approach paper (english) for web

CONTENTS

Sl. No. TOPICS Pg. No.

1. UPSC Mains New Syllabus ......................... 3

2. Analysing the Changes ................................ 6

GS PAPER I ......................................... 8

GS PAPER II ..................................... 10

GS PAPER III .................................... 12

GS PAPER IV .................................... 14

CASE STUDY 1 ................................. 15

CASE STUDY 2 ................................. 17

3. Current Affairs - The Pillar ..................... 18

4. Answer Writing ......................................... 20

5. Change in Continuity ................................ 23

6. Supplementary Readings .......................... 38

GS MAINS UPGRADATION COURSEA Solution for 1250 Marks

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Chronicle IAS Academy [3]

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PAPER-I

Essay: Candidates will be required to write an essay on a specific topic. The choice of subjectswill be given. They will be expected to keep closely to the subject of the essay to arrange theirideas in orderly fashion, and to write concisely. Credit will be given for effective and exactexpression.

PAPER-II

General Studies-I: Indian Heritage and Culture, History and Geography of the World andSociety.

Indian culture will cover the salient aspects of Art Forms, Literature and Architecture fromancient to modern times.

Modern Indian history from about the middle of the eighteenth century until the present-significant events, personalities, issues

The Freedom Struggle - its various stages and important contributors /contributions fromdifferent parts of the country.

Post-independence consolidation and reorganization within the country. History of the world will include events from 18th century such as industrial revolution,

world wars, redrawal of national boundaries, colonization, decolonization, political philosophieslike communism, capitalism, socialism etc.- their forms and effect on the society.

Salient features of Indian Society, Diversity of India. Role of women and women's organization, population and associated issues, poverty and

developmental issues, urbanization, their problems and their remedies. Effects of globalization on Indian society Social empowerment, communalism, regionalism & secularism. Salient features of world's physical geography. Distribution of key natural resources across the world (including South Asia and the Indian

subcontinent); factors responsible for the location of primary, secondary, and tertiary sectorindustries in various parts of the world (including India)

Important Geophysical phenomena such as earthquakes, Tsunami, Volcanic activity, cycloneetc., geographical features and their location- changes in critical geographical features (includingwater bodies and ice-caps) and in flora and fauna and the effects of such changes.

PAPER-III

General Studies- II: Governance, Constitution, Polity, Social Justice and International relations.

Indian Constitution- historical under pinnings, evolution, features, amendments, significantprovisions and basic structure.

Functions and responsibilities of the Union and the States, issues and challenges pertainingto the federal structure, devolution of powers and finances up to local levels and challengestherein.

Separation of powers between various organs dispute redressal mechanisms and institutions. Comparison of the Indian constitutional scheme with that of other countries Parliament and State Legislatures - structure, functioning, conduct of business, powers &

privileges and issues arising out of these.

UPSC NEW SYLLABUSFOR GS MAINS

[4] Chronicle IAS Academy

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Structure, organization and functioning of the Executive and the Judiciary Ministries andDepartments of the Government; pressure groups and formal/informal associations and theirrole in the Polity.

Salient features of the Representation of People's Act. Appointment to various Constitutional posts, powers, functions and responsibilities of various

Constitutional Bodies. Statutory, regulatory and various quasi-judicial bodies Government policies and interventions for development in various sectors and issues arising

out of their design and implementation. Development processes and the development industry- the role of NGOs, SHGs, various

groups and associations, donors, charities, institutional and other stakeholders. Welfare schemes for vulnerable sections of the population by the Centre and States and the

performance of these schemes; mechanisms, laws, institutions and Bodies constituted for theprotection and betterment of these vulnerable sections.

Issues relating to development and management of Social Sector/Services relating to Health,Education, Human Resources. Issues relating to poverty and hunger.

Important aspects of governance, transparency and accountability, e-governance- applications,models, successes, limitations, and potential; citizens charters, transparency & accountabilityand institutional and other measures.

Role of civil services in a democracy. India and its neighborhood- relations. Bilateral, regional and global groupings and agreements involving India and/or affecting

India's interests Effect of policies and politics of developed and developing countries on India's interests,

Indian diaspora. Important International institutions, agencies and fora- their structure, mandate.

PAPER-IV

General Studies-III: Technology, Economic Development, Bio diversity, Environment, Securityand Disaster Management.

Indian Economy and issues relating to planning, mobilization of resources, growth,development and employment.

Inclusive growth and issues arising from it. Government Budgeting. Major crops cropping patterns in various parts of the country, different types of irrigation and

irrigation systems storage, transport and marketing of agricultural produce and issues andrelated constraints; e-technology in the aid of farmers.

Issues related to direct and indirect farm subsidies and minimum support prices; PublicDistribution System- objectives, functioning, limitations, revamping; issues of buffer stocks andfood security; Technology missions; economics of animal-rearing.

Food processing and related industries in India- scope and significance, location, upstreamand downstream requirements, supply chain management.

Land reforms in India. Effects of liberalization on the economy, changes in industrial policy and their effects on

industrial growth. Infrastructure: Energy, Ports, Roads, Airports, Railways etc. Investment models.


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Science and Technology- developments and their applications and effects in everyday life. Achievements of Indians in science & technology; indigenization of technology and developing

new technology. Awareness in the fields of IT, Space, Computers, robotics, nano-technology, bio-technology

and issues relating to intellectual property rights. Conservation, environmental pollution and degradation, environmental impact assessment Disaster and disaster management. Linkages between development and spread of extremism. Role of external state and non-state actors in creating challenges to internal security. Challenges to internal security through communication networks, role of media and social

networking sites in internal security challenges, basics of cyber security; money-launderingand its prevention.

Security challenges and their management in border areas; linkages of organized crime withterrorism.

Various Security forces and agencies and their mandate.

PAPER-V

General Studies- IV: Ethics, Integrity, and Aptitude

This paper will include questions to test the candidates' attitude and approach to issues relatingto integrity, probity in public life and his problem solving approach to various issues and conflictsfaced by him in dealing with society. Questions may utilise the case study approach to determinethese aspects. The following broad areas will be covered.

Ethics and Human Interface: Essence, determinants and consequences of Ethics in humanactions; dimensions of ethics; ethics in private and public relationships. Human Values - lessonsfrom the lives and teachings of great leaders, reformers and administrators; role of family,society and educational institutions in inculcating values.

Attitude: content, structure, function; its influence and relation with thought and behaviour;moral and political attitudes; social influence and persuasion.

Aptitude and foundational values for Civil Service , integrity, impartiality and non-partisanship,objectivity, dedication to public service, empathy, tolerance and compassion towards theweakersections.

Emotional intelligence-concepts, and their utilities and application in administration andgovernance.

Contributions of moral thinkers and philosophers from India and world. Public/Civil service values and Ethics in Public administration: Status and problems; ethical

concerns and dilemmas in government and private institutions; laws, rules, regulations andconscience as sources of ethical guidance; accountability and ethical governance; strengtheningof ethical and moral values in governance; ethical issues in international relations and funding;corporate governance.

Probity in Governance: Concept of public service; Philosophical basis of governance andprobity; Information sharing and transparency in government, Right to Information, Codes ofEthics, Codes of Conduct, Citizen's Charters, Work culture, Quality of service delivery,Utilization of public funds, challenges of corruption.

Case Studies on above issues.


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The change in IAS main examination hasbeen made. Now, the new format will give moreweightage to General Studies. The new patternaims to decrease the total marks of optionalsubjects and increases focus on general studies.This will reduce any advantage a candidatecould have over highly scoring subjects beingtaken as optional papers. General studies haveabout 50% weightage while optional subjectabout 25%. However one cannot deny theimportance of optional as it is going to be thegame changer in the future.

In order to really comprehend these changes,one must put all the dimensions of thisexamination in a proper perspective and thentry to understand the importance of thesechanges. General studies has been uplifted to a'King-makers' status by allotting a huge 1000marks to it. But GS is more than just being apart of the Main Examination. It also has anindirect role to play in the Essay Paper(250marks) and the Interview(275 marks).

