Over 1,500 tricolours sold before and during Independence Day

New Delhi: Over 1,500 Indian flags were sold to mark the country’s 59th Independence Day.

According to sources at the Khadi and Village Industries Commission (KVIC), the sole official agency authorised to make and sell the national flag, there was a 24 percent jump in sales from the flags sold to citizens still retaining the patriotic spirit.

Compared to the 1,184 flags sold last year, this year 1,517 flags were sold. Whereas the KVIC earned Rs. 3.12 lakh last year, this year, its earnings from the flags was Rs. 3.90 lakh.

According to one source, the sale of flags usually peak a week before Republic Day or Independence Day, but this year, orders were received a fortnight in advance.

After India became a republic in 1950, the Bureau of Indian Standards (BIS) brought out the specifications for the flag for the first time in 1951. These were revised in 1964 to conform to the metric system which was adopted in India. The specifications were further amended on 1968-08-17. The specifications cover all the essential requirements of the manufacture of the Indian flag including sizes, dye colour, chromatic values, brightness, thread count and hemp cordage. These guidelines are extremely stringent and any defect in the manufacture of flags is considered to be a serious offence liable to a fine or a jail term or both.

Khadi or hand-spun cloth is the only material allowed to be used for the flag. Raw materials for khadi are restricted to cotton, silk and wool. There are two kinds of khadi used, the first is the khadi-bunting which makes up the body of the flag and the second is the khadi-duck, which is a beige-coloured cloth that holds the flag to the pole. The khadi-duck is an unconventional type of weave that meshes three threads into a weave as compared to two weaves used in conventional weaving. This type of weaving is extremely rare, and there are less than a dozen weavers in India professing this skill. The guidelines also state that there should be exactly 150 threads per square centimetre, four threads per stitch, and one square metre should weigh exactly 2200 grams.

The woven khadi is obtained from two handloom units in Dharwad and Bagalkot districts of northern Karnataka. Currently there is only one licensed flag production unit in India which is based in Hubli. Permission for setting up flag manufacturing units in India is allotted by the Khadi Development and Village Industries Commission (KVIC), though the BIS has the power to cancel the licences of units that flout guidelines.

Once woven, the material is sent to the BIS laboratories for testing. After stringent quality testing; the flag if approved, is returned to the factory. It is then bleached and dyed into the respective colours. In the centre the Ashoka Chakra is screen printed, stencilled or suitably embroidered. Care also has to be taken that the chakra is matched and completely visible on both sides. The BIS then checks for the colours and only then can the flag be sold.

Each year around 40 million flags are sold in India. The largest flag in India (2.4 m x 6.4 m)is flown by the Government of Maharashtra atop the Mantralaya building, the state administrative headquarters.

It's good to have standards, so people know how to make the flag correctly, but does this seem a little overspecified and overcontrolled to anybody else?

<<
These guidelines are extremely stringent and any defect in the manufacture of flags is considered to be a serious offence liable to a fine or a jail term or both.
>>

I find that to be extremely worrisome.

I agree, but there is a very strong emotional attachment in some countries to flags. Even to the point of it being venerated as a religious object. I'm not sure , but burning an American flag, other then in an acceptable disposal ceremony may be against the law and a person doing so may be subject to fines and jail time.

Of course your comment was meant more to associate strict punishment for flag abuse with their use of metric?

<<I agree, but there is a very strong emotional attachment in some countries to flags. Even to the point of it being venerated as a religious object. I'm not sure , but burning an American flag, other then in an acceptable disposal ceremony may be against the law and a person doing so may be subject to fines and jail time.>>

In the US, several such laws have been appealed to the Supreme Court with the result that the right to burn the flag in protest has been repeatably upheld as a form of free speech. There is some support for an anti-flag burning amendment as the only way to override the Supreme Court.

Of course burning the flag is a sure way to drive a wedge into any intelligent debate and ensure that both sides of the argument "hate" each other more, so you could debate whether it is a useful form of protest. In my view, it is a powerful driver to increase opposition and shun negotiation or even debate.

On the other hand, burning a cross is a "hate crime," and you go straight to jail. I guess I don't "get it."

Re: Indian Flag metricated in 1964 August 21 2005, 3:22 PM

JS
Court.

Of course burning the flag is a sure way to drive a wedge into any intelligent debate and ensure that both sides of the argument "hate" each other more, so you could debate whether it is a useful form of protest. In my view, it is a powerful driver to increase opposition and shun negotiation or even debate.

