Which is used to know the development of foetus in uterus? ?->(Show Answer!)

1. Which is used to know the development of foetus in uterus?

Answer: Ultrasound

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MCQ-> Read the following information carefully and answer the given questions. In a College P there are 19,000 students. They know different languages like Japanese. Korean and Latin. Ratio of males and females is 9 : 11. 14% of males know only Japanese. 12% know only Korean. 20% know only Latin. 16% know only Korean and Japanese. 22% know only Korean and Latin. 8% know only Japanese and Latin. Remaining boys know all the languages. 22% females know only Japanese. 18% know only Korean. 20% know only Latin. 12% know only Japanese and Korean. 16% know only Korean and Latin. 10% know only Japanese and Latin. Remaining females know all the languages.How many male students in the college know at least two languages ?
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MCQ-> Read the following passage carefully and answer the questions given below it. Certain words are given in bold to help you to locate them while answering some of the questions.Recent advances in science and technology have made it possible for geneticists to find out abnormalities in the unborn foetus and take remedial action to rectify some defects which would otherwise prove to be fatal to the child. Though genetic engineering is still at its infancy, scientists can now predict with greater accuracy a genetic disorder. It is not yet an exact science since they are not in a position to predict when exactly a genetic disorder will set in. While they have not yet been able to change the genetic order of the gene in germs, they are optimistic and are holding out that in the near future they might be successful in achieving this feat. They have, however , acquired the ability in manipulating tissue cells. However, genetic misinformation can sometimes be damaging for it may adversely affect people psychologically. Genetic information may lead to a tendency to brand some people as inferiors. Genetic information can therefore be abused and its application in deciding the sex of the foetus and its subsequent abortion is now hotly debated on ethical lines. But on this issue geneticists cannot be squarely blamed though this charge has often been levelled at them. It is mainly a societal problem. At persent genetic engineering is a costly process of detecting disorders but scientists hope to reduce the costs when technology becomes more advanced. This is why much progress in this area has been possible in scientifically advanced and rich countries like the U.S.A., U.K. and Japan. It remains to be seen if in the future this science will lead to the development of a race of supermen or will be able to obliterate disease from this world.Which of the following is the same in meaning as the phrase ‘holding out’ as used in the passage?
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MCQ-> Analyse the following transcript (from the movie Matrix) and provide an appropriate answer for the questions that follow: Neo: Morpheus, what's happened to me? What is this place? Morpheus: More important than what is when. Neo: When? Morpheus: You believe it's the year 1999 when in fact it's closer to 2199. I can't tell you exactly what year it is because we honestly don't know.There's nothing I can say that will explain it for you, Neo. Come with me. See for yourself. This is my ship, the Nebuchadnezzar. It's a hovercraft. This is the main deck. This is the core where we broadcast our pirate signal and hack into the Matrix. Most of my crew you already know. (Next Scene: Construct) Morpheus: This is the construct. It's our loading programme. We can load anything from clothing, to equipment, weapons, training simulations, anything we need. Neo: Right now we're inside a computer programme? Morpheus: Is it really so hard to believe? Your clothes are different. The plugs in your arms and head are gone. Your hair is changed. Your appearance now is what we call residual self image. It is the mental projection of your digital self. Neo: This...this isn't real? Morpheus: What is real? How do you define real? If you're talking about what you can feel, what you can smell, what you can taste and see, then real is simply electrical signals interpreted by your brain. ...This is the world that you know. The world as it was at the end of the twentieth century. It exists now only as part of a neural-interactive simulation that we call the Matrix. You've been living in a dream world, Neo. .. .This is the world as it exists today. Welcome to the Desert of the Real. We have only bits and pieces of information but what we know for certain is that at some point in the early twenty-first century all of mankind was united in celebration. We marvelled at our own magnificence as we gave birth to AI. Neo: AI? You mean artificial intelligence? Morpheus: A singular consciousness that spawned an entire race of machines. We don't know who struck first, us or them. But we know that it was us that scorched the sky. At the time they were dependent on solar power and it was believed that they would be unable to survive without an energy source as abundant as the sun. Throughout human history, we have been dependent on machines to survive. Fate it seems is not without a sense of irony. The human body generates more bio-electricity than a 120-volt battery and over 25,000 BTU's of body heat. Combined with a form of fusion the machines have found all the energy they would ever need. There are fields, endless fields, where human beings are no longer born, we are grown. For the longest time I wouldn't believe it, and then I saw the fields with my own eyes. Watch them liquefy the dead so they could be fed intravenously to the living. And standing there, facing the pure horrifying precision, I came to realize the obviousness of the truth. What is the Matrix? Control. The Matrix is a computer generated dream world built to keep us under control in order to change a human being into this. Neo: No. I don't believe it. It's not possible. Morpheus: I didn't say it would be easy, Neo. I just said it would be the truth. Neo: Stop. Let me out. Let me out. I want out.The innate factor responsible for the status of human beings in later part of 22nd century is
