Explore topic-wise InterviewSolutions in Current Affairs.

Advertising is morally degrading as it uses falsehood-false promises, fraud etc. and preys on sorrows of failure.

विज्ञापनबाजी नैतिक रूप से गिराती है क्योंकि यह झूठ झूठे वादे, धोखेबाजी आदि का प्रयोग करती है तथा असफलता से उत्पन्न दुःखों का लाभ उठाती है।

Advertising men spoil natural beauty by putting up billboards which are ugly and out of place.

विज्ञापनबाजी करने वाले लोग प्राकृतिक सौन्दर्य को साइन बोर्ड इत्यादि लगाकर बिगाड़ते हैं। ये बोर्ड भद्दे एवं असंगत होते हैं।

Its aim according to the writer is subtle prevarication for gain.

लेखक के अनुसार इसका उद्देश्य सूक्ष्म, इरादतन मिथ्याचार है, जो लाभ के लिए प्रयोग किया जाता है।

Correct answer is 2 kg.

No, the shop keeper cannot weigh. Because there is no measuring terms (units) to weigh.

Is it correct to mention kg in plural form while writing units?

India had two natural advantages in cotton weaving. The first was that cotton grew in almost all parts of India, so that the basic raw material was easily available. Second, the technology of producing a permanent colour on cotton using vegetable dyes was known from very early times in India.

1. It has been observed that cities and towns fulfilled diverse and overlapping roles in the economy. 

2. The large cities were centres of manufacturing and marketing, banking and financial services.

3. They were usually located at the intersection of an extensive network of roads which connected them to other parts of the country. 

4. Smaller towns were marketing centres in local trade connecting the immediate rural hinterland. 

5. Cities also served as political and administrative centres, both in the capital region (for instance, Agra and Delhi) and in the provinces.

A) Copper displaces Ferrous

B) Zinc is more reactive metal than Ferrous

Correct option is D) Iron

Correct option is A) copper

Correct option is A) Malleability

Correct option is A) sonority

Correct option is B) hydrogen

Advantages of Local Self-Rural Governance:

1. The Institutes of Local Self-Governance provide training to people on way to conduct election, voting, duties, responsibilities, administration and ruling and opposing parties.
2. Under this system, the region gets an opportunity of self-development.
3. Since, the development and welfare takes place from grass-root level, it can be extended to upper levels of governance. This helps in filling the gap and improving the system of entire nation.
4. As a result, institutes of Local Self-Governance are known as the training schools and laboratories of constitutional improvement in democracy.

Access to better education reduces the inequalities of income. Educated person has more ability and skills hence, the income is also higher. This improves the living standard and quality. The importance of education is felt worldwide and Government of nations have been investing heavily in the education sector. When the education rate rises it automatically reduces the inequalities.

A business unit requires land to do business. If it has to cut trees from that land to use it for business than it should plant an equal or proportionate number of trees to balance the environmental loss. If the unit is disposing its waste such as chemicals, polluted water, etc. in surrounding area then it should be first well treated before disposal.

The Monarch butterfly is highly distasteful to its predator (birds) because of a special chemical present in its body. It acquires this chemical during its caterpillar stage by feeding on a poisonous weed.

Full name of the Education Board established in 1929 was Board of High school and Intermediate Rajputana, Ajmer, Merwara, Central India and Gwalior Board.

Indigenous education syllabus for Arithmetic included: 

At the first stage, counting from 01 to 100 and tables from ½ to 10 and At the second stage, tables of 2 ½ and 1 ½ and 10 onwards, weights and measurements as well as formulas of multiplication, division, interest and methods of Book keeping. The syllabus of High Indigenous education comprised Arithmetic, Algebra and Geometry.