On the other hand, burning a cross is a "hate crime," and you go straight to jail. I guess I don't "get it."

metre
This is a difficult question and presents us, among other things, with that dual creature terrorist, or freedom fighter. Returning to the question of bringing ones point across, diplomacy, or forceful argument? Looking at USMA's gentle efforts over almost 100 years to persuade US governments to adopt metric, I am somewhat sceptical about that approach. The only way the metric system can be sold in America is to explain to parents that their children are wasting very precious time on learning cumbersome units. One independent study would confirm this obvious fact. Appeals to sweet reason are bound to fail with the majority.

<<Returning to the question of bringing ones point across, diplomacy, or forceful argument? Looking at USMA's gentle efforts over almost 100 years to persuade US governments to adopt metric, I am somewhat sceptical about that approach. The only way the metric system can be sold in America is to explain to parents that their children are wasting very precious time on learning cumbersome units.>>

Part of the government is pretty willing to go metric. But Congress, as long as it can "pimp for votes" and get votes by opposing metric will gut the law with loopholes you can drive trucks through. On Federal metric construction (both buildings and highways), the Feds can't make the states do anything on highways, and the Feds have to consider Customary bricks and lighting fixtures for metric buildings if they are cheaper. Once there was demand, there would be price parity, but the first order always shows a penalty.

Congress won't change their pimping for votes and contributions from PACs unless voters demand metric. There is an economic argument that freer trade would make life better for them and their kids, but due to jobs issues, many Americans oppose free trade, and is hard for them to see advantage in going metric to improve trade. The real truth is customary measure hurts us on exports (perhaps not to the degree you and some others argue), and the importers lie and soft-imperialize their metric dimensions so Americans buy them. But I don't know how to successfully convince "the masses" and make them convince their Congressmen.

My priorities would be
1) metric FPLA, so "metric-only" is at least legal
2) overturn the "gutting" of existing laws on Federal metric construction of buildings and highways, and make the Federal government become "metric-only" with NO LOOPHOLES.
3) a large educational program on metric and the economy arguments for it. It would have to train people past school age in use of metric, as well as education on the benefits.
4) After some progress on (3), restrict any use of Imperial as a unit for trade (with exceptions for service parts)

I just don't see it happening though. The Metric Act of 1866 was passed before my great-grandparents were born. I'm 60, and will probably be dead before the US is metric, even though I come from a long-lived family.

<<
The only way the metric system can be sold in America is to explain to parents that their children are wasting very precious time on learning cumbersome units.
>>

American schools don't really teach measurement units to any significant extent anymore, at least in my district. I don't recall any teacher ever telling us "this ruler is one foot long" or "there are sixteen ounces in a pound." Everything I know about everyday (non-scientific) units, I have learned by observation and listening, not through formal instruction.

Don't forget the millions of hours - sorry - "precious" hours that US schoolkids spend on learning what an inch is.

;-)

JohnS-MI Re: Indian Flag metricated in 1964 August 21 2005, 4:49 PM
I just don't see it happening though. The Metric Act of 1866 was passed before my great-grandparents were born. I'm 60, and will probably be dead before the US is metric, even though I come from a long-lived family.

Metre
I do commiserate with you and every other pro metric American. Without firm government commitment, complete metrication will never happen. It simply is not possible to achieve that feat on a piecemeal basis. I also agree with your hunch that it will not be in your life time and believe me, I wish you a very long and happy one, USC or metric.

Re: Indian Flag metricated in 1964 August 22 2005, 6:53 AM



American schools don't really teach measurement units to any significant extent anymore, at least in my district. I don't recall any teacher ever telling us "this ruler is one foot long" or "there are sixteen ounces in a pound." Everything I know about everyday (non-scientific) units, I have learned by observation and listening, not through formal instruction.

metre
Maybe your “I don’t recall “ explains what is wrong with your opinion. Try visiting the California State Board of Education site, it may help you to get an idea how early and to what extent measurements are taught. On the other hand, you are as always entitled to dismiss that site as fictitious since it is on the Internet.

http://www.cde.ca.gov/be/st/ss/mthkindergarten.asp

If you go up a level, you can look at the standard for different grades. Prior to third grade, they seem to only do comparison (longer/shorter) between objects. In 3rd, 4th, and beyond, they seem to be learning BOTH Customary and SI.

Quoted from 4th grade standard:
<<Measurement and Geometry
1.0 Students understand perimeter and area:
1.1 Measure the area of rectangular shapes by using appropriate units, such as square centimeter (cm2), square meter (m2), square kilometer (km2), square inch (in2), square yard (yd2), or square mile (mi2).
>>

As I've said before, my two older kids learned ONLY metric in the 70's, my youngest learned BOTH in the 80's, so it varies by age. (In the 50's, I learned only Customary until I took chemistry and physics in high school, and in the 60's, my university was 100% metric, but, I think, an exception.)