Though the change has been announcednow, its rainbow colour started appearing in2009 mains only...

First look at the glimpse of 2012 IAS MainsExam Questions and topics it touched.

See the questions asked:

China as trading partner + Border Issues

Impact of Globalization of R&D in India+Example(IT/Health)

Issues in Nepal

Plant Genomics in Hunger Alleviation

Indus Water Treaty - Latest Analysis

Indian Diaspora - New Diaspora vs OldDiaspora

Reasons for poverty in African and SouthAsian Countries

Impact of Putin's return in Russia vs West

Convention on Biological Diversity + FAOTreaty on Plant Genetic Resources For Foodand Agriculture

Millennium Development Goals + concerns

Negative impact of US protectionistmeasures on India's Software Industry

Assisted Reproductive Technologies -commercial surrogacy

Failure of International Trade as Engine ofGrowth

US - Iran problems vs India -Iran Relations

India and South China Sea

Environment Sustainability & SustainableDevelopment of People

Clean Development Mechanism etc

Change in continuity ....

UPSC had announced the new scheme ofexamination for IAS Prelims in 2011. The ideawas to introduce an aptitude test in place of theexisting optional subject paper in the civilservices preliminary exam. There was a hue andcry over the proposal for Civil Services AptitudeTest (CSAT), its implementation and its syllabusfor long. However, interpretation of the CSATsyllabus has created a new "beginning".

The previous pattern of the civil servicespreliminary exams was conceived in 1979 onthe recommendations of the KothariCommission. Since then, for 41 years, thepreliminary pattern sustained with only someminor changes once in ten or fifteen years. Butfrom 2011 onwards, civil services aspirantswitnessed a sea change. Last two yearsconfiguration of questions is witness in itself.

The bid to change the system had beenpending for quite some time as most of thegovernment panels had advocated greateremphasis on "aptitude" of candidates rather than

G.S. MAIN NEW SYLLABUSANALYZING THE CHANGES

Manoj Kr. Jha, Chronicle IAS Academy (CIA)


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on their knowledge of subjects. The argumentwas that the specialists of any particular subjectmay not necessarily be good civil servants unlessthey have actual inclination towards it. Also, thenew syllabus will provide a level-playing field.

Before you gear up for the IAS 2014, youalso need to understand the basic philosophy ofthis change. Most of the Committees/Commissions constituted by the Government ofIndia (GoI) have advocated laying greateremphasis on the aptitude of the candidates forCivil Services rather than on their knowledge ofa particular subject.

Even the Alagh Committee Report submittedin 2001, advocated for the greater change. Therelevant portion of the Report goes like this-"The present testing of optional subjects is basedon College/University curriculum. Re-examining the candidates in their own subjectsappears to have doubtful utility. The universitieshave already done the work and retesting,possibly even at a lower level that whatcandidates have completed earlier, appears tobe unnecessary. What is important is therelevance of a subject to the job requirements ofa Civil Servant, especially in the changingscenario."

General Studies paper is the cornerstone ofCivil Services examination. Inclusion of thispaper both in the prelims and in the mainsshows the amount of gravity that the examinerattributes to this faculty. So it becomes importantto understand the essence that you being aprobable administrator must have to approachthis domain so that you become morecomfortable with this subject-of-subjects.

In the changed scenario after the recentformal announcement from UPSC that it ismoving into the direction of testing analyticalskill rather than synthetic knowledge that astudent gathers through different sources thewhole preparation module must change. Havinganalytical acumen shows that a person is able tograsp the impacts and the practical aspects ofany event rather than simply the "whats" of it.UPSC moving into the higher realm ofknowledge testing rather than mere "informationtest".

What is the answer to new scheme?

Once IAS exam termed as the 'mother of all

exams', because of its vastness is now 'Maa-Paa'of the all competitive exams, as the latest entryof 'Paa' in the form of GS mains has stretchedthe length-breadth many fold. Why, just read.......

1. Because of the vastness of the syllabusassociated with it, wherein you are expectedto know almost everything under the sunand its application.

2. Because of the unpredictability of the examwherein you cannot afford to make selectivestudy purely based on previous yearsquestion papers and guidelines provide bynew 'mullah'.

3. The immense competition which you areconfronted with, wherein you face the bestminds in the country which come from theirrespective streams and sweat it out tobecome a part of the steel frame of thegovernment. So there is hardly any roomfor carelessness, complacency and evenoverconfidence. You have to earn everymark hard to remain a cut above the rest.

In a nutshell we can only encore, underlineand emphasize that now UPSC has become adynamic battle which does not require a setpattern. With the change what it has done is ithas opened the doors where it can "play" adifferent game every year with You.

When a concept becomes too abstract thenthere is extreme possibility of everyone claimingit to be too simple. And when that everyonehave their own ulterior motive, then theabstractness is defined as a concept that is simpleyet can only be defined or rather deciphered bythem only.

What is implicitly and explicitly implied herecan best be understood when we see the'negotiation' and interaction which the stakeholdersare doing with the current changes-can rightly becalled as paradigm change in the UPSC syllabus.Here, by stakeholders we mean everyone havingstake in UPSC and its preparation-they can beCoaching Institutes, Publication Houses or moreimportantly it can be You.

In a way, by making the syllabus too vastUPSC also intends to look out for the smartworker who can diligently decipher the needsand work accordingly. This will only make theirevery minute of preparation comparable to anhour of plain reading.

UPSC also knows that the current horizontal


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limits of the syllabic content are too vast for anordinary mind to sustainably deal with the same.Just by reading the syllabus one can know thatwhat is required in a man who is being testedfor all the optional papers in the current GSscheme of things.

Now, the most pertinent question that mustbe buzzing in Your mind must be- how do Inegotiate sustainably with such an unsustainableand demanding syllabus? Sure this was also thequestion that propelled us to prepare this text.

The following text moves in a certainmanner.

We begin with a general discussion afterwhich we take various papers of GS. Here, wedelve deeper into all of them with the basicpremise and standing on four parameters. Theyare:

What was the Syllabus?

What is the Syllabus?

What was the mode of a successfulpreparation?

What will be the mode of a successfulpreparation?

GS PAPER I

Indian Heritage and Culture, History andGeography of the World and Society have beenelaborated in the syllabus under 12 mainheadings.

First topic in the syllabus mentions thatIndian culture will cover the salient aspects ofArt Forms, Literature and Architecture fromancient to modern times.

The syllabic content under culture has notgone any change. Earlier mains syllabus alsomentioned "The part relating to Indian culturewill cover all aspects of Indian culture from theancient to modern times as well as principalfeatures of literature, arts and architecture."

One major change that can be expected isthat the section of syllabus will be given moreimportance by all stakeholders in the fieldbecause this is the first topic and hence hashighest visibility in the syllabus. In earlier mainsexam syllabus this was mentioned in later halfafter mentioning content of history syllabus.

In last couple of years, questions from artand culture have come from such areas that onlya well prepared student can attempt thequestions. Last minute mugging up in art andculture has been left redundant by the recentshift in the focus of exam.

For example in 2012 mains one question askedwas:

Q) The 'flute-playing Krishna' theme is verypopular in Indian art. Discuss.

Discussing 'flute-playing Krishna' theme willrequire not only factual information about the

theme mentioned but also its relationship withart forms in sculptures, painting, music anddance etc.

Similar trend can be seen across the board inlast couple of years. Earlier more factual knowledgewas required about art, architecture and literature,but now focus is on clarity of concepts andimportance of different facets of art.

2nd, 3rd and 4th topic mention the contentof History part of GS syllabus. Syllabus mentionsthat Modern Indian history from about themiddle of the eighteenth century until thepresent will include - significant events,personalities, issues.

3rd topic is The Freedom Struggle - itsvarious stages and important contributors /contributions from different parts of the country.

4th topic is Post-independence consolidationand reorganization within the country.

Mains syllabus earlier mentioned that "TheHistory of Modern India will cover history ofthe Country from about the middle of nineteenthcentury and would also include questions onimportant personalities who shaped the freedommovement and social reforms."

Here two important changes can be noticed.