Five facet dimensional education of the Vanasthali Vidhyapeeth includes – 

1. Drill, Yoga, Games etc. 

2. Practical Education 

3. Beauty Manifestation – Painting, Music etc. 

4. Moral Education – Daily prayer, and daily thoughts, discourse. 

5. Intellectual Education

I. As per the prevailing beliefs and the British documents, the Indigenous education means the religion based education but this is not the appropriate interpretation of the Indigenous education because education in India since times immemorial, has been logical with scientific outlook along with the religion impact on it though its scientific aspect remained limited with the passage of time and it was inspired mainly by religion, acquisition of knowledge, individual well being and search for means of livelihood. In Rajputana the population comprised mainly the Hindus, the Jains and the Muslims, hence education system too was based on occupation, caste, and religion. Family was the primary centre of education.

II. The Indigenous Education System: There were many educational institutions to impart the Indigenous education. 

Education was of two forms – 

1. Informal education – Family was the main school of the informal education. 

2. Formal Education – It started after the religious rites i.e. Upnayan in the Hindus and the Bismillah in the Muslims.

According to the Archives collections and drafted deeds of the ancient scholars formal education can be classified as-

(a) Primary Education and 

(b) Higher Education

(a) Primary Education: 

1. Centers of Primary education were Pathshala and Chatshala for the Hindus, Upasara and Vanika for the Jains and Maktaba for the Muslims, besides, temples, masjid courtyard, chaupal, some renowned person’s or teachers house, and in some places, shops were also the centers of primary education. 

2. Teachers were known as Guru and Joshiji in Pathsala and Chatshala, Acharya and Mahant in the Math and Asthal, Bhattark in Upasara and Maulavi and Ulema in Maktab and Madrassa. 

3. Curriculum – 

(i) Religious and 

(ii) Non-religious. 

(i)Religious Education: 

It was imparted in the stories of gods and goddesses, festivals, life utility goods, worshipping materials and methods, names of fruits, cloths, ornamentation and moral education. In the Muslim Madrassas, the curriculum included study of Quran, Fatiha, Hakikat, Karima, dates etc. 

(ii) Non-Religious Education: 

It was limited to reading, writing and Arithmetic. Knowledge was imparted in the languages of Hindi and Sanskrit in Pathshala, Hindi and Prakrat in Upasara and Persian and Urdu in Maktaba were taught. Local language and Urdu language were also taught in Rajasthan educational institutions. 

4. Teaching methods were rhythmic and melodious, unlike today’s pictorial methods. Arithmetic: 

The first stage course included counting from 1 to 100 and tables from ½ to 10. The second stage included the teaching of tables of 2 ½ and 1 ½ and from 10 onwards as well as measurements weights, formulas of multiplication, interest, amount, quotient and also method of Book-Keeping. Book-Keeping was also known as Mahajani or Vaniawati script. The symbolic language was in use to avoid the grammatical complexities. 

(b) Higher Education: 

It was also religious and non-religious education. 

1. Religious Education: 

Religious education was concerned with the spiritual education. Education was imparted in rites-rituals in the Maths, study of any particular branch of religion, the Vedas and the Scriptures in Asthals, and the Islamic Law, Ilahi etc in Madrassas. 

2. Non-Religious Education: 

The curriculum of high education included . Geography, History, language, Geometry, Algebra, Arithmetic, Astronomy and Ayurvedic and Yunani medicines. As regards technical education Jantar- Mantar of Jaipur was a great achievement. Other examples of technical education can be quoted from huge palaces, forts, Jal Mahal, canals, bridges, wells, stepwells etc. in the engineering field etc.

I. Evolution of Women Education:

Development of women education in Rajasthan became possible with the efforts of the government missionary institutions, social reformers and public educational institutions.

1. Government Efforts – 

In 1866 the first girls government school was set up in Pushkar, Ajmer, Merwara centre, followed by other girls schools in Bharatpur on 7th September 1866 and Udaipur (the same year), in Alwar and Kota in 1872 and in Jhalawar in 1883. In 1886 Haveson girls school was opened in Jodhpur. In 1885 the Muslim girls school was set up in the Tonk state and then in 1888 in Bikaner during Lady Elgin’s visit.

2. Missionary Efforts – 

The Missionary institution contributed largely to the women education in Rajasthan. In 1861 the first girls vernacular school was opened in Nasirabad. It was the first of its kind in many respects. It was the first school of Rajputana, where the girls scout- guide was introduced. Three girls students of this institution were sent for scholarship for further studies in the Agra Medical College in 1894. 

