Where is Institute for Empowerment of Persons with Multiple Disabilities Chennai Sports Authority of India located? ?->(Show Answer!)

1. Where is Institute for Empowerment of Persons with Multiple Disabilities Chennai Sports Authority of India located?

Write Comment

Comments

Tags

Show Similar Question And Answers

QA->International Day of Persons with Disabilities....

QA->What wasthe theme of the 2016 International Day of Persons with Disabilities?....

QA->What isthe theme of the 2016 International Day of Persons with Disabilities?....

QA->Onwhich date, the International Day of Persons with Disabilities is observed?....

QA->Water Sports Centre of the Sports Authority of India is on?....

MCQ->Where is Institute for Empowerment of Persons with Multiple Disabilities Chennai Sports Authority of India located?....

MCQ-> Answer question based on the following information:On a certain day six passengers from Chennai, Bangalore, Kochi, Kolkata, Mumbai, and Hyderabad boarded the New Delhi bound Rajdhani Express from TataNagar. The following facts are known about these six passengers:1.The persons from Kochi and Chennai are less than 36 years of age. Person Z, the youngest among all is a doctor.2.The oldest person is from Kolkata and his/her profession is same as that of the person who got down at Mughal Sarai. 3.The person from Bangalore, Chennai, Hyderabad and Mumbai got down at four different stations. The eldest among these four got down at Koderma and the youngest at Kanpur. The person who got down at New Delhi is older than the person who got down at Mughal Sarai. 4. The engineer from Bangalore is older than the engineer from Chennai.5. While arranging the teachers in increasing order of age it was observed that the middle person is as old as the engineer from Chennai.6.Person Y who got down at Mughal Sarai is less than 34 year old.7.The teacher from Kochi is four year older than the 31 year old doctor who is not from Mumbai.8.In the past, three of the travellers have served in the Indian Army.Which of the following options is true?
....

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-> Seven students Ashwin, Devika, Baljit, Chandrakant, Urmila, Nagesh and Pranjali have taken admissions for MBA with specialization in HR or Finance or Marketing. Each one has got admission in different institutes M, J, K, L, R, T, F not necessarily in the same order. At least two have opted for each of the specializations. Devika has opted for Marketing but not in Institute J or T. Chandra-kant has taken admission for HR in Institute K. The one who studies in Institute F does not study Finance. Nagesh studies the same specialization as that of Devika in Institute R. Ashwin does not study in Institute L or T. Baljit studies HR in Institute J. Franjali studies in Institute F and does not study marketing.Which of the following combinations of institute and speciallization is true for Urmila ?
....

MCQ-> Study the following information carefully and answer the questions given below: A building has seven floors numbered one to seven, in such a way that ground floor is numbered one, the floor above it, number two and so on such that the topmost floor is numbered seven. One out of seven persons, viz., P, Q, R. S, T, U and V lives on each floor, but not necessarily in the same order. Each one of them is travelling to different places, viz.. Bangalore, Chennai, Delhi, Jaipur, Kolkata, Mumbai and Patna, but not necessarily In the same order. Three persons live on the floors above the floor of P. There is only one person between P and the person travelling to Bangalore. U lives immediately below the person who is travelling to Mumbai. The person who is travelling to Mumbai lives on an even numbered floor. P lives below the person travelling to Mumbai. Two persons are living between the persons who are travelling to Bangalore and Patna respectively. T lives immediately above R. T is not travelling to Patna. Two persons live between Q and the person travelling to Kolkata. The person who is travelling to Delhi is not living immediately above or below the floor of Q. The person who is travelling to Kolkata lives below Q. S does not live immediately above or below the floor of P. V is not travelling to Chennai. The person who is travelling to Delhi does not live on the ground floor.Who among the following lives on the topmost floor?
....