Datasets:
sid-th26
/
mains_question

Dataset card Data Studio Files
xet
Community
1
Question
stringlengths
0
3.53k
Answer
stringlengths
1
12.2k
prompt
stringlengths
21
12.4k
__index_level_0__
int64
5
88.1k
Write a short note on – a) Article 21 (a) b) Article 18
,
##Question:Write a short note on – a) Article 21 (a) b) Article 18##Answer:,
32,869
The French Revolution is a result of the political, social and economic situation of France at that time. Discuss. (150 words/10 marks)
Approach : Introduce an answer by referring to the beginning of the French Revolution. Discuss Economic, Social and Political causes of the French Revolution. Conclude answer Answer : The fresh revolution that began in 1789 and resulted in the overthrow of bourbon dynasty headed by King Louis XVI was triggered by the underline political, economicand social crises within French society. 1. Political Causes During the eighteen the Century France was the centre of autocratic monarchy. The French Monarchs had unlimited power and they declared themselves as the “Representative of God”. Louis XIV was the exponent of this view. The French Monarchs engaged themselves in luxurious and extravagance at the royal court of Versailles. They enjoyed unlimited power. By the Letter de Catcher, they arrested any person at any time and imprisoned them. They paid no attention to their subjects. The politically anglo-french rivalry had historically struggled number foof Frenchintervention as was visible in the Anglo-frenchwar 1743-63 and the French intervention in the Americanrevolution 1776 to 1883. These interventions had financially ruined France and resulted in huge war debts and coupled with and successive droughts in the 1780sboosted the Frenchempiretowards a financial crisis which forces them to consider the imposition of new taxes. 2. Economic Causes Economically, the French society had witnessed a tremendous concentration of wealth in the hands of the first and second estate which though constituted merely 2% owned more than the 60% of the wealth. Moreover, this wealth left largely untaxed. While the third estate composed of 98% of the population with merely 40% of wealthbored the whole burden of taxation. While this resulted in the heavy burden of taxation on the third estate the effective tax base remained narrow. 3. Social Causes The Social condition of France during the eighteenth century was very miserable. The then French Society was divided into three classes— the first estate, second estate and third estate. The Clergy belonged to the First Estate. They managed the churches, monasteries and educational institutions of France. They did not pay any tax to the monarch. They exploited the common people in various ways. The higher clergy lived in the midst of scandalous luxury and extravagance. The common people had a strong hatred towards the higher clergy. On the other hand, the lower clergy served the people in a true sense of the term and they lived a very miserable life. The Nobility was regarded as the Second Estate in the French Society. They also did not pay any tax to the king. They did not pay any heed towards the problems of the common people of their areas. Socially the French societywas highly unequal one where the existing guild system was riddled with nepotism and corruption and thus artificially restricted the entry of new individual within the profession. Moreover, in the first and second estate were only socially classes legally allowed entry into higher and well-paid positions. This cause much discontent among masses regarding the third estate. Moreover, the absence ofequality before the law further aggravated the situation. 4. Role of Army Lastly, the Army also witnessed the presence of dissatisfiedsoldiers negatively affected by the delay in disbursal of their salaries due to the financial crisis. Moreover, many of the French soldiers previously participated in the American Revolution argued for upholding the same ideas in the case of French society. Finally, along with other incidents, the third estate declared itself as the national assembly which marked as the beginning of the France Revolution.
##Question:The French Revolution is a result of the political, social and economic situation of France at that time. Discuss. (150 words/10 marks)##Answer: Approach : Introduce an answer by referring to the beginning of the French Revolution. Discuss Economic, Social and Political causes of the French Revolution. Conclude answer Answer : The fresh revolution that began in 1789 and resulted in the overthrow of bourbon dynasty headed by King Louis XVI was triggered by the underline political, economicand social crises within French society. 1. Political Causes During the eighteen the Century France was the centre of autocratic monarchy. The French Monarchs had unlimited power and they declared themselves as the “Representative of God”. Louis XIV was the exponent of this view. The French Monarchs engaged themselves in luxurious and extravagance at the royal court of Versailles. They enjoyed unlimited power. By the Letter de Catcher, they arrested any person at any time and imprisoned them. They paid no attention to their subjects. The politically anglo-french rivalry had historically struggled number foof Frenchintervention as was visible in the Anglo-frenchwar 1743-63 and the French intervention in the Americanrevolution 1776 to 1883. These interventions had financially ruined France and resulted in huge war debts and coupled with and successive droughts in the 1780sboosted the Frenchempiretowards a financial crisis which forces them to consider the imposition of new taxes. 2. Economic Causes Economically, the French society had witnessed a tremendous concentration of wealth in the hands of the first and second estate which though constituted merely 2% owned more than the 60% of the wealth. Moreover, this wealth left largely untaxed. While the third estate composed of 98% of the population with merely 40% of wealthbored the whole burden of taxation. While this resulted in the heavy burden of taxation on the third estate the effective tax base remained narrow. 3. Social Causes The Social condition of France during the eighteenth century was very miserable. The then French Society was divided into three classes— the first estate, second estate and third estate. The Clergy belonged to the First Estate. They managed the churches, monasteries and educational institutions of France. They did not pay any tax to the monarch. They exploited the common people in various ways. The higher clergy lived in the midst of scandalous luxury and extravagance. The common people had a strong hatred towards the higher clergy. On the other hand, the lower clergy served the people in a true sense of the term and they lived a very miserable life. The Nobility was regarded as the Second Estate in the French Society. They also did not pay any tax to the king. They did not pay any heed towards the problems of the common people of their areas. Socially the French societywas highly unequal one where the existing guild system was riddled with nepotism and corruption and thus artificially restricted the entry of new individual within the profession. Moreover, in the first and second estate were only socially classes legally allowed entry into higher and well-paid positions. This cause much discontent among masses regarding the third estate. Moreover, the absence ofequality before the law further aggravated the situation. 4. Role of Army Lastly, the Army also witnessed the presence of dissatisfiedsoldiers negatively affected by the delay in disbursal of their salaries due to the financial crisis. Moreover, many of the French soldiers previously participated in the American Revolution argued for upholding the same ideas in the case of French society. Finally, along with other incidents, the third estate declared itself as the national assembly which marked as the beginning of the France Revolution.
32,870
Write Short note on the following – a) Oath of Tennis Court b) Declaration of Pillnitz
.
##Question:Write Short note on the following – a) Oath of Tennis Court b) Declaration of Pillnitz##Answer:.
32,871
French Revolution was necessitated by the deep inequalities in France. Discuss (150 words)
.
##Question:French Revolution was necessitated by the deep inequalities in France. Discuss (150 words)##Answer:.
32,872
To what extent the French revolution was an outcome of Anglo-French rivalry. (150 words)
.
##Question:To what extent the French revolution was an outcome of Anglo-French rivalry. (150 words)##Answer:.
32,873
The fall of Bastille was a symbolic victory in the French revolution. Substantiate. (150 words)
.
##Question:The fall of Bastille was a symbolic victory in the French revolution. Substantiate. (150 words)##Answer:.
32,874
उष्ण कटिबंधीय क्षेत्र से ध्रुवीय क्षेत्र की ओर यात्रा करने पर समुद्र मे लवणता का वितरण असमान होता है ,चर्चा करे |इस संदर्भ मे लवणता के वितरण को प्रभावित करने वाले कारकों की /का उल्लेख करे | (200 शब्द)
.
##Question:उष्ण कटिबंधीय क्षेत्र से ध्रुवीय क्षेत्र की ओर यात्रा करने पर समुद्र मे लवणता का वितरण असमान होता है ,चर्चा करे |इस संदर्भ मे लवणता के वितरण को प्रभावित करने वाले कारकों की /का उल्लेख करे | (200 शब्द)##Answer:.
32,875
सागर नितल का भूगर्भिक विभाजन का विस्तार से वर्णन करे |(200 शब्द (
.
##Question:सागर नितल का भूगर्भिक विभाजन का विस्तार से वर्णन करे |(200 शब्द (##Answer:.
