Explore topic-wise InterviewSolutions in Current Affairs.

Yes, the Government must regulate the fees structure in education and health care institutions. Education and health sectors are two major sources for the formation of good quality of human capital.

The economic growth of a country depends on human capital formation There is a great contribution of private institutions in educational and health care facilities also, the fees of both are very high in private made institutions as these are guided by profit motive. Therefore, intervention in health and education sector to regulate the fees structure is must in order to enhance the quality of human capital.

Human developments refers to development of individuals as distinct personalities by acquiring good education, training and good health.

Because a professor has the skill or abilities to produce more whereas the peon in the college does not have this skill.

Human capital refers to the skills, knowledge and experience of their value to an organisation or country, or It refers to the stock of knowledge and skills embodied in the ability of human beings to perform labour and create economic value.

The idea of human capital was begun by A.W.Lewis.

Seventh five-year plan gave importance to human capital formation.

Human capital formation refers to the process of acquiring and increasing the number of persons who have skills, education and experience which are essential for the economic development of a country.

ICMR – Indian Council for Medical Research.

AICTE – All India Council for Technical Education.

DSERT – Directorate of State Educational Research and Training.

National Council of Educational Research and Training.

The process of presentation of classified data in tables to render it simple and concise, is called tabulation. It is an ordered/sequential arrangement of presenting data in rows and columns.

According to Prof. Neiswanger : “A statistical table is a systematic organization of data in columns and rows.”

According to Prof. H. Secrist : “Tables are a means of recording in permanent form the analysis that is made through classification and of placing in juxtaposition things that are similar and should be compared.”

Following are the main parts of a table :

• Table number : A table is assigned a number for its identification. It should be marked at the very top of the table. 
• Title/Heading : The title of the table indicates the subject of the table. This title should be clean, brief and in suitable language. This should be written next to or adjacent to the table number. 
• Stubs and captions : Each row of the table is given a title. The title of row is also called stub. These are given in, the column left of the table. Each column of the table has a heading above it. This is called the caption or column title, 
• Main body of the table : Facts/data-items are presented in the main body of the table. This is the heart of the table. Its shape/size depends on the nature and availability of the dataitems. Its size and form is planned in advance. 
• Drawing lines and leaving blank spaces : The beauty of a table depends on drawing . lines and leaving blank spaces. While line should be short or thick or which colour be used to draw it- all things depend on the available subject information. 
• Arrangement of Items : The arrangement of well-organised and ordered items makes the table attractive and useful. Those cells which are to be compared are kept as close as possible. 
• Unit of measurement : If the unit of measurement is same throughout the table then the unit of measurement should be written along with title of the table. 
• Foot notes : If some necessary information related to data items has been left out in the table or if special clarification about a fact is needed, then an explanatory footnote is given for it at the bottom of the table. 
• Source : To make the data-items authentic and more effective, the context and source of data-items should be made clear at the end of the table.

We should keep following rules in mind while constructing a table:

• Title : Each table should have a clear, complete and brief title. The title should indicate the subject related to the data-items, time, classification basis, etc. 
• Columns and rows : Keeping in mind the objective of tabulation and the available information, the number of cells and rows should be ascertained before hand. Serial number should be marked on columns. 
• Comparison : Comparable data-items should be kept as close as possible in a table. Percentage, ratio, multiple, etc. derived values should also be kept close to their original values (data-items in nearby cells) with a viewpoint of convenience in comparison.
• Lines : Important information should be placed in cells having thick and deep lines, so that they attract the reader’s attention readily. 
• Arrangement of items : Different terms should be arranged in the table according to importance, size, place, time or alphabetically. Data-items with greater importance should be placed in leading columns, while those with less importance should be kept in trailing columns. 
• Special Importance : To attract attention towards information of special importance, these should be written in bold/thick numerals. 
• Footnotes : If some necessary information has been left out in the table or if special clarification is needed about a certain data-item, then a footnote should be given below the table. 
• Sources : The source/origin of the data-items present in the table should be mentioned below the table.

Following are the main objectives of tabulation-

1. The purpose of tabulation is to present classified data in a systematic and orderly form. 

2. An objective of tabulation is to present the statistical data briefly and in less space. 

3. Its purpose is to provide the facts comparatively. 

4. The purpose of tabulation is to simplify and clarify the problem. 

5. It makes data comprehensible.

Following are the two points of importance of tabulation

1. Simplicity : Essential information can be very quickly and easily understood through tabulation and the complexity of data-items is eliminated.

2. Comparative Study : Similar and comparable data are kept in mutually proximal rows, so that their comparative study could be done easily.

Following are the differences between Tabulation and Classification : 

1. Firstly, the unorganized data is classified and it is presented in various series. Thus, classification is the basis of tabulation. 

2. In classification, the collected data-items are divided into various classes or series on basis of their similar or dissimilar properties, whereas in tabulation, the classified facts are presented in rows and columns. 