1. One is that history syllabus will be frommiddle of eighteenth century rather thanmiddle of nineteenth century.

2. Second change is explicit mention of Post-independence consolidation andreorganization. Analytical questions can beasked related to this topic in view of recent


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demand for more states from different partsof country.

Another noteworthy change is that earlierthe word personalities was the only wordexplicitly mentioned in syllabus, whereas nowevents, issues, stages and contribution fromdifferent parts of country are mentioned. Thishas made the syllabus very clear. Questions havebeen asked about Patharughat, Benoy-Badal-Dinesh martyrdom, Bharat Naujawan Sabha,Babbar Akali movement, Bhai Maharaj Singh,Latika Ghosh etc. in recent years exam.

5th topic of syllabus is a new inclusion thatsays that History of the world will include eventsfrom 18th century such as industrial revolution,world wars, redrawal of national boundaries,colonization, decolonization, politicalphilosophies like communism, capitalism,socialism etc.- their forms and effect on thesociety.

Though questions have been asked about theeffect of disintegration of USSR, the dichotomybetween natural resource endowment andabsence of development in Africa and aboutmany international issues which require a basicunderstanding of world history and philosophiesmentioned above, but now questions canbe specifically asked about the effect ofhistorical events in past, on present as well ason future.

Political philosophies like communism,capitalism, socialism have to be studied not inisolation rather, keeping in mind the fact thatthese philosophies changed the world historyand have caused long lasting and irreversiblechanges in society by adopting different formsto suit the local conditions.

In this aspect, it would be important to notethat selective study rather than exhaustive studyshould be the strategy. Otherwise this topic alonecan be a subject in itself, and one's preparationin other areas will suffer, resulting indiminishing rate of returns for your efforts vis-a-vis marks fetched in mains.

6th, 7th , 8th and 9th topics of syllabus areaimed at covering the salient features of IndianSociety that includes both traditional areas likeSocial empowerment (issues related to SC/ST/OBC/Minorit ies/Women/Children/OldPeople/Handicapped and other vulnerablesections) and effect of current wave of changes

on Indian Society that includes Globalization andurbanisation.

Social vulnerability can be caused bymultiple causes. Syllabus specifically mentionspoverty, women's organisations, population anddevelopment issues. Other dimensions of Indiansociety that can put one portion of populationat a disadvantage are caste, rural-urban setup,communalism etc.

Classical themes like "Unity in Diversity","Secularism", "Democracy" etc. must be seen inincreasingly current relevance. Topic-"Globalization's effect on Indian society" requiresthe study of Indian society through threedifferent lenses-One, historical study of society,second, present challenges and third, futuristicenvisioning for changes.

Such study must be not only a fault findingexercise alone rather a comprehensiveSWOT analysis of Indian Society. A detailedstudy of Strengths, Weaknesses, Opportunitiesand Threats that are the hallmark of Indianway of life is the underlying current of thetopics. For example, topic poverty has beencoupled with developmental issues andurbanisation includes both problems andremedies.

Poverty in this chapter should not beconfused with the economics behind poverty.Focus of topic has to be developmental issuesand how societal constraints have perpetuatedpoverty in the Indian conditions.

Topics 10th, 11th and 12th cover thegeography of World and India, importantgeophysical phenomenon and geographicalfeatures.

First topic seems to open a Pandora's boxfrom preparation point of view because salientfeatures of world geography can include almosteverything under sun (the earlier way ofdefining the GS syllabus in one line seems tomake a return with the inclusion of this line insyllabus).

Here one must notice that preliminarysyllabus also covers the topic "Indian and WorldGeography - Physical, Social, EconomicGeography of India and the World".Salient features of world geography will coversimilar content but with a vital difference in thefact that in Mains one is not given options toanswer.


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Traditionally, approach of students in Civilservice has been

Exhaustive study for Preliminary and

Intensive Study for Mains.

But lately this gap has been narrowed andmore so with respect to 10th Topic. Nowstudents will have to combine their study forboth the phases of exam.

11th topic covers the distribution of Naturalresources and location aspects of Industries. Oflate there has been a crowding in, in the madrush for acquisition of natural resources (esp.with emerging countries like China and Indiajoining in) and shift in the location of industries(China emerging as the factory of the world andIndia as the Office of the world).

In view of these tectonic shifts taking place,traditional areas of geography must be activelyclubbed with recent changes and content needsto be of current relevance. For exampledistribution of rare earth metals would bemore important than say iron ore in light ofChina's curb on export of these vital metalsand WTO's decision against the discriminatorymove.

12th topic covers major geophysical phenomenalike:

Earthquake

Tsunamis

Volcanic Activity etc.

The term "etc." (in view of classical definitionof geophysical phenomenon that is criticised bythe votaries of a broader definition) will interalia include plate tectonics, earth's internalstructure and composition, earth's shape andmagnetic and gravitation field.

Another important noteworthy thing is theuse of term Geophysical rather that geographicalpreceding the term phenomenon.

Geographical phenomena focus ondistribution patterns & require two descriptions:

What is present? &

Where it is?

Whereas geophysical phenomena have morefocus on cause-effect relationships and areapplied to societal needs such as mineralresources, mitigation of natural hazards andenvironmental protection; the Geophysicalsurvey data are used to analyze potentialpetroleum reservoirs and mineral deposits, locategroundwater, find archaeological relics, determinethe thickness of glaciers and soils etc.

Above mentioned topic and last mentioned"geographical features and their location-changes in critical geographical features(including water-bodies and ice-caps) and inflora and fauna and the effects of such changes"have a strong dose of current relevance in lightof Climatic changes taking place at an alarmingpace.

One overarching theme in the whole syllabushas been the focus on topics that have utility inenhancing the welfare of people.

Most important change that will have farreaching effects on the exam is that for the firsttime veil has been lifted over the syllabic contentof GS. In last couple of years, students haveadopted a strategy of focussing on optionalpapers alone and treating GS as an invinciblearena that was resulting in neglect of GS. UPSChas rightly tried to shift focus back to GS becausean administrator needs to be jack of all tradesrather than master of one.

A successful and effective administratorneeds to be aware of many dimensions of humanexistence that include history, geography,sociology, philosophy etc. Students will need tofocus on all around personality development andthe most criticised line in GS syllabus "A WELLEDUCATED PERSON NEED NOT TOPREPARE SPECIALLY" will automaticallybecome the qualification criterion in future asfar as GS portion is concerned.

GS PAPER II

We shall anlayse the syllabus content of thepaper 3 (GS Paper II) in the changed patternand how it is related to the previous syllabus of

the general studies pattern. If we analyse thesyllabus for paper three we can observe that itcan be divided into three areas.


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1. Topics related to polity and governance inthe general studies paper 1 in the previouspattern.

2. Topics related to socio and economicdevelopment and governance related tosection 4 in the previous general studiespaper 1 and the topics related to theinternational and bilateral issues andinstitutions and India Diaspora in theprevious general studies paper 2 which areretained with one significant addition.

If we observe and analyse the changes thereare few additions in the polity and governanceaspects which are explicitly mentioned in thechanged syllabus. All other topics existed moreor less in the previous syllabus.

In the area related to constitution, polity andgovernance the new topics added are:

Representation of Peoples Act

Structure and organisation of the ministriesand departments

Comparison of the Indian constitutionalscheme with that of other countries.

Statutory regulatory and various quasijudicial bodies

Role of civil services in a democracy

Coming to the area of international issuesand institutions and bilateral relations theonly significant addition is the effect of thepolicies of the developed and developingcountries on India's interests.

In the area of socio economic developmentin addition to the government initiatives andprogrammes the new areas included are"Development processes and developmentindustry -role of the NGO's, SHG, variousgroups and associations, donors, charities,institutions and other stakeholders.

Government policies and interventions fordevelopment in the various sectors andissues arising out of their design andimplementation

Welfare schemes for the vulnerable sectionsof the population by the centre andstates and performance of these schemes;mechanism, laws, institutions andbodies constituted for the protection andbetterment of vulnerable sections of thesociety.

Now we shall deal with how to preparepaper three of GS.