32,876
महाद्वीपों के अपेक्षा महासागरों मे भूगर्भीक विविधता अधिक पायी जाती है| टिप्पणी करे | (200 शब्द
.
##Question:महाद्वीपों के अपेक्षा महासागरों मे भूगर्भीक विविधता अधिक पायी जाती है| टिप्पणी करे | (200 शब्द##Answer:.
32,877
राजस्व घाटा तथा राजकोषीय घाटा मे अंतर स्पष्ट करे | बढ़ते राजकोषीय घाटे के चुनौतियों से निपटने के लिए एन के सिंह कमिटी के सुझाव की चर्चा करे | (200 शब्द )
.
##Question:राजस्व घाटा तथा राजकोषीय घाटा मे अंतर स्पष्ट करे | बढ़ते राजकोषीय घाटे के चुनौतियों से निपटने के लिए एन के सिंह कमिटी के सुझाव की चर्चा करे | (200 शब्द )##Answer:.
32,878
बजट क्या है इसके प्रकार को बताते हुए विस्तार से चर्चा करे | (200 शब्द )
.
##Question:बजट क्या है इसके प्रकार को बताते हुए विस्तार से चर्चा करे | (200 शब्द )##Answer:.
32,879
एफ़ आर बी एम एक्ट 2003 के सुझाव को लिखे |यह राजकोषीय घाटे की समस्या से निपटने के लिए कितना प्रभावी रहा | विस्तार से लिखे | (200 शब्द )
.
##Question:एफ़ आर बी एम एक्ट 2003 के सुझाव को लिखे |यह राजकोषीय घाटे की समस्या से निपटने के लिए कितना प्रभावी रहा | विस्तार से लिखे | (200 शब्द )##Answer:.
32,880
अर्थोपाय अग्रिम व्यवस्था क्या है (200 शब्द )
.
##Question:अर्थोपाय अग्रिम व्यवस्था क्या है (200 शब्द )##Answer:.
32,881
Explain, with examples, why hot deserts occur in the western margins of the continent in the tropical regions. Also, discuss the features of vegetation in this region. (150 words/10 marks)
.
##Question:Explain, with examples, why hot deserts occur in the western margins of the continent in the tropical regions. Also, discuss the features of vegetation in this region. (150 words/10 marks)##Answer:.
32,882
Elaborate on the characteristic features of vegetation in equatorial regions. Discuss the factors which affect the development of these regions. (150 words/10 marks)
.
##Question:Elaborate on the characteristic features of vegetation in equatorial regions. Discuss the factors which affect the development of these regions. (150 words/10 marks)##Answer:.
32,883
Bring out the relation between rainfall and natural vegetation of different climatic regions in the world with suitable examples. (150 words|10 marks)
.
##Question:Bring out the relation between rainfall and natural vegetation of different climatic regions in the world with suitable examples. (150 words|10 marks) ##Answer:.
32,884
Write Short notes on (50 words|10 marks) 1. Tropical Marine and Tropical Monsoon climate 2. Savannahs
.
##Question:Write Short notes on (50 words|10 marks) 1. Tropical Marine and Tropical Monsoon climate 2. Savannahs##Answer:.
32,885
What do you understand by the concept “freedom of speech and expression”? Does it cover hate speech also? Why do the films in India stand on a slightly different plane from other forms of expression? Discuss (200 words)
,
##Question:What do you understand by the concept “freedom of speech and expression”? Does it cover hate speech also? Why do the films in India stand on a slightly different plane from other forms of expression? Discuss (200 words)##Answer:,
32,886
Article 19(1) is one of the most liberally interpreted article of the constitution ? Discuss. (150 words)
,
##Question:Article 19(1) is one of the most liberally interpreted article of the constitution ? Discuss. (150 words)##Answer:,
32,887
write a short note on – a)Article 21 (a) b)Relevance of article 23 of Indian constitution c)Right to life as composite right
,
##Question:write a short note on – a)Article 21 (a) b)Relevance of article 23 of Indian constitution c)Right to life as composite right ##Answer:,
32,888
”Article 21 is regarded as backbone of part 3 &4 of the Indian constitution” comment
,
##Question:”Article 21 is regarded as backbone of part 3 &4 of the Indian constitution” comment##Answer:,
32,889
भारतीय समाज के अतिसंवेदनशील वर्ग की पहचान करते हुए उनके सशक्तिकरण में शामिल किये जाने वाले मुख्य तत्वों एवं उनके समक्ष उपस्थित चुनौतियों पर प्रकाश डालें|
,
##Question:भारतीय समाज के अतिसंवेदनशील वर्ग की पहचान करते हुए उनके सशक्तिकरण में शामिल किये जाने वाले मुख्य तत्वों एवं उनके समक्ष उपस्थित चुनौतियों पर प्रकाश डालें|##Answer:,
32,890
जनजातीय विकास नीतियों से संबंधित पंचशील सिद्धांत पर टिप्पणी करें|
,
##Question:जनजातीय विकास नीतियों से संबंधित पंचशील सिद्धांत पर टिप्पणी करें|##Answer:,
32,891
भारत में अनुसूचित जनजातियों को परिभाषित करते हुए जनजातीय विकास नीति से संबंधित विभिन संस्थागत विकास पर प्रकाश डालें|
,
##Question:भारत में अनुसूचित जनजातियों को परिभाषित करते हुए जनजातीय विकास नीति से संबंधित विभिन संस्थागत विकास पर प्रकाश डालें|##Answer:,
32,892
भारत में अनुसूचित जनजातियों को अतिसंवेदनशील वर्ग के रूप में क्यों शामिल किया जाता है? अतः इनके विकास हेतु संवैधानिक प्रयासों के आलोक में किये गए प्रयास का मूल्यांकन करें|
,
##Question:भारत में अनुसूचित जनजातियों को अतिसंवेदनशील वर्ग के रूप में क्यों शामिल किया जाता है? अतः इनके विकास हेतु संवैधानिक प्रयासों के आलोक में किये गए प्रयास का मूल्यांकन करें|##Answer:,
32,893
“Napoleon was the child of the Revolution, but in many ways he reversed the aims and principles of the movement from which he sprang.” Comment.
,
##Question:“Napoleon was the child of the Revolution, but in many ways he reversed the aims and principles of the movement from which he sprang.” Comment.##Answer:,
32,894
What was the continental policy of Napoleon? Discuss the successes and failures of the policy?
,
##Question:What was the continental policy of Napoleon? Discuss the successes and failures of the policy?##Answer:,
32,895
Discuss the reasons for the defeat of Napoleon.
,
##Question:Discuss the reasons for the defeat of Napoleon.##Answer:,
32,896
Write in brief about the war fought by Napoleon
,
##Question:Write in brief about the war fought by Napoleon##Answer:,
32,897
राज्य और उसकी अवधारणा को समझाते हुए , राज्य के संदर्भ में नागरिकों के अधिकारों का भी वर्णन करें
,
##Question:राज्य और उसकी अवधारणा को समझाते हुए , राज्य के संदर्भ में नागरिकों के अधिकारों का भी वर्णन करें ##Answer:,
32,898
लिखित और अलिखित संविधान में अंतर बताइये |
,
##Question:लिखित और अलिखित संविधान में अंतर बताइये |##Answer:,
32,899
जनतंत्र और उसके घटको का भी उल्लेख करें।
,
##Question:जनतंत्र और उसके घटको का भी उल्लेख करें।##Answer:,
32,900
अल नीनों को समझाते हुये भारतीय अर्थव्यवस्था पर पड़ने वाले प्रभावों की चर्चा करे | (200 शब्द )
,
##Question:अल नीनों को समझाते हुये भारतीय अर्थव्यवस्था पर पड़ने वाले प्रभावों की चर्चा करे | (200 शब्द )##Answer:,
32,901
ज्वार-भाटा की प्रक्रिया को संक्षेप मे समझाए | (200 शब्द )
,
##Question:ज्वार-भाटा की प्रक्रिया को संक्षेप मे समझाए | (200 शब्द )##Answer:,
32,902
महासागरीय धारा का प्रवाह हमारी अर्थव्यवस्था को प्रभावित करती है ,टिप्पणी करे | (200 शब्द )
,
##Question:महासागरीय धारा का प्रवाह हमारी अर्थव्यवस्था को प्रभावित करती है ,टिप्पणी करे | (200 शब्द )##Answer:,
32,903
प्रवाल भित्तियों के विकास के लिये आवश्यक दशा एँ को बताइए | प्रवाल विरंजन की धटना को समझाते हुए इसके लिए उत्तरदायी कारकों की चर्चा कीजिए, साथ ही प्रवालों के ह्रास के परिणामों पर भी प्रकाश डालिये| (200 शब्द )|
.
