If ‘Development’ is written as Tnemdevelop’ then ‘Evaluation’ will be written as ?->(Show Answer!)

1. If ‘Development’ is written as Tnemdevelop’ then ‘Evaluation’ will be written as

Write Comment

Comments

Tags

Show Similar Question And Answers

QA->A cyclist goes 40 km towards East and then turning to right he goes 40 km. Again he turn to his left and goes 20 km. After this he turns to his left and goes 40 km, then again turns right and goes 10km. How far is he from his starting point?....

QA->Jose travels 7 km to the north.Then again he turns to the right and walks 3 km.Then again he turns to his right and moves 7 km forward.How many kilometers away is he from the starting point?....

QA->If PROMOTION is written in certain coded message as QSp89 then what will be the code for DEMOTION?....

QA->Which country tops the list of the countries with the highest quality of life according to the annual Human Development Index, unveiled by the U. N. Development Program?....

QA->The medium altitude long endurance Unmanned Arial Vehicle (UAV) which successfully test fired on 15/10/2010 in Hosur (Tamil Nadu), being developed by Aeronautical Development Establishment, a premier Defence Research and Development Organisation (DRDO) lab?....

MCQ->If ‘Development’ is written as Tnemdevelop’ then ‘Evaluation’ will be written as....

MCQ->Three Professors Dr. Gupta, Dr. Sharma and Dr. Singh are evaluating answer scripts of a subject. Dr. Gupta is 40% more efficient than Dr. Sharma, who is 20% more efficient than Dr. Singh. Dr. Gupta takes 10 days less than Dr. Sharma to complete the evaluation work. Dr. Gupta starts the evaluation work and works for 10 days and then Dr. Sharma takes over. Dr. Sharma evaluates for next 15 days and then stops. In how man days, Dr. Singh can complete the remaining evaluation work.....

MCQ->Such a system will help identify and groom executives for positions of strategists. Evaluation of performance is more often than not done for the purpose of reward or punishment for the past performance. They must become an integral part of the executive evaluation system. Even where the evaluation system is for one's promotion to assume higher responsibilities, it rarely includes items that are a key for playing the role of strategists effectively.....

MCQ->Individuals, groups and leaders who promote human development operate under strong institutional, structural and political constraints that affect policy options. But experience suggests broad principles for shaping an appropriate agenda for human development. One important finding from several decades of human development experience is that focusing exclusively on economic growth is problematic. While we have good knowledge about how to advance health and education, the causes of growth are much less certain and growth is often elusive. Further, an unbalanced emphasis on growth is often associated with negative environmental consequences and adverse distributional effects. The experience of China, with its impressive growth record, reflects these broader concerns and underlines the importance of balanced approaches that emphasize investments in the non-income aspects of human development. With reference to till' above passage, consider the following statements: 1. In developing countries, a strong institutional framework is the only requirement for human development and policy options2. Human development and economic growth are not always positively inter-related.3. Focusing only on human development should be the goal of economic growthWhich of the above statements is/are correct ?....

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?
....