For preparing any paper of the civil servicesthere has to be certain basic strategy which needsto be followed. This basic strategy can be brieflysummed up in the following words

How to prepare: the basic strategy

1. The candidate should have full grasp overthe contents of the syllabus in each of thepapers and its inter linkages with other areasin other papers.

2. Analysis of the previous question papers tonote the trends of what type of questionsare asked i.e fact based questions onfundamental concepts. Issue based questionson the topics currently in news for variousreasons.Questions asking for suggestions orexpression of opinions regarding the currentdevelopments. Examinee has to get an ideaof level and depth of the questions that areasked.

3. The third step is the collection of theappropriate material from various sourcesand if necessary to decide on the right kindof institution that may be able to guide themin an effective way. He has to see that hedevotes appropriate attention and shouldnot go very deep into each of the topics likea research scholar.

4. A candidate has to first read the topiccarefully, understand assimilate and writenotes containing important points. Acandidate has to prepare his own notes oneach topic of the syllabus. Care should betaken to integrate all the points that areavailable in different sources. He has to addor append the recent developments in thatarea as per the newspaper/press reports.

5. Once he has gathered enough confidence oreven after finishing the study of a topic hehas to practice answer writing firstly, theprevious year's question papers to check hisgrasp of the subject or his writing skills tofind out whether he is able to clearly expresshis views. He also has to check whether he/she is writing relevant answers or justtouching only the fringe areas of what hasbeen asked.

In the changed scenario candidate mustthoroughly study.


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1. Historical evolution of bilateral relationshipsand their significance

2. Irritants in the relationship

3. Recent Development.

4. Strategic implications and future prospectsetc regarding the neighbouring countriesand other important countries.

Regarding the Diaspora their distribution,significance contribution to host countries and inpromoting ties with motherland and schemes andprograms of the government of India for theirwelfare are important areas to be taken careof.

In the newly introduced topic policies andpolitics of the developed and developingcountries on India's interests candidate has tofocus on the policies and program of othercountries affecting the Indian interests e.g. theAmerican government policy of cutting down

incentives for companies outsourcing work toIndia may impact the profitability andemployability of the software companies thusaffecting the economy and employment.Similarly changes in the work permit or workingvisas may affect Indians.

Likewise the recent Saudi Arabian Nitaqatlaw making it compulsory for the Saudicompanies to employ locals, regulating workpermits and increasing fees for renewing labourcards may affect the Indians going to gulf foremployment. Thus the candidate should beaware of the challenges that other country'spolicies may pose to Indian interests.

Thus, to sum up, the preparation should bemade in such a way that the candidate will havea thorough understanding of the fundamentalaspects, recent developments and issues underconsideration and programmes, policies, act andlegislations under consideration. Also importantis its overall implications and impact on the society.

GS PAPER III

General Studies paper III is a new additionto the Civil Services Mains examination.However, this addition is only nominal assyllabus of this paper constituted a part ofGeneral Studies paper I & II of the previousexamination format. In the new format, sectionsof the General Studies paper I & II in theprevious format have been expanded and mademore specific. The topics that were vaguelydescribed have been elaborated upon. So, thescope of questions that can be asked on thesetopics have increased tremendously. If we lookthis in the context of changing question pattern,the inevitable conclusion is we are looking atneed for complete shift in the way the studentsand teachers have been tackling these topics.

Before we jump on to what should be thestrategy to prepare for this paper, we need toestablish what exactly has changed. This can bedone by going through the relevant portions ofthe syllabus.

The syllabus of GS Paper III varies fromEconomic development to Technology toSecurity. The underlying factor connecting thevarious topics is their relevance to our lives onthe macro level. This paper is about awareness

of trends in economy, society, environment andtechnology. The content of this paper is aimedat, as UPSC notification says, assessing theoverall intellectual traits and depth ofunderstanding of the candidates. This is inconsonance with the UPSC's aim to make theCivil Services Examination more than just a testof a candidate's range of information andmemory.

In the Union Public Service Commission(UPSC) notification for the Civil Servicesexamination the syllabus for General Studies IIIis broadly based on Technology, EconomicDevelopment, Bio diversity, Environment,Security and Disaster Management.

The notification expands the syllabus underthese broad categories:

Economic Development

1. Indian Economy and issues relating toplanning, mobilization of resources, growth,development and employment

2. Inclusive growth and issues arising from it

3. Government Budgeting.

4. Major crops cropping patterns in various


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parts of the country, different types ofirrigation and irrigation systems storage,transport and marketing of agriculturalproduce and issues and related constraints;e-technology in the aid of farmers

5. Issues related to direct and indirect farmsubsidies and minimum support prices;Public Distribution System- objectives,functioning, limitations, revamping; issuesof buffer stocks and food security;Technology missions; economics of animal-rearing

6. Food processing and related industries inIndia- scope and significance, location,upstream and downstream requirements,supply chain management

7. Land reforms in India

8. Effects of liberalization on the economy,changes in industrial policy and their effectson industrial growth

9. Infrastructure: Energy, Ports, Roads,Airports, Railways etc.

10. Investment models.

New syllabus is more explicitly definedwhereas in old syllabus only broad outlines weregiven. Hence, earlier it was up to the studentsto find out various dimensions and topics thatwould be covered under that outline. In thatcase, if one student found ten dimensions, othermight find fifteen. This indirectly used to affectthe preparedness level of all the students. Theimplicit old syllabus had ample of scope left forinterpretation. But in new syllabus all the topicsare clearly defined except few. E.g. Inclusivegrowth and issues arising from it.

The topic covered under 'EconomicDevelopment' of new syllabus was earlier'partially' covered under two broad topics one,Economic and Human Geography underGeography of India; second, the Indian economyand issues relating to planning, mobilization ofresources, growth, development andemployment under Current National Issues andTopics of Social Relevance.

Similarly, topics covered under 'technology'include the old syllabus' topics plus issues thatdemands analytical capability of student. E.g.achievements of Indians in science & technology;indigenization of technology and developingnew technology.

Keeping the growing importance ofenvironment and its related issues, UPSC hasput biodiversity, environment and disastermanagement as broad topics and under thatthere are sub-topics.

Same is the case with 'security' topic. In oldsyllabus it was a small sub-topic which read'Law enforcement, internal security and relatedissues such as the preservation of communalharmony'. But in the new syllabus the topic isexhaustively dealt with.

The syllabus clearly defines the topic as follow:

Linkages between development and spreadof extremism.

Role of external state and non-stateactors in creating challenges to internalsecurity.

Challenges to internal security throughcommunication networks, role of media andsocial networking sites in internal securitychallenges, basics of cyber security; money-laundering and its prevention

Security challenges and their managementin border areas; linkages of organized crimewith terrorism

Various Security forces and agencies andtheir mandate

The sub-topics of internal security shows thesection has covered whole of security issuesstarting from traditional security challenges liketerrorism, left wing extremism to new evolvingchallenges like cyber crime, money-launderingto role of social networking sites in internalsecurity.

This shows that this paper like other GSPapers demands updating each topic with thenews of recent development.


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GS PAPER IV

DECODING ETHICS, INTEGRITY AND APTITUDE

S. K. Misra, IAS (Retd.) Academic Head, Chronicle IAS Academy (CIA)

Recently UPSC has brought out somechanges in civil services (Mains) examinationand a new paper on ethics, integrity and aptitudehas been introduced. Following is the core areaon which emphasis has been made.

Ethics

Attitude

Aptitude for the Civil Services.

Emotional intelligence.

Contribution of thinkers.

Public Service/Civil Service values andintergrity.

Honesty and Probity in Public Life.

It has also been suggested that case studyapproach may be adopted on the above points.

Importance and significance of ethics - TheRig Veda states "Atmano Mokshartham jagathitayacha" i.e. private good of self promotionshould be subservient to the greatest good of all.

Kautilya's Arthshastra says -

"Praja sukhe sukham rajyahaprajanam cha Hitehitam,

Natma priyam hitam rajanahaPrajanam cha hitam priyam"

(In the happiness of his public rests the king'shappiness, in their welfare his welfare..)