##Question:प्रवाल भित्तियों के विकास के लिये आवश्यक दशा एँ को बताइए | प्रवाल विरंजन की धटना को समझाते हुए इसके लिए उत्तरदायी कारकों की चर्चा कीजिए, साथ ही प्रवालों के ह्रास के परिणामों पर भी प्रकाश डालिये| (200 शब्द )|##Answer:.
32,904
महासागरीय धाराओं के संचलन को प्रभावित करने वाले विभिन्न कारकों की चर्चा कीजिए तथा महासागरीय धाराओं के प्रभावों को भी बताइए (200 शब्द)|
.
##Question:महासागरीय धाराओं के संचलन को प्रभावित करने वाले विभिन्न कारकों की चर्चा कीजिए तथा महासागरीय धाराओं के प्रभावों को भी बताइए (200 शब्द)|##Answer:.
32,905
एफ.आर.बी.एम अधिनियम 2003 (FRBM Act 2003) को प्रारंभ करने के लिए जिम्मेदार मुख्य कारणों का उल्लेख करते हुए उसके प्रमुख प्रावधानों और उनकी प्रभाविता की समीक्षा करें|
.
##Question:एफ.आर.बी.एम अधिनियम 2003 (FRBM Act 2003) को प्रारंभ करने के लिए जिम्मेदार मुख्य कारणों का उल्लेख करते हुए उसके प्रमुख प्रावधानों और उनकी प्रभाविता की समीक्षा करें|##Answer:.
32,906
राजकोषीय घाटे से होने वाले दुष्प्रभावों का उल्लेख करें|
.
##Question:राजकोषीय घाटे से होने वाले दुष्प्रभावों का उल्लेख करें|##Answer:.
32,907
राजकोषीय घाटा एवं राजस्व घाटा में पाए जाने वाले मुख्य अंतरों का उल्लेख करें|
.
##Question:राजकोषीय घाटा एवं राजस्व घाटा में पाए जाने वाले मुख्य अंतरों का उल्लेख करें|##Answer:.
32,908
What do you understand by Social and Physical infrastructure, explain with examples? Also comment on the advantages of mass rapid transit system in India? (200 words)
.
##Question:What do you understand by Social and Physical infrastructure, explain with examples? Also comment on the advantages of mass rapid transit system in India? (200 words)##Answer:.
32,909
Urban Mass Transportation Systems play an important role not only in providing mobility but also, they are vital to the economic development of cities. Discuss.
.
##Question:Urban Mass Transportation Systems play an important role not only in providing mobility but also, they are vital to the economic development of cities. Discuss.##Answer:.
32,910
Write short note on- 1. Express way 2. Renewable and non-renewable sources of energy
.
##Question:Write short note on- 1. Express way 2. Renewable and non-renewable sources of energy##Answer:.
32,911
मतदान के अधिकार को परिभाषित करते हुए , उससे जुड़े कानूनी विवादो का जिक्र करें तथा इस संदर्भ में दिये गए सर्वोच्च न्यायालय के निर्णयो को भी बतायें।
,
##Question:मतदान के अधिकार को परिभाषित करते हुए , उससे जुड़े कानूनी विवादो का जिक्र करें तथा इस संदर्भ में दिये गए सर्वोच्च न्यायालय के निर्णयो को भी बतायें।##Answer:,
32,912
सामाजिक न्याय से आप क्या समझते हैं, स्पष्ट करें |
,
##Question:सामाजिक न्याय से आप क्या समझते हैं, स्पष्ट करें |##Answer:,
32,913
आर्थिक संसाधनों के आधार पर जनतंत्र को परिभाषित करिए।
,
##Question:आर्थिक संसाधनों के आधार पर जनतंत्र को परिभाषित करिए।##Answer:,
32,914
Discuss about various factors that affect the salinity and temperature of oceans. With examples, mention how salinity over the oceans varies because of these factors (200 words)
,
##Question:Discuss about various factors that affect the salinity and temperature of oceans. With examples, mention how salinity over the oceans varies because of these factors (200 words)##Answer:,
32,915
Discuss composition and structure of Oceans. Also mention role of International Seabed Authority. (150 words)
,
##Question:Discuss composition and structure of Oceans. Also mention role of International Seabed Authority. (150 words)##Answer:,
32,916
Differentiate between the tropical and temperate grasslands on the basis of location, vegetation, climate and economic activity. Give suitable examples. (150 words|10 marks)
,
##Question:Differentiate between the tropical and temperate grasslands on the basis of location, vegetation, climate and economic activity. Give suitable examples. (150 words|10 marks) ##Answer:,
32,917
Write Short notes on: (50 words|5 marks) 1. Difference between China type, Natal type and Gulf type climates 2. Cold Deserts
,
##Question:Write Short notes on: (50 words|5 marks) 1. Difference between China type, Natal type and Gulf type climates 2. Cold Deserts##Answer:,
32,918
With the help of examples, discuss the various types of satellites being used in India (200 words)
,
##Question:With the help of examples, discuss the various types of satellites being used in India (200 words)##Answer:,
32,919
Space programme in India has vision and Mission objectives, but lacks a holistic Space Policy. Why is there need of Space policy and highlight major provisions of such policies for future space programmes of India (200 Words)
,
##Question:Space programme in India has vision and Mission objectives, but lacks a holistic Space Policy. Why is there need of Space policy and highlight major provisions of such policies for future space programmes of India (200 Words)##Answer:,
32,920
What is the difference between Resuable and Conventional launch vehicles. What benefits India will gain by developing RLV? What are key challenges in development of RLV? (200 words)
,
##Question:What is the difference between Resuable and Conventional launch vehicles. What benefits India will gain by developing RLV? What are key challenges in development of RLV? (200 words)##Answer:,
32,921
Write short notes on: a) BHUVAN Platform b) GAGAN
,
##Question:Write short notes on: a) BHUVAN Platform b) GAGAN##Answer:,
32,922
Discuss the relevance of freedom to profess, practice and propagate religion, provided under article 25 of the Indian constitution in the present context of Indian society. (150 words/10 marks)
,
##Question:Discuss the relevance of freedom to profess, practice and propagate religion, provided under article 25 of the Indian constitution in the present context of Indian society. (150 words/10 marks)##Answer:,
32,923
” Article 32 is heart and soul of Indian constitution” elaborate on relevance of article 32?