3. Classification is a method of statistical analysis, while tabulation is a process of presentation of data-items. 

4. Data-items are divided into classes and sub-classes in classification, while in tabulation, these are kept under headings and sub-headings.

Penny agreed with Jody’s argument that it would be ungrateful to leave the fawns to starve.

(i) The First World War created a dramatically new situation.Till then industrial production had been slow.
(ii) British mills were busy with war production to meet the needs of the army. Manchester imports into India declined.
(iii) Indian mills now had a vast home market for supply.
(iv) As the war prolonged, Indian factories were called upon to supply war needs, jute bags, cloth for army uniforms, tents, leather boots, horse and mule saddlers and many other items.
(v) Many workers were employed as new factories were set up and old ones ran in multiple-shifts.
(vi) Over the war years, industrial production boomed. Manchester was unable to capture its old position in the Indian market after the war. Cotton
production collapsed and export of cotton cloth from Britain fell dramatically.

(i) The First World War created a dramatically new situation.Till then industrial production had been slow.
(ii) British mills were busy with war production to meet the needs of the army. Manchester imports into India declined.
(iii) Indian mills now had a vast home market for supply.
(iv) As the war prolonged, Indian factories were called upon to supply war needs, jute bags, cloth for army uniforms, tents, leather boots, horse and mule saddlers and many other items.
(v) Many workers were employed as new factories were set up and old ones ran in multiple-shifts.
(vi) Over the war years, industrial production boomed. Manchester was unable to capture its old position in the Indian market after the war. Cotton
production collapsed and export of cotton cloth from Britain fell dramatically.

Industrialization gave birth to Imperialism

(i) Imperialism as the ill-begotten child of industrialization.

(ii) Other things besides industrialization chiefly needed two things. one of them being the constant supply of raw materials and the Other is that the finished goods be sold at the same speed.

(iii) The industrialized countries had introduced heavy import duties as protective tariffs to check the import from other countries.

(iv) Faced with the problem of finding new markest for their producer nations chose such countries where industrialization had not yet reached.

(v) Hence a race for bringing those areas under their effective occupation or effective influence started among the various industrialized nations.

(vi) As a consequence Britain France Germany Japan etc. set up their colonies in Asia Africa South America etc,  

(vii) These colonies served their two purposes of being the suppliers of cheap raw materials and an easy market for their finished goods.

(i) The First World War created a dramatically new situation.Till then industrial production had been slow.
(ii) British mills were busy with war production to meet the needs of the army. Manchester imports into India declined.
(iii) Indian mills now had a vast home market for supply.
(iv) As the war prolonged, Indian factories were called upon to supply war needs, jute bags, cloth for army uniforms, tents, leather boots, horse and mule saddlers and many other items.
(v) Many workers were employed as new factories were set up and old ones ran in multiple-shifts.
(vi) Over the war years, industrial production boomed. Manchester was unable to capture its old position in the Indian market after the war. Cotton
production collapsed and export of cotton cloth from Britain fell dramatically.

(i) The First World War created a dramatically new situation.Till then industrial production had been slow.
(ii) British mills were busy with war production to meet the needs of the army. Manchester imports into India declined.
(iii) Indian mills now had a vast home market for supply.
(iv) As the war prolonged, Indian factories were called upon to supply war needs, jute bags, cloth for army uniforms, tents, leather boots, horse and mule saddlers and many other items.
(v) Many workers were employed as new factories were set up and old ones ran in multiple-shifts.
(vi) Over the war years, industrial production boomed. Manchester was unable to capture its old position in the Indian market after the war. Cotton
production collapsed and export of cotton cloth from Britain fell dramatically.

The book ‘The Invention of the Aeroplane 1799-1909’ written by Charles H. Gibbs Smith took the author into a dream of flight.

• dejection 
• favour/ favouritism 
• applause 
• submission

The author found the book in an old book shop just two days before.

In the end, the neighbour admitted j that she had stolen the plants, and that the plants were actually Revathi’s. The plants got the first prize. Everyone applauded Revathi’s discovery. Thus, the end of the story is a happy one.

The book explained man’s never-ending longing and hope of flying that led to innumerable trials, most of which ended as disasters. The book also covered the subsequent experimentation arising from various inventions used for flight before the advent of the present-day aeroplane.

A tragedy took place when the bird man jumped from the tower. Instead of flying free in the sky like a bird, he tumbled down inverted and totally out of control and crashed to the ground and died.

The neighbour was a regular participant In the competition. Hence, no one suspected that she had stolen the plants.

The first aerial passengers were animals and not human beings. As no one knew what would be the outcome of the experiment, human lives couldn’t be risked. A sheep, a hen and a duck were placed in the basket.

The bird man tried to resemble a bird. He had tied himself with bat-like wings made from wood and cloth, covered with bird’s feathers.

C) 1496 A.D.

The balloon in which the first aerial passengers flew was a huge fabric envelope which resembled a globe in its shape. It was decorated with colourful motifs with an open bottom. There was fire arranged below so that the hot air produced by the flames filled the globe. Once the sphere was thus filled, the ropes which held it down was to be cut off simultaneously by four people who had hitherto held it down. The spherical balloon would then fly upwards and drift across the sky. In the basket of such a balloon were placed a sheep, a hen and a duck – the first aerial passengers.