3. Efforts by the Social Reformers – 

Swami Dayanand Saraswati started propaganda for women education through the Propakarini Sabha set up in Ajmer. The Arya Samaj made untiring efforts for the spread of education in Ajmer, Udaipur, Bharatpur, and Shekhawati. It is a founded belief that the Savitri college of Ajmer (1913) and the Udaipur, Mahila Vidhalya were the Arya Samaj inspired institution.

In 1910 the teachers’ training classes were started. In 1866 the Missionary village school was started in Pushkar. A central school and its seven branches were opened in the different localities in Ajmer.

4. Public Educational Institutions –

During the Independence movement the public voluntary Educational Institutions were established though this process had started during the Kissan Andolan but they were more ordered and organised during the national movement led by Mahatma Gandhi. In 1921 Sangasi Sammelan of Shekhawati the women education was adopted as a programme. In 1927 the Gandhi Ashram was set up at Hatundi, Ajmer.

It became the Mahila Education Sadan in 1945. From 1927- to 1945 it remained the centre of activities of the nationalists and the volunteers of Rajputana. In Nov. 1938 Mahila Mandai was formed in Udaipur. A residential school was opened in Udaipur to educate the girls in the tribal areas. Vanasthali Vidhyapeeth came into existence in Oct. 1935 for the women education.

It is known for its five dimensional education – 

Drill, Yoga, Games-sports etc. 

Practical Education 

Painting, music etc. 

Moral Education – Daily prayer, Discourse, Daily thoughts

Intellectual education. Besides, there was a special significance given to Charkha and Khadi. Mahila Parishad of Bhilwara and Jat-hostel of Shekhawati were also the main centres of women education. Basic education was the special feature of the educational institutions inspired by the Gandhian ideology. In these institutions women were taught to make Charkha, to run Charkha, to weave and use Khadi, to dig wells etc, so as to make them self dependent.

Curriculum of studies for women:

In the beginning their education remained limited to sewing, weaving and domestic activities. In 1875 the course of studies included knowledge of language and 3 Rs i.e. reading, writing and Arithmetic’. In 1937 a proposal to introduce the common syllabus for girls and boys, was approved in the 3rd session of the National Mahila Samiti and on this basis the education Board introduced common syllabus for the primary education. System of common syllabus had already been introduced at the level of High school and college level.

II. Obstruction to the Evolution of Women Education:

On the basis of the archives documents there were many obstacles to the progress of women education as

1. Purdah Pratha 

2. Child marriage 

3. lack of qualified teachers 

4. Natural calamities and 

5. Geographical distances.

Solution to these problems was however, found in the later period, especially, after the First World War. The military personnel who came from the foreign countries, had developed liberal outlook, secondly, the national revolutionaries and the social reformers made the common man understand the significance of education. Even women developed sense of importance of self dependence.

Women Education was both formal as well as Informal. Education was prevalent, mainly among the women of royal family, nobility class, Charans, Jain Sadhvis, as well as housemaids. The royal family women got education in the cultural values and military. There were many scholarly Charan women. The Jain Sadhvis studied in the Upasara. They were adept in language, literature and translation. The women from business class families acquired education in the family profession while staying in the family.

In 1901 Lord Curzon emphasised in the Lahore session to make technical education a part of the education.

Women from the business class families got education in family profession while living in the family.

Various documents of the time reveal that the indirect or the underlying aims of the East India Company to begin the modern education were – 

1. Practical Administrative Difficulties – 

The company was finding it difficult to correspond, discuss with, and to consult and advise the rulers. 

2. Administrative changes – 

The company needed the employees for the official works, who could understand their language, policies etc and implement the changes in the administrative matters. 

3. Commercial centre – 

Rajputana was a main commercial centre, hence there was a need of contact language from the security point of view. 

4. Psychological Reason – 

Dominion interests were the major cause. It becomes the top priority of the sovereigns to promote their own culture through their self designed style of education.