,
##Question:” Article 32 is heart and soul of Indian constitution” elaborate on relevance of article 32?##Answer:,
32,924
Discuss the significance of Article 24 in context of prevalent child labour in Indian society. (150 words/10 marks)
,
##Question:Discuss the significance of Article 24 in context of prevalent child labour in Indian society. (150 words/10 marks)##Answer:,
32,925
हिमालय के प्रादेशिक विभाजन का उल्लेख करते हुए पूर्वी हिमालय एवं पश्चिमी हिमालय में पाए जाने वाले मुख्य अंतरों पर प्रकाश डालिए| (200 शब्द)
,
##Question:हिमालय के प्रादेशिक विभाजन का उल्लेख करते हुए पूर्वी हिमालय एवं पश्चिमी हिमालय में पाए जाने वाले मुख्य अंतरों पर प्रकाश डालिए| (200 शब्द) ##Answer:,
32,926
नवीन आंकड़ों के अनुसार भारत में लगभग 48 लाख ट्रांसजेंडर समुदाय के लोग रहते है किन्तु अभी तक इन्हें समाज में यथोचित स्थान नहीं प्राप्त हो पाया है |कथन का परिक्षण कीजिए|इनके स्थिति में सुधार के किए किए जा रहे प्रयासों का विश्लेषण कीजिए| (200 शब्द)
,
##Question:नवीन आंकड़ों के अनुसार भारत में लगभग 48 लाख ट्रांसजेंडर समुदाय के लोग रहते है किन्तु अभी तक इन्हें समाज में यथोचित स्थान नहीं प्राप्त हो पाया है |कथन का परिक्षण कीजिए|इनके स्थिति में सुधार के किए किए जा रहे प्रयासों का विश्लेषण कीजिए| (200 शब्द) ##Answer:,
32,927
समाज में महिलाओं की स्थिति में सुधार के लिए किए गए संवैधानिक एवं विधिक प्रयासों का वर्णन कीजिए |साथ ही इन प्रयासों से महिलाओं की स्थिति में हुए परिवर्तन का भी परिक्षण कीजिए| (200 शब्द)
,
##Question:समाज में महिलाओं की स्थिति में सुधार के लिए किए गए संवैधानिक एवं विधिक प्रयासों का वर्णन कीजिए |साथ ही इन प्रयासों से महिलाओं की स्थिति में हुए परिवर्तन का भी परिक्षण कीजिए| (200 शब्द)##Answer:,
32,928
गरीबी क्या है ?भारत में गरीबी मापन के लिए अपनाए जाने वाले विधियों का वर्णन करते हुए इसमें आने वाली विसंगतियों पर टिप्पणी कीजिए|(200 शब्द)
,
##Question:गरीबी क्या है ?भारत में गरीबी मापन के लिए अपनाए जाने वाले विधियों का वर्णन करते हुए इसमें आने वाली विसंगतियों पर टिप्पणी कीजिए|(200 शब्द)##Answer:,
32,929
ट्रांसजेंडर को परिभाषित करते हुए उनके स्थिति में सुधार के सन्दर्भ में न्यायलयों के निर्णय की समीक्षा कीजिए|(200 शब्द)
,
##Question:ट्रांसजेंडर को परिभाषित करते हुए उनके स्थिति में सुधार के सन्दर्भ में न्यायलयों के निर्णय की समीक्षा कीजिए|(200 शब्द)##Answer:,
32,930
Discuss the different parts of the Indian northern plains. Also give the significance of this region for India. (200 words |
,
##Question:Discuss the different parts of the Indian northern plains. Also give the significance of this region for India. (200 words |##Answer:,
32,931
Discuss the characteristic features of the peninsular plateau in India. (200 words |
,
##Question:Discuss the characteristic features of the peninsular plateau in India. (200 words |##Answer:,
32,932
Give Differences between western and Eastern Ghats. (150 words
,
##Question:Give Differences between western and Eastern Ghats. (150 words##Answer:,
32,933
What is the rationale behind providing subsidies? Examine the measures which have been applied to address the concerns of petroleum subsidies in India. (200 words)
,
##Question:What is the rationale behind providing subsidies? Examine the measures which have been applied to address the concerns of petroleum subsidies in India. (200 words)##Answer:,
32,934
Write short note on the following (100 words) a) Upstream, Midstream & Downstream oil companies b) Import & Export parity price
,
##Question:Write short note on the following (100 words) a) Upstream, Midstream & Downstream oil companies b) Import & Export parity price##Answer:,
32,935
हिमालय के प्रादेशिक विभाजन की चर्चा कीजिए | साथ ही ,पूर्वी व पश्चिमी हिमालय के बीच अंतर के प्रमुख बिन्दुओं पर प्रकाश डाले (200 शब्द )|
,
##Question:हिमालय के प्रादेशिक विभाजन की चर्चा कीजिए | साथ ही ,पूर्वी व पश्चिमी हिमालय के बीच अंतर के प्रमुख बिन्दुओं पर प्रकाश डाले (200 शब्द )|##Answer:,
32,936
यदि हिमालय पर्वत नहीं होता तो उत्तर भारत में शीत ऋतु की जलवायु कैसी होती ? (200 शब्द )
,,
##Question:यदि हिमालय पर्वत नहीं होता तो उत्तर भारत में शीत ऋतु की जलवायु कैसी होती ? (200 शब्द )##Answer:,,
32,937
यूनिवर्सल बेसिक इनकम सामाजिक सुरक्षा के लिए महत्वपूर्ण घटक है ,परंतु इसे लागू करने के पक्ष/विपक्ष और चुनौतियों को बताते हुये अपने सुझाव दे | (200 शब्द
,
##Question:यूनिवर्सल बेसिक इनकम सामाजिक सुरक्षा के लिए महत्वपूर्ण घटक है ,परंतु इसे लागू करने के पक्ष/विपक्ष और चुनौतियों को बताते हुये अपने सुझाव दे | (200 शब्द##Answer:,
32,938
वित्त-आयोग क्या है | इसकी भूमिका को विस्तार से समझाये | (200 शब्द )
,
##Question:वित्त-आयोग क्या है | इसकी भूमिका को विस्तार से समझाये | (200 शब्द )##Answer:,
32,939
विशेष राज्य दर्जा देने के प्रावधानों की संक्षेप मे चर्चा करे | (200 शब्द )
,
##Question:विशेष राज्य दर्जा देने के प्रावधानों की संक्षेप मे चर्चा करे | (200 शब्द )##Answer:,
32,940
What is/are the significance of right to life and personal liberty? Discuss how the courts have expanded its meaning over the years?
,
##Question:What is/are the significance of right to life and personal liberty? Discuss how the courts have expanded its meaning over the years?##Answer:,
32,941
Differentiate between Procedure established by law and Due process of law?
,
##Question:Differentiate between Procedure established by law and Due process of law?##Answer:,
32,942
Principle of natural justice is a necessary for healthy functioning of democracy”. Discuss.
