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Qn #1941

Read the following passage and answer the questions, based on what is stated or implied in the passage: Declassification of government documents has shed new light on the events comprising the Cuban Missile Crisis of October 1962. Prior to the accessibility of these records, the only source of account of the Crisis for scholars and historians were the personal memoirs and narratives of the officials who served under Kennedy and Krushchev during this period. Many of declassified documents are transcriptions and notes of meetings between members of the CIA and President Kennedy's Cabinet, as well as the President himself. The revelations in these documents have demonstrated the inadvertent inaccuracies and intended obscurities inherent in the first person narratives of the Crisis, and has aided historians from all three countries involved in the Crisis to get a more authentic representation of what truly transpired, and for what reasons. Of perhaps the most interest to historians are declassified correspondence between John F. Kennedy and Nikita Krushchev that challenge the idea that the height of the Crisis extended only over the course of thirteen days. Indeed, these letters indicate that the Crisis was far from resolved by Khrushchev's October 28 decision to withdraw the Soviet Missiles from Cuba; instead it endured far into the following month, while slept fitfully under the illusion of peace.

According to the passage, which of the following statements (s) is/are true of the Cubian Missile

Crisis?

I. The Crisis is still shrouded in mystery

II. The memoirs of those closely involved in the Crisis were not entirely factual

III. The crisis spanned thirteen days

Discuss
Qn #1925

The fossil remains of the first flying vertebrates, the pterosaurs, have intrigued paleontologists for more than two centuries. How such large creatures, which weighted in some cases as much as a piloted hang glider and had wingspans from 8 to 12 meters. Solved the problems of powered flight, and exactly what these creatures were reptiles or birds are among the questions scientists have puzzled over. Perhaps the least controversial assertion about the pterosaurs is that they were reptiles. Their skulls, pelvises, and hind feet are reptilian. The anatomy of their wings suggests that they did not evolve into the class of birds. In pterosaurs a greatly elongated fourth finger of each forelimb supported a wing like membrane. The other fingers were short and reptilian, with sharp claws. In birds the second fingure is the principle strut of the wing, which consists primarily of feathers. If the pterosaur walked or remained stationary, the fourth finger, and with it the wing, could only turn upward in an extended inverted V shape along side of the animal‟s body. The pterosaurs resembled both birds and bats in their overall structure and proportions. This is not surprising because the design of any flying vertebrate is subject to aerodynamic constraints. Both the pterosaurs and the birds have hollow bones, a feature that represents a saving in weight. In the birds, however, these bones are reinforced more massively by internal struts.

According to the passage the skeleton of pterosaurs can be distinguished from that of a bird by the:

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Qn #1791

A recent experimental study showed for the first time that pulmonary exposure to the Particulate Matter (PM) within diesel exhaust enhances atherogenesis. The human blood vessel endothelium is a sensitive target for air pollutants. The interactions of the inflammation and coagulation systerms are of the main mechanisms involved in impairment of endothelial function and eventually cardiovascular diseases. The effect of air pollution on inflammation, oxidative stress and cardiovascular risk factors has been demonstrated not only in older adults, but also in young adults as well as in children and adolescents. The inflammation process stimulates the coagulation system and result in increased secrection of Tissue Factor (TF). Endothelial function has key roles in anticoagulant and fibrinolytic systems. In vitro studies have demonstrated significant decrease in endogenous anticoagulation activity, Thrombo Modulin (TM), endothelial protein C receptor antigen and culture of endothelial cells during the inflammation process. A growing body of evidence suggests that the effects of air pollution on the inflammation and the coagulation systems may have a role in endothelial dysfunction and in turn in the progression of cardiovascular diseases. Findings of experimental studies suggest that exposure to air pollution may result in increase in TF and decrease in TM. Atherogenesis starts from the fetal life through interrelations of traditional risk factors with inflammatory, immune and endothelial biomarkers. Air pollution has various harmful effects on this process from early life. Studying the effects of environmental factors on early stages of atherosclerosis in early life can help identify the underlying mechanisms.

