Which of the below statement/s is/are correct regarding White Tiger Safari: The world’s maiden White Tiger Safari inaugurated in India. It is located at Mukundpur in Satna district, Madhya Pradesh. The Safari has been launched by the Union Minister ?->(Show Answer!)

1. Which of the below statement/s is/are correct regarding White Tiger Safari: The world’s maiden White Tiger Safari inaugurated in India. It is located at Mukundpur in Satna district, Madhya Pradesh. The Safari has been launched by the Union Minister Mahesh Sharma.

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MCQ->Which of the below statement/s is/are correct regarding White Tiger Safari: The world’s maiden White Tiger Safari inaugurated in India. It is located at Mukundpur in Satna district, Madhya Pradesh. The Safari has been launched by the Union Minister Mahesh Sharma.....

MCQ-> Study the following information carefully and answer the questions given below : Eight persons- P, Q, R, S, T, U, V and W - are sitting around a square table in such Question : way that four of them sit at four corners of the square while other four sit in the middle of each of the four sides. P, Q, R and S are facing towards the centre of table while T, U, V and W are facing outside. The ones who sit at the four corners face towards the centre while those who sit in the middle of the sides face outside. Each one of them has different legislative post viz, Defence Secretary, Finance Minister, Home Minister, Foreign Minister, HRD Minister, Education Minister, Prime Minister and Leader of Opposition but not necessarily in the same order. W is the second to the right of the Leader of Opposition. The Leader of Opposition is facing outside. T is the third to the left of Finance Minister. Finance Minister is not the immediate neighbour of W or Defence Secretary. R is not the Prime Minister and he is not the immediate neighbour of HRD Minister. U is to the immediate left of Prime Minister. Prime Minister is not the immediate neighbour of Defence Secretary. Home Minister and Foreign Minister are immediate neighbours of each other. Foreign Minister is not the immediate neighbour of the Leader of Opposition. There is only one person between Home Minister and S. V is Education Minister and he is not the immediate neighbour of P. S is not the Prime Minister.Who among the following is the Prime Minister ?
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MCQ-> India is rushing headlong toward economic success and modernisation, counting on high- tech industries such as information technology and biotechnology to propel the nation toprosperity. India’s recent announcement that it would no longer produce unlicensed inexpensive generic pharmaceuticals bowed to the realities of the World TradeOrganisation while at the same time challenging the domestic drug industry to compete with the multinational firms. Unfortunately, its weak higher education sector constitutes the Achilles’ Heel of this strategy. Its systematic disinvestment in higher education inrecent years has yielded neither world-class research nor very many highly trained scholars, scientists, or managers to sustain high-tech development. India’s main competitors especially China but also Singapore, Taiwan, and South Korea — are investing in large and differentiated higher education systems. They are providingaccess to large number of students at the bottom of the academic system while at the same time building some research-based universities that are able to compete with theworld’s best institutions. The recent London Times Higher Education Supplement ranking of the world’s top 200 universities included three in China, three in Hong Kong,three in South Korea, one in Taiwan, and one in India (an Indian Institute of Technology at number 41.— the specific campus was not specified). These countries are positioningthemselves for leadership in the knowledge-based economies of the coming era. There was a time when countries could achieve economic success with cheap labour andlow-tech manufacturing. Low wages still help, but contemporary large-scale development requires a sophisticated and at least partly knowledge-based economy.India has chosen that path, but will find a major stumbling block in its university system. India has significant advantages in the 21st century knowledge race. It has a large high ereducation sector — the third largest in the world in student numbers, after China andthe United States. It uses English as a primary language of higher education and research. It has a long academic tradition. Academic freedom is respected. There are asmall number of high quality institutions, departments, and centres that can form the basis of quality sector in higher education. The fact that the States, rather than the Central Government, exercise major responsibility for higher education creates a rather cumbersome structure, but the system allows for a variety of policies and approaches. Yet the weaknesses far outweigh the strengths. India educates approximately 10 per cent of its young people in higher education compared with more than half in the major industrialised countries and 15 per cent in China. Almost all of the world’s academic systems resemble a pyramid, with a small high quality tier at the top and a massive sector at the bottom. India has a tiny top tier. None of its universities occupies a solid position at the top. A few of the best universities have some excellent departments and centres, and there is a small number of outstanding undergraduate colleges. The University Grants Commission’s recent major support of five universities to build on their recognised strength is a step toward recognising a differentiated academic system and fostering excellence. At present, the world-class institutions are mainly limited to the Indian Institutes of Technology (IITs), the Indian Institutes of Management (IIMs) and perhaps a few others such as the All India Institute of Medical Sciences and the Tata Institute of Fundamental Research. These institutions, combined, enroll well under 1 percent of the student population. India’s colleges and universities, with just a few exceptions, have become large, under-funded, ungovernable institutions. At many of them, politics has intruded into campus life, influencing academic appointments and decisions across levels. Under-investment in libraries, information technology, laboratories, and classrooms makes it very difficult to provide top-quality instruction or engage in cutting-edge research.The rise in the number of part-time teachers and the freeze on new full-time appointments in many places have affected morale in the academic profession. The lackof accountability means that teaching and research performance is seldom measured. The system provides few incentives to perform. Bureaucratic inertia hampers change.Student unrest and occasional faculty agitation disrupt operations. Nevertheless, with a semblance of normality, faculty administrators are. able to provide teaching, coordinate examinations, and award degrees. Even the small top tier of higher education faces serious problems. Many IIT graduates,well trained in technology, have chosen not to contribute their skills to the burgeoning technology sector in India. Perhaps half leave the country immediately upon graduation to pursue advanced study abroad — and most do not return. A stunning 86 per cent of students in science and technology fields from India who obtain degrees in the United States do not return home immediately following their study. Another significant group, of about 30 per cent, decides to earn MBAs in India because local salaries are higher.