,
##Question:Principle of natural justice is a necessary for healthy functioning of democracy”. Discuss.##Answer:,
32,943
Article 25 of the Indian Constitution provides for freedom of conscience and free profession, practice and propagation of religion. Discuss its relevance in India’s context?[150words/10Marks]
,
##Question:Article 25 of the Indian Constitution provides for freedom of conscience and free profession, practice and propagation of religion. Discuss its relevance in India’s context?[150words/10Marks]##Answer:,
32,944
हिमालय का भारत के लिए न केवल जलवायवीय दृष्टि से महत्व है, बल्कि इसके आर्थिक ,सांस्कृतिक व पर्यावरणीय निहितार्थ भी है |” टिप्पणी कीजिए | (200 शब्द )|
,
##Question:हिमालय का भारत के लिए न केवल जलवायवीय दृष्टि से महत्व है, बल्कि इसके आर्थिक ,सांस्कृतिक व पर्यावरणीय निहितार्थ भी है |” टिप्पणी कीजिए | (200 शब्द )|##Answer:,
32,945
यदि हिमालय पर्वत नहीं होता तो उत्तर भारत में शीत ऋतु की जलवायु कैसी होती ? (200 शब्द )
,
##Question:यदि हिमालय पर्वत नहीं होता तो उत्तर भारत में शीत ऋतु की जलवायु कैसी होती ? (200 शब्द )##Answer:,
32,946
पिछले कुछ दशकों के प्रयास के परिणामस्वरूप भारत में निर्धनों/गरीबों का जनसंख्या के अनुपात में प्रतिशत तो घटा है किन्तु निर्धनों की कुल जनसंख्या(Total Head count) आज भी विश्व में सर्वाधिक है |कथन का परिक्षण कीजिए|साथ ही निर्धनता उन्मूलन के किए जा रहे प्रयासों का संक्षिप्त वर्णन कीजिए|(200 शब्द)
,
##Question:पिछले कुछ दशकों के प्रयास के परिणामस्वरूप भारत में निर्धनों/गरीबों का जनसंख्या के अनुपात में प्रतिशत तो घटा है किन्तु निर्धनों की कुल जनसंख्या(Total Head count) आज भी विश्व में सर्वाधिक है |कथन का परिक्षण कीजिए|साथ ही निर्धनता उन्मूलन के किए जा रहे प्रयासों का संक्षिप्त वर्णन कीजिए|(200 शब्द)##Answer:,
32,947
हाल के दिनों में वृद्धजनों के विरुद्ध अपराध में वृद्धि देखने में आ रहा है |इस सन्दर्भ में वृद्धजनों की समस्या का विश्लेषण करते हुए ,उनके स्थिति में सुधार के लिए सरकार द्वारा किए जा रहे प्रयासों का वर्णन कीजिए| (200 शब्द)
,
##Question:हाल के दिनों में वृद्धजनों के विरुद्ध अपराध में वृद्धि देखने में आ रहा है |इस सन्दर्भ में वृद्धजनों की समस्या का विश्लेषण करते हुए ,उनके स्थिति में सुधार के लिए सरकार द्वारा किए जा रहे प्रयासों का वर्णन कीजिए| (200 शब्द)##Answer:,
32,948
भारत में दिव्यांग जनों की स्थिति में सुधार के लिए न केवल सरकारी प्रयास की आवश्यकता अपितु सामाजिक प्रयास भी जरुरी है |दिव्यांग जनों के महत्व को ध्यान में रखते हुए .कथन का परीक्षण कीजिए|(200 शब्द)
,
##Question:भारत में दिव्यांग जनों की स्थिति में सुधार के लिए न केवल सरकारी प्रयास की आवश्यकता अपितु सामाजिक प्रयास भी जरुरी है |दिव्यांग जनों के महत्व को ध्यान में रखते हुए .कथन का परीक्षण कीजिए|(200 शब्द)##Answer:,
32,949
भारत में उच्च शिक्षा से संबंधित समस्याओं का वर्णन कीजिए |भारत में शिक्षा की स्थिति में सुधार के लिए क्या किया जा सकता है ,सुझाव दीजिए| (200 शब्द)
.
##Question:भारत में उच्च शिक्षा से संबंधित समस्याओं का वर्णन कीजिए |भारत में शिक्षा की स्थिति में सुधार के लिए क्या किया जा सकता है ,सुझाव दीजिए| (200 शब्द) ##Answer:.
32,950
Discuss the evolution of the Education policy under British rule in India. (250 words/15 Marks)
Introduction- Try to give premise to base your Answer Body of the answer- Divide the evolution into 5 different phases conclusion -we can also link policy to the rise of nationalism . Ans- Discussing the educational policies that took effect in India under the British would entail subdividing its rich history to seven significant periods: Phase 1 (1758-1812), Phase 2 (1813-1853), Phase 3 (1854-1900), Phase 4 (1901-1920), Phase 5 (1921-1947), Hartog Committee (1929), and Sargeant Plan of Education (1944). Phase 1 (1758-1812) The British East India Company was less interested in Indian education between 1758 and 1812 except for the Calcutta Madrsah founded in 1781 by Warren Hastings in the study of Islamic law and related subjects as well as the Sanskrit College at Varanasi set up by Jonathan Duncan in the year 1792 which focused on Hindu philosophy and law. The British East India Company saw these schools as their source of qualified manpower in helping the company in the administration of law and order (Hunter 2001). Phase 2 (1813-1853) The British East India Company was greatly pressured by Christian missionaries and humanitarians to promote and encourage a modern educational system in India the Charter Act of 1813 had a provision requiring the Company to spend 1 lakh rupees every year encouraging well-educated Indians and promoting knowledge in the modern sciences in India. There arose two controversies that would later shape the educational system of the period. These were: whether the emphasis would be on promoting modern western studies or enriching the traditional Indian way of learning and whether adopting English or mother languages as the medium of instruction in schools and colleges that spread western learning. It was Lord William Bentinck with the aid of R.M. Roy who settled these controversies in 1835 putting forward the application of English as the medium of instruction . In the year 1844, Lord Hardinge made the decision to employ English-educated Indians in government positions. This move was proven to be successful and good progress resulted in the three presidencies of Bengals Bombay and Madras where there is a burgeoning number of schools and colleges. There were three other outcomes: an upsurge of missionary actions spreading knowledge of modern fields of education; establishment of law, engineering, and medical schools, marking the start of professional education; and the accordance of official sanction to educating Indian girls with the effort of Lord Dalhousie. The policy of the government opening few English colleges and schools rather than primary schools deprived the masses of education. In order to hide this policy flaw, the British resorted to the ‘Downward Filtration Theory’ which means that modern ideas and education were means of filtering or radiating downward from upper-class society. The policy persisted until the end of British domination, though abandoned officially in 1854. Phase 3 (1854 – 1900) Woods Dispatch The Educational Dispatch of 1854 also Wood’s Dispatch This is known all over India as the Magna Carta of English Education and therefore is a landmark policy in the early beginnings of modern education in the Indian subcontinent. In this policy, the ‘filtration theory’ is rejected and underscored female education, mass education, promoted secularism, and improvement of vernaculars. This dispatch recognized that the government is responsible for providing elementary education in vernacular. Wood’s dispatch greatly impacted the secondary and tertiary levels of education, reaffirming the recommendation of Macaulay 20 years before that education beyond sixth grade must be delivered in English, be western in orientation in literature and science, and produce ‘a class of persons Indian in blood and color but English in taste, in opinions, in morals, and in intellect’ Despite this commitment being written on paper towards the utilization of vernacular in elementary education, the policy of the British government focused in the urbanized middle and upper classes. The professional classes ‘who belonged to certain higher castes among the Hindus, were more than eager to get English education for themselves to enable them to get comfortable jobs, but showed little enthusiasm for spreading education to the masses’ At any rate, the idea on this government’s responsibility of providing mass education was in practice not among the topmost priority in most countries during this time in history. Hunter Commission Although the number of colleges and schools has increased, educational standards were dismal due to a shortage of funds. Institutions of education did not have the appropriate buildings, extensive library collection, and other facilities. Teachers did not receive the needed training as well. Because there was an overemphasis on bookish knowledge, students were not provided practical experiences where they could apply theory to everyday life Phase 4 (1901-1920) Lord Curzon called for a Universities Commission in 1902 under the leadership of Thomas Raleigh, After the approval of the Commission’s recommendations,. The Indian Universities Act of 1904. The Act likewise proposed changes in the organizational structure of Universities. There should be statutory recognition given to the Syndicate in which teachers should be adequately represented and University affiliation terms of and conditions are clearly laid out. The Act also mentioned that the government has a certain limitation in its power in regulations, which will be drafted by members of the Senate, and it is the Governor-General-in-Council who holds the power in delineating the Universities’ territorial limits . Saddler Commission. Appointment was under the direction of Lord Chelmsford. Like other commissions, stress was on the significance of educating Indians using the mother tongue while reiterating the principle governing educational economy . As pointed out, the Commission identified that a mismatch exists between the government’s intensions and the actual implementation of mother tongue education and development of Indian vernacular languages . It also emphasized that a rigorous training in the mother language is not only indispensable for training the mind but a necessary preliminary step in the study of the English language . Thus, Indian vernaculars and English complement each other and not mutually exclusive. It is the same Commission clearly stating that irregularities in the educational system leave a young man after finishing his course unable to write or speak his native tongue correctly and fluently. Phase 5 (1921 – 1947) Almost all Indian provinces have passed the Act regarding compulsory primary education in 1930. The Acts suggest that local institutions are entrusted this responsibility. The said institutions are charged with imposing education so that educational expenditures incurred will be met. The provincial governments also promised to extend financial aid. Only boys and girls could benefit the provision providing compulsory education ordinarily between the ages of six and seven . Consequently the Compulsory Education Acts and renewed nationalism, compulsory education expansion received impetus. Under the direction of Mahatma Gandhi, women likewise demanded for their educational rights. Other developments were further expansion, increase in the number of universities, improvement in the quality of tertiary education, the institution of an inter-University Board, and the start of inter-collegiate and university activities Hartog Committee (1929) The task at hand is to inquire into all facets of the Indian educational system and present the results in September 1929 The Committee identified numerous gaps and challenges in primary education and higher education. As remediation efforts, the