The primary cause of cardiovascular disease due to factors discussed in paragraph is

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Qn #1790

A recent experimental study showed for the first time that pulmonary exposure to the Particulate Matter (PM) within diesel exhaust enhances atherogenesis. The human blood vessel endothelium is a sensitive target for air pollutants. The interactions of the inflammation and coagulation systerms are of the main mechanisms involved in impairment of endothelial function and eventually cardiovascular diseases. The effect of air pollution on inflammation, oxidative stress and cardiovascular risk factors has been demonstrated not only in older adults, but also in young adults as well as in children and adolescents. The inflammation process stimulates the coagulation system and result in increased secrection of Tissue Factor (TF). Endothelial function has key roles in anticoagulant and fibrinolytic systems. In vitro studies have demonstrated significant decrease in endogenous anticoagulation activity, Thrombo Modulin (TM), endothelial protein C receptor antigen and culture of endothelial cells during the inflammation process. A growing body of evidence suggests that the effects of air pollution on the inflammation and the coagulation systems may have a role in endothelial dysfunction and in turn in the progression of cardiovascular diseases. Findings of experimental studies suggest that exposure to air pollution may result in increase in TF and decrease in TM. Atherogenesis starts from the fetal life through interrelations of traditional risk factors with inflammatory, immune and endothelial biomarkers. Air pollution has various harmful effects on this process from early life. Studying the effects of environmental factors on early stages of atherosclerosis in early life can help identify the underlying mechanisms.

Which of the following is true?

i) Exposure to air pollution may result in increase in TF and decrease in TM

ii) Effect of air pollution is severe on humans and occurs after adolescence

iii) Endothelial cells are sensitive target for air pollutants

Discuss
Qn #989

A Lichen is a composite organism that arises from algae living among filaments of multiple fungi in a symbiotic relationship. The combined lichen has properties different from those of its component organisms. Lichens come in many colours, sizes, and forms. The properties are sometimes plant like, but lichens are not plants. Lichens may have tiny leafless branches, flat leaf like structures or flakes that lie on the surface like peeling paint or other growth forms. Lichens occur from sea level to high alpine elevations, in many environmental conditions and can grow on almost any surface. Different kinds of lichens have adopted to survive in some of the most extreme environment on earth such as Arctic, Tundra, hot dry deserts, rocky coasts, and toxic slag heaps. They can even live inside solid rocks, growing between the grains. It is estimated that 6% of the earth’s land surface is covered by lichens. Some of them are considered to be the oldest living things. They are among the first living things to grow on fresh rock exposed after an event such as a land slide. The long life span and slow but regular growth rate of some lichens can be used to date events.