The early twentieth century India was backward in the technical education. In the Shimla Education Sammelan 1901 Lord Curzon stressed the need for making technical education an inalienable part of education. It was not possible to export raw material from India to England due to the deteriorating economic condition. It thus, became necessary to establish the machinery factories in India and as such the technical education had to be launched in India. It was started after the First World War and was developed after the Second World War.

Other two names are : 

1. Mahayani script Arithmetic 

2. Vaniavati script Arithmetic

Ostensibly:

The East India Company wanted to begin the modern education in the dominion empire to civilise the people. In 1824 the company instructed the General committee of Public Instructions in Kolkata to open four schools in Rajputana. The rulers of the Indian states were sent circulars stating therein that the social and economic reforms were possible not merely through the government machinery rather through public awakening by education.

Administration of Modern Education during the British Supremacy – 

1. Under the British Impact: 

In the beginning the modern education was under the impact of the British Company and from 1858 onwards it was guided and administered by the policies of the British crown. 

2. Beginning of the Commissioner System: 

In 1871 the British crown transferred the Ajmer Merwara administration to the North-West province and put it under the foreign political department. With this the commissioner system was introduced in Ajmer and the education Department too was brought under the commissioner. 

3. Education Administration in the states: 

Gradually the superintendent education or Director Education were appointed for the modern education in the Indian states. They were also known as Saristey Talim. In the beginning an officer of any parliament could be appointed in this post. It was for the first time in 1854 that the representatives of the company were appointed for the education works. 

4. Calcutta and Allahabad University: 

On the basis of the Woods despatch proposal the Calcutta University was established in 1854. The educational institutions of Rajputana were affiliated to it. On 23rd Sept. 1887 the Allahabad University was opened and all the modem educational institutions of Rajputana shifted their affiliation from the Calcutta University to the Allahabad University. 

5. Financial System: 

It was in 1866 that the first attempt for the financial management was made with the introduction of the Settlement System in Bharatpur. A specific percentage of the land revenue was marked for education. This system became applicable in other Indian states too. 

6. Establishment of Education Board: 

In July, 1929 the Board of High School and Intermediate Education Rajputana, Ajmer, Merwara Central India and Gwalior Board was established, with its headquarter at Ajmer. Shri K.P. Kichloo of Jaipur was appointed the first chairman of the Board for three years. In 1930, the Board conducted the examinations for the first time for the examinees from the 70 High schools and 12 intermediate colleges. The Board also prepared the common course of studies for the school education. 

7. University Education: 

In January, 1947, the Rajputana University was established. Decision for establishing this university was taken jointly by Udaipur, Jodhpur, Bikaner, Alwar and Jaipur in Dec. 1946. Its main objective was to promote the culture and art of Rajputana.

Aqueous solution is a solution in which the solvent is water.

Data : n = 1000 Hz, v = 340 m/s 

The wavelength of the stationary wave set up in the tube, λ = \(\frac vn\).

The distance between successive nodes

= \(\frac{λ}2\) = \(\frac{v}{2n}\)

= \(\frac{350}{2(1000)}\) = 0.17 m = 17 cm

Progressive and stationary waves :

Characteristics of stationary waves :

1. Stationary waves are produced by the interference of two identical progressive waves travelling in opposite directions, under certain conditions. 

2. The overall appearance of a standing wave is of alternate intensity maximum (displacement antinode) and minimum (displacement node). 

3. The distance between adjacent nodes (or antinodes) is λ/2. 

4. The distance between successive node and antinode is λ/4. 

5. There is no progressive change of phase from particle to particle. All the particles in one loop, between two adjacent nodes, vibrate in the same phase, while the particles in adjacent loops are in opposite phase.

6. A stationary wave does not propagate in any direction and hence does not transport energy through the medium.

7. In a region where a stationary wave is formed, the particles of the medium (except at the nodes) perform SHM of the same period, but the amplitudes of the vibrations vary periodically in space from particle to particle.

