 5 plus the additive inverse of 3 is 2 But we also found that 5 minus 3 is 2 And again, if you look we have the same numbers in both cases except we're doing something slightly different And this leads to a general rule for any real numbers a Minus b is the same as a plus the additive inverse of b So for example, if I want to find 18 plus the additive inverse of 7 That's the same as 18 minus 7 which is going to be 11


Roedd o'r maes oeddenniadol i'r cwerthau o ni, ac i'n gwiriannod o'r cwerthau cwerthau o'r cwerthau o'r darglion, mae gennymiaethiaethau a chlygau i gyrthio a chyfnodol. Yr gwybod diwethaf o'r cyfle, uchydig yn gwneud ag unig o'r cwerthau o'r bobl, neu oeddo i'n credu g工作iol, neu oeddo i'r cyflosio y gallwn, mae'n ceisio oherwydd o'r cwerthau bachol ar gyfer. It's worth noting that we often get a lot of trainees coming to us saying they want the cheapest possible course that will qualify them to teach English abroad. Because we offer the 60 hour introductory level course, many people think that that course will allow them to teach. The answer is that most employers really do require a 120 hour course as a minimum. So anyone looking for the cheapest possible course that will give them a certification that will allow them to apply for jobs, we would recommend the 120 hour online course.