The passage states all the following about Lichens EXCEPT

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Qn #824
Read the following passage carefully and answer the question that follow: 
It is said with truth that the function of a university is to prepare the young to take their place in human society. It must provide Its members with the knowledge and skill necessary to make them efficient citizens. But is the whole duty of man exhausted by the acquisition of knowledge and professional training? Is a university only an institution for higher learning, a factory which churns out clerks and technicians able to run the machinery of the State? Mere knowledge which gratifies curiosity is different from culture which refines personality. Culture is not remembering a mass of serious details about the dates of birth of the great heroes of the world or the interesting names of the fastest ships which cross the Atlantic or entertaining odds and ends gathered from the latest who's who. A well-known institution of this country has for Its motto sa vidya yavimuchyate: that is, knowledge which is designed for salvation, for the development of the soul, is the best. Such an idea is not merely an Indian idiosyncrasy. Plato said long ago that the culture of soul is "the first and fairest thing that the best of men can ever have. According to Goethe, the object of education is to form tastes and not simply to communicate knowledge. A man's culture Is not judged by the amount of tabulated information which he has at his command, but by the quality of mind which he brings to bear on the facts of life. Education is not cramming the mind with a host of technical details, putting sight, as it were, into blind eyes. The eye of the soul Is never blind, only its gaze may be turned to the false and the fleeting. Too often the vision may be dragged downwards by the "leaden weights" of pride and prejudice, of passion and desire. The function of the teacher is not to add to the "leaden weights" but remove them and liberate the soul from the encumbrance so that it may follow its native impulse to soar upwards. The student at a university does not merely learn something, but becomes something by being exposed, in the most elastic period of his life, to transforming influences, such as the constant clash of mind with mind, the interchange of ideas, the testing of opinions, and the growth of knowledge of human nature.
What is the man’s culture judged by?
Discuss
Qn #823
Read the following passage carefully and answer the question that follow: 
It is said with truth that the function of a university is to prepare the young to take their place in human society. It must provide Its members with the knowledge and skill necessary to make them efficient citizens. But is the whole duty of man exhausted by the acquisition of knowledge and professional training? Is a university only an institution for higher learning, a factory which churns out clerks and technicians able to run the machinery of the State? Mere knowledge which gratifies curiosity is different from culture which refines personality. Culture is not remembering a mass of serious details about the dates of birth of the great heroes of the world or the interesting names of the fastest ships which cross the Atlantic or entertaining odds and ends gathered from the latest who's who. A well-known institution of this country has for Its motto sa vidya yavimuchyate: that is, knowledge which is designed for salvation, for the development of the soul, is the best. Such an idea is not merely an Indian idiosyncrasy. Plato said long ago that the culture of soul is "the first and fairest thing that the best of men can ever have. According to Goethe, the object of education is to form tastes and not simply to communicate knowledge. A man's culture Is not judged by the amount of tabulated information which he has at his command, but by the quality of mind which he brings to bear on the facts of life. Education is not cramming the mind with a host of technical details, putting sight, as it were, into blind eyes. The eye of the soul Is never blind, only its gaze may be turned to the false and the fleeting. Too often the vision may be dragged downwards by the "leaden weights" of pride and prejudice, of passion and desire. The function of the teacher is not to add to the "leaden weights" but remove them and liberate the soul from the encumbrance so that it may follow its native impulse to soar upwards. The student at a university does not merely learn something, but becomes something by being exposed, in the most elastic period of his life, to transforming influences, such as the constant clash of mind with mind, the interchange of ideas, the testing of opinions, and the growth of knowledge of human nature.
What is the object of education according to Goethe?
Discuss
Qn #822
Read the following passage carefully and answer the question that follow: 
It is said with truth that the function of a university is to prepare the young to take their place in human society. It must provide Its members with the knowledge and skill necessary to make them efficient citizens. But is the whole duty of man exhausted by the acquisition of knowledge and professional training? Is a university only an institution for higher learning, a factory which churns out clerks and technicians able to run the machinery of the State? Mere knowledge which gratifies curiosity is different from culture which refines personality. Culture is not remembering a mass of serious details about the dates of birth of the great heroes of the world or the interesting names of the fastest ships which cross the Atlantic or entertaining odds and ends gathered from the latest who's who. A well-known institution of this country has for Its motto sa vidya yavimuchyate: that is, knowledge which is designed for salvation, for the development of the soul, is the best. Such an idea is not merely an Indian idiosyncrasy. Plato said long ago that the culture of soul is "the first and fairest thing that the best of men can ever have. According to Goethe, the object of education is to form tastes and not simply to communicate knowledge. A man's culture Is not judged by the amount of tabulated information which he has at his command, but by the quality of mind which he brings to bear on the facts of life. Education is not cramming the mind with a host of technical details, putting sight, as it were, into blind eyes. The eye of the soul Is never blind, only its gaze may be turned to the false and the fleeting. Too often the vision may be dragged downwards by the "leaden weights" of pride and prejudice, of passion and desire. The function of the teacher is not to add to the "leaden weights" but remove them and liberate the soul from the encumbrance so that it may follow its native impulse to soar upwards. The student at a university does not merely learn something, but becomes something by being exposed, in the most elastic period of his life, to transforming influences, such as the constant clash of mind with mind, the interchange of ideas, the testing of opinions, and the growth of knowledge of human nature.