Bhishma Pitamaha, who had mastered theart of governance says "the foundation of goodgovernance is righteousness in public affairs".

Mahatma Gandhi emphasized theimportance of means stating that the means areas much or even more important than the end.

In 'Gita' Lord Krishna advises officials:

"By understanding what ought to be done,and what not, what is to be feared and whatnot, and what is obligatory and what is simplypermitted, a ruler leads the moral and righteousnation".

Similarly Confucius (551-479 B.C.) believedthat a well ordered society required agovernment based on superior morality ratherthan on superior authority.

In the Islamic world, letters written togovernors by Imam Hazrat Omer and ImamHazrat Ali are the shining examples of governingthrough ethics and morality.

These examples from various religionsillustrate that one should not shy away fromtapping religious assets.

'Ethics' is a system of accepted beliefs andvalues which influence human behaviour. Thefamily systems and educational systems areinfluential instruments of socialization andtraining of the mind in its initial years. If thevalues inculcated through the family and theschool have underscored honesty and ethics, theimpact on the mindset of citizens is likely to behighly positive and powerful.

The gist of wisdom on administrative ethicsis that the public administrators are the"guardians" of the Administrative state. Hencethey are expected to honour public trust andnot violate it.

Relation between Ethics and Civil Services-

Following are the principles on which CivilServants are supposed to discharge their dutiesand responsibilities.

Legal and rational action: Civil Servantsmust follow the law and rules to governand guide.

Responsibility and accountability: Anadministrator should hold himself morallyresponsible for his actions and should bewilling to be held accountable.

Commitment for work: According to SwamiVivekananda "Every duty is holy and devot-ion to duty is the highest form of worship.

Ensuring excellence in work: Anadministrator would ensure the highest


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standard of quality in administrativedecisions and action.

Responsiveness and resilience: He shouldadopt to environmental transformation andyet sustain the ethical norms of conduct.

Principle of utilitarianism: An administratorshould ensure that his decisions should leadto the greatest good of the greatest number.

Maxim of Compassion: A civil servantwithout violating the prescribed law andrules would demonstrate compassion for thepoor, the disabled and the weak.

National interest: A civil servant shouldkeep in view the impact of his action on hisnation's strength and prestige.

Principle of justice: Administrators mustobserve principles of equality, equity,fairness, impartiality and objectivity.

Transparency: Civil Servants will makedecisions in a transparent manner.

Maxim of integrity: An administrator wouldundertake an administrative action on thebasis of honesty and not use his power,position and discretion to serve his personalinterest.

The Nolan Committee constituted for settingstandards in public life in United Kingdom hasrecommended seven principles of public life:

1. Selflessness 2. Integrity 3. Objectivity 4.Accountability 5. Openness 6. Honesty 7.Leadership.

These principles of public life are of generalapplicability in every democracy. Arising out ofsuch ethical principles a set of guidelines ofpublic behavior in nature of code of conductbecomes essential for public functionaries.

United Nations has formulated a 'Code ofConduct' for public officials by its resolution 58/4 of 31st Oct. 2003. The code of conduct statesthat "Each State party shall promote, interalia,integrity, honesty, and responsibility among itspublic officials in accordance with thefundamental principles of its legal system."

In the corporate world, governance hasbecome an important factor for success andexcellence. The Cadbury Committee defines theconcept of corporate governance "the system bywhich companies are directed and controlled,

thus placing the board of directors of a companyat the centre of governance system. Maximisingthe shareholders value in a legal and ethicalmanner is the symbol of good corporategovernance.

Government of India has formulated somecodes, laws, rules and regulations to help achieveethics, values, and probity in public life. Besides,some good practices have also been introducedto bring probity in public servants.

An illustrated list is as follows.

1. Official Secrets Act.

2. Right to Information Act.

3. Prevention of Corruption Act.

4. Benami (Properties) Transaction Act.

5. Central Civil Services (conduct) Rules.

6. All India Services (conduct) Rules.

7. Citizen's Charters.

8. Code of Conduct for political parties.

9. Model code of conduct (during elections).

Candidates appearing for civil services willbe supposed to be familiar with these Acts, rulesand regulations. Cases studies could be askedbased on the above.

After this based on the aforesaid, we cometo a case study based on the hotly debated andever evolving domain of RTI also exclusivelymade by Mr S K Mishra. It also has an informedway of looking at the question pattern in themains exam.

CASE STUDY - 1

RIGHT TO INFORMATION

One Sri Ramlakhan filed an applicationunder RTI to State Public Information Officer(SPIO) on a plain paper in regional language.The SPIO refused to accept the applicationsaying that it should be on pre-printed formatavailable outside the office at the cost of Rs.25/-. Sri Ramlakhan complied the instructions. Theinformation consisted of copies of 52 pages andone sample of brick of the construction on thepremises of the office. Sri Ramlakhan paid thecost of information and inspection fee and


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received incomplete information from SPIO. Hefiled first appeal to the designated senior officerof the public authority but could not getsatisfactory reply.

Ultimately Sri Ramlakhan filed the complaintto the State Information Commission regardinglow quality of brick used in the construction.He also showed that the tender amounts of thebricks were much higher than the market ratesof bricks of similar quality. Petitioner alsocomplained about the incomplete informationfurnished by SPIO.

Based upon the instructions of StateInformation Commission, an enquiry wasconducted and a show cause notice was issuedagainst the contractor and executing officer.People congratulated Sri Ramlakhan andremembered him for improved quality of theconstruction work. After this action stateinformation commission closed the case.

Examine the role of SPIO, 1st appellateauthority and information commission. Alsocomment what type of impact RTI can make onthe governance and on eradication of corruptpractices?

ANSWER TO THE CASE STUDY

1. The Act says the application can be in officiallanguage of that area and it can be on plainpaper. If state government has prescribedany format, it can be used, even in handwriting. The act also mandates that StatePublic Information Officer (SPIO) shallrender all possible assistance to the personmaking the request (Section 6(1)b of RTI Act2005). Thus refusal to accept the applicationand insistence to purchase requisite formatof Rs.25/- amounts to action contrary toprovision of RTI Act 2005.

2. Information provided was incomplete hencethe applicant (Sri Ramlakhan) rightly filedfirst appeal before the designated SeniorOfficer of the public authority (Section 19(1)of RTI Act 2005). Since applicant did not getthe satisfactory reply from State PublicInformation Officer and first appellateauthority, he rightly approached the stateinformation commission and filed a

complaint regarding.

(a) Incomplete information received.

(b) Low quality of bricks being used inconstruction work.

(c) Bricks being purchased from the marketis at higher prices.

3. State information commission rightly actedon the complaint as per power vested in itvide Section 19(8)a of the RTI Act. However,since the petitioner was given incompleteinformation, state information commissionshould have used its power as described insection 20(1) of RTI and should havepenalized the State Public InformationOfficer (SPIO).

4. Since petitioner has been put under seriousharassment by State Public InformationOfficer (SPIO), it was befitting on the partof State Information Commission to havesanctioned a compensation amount as perprovision of Section 20(8)b of the RTI Act.Such compensation would have acted as adeterrent for other defaulting officials.Suitable 'grant of compensation could haveboosted the morale of petitioner (SriRamlakhan) and could have sent the rightsignal in the society.

The case study has brought out followingpoints for serious considerations.

1. People want to seek information, but arenot properly being assisted by local officials.

2. There is rampant corruption in variousgovernment departments, which could besuccessfully brought out using the RTI Act.Though under RTI Act there is no provisionof punishment in corruption related cases,yet information received under RTI can beused against corrupt public servants.

3. Senior officers of the departments areprotecting their juniors, and thus preventingthe common man in getting the correctinformation. Unfortunately under RTI act,there is provision for punishment of SPIOonly and not senior officials. There is anurgent need of amendment in the act tobring accountability also on senior officersalongwith SPIO.


