1. A study to look at the early learning of rural kids was carried out in a number of villages spanning three states, chosen from the North East (NE), the West (W) and the South (S). 50 four-year old kids each were sampled from each of the 150 villages from NE, 250 villages from W and 200 villages from S. It was found that of the 30000 surveyed kids 55% studied in primary schools run by government (G), 37% in private schools (P) while the remaining 8% did not go to school (O). The kids surveyed were further divided into two groups based on whether their mothers dropped out of school before completing primary education or not.. The table below gives the number of kids in different types of schools for mothers who dropped out of school before completing primary education:It is also known that: 1. In S, 60% of the surveyed kids were in G. Moreover, In S, all surveyed kids whose mothers had completed primary education were in school. 2. In NE, among the O kids, 50% had mothers who had dropped out before completing primary education. 3. The number of kids in G in NE was the same as the number of kids in G in W.What percentage of kids from S were studying in P?
 





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  • By: anil on 05 May 2019 02.29 am
    Let us make note of the information given in the set.
    The set states that rural kids were surveyed from 3 regions NE, West and South.
    50 students each were surveyed from 150 villages in the NE, 250 villages from the West and 200 villages from the South.

    Total number of kids from the NE = 150*50 = 7500
    Total number of kids from the West = 250*50 = 12500
    Total number of kids from the South = 200*50 = 10,000.

    The table, given in the question, gives the number of students whose mothers dropped out before completing primary education. Therefore, the mothers of the remaining students should have completed primary education.

    There are 7500 students from the NE in total. The mothers of 5000 of those students dropped out before completing primary education. Therefore, the remaining 2500 kids should have mothers who have completed primary education.   Let us make 2 tables - one representing the number of students and the other representing the number of students whose mother has completed primary education.

    55% of the surveyed kids studied in schools run by the Government.
    Number of kids studying in Govt. School should be 0.55*30000 = 16,500

    From the given table, we know that the mothers of 13,500 kids who went to Govt. Schools dropped out of primary school.
    Therefore, the remaining 16,500 - 13,500 = 3000 kids should have mother who have completed primary school.

    37% of the surveyed kids study in private schools.
    Number of kids studying in private schools should be 0.37*30000 = 11,100.
    Number of kids in private schools whose mothers have completed primary school = 11,100 - 2700 = 8400.

    8% of the surveyed kids did not go to school.
    Number of kids who did not go to school = 0.08* 30000 = 2400
    Number of kids not going to schools whose mothers have completed primary school = 2400 - 1800 = 600.