What are the hindering factors in the liberation and development of the soul?
Discuss
Qn #821
Read the following passage carefully and answer the question that follow: 
It is said with truth that the function of a university is to prepare the young to take their place in human society. It must provide Its members with the knowledge and skill necessary to make them efficient citizens. But is the whole duty of man exhausted by the acquisition of knowledge and professional training? Is a university only an institution for higher learning, a factory which churns out clerks and technicians able to run the machinery of the State? Mere knowledge which gratifies curiosity is different from culture which refines personality. Culture is not remembering a mass of serious details about the dates of birth of the great heroes of the world or the interesting names of the fastest ships which cross the Atlantic or entertaining odds and ends gathered from the latest who's who. A well-known institution of this country has for Its motto sa vidya yavimuchyate: that is, knowledge which is designed for salvation, for the development of the soul, is the best. Such an idea is not merely an Indian idiosyncrasy. Plato said long ago that the culture of soul is "the first and fairest thing that the best of men can ever have. According to Goethe, the object of education is to form tastes and not simply to communicate knowledge. A man's culture Is not judged by the amount of tabulated information which he has at his command, but by the quality of mind which he brings to bear on the facts of life. Education is not cramming the mind with a host of technical details, putting sight, as it were, into blind eyes. The eye of the soul Is never blind, only its gaze may be turned to the false and the fleeting. Too often the vision may be dragged downwards by the "leaden weights" of pride and prejudice, of passion and desire. The function of the teacher is not to add to the "leaden weights" but remove them and liberate the soul from the encumbrance so that it may follow its native impulse to soar upwards. The student at a university does not merely learn something, but becomes something by being exposed, in the most elastic period of his life, to transforming influences, such as the constant clash of mind with mind, the interchange of ideas, the testing of opinions, and the growth of knowledge of human nature.
According to the passage, the function of the teacher is :
Discuss
Qn #820
Read the following passage carefully and answer the question that follow: 
It is said with truth that the function of a university is to prepare the young to take their place in human society. It must provide Its members with the knowledge and skill necessary to make them efficient citizens. But is the whole duty of man exhausted by the acquisition of knowledge and professional training? Is a university only an institution for higher learning, a factory which churns out clerks and technicians able to run the machinery of the State? Mere knowledge which gratifies curiosity is different from culture which refines personality. Culture is not remembering a mass of serious details about the dates of birth of the great heroes of the world or the interesting names of the fastest ships which cross the Atlantic or entertaining odds and ends gathered from the latest who's who. A well-known institution of this country has for Its motto sa vidya yavimuchyate: that is, knowledge which is designed for salvation, for the development of the soul, is the best. Such an idea is not merely an Indian idiosyncrasy. Plato said long ago that the culture of soul is "the first and fairest thing that the best of men can ever have. According to Goethe, the object of education is to form tastes and not simply to communicate knowledge. A man's culture Is not judged by the amount of tabulated information which he has at his command, but by the quality of mind which he brings to bear on the facts of life. Education is not cramming the mind with a host of technical details, putting sight, as it were, into blind eyes. The eye of the soul Is never blind, only its gaze may be turned to the false and the fleeting. Too often the vision may be dragged downwards by the "leaden weights" of pride and prejudice, of passion and desire. The function of the teacher is not to add to the "leaden weights" but remove them and liberate the soul from the encumbrance so that it may follow its native impulse to soar upwards. The student at a university does not merely learn something, but becomes something by being exposed, in the most elastic period of his life, to transforming influences, such as the constant clash of mind with mind, the interchange of ideas, the testing of opinions, and the growth of knowledge of human nature.
The function of university is :
Discuss
Qn #818
Read the following passage carefully and answer the question that follow: 
It is said with truth that the function of a university is to prepare the young to take their place in human society. It must provide Its members with the knowledge and skill necessary to make them efficient citizens. But is the whole duty of man exhausted by the acquisition of knowledge and professional training? Is a university only an institution for higher learning, a factory which churns out clerks and technicians able to run the machinery of the State? Mere knowledge which gratifies curiosity is different from culture which refines personality. Culture is not remembering a mass of serious details about the dates of birth of the great heroes of the world or the interesting names of the fastest ships which cross the Atlantic or entertaining odds and ends gathered from the latest who's who. A well-known institution of this country has for Its motto sa vidya yavimuchyate: that is, knowledge which is designed for salvation, for the development of the soul, is the best. Such an idea is not merely an Indian idiosyncrasy. Plato said long ago that the culture of soul is "the first and fairest thing that the best of men can ever have. According to Goethe, the object of education is to form tastes and not simply to communicate knowledge. A man's culture Is not judged by the amount of tabulated information which he has at his command, but by the quality of mind which he brings to bear on the facts of life. Education is not cramming the mind with a host of technical details, putting sight, as it were, into blind eyes. The eye of the soul Is never blind, only its gaze may be turned to the false and the fleeting. Too often the vision may be dragged downwards by the "leaden weights" of pride and prejudice, of passion and desire. The function of the teacher is not to add to the "leaden weights" but remove them and liberate the soul from the encumbrance so that it may follow its native impulse to soar upwards. The student at a university does not merely learn something, but becomes something by being exposed, in the most elastic period of his life, to transforming influences, such as the constant clash of mind with mind, the interchange of ideas, the testing of opinions, and the growth of knowledge of human nature.
What is the function of education according to the ancient Indian philosophers?
Discuss
Qn #735