• In 1496 A.D., many men attempted to fly by tying wings on their cloth. But they could not succeed. Unfortunately, all these adventurers met with a tragic end. 
• In 1783 A.D., three animals – a sheep, a hen and a duck were sent in a hot air balloon in France. 
• In 1853 A.D., Sir George Cayley built a contraption which floated for some time before touching down. 
• In 1891 A.D., Otto Lilienthal built a glider successfully.
• In 1903 A.D., the Wright Brothers built a machine which flew for a while. Thus, finally man was successful in his attempts to fly.

In 1891 A.D., Otto Lilienthal prepared a strange craft built from wood and fabric. He brought it out of a shed built atop a big hill. This comprised two 6 m long bat-like wings on top of one another with a horizontal and a vertical surface behind. This craft also had a ring shaped frame between the wings. Lilienthal stepped inside the frame and with his arms supporting the ring, ran forward. Within a few steps, Lilienthal’s craft started floating in the air. Hanging beneath, Lilienthal glided for a long distance and touched down at the bottom of the hill.

C) hot air balloon

The lesson ‘A Dream of Flight’ inspires us to hitch our wagons to a star, that is, set high goals. It shows that nothing is impossible if we dream till our dreams turn themselves into thoughts and thoughts into actions.

C) his evening walk

C) an old book shop

D) Charles H. Gibbs Smith.

C) The Wright brothers

Charles H. Gibbs Smith.

When Sir George Cayley gave a push to the contraption, at first it started rolling on its wheels and rushed towards the valley below. But as it gathered speed, it lifted off the ground, went floating in the air and touched down on the other side of the valley.

Correct Answer is: C) chauffeur

The qualities that go into the making of a scientist are to start with a first-rate mind, add curiosity, and mix in the will to win for the right reasons. Besides driving curiosity, it also requires that one has a bright mind. One should be competitive, and not interested in winning for winning’s sake or winning to get a prize but because one wanted to do the best job one could. For the right reasons, he or she must always want to be the best.

For his eighth grade project, Ebright tried to find the cause of a viral disease that killed nearly all monarch caterpillars every few years. He thought the disease might be carried by a beetle and so tried to raise caterpillars in the presence of beetles but did not get any real results. The next year his science fair project was testing the theory that viceroy butterflies copy monarchs.

The theory was that viceroys look like monarchs because monarchs don’t taste good to birds. Viceroys, do taste good to birds. So the more they look like monarchs, the less likely they are to become a bird’s dinner. Ebright’s project was to see whether, in fact, birds would eat monarchs. He found that a starling would not eat ordinary bird food. It would eat all the monarchs it could get.

In his second year in high school, Richard Ebright began the research that led to his discovery of an unknown insect hormone. Indirectly, it also led to his new theory on the life of cells. To understand the purpose of the twelve tiny gold spots on a monarch pupa he built a device that showed that the spots were producing a hormone necessary for the butterfly’s full development.

Reading many books on a subject is not enough. One must develop the skill of observation and thinking. Experiments need to be done. One needs to have curiosity to explore and find new things. Above all, one must work hard and hot get upset by failures.

To Prove: \(\sec^{-1}\left(\frac{1}{2\mathrm x^2-1}\right)=2\cos^{-1}\mathrm x\)

Formula Used: 

1) cos 2A = 2 cos 2 A – 1 

2) \(\cos^{-1}A= \sec^{-1}\frac{1}{A}\)

Proof: 

LHS \(=\sec^{-1}\left(\frac{1}{2\mathrm x^2-1}\right)\)

= cos ^-1 (2x ² – 1)… (1) 

Let x = cos A … (2) 

Substituting (2) in (1), 

LHS = cos ^-1 (2 cos ² A – 1) 

= cos ^-1 (cos 2A) 

= 2A 

From (2), A = cos ^-1 x, 

2A = 2 cos ^-1 x 

= RHS 

Therefore, LHS = RHS 

Hence proved.

(i) 1/4

(ii) (1/2) √(3/7)

(iii) ± √5/3

(iv) √3

tan^-1(x + 1) + tan^-1(x - 1) = tan^-1(8/31)

⇒ tan^-1(((x + 1) + (x - 1))/(1 - (x + 1).(x - 1))) = tan^-1(8/31)

⇒ tan^-1(2x/(1 - (x² - 1))) = tan^-1(8/31)

⇒ tan^-1(2x/(2 - x²)) = tan^-1(8/31)

⇒ 2x/(2 - x²) = 8/31 ⇒ 62x = 16 - 8x² ⇒ 8x² + 62x - 16 = 0

⇒ 4x² + 31x - 8 ⇒ (4x - 1)(x + 8) = 0

⇒ x = 1/4 and x = - 8

As x = - 8 does not satisfy the equation

Hence x = 1/4 is only solution.