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4. Though State Information Commission actedon the complaint of Sri Ramlakhan and thatbrought out corruption issue in publicdomain, which ultimately compelled theofficials to take corrective steps, yet thecommission should have imposed penaltyand granted suitable compensation. It is acommon experience that informationcommissions are very soft on public officials.Perhaps this attitude is because of poorcompositions of most of informationcommissions which are normally packed byex-civil servants. As per provisions ofSection 12(5) of RTI Act Chief InformationCommissioner and InformationCommissioner need to be eminent personswith wide experience in law, science andtechnology, social service, management,journalism, mass media or administrationand governance. The act also stipulates aselection committee comprising of PM,Leader of opposition in lower house andone minister to be nominated by PM. Similarcommittee is functional at state level. Unfort-unately like all other controversialappointments, information commis-sionshave also become victims of wrong choices.

5. Inspite of above shortcomings RTI has dugout several issues of corruption fromgovernment records. Practically all majorcases of corruption could be brought out inpublic domain using RTI act.

Sans, taking the other important stakeholdersin this discussion; we can never claim the presentsstrategy to be comprehensive. Yes! certainly weare talking about the coaching institutes. Here,we present the view of Vaid on the paradigmchange. (Views are his personal).

CASE STUDY - 2

A police constable was remainingcontinuously absent from duty on grounds ofhealth. The Superintendent of Police directed himto appear before a medical board to verifywhether the constable is really sick. The constabledid not appear before the medical board as perdirection of Superintendent of Police. It was alsofound that the reasons given by the constablewere false and only an excuse, initiating

disciplinary proceeding. The constable wasawarded major punishment. The matter went upto the apex court who justified the punishmentmade by the competent authority. Discuss.

Analysis: It is a basic principle in therelationship between an employee and hiscontrolling officer that the employee must obeyan order made to him by his controlling officer.It is understood that order relates to his sphereof duty. It is not necessary that every order shouldbe backed by specific provisions of law. If everyorder requires a particular law to be made onthat behalf, then it will become almost impossibleto enforce discipline in public services. In anumber of cases, apex court has held that thepower of employer to give direction to hisemployee relating to his duties includes withinitself the power to direct the public servant notto do a particular action and it is expected thatemployee will comply with the order. Failure todo so will amount to 'Misconduct.'

In the instant case, the constable disregardedthe order of his controlling officer (S.P.). Onfurther verification it was found that the reasoncited by the constable was incorrect.

Thus in the case of constable it appears that,he has failed

(a) To maintain absolute integrity.

(b) To maintain devotion to duty.

And has done actions which are 'unbecomingof a Government Servant' and hence has violatedrule 3(i) of Central Civil Services ConductRules, 1964. Having found a fit case, adisciplinary proceeding was rightly initiated andultimately on the basis of proceeding,the competent authority awarded majorpunishment to constable. The apex court wasabsolutely correct to justify the action ofcompetent authority.

Since conduct rules have been promulgatedby Government of India in pursuance to thedirection given to it under Art. 309 of the IndianConstitution, compliance of rules are mandatoryfor every public servant and failure to do soshould require strict action in accordance withlaw.


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Current Affairs for GS is an area which is byfar the most important aspect of the GS paperand also perhaps the most difficult area tomaster. Important, because most of the questionswhether they are in the prelims or the mainsdraw their inspiration from what is happeningin the current affairs, and difficult because of itsvastness and difficulty in identifying what isimportant and what is not.

An important dimension to issues of currentrelevance is-Understanding the importance ofcurrent relevance will also help in prioritizingthe syllabic content and directing your energytowards most rewarding topics. (Remember theuniversal advice by almost all successfulcandidates that "It is not important how muchyou are studying rather what you are studyingis more important.")

For example the topics mentioned like Salientfeatures of world's Physical Geography,Contribution of moral thinkers and philosophersfrom India and world are limitless topics as faras breadth of topics is concerned. Similarly,many topics like Philosophical basis ofgovernance and probity, role of civil services indemocracy, human values -lessons from the livesand teachings of great leaders, reformers andadministrators, concept of ethics, attitude andaptitude etc. are limitless as far as the depth oftopics is concerned.

In such a scenario, one who is aware ofhappenings in surroundings can smartly chosethe areas that need to be focused. For examplebecause there was a recent issue in South ChinaSea over the sovereignty, one should not forgetto see the important geographic features of areaconcerned. But overstretching the above criterionwill again lead to problem of plenty, becauseinvariably every region of world must bewitnessing some important event at one time oranother. In such a scenario, issues that havedirect repercussions on interest of India must befocused, rather than important issues of generalnature. For example in row over South chinasea, vital interest of India were at stake becauseit is a major trade route and OVL had interest inoil exploration in same area.

Apart from this, the new syllabus explicitlymentions several topics which can be dealt only

CURRENT AFFAIRS "THE PILLAR"

with a current affairs approach. For example, inGS paper-II, devolution of power and financesup to local levels and challenges therein,Government policies and interventions fordevelopment in various sectors and issuesarising out of their design and implementation,Development processes and the developmentindustry, Issues relating to development andmanagement of Social Sector, Bilateral, regionaland global groupings and agreements involvingIndia and/or affecting India's interests and Effectof policies and politics of developed anddeveloping countries on India's interests aresome areas which have to be studied in currentrelevance only.

In GS paper-III, we have chapters likeInclusive growth and issues arising from it, e-technology in the aid of farmers, Science andTechnology- developments and theirapplications and effects in everyday life,Linkages between development and spread ofextremism, Challenges to internal securitythrough communication networks, role of mediaand social networking sites in internal securitychallenges, etc. which must be read in the lightof recent developments in the respective fieldsonly.

Even in the newly introduced GS paper-IV,we find many topics which are required to bestudied in the light of recent happenings andwhich are meant to judge the student'sawareness level for the society he lives in. Thesetopics include Emotional intelligence- theirutilities and application in administration andgovernance, ethical issues in internationalrelations and funding and Information sharingand transparency in government among others.

Now let us come to the "how to tackle thevastness of current affairs" part.

Most students have been found to becomplaining that they have not been able torecall and reproduce whatever they have studiedin the current affairs in the sense that the factualpart which is useful in the prelims cannot berecalled and the analytical part which is usefulin the mains cannot be related and incorporatedin the descriptive answers. However the factualversus conceptual demand for GS is now anoutdated story. Concepts are paramount. People


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have been suggesting several strategies toprepare for current affairs but very few peoplehave really decoded the challenge. Those whomanage to do so,are success stories now.

Though every person may have his own wayto deal with the challenge, yet by far all thetoppers concur on certain important aspects.Firstly, the preparation of the current affairs isnot a separate activity carried out in isolationwith other topics, rather the concepts in all otherareas together contribute both to theunderstanding and the relevance of whateverwe study in current affairs.

Secondly the study of current affairs has tobe essentially based on those issues which areof contemporary importance nationally as wellas internationally. This is by far the mostimportant aspect of studying current affairs. Thisalone shall ensure that whatever is studied isnot only methodically arranged in the mind butis also logically reproduced in the exam. Byadopting this approach a student can even createhis personal notes extensively replete withreferences for current happenings on all themajor issues of the time. However this approachis best carried out only when a student isthorough with all the concepts across the variousdisciplines and is in a position to identify theareas where these concepts overlap andcontribute to enrich the overall understanding.Once this happens the student automaticallydevelops the ability of identifying issues andsub-issues within the issues which on the onehand reduces the vastness of studying currentaffairs and on the other makes the study moremethodical, enriched and easily reproducible asnow he can easily relate facts and events toissues and quote them at appropriate places.

Despite all this, a student will find that thereare still some questions both in the prelims aswell as in the mains examination which he does

not know anything about. First of all, one mustnever get discouraged by such questions as nomatter how well you study there will always besome areas which will remain unchartered. Eventhe toppers do not write answers to all thequestions. The important point is to minimizerather than eliminate the number of questionsyou do not know because that is what whichmakes the difference in a competitiveexamination. Further whatever you write youmust write well i.e. to say that whatever answersyou write, you must try to make sure that youhave given it the widest and most lucidtreatment, within the boundaries of what isbeing asked in the question. Even inthe preliminary exam the demand for currentaffairs and contemporary issues are at the higherend.