—and are lost to science and technology.A corps of dedicated and able teachers work at the IlTs and IIMs, but the lure of jobs abroad and in the private sector make it increasingly difficult to lure the best and brightest to the academic profession.Few in India are thinking creatively about higher education. There is no field of higher education research. Those in government as well as academic leaders seem content to do the “same old thing.” Academic institutions and systems have become large and complex. They need good data, careful analysis, and creative ideas. In China, more than two-dozen higher education research centers, and several government agencies are involved in higher education policy.India has survived with an increasingly mediocre higher education system for decades.Now as India strives to compete in a globalized economy in areas that require highly trained professionals, the quality of higher education becomes increasingly important.India cannot build internationally recognized research-oriented universities overnight,but the country has the key elements in place to begin and sustain the process. India will need to create a dozen or more universities that can compete internationally to fully participate in the new world economy. Without these universities, India is destined to remain a scientific backwater.Which of the following ‘statement(s) is/are correct in the context of the given passage ? I. India has the third largest higher education sector in the world in student numbers. II. India is moving rapidly toward economic success and modernisation through high tech industries such as information technology and bitechonology to make the nation to prosperity. III. India’s systematic disinvestment in higher education in recent years has yielded world class research and many world class trained scholars, scientists to sustain high-tech development.....

MCQ-> Read the following passage to answer the given question Some words have been printed in bold to help you to locate them while answering some of the questions. We tend to be harsh on our bureaucracy,but nowhere do citizens enjoy dealing with their government. They do it because they have to. But that doesn’t mean that the experience has to be dismal. Now there is a new wind blowing through government departments around the world, which could takes some of the pain away. In the next five years it may well transform not only the way public services are delivered but also the fundamental relationship between government and citizens. Not surprisingly, it is the Internet that is behind it. After e-commerce and e-business the next revolution may be e-governance. Examples abound. The municipality of Phoenix, Arizona, allows its citizens to renew their car registrations, pay traffic fines, replace lost identity cards etc. online without having to stand in endless queues in a grubby municipal office. The municipality is happy because it saves $5 a transaction it costs only $1.60 to do it across the counter. In Chile people routinely submit their income tax returns over the Internet Which has increased transparency, drastically reduced the time taken and the number of errors and litigation with the tax department. Both taxpayers and the revenue department are happier. The furthest ahead not surprisingly is the small, rich and entrepreneurial civil service of singapore which allows citizens to do more functions online than any other As in many private companies the purchasing and buying of Singapore’s government departments is now on the Web and cost benefits come through more competitive bidding easy access to global suppliers and time saved by online processing of orders. They can post their catalogues on their sites, bid for contracts submit in voices and check their payments status over the Net. The most useful idea for Indians municipalities is Gov Works a private sector site that collects local taxes fines and utility bills for 3,600 municipalities across the United States. It is citizen's site which provides information on government jobs, tenders, etc .The most ambitious is the British government, which has targeted to convert 100 per cent of its transactions with its citizens to the Internet by 2005. Cynics in India will say, 'Oh, e-government will never work in India. We are so poor and we dont have computers but they are wrong. There are many experiments afoot in India as well Citizens in Andhra Pradesh can download government forms and applications on the net without having bribe clerks.In many district land records are online and this had created transparency Similary, in Dhar district to Madhya Pradesh villagers have begun to file applications for land transfers and follow their progress on the net. In seventy village in the Kolhapur and Sangli districts in Maharashtra Internet booths have come up where farmers daily check the markets rates of agricultural commodities in Marathi along with data on agriculture schemes information on crop technology. When to spray and plant the crops and buds and railway timetables. They also find vocational guidance on jobs, applications for ration cards kerosene/gas burners and land records extracts with details of landownership. Sam pitroda’s World Tel, Reliance Industries and the Tamil Nadu government are jointly laying 3,000 km of optic fibre cables to create a, Tamil Network which will offers ration cards schools college and hospital admission forms land records and pension records. If successful World Tel will expand the network to Gujarat, Karnataka and West Bengal. In kerala all the villages are getting linked online to the district headquarters allowing citizens to compare the development properties of their village with other villagers in the state. Many are still skeptical of the real impact because so few Indians have computers. The answer lies in interactive cable T.V and in Internet kiosks, Although India has only five million computers and thirty-eight million telephones it has thirty four million homes with cable TV and these are growing eight percent a year By 2005 most cable homes will have access to the Internet from many of the 700,000 local STD/PCO booths. Internet usage may be low today, but it is bound to grow rapidly in the future, and e-government in India may not be a dream.According to the passage which country has the most ambitious plan for e-governance ?