I never cease to be amazed how often one can run the same facts past metric opponents without making the slightest impact.

<<
Maybe your “I don’t recall “ explains what is wrong with your opinion. Try visiting the California State Board of Education site, it may help you to get an idea how early and to what extent measurements are taught. On the other hand, you are as always entitled to dismiss that site as fictitious since it is on the Internet.
>>

Metre, you are misreading the website. The site lists STANDARDS, which are skills that students at each grade level are expected to have. It does not provide a syllabus, which prescribes what teachers are to teach. Like I said earlier, most students will learn measurements automatically through observation, and therefore they will meet the standards, so teachers will not need to teach it.

<<Metre, you are misreading the website>>

He does that.

Habitually.

Expect a victory speech of sorts.

Re: Indian Flag metricated in 1964 August 24 2005, 5:36 AM

Bud
Metre, you are misreading the website.

metre
Am I? I don’t think so. You made life too easy for yourself and read only the introduction. Alas, reality is not that simple. If you want to find out go to the link below and see what children from kindergarten to grade 7 are expected to learn and remember. Click on the grades and scroll down to measurements, or for higher grades to maths/geometry.

Here is an excerpt: Grade Kindergarten
Measurement and Geometry
1.0 Students understand the concept of time and units to measure it; they understand that objects have properties, such as length, weight, and capacity, and that comparisons may be made by referring to those properties:
1.1 Compare the length, weight, and capacity of objects by making direct comparisons with reference objects (e.g., note which object is shorter, longer, taller, lighter, heavier, or holds more).

1.2 Demonstrate an understanding of concepts of time (e.g., morning, afternoon, evening, today, yesterday, tomorrow, week, year) and tools that measure time (e.g., clock, calendar).

1.3 Name the days of the week.

1.4 Identify the time (to the nearest hour) of everyday events (e.g., lunch time is 12 o'clock; bedtime is 8 o'clock at night).

2.0 Students identify common objects in their environment and describe the geometric features:
2.1 Identify and describe common geometric objects (e.g., circle, triangle, square, rectangle, cube, sphere, cone).

2.2 Compare familiar plane and solid objects by common attributes (e.g., position, shape, size, roundness, number of corners).

Excerpt 2
Measurement and Geometry Grade 5

1.0 Students understand and compute the volumes and areas of simple objects:
1.1 Derive and use the formula for the area of a triangle and of a parallelogram by comparing it with the formula for the area of a rectangle (i.e., two of the same triangles make a parallelogram with twice the area; a parallelogram is compared with a rectangle of the same area by cutting and pasting a right triangle on the parallelogram).

1.2 Construct a cube and rectangular box from two-dimensional patterns and use these patterns to compute the surface area for these objects.

1.3 Understand the concept of volume and use the appropriate units in common measuring systems (i.e., cubic centimeter [cm3], cubic meter [m3], cubic inch [in3], cubic yard [yd3]) to compute the volume of rectangular solids.

1.4 Differentiate between, and use appropriate units of measures for, two-and three-dimensional objects (i.e., find the perimeter, area, volume).

http://www.cde.ca.gov/be/st/ss/mthmain.asp
------------------------------------------------

Are you still insisting that students learn these concepts in ecvery day life?

To avoid needless replies, yes children in metric countries have similar curricula, albeit much simpler because they work with the user friendly metric system

[slow clap]

Metre, I have firsthand, relatively recent knowledge of the US elementary school system. I think this knowledge is more reliable than a website posted by a bunch of centralised bureaucrats. The website is an accurate picture of what students are expected to know, but it is not a good indicator of what teachers teach or how much time they spend teaching it.


Aaaah, why am I still replying to you??

Well will you look at that!

'Metre' (Eric) is "our" (a UK version of) Daniel.

Thanks for pointing that one out to us Bud.

Re: Indian Flag metricated in 1964 August 25 2005, 12:41 AM

Bud
Metre, I have firsthand, relatively recent knowledge of the US elementary school system.
Aaaah, why am I still replying to you??

metre
Probably for the same reason, I do. In Western countries, government set goals and provide the means to achieve them. If the outcome is not satisfactory, authorities charged with that task look for reasons and so do concerned parents and citizens. Having said that, I leave that argument to Americans on this board, who are in a better position to find out what really happens in classes. If it is as lax as you make it out to be, no wonder your education system is in a mess.