Lastly, every serious candidate must try todevelop a healthy group from among his peers,where he can discuss the various issues he hasread and studied about. Such group discussionsnot only help in fine-tuning the understandingas various ideas come to forth for analysis butalso allows for introduction to newer facts andperspectives along with a revision of alreadydeveloped concepts and knowledge bytes.However in course of these group discussions,the participants should essentially ensure that itis carried out in a healthy spirit rather thanbecoming a platform for settling personal scoresand mouthing ego clashes, because suchdiscussions will lead to nothing but wasting ofyour precious time. Most of the toppers havehad the opportunity to become a part ofproductive and serious groups, to whichthey all attribute a measurable part of theirsuccess.

Make a deliberate attempt to try thesetechniques and you will surely find definiteimprovement coming your way.


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ANSWER WRITING

Nurture the asset of writing for success

Any word on writing strategy in the civilservices examination could mean writing on factsonly too well known. That you should writelegibly and clearly within the prescribed wordlimits and to the point without beating aroundthe bush, are the facts only too well known andneed no repetition.

What however, needs to be mentioned hereis that before beginning to write an answer, thequestion should be read properly. This is a wellknown fact, yet it needs to be repeated becausenot reading questions properly is the mostcommon mistake made by a candidate, whatevermay be the cause of that: lack of concentration,haste or just a habit. Perhaps the reason for thatkind of mistake is the psychological tendency tosee and read what we wish to see and read. Acandidate may have prepared a topic and luckilythe question comes from that topic. However,the language of the question asked and theanswer required is different from what thecandidate had anticipated. Nonetheless, seeingthe question from that topic, the candidateconcludes that the same question that he hadanticipated has come, and begins writing theanswer without verifying the question again. Asimple remedy for those who have been commi-tting this kind of mistake is to read the questionmore than once and, in fact, the first 5 to 10minutes in the mains should be given for readingthe questions and deciding upon which questionyou wish to answer first. Therefore, make it apoint to go through the questions properly.

Writing Style

Next, what should be the style of writingthe answer? Style of writing is a personal matter.In the civil services examination, it is expectedthat the candidates will write precisely and tothe point. Economy of words and depth ofunderstanding are expected of the candidates.

In a sense, if you follow the questionscorrectly you would probably know how

precisely you can answer the questions. Forinstance, questions have instructions at the top,at times. And within questions, often you willfind a clear cut direction on the nature of answerto be provided by the candidates. If the questionsays, "Give reasons for and against," and if youstart writing in the point form giving reasons infavour and reasons against, without anythingmore e.g. introduction etc., your answer ifrelevant should be considered good. But if youwrite your answer in the discussion style whichdoes not distinctly clarify points in favour andagainst, you have clearly not followed thequestion and in all likelihood you will lose marksfor the same. Similarly, the question will clearlystate you to 'Discuss', 'Explain', 'Explain How orWhy', etc., and you should be particularly carefulin noting the phrase used in the question, andmust answer, accordingly. Here are some cluesfor various 'tails' generally found with thequestions in the main examination, so that youshould be aware of the broad meaning of each.

Elucidate/Explain: It refers to making thestatement plain. In fact you have to explain it insuch a way that it becomes intelligible.

Comment: It implies that you give a writtenremark, giving opinion or elucidating an event,a person, a situation, etc.

Examine: It refers to inspecting somethingclosely and bringing out facts i.e. you bringto light various aspects of the givenstatement.

Critically examine: It means inspectingclosely and forming or expressing judgment. Thelatter is of greater relevance here. It may alsoinclude comparisons and contrasts.

Discuss: It refers to writing about somethingi.e. you are supposed to write about the variousaspects of the given statement.

Analyse: It refers to taking various facts orparts of a given statement into consideration andbringing to light its nature or structure, you takeeach part one by one and examine.


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Amplify: It refers to elaborating thestatement. You add details, make it fuller.

Illustrate: It refers to explaining or makingclear by giving examples.

Often, candidates to the civil servicesexamination have a query whether theparagraph or the point form should be adoptedin writing answers. There is no hard and fastrule to follow. Mostly, the question itself makesclear as to what form is to be adopted. If thequestion asks you to discuss or analyse, younaturally can give your best in the paragraph oressay style. Nonetheless, there are candidates,who even in these questions use the point formatand lose their marks. Perhaps, they reckon theloss won't be greater, had they adopted adiscussion or analytical style of writing becauseof their poor language ability. But, it is expectedof the UPSC candidates that they will be able toexpress themselves. And secondly, yourlanguage is only of secondary importance in thegeneral studies and optional papers. You neednot be the master of language to write an answerwell. Therefore, if you are able to expressyourself to the extent that the examiner can readand understand your answer, all is well. In thatcase you must adopt the analytical writing style,wherever the question demands that.

But the question does not always expect ananalysis. For instance, in the question 'what arethe advantages of sending men to space", examinerdoes not expect from you an analytical answer."what" in the question makes that clear, and youare merely expected to point out the advantages,which can be done best in the point form.

There are, at times, compelling circumstanceswhere point form becomes a wiser choice, andobviously so when you are hard pressed for time.For instance, suppose you have only fifteen ortwenty minutes left and three complete or eventwo complete questions are left to be answered,you, obviously, have no choice but to adopt thepoint format. At least your answers will becomplete and you will not lose as much marksas you might have, if you had left your answersincomplete. Also, at times you may have a lot ofideas on a particular question since you haveprepared well, but you could inadvertentlyexceed the number of words required by a wide

margin. In that case a combination of point andparagraph style even in an analytical questionsaves you completely from out of the word limitpredicament.

Let us consider some Questions asked in UPSCMains and Model hints for them:

1. Mushrooming of Higher EducationalInstitutions was a matter of grave concernfor Yashpal Committte. With reference tothe relevant portion of that report give yourviews how to harmonise private investmentand quality of education.

The model answer to such questions shouldbe structured as follows:

Write about the genesis of YashpalCommittee.

After this, mention that portion of the reportthat deals with the private investmentin education particularly the highereducation.

Then write about the need for the PPP modelin education.

Since in the beginning the critical word"mushrooming" is used, also present a briefcritical analysis of the 'for-profit' model ofprivate universities in India at present andhow this could be prevented by betterregulation and facilitation.

2. In the changing context of governance inthe country, what should be the role of theUPSC?

You should answer the above type ofquestion in the following manner:

Start from the Constitutional role that isallocated for UPSC.

After this, write the present state of NewPublic administration and how the societyneeds managers rather than administrators:facilitator rather than supervisor.

Elaborate on the new governance model inwhich the State is limiting itself from thenon-core areas and is concentrating oncentral governance areas. In this elucidatethe new recruiting model that can beimbibed by the Commission so that thenewly selected bureaucrats are up for thejob.


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Note of caution: Do not be overtly criticalto any Constitutional-institution in suchtypes of question. Appreciate the limitedmandate that each institution has got andhow they are producing their best result inthat.

3. Write notes on any three of the following(in about 150 words each).

(a) India's strategic interests in South Asia.

The model answer to such questions shouldbe structured as follows:

Evolution of strategic interest in Indiaregarding South Asia.

Briefly discuss the pragmatic approach thatthe nation is now pursuing in its foreignaffairs.

Talk about the mineral, Hydro electricity,and oil and NG from this region namingalso the respective nation that basicallyfulfils the respective needs. As today'sstrategic interest revolves around energysecurity, so talk about it more.

(b) China's 'peaceful rise' doctrine.

Your model answer to this question mustbe structured as given:

What is the concept of 'peaceful rise'?

China's historical rise and how it hasevolved from the Mao Zedong times till HuJintao.

The soft diplomacy that China is nowincreasingly playing in the region as well asin global institution.

Also talk about the responsibility that comeswith power and how China is walking onthat line.

(c) India's 'Soft' and 'Hard' power strategy inforeign policy.

For model answer to this question you mustfocus on the following aspects:

A brief discussion regarding the IR-how IRcan be pragmatically categorized in thesetwo categories.

Evolution of India's IR and foreign policyfrom the Nehruvian era to the present times-a brief discussion.

Economical rise of India and how this isused emphatically and is affecting theforeign policy arena.