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MCQ-> Last fortnight, news of a significant development was tucked away in the inside pages of newspapers. The government finally tabled a bill in Parliament seeking to make primary education a fundamental right. A fortnight earlier, a Delhi-based newspaper had carried a report about a three-month interruption in the Delhi Government's ‘Education for All’ programme. The report made for distressing reading. It said that literacy centres across the city were closed down, volunteers beaten up and enrolment registers burnt. All because the state government had, earlier this year, made participation in the programme mandatory for teachers in government schools. The routine denials were issued and there probably was a wee bit of exaggeration in the report.But it still is a pointer to the enormity of the task at hand. That economic development will be inherently unstable unless it is built on a solid base of education, specially primary education, has been said so often that it is in danger of becoming a platitude. Nor does India's abysmal record in the field need much reiteration. Nearly 30 million children in the six to ten age group do not go to school — reason enough to make primary education not only compulsory but a fundamental right. But is that the Explanation? More importantly, will it work? Or will it remain a mere token, like the laws providing for compulsory primary education? It is now widely known that 14 states and four Union Territories have this law on their statute books.Believe it or not, the list actually includes Bihar, Madhya Pradesh (MP) and Rajasthan, where literacy and education levels are miles below the national average. A number of states have not even notified the compulsory education law. This is not to belittle the decision to make education a fundamental right. As a statement of political will, a commitment by the decision-makers, its importance cannot be undervalued. Once this commitment is clear, a lot of other things like resource allocation will naturally fall into place. But the task of universalizing elementary education (UEE) is complicated by various socio-economic and cultural factors which vary from region to region and within regions. If India's record continues to appall, it is because these intricacies have not been adequately understood by the planners and administrators.The trouble has been that education policy has been designed by grizzled mandarins ensconced in Delhi and is totally out of touch with the ground reality. The key then is to decentralise education planning and implementation. What's also needed is greater community involvement in the whole process. Only then can school timings be adjusted for convenience, school children given a curriculum they can relate to and teachers made accountable. For proof, one has only to look at the success of the district primary education programme, which was launched in 1994. It has met with a fair degree of success in the 122 districts it covers. Here the village community is involved in all aspects of education — allocating finances to supervising teachers to fixing school timings and developing curriculum and textbooks — through district planning teams. Teachers are also involved in the planning and implementation process and are given small grants to develop teaching and learning material, vastly improving motivational levels. The consequent improvement in the quality of education generates increased demand for education.But for this demand to be generated, quality will first have to be improved. In MP, the village panchayats are responsible for not only constructing and maintaining primary schools but also managing scholarships, besides organising non-formal education. How well this works in practice remains to be seen (though the department claims the schemes are working very well) but the decision to empower panchayats with such powers is itself a significant development. Unfortunately, the Panchayat Raj Act has not been notified in many states.After all, delegating powers to the panchayats is not looked upon too kindly by vested interests. More specifically, by politicians, since decentralisation of education administration takes away from them the power of transfer, which they use to grant favours and build up a support base. But if the political leadership can push through the bill to make education a fundamental right, it should also be able to persuade the states to implement the laws on Panchayat Raj. For, UEE cannot be achieved without decentralisation. Of course, this will have to be accompanied by proper supervision and adequate training of those involved in the administration of education. But the devolution of powers to the local bodies has to come first.One of the problems plaguing the education system in India is
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