    In S, 60% of the surveyed kids were in G.
    Therefore, 6000 kids in S must be from G.
    In NE, among the O kids, 50% had mothers who had dropped out before completing primary education.
    There are 300 O kids whose mothers dropped out before completing primary education. These kids represent 50% of the total number of O-kids. Therefore, there must be 600 O-kids from NE - 300 kids should have mothers who dropped out before completing primary education and 300 kids should have mothers who have completed primary education. The number of kids in G in NE was the same as the number of kids in G in W. Therefore, the number of kids in G in NE and the number of kids in G in W should be equal to 5250. Total number of kids: Number of kids whose mothers have completed primary education:
     We have been given that in S, all surveyed kids whose mothers had completed primary education were in school. Therefore, the number of kids not going to school whose mothers have completed primary education in S should be 0. Filling the tables, we get,   Total number of kids: Number of kids whose mothers have completed primary education: As we can see from the table, 3700 kids out of the 10,000 kids from S are studying in P. 37% of the total number of students from S were studying in P. Therefore, option A is the right answer. 
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These restaurants may also be able to provide midday meals in rural schools. At present the midday meal program is faltering due to various reasons. Food coupons in western countries provide cheap food for poor. However quite a number of fast food restaurants in US do not accept them. Besides these coupons are most of the times used for non-food items, it will be mandatory for rural restaurants to accept payment via UID cards for BPL citizens. Existing soup kitchens, lagers and temple food are based on charity. For large scale rural use it should be based on good social enterprise  business model. Cooking food in these restaurants will also result in much more efficient use of energy since energy/ kg of food cooked in households is greater than that in restaurants. The main thing however will be to reduce drastically the food wastage In these restaurants. Rural restaurants can also be forced to use clean fuels like LPG or locally produced biomass-based liquid fuels. This strategy is very difficult to enforce for individual households. Large scale employment generation in rural areas may result because of this activity. With an average norm of 30 people employed/ 100-chair restaurant, this program has the potential of generating about 20 million jobs permanently in rural areas. Besides the infrastructure development in setting up restaurants and establishing the food chain etc will help the local farmers and will create huge wealth generation in these areas. In the long run this strategy may provide better food security for rural poor than the existing one which is based on cheap food availability in PDS - a system which is prone to corruption and leakage.In accordance with the view expressed by the writer of this article, what is the biggest charity ?
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The unwitting victim, focused on the day-to-day events, never realizes what's happening to him until it's too late. History holds many examples. The Viet Cong lured French and U.S. infantry deep into the jungle, weakening their morale over several years. The mobile army of the United States was designed to fight on the plains of Europe, where it could quickly move unhindered from one spot to the next. The jungle did more than make quick movement impossible; broken down into smaller units and scattered in isolated bases, US forces were deprived of the feeling of support and protection that ordinarily comes from being part of a big army. The isolation of U.S. troops in Vietnam was not just a logistical detail, something that could be overcome by, for instance, bringing in reinforcements by helicopter. In a big army reinforcements are readily available. It was Napoleon who realized the extraordinary effects on morale that come from being part of a larger formation. Just the knowledge of it lowers the soldier's fear and increases his aggressiveness. In the jungle and on isolated bases, this feeling was removed. The thick vegetation slowed down the reinforcements and made it difficult to find stranded units. Soldiers felt they were on their own. More important, by altering the way the war was fought, the Viet Cong stripped the United States of its belief in the inevitability of victory, as it had done to the French before them. Morale was high when these armies first went to Vietnam. Only after many years of debilitating and demoralizing fighting did Hanoi launch its decisive attacks, at Dienbienphu in 1954 and against Saigon in 1975. It should be recalled that in the final push to victory the North Vietnamese abandoned their jungle guerrilla tactics completely, committing their entire army of twenty divisions to pushing the South Vietnamese into collapse. This final battle, with the enemy's army all in one place, was the one that the United States had desperately wanted to fight in 1965. When it did come out into the open in 1975, Washington had already withdrawn its forces and there was no possibility of re-intervention. The Japanese early in World War II used a modern form of the indirect attack, one that relied on stealth and surprise for its effect. At Pearl Harbor, in the Philippines, and in Southeast Asia, stealth and surprise were attained by sailing under radio silence so that the navy's movements could not be tracked. Moving troops aboard ships into Southeast Asia made it appear that the Japanese army was also "invisible." Attacks against Hawaii and Singapore seemed, to the American and British defenders, to come from nowhere. In Indonesia and the Philippines the Japanese attack was even faster than the German blitz against France in the West. The greatest military surprises in American history have all been in Asia. Surely there is something going on here beyond the purely technical difficulties of detecting enemy movements. Pearl Harbor, the Chinese intervention in Korea, and the Tet offensive in Vietnam all came out of a tradition of surprise and stealth. U.S. technical intelligence – the location of enemy units and their movements was greatly improved after each surprise, but with no noticeable improvement in the American ability to foresee or prepare what would happen next. There is a cultural divide here, not just a technical one. Even when it was possible to track an army with intelligence satellites, as when Iraq invaded Kuwait or when Syria and Egypt attacked Israel, surprise was achieved. The United States was stunned by Iraq's attack on Kuwait even though it had satellite pictures of Iraqi troops massing at the border. The exception that proves the point that cultural differences obscure the West's understanding of Asian behavior was the Soviet Union's 1979 invasion of Afghanistan. This was fully anticipated and understood in advance. There was no surprise because the United States understood Moscow's worldview and thinking. It could anticipate Soviet action almost as well as the Soviets themselves, because the Soviet Union was really a Western country. The difference between the Eastern and the Western way of war is striking. The West's great strategic writer, Clausewitz, linked war to politics, as did Sun-tzu. Both were opponents of militarism, of turning war over to the generals. But there all similarity ends. Clausewitz wrote that the way to achieve a larger political purpose is through destruction of the enemy's army. After observing Napoleon conquer Europe by smashing enemy armies to bits, Clausewitz made his famous remark in On War (1932) that combat is the continuation of politics by violent means. Morale and unity are important, but they should be harnessed for the ultimate battle. If the Eastern way of war is embodied by the stealthy archer, the metaphorical Western counterpart is the swordsman charging forward, seeking a decisive showdown, eager to administer the blow that will obliterate the enemy once and for all. In this view, war proceeds along a fixed course and occupies a finite extent of time, like a play in three acts with a beginning, a middle, and an end. The end, the final scene, decides the issue for good. When things don't work out quite this way, the Western military mind feels tremendous frustration. Sun-tzu's great disciples, Mao Zedong and Ho Chi Minh, are respected in Asia for their clever use of indirection and deception to achieve an advantage over stronger adversaries. But in the West their approach is seen as underhanded and devious. To the American strategic mind, the Viet Cong guerrilla did not fight fairly. He should have come out into the open and fought like a man, instead of hiding in the jungle and sneaking around like a cat in the night. According to the author, the main reason for the U.S. losing the Vietnam war was
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