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MCQ-> Directions : In the following questions, you have two brief passages with 5 questions in each passage, Read the passages carefully and choose the best answer to each question out of the four alternatives. PASSAGE -I Stuck with be development dilemma? Stay away from management courses. Seriously, one of the biggest complaints that organisations have about management courses is that they fail to impact the participants' on-the-job behaviour. Some management trainers stress the need for follow-up and reinforcement on the job. Some go so far as briefing the participants' managers on what behaviour they should be reinforcing back on the job. Others include a follow-up training day to review the progress of the participants. None of this is really going far enough. The real problem is that course promoters view development as something which primarily, takes place in a classroom. A course is an event and events are, by definition limited in time. When you talk about follow-up after a course, it is seen as a nice idea, but not as an essential part of the participants' development programme. Any rational, empowered individual should be able to take what has been learnt in a course and transfer it to the work place or so the argument goes. Another negative aspect of the course mindset is that, primarily, development is thought to be about skill-acquisition. So, it is felt that the distinction between taking the course and behaving differently in the work place parallels the distinction between skill-acquisition and skill-application. But can such a sharp distinction be maintained ? Skills are really acquired only in the context of applying them on the job, finding them effective and therefore, reinforcing them. The problem with courses is that they are events, while development is an on-going process which, involves, within a complex environment, continual interaction, regular feedback and adjustment. As we tend to equate development with a one-off event, it is difficult to get seriously motivated about the follow-up. Anyone paying for a course tends to look at follow-up as an unnecessary and rather costly frill. PASSAGE II One may look at life, events, society, history, in another way. A way which might, at a stretch, be described as the Gandhian way, though it may be from times before Mahatma Gandhi came on the scene. The Gandhian reaction to all the grim poverty, squalor and degradation of the human being would approximate to effort at self-change and self-improvement, to a regime of living regulated by discipline from within. To change society, the individual must first change himself. In this way of looking at life and society, words too begin to mean differently. Revolution, for instance, is a term frequently used, but not always in the sense it has been in the lexicon of the militant. So also with words like peace and struggle. Even society may mean differently, being some kind of organic entity for the militant, and more or less a sum of individuals for the Gandhian. There is yet another way, which might, for want of a better description, be called the mystic. The mystic's perspective measures these concerns that transcend political ambition and the dynamism of the reformer, whether he be militant or Gandhian. The mystic measures the terror of not knowing the remorseless march of time:he seeks to know what was before birth, what comes after death. The continuous presence of death, of the consciousness of death, sets his priorities. and values: militants and Gandhians kings and prophets must leave all that they have built:all that they have un-built and depart when messengers of the buffalo-riding Yama come out of the shadows. Water will to water, dust to dust. Think of impermanence. Everything passes.What is the passage about?
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MCQ-> Read the passage and answer the questions that follow: Passage I There arc two main kinds of development agency: the one which trace to introduce specific changes and is mainly interested in material development: and the other which is primarily interested in people. On the whole the first wants to "get things done"; the other to develop the people's own abilities for leadership, wise judgement and co-oprative action. For agencies of the second kind, the material result is less important than the way it is achieved. Agencies and workers, who themselves decide the specific form development should take, assume, of course, that they know better than the people what the people need. Most social development workers and technical officers have worked on this assumption in the past, and although they were often right they were not always right, for they sometimes made the mistake of assuming that what was good within their own culture was certain to be good in other cultures too. Missionaries, for instance, insisted on their converts wearing clothes because they were used to them themselves, and they established schools with syllabuses that suited the missionaries' own countries, rather than the countries where the schools were built. Agencies and their workers tend to be more careful nowadays, but experts and specialists trained in Western ways still often make mistakes in cultures other than their own. Agencies everywhere are now realizing that they are risking failure if they assume that their own ideas are right in environments and cultures other than their own. The East African Groundnut Scheme failed because it did not take the local conditions of soil and climate sufficiently into account. The West African Anchau Rural Development Scheme illustrates, less spectacularly, the result of failing to consider the human factor when working in a different culture. This Scheme was started in 1937 to eradicate sleeping sickness from a part of the Zaria province of the Northern Region of Nigeria. The people in charge made a detailed survey of the area, made detailed studies of the farming conditions in sample hamlets and made a careful census of the people. Indeed, they scientifically examined in minute detail every aspect of the situation that seemed to them important. But it failed because people were thought of as being there "to be done good to" in the mass, but they were not envisaged as persons, each with one's own small world of hopes and fears, who might in some way be consulted.In the passage "development agency" refers to...