[Note : Since the nodes are points where the particles are always at rest, energy cannot be transmitted across a node. The energy of the particles within a loop remains localized, but alternates twice between kinetic and potential energy during each complete vibration. When all the particles are in the mean position, the energy is entirely kinetic. When they are in their extreme positions, the energy is entirely potential.]

Characteristics of a progressive wave :

1. Energy is transmitted from particle to particle without the physical transfer of matter. 

2. The particles of the medium vibrate periodically about their equilibrium positions. 

3. In the absence of dissipative forces, every particle vibrates with the same amplitude and frequency, but differs in phase from its adjacent particles. Every particle lags behind in its state of motion compared to the one before it.

4. A wave motion is doubly periodic, i.e., it is periodic in time and periodic in space. 

5. The velocity of propagation through a medium depends upon the properties of the medium. 

6. Progressive waves are of two types : transverse and longitudinal. In a transverse mechanical wave, the individual particles of the medium vibrate perpendicular to the direction of propagation of the wave. The progressively changing phase of the successive particles results in the formation of alternate crests and troughs that are periodic in space and time. In an em wave, the electric and magnetic fields oscillate in mutually perpendicular directions, perpendicular to the direction of propagation. In a longitudinal mechanical wave, the individual particles of the medium vibrate along the line of propagation of the wave. The progressively changing phase of the successive particles results in the formation of typical alternate regions of compressions and rarefactions that are periodic in space and time. Periodic compressions and rarefactions result in periodic pressure and density variations in the medium. There are no longitudinal em wave.

7. A transverse wave can propagate only through solids, but not through liquids and gases while a longitudinal wave can propagate through any material medium.

(1) Loudness : The loudness of a note is the magnitude of the sensation produced by the sound waves on the ear. It depends upon 

(a) the energy of the vibration 

(b) the sensitiveness of the individual ear 

(c) the pitch of the sound.

The loudness of a sound depends on the intensity of the sound wave, which is in turn proportional to the square of the amplitude of the wave itself. Loudness is a physiological (subjective) sensation, while intensity is an objectively measurable physical property of the wave. There is no direct relation between loudness and intensity. Near the middle of the audible range of frequencies, the ear is very sensitive to changes in intensity, which it interprets as changes in loudness.

The unit of loudness is the phon. It is equal to the loudness in decibel of any equally loud pure tone of frequency 1000 Hz.

(2) Pitch : By pitch we mean whether the note is high or low. The pitch of a note depends upon the frequency of the sound. But pitch is not determined by frequency alone. A physiological factor is involved and the sense of pitch is modified by the loudness and quality of the sound.

The average range of frequencies that the human ear detects as sound is approximately 20 Hz to 20000 Hz (the audible range). The human ear is capable of detecting a difference in pitch between two notes. The smallest difference in frequency that the ear can detect as a difference in pitch is approximately proportional to the frequency of one of the notes. That is, a given change in frequency of a low note will produce a greater change in pitch than it will in a high note.

(3) Quality : By quality or timbre is meant that characteristic of a sound by which it is possible to distinguish it from all other sounds of the same pitch and loudness. The same note played at the same loudness on two different musical instruments are easily distinguished from each other by their timbre.

[Note : A pure note, consisting of only one frequency, is different from a musical note, which may be a combination of many different frequencies. A musical note has a fundamental, or lowest frequency, and superimposed on it are higher frequencies, called overtones or partials. The number and relative strengths of the partials present determines the timbre of the note. The ear always recognizes the fundamental as determining the pitch of the note.]

Definition : The intensity of sound at a point is the time rate of flow of sound energy passing normally through a unit area at that point. 

SI unit: the joule per second square metre (j/s.m²) or watt per square metre (W/m²).

(1) The factors affecting the loudness of sound are

1. the amplitude of the vibrations of the body 

2. the distance of the listener from the vibrating body 

3. the surface area of the vibrating body 

4. the density of the medium 

5. the presence of the resonating bodies 

6. the sensitivity of the ear of the listener.

(2) Intensity and loudness are related, but not the same. Intensity is a measurable quantity whereas loudness is a sensation which is not measurable. Loudness depends on the intensity of sound as well as the sensitivity of the ear of the listener.