Committee has put forward the following measures: Department examinations to be implemented in the recruitment of administrative services graduates, spreading political and social science to the common Indian, provision of employment opportunities for tertiary level graduates, promotion of efforts in raising higher education standards, building of extensive libraries, Sargeant Plan of Education (1944)- “Sargeant Scheme of Education”; Education at the nursery level should target providing social experience and educating general behaviour on infants. These individuals should not be burdened with the general education curriculum . At the pre-primary level, the scheme suggested that the start of nursery schools holds the key to the success of the scheme. Children ages three to six should attend these schools. In the rural areas, nurseries could be attached to junior basic schools while in urbanised regions in India, nursery and junior basic schools should be separate and independent from each other. Education of pre-primary school children should be free of charge For basic or primary education, the Committee considered making it compulsory and free and should cater children belonging to the 6-14 age bracket. The curriculum should offer courses focusing on a number of fundamental crafts. In connection with this, the Committee agree with the basic education scheme; however, there were disagreement s on whether the crafts made by the students should meet educational expenses. Basic schools were categorised into two, namely: junior basic schools and senior basic schools. In the former, six to eleven-year old boys shall study and eleven- to fourteen-year-old boys in the latter. While education in junior basic schools is compulsory, only boys who cannot continue their secondary education should be enrolled in senior basic schools. English has not been taught in junior basic schools; however the education departments of provincial governments have the final say regarding the teaching of English in senior basic schools. The Committee also recommended that the teacher-student ration should be 1:30 and 1:25 in junior and senior basic schools, respectively. Rather than external examination, internal examinations must be administered and certificates must be issue after completion of studies . In secondary schools, lessons are taught using the Mother tongue; however, English is taught as a compulsory subject. In secondary education, the following recommendations were suggested: i. Exceptional students should attend a secondary school which is open to 11- and 16-year olds, Younger students (below 16 years old) should not be permitted to attends secondary schools; when admitting students, the school administration should take into account their interests, aptitudes, abilities, and many others; . Secondary school students shall study at least until the age of 14; these schools should not allow students to leave before this age; and. Fifty percent of the school fees shall be paid for by the students for obtaining secondary school education, thus 50% is free; scholarships should be granted to deserving, underprivileged students so they will not be deprived of education at this stage In accordance to the type of curriculum offered, secondary schools may be divided into academic or technical. Core courses shall be offered in these schools: Physical Education, Music, Art, Agriculture, Economics, Science, Mathematics, Geography, History, Modern Language, English, and Mother Tongue. Physical education in academic high schools shall teach Civics and classical languages together with other subjects; for the females, Home Science should be taught. In technical secondary schools, certain provisions govern Home Science for female students and they are allowed to take Business Method, Book-keeping, Typewriting, Shorthand, Commerce, Drawing, Elementary Engineering, Mental Craft, and Wood Craft CONCLUSION Although there were a few Englishmen who wanted to spread education for its own sake, the government was chiefly concerned only with its own concerns. No doubt it spread western education among Indians, but the rate of literacy was abysmally low during British rule. Also, the Scientific and technical education was ignored by the British government
##Question:Discuss the evolution of the Education policy under British rule in India. (250 words/15 Marks)##Answer: Introduction- Try to give premise to base your Answer Body of the answer- Divide the evolution into 5 different phases conclusion -we can also link policy to the rise of nationalism . Ans- Discussing the educational policies that took effect in India under the British would entail subdividing its rich history to seven significant periods: Phase 1 (1758-1812), Phase 2 (1813-1853), Phase 3 (1854-1900), Phase 4 (1901-1920), Phase 5 (1921-1947), Hartog Committee (1929), and Sargeant Plan of Education (1944). Phase 1 (1758-1812) The British East India Company was less interested in Indian education between 1758 and 1812 except for the Calcutta Madrsah founded in 1781 by Warren Hastings in the study of Islamic law and related subjects as well as the Sanskrit College at Varanasi set up by Jonathan Duncan in the year 1792 which focused on Hindu philosophy and law. The British East India Company saw these schools as their source of qualified manpower in helping the company in the administration of law and order (Hunter 2001). Phase 2 (1813-1853) The British East India Company was greatly pressured by Christian missionaries and humanitarians to promote and encourage a modern educational system in India the Charter Act of 1813 had a provision requiring the Company to spend 1 lakh rupees every year encouraging well-educated Indians and promoting knowledge in the modern sciences in India. There arose two controversies that would later shape the educational system of the period. These were: whether the emphasis would be on promoting modern western studies or enriching the traditional Indian way of learning and whether adopting English or mother languages as the medium of instruction in schools and colleges that spread western learning. It was Lord William Bentinck with the aid of R.M. Roy who settled these controversies in 1835 putting forward the application of English as the medium of instruction . In the year 1844, Lord Hardinge made the decision to employ English-educated Indians in government positions. This move was proven to be successful and good progress resulted in the three presidencies of Bengals Bombay and Madras where there is a burgeoning number of schools and colleges. There were three other outcomes: an upsurge of missionary actions spreading knowledge of modern fields of education; establishment of law, engineering, and medical schools, marking the start of professional education; and the accordance of official sanction to educating Indian girls with the effort of Lord Dalhousie. The policy of the government opening few English colleges and schools rather than primary schools deprived the masses of education. In order to hide this policy flaw, the British resorted to the ‘Downward Filtration Theory’ which means that modern ideas and education were means of filtering or radiating downward from upper-class society. The policy persisted until the end of British domination, though abandoned officially in 1854. Phase 3 (1854 – 1900) Woods Dispatch The Educational Dispatch of 1854 also Wood’s Dispatch This is known all over India as the Magna Carta of English Education and therefore is a landmark policy in the early beginnings of modern education in the Indian subcontinent. In this policy, the ‘filtration theory’ is rejected and underscored female education, mass education, promoted secularism, and improvement of vernaculars. This dispatch recognized that the government is responsible for providing elementary education in vernacular. Wood’s dispatch greatly impacted the secondary and tertiary levels of education, reaffirming the recommendation of Macaulay 20 years before that education beyond sixth grade must be delivered in English, be western in orientation in literature and science, and produce ‘a class of persons Indian in blood and color but English in taste, in opinions, in morals, and in intellect’ Despite this commitment being written on paper towards the utilization of vernacular in elementary education, the policy of the British government focused in the urbanized middle and upper classes. The professional classes ‘who belonged to certain higher castes among the Hindus, were more than eager to get English education for themselves to enable them to get comfortable jobs, but showed little enthusiasm for spreading education to the masses’ At any rate, the idea on this government’s responsibility of providing mass education was in practice not among the topmost priority in most countries during this time in history. Hunter Commission Although the number of colleges and schools has increased, educational standards were dismal due to a shortage of funds. Institutions of education did not have the appropriate buildings, extensive library collection, and other facilities. Teachers did not receive the needed training as well. Because there was an overemphasis on bookish knowledge, students were not provided practical experiences where they could apply theory to everyday life Phase 4 (1901-1920) Lord Curzon called for a Universities Commission in 1902 under the leadership of Thomas Raleigh, After the approval of the Commission’s recommendations,. The Indian Universities Act of 1904. The Act likewise proposed changes in the organizational structure of Universities. There should be statutory recognition given to the Syndicate in which teachers should be adequately represented and University affiliation terms of and conditions are clearly laid out. The Act also mentioned that the government has a certain limitation in its power in regulations, which will be drafted by members of the Senate, and it is the Governor-General-in-Council who holds the power in delineating the Universities’ territorial limits . Saddler Commission. Appointment was under the direction of Lord Chelmsford. Like other commissions, stress was on the significance of educating Indians using the mother tongue while reiterating the principle governing educational economy . As pointed out, the Commission identified that a mismatch exists between the government’s intensions and the actual implementation of mother tongue education and development of Indian vernacular languages . It also emphasized that a rigorous training in the mother language is not only indispensable for training the mind but a necessary preliminary step in the study of the English language . Thus, Indian vernaculars and English complement each other and not mutually exclusive. It