Science and religion the two terms have come to signify a mutual antagonism. The two, it is commonly declared, are poles apart; their spheres of activity and their methods differ widely, so much so that they are considered to be irreconcilable

On the face of it, science and religion appear to be the two opposite poles of man's consciousness. Science is basically concerned with the material world; its efforts are directed towards unraveling the "how" of reality while religion is concerned with the "why" of reality. Science deals with analyzing tangible entities into its minutest parts, and then arrives at conclusions about the way in which tangible realities are organized. While science is analytical, religion takes the ultimate reality for granted. Religion follows the metaphysical path; the concept of God is ultimately a matter of faith and it is this faith which is the basis of the religious man's attribution of a design or meaning for the reality.

The modes of action are different in science and religion. Science relies on experiment, whereas religion is based on experience. Any religious experience, whether it is Christ's or Ramakrishna's, is personal and subjective. Science, on the other hand, is marked by objectivity. Theory has to be corroborated by tangible proof. Science benefits mankind by providing material comforts. The frontiers of science. do not end in knowledge but are extended to the formation of appliances for actual use. Science, it has been somewhat unfairly charged, cultivates the materialistic thinking. However, it has to be admitted that the mental attitude promoted by religion is entirely different, while the basis of scientific progress is unbridled curiosity and courageous endeavour, the truly religious spirit cavils at such presumption that man's mind can penetrate the mysteries of the universe. Science promotes fearless inquiry while an essential ingredient of religion is the humility born of fear of God. Science. incorporates a love of experimental knowledge, while religion does not believe in the rational approach.

Which of the following reasons according to the passage provide material comforts to people in case of science?

Discuss
Qn #734

Science and religion the two terms have come to signify a mutual antagonism. The two, it is commonly declared, are poles apart; their spheres of activity and their methods differ widely, so much so that they are considered to be irreconcilable

On the face of it, science and religion appear to be the two opposite poles of man's consciousness. Science is basically concerned with the material world; its efforts are directed towards unraveling the "how" of reality while religion is concerned with the "why" of reality. Science deals with analyzing tangible entities into its minutest parts, and then arrives at conclusions about the way in which tangible realities are organized. While science is analytical, religion takes the ultimate reality for granted. Religion follows the metaphysical path; the concept of God is ultimately a matter of faith and it is this faith which is the basis of the religious man's attribution of a design or meaning for the reality.

The modes of action are different in science and religion. Science relies on experiment, whereas religion is based on experience. Any religious experience, whether it is Christ's or Ramakrishna's, is personal and subjective. Science, on the other hand, is marked by objectivity. Theory has to be corroborated by tangible proof. Science benefits mankind by providing material comforts. The frontiers of science. do not end in knowledge but are extended to the formation of appliances for actual use. Science, it has been somewhat unfairly charged, cultivates the materialistic thinking. However, it has to be admitted that the mental attitude promoted by religion is entirely different, while the basis of scientific progress is unbridled curiosity and courageous endeavour, the truly religious spirit cavils at such presumption that man's mind can penetrate the mysteries of the universe. Science promotes fearless inquiry while an essential ingredient of religion is the humility born of fear of God. Science. incorporates a love of experimental knowledge, while religion does not believe in the rational approach.

Which of the following statements according to the passage is correct:

Discuss
Qn #345

Corruption is not a new phenomenon in India. It has been prevalent in society since ancient times. History reveals that it was present even in the Mauryan period. Great scholar, Kautilya, mentions the pressure of forty types of corruption in his contemporary society. It was practiced even in the Mughal and Sultanate period. When the East India Company took control of the country, corruption reached a new height. Corruption in India has become so common that people now are averse to thinking of public life with it. Corruption has been defined variously by scholars. But the simple meaning of it is that corruption implies perversion of morality, integrity, character or duty out of mercenary motives, ie. bribery, without any regard to honor, right, and justice. In other words, undue favor for anyone for some monetary or other gains Simultaneously, is corruption. depriving the genuinely deserving of their right or privilege is also a corrupt practice. Shrinking from one's duty or dereliction of duty are also forms of corruption. Besides, thefts, wastage of public property constitute varieties of corruption. Dishonesty, exploitation, malpractices, scams and scandals are various manifestations of corruption.

According to the passage, what all are the manifestations of corruption?

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