Conditions for hearing beats : For two sound waves to interfere and give rise to beats, 

1. they should travel in the same medium and arrive at the listener at the same time 

2. their frequencies should not differ by more than about 7 Hz for distinct beats 

3. their amplitudes should be equal or nearly so.

The intensity level of a sound wave, by definition, is β = log₁₀ \((\frac I{I_O})\) bels = 10 log₁₀ \((\frac I{I_O})\) decibels as one decibel is 0.1 bel. Here, I_O (reference intensity) is taken as 10^-12 W/m².

Intensity level is expressed in decibel (dB). There is no direct relation between loudness and intensity. The decibel is not a unit of loudness.

[Note : The decibel, equal to 0.1 bel, is used for comparing two power levels, currents or voltages. The unit bel is named in honour of Alexander Graham Bell (1847-1922) BritishAmerican scientist, inventor of the telephone (1876).]

Indian music is chiefly based on melody, i.e., consonant notes in suitable succession. Besides this physiological sensation, there is a deep psychological involvement. The notes or svaras (स्वर) used in an Indian musical scale have the same musical intervals as those of the major diatonic scale. The five additional notes in pure intonation, तीव्र (sharp) and कोमल (flat) are also used. Thus, the choice is usually made from the following twelve svaras : सा (shadja), रे(को) and रे (rishabha), ग(को) and ग g ndh ra), म and म(ती) (madhyam), प (pancham), ध (को) and ध (dhaivata), नी(को) and नी (nishad), सा. However, as compared to the fixed frequency of the tonic in western music, an Indian vocalist or musician has the freedom to set any frequency as the tonic. Besides, unlike western music, dissonant intervals are sometimes introduced to enhance the musical effect.

However, the whole structure of Indian music is based on r\(\bar a\) gas (राग), which are wellestablished melody types with a wide variety of emotional content. They can be courageous, amorous, melancholy, cheerful, soothing, or ecstatic. R\(\bar a\) gas are capable of conveying these emotions to the listener and different r gas are assigned to different seasons and different parts of the day.

Path difference = \(\frac{2\pi}\lambda\) x phase difference

= \(\frac{2\pi}{0.5\,m}\) x 0.1 m = 0.4 rad

A musical sound is pleasing to the listener while a noise is not. The pleasure derived from a musical note is because it strikes the ear as a perfectly undisturbed, uniform sound which remains unaltered as long as it exists. On the other hand, noise is accompanied by a rapid, irregular but distinct, alternations of various kinds of sounds.

A musical sound thus has a regularity or smoothness because the vibrations that cause the sound are periodic. But the converse, that if the vibrations are regular the sound is musical, is not always true. For example, a ticking clock does not produce a musical note, or the definite note produced by a card held against the teeth of a rotating toothed wheel is far from being pleasant to hear. Bearing such reservations in mind, the essential difference between music and noise is that the former is produced by periodic and continuous vibrations, while noise results from discontinuous sudden and sharp sounds with no marked periodicity.

1. The frequency of sound determines its pitch. A high pitched or shrill sound is produced by a body vibrating with a high frequency and a low pitched or flat sound is produced by a body vibrating with a low frequency. 

2. Frequency is a measurable quantity whereas pitch is not a measurable quantity.

When two progressive waves having the same amplitude, wavelength and speed, travel through the same region of a medium in opposite directions, their super-position under certain conditions creates a stationary interference pattern called as a stationary or standing wave.

It is called stationary because the resultant harmonic disturbance of the particles does not travel in any direction and there is no transport of energy in the medium.

The intensity of a wave is proportional to the square of its amplitude.

The two waves interfere in phase. Thus, the amplitude and hence the intensity of the resultant wave is maximum, I_max ∝ (A _min)² where (A _max)² = (A₁ + A₂ )² .

The two interfering waves are out of phase. Thus, the amplitude and hence the intensity of the resultant wave is minimum, I_min ∝ (A _min)² where (A _min)² = (A₁ – A₂ )² .