is the same Commission clearly stating that irregularities in the educational system leave a young man after finishing his course unable to write or speak his native tongue correctly and fluently. Phase 5 (1921 – 1947) Almost all Indian provinces have passed the Act regarding compulsory primary education in 1930. The Acts suggest that local institutions are entrusted this responsibility. The said institutions are charged with imposing education so that educational expenditures incurred will be met. The provincial governments also promised to extend financial aid. Only boys and girls could benefit the provision providing compulsory education ordinarily between the ages of six and seven . Consequently the Compulsory Education Acts and renewed nationalism, compulsory education expansion received impetus. Under the direction of Mahatma Gandhi, women likewise demanded for their educational rights. Other developments were further expansion, increase in the number of universities, improvement in the quality of tertiary education, the institution of an inter-University Board, and the start of inter-collegiate and university activities Hartog Committee (1929) The task at hand is to inquire into all facets of the Indian educational system and present the results in September 1929 The Committee identified numerous gaps and challenges in primary education and higher education. As remediation efforts, the Committee has put forward the following measures: Department examinations to be implemented in the recruitment of administrative services graduates, spreading political and social science to the common Indian, provision of employment opportunities for tertiary level graduates, promotion of efforts in raising higher education standards, building of extensive libraries, Sargeant Plan of Education (1944)- “Sargeant Scheme of Education”; Education at the nursery level should target providing social experience and educating general behaviour on infants. These individuals should not be burdened with the general education curriculum . At the pre-primary level, the scheme suggested that the start of nursery schools holds the key to the success of the scheme. Children ages three to six should attend these schools. In the rural areas, nurseries could be attached to junior basic schools while in urbanised regions in India, nursery and junior basic schools should be separate and independent from each other. Education of pre-primary school children should be free of charge For basic or primary education, the Committee considered making it compulsory and free and should cater children belonging to the 6-14 age bracket. The curriculum should offer courses focusing on a number of fundamental crafts. In connection with this, the Committee agree with the basic education scheme; however, there were disagreement s on whether the crafts made by the students should meet educational expenses. Basic schools were categorised into two, namely: junior basic schools and senior basic schools. In the former, six to eleven-year old boys shall study and eleven- to fourteen-year-old boys in the latter. While education in junior basic schools is compulsory, only boys who cannot continue their secondary education should be enrolled in senior basic schools. English has not been taught in junior basic schools; however the education departments of provincial governments have the final say regarding the teaching of English in senior basic schools. The Committee also recommended that the teacher-student ration should be 1:30 and 1:25 in junior and senior basic schools, respectively. Rather than external examination, internal examinations must be administered and certificates must be issue after completion of studies . In secondary schools, lessons are taught using the Mother tongue; however, English is taught as a compulsory subject. In secondary education, the following recommendations were suggested: i. Exceptional students should attend a secondary school which is open to 11- and 16-year olds, Younger students (below 16 years old) should not be permitted to attends secondary schools; when admitting students, the school administration should take into account their interests, aptitudes, abilities, and many others; . Secondary school students shall study at least until the age of 14; these schools should not allow students to leave before this age; and. Fifty percent of the school fees shall be paid for by the students for obtaining secondary school education, thus 50% is free; scholarships should be granted to deserving, underprivileged students so they will not be deprived of education at this stage In accordance to the type of curriculum offered, secondary schools may be divided into academic or technical. Core courses shall be offered in these schools: Physical Education, Music, Art, Agriculture, Economics, Science, Mathematics, Geography, History, Modern Language, English, and Mother Tongue. Physical education in academic high schools shall teach Civics and classical languages together with other subjects; for the females, Home Science should be taught. In technical secondary schools, certain provisions govern Home Science for female students and they are allowed to take Business Method, Book-keeping, Typewriting, Shorthand, Commerce, Drawing, Elementary Engineering, Mental Craft, and Wood Craft CONCLUSION Although there were a few Englishmen who wanted to spread education for its own sake, the government was chiefly concerned only with its own concerns. No doubt it spread western education among Indians, but the rate of literacy was abysmally low during British rule. Also, the Scientific and technical education was ignored by the British government
32,951
Discuss the major judicial and police reforms in British India.(200 words
,
##Question:Discuss the major judicial and police reforms in British India.(200 words##Answer:,
32,952
Write Short notes on: (50 words|5 marks) 1. Pitts India Act 1784 2. Changes in privileges of EIC by Charter Acts.
,
##Question:Write Short notes on: (50 words|5 marks) 1. Pitts India Act 1784 2. Changes in privileges of EIC by Charter Acts. ##Answer:,
32,953
1773 के भारत रेगुलेटिंग एक्ट लाने के पीछे निहित कारणो का जिक्र करें तथा उसके प्रावधानों का भी उल्लेख करें |
.
##Question:1773 के भारत रेगुलेटिंग एक्ट लाने के पीछे निहित कारणो का जिक्र करें तथा उसके प्रावधानों का भी उल्लेख करें |##Answer:.
32,954
संविधान और संविधान वाद में क्या अंतर है , स्पष्ट कीजिए तथा बताइये कि क्या सिर्फ संविधान होना संविधान वाद की गारंटी है ?(10 अंक/150-200 शब्द)
.
##Question:संविधान और संविधान वाद में क्या अंतर है , स्पष्ट कीजिए तथा बताइये कि क्या सिर्फ संविधान होना संविधान वाद की गारंटी है ?(10 अंक/150-200 शब्द)##Answer:.
32,955
Discuss the positive and negative impacts of the Green revolution in India. In the context of the negative impacts of the Green Revolution, what measures should be taken by the government? [150 Words, 10 Marks]
Approach : Introduce answer by referring to High Yielding Variety (HYV) seeds. Mention the positive aspects of the first Green Revolution. Highlight the negative aspects of the first Green Revolution. Discuss measures adopted in the Second Green Revolution Suggest some more measures to conclude the answer. Answer : Green revolution refers to the improvement in agricultural production and subsequently self-independence of India in food grains owing to the adoption of a High yielding variety of seeds. Positive Impact of the first Green Revolution - The first Green Revolution was started in the year 1965 on the backdrop of humiliating wheat import from the USA. Agricultural Production - Foodgrains in India saw a great rise in output. It was a remarkable increase i.e. the production of wheat increased to 55 million tonnes in 1990 from just 11 million tonnes in 1960. Per Acre yield - Few crops such as wheat, rice etc showed agood level of increase in per acre yield.For eg., per hectare yield of wheat increased to 2281 KG in 1990 from just 550 KG. Less Import dependence - After the green revolution, India was finally on its way to self-sufficiency at least in foodgrains. Off late India also exporting the foodgrains due to excess production. Employment- There was a rise in rural employment after the green revolution. Because supporting industries such as irrigation, transportation, food processing, marketing, pesticides and fertiliser production, machines development etc created new jobs for the workforce. Farmers" Prosperity - The green revolution majorly benefited the farmers byincreasing their income significantly. Nature of Agriculture - The Green Revolution turned the agriculture from subsistence type to commercial type at least for large farmers in the region of Green Revolution. It brought an overall change in the agriculture practices in the Green Revolution areas. Investment - Green Revolution attracted both private and public investment in the agriculture sector. Negative Impacts of the first Green Revolution - i. The first Green Revolution majorly focused on only 2 crops (rice and wheat) initially leading to huge cropping imbalance in favour of wheat and rice. ii. Disparity within the region and between regions (Green Revolution regions and non-Green Revolution Regions) was created. Thisalsoincreased income inequality. iii. Increase in unemployment because of increased mechanization in some regions whereas some regions faced migration because of need for cheaper labour. iv. Many social problems have developed Eg: skewed child sex ratio v. Problems due to overuse of chemicals and fertilisers, groundwater pollution and depletion, bio-magnification (DDT, Endosulfan etc) leading to increase chances of cancer. Government"s measures in the second Green Revolution - Government started the Rainbow Revolution (white revolution, yellow revolution, golden revolution, brown revolution, round revolution, pink revolution, grey revolution, red revolution) to cover all agricultural crops and allied sectors of the agriculture such as fishing (Blue Revolution), poultry (Silver Revolution) etc. An area-specific approach is being used by the government now. Under this geographic conditions such as weather, soil, water availability etc being taken into consideration to promote particular crop in the particular region. Organic farming is promoted to reduce the adverse effects of excessive use of chemical pesticides and fertilizers. Under organic fertilizers plant residue, cow dung etc being used while under organic pesticides use of neem, a dhatra flower is being promoted. The areas ignored in the first green revolution such as Eastern India, South India, Western India is given due attention under the second Green Revolution. Suggestions - Improved irrigation More scientific/rational use of chemicals Use of traditional agricultural methods along with mechanization.