Idealistic approach to foreign policy givingspace to pragmatic approach.

Future trend that can be logically deducedfrom the evolution in foreign policy.

(d) Critically assess the recent FTA entered intoby India with ASEAN.

Any good model answer to such questionsmust be structured on the following lines:

What is FTA?

Indo-ASEAN trade in the context of FTA-itsterms and conditions.

How it will affect the internal marketparticularly the palm oil and the spices ofSouth India.

4. 'In the WTO negotiation over the years ofDOHA rounds, India appears to be dilutingits stand on agriculture issues to pursueperceived gains in services' Critically,examine this statement.

For model answer to this question you mustfocus on the following aspects:

Show the inherent strength of India'snegotiation power at the global forum andwhile critically examining state that India isalways thinking about its concernparticularly for the agricultural sector.

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1. "The emergence of new social classes inBritish India was the direct consequenceof the establishment of new socialeconomy, new state system, administrativemachinery and Western education." Dis-cuss. (2008)(150 words)

2. "British vision of India had no single co-herent set of ideas. On the contrary, theideas were shot through with contradic-tions and inconsistencies." Discuss.(2008)(150 words)

3. "Non-Cooperation Movement gave new di-rection and energy to the National Move-ment. (2008)(150 words)

4. "Many Englishmen honestly considerthemselves the trustees for India and yetto what condition they have reduced ourcountry."(2009) (150 words)

5. "The foreign power will be withdrawn butfor me real freedom will come only whenwe free ourselves of the dominance ofwestern education, western culture and thewestern way of living which have beenengrained in us." (2009) (150 words)

6. "Satan cannot enter till he finds a flaw... a great ocean separates us educatedfrom the millions in our country."(2009)(150 words)

7. "Dalhousie's predecessors had acted on thegeneral principles of avoiding annexation,if these could be avoided. Dalhousie acted

on the principles of annexation, if he coulddo so legitimately. His annexations wereboth of war and peace." Analyse. (150words) (2010)

8. Trace the salient sequence of events in thepopular revolt that took place in February1946 in the then 'Royal Indian Navy' andbring out its significance in the freedomstruggle. Do you agree with the viewthat the sailors who took part in this re-volt were some of the unsung heroesof the freedom struggle? (250 words)(2011)

9. Evaluate the influence of the three impor-tant women's organizations of the earlytwentieth century in India on the country'ssociety and politics. To what extent do youthink were the social objectives of theseorganizations constrained by their politi-cal objectives? (250 words) (2011)

2 MARKERS:

1. Lakshmi Bai, Rani of Jhansi (2008)

2. Ilbert Bill (2008)

3. Lala Har Dayal (2008)

4. Vaikom Satyagraha (2008)

5. Indian State Comission (2008)

6. Megasthenes (2008)

7. Chouth and Sardeshmuki (2008)

8. Poona Sarvajanik Sabha (2008)

CHANGE IN CONTINUITYExpansion of existing pattern......

Though prima facie, it seems that UPSC has completely overhauled the hitherto existing pattern andsyllabus of GS in mains exam, a deep insight into the matter reveals otherwise. The new syllabus of GSis merely an extension of the old syllabus expecially the first three papers. This can be inferred if we dwelvedeeper into the questions already asked in the previous examinations. It is quite implicit that the questionsasked earlier have strong correlation with the new syllabus-the only difference being that in the new schemesome extra chapters have been added. Also the inclination of the new syllabus is very contemporary.

Let us have a look at the questions in different sections of GS in earlier mains examinations.......

MODERN INDIA ANDFREEDOM STRUGGLE1


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9. Kiang Nongbah (2009)

10. 'Egmore Faction' (2009)

11. Haileybury College (2009)

12. Ijara System (2009)

13. Taji Mideren (2009)

14. Gurudwara Reform Movement (2009)

15. Contributions of Latika Ghosh to the free-dom struggle. (2010)

16. Bhai Maharaj Singh as a freedom fighter.(2010)

CULTURE

1. list the salient features of the importantfolk dances of either Central India or NorthEastern India.

2. What are the important similarities anddifferences between the Hindustani andthe Carnatic styles of classical music?

3. Trace the significant steps in the evolu-tion of television in the country.(150words) (2009)

4. While bringing out their salient features,distinguish between either 'Madhubani'Art and 'Manjusha' Art or 'Rajasthani'schools of painting and the 'Pahari' schoolof painting. (150 WORDS) (2010)

2 MARKER

1. 'Ram Sethu' (2008)

2. Brihadeshwara Temple, Tanjore (2008)

3. Perini Shivatandavam (2008)

4. Allasani peddana (2008)

5. Golkonda fort (2008)

6. Chisthi silsila (2008)

7. Bodhisattva (2008)

8. Maski (2009)

9. Govind Guru (2009)

10. 'Brahmadeya' (2009)

11. 'Marumakkathayam' (2009)

2011 - 50 WORDS

(a) Distinguish either between the 'Moatsu'and 'Yemshe' festivals of Nagaland or the'Losar' and 'Khan' festivals of ArunachalPradesh.

(b) What are the major different stylesof unglazed pottery making inIndia?

(c) List the classical dance forms of India asper the Sangeet Natak Akademi.

2012

1. "The Indian independence movement wasa mass-based movement that encompassedvarious sections of society. It also under-went the process of constant ideologicalevolution? Critically examine. (250 words)(25 marks).

2. The 'flute-playing Krishna' theme is verypopular in Indian art. Discuss. (150 words)(15 marks)

3. What are the groups into which musicalinstruments in India have traditionallybeen classified? (5 marks)

4. Comment on the significance of fire in Zo-roastrianism. (5 marks)

5. Why is Laurie Baker called 'theconscience keeper of Indian architecture'?(5 marks)

6. The significance of Patharughat in theIndian freedom struggle (2 marks)

7. Bagurumba folk dance. (2 marks)

SALIENT FEATURES

OF GEOGRAPHY2

1. The winter rains in North India are largelyrelated to jet Streams and Western Distur-bances. Bring out the relationship. (2008)(150 words)

2. Agricultural productivity in india remains

low. Explain the reasons for this situation.(2008) (150 words)

3. Assess the significance of coastal regionsin the economic development of india.(2009)


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4. Buckingham canal (20 words) (2008)

5. Terai region (20 words) (2008)

6. Organic farming (20 words) (2008)

7. Demographic dividend (20 words) (2008)

8. Nor'westers (20 words) (2008)

9. Discuss the wetlands and their role inecological conservation in India.(2009)

10. Elaborate the steps taken by the Govern-ment for regionally differentiatedapproach to increase crop productionand diversification in the country.(2009)

11. Bring out the significance of the variousactivities of the Indian MeteorologicalDepartment. (2009)

12. Examine the status of urbanization amongthe states in India and bring out spatialinequalities. (2009)

13. Barren Island (30 words) (2009)

14. "Small holder farms need to be strength-ened to achieve national food security." Doyou agree with this assessment? Substan-tiate. (150 words) 2010)

15. Comment on the special components inurban solid waste management in thecountry. (150 words) (2010)

16. List the significant local storms of the hot-weather season in the country and bring

5 MARKERS ( 2010)Transhumance in India.

Frontogenesis and Frontolysis.

Golden Revolution.

Sea-Floor spreading.

Causes for dominant dendritic pattern of drain-age in the Gangetic plains.

'Break-of-bulk' towns.

Babli Project

out their socio-economic impact. (150words) (2010)

17. List any eight 'Ramsar' wetland sites lo-cated in India. What is the 'MontreuxRecord' and what Indian sites are includedin this Record? (150 words) (2010)

18. Are the 'Dedicated Freight Corridor' rail-way project and the 'Golden Quadrilateral'road project mutually complementary orcompetitive? Assess. (150 words) (2010)

19. The impact of climate change on water re-sources in India. (150 words) (2011)

20. The significance of counter-urbanisation inthe improvement of metropolitan cities inIndia. (150 words)(2011)

21. Problems specific to the denotified and no-madic tribes in India. (150 words) (2011)

22. Examine the causes and the extent of de-sertification in India and suggest reme

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