##Question:Discuss the positive and negative impacts of the Green revolution in India. In the context of the negative impacts of the Green Revolution, what measures should be taken by the government? [150 Words, 10 Marks]##Answer:Approach : Introduce answer by referring to High Yielding Variety (HYV) seeds. Mention the positive aspects of the first Green Revolution. Highlight the negative aspects of the first Green Revolution. Discuss measures adopted in the Second Green Revolution Suggest some more measures to conclude the answer. Answer : Green revolution refers to the improvement in agricultural production and subsequently self-independence of India in food grains owing to the adoption of a High yielding variety of seeds. Positive Impact of the first Green Revolution - The first Green Revolution was started in the year 1965 on the backdrop of humiliating wheat import from the USA. Agricultural Production - Foodgrains in India saw a great rise in output. It was a remarkable increase i.e. the production of wheat increased to 55 million tonnes in 1990 from just 11 million tonnes in 1960. Per Acre yield - Few crops such as wheat, rice etc showed agood level of increase in per acre yield.For eg., per hectare yield of wheat increased to 2281 KG in 1990 from just 550 KG. Less Import dependence - After the green revolution, India was finally on its way to self-sufficiency at least in foodgrains. Off late India also exporting the foodgrains due to excess production. Employment- There was a rise in rural employment after the green revolution. Because supporting industries such as irrigation, transportation, food processing, marketing, pesticides and fertiliser production, machines development etc created new jobs for the workforce. Farmers" Prosperity - The green revolution majorly benefited the farmers byincreasing their income significantly. Nature of Agriculture - The Green Revolution turned the agriculture from subsistence type to commercial type at least for large farmers in the region of Green Revolution. It brought an overall change in the agriculture practices in the Green Revolution areas. Investment - Green Revolution attracted both private and public investment in the agriculture sector. Negative Impacts of the first Green Revolution - i. The first Green Revolution majorly focused on only 2 crops (rice and wheat) initially leading to huge cropping imbalance in favour of wheat and rice. ii. Disparity within the region and between regions (Green Revolution regions and non-Green Revolution Regions) was created. Thisalsoincreased income inequality. iii. Increase in unemployment because of increased mechanization in some regions whereas some regions faced migration because of need for cheaper labour. iv. Many social problems have developed Eg: skewed child sex ratio v. Problems due to overuse of chemicals and fertilisers, groundwater pollution and depletion, bio-magnification (DDT, Endosulfan etc) leading to increase chances of cancer. Government"s measures in the second Green Revolution - Government started the Rainbow Revolution (white revolution, yellow revolution, golden revolution, brown revolution, round revolution, pink revolution, grey revolution, red revolution) to cover all agricultural crops and allied sectors of the agriculture such as fishing (Blue Revolution), poultry (Silver Revolution) etc. An area-specific approach is being used by the government now. Under this geographic conditions such as weather, soil, water availability etc being taken into consideration to promote particular crop in the particular region. Organic farming is promoted to reduce the adverse effects of excessive use of chemical pesticides and fertilizers. Under organic fertilizers plant residue, cow dung etc being used while under organic pesticides use of neem, a dhatra flower is being promoted. The areas ignored in the first green revolution such as Eastern India, South India, Western India is given due attention under the second Green Revolution. Suggestions - Improved irrigation More scientific/rational use of chemicals Use of traditional agricultural methods along with mechanization.
32,956
Discuss various benefits of use of e-technology in Agriculture. In this context, enumerate the steps taken by government. (200 words)
.
##Question:Discuss various benefits of use of e-technology in Agriculture. In this context, enumerate the steps taken by government. (200 words)##Answer:.
32,957
What do you understand by Technology Missions in Agriculture? Discuss various technology missions under implementation in India. (10 marks | 200 words)
.
##Question:What do you understand by Technology Missions in Agriculture? Discuss various technology missions under implementation in India. (10 marks | 200 words) ##Answer:.
32,958
Insurance is one of the best ways to protect the farmers in India. Discuss. Also, bring out the steps taken by government to promote Agriculture insurance in India. (10 marks | 200 words)
.
##Question:Insurance is one of the best ways to protect the farmers in India. Discuss. Also, bring out the steps taken by government to promote Agriculture insurance in India. (10 marks | 200 words) ##Answer:.
32,959
Write short notes on: (75 words) 1. Yellow Revolution 2. White Revolution
.
##Question:Write short notes on: (75 words) 1. Yellow Revolution 2. White Revolution##Answer:.
32,960
Food processing industry in India has a very high potential for growth. Elaborate (10 marks | 150 words)
.
##Question:Food processing industry in India has a very high potential for growth. Elaborate (10 marks | 150 words) ##Answer:.
32,961
Explainthe upstream and downstreamstagesof the supply chain in the food processing industry. Discuss various problems associated withtheFood Processing Industry. (10 Marks/ 150 words)
.
##Question:Explainthe upstream and downstreamstagesof the supply chain in the food processing industry. Discuss various problems associated withtheFood Processing Industry. (10 Marks/ 150 words)##Answer:.
32,962
Congress Vienna was the first collective security organization formed during the 19th century. Discuss the main objective of Congress of Vienna and to what extent it succeeded in achieving them? (10 Marks |200 Words)
.
##Question:Congress Vienna was the first collective security organization formed during the 19th century. Discuss the main objective of Congress of Vienna and to what extent it succeeded in achieving them? (10 Marks |200 Words) ##Answer:.
32,963
Economic unification preceded political unification in 19 th century Germany. Discuss. (150 words )
.
##Question:Economic unification preceded political unification in 19 th century Germany. Discuss. (150 words )##Answer:.
32,964
What was the role played by Napoleon in the unification of Germany? (150 words | 10 marks )
.
##Question:What was the role played by Napoleon in the unification of Germany? (150 words | 10 marks )##Answer:.
32,965
The process of Unification of Germany was a long drawn and occurred in stages between 1805 and 1871. Elaborate. ( 250 words | 15 marks )
.
##Question:The process of Unification of Germany was a long drawn and occurred in stages between 1805 and 1871. Elaborate. ( 250 words | 15 marks )##Answer:.
32,966
“The great questions of the time will not be resolved by speeches and majority decisions—that was the great mistake of 1848 and 1849—but by iron and blood.” Analyse the statement in the context of German unification and role of Bismarck. ( 220 words | 12.5 marks )
.
##Question:“The great questions of the time will not be resolved by speeches and majority decisions—that was the great mistake of 1848 and 1849—but by iron and blood.” Analyse the statement in the context of German unification and role of Bismarck. ( 220 words | 12.5 marks )##Answer:.
32,967
What are Remotely Piloted Aircraft Systems (RPAS). Discuss important provisions of new drone regulation policy of Ministry if Civil Aviation. What are key challenges in implementing Drone regulation guidelines? (250 words)
,
##Question:What are Remotely Piloted Aircraft Systems (RPAS). Discuss important provisions of new drone regulation policy of Ministry if Civil Aviation. What are key challenges in implementing Drone regulation guidelines? (250